Leading Expert Advice from EDUC8 SA
Advice from the experts
Wingu Academy

What is the Future of Work going to be for your kids? 

Work as we know it is changing. Artificial Intelligence (AI), the Internet of Things (IoT) automation, and robotics will overhaul work at the same level as mechanisation did in prior generations of agriculture and manufacturing. With this change, some jobs will be lost, many others created, but almost all will change. What does this mean for your kids? We are living in a technology driven world. Things we thought were exciting elements  of Sci-Fi movies a decade ago are being incorporated into our daily lives today. Artificial Intelligence as a service (for example, customer enquiries handled by an algorithm), cars that drive themselves (Tesla’s complete autonomous car is to be released this year and Google’s sister company Waymo has just completed a trial of autonomous taxis in California transporting over  6200 people) and machines that read X-Rays are just the tip of the iceberg. Even though most of us can’t wait for the day that all taxis in SA are driven by safety aware machines, the impact is still profound – what about all those jobs?  Never before in history, has the choice of your child’s education been more important. McKinsey and Company estimates that over 50 million new technology jobs, 130 million new health care jobs and 20 million new jobs from energy investment will be created by 2030. Startlingly, between 400 and 800 million individuals could be displaced by automation and need to find a new job by 2030 globally. Will there be enough work in the future?  History would suggest that we need not fear, 8 – 9% of 2030 labour demand will be in new types of employment.  There are a few key examples from history which we can rely on to give us some key insight into labour demand of the future. After ATMs were introduced in the USA, the number of bank tellers actually rose as banks started competing on service rather than manual cash dispensing. Even though the number of teller per branch decreased, banks could now afford to open more branches to the convenience of customers, leading to a greater overall demand of bank tellers. The personal computer market destroyed 3.5 million jobs, but also created over 15.8 million new jobs since 1850 (now more than 10% of all jobs). Beyond this, the world is seeing growth in the labour market for numerous reasons, but mostly for the growing middle class globally (particularly in Africa and other emerging economies) due to increases in spending on consumer goods, health care and education.      Most of the workplace transitions will require adopting new ways in which you conduct your work (think of how the COVID pandemic saw your work life transform), and there are numerous sectors that will see great growth in the labour market. About 50% of activities in all jobs today can be fully automated by existing technology and by 2030, 15 – 30% will be automated. Occupations that need less than high school (eg. logging equipment operators, taxi drivers) and the jobs that need a high school qualification (ex. stock clerks, travel agents, firefighters and industrial work) and jobs that require some post school training (such as nursing assistants, web developers, electricians and legal secretaries for example) show the greatest potential of being automatable with more than 50% of the work activities to be displaced by 2030. Occupations that are typical of Bachelors and graduate degrees (such as lawyers, doctors, teachers, statisticians, chief executives) have about 22% automatable tasks.    The real question is, are your kids getting prepared for this rapid change?  It is important to pay attention to the following changes, since these will be central to the evolution from today’s world of work into the Future of Work.  Activities such as predictable physical work, data collection and data processing will see the big losses in demand. Machines do these type of things better than us.  Applying expertise, interacting with stakeholders, managing and developing people will see great demand increases. Machines can’t do this.  A distinct shift in capabilities and skills will be needed. Social and emotional skills are the future key metrics in the workplace.  Advanced cognitive abilities such as logical reasoning and creativity will be a requirement for almost every job.  Key competence in technology is a no brainer. There will be very few places in the world that will see jobs created for workers that are not equipped with advanced technology skills. Many have expressed concern that in today’s world a degree is not enough. However, trends in advanced economies suggest that there will be a drop in jobs available to those without tertiary level qualifications. Advanced degrees (Masters and Doctorates) will become increasingly important, not for the niche fields in which they place the graduates, but for the key skills development in critical thinking, problem solving and creativity. These degrees will equip students with the necessary cognitive skills to outperform machines, but the gap between what degrees teach and what the job market needs has never before been any larger than it is today. There exists a disconnect between what education providers believe they are delivering (over 72% believe new graduates are ready for work) whereas 39% of employers say that a skills shortage is the cause for entry-level vacancies not being filled.   So, what is the answer? Let children be children, but at the same time expose them to the wonderful changes that are occurring in our world. On an individual level, learners and students must be prepared for lifelong learning. Students must be prepared for a rapidly evolving future of work, and acquiring skills that are in demand and re-examining the notions of traditional careers (where and how they work, and what talents and capabilities they bring to the table) is key. The key attributes of a successful future worker include: Key skills in digital technology. Every job that exists today will transform into an occupation that needs digital skills. Knowledge of programming and other key digital technology skills will not be reserved

September 28, 2020
Evolve Online School

Do the homework before choosing an online school

Parents and guardians considering online schooling for their children must ensure they properly vet the ability of a school to provide an holistic, meaningful educational experience coupled with excellent academic and emotional support, an education expert says. “There are a number of online schooling options on the market, and this offering has grown further as a result of Covid-19 and lockdowns,” says Colin Northmore, Principal of Evolve Online School, a brand of ADvTECH, Africa’s largest private education provider. “But just as parents would do their homework before enrolling their child at a contact education institution, they should also ask the right questions before deciding on an online learning institution,” he says. Northmore notes that many parents can attest to the frustrations experienced with online learning during lockdown, where the quality of offerings differed markedly. “Parents will by now have figured out that what their school offered was more or maybe less effective than what their friends’ children were getting, and clearly not all online delivery models are created equal. So, a first step before deciding on an online school, would be to enquire how efficiently current students of those schools who had to move from contact to online were able to continue their educational journey during lockdown,” he says. “Online schools have clearly differentiated offerings, and parents should take care to interrogate and clarify a school’s offering before enrolling, and in particular ensure that the curriculum is more than just ‘paper behind glass’,” he says. Northmore says that an online school focused on the developing the whole child while ensuring that academic excellence is maintained, must incorporate the following: Diagnostic testing to determine the exact level of proficiency of a student before placement, and during the educational journey; Asynchronous learning so that learners can move through content at their own pace and according to their own proficiency, with direct access to teachers who will facilitate extra activation classes; Synchronous learning where students will also be able to attend live interactive classes, and Socialisation opportunities with academies, studios and day camps so that students can mingle with their peers and balance their screen timewith green time. He says Evolve Online School has weekly webinars to allow parents to get a feel for the school’s offering, as well as ask the questions they need answered before enrolling. “It is highly recommended that parents attend such virtual events at any school they are considering for their child,” he says. Northmore adds that parents should ensure that substantial support is available for students and parents, because online schooling can be a very lonely and frustrating experience if such support is not available, particularly if an online school is merely copying and pasting physical classes into a virtual space. “Schools must have life coaches or the equivalent, who can help develop crucial 21st Century Skills and global competencies, in addition to the regular curriculum,” he says, “and each student’s learning experience must be tailored to their specific needs, so that they are encouraged to grow at a pace that suits their ability and enthusiasm.” It is not enough for an online school to simply focus on delivering a curriculum, he says. “For a rewarding and successful online schooling experience, there should be a strong focus on all skills – foundational, social and emotional. Our children are growing up in a world very different from the one in which we grew up. Things that we, as adults, deal with and take in our stride they are already facing at a very young age. Therefore online schools should offer substantial support to help teach students how to deal with issues such as stress and anxiety, while helping them develop important coping mechanisms, resilience and a growth mindset,” he says.

September 18, 2020
Wingu Academy

The fourth industrial revolution is here – are your kids ready?

The fourth industrial revolution (4IR) is more than just a catchy buzzword. To understand this term, it is necessary to look at the origins and outcomes of the preceding industrial revolutions, as these set the foundation for the advent of the fourth industrial revolution. The first industrial revolution (1760-1840) was brought about by the invention of the steam engine. Why a “revolution”? Because this technology rapidly changed the way society organized itself – from an agrarian, artisanal society, to a more mechanized one. For example, dresses were no longer handmade by a local seamstress, but produced in a textile factory by machines. Average income and population growth soared. Rapid urbanization took place. The second industrial revolution (1870-1914) expanded on the technologies introduced during the first industrial revolution. Railroad and telegraph lines expanded, ushering in a wave of globalization. The invention of electricity and the telephone also emerged during the time. This industrial revolution finally brought the concept of standardization and the assembly line to the fore, as pioneered by the Ford motor company in 1913. The economic outcome of this was tangible. Economic life organized itself around the mass production of consumer goods. Mega-corporations emerged, which could control segments of the market. There is even an economic theory centred on this outcome – aptly called Fordism. Finally, the third industrial revolution was bought about by the invention of the semiconductor. This led to a slew of innovative technologies, most of which are well known to us by now, such as mainframe computing, personal computing and the internet. This still begs the question however, what is the fourth industrial revolution and what will its outcomes be? And most importantly, how can you ensure your child’s readiness to face these rapid changes? Similar to preceding industrial revolutions, the fourth industrial revolution is being brought about by new technologies such as robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification and bioscience technologies, which are shaping the way we organize our societies. Just as artisanal dressmakers had to adapt to a changing society during the 1760s, so too will our children have to adapt to the changes arising from the current industrial revolution. The fourth industrial revolution will eliminate some jobs, but also create new ones in their stead. Children currently in grade R might someday fulfil a role that doesn’t even exist on paper yet. Other jobs will not necessarily be eliminated, but it will require people to adapt and to learn how to leverage these new technologies in their existing roles. One sector of society that has been relatively slow to adapt to changes being bought about by the fourth industrial revolution, is the education sector. The traditional education system is currently based on training factory workers, who had to focus on repetitive tasks for long hours. It is therefore not designed to foster critical and creative thinking, but rather to encourage compliance and regurgitation of facts. In an increasingly automated world, jobs which require repetition and regurgitation are rapidly being eliminated by machines and software. So which skills will be relevant in the coming fourth industrial revolution? And how can we ensure that our children will graduate from school with the necessary skills to thrive in this environment? According to a report by the World Economic Forum, titled “The Future of Jobs”, the skills that will be most in demand during the fourth industrial revolution are: Complex problem solving Critical thinking Creativity Managing people Coordinating with others Emotional intelligence Judgement and decision making Service orientation Negotiation Cognitive flexibility The industries tied to the defining 4IR technologies (robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification) will birth new areas of work. For example, traditional methods of manufacturing will increasingly be replaced with additive manufacturing technologies (3D printing), as the technology improves. Think 3D printing is just for hobbyists? Think again. Professor Mashudu Tshifularo from the University of Pretoria conducted a pioneering surgery in 2019, transplanting 3D printed middle-ear bones in a patient. In another example, NASA’s “Made in Space” 3D printer is being used by members of the International Space Station to print tools, reducing the number of objects that have to be stored onboard. It is also creating opportunities for recycling and re-use of materials – which in turn creates new opportunities to launch longer manned space missions to planets such as Mars. In conclusion, teaching our students the basis of these defining 4IR skills from a young age is vital. Ensure that your child’s educational provider incorporates elements such as coding, robotics, 3D printing and software development into their offering. Furthermore, jobs which require creative and critical thinking, as well as empathy and emotion – innate human qualities – are less likely to be replaced by an automated system. Learning should be about more than just what your child learns, but about how they learn it. Are they just repeating the solution presented to them by someone else, or being encouraged to discover a new solution of their own? Are they encouraged to solve problems creatively and taught to think analytically and independently? Fostering these skills in students will ensure that they are resilient and able to adapt to changing career and societal circumstances with ease. At Wingu Academy we pride ourselves on doing education differently. Students are introduced to subjects such as coding, robotics, 3D printing, CAD, app development and game development from an early age. Teaching pedagogies are based on a blended learning approach, which blends synchronous and asynchronous learning to allow and encourage independent study. Students are engaged with their work through interactive quizzes and simulations, as well as live class presentations by subject experts. The implementation of the application focused British International Curriculum further ensures that students develop critical thinking and problem solving skills. Visit our website at www.wingu-academy.com to learn more, or email us at info@wingu-academy.com. Sources: https://medium.com/@dr.chukwudinwobodo/fourth-industrial-revolution-4ir-its-impact-on-education-97fcac1af2d5 https://www.google.com/amp/s/www.cnbc.com/amp/2019/01/16/fourth-industrial-revolution-explained-davos-2019.html https://www.google.com/amp/s/www.iol.co.za/amp/news/opinion/4irs-impact-on-education-calls-for-a-rethink-on-current-learning-and-teaching-models-50624601 http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf

September 16, 2020
Mindscape Education

Resources – what to look for and how to choose them

In this article, we explore homeschooling resources, how to identify what you think you need versus what you actually need for your child, and how to be more cost-effective. A point to always remember is, just because it’s expensive doesn’t mean it’s effective. Resources.  What a broad, generic term. Ranging in meaning from books to equipment, posters, manipulatives, electronic, cloud-based thingymagwadjee’s.  Don’t fall into the trap of thinking that you need every resource known to man when homeschooling your child.  Firstly, resources can be rather costly and secondly, some of them are completely unnecessary! In the beginning, I would suggest buying a decent-sized whiteboard (because long division.  I’ll leave it there) and a laminator.  Both will serve you well, no matter whether you are homeschooling temporarily or as a permanent solution. Deciding on what you think you need versus what you really need versus what you really, really want can be a minefield.  There are a few things to keep in mind when deciding what to spend your hard-earned cash on: Is the item fit for purpose?  Is it age appropriate?  Can you use the same thing for more than one child if you need to?  Is it user-friendly?  Just because it’s expensive doesn’t mean it’s effective. Some resources, like printable worksheets, are cost effective and convenient only if you have a printer at home.  If you don’t, then off-the-shelf workbooks (like those found in our School-In-A-Box!)  would probably be a better option for you.  Your pantry also contains many interesting materials.  Rice or flour for working with weight and learning about mass.  Pretty much anything you can think of when learning about numbers and operations (jellybeans, Smarties, – division and subtraction are taught quite effectively with these, haha).  A few things are have-to-haves, like good grade-appropriate dictionaries, a thesaurus for older kids, quality reference books like a world atlas or encyclopedia. The CAPS teacher’s guides (available to purchase from Mindscape Education and learner books (in your School-In-A-Box) give an overview of materials needed to complete each lesson and it is worth having a leisurely page-through of these books when you first start out.  My suggestion is to begin with the minimum and carefully re-evaluate your needs as you continue your homeschooling journey.  Interested in homeschooling your child? Feel free to Mindscape Education, e-mail info@mindscapeeducation.co.za or call (+27) 11-704-0687. Hadeda Promotion: Enrol your child with MindScape Education by 30 November 2020 and pay 2020 fees. Visit the Mindscape Education website to find out more about our curriculum options.

September 15, 2020
Wingu Academy

Motivating your primary or high school student – 5 tips to navigate the minefield

Concerned about your child’s lack of motivation when it comes to their schoolwork? Perhaps you’ve spent many a minute pondering how you can get your child to put as much effort into learning as they do into texting on their phones. You’re not alone. We’d venture a guess that there were even a few cavemothers back in the day who were probably just as concerned with their teen’s lack of motivation and seemingly rebellious attitude. Now here’s the thing that most articles like this one don’t tell you – there’s no silver bullet or magical motivation potion. Nothing you do or say will result in your child going to sleep a TikTok consuming zombie-bot one evening and waking up an industrious little Edison the next. You cannot force a child to be motivated – they have to realize the importance of learning themselves. However, there are some steps that you can take to help your child discover –or rediscover – his or her motivational mojo. 1: Instill discipline and accountability in your child There’s a very true quote – probably dreamt up by some self-help yogi on the internet, bless their wise soul – “You will never always be motivated, so you must learn to be disciplined”. Discipline is what sets people apart. A naturally athletic person might have raw talent, but if they don’t have the discipline to get up and train at the crack of dawn, all that raw talent won’t book them a spot at the Olympics. But, if your child follows the pattern of ‘panic, breakdown, cram, cry, cram-some-more’ every night before a big test, it doesn’t necessarily mean that they are lazy or undisciplined. Perhaps he or she has trouble managing their time. This is where you can help. By creating a structured learning environment, developing a regular schedule and allowing sufficient time to prepare, you can help your child manage his or her time better. As with all seemingly mundane things in life – such as parking within the lines or making your coffee just the way you like it – time management is a skill learnt through trial and error, and by repeating it every day until you become an expert. Importantly, don’t over compensate for your child’s demotivated attitude by doing their work for them. This will only end up compounding the problem, because what you are actually telling them is that it’s okay not to hold up their end of a bargain, someone will always come to bail them out. Motivated kids are also accountable kids, who accept their responsibilities and plan accordingly. 2: Be kind to your child, and to yourself Your child’s lack of motivation is not necessarily a reflection on you as a parent. Positively reinforce development and when they make mistakes – when, not if – don’t lie awake obsessing about the future and how you are going to take care of your son when he’s 40 and still lives in your basement with just a mini fridge and video game console. Mistakes are par for the course; fall down ten times and get up eleven times – so cliché, but true. In a culture that is obsessed with perfection, we often do not teach our children that it’s okay to make mistakes. If Junior has been steadily putting in more work and improving his grades only to fail the next test, don’t act like it’s the end of the world, threaten to put a hit out on the teacher or tell your child that his brain is the size of a pea. Identify the root cause of the problem, and put strategies in place to prevent a similar scenario in the future. Your child will learn how to handle crisis and disappointment by witnessing your own response to it. Lead by example. 3: Focus on development, not performance Developing a motivated student takes time. It’s a marathon, not a sprint. Don’t expect them to magically start burning the midnight oil and getting straight A’s just because they started attending a tutor session two weeks ago. Set realistic goals and positively reinforce improvements in behaviour or outcome, even if it’s small or slow. Perhaps more importantly, don’t force your own expectations on your child. Even if you secretly dream that your child will become an astronaut and be the first human to set foot on Mars, their strengths and academic interests might not align with that vision. And that’s okay. If they do well in another subject that you might regard as less important, praise them for that, because it might be important to them. 4: Encourage honest conversation Oftentimes students become demotivated because they feel overwhelmed or stuck, and oftentimes these factors can be remedied. But you won’t know how to help your child, unless they talk to you about the problem. You cannot force your child to share his or her feelings, and the more you push, the more likely you are to receive a serious of grunts and sighs as a reply. However, you can let them know that you are there to talk, when they feel ready. When they do open up to you, validate your child’s feelings, even if you don’t agree with them on something. So for example, if Junior says “Mom, I hate mathematics, It just doesn’t make sense!”, don’t say something like “Nonsense sweetie, you were fine with math last year.” Listen to your child. Really listen. Let them know that their opinion matters and don’t put them down. 5: Get outside help If your child is demotivated because he or she is struggling with a particular subject or subjects, consider getting outside help, such as a tutor. If this is not financially viable, maybe reach out to a university student in the family, or a subject-savvy aunt or uncle, or try to come to an agreement with a reputable tutoring company to let your child be instructed at a reduced rate. Make a plan. Do not stick

September 11, 2020
Mindscape Education

Time management and timetables – how much is enough?

In this article, Clair a homeschooling parent, discusses time management and timetables and how to ensure your child is getting the most out of homeschooling while being able to recognise when your child has reached their limit for the day. I remember being so afraid.  Afraid for my child.  Afraid about what I was teaching her but importantly, about what I was not teaching her.  My initial reaction to this was simply to do more.  Start earlier, finish later.  Shorter breaks.  More structure.  Less flexibility.  Well, it goes without saying that for two or three weeks, our home wasn’t a very happy one.    With no assembly, no register class, no chapel, no physical education classes, so much time is freed up for you and your child.   However, when starting out on this journey, you simply have no way of knowing whether you are spending enough time on each subject.  Luckily, at the beginning of each CAPS teacher’s guide, the Department has set outguidelines for each subject in each phase, broken down by Grade.  Whilst not prescriptive, these give an outline as to how you could spend your school time. Instructional hours vary from 23 in the Foundation phase to about 27 hours in the Senior Phase and high school.  You can find out more by clicking on the link below: https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20IP%20%20HOME%20ENGLISH%20GR%204-6%20%20WEB.pdf?ver=2015-01-27-160412-720 We used to start the day with Maths, because my daughter was at her best then, so we would begin with the subject she struggled with the most and would take it from there.  I cannot stress enough how important it is to let your child work at their own pace.  If you end up doing only English for the day, that’s fine, just be sure to find a bit of balance over the following days by doing something else.   There are also many opportunities over the course of day for educating – many of which fall outside of “school hours”.  It takes time to fall into a rhythm, to find your own groove.  Try not to be too hard on yourself for not sticking to a rigid schedule.  You, and your child, might well be all the happier for it.  A happy child is a more productive learner, which makes for a happier parent, and that’s a win in anybody’s book. Interested in homeschooling your child? Feel free to Mindscape Education, e-mail info@mindscapeeducation.co.za or call (+27) 11-704-0687. Hadeda Promotion: Enrol your child with MindScape Education by 30 November 2020 and pay 2020 fees. Visit the Mindscape Education website to find out more about our curriculum options.

September 7, 2020
Wingu Academy

International Examination boards from the United Kingdom

Examination boards in the United Kingdom (sometimes called awarding bodies or awarding organisations) are the examination boards responsible for setting and awarding secondary education level qualifications, such as GCSEs, and A Levels qualifications, to students in the United Kingdom. Until the mid-1990s, academic exam boards and vocational accreditors were run very much as separate organisations. In more recent times, this distinction has been removed, with all the term ‘awarding bodies’ now being used. Broadly speaking, the UK has always had two separate school systems: one for England, Wales and Northern Ireland; and one for Scotland. As a result, two separate sets of exam boards have been developed. Here we will focus on the exam boards stemming from the United Kingdom. England, Wales and Northern Ireland England, Wales and Northern Ireland have several exam boards, with schools and colleges able to freely choose between them on a subject-by-subject basis. Currently, there are five exam boards available to state schools: AQA (Assessment and Qualifications Alliance) CCEA (Council for the Curriculum, Examinations & Assessment) OCR (Oxford, Cambridge and RSA Examinations) Pearson, under its Edexcel brand WJEC (Welsh Joint Education Committee), under its WJEC and Eduqas brands Though the exam boards have regional roots within the UK, they now operate across larger areas. The three boards based in England – AQA, OCR and Edexcel – offer all their qualifications across England with a smaller number in Wales (where no ‘homegrown’ qualification is available) and Northern Ireland (where the qualifications meet the regulator’s requirements). The Wales-based WJEC offers qualifications in Wales (mostly under its WJEC brand), England (nearly always under its Eduqas brand) and Northern Ireland (under either brand). Most exam boards offer a range of qualifications, though not all boards offer every qualification in every subject. Schools and colleges have a completely free choice between the boards, and most schools use a mixture of boards for their GCSE qualifications, with a similar mixture existing at A Level. In addition. History Exam boards have been around as long as there have been qualifications offered by schools. The Universities of Oxford and Cambridge each had their own exam board and a joint board they ran together. The qualifications offered were of the boards’ own creation. local board. I will focus here on the boards founded by the University of Oxford and University of Cambridge, and of Pearson Institute since they are the more well known in South Africa.: 1836. Royal charter gave the University of London powers to conduct exams. The University of London Extension Board was founded in 1902 (later becomes Edexcel in 1996) 1857: University of Oxford Delegacy of Local Examinations (founded by the University of Oxford) 1858: University of Cambridge Local Examinations Syndicate (UCLES, founded by the University of Cambridge) 1873: Oxford and Cambridge Schools Examination Board (founded by the University of Oxford and the University of Cambridge) GCE (O Level and A Level) In 1951, the General Certificate of Education (GCE) was introduced. It was split into two stages: Ordinary Level (O Level, taken at 16) and Advanced Level (A Level, taken at 18). CSE In 1965, the Certificate of Secondary Education (CSE) was introduced. It was aimed at the 80% 16-year-old students who did not take O Levels and, until that point, had left school with no qualifications. CSEs were administered on a local basis with local boards offering the qualifications. GCSE To create a more egalitarian system, the O Levels and CSE (but not the A Level) were replaced by the General Certificate of Secondary Education (GCSE) in 1986. As O Levels and CSEs had used different exam boards (except in Wales and Northern Ireland), new ‘examining groups’ were created. In England, the four examining groups were consortia of regional GCE and CSE exam boards, while in Wales and Northern Ireland they were the existing boards, making six boards in total: London East Anglian Group (formed by the University of London School Examinations Board, the London Regional Examination Board and the East Anglian Examinations Board) Midland Examining Group (MEG, formed by the University of Cambridge Local Examinations Syndicate, the Southern Universities’ Joint Board, the Oxford and Cambridge Schools Examination Board, East Midland Regional Examinations Board and the West Midlands Examinations Board) Northern Examining Association (NEA, formed by the Joint Matriculation Board, the Associated Lancashire Schools Examining Board, the North Regional Examinations Board, the North West Regional Examinations Board and the Yorkshire and Humberside Regional Examinations Board) Northern Ireland Schools Examination Council Southern Examining Group (SEG, formed by the Associated Examining Board, the University of Oxford Delegacy of Local Examinations, the South-East Regional Examinations Board, South Western Examinations Board and Southern Regional Exams Board) Welsh Joint Education Committee (WJEC) As CSEs were no longer offered, the CSE boards effectively ceased to operate as independent boards and instead became part of their larger examining groups (some were even taken over by larger members of their groups, such as the South East Regional Examinations Board, which was acquired by the Oxford Delegacy of Local Examinations in 1985 to form the Oxford School Examinations Board; and the South-East Regional Examinations Board and South Western Examinations Board, which merged with the AEB in 1985 and 1987 respectively). The GCE boards, however, retained a degree of autonomy, as they still offered A Levels independently. Though the boards were regional, schools were entirely free to pick which board they did their GCSE qualifications with and could mix and match between subjects. When the Certificate of Achievement (now the Entry Level Certificate, a qualification below GCSE level) was introduced, the GCSE examining groups were responsible for administering the qualification. Creation of the current boards It was not long before the GCE (A Level) boards and GCSE examining groups began to formally merge or enter into even closer working relationships. This made sense, as it allowed merged boards to offer both GCSE and A Level qualifications and the boards were working together to offer the GCSE qualifications anyway. Many boards also took the opportunity to merge with vocational

September 4, 2020
Mindscape Education

Registering with the Department of Education – what are my rights and responsibilities?

This is a hot topic of conversation among homeschoolers and a complex issue to which MindScape Education recommends parents give considerable thought. There are three relevant pieces of legislation in SA regarding this question. One is the SA Schools Act, 1996. The other is the Children’s Act, 2005 and the third is the SA constitution. Yes, there is a law that stipulates that we must register our homeschooled children with the department of education. There is also legislation that says not doing so is punishable by a fine, or imprisonment, or both. But, as a parent, you have a constitutional right to choose the kind of education your children receive, the nature of the content they learn about, and you also have a legal responsibility to always act in your children’s best interests.  We are aware of stories about intimidating Department officials arriving unannounced, yet we have also heard the complete opposite – positively glowing accounts about how helpful and constructive Department staff and officials have been.  At MindScape Education, the choice is yours. Should you choose not to register your child with the department, we completely respect your decision. However, MindScape can efficiently assist you with the registration process, should you wish to register your child with the relevant education authorities.  In conclusion, do your research. Nobody can tell you what is best for your family and nobody can make a decision as important as this one on your behalf.  Require assistance registering your child for homeschooling? e-mail info@mindscapeeducation.co.za or call (+27) 11-704-0687. Hadeda Promotion: Enrol your child with MindScape Education by 30 November 2020 and pay 2020 fees. Visit the Mindscape Education website to find out more about our curriculum options.

September 3, 2020
Evolve Online School

How to use a good crisis: COVID 19 and the turning point for education

In my previous blog, I concluded by quoting Winston Churchill saying, “never let a good crisis go to waste”. This pandemic has devastated the lives of millions and dealt a blow to the world economy. It has also had a profound impact on schools and the education journey of our children. In his book Stratosphere, Michael Fullan tells us that the time has arrived for schools to take the next step and move to a ‘future-relevant’ school model. We know as parents and teachers that the current way that we are doing school is not preparing our children for the kind of world they are living in and are going to have to find work in. Fullan says that there is now a perfect combination of technology, learning theory and change management. This combination will allow us to move forward if we are willing to change the way we teach. An important point that he makes about technology is that it must be “ubiquitous”, that is it must be everywhere and invisible. Think about the devices in your homes, especially phones and tablets. You probably do not even think about how advanced they are and how often you look at the screen or use it in your daily life. What Fullan is saying it should be expected for our children to do the same in their learning each day. One of the most common experiences of teachers trying to use technology in their classes is that technology often gets in the way of learning. You take your class into the lab, and everyone is excited because you are going to use the computers to learn about volcanoes using a simulation. Within seconds you see a forest of hands. “Mam my computer won’t switch on”, “I’ve forgotten my password”, “My mouse/keyboard does not work”. If we tell the kids to bring their own devices then you get; “My WiFi is not connecting”, “Mam the simulation won’t work on my device”, “I cannot access the app store?” The lesson process is disrupted. By the time all the problems have been solved, the lesson is nearly over.  These kinds of experiences have led to teachers avoiding the use of technology or only using it in shallow gimmicky ways. Technology should rather than as a tool to make students sit up and become entranced and excited about their learning.  iPads overcame many of these problems, they switch on immediately and are not likely to have software or hardware failures. This still left the issue of teachers lacking confidence and experience in using technology in their classes made worse by their early experience of frustration. You also need a proper system for managing devices at school to avoid many of the problems of using them  The pandemic has changed this. The technology implementation that took me six years to achieve as a leader in my previous school was achieved in two weeks in my current one. Teachers and parents have had enough positive experiences that the resistance to using technology has reduced. Parents have also experienced their children benefiting from asynchronous learning (where students do the work in their own time rather than at a set time with their peers). Parents are more willing to consider online schooling as a real option for their kids.  So, where does this leave us? Evolve Online School plans to take advantage of all benefits of technology to redesign the way children learn. We do not have to inherit any weaknesses from the existing system. Still, we can start from the ground up and build a new system that includes the latest advances in technology. We can embrace all the research that has been done into how children learn and build their confidence and skills. We can move away from one size fits all solutions. Most importantly, we have no buildings so we can make the costs much more affordable so that more parents can provide a quality education for their kids.  There is now a perfect opportunity for Evolve Online to make sure that the crisis we are experiencing can lead to improvements in learning. We can increase the number of children who can be properly prepared for their futures. Learning without limits can be a real experience and not just a slogan.

September 1, 2020
Wingu Academy

University of Pretoria alumni innovate during times of crisis to bring a new online schooling platform to South Africa

The University of Pretoria (UP) has seen yet another EdTech start-up emerge into the South African market from its entrepreneurial ecosystem. Wingu Academy is a cloud-based platform offering educational support to homeschoolers, schools and tutor centres with an emphasis on quality, affordable education for the African continent.  Wingu Academy boasts live classes and tutorials, 4IR aligned interactive online content and assistance with remote assessment. Wingu Academy has its head office on the University of Pretoria campus nestled in the TuksNovation accelerator program (UP’s high-tech business incubator and accelerator).  Since the launch in May this year, Wingu Academy has seen rapid growth, with a vibrant community of schools, parents, tutor centres, students and tutors collaborating to bring a 4IR and social approach to learning. The growth has largely been organic, with word of mouth through digital channels delivering unprecedented interest. Interest has extended beyond South African borders to attract attention from neighbouring African countries including Namibia, Botswana, Mozambique, Lesotho, Eswatini and Zimbabwe, but has reached as far as Uganda, Rwanda, Angola, Malawi, Zambia and Kenya and even Asian and middle eastern markets with interest from Vietnam and Kuwait. Most families have sought an authentic, affordable and quality home-schooling solution.  “We joined the Wingu family in June 2020. Being an academic and lecturer myself, I have high expectations of educational content, systems and facilitators or teachers.” Says Isabel, a lecturer at the University of Pretoria. “Our 11-year-old daughter has been homeschooled using the Cambridge curriculum for the past few years due to a health condition. We are truly impressed with the welcoming and supportive online community at Wingu. The exceptional online planform presents our children with the opportunity to engage with high tech education innovation with the personal touch of face to face teaching. The Wingu teaching methodology is in line with 21st-century teaching principles which will prepare our children with critical and independent thinking as well as tech skills for the 4th industrial revolution. The online platform is intuitive and interactive. It encourages children to take responsibility by preparing for lessons in a fun way using simulations and secret missions to solve problems. During face-to-face lessons, our children get the opportunity to engage with the content, a highly qualified facilitator and peers. Consolidation of new content is then done through homework activities and online quizzes. My daughter enjoys every moment at Wingu. Thank you for putting your passions into action and shaping our children’s future!” Says Isabel.  The platform has been developed by UP alumni and post-graduate students from various backgrounds, teachers and in collaboration with researchers at the Wits School of Education. The focus of the platform is to deliver an international curriculum that is relevant globally. A truly blended approach is followed, with a focus on student-led learning, gamification, instant constructive feedback and alignment to the major international curriculums. The educational approach is at the forefront of the current state of the art. “Wingu Academy created a quality, safe and efficient learning environment online while maintaining social contact. We have been homeschooling for one and a half years now. Wingu’s system provides face to face contact between educator and child and classmates. In each subject, the student interacts with the educator to clarify content, discuss problems and direct learning. I am a first-time mom of a teenager. But the past month I saw her mood improving and saw her enjoying her schoolwork.” Says Dr. Philips, from the Nelson Mandela University in Port-Elizabeth.  Learners enrol to experience a platform catering to their needs, with a wide variety of choices to support individual learning at home, or to supplement a program followed at a tutoring centre or school. Ages 5 – 19 are catered for on the platform, and adult learners have shown significant interest. The platform is well suited for full-time learners, global citizens that travel frequently, star athletes that need to focus on training but still want an internationally recognised education, and students that would like to obtain entrance to university degrees either locally or abroad.  The qualifications catered for allow entrance into all major universities globally including Ivy-league and Oxbridge universities. The international external exams are written at examination centres closest to the candidate’s home and are examined by the major UK based examination bodies.  Enrolments for the international programs are still open, with an academic program that allows students to catch-up any lost work. Candidates transition from other examinations bodies are welcome to apply.  Enrolments for specially designed programs in response to the COVID-19 disruptions for the current year is still open. Enrolments to start in January 2021 has also opened. There is limited space, so reach out soon. For further information about Wingu Academy, visit their website at www.wingu-academy.com

August 28, 2020
Wingu Academy

Blended Learning and why parents need to pay attention

What is blended learning? There is no single definition, but there is a general consensus that blended learning involves a combination of face-to-face (either onsite or online) with online experiences to produce effective, efficient and flexible learning. Blended learning does not mean online learning. Simply teaching online in a “virtual school” with a teacher presenting work does not mean you are effectively using a blended approach. Blended learning means using different techniques to assist in the learning process, combining classical teaching approaches with online experiences (such as visual aids including videos, infographics, interactive software, gamification etc.). The result is faster learning, a greater understanding of difficult and abstract concepts, and a more engaging, fun learning experience. Consider why blended learning is important before making your choice of a virtual school. Why blend?   Improved lesson design Increased engagement  Increased guidance and triggers Individualised learning support Social learning and critical thinking skills Increased focus 1: How does a blended approach improve lesson design? When designing a new blended course from a traditional one, it is important not to simply look at the course you want to teach and to arbitrarily decide which activities will from now on be online. Simply replicating onsite activities online (as many virtual schools do) will not yield good results. The resultant course will not measure up to the academic rigour, engagement and outcomes of a traditional onsite course. Here are the common pitfalls many virtual schools make: “Creating a class and a half”. Adding online activities to an existing traditional course online gives the students even more work to do, and will result in burn out. A blended approach needs to replace some aspects of the traditional course. Unfocused technology. Adding technology just for the sake of adding technology is not useful, and will create barriers to learning. The lessons must focus on the learning outcomes every step of the way. Misfit modes. Some onsite (in-person) activities will not be effective when forced online. Forcing it will result in missed opportunities. A blended course needs a redesign of the entire instructional approach. How do you avoid common pitfalls? First and foremost, a blended course must be learning-centred. Students and teachers must share the goals of the learning outcomes. They must work as a team to achieve the learning outcomes. A traditional approach of a teacher acting as custodian of information will not work. Teachers must be guided by a clear vision of a successful student as well as the knowledge, skills, attitudes, and abilities that the teacher must track and monitor. Teachers must focus on experiences that build knowledge, develop skills and form behaviour and attitudes. Adding activities and tasks without meaning should be avoided. Make sure the virtual school you are considering has a clear strategy for a blended approach, and are not simply replicating a traditional school experience online. 2: Increased engagement  Engagement in a blended course is achieved in a meaningful way by including student-teacher, student-student and student-content engagement. Interactions increase rapidly online with students feeling more comfortable to approach the teacher, tutor or other students in group work using online meetings, emails or instant messaging. Content engagement is beyond simply reading a textbook or text-based materials and can be enriched by digital content (videos, animations, interactive simulations). Support in terms of one-on-one support or peer- support becomes quick and easy without the need for physical infrastructure. Ensure that the virtual school you are choosing does not rely on traditional textbook focussed teaching. Simply reading from a textbook online will instantly remind you of the days you sat in a classroom with your least favourite teacher. 3: Increased guidance and triggers There are a larger variety, increased frequency and a more focused manner of assessments. Teachers no longer need to do a few classes before being able to assess progress. Polls, quizzes, and interactive activities provide the opportunity for quick assessment with effective feedback. These assessments can be used as guidance and triggers to assist students in self-assessing what they need to focus on. Assessments can also focus on real-world and authentic problems in a much more accessible way online than onsite. Quickly showing something in a laboratory setting, an industrial plant or office park becomes easy with online video content for example. The best use of blended assessments involves those that provide instant and effective feedback. This enriches the students learning process and makes identifying misconceptions easy.  Make sure that your virtual school has a handle of the students. Some schools have over 100 students in a class, some even up to 500 students. Make sure that you have a teacher-student ratio of 1 – 20 in the classroom. The ratio can be improved by the use of tutors, and avoid schools that make empty promises. You need a teaching team to handle classes with many students effectively. 4: Individualised learning support Since teachers often have access to detailed analytics on the class or the individual students, it becomes easy to identify who needs assistance and with which sections of the work. Learning activities that can assist in individual needs can then be incorporated and additional support from teachers and tutors becomes targeted. The virtual school must be able to tell you your student’s progress at a click of a button. Avoid schools that can’t – they are not focussing on individual needs. 5: Social learning and critical thinking skills Social learning or community-driven learning often focuses on higher-level cognitive skills – in short, “critical thinking”. They emphasise social aspects of being human, expose students to different perspectives, allow deep reflection and increase participation. A blended environment provides a flexible way for students to participate (less time and place constraints) while having to carefully consider and search for evidence to substantiate claims, thoughts or ideas.Social interaction is needed. Make sure that students don’t feel isolated in your choice of school. 6: Increased focus Students are not limited by place and time, and time gets freed up by not moving so frequently to

August 26, 2020
Parenting Hub

Online high school brings international education to SA

Global EdTech company Crimson Education has launched their private online high school, the Crimson Global Academy (CGA), in South Africa. By providing internationally recognised, academically rigorous qualifications, including the International IGCSE and A-Levels, the school aims to give ambitious local students the opportunity to achieve their full potential.  “Whether a student is looking to improve their chances of being accepted at an international university or seeking a more flexible curriculum that allows them to simultaneously pursue other passions – CGA is open to students across the board. Students can enrol full-time and complete their entire high school qualification online, or they can enrol part-time, to supplement their education with internationally recognised A-levels, while attending another school,” says Rebecca Pretorius, Country Manager for Crimson Education South Africa. CGA, which launched in Australasia earlier this year, is now enrolling South African students for the new academic term starting in September 2020. They will join a network of learners from around the world, including the United Kingdom, Europe and Russia. Students are enrolled in classes based on their academic ability, regardless of age, location, or commitments, allowing them to learn at a time and pace that suits them.  “There is a common misconception that studying online can make students feel isolated. With CGA, the opposite is true. Students become part of a globally connected school community that facilitates the sharing of knowledge in a way that isn’t possible through traditional schooling,” says Pretorius. “At the same time, the rigorous curriculum and university-style approach to learning sets students up for success when it comes to university applications in South Africa and abroad.”  Leveraging technology to provide a blend of self-driven and guided learning, CGA students are supported by teachers with an average of over 20 years’ experience, who deliver live online classes in real-time. “This is supplemented by chat rooms and multiple apps, which help learners to stay in touch with their teachers and fellow students. Feedback can be given instantly so progress is immediate. It’s a highly interactive way of learning,” says Pretorius.  CGA also offers passion-specific extracurricular opportunities, mentorship programmes with graduates from world leading universities and school social events that will involve traditional leadership positions, house camaraderie and school celebrations.  “With Covid-19 causing so much uncertainty, shifting to online learning gives students and parents the security of knowing that learning can continue uninterrupted, from the safety and comfort of their own homes. Beyond Covid-19, it also enables highly academic and motivated students to take on more challenging subjects that may not be offered at their brick and mortar schools,” says Pretorius. Tuition fees start at R26 000 per subject. South African students can study English Literature, Mathematics, Further Pure Mathematics, Biology, Chemistry, Physics and History, English Language, Business Studies, Economics, French, Spanish, Psychology (A-level), Information Technology (A-level) and Computer Science (IGCSE). Offering regular information evenings and workshops around the country, Crimson is hosting a free webinar on 29 July for those interested in learning more about CGA. For more information, visit www.crimsonglobalacademy.school or email southafrica@crimsoneducation.org.

August 19, 2020
HeronBridge College

What is being lost in the arena of online classroom teaching?

The need for co-curricular activities in a digital world As our national lockdown ticks by it is reasonable to assume that schools are well into their 70th day of actual remote teaching. Taking breaktimes into account, a 6-hour school day multiplied over 70 school days and it is reasonable to assume that pupils in South Africa have just been exposed to their 420th hour of facing a screen instead of a teacher. Quite possibly that is also 420 hours of sitting down in an isolation bubble at home with 70 less breaks, assemblies and opportunities for corridor conversations, all while being away from friends with no discernible end yet in sight for the intrinsically social teenager. A number of healthy things have been removed and a fair number of unhealthy things inserted into the life of today’s young person, and it is fair to say that we do not yet know what long-term effect this will have on them. One is painfully aware that this is also the unique problem of a minority of South African school pupils who have the privilege of being taught online. In a typical school day, children have time together in the morning before school. During the day they repeatedly get up, push their chairs in, leave classes and walk to the next class. They engage with others during this in-between time, bounce off each other during breaks and experience a physicality and a social landscape during the offered co-curricular program which has now been lost and is not due back anytime soon. What happens between lessons and what happens outside of the classroom is often where the real learning happens. This is the place where behaviours and EQ is acquired. Mark Twain said, “I never let my schooling interfere with my education.” The difference between school and education is the difference between formal lessons and all the things that happen outside of those classrooms. The informal part of the school day, the part that has now been abandoned, is where social norms are acquired. These outside classroom times are where we learn to turn-take in conversation, where we learn to stand-up for ourselves and where we learn to stand-down. While academic programmes are vital to the educational development of today’s young girl or boy and tomorrow’s high-functioning adult, what is learned outside the classroom is often just as, if not more, important. So how can this gap be plugged? What can schools do to mitigate and ameliorate this lack? Part of the answer lies in the maintaining of a synchronous and live co-curricular programme. While the arena of competitive sports cannot be replicated, many of the components of the traditional co-curricular offerings can be. Certainly, an environment where social engagement can happen while being complemented by the physicality of skills-training is achievable online. Schools need to bookmark this. Allowing co-curriculars to fall away is non-negotiable in a school that has the capacity and resources to offer this. Not only as an extension to the school day, but for the sanity and reprieve that physical learning and healthy competition offers to young people. Ofentse Moeng, Head of Sports’ Development at HeronBridge College says that co-curricular needs to form part of the school timetable – just as it would on a normal school day. “It is completely possible to run sports’ and cultural practices as they would normally have run and have these sessions focus on physical skills acquisition while generating a place where this can be done online together.” And so, if hockey practice would normally be on the astro on Mondays and debating on Thursdays, it can still be on Mondays and Thursdays at home, with the coach and full team. The emotional, physical and mental well-being of young people is intrinsically bound to the participation in a co-curricular programme, especially today. The hardest part of lockdown is the isolation, for a generation for whom isolation is an anathema. Mr Moeng continues by drilling into the focus of these online practices. “Our sessions have been dedicated enrichment sessions scheduled once a week. This was also a prime opportunity to have external specialists such as nutritionists, professional coaches and players drawn-in for virtual engagements with our pupils and coaches.” Schools are places where learning happens, both inside and outside the classroom. It is about all components working in harmony to produce an environment fit for learning and which is worthy of the young minds that experience it.  Allowing co-curriculars to be the collateral damage of the coronavirus is unacceptable in our educational framework. Young people are losing more than we realise. By Simon Crane, Deputy Head of HeronBridge College High School

August 18, 2020
Wingu Academy

Mythbusters Homeschooling edition

So you have experienced homeschooling first hand now. Did you have help? Did you do it yourself? What worked? What didn’t work?  In the last decade, homeschooling has globally become an increasingly popular option in the field of teaching and learning. Even with this popularity, homeschooling is surrounded by certain stigmas that cloud its viability as a perfectly suitable and credible educational practice. Many of these myths surrounding homeschooling are widely based on opinions. Below are a few of these myths and a discussion on how these contradict available evidence and research. Myth 1: Homeschoolers do not have social skills Homeschooling kids are not exposed to traditional classrooms, therefore the myth is that these kids do not develop the same social skills as children in a traditional school setting. This myth is centred around the belief that homeschoolers are sheltered from the real world. On the contrary, by not limiting learning to the classroom, homeschoolers are in fact using the real world as their learning environment! The effect that peer groups have on individual behaviour is irrefutable. With advances in communications technology and web conferencing software, virtual schools can also organize exciting online clubs and activities for their students, allowing them to interact with peers in a safe environment. Social skills are not only learnt from peer groups but through interaction between children and parents. Homeschooling does not mean that children are isolated, it merely implies that learning takes place outside the confines of a formal school. Within a family structure co-operation and coordination takes place. These social skills are not only learnt in the classroom. Myth 2:  Homeschooling is not an accepted as a form of education The common assumption that many have is that homeschooling is not an accepted form of schooling because it does not take place in a traditional brick-and-mortar school. Globally, homeschooling has been on the rise with statistics placing the number of children engaged in home-based education in South Africa at about 100 000. Globally and The Department of Education in South Africa, recognizes homeschooling as a valid form of teaching and learning.  Myth 3: Homeschoolers are exposed to a watered-down curriculum This common myth goes hand in hand with the one mentioned previously. Homeschoolers have to comply with the same standards and educational requirements as formal schools do. Homeschoolers write the same final exams as traditional brick-and-mortar students. If the curriculum standard differed from that of formal schools, then homeschooling would not be an accepted form of education. However, homeschooling is an accepted method of educating your children as it complies with the education standards set out across all major curriculums (IEB, CAPS, Cambridge). If anything, since the education presented to homeschoolers is not confined to a classroom setting, it can provide endless learning opportunities which are relevant and tailored to a child’s needs. Myth 4: Homeschooling is unstructured There is a certain amount of freedom when it comes to homeschooling in terms of structuring the day. This does not mean that homeschooling does not have a structure at all. Parents can sit with the child and work out a timetable to follow or allow their child to learn accountability and time management by giving them the responsibility of setting up their own learning schedule.  Myth 5: Parents are not qualified to teach A qualification does not necessarily mean a person can teach. Successful teaching occurs when learners are engaged, nurtured and interested. Parents are the perfect people to provide this by tailoring lessons around their child’s needs, as they know their children best. Parents can access a wide range of lesson plans and resources needed to provide their child with the best education. Additionally, a wide range of homeschooling social networks exists, where parents can share ideas and come together to provide their children with extra support. Furthermore, if a child is enrolled in a virtual school offering live, online classes and access to their teachers, a parent can still work full time if necessary. Myth 6: Homeschoolers do not participate in extracurricular activities Extracurricular activities are not limited to a formal school environment. Activities, whether it be sport or cultural, are available to homeschoolers outside those that a traditional school normally  coordinate. Nothing limits homeschoolers from taking part in cultural and sport programmes, and excelling in these activities. Many a times the non-traditional way of taking part in extracurricular activities allow homeschoolers to develop and grow in ways that a traditional school’s extracurricular activity would not. Parents are able to choose from a variety of extracurricular programmes without limiting their child to the availability of the programme based on school funding and coaches. For example, some schools do not have the resources or space to provide hockey as an extra-curricular, thus limiting students from developing and growing their talents in this sport. Whereas homeschoolers have the option of joining a sports club. At Wingu Academy we bust all these myths through our high quality content delivery, expert facilitators and social clubs. All our content and assessments are curriculum-aligned. Throughout the platform, we provide structure and guidance to our students. To find out more on how Wingu Academy can help you, contact us to arrange a free online demonstration or free trial today at www.wingu-academy.com

August 13, 2020
Brainline

Brainline Junior School


New and Additional Classes for Gr R – 7 You have asked and we have listened! We have officially kicked off with additional classes for our Brainline Junior School for Gr R – 7 on Monday, 3 August 2020. Head of Brainline Junior School, Gerda Remmert, says the ongoing Covid-19 pandemic has created added stress and anxiety amongst learners and the need for online classes has intensified. Online classes are now available for all junior grade subjects. ‘The classes will be used to discuss and dissect areas that learners usually struggle with and parents are more than welcome to attend the classes so as to ensure that their child are participating adequately. The classes are interactive and learners are therefore able to ask questions,’ she says. Remmert says the classes are recorded and will be made available for learners who are not able to attend classes on a specific day or timeslot. The recordings can also be used for revision.  Remmer says during the Grade R-1 and Grade 2-3 classes, learners have the opportunity to share news and tell friends about experiences. They also have the opportunity to practice reading and develop mathematic skills while discussing the topics according to the curriculum. She says other forms of support are also made available to learners and parents. “We support our parents via regular webinars with qualified clinical psychologist and general question and answer sessions to assist parents with planning their child’s schedules. Furthermore, we have started a weekly Afrikaans Elementary and Afrikaans Advanced class to assist learners who are struggling with Afrikaans.’ It should be noted that learners in Grade R to 7 achieve the best academic results with parent/ guardian intervention and continued support (as a computer screen can never replace the warm hands and heart of a human being who loves and cares for them). Some of the responsibilities parents may consider include: Ensuring that your child attends the live or recorded classes;  Ensuring that your child completes his or her tasks, tests and exams on time;  Reviewing feedback given by teachers on the assessment items completed;  Ensuring an optimal learning environment;  Identifying best learning methods to ensure that they reach their full academic potential;  Identifying barriers to learning and seeking professional advice;  Making use of all Brainline resources and support made available. Visit https://brainline.com/why-brainline/ for more information on our products. 

August 12, 2020
Evolve Online School

NEW ADvTECH SCHOOL OFFERING SET TO REVOLUTIONISE ONLINE EDUCATION

Opening its virtual doors to learners from Grade R to Grade 9, from January 2021, ADvTECH’s new online offering, Evolve Online School (Evolve) will change the face of online schooling in South Africa. “In this rapidly changing society, the one-size-fits-all method of teaching no longer makes any sense,” says Principal Colin Northmore. “Evolve starts by answering the question how we can make learning an adventure for each child?” Evolve combines a user-experience focus with a trendsetting curriculum mapping system, developed at MIT, to personalise each child’s learning experience. Using the latest research, each child’s learning journey will be designed based on exclusive subject and skill maps. Students will be placed within subjects according to their abilities, letting them progress faster where they are gifted and work at a more deliberate pace to master content they find more challenging. The result is that each student’s learning experience is tailored to their specific needs, and they are encouraged to grow at a pace that suits their ability and enthusiasm. The ADvTECH online model uses Apple/iOS technology, and will incorporate:  Learning Architects drawn from master teachers across the country to develop curriculum content.  Learning Activators who will ensure a holistic digital learning journey as opposed to simply copying and pasting the physical class into a virtual space.  Life coaches who will help develop crucial 21st Century skills and global competencies in students.  “There will be a strong focus on foundational, social and emotional learning skills. Our team of life coaches will focus exclusively on these skills. Our children are growing up in a world very different from the one in which we grew up. Things that we, as adults, deal with and take in our stride they are already facing at a very young age. Our life coaches will play a very important role in teaching students how to deal with issues such as stress and anxiety, and help them develop coping mechanisms, resilience and a growth mindset,” added Northmore. Evolve will make use of the following: Diagnostic testing to determine the exact level of proficiency of a student before placement, and during the educational journey. Asynchronous learning so that learners can move through content at their own pace and according to their own proficiency. Students will also have direct access to their teachers who will facilitate extra activation classes. Synchronous learning where our students will also be able to attend live interactive classes, making this a true online school. Socialisation opportunities with academies, studios and day camps monthly so that students can meet other “Evolvers” and get green time to balance their screen time. “If we have learned anything from this crisis it is that we need to rethink how we approach our children’s education. Evolve aims to bring together current best practice with trailblazing features to ensure that the online educational journey is focused on academic excellence,” concluded Northmore. Registrations open in September. The school will cater for Grade R-9 from January 2021. Grade 10-12 will be phased in from 2022. ADvTECH is Africa’s largest private education provider. Its schools division includes iconic brands such as Crawford Schools, Trinityhouse and Abbotts. Visit www.evolveonline.co.za for more information or mail info@evolveonline.co.za .

August 5, 2020
Evolve Online School

Evolve Online School

The time has come for education to evolve.  Evolve is designed to take each child on a journey of personal mastery, using trend setting curriculum mapping systems developed by MIT, where they progress at their own deliberate or accelerated pace. Our mission at Evolve Online School is to provide your child with an education like no other. We are committed to guiding your child through an educational adventure of self-discovery and subject mastery. Our goal is to help them quickly excel in areas of interest and strength, and progress steadily in areas where they need more time and focused attention to succeed. What ages does your online schooling cover? Grade R-9 Grade 10-12 will be phased in from 2022 Are you taking new learners at this time? Yes we enrol throughout the year How are your online classes conducted? Online Classes will take place via Blackboard Ultra Are lessons conducted in groups or one on one? We have group lessons and when needed students will have one on one or small group sessions. Is your school able to mark and report on students work submitted? Yes, our child’s learning activator (teacher) will instruct each student on the required submissions that form part of our assessments and contact you to discuss assessment requirements. We can also monitor progress in the proficiency level of each student on our mapped Learning Management System. We use a mastery system that tracks the performance of each student in detail and this feeds into our AI and machine learning system to improve their success. Contact Details Email: info@evolveonline.co.za Contact: 010 005 5551 Click here to visit the Evolve Online School Website Click here to find Evolve Online School on Facebook Click here to find Evolve Online School on Twitter Click here to follow Evolve Online School on Instagram

July 31, 2020
Parenting Hub

Edu Core Solutions

We are a mobile and online tutoring company that assists students Grade 1 to 12 in all academic subjects.  What ages does your online schooling cover? Grade 1 to 12 Are you taking new learners at this time? Yes How are your online classes conducted? Using our online portal through Edu Core Solutions Are lessons conducted in groups or one on one? We offer group and one on one tutoring  Is your school able to mark and report on students work submitted? Through our online portal we are able to mark and report Contact Details Contact Number: 0836502938 Email: info@educoresolutions.co.za  Website address: www.educoresolutions.co.za Click here to find Edu Core Solutions on Facebook Click here to follow Edu Core Solutions on Instagram

July 2, 2020
Advtech Group

Teaching remotely: less is more

The temptation to do it all as if it is possible to maintain the pace and volume of contact education remotely must be resisted, an education expert says.

June 19, 2020
Parenting Hub

Mindscape Education – School 360°

Mindscape is an affordable, quality and independent education system with a vision of making independent learning more accessible to parents wishing to home school their children. Independent schooling is on the rise in South Africa with parents taking the education of their children into their own capable hands. Mindscape is devoted to ensuring the best possible learning environment for your children as they explore new ways of learning and become forward thinkers with independence. At Mindscape we equip parents with a School-in-a-box-solution, complete with Curriculum books, assessments, teachers resources as well as online support for selective subjects. Some parents have enlisted Tutor Centres to assist them in giving the student the best possible advantage, we have a list of available centres for you to peruse. Mindscape’s curriculum is in line with the National curriculum and assessment policy statement (CAPS) and Grade 10 – 12 is quality assured by SACAI and Umalusi. What ages does your online schooling cover? GR4 to GR11 live lessons but we do cater from GR1 to GR12 for curriculum. Are you taking new learners at this time Yes, for Term 3 with exclusion of GR12. How are your online classes conducted? Edu Core Solutions facilitate our live lessons using own developed secure video platform. Are lessons conducted in groups or one on one? Scheduled group lessons are conducted. Is your school able to mark and report on students work submitted? Parents responsible for marking. With recognised report issued by Mindscape Education allowing progression of a learner.  Contact Details Email: info@mindscapeeducation.co.za  Contact: 011 704 0687 Click here to visit their website Click here to visit their facebook page Click here to follow on instagram

June 11, 2020
Think Digital College

Online education a viable alternative

The school placement chaos at the beginning of this year highlighted a very scary reality – we simply do not have enough good schools in Gauteng. A number of schools faced a very high enrolment demand as parents clamoured to ensure their children have a place in a school of excellence, while many schools, particularly in townships, were virtually empty. The result is that oversubscribed schools are forced to make use of mobile classrooms which are barely conducive to quality teaching and learning. These schools’ resources become constrained, with the average number of learners reaching 60 per class. This puts additional pressure on our teachers, and makes it a near impossibility that our learners will be provided with the strong foothold they so desperately need if they are to succeed in high school and beyond. It has been predicted that by 2020, Gauteng will still be short of 1373 classrooms at existing schools. This means that even at the accepted ration of 40 pupils per class‚ almost 55 000 pupils will be in over-crowded classrooms in three years.

June 9, 2020
Think Digital College

Learning in the time of Corona

The spread of the Covid-19 pandemic and the resultant closure of schools, has led to a new educational crisis. While school closures are important to contain the coronavirus in South Africa, a comprehensive catch-up plan for learners has yet to be devised by the Minister of Basic Education, Angie Motshekga. The Minister on the other hand, is leaving it up to each province, district, circuit and school to develop their own comprehensive catch-up plan. Currently only ten schooling days will be lost, which will be caught up by shortening the mid-year break, but the length, and extent, of the disruption to schooling is hard to predict at this stage with some experts forecasting that schools will only reopen at the end of April, or even May. The reality is, that very few schools in our country are able to administer e-learning, and critically, to ensure that learning material is adapted to alternative platforms such as tablets.

June 2, 2020
Parenting Hub

EduExcellence Satellites

EduExcellence is bringing 13 years or physical remedial school experience to an online platform. We will retain aspects of our unique TheraEd (Therapeutic Education) approach to assist learners with so-called learning difficulties.

May 29, 2020
Crawford International

Parents’ Role in the Online Learning Journey

As we start our online learning journey, there are so many things to consider. Schools are social environments and as such function on the interaction between all the role-players, the pupils, parents and the staff. This has been disrupted, so we are working hard at ensuring that everyone remains positive and embraces whatever may come our way.

April 15, 2020
Brainline

Brainline takes teaching to new heights


‘Innovation has paved the way for an alternative form of education and with the latest technology, Brainline is bridging the gap to accommodate the digital age. In 2019, the focus was on masterclasses to prepare learners for tests and tasks. This year saw the introduction of Brainline Cloud School, the hub of teaching. Here, the focus is on the learner and innovation regarding teaching and facilitation,’ says Coleen Cronje, Brainline Chief Executive Officer.

February 19, 2020
Advtech Group

TABLETS: THE TIP OF THE ICEBERG FOR SUCCESSFUL DIGITAL EDUCATION

Public schools in South Africa can look forward to joining the digital education revolution as some of their private school counterparts have been experiencing for the past few years, but education experts have cautioned against a rush to provide tablets and other digital infrastructure before a solid strategy and fundamentals have been put in place. “In the rush to get on board with the 4th Industrial Revolution – a term many are invoking without truly understanding the issues involved – private schools have increasingly been offering coding, robotics and digital learning on their campuses,” says John Luis, Head of Academics at ADvTECH Schools, which has been at the forefront of introducing tech in South African classrooms for several years. “However simply offering content that previously used to be in book or paper format, and not investing time and money in a holistic approach to content and delivery, as well as proper educator and support staff training, will render such initiatives futile and expensive mistakes,” he says. Luis says while there is much talk about coding and ICT in schools, the key success factor when introducing technology in classrooms is the development of an appropriate and defined curriculum. And very importantly, tech in the classroom can never replace the fundamental core skills required for academic excellence. In his State of the Nation address this month, President Cyril Ramaphosa announced that government would, over the next six years, provide every school child in South Africa with digital workbooks and textbooks on a tablet device. While the sentiment is welcomed, there is much work to be done before the time arrives to unbox devices. “It is extremely important to understand that learning is served and not defined by technological tools,” says Dr Neelam Parmar, renowned global tech-ed expert. “All too often we think that the technology will fix our teaching and learning problems in school but what is truly important that the technology is embedded firmly and seamlessly within the curriculum and lesson delivery in the classroom,” she says. The digital strategy at ADvTECH schools was designed and implemented in conjunction with Dr Parmar, whose stellar career includes leading the implementation of technology and learning across The London Preparatory Schools in South West London and now in Ashford School, one of the United Learning Trust Schools. She is an award-winning professional, international researcher, author, thought leader and speaker on effective technology, pedagogic, and content integration within education. “There is great potential in creating online learning systems to close the widening educational gap,” she says, “but to get to this point in education, it is vital that the government first understand the relevance of emerging technologies and the means of how to offer the necessary digital literacy skills for our next generation”. She says the right curriculum is essential for successful and sustainable digital transformation in classrooms, and while the market is inundated with companies that claim to offer bespoke educational solutions, private – and now also the public education sector in South Africa – must realise that one solution does not fit all. “At ADvTECH, we embedded a digital literacy curriculum which follows a structured format and affords a flexible approach to adapt to the requirements of the classroom. The curriculum takes into account industry-wide key digital skills in areas of Computational Thinking and Programming, Creativity and Communication and Computer Networks and Collaboration. “There is a great deal of hype around the 4th Industrial Revolution, and undoubtedly change is taking place at a phenomenal level, yet any change at this level needs to come with a vision, and with a vision, we need a strategy.” The risk is often that visions are little more than ideas without substance or structure, Dr Parmar says. “For technology to become relevant in education, a strategy considering the grand scheme of systems, teaching and learning, curriculum redesign, teacher training, community, new partnerships and the relevant stakeholders, has to be considered.  It is now time to act on delivering the right education to our students, by using the technology we know can make it happen.”

March 14, 2019
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