Leading Educational Advice from Wingu Academy
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
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
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
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
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
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Koa Academy

HELPING YOUR CHILD WITH TEST ANXIETY

As learners across the country prepare for and write their last Grade assessments of the year, there are a lot of parents who are dealing with children overwhelmed with high levels of anxiety.  Test anxiety is a real thing, and because the traditional South African assessment approach is to have learners write lots of tests, this can cause sustained negative impacts on some children during their school years. According to Naledi Mokoena, an educational psychologist in private practise and educator at SACAP (South African College of Applied Psychology) parents need to be on alert for signs that their child is experiencing test anxiety and take action to help remedy the situation.  She says, “Test anxiety is experienced as a significant physiological stress response when a child is faced with an upcoming assessment. This response is experienced internally. It is first important to differentiate between stress and anxiety. Stress is an expected human response that a child will experience around academic activities that are more demanding than other standard school activities. Anxiety, however, is a heightened response to a stressful event that can impact on concentration, retention and recall.  Therefore, a child experiencing heightened test anxiety is likely to under-perform in an assessment, which means it is not a meaningful measure of their actual knowledge and understanding.” It’s this potential lack of effectiveness when it comes to assessments that concerns many educators and school leaders.  Koa Academy Principal and Co-Founder, Mark Anderson says, “Assessments are supposed to be tools for learning.  We test knowledge and understanding so that kids are empowered to reflect on their learning and identify areas where they need to focus so that that they are continuously enhancing knowledge and understanding.  But if the test does not accurately assess their actual knowledge and understanding because they were overwhelmed by anxiety and unable to show what they can do, then the test was not just a meaningless event, it was also harmful to them.  Poor test results damage a child’s self-confidence and leads them to believe that they just can’t ‘do’ a certain subject or a segment of content.  So, at Koa, we think differently about how we do assessments so that they are tools that kids can use confidently to reflect on and advance their learning.” Finding the balance between stress and anxiety Mokoena and Anderson agree that the aim is not to eliminate all stress from a child’s experience.  Mokoena points out that stress in anticipation of writing tests is normal, and that it alerts the child to a notable change in their school life and should prompt and motivate them to focus on meeting the upcoming challenges.   Anderson says, “I always say to our Koa parents that I don’t mind if their kids are under a healthy amount of pressure. This is manageable stress that helps them grow and develop.  Facing a challenge is stimulating and inspiring – it helps to develop grit, perseverance and leads to self-mastery.  However, there’s a tipping of the scales when this healthy pressure becomes sustained anxiety that impedes a child’s learning, impacts negatively on their well-being and sets them up to deliver sub-par performances.” Mokoena advises parents to be on the lookout for signs that their child is not coping with the rigours of end-of-year exams.  She says, “There are both physical and behavioural indications of test anxiety, and parents need to pay attention to these because often a child may not be able to find the words to communicate their experienced anxiety.” During study and exam time, parents may notice: Changes in mood and demeanour – for example, a child who develops a shorter temper or less tolerance in dealing with people during exam time Changes in eating and sleeping patterns Loss of interest in enjoyable activities Restlessness, fidgeting, or difficulty in remaining still particularly during study time Distraction and avoidance of study time Physical changes – such as elevated levels of perspiration; different breathing patterns, palpitations and tightness in the chest; frequent headaches or stomach aches There are various strategies that parents can use to help their child manage test anxiety: Acknowledge your child’s feelings, and do not blame them for feeling overwhelmed.  There is nothing ‘wrong’ with your child.  Test anxiety, which is a form of performance anxiety, is common human experience for both children and adults.  Be compassionate and understanding so that your child is in no doubt that they have your full support Teach your child deep breathing and help them practice this relaxation technique regularly so that it can become a habitual response to feeling overwhelmed Help your child organise their study time with a schedule and a daily timetable that they are in charge of.  Taking control and tackling study tasks one at a time, can build confidence in their ability to cope Make sure your child’s study plan includes breaks that take into account their endurance when it comes to focus and concentration Make sure there is scheduled time for them to be physically active every day, as this helps to release endorphins which relieve mental stress Ensure that your child eats healthy foods and gets sufficient sleep If necessary, get advice or support from a professional such as an educational psychologist While these practices can help families cope with a child that has test anxiety in the short term, they don’t address the root cause of test anxiety, which lies in the profusion of testing in South African schools.  Anderson recommends that parents fully consider assessment strategy when making their school choices.  He says, “Parents should question a school’s approach to assessment and feel comfortable that their child’s school offers productive assessments.” Assessments for real-world application As an online school, Koa uses a variety of assessments that are embedded in the learning activities which are less focused on rote memorisation and are rather focused on mastery and application skills.  These types of assessments give learners, parents and teachers rich feedback about the learner’s knowledge and understanding of content.  Anderson says, “As

November 25, 2022
Brainline

SCORES OF DISTANCE EDUCATION GRADE 12 LEARNERS START FINAL EXAMS

Distance Education Provider, Brainline, says their pupils will once again participate in this year’s IEB examination, which is quality assured by Umalusi, the Council for Quality Assurance in General and Further Education.  ‘Brainline learners will write their exams at approved Brainline centres in three provinces: Gauteng, Kwa-Zulu Natal and the Western Cape, from the 19th of October. Our hearts and minds are with our matriculants and we wish them all the best,’ says Brainline CEO, Coleen Cronje. The IEB National Senior Certificate is an internationally benchmarked qualification and is equivalent to Cambridge AS level. Brainline’s matriculants come from not only South Africa, but many other parts of the world, where South African citizen resides as expats.  ‘This includes Botswana, Taiwan, Saudi Arabia, Namibia, United Arab Emirates, Brazil, Philippines, Malaysia, Spain, New Zealand, Germany, India and more,’ Cronje explains. As with the final exams written by learners within the public school system, IEB-learners will also write exams in the following subjects;  Afrikaans Home Language, English First Additional Language, English Home Language, Afrikaans First Additional Language Accounting, Agricultural Sciences, Business Studies, Computer Applications Technology, Consumer Studies, Dramatic Arts, Economics, Engineering Graphics & Design, Equine Studies, Geography, History, Life Orientation, Life Sciences , Mathematics, Mathematical Literacy, Music, Physical Sciences, Tourism and Visual Arts.  Cronje says their students have received optimal support to prepare them for this important exam. ‘In the world of the digital school, learners can feel lost without guidance and a tutor.  With our online live classes, which are saved for future reference, we address that need for the distance learner.  Gone are the days of the old model learner management systems with boring downloads and links.  This is the new era of a school at home, with all the support that one can expect in a traditional school, but on your own terms.’ Cronje says accommodations for special needs learners offer support to those who require additional assistance due to barriers to learning. ‘We assist learners and their families with the application, communicating with the IEB on their behalf, and providing the necessary facilities during the Grade 12 final examination.  According to the accommodation granted to them, it may range from separate venues to readers and scribes or as technology assists us, the use of a digital C-pen for audible translation of the written word.’ Brainline has provided structured home education on a distance education model to thousands of learners since 1990. Home education in South Africa has experienced significant growth over the last few years. At the end of 2018 there were an estimated 100,000 home education learners in the country . ‘Several factors have driven the growth of home education as an alternative option, ranging from increasingly sophisticated distance e-learning technology to an ever-growing network of tutors. Because it’s based on individual needs, home education can provide a safe space for children who may have found the traditional schooling environment challenging,’ says Cronje. The IEB class of 2021received a 98.39% pass rate, up from 98.07% in 2020. Brainline learners achieved 178 A’s, 310 B’s and 385 C’s. 

November 24, 2022
Parenting Hub

TIPS TO DE-STRESS KIDS’ DURING EXAMS

According to Affinity Health, a leading provider of high-quality healthcare, exams and tests can be a challenging aspect of school life for children, adolescents, and their parents or guardians. However, there are techniques to alleviate stress. It’s that time of the year again when exam stress, anxiety, and pressure can take hold of your child. “While some believe a bit of anxiety and pressure can be beneficial around exam time, science suggests otherwise,” says Murray Hewlett, CEO of Affinity Health. “When children are stressed, their brains release high levels of cortisol which can cloud thinking and get in the way of rational thoughts. Because of this, parents must do all they can to ensure their children stay as calm as possible during the exam period.” Signs of stress in children, tweens, and teens Children and adolescents who are anxious may: Complain of headaches and stomach issues Have insomnia or battle to fall asleep Lose interest in meals or eat more than usual Are pessimistic about the future Are moody, tearful, or irritable Withdraw from activities they once enjoyed Become overly clingy Help your child beat exam anxiety with these stress-busting tips. If you suspect your child is experiencing exam anxiety, the following advice from Affinity Health may be of assistance.   Ensure that you eat fresh and wholesome foods. A balanced diet is vital for mental and physical health. Encourage your child to avoid high-fat, high-sugar, and high-caffeine meals and beverages, such as energy drinks, cola, sweets, chocolate, and takeaways. Ensure your child doesn’t skip meals, leading to irritability and low energy. Keep a stock of healthy snacks available, like almonds, roasted sunflower or flax seeds, roasted fox nuts, or unsalted pistachios. Include three to five servings of fruits and vegetables in your child’s daily diet. These will supply their body with the essential vitamins, minerals and other nutrients and help them stay satiated for longer. Additionally, children must consume enough water and remain hydrated. Place a water bottle or sipper on their study desk. Help your child get adequate sleep. A good night’s sleep enhances cognition and concentration. Most children aged seven to 12 need between 10 and 11 hours of sleep a night, while tweens and teens need around eight to nine hours. Let your child take regular study breaks. Allow your child about half an hour between studying. Be adaptable regarding unfinished household chores or messy bedrooms. Encourage exercising during tests. Physical activity can increase energy levels, cleanse the mind, and alleviate stress. Exercise increases blood circulation and heart rate. It is a well-known stress reliever due to the endorphins (feel-good hormones) it releases in the brain. For children, walking, cycling, swimming, football, and dancing are beneficial types of exercise. Give them a calm place to study. Does your child have a desk or workplace in a study-friendly location of your home? Consider whether it is well-lit and free of distractions. Keep useful study items in this area, such as colourful post-it notes, a choice of pens and pencils, highlighters, and scratch paper. Let your child take ownership of the area by allowing them to decorate and organise their desk each night so they’re ready for their next study session. Teach your child about time management. Time management is a crucial component of efficient study skills. Help your child understands how to maintain a homework planner. Assist your child in preparing for important tests by breaking down the subject and creating a programme for reviewing the material in the days preceding the test. Similarly, break down large projects by identifying smaller tasks with due dates. Due dates prevent cramming and procrastination (and boost their confidence in the process) by making their assignment seem more reasonable. Don’t add to the pressure. According to Childline, many children who call them report that family members exert the most pressure during exam time. Instead of adding to exam pressure, listen to your child, encourage them, and refrain from criticism. Be encouraging and reassuring before and after they take a test or exam. Know when to get help. You should seek assistance if your child’s anxiety or depression is severe, persistent, and interferes with daily life. Visiting a general practitioner is a good starting point.

November 17, 2022
Parenting Hub

How we are rethinking education at Treverton College

The realisation that the traditional school classroom, curriculum content, and examination style are not perfectly suited to real-life learning and the acquisition of skills is not a new one. Many schools recognize this, but may not have the flexibility, time, energy or resources to do something about it. The pressure to teach to the exam and prepare students for the end-goal of the matric examinations places a significant pressure on schools to stick to more ‘traditional’ ways of teaching. The basic way in which Education takes place has been the same since the Industrial Revolution. Despite significant changes to society and an increased understanding of how we learn best, the way that teaching and learning takes place in most schools remains the same year after year. At Treverton, we are using a three-pronged approach to try to mitigate this situation as much as possible. The key areas we are trying to address are: The practical application of the theory we teach in class. The teaching of real-life, practical skills that are relevant to daily life. Imparting an understanding an appreciation of the need for sustainable practices in all areas of life and learning. We have introduced ‘Wacky Wednesdays’, ‘Unplugged Days’ and ‘Stewardship’ lessons to address these three areas. Wacky Wednesdays We are living in the 4th Industrial revolution where knowledge is freely and easily accessible. Our current schooling system requires students to have the knowledge embedded in their memories and then regurgitate it in a formal setting within a certain time constraint. The only benefit to this is learning to work under pressure. We are trying to find ways to stimulate thought and encourage problem-solving, rather than merely encouraging vast content knowledge. ‘Wacky Wednesday’ is one of our initiatives designed to move students into a realm where they take the tools learnt in the classroom and use them in a problem-solving, real-life situation. Our aim is to create regular opportunities for our students to apply, in a practical way, the theory that they have learned in a particular section of work. Whilst demonstrating how the various subject areas integrate in real life, we want to encourage creativity, collaboration and critical thinking. What does a ‘Wacky Wednesday’ experience look like in real life? Students arrive on the day without any prior preparation other than the content knowledge of what they have been doing in their various subjects in recent weeks. They know that they will be faced with a series of problems and challenges that will require the practical application of that knowledge. For example, our Grade 9s are working with Arduino, which is a programmable chip. They have created a water level sensor in class and this sensor was used in an activity at our School Dam during Wacky Wednesday. We invented our own currency for the day calledTrevi Bucks and students could spend their Trevi Bucks on either a spoon, a cup with holes in it, or a sponge. The sponge was the most expensive item and cost the most Trevi Bucks, whilst the spoon was the least expensive. Each item would test the student’s ability to determine value as they compared the cost of the item to its effectiveness for the task. Students had to set up the water level sensor in an opaque container so that they could not see the water level rising. The water level sensor indicated on a digital circuit once the water reached a particular level. Students would collect water from the dam using the item that they bought and fill up the container until it reached the particular level that set off the digital circuit. At the life sciences station, students built a net and went into the Treverton Wildlife Area to capture various insects. They then went through the proper process of preserving the insect. Back in the classroom after Wacky Wednesday, they labelled it, talked about it, and had to make a presentation about the insect to the class. The Accountancy aspect of the Wacky Wednesday required students to be accountable for the good use of their Trevi Bucks. Preparing a budget, controlling the actual spending on the day, and then the doing a post mortem after the day were all part of the task. Approximately sixty-five percent of students currently in grade 8 and 9 will work in jobs that are not even in existence yet . So, as educators we cannot prepare a student for a career that does not exist yet if our focus is on content only. However, what we can do is to teach students to think and adapt. The World Economic Forum puts out a predictive list of top ten skills for the workplace in 10 years’ time. As educators keeping up to date with what those are, we can adapt what we are doing in the classroom so that our students are ready for the world into which they graduate. Throughout the history of education there seems to have been an assumption that people naturally know how to think. This is not the case – certainly when it comes to thinking critically. Students need to be taught how to think critically. We can do this by giving them problems to think through and the strategies required to do this effectively. We have moved out of the era where the student is seen as an empty vessel that the teacher fills with knowledge. We recognize now that the student must be an active participant in their own learning process. For example: instead of an educator simply showing an algorithm and explaining the process of solving it, we would rather approach it by presenting the problem to the students, going through what we currently know together, and then guiding them to apply that knowledge as they struggle and ‘explore’ their way through. We would stand back and acknowledge new inventive and creative ways to solve the problem rather than intervene to try to enforce obvious or traditional solutions. A day like wacky Wednesday stimulates

November 16, 2022
Junior Colleges

Big School!

Preparing your little one for Big School: tips and tricks from a Mommy and Teacher, as some of us will say, a Teacher Mommy. It says it all: tall walls, big kids, more classes and don’t forget the bell that rings! Having your Grade 00 become the small fish in a big pond can be very scary for them and for you as a parent. Here are our tips and tricks on how you can help your child prepare for the transition:  Once you pick up your little one from preschool, drive past their new school and let them familiarise themselves with the school building and the new environment. Talk together about what a typical day at primary school will be like. If your child has any concerns, encourage them to share them with you. Set up a calendar so they can mark down the days and sleeps until primary school. It is often hard to say goodbye to old friends when moving to a new school and making new ones simultaneously. Usually, most of the new students are also looking for new friendships. Have a conversation with your child about how they can make new friends. Re-assure them that they can still maintain their preschool friendships with playdates.  Go through all the different situations your child might encounter at school that threaten safety. Please discuss the importance of communicating with their teachers, handling cases that make them uncomfortable, leaving the school grounds unattended, and road safety issues.  Establish the routine you will follow during the school week. The parents who didn’t need to pack lunchboxes for their little ones can also take this time to start prepping lunchboxes EVERYDAY. Let them eat porridge/breakfast at the same time you would have to eat before leaving for big school, have their first snack as they would for their first recess etc., so that their tummies can get used to the new timetable. It is like having a buffet for a week, and then it is back to normal, and your tummy rumbles the whole time because you could eat whenever you wanted to and how much you wanted to over the holidays. Practice the morning routine of getting up early, having breakfast, putting on your child’s uniform and packing the school bag. Try to have everything ready the night before to reduce stress and rushing. An easy trick/tip for children with separation anxiety: Sprite a little perfume or deodorant on your child’s collar so they can always smell you and feel your presence all day long. The most important thing is to speak positively about school (children pick up on your anxiety). Share your favourite memories of school when you were a kid. Connect school subjects/activities with your child’s interests (e.g. if your child likes soccer, talk about the school’s gym). It is completely normal to shed a tear when your child starts school. We wish all the parents the best! Enjoy your child’s school journey with them, and cherish the moments you spend together. During these years, it is important to make memories filled with laughter and enjoyment.” Dream big in the big school!

November 15, 2022
Brainline

Online learning the solution to challenges of learner placements in schools


As thousands of parents and guardians await the news whether their children have been placed for the 2023 academic year or not, online school, Brainline says online learning remains a viable and reliable solution for learner placement challenges. Last month, Gauteng Education MEC Panyaza Lesufi revealed that a total of 764 062 applications were submitted and processed for both Grade 1 and 8 and the department have 332 477 learners to place. Brainline CEO, Coleen Cronje, says the uncertainty of the future can get the better of some families. ‘In October, parents and guardians in Gauteng have started to receive SMSes with placement offers, which will only conclude by the end of November. Until then, many families remain under severe stress and uncertainty over the future of their children’s education. Many face the reality that their children might miss school if not placed by the start of the new year,’ she says. (Ref: https://ewn.co.za/2022/10/02/placement-offers-for-gr-1-and-8-to-be-sent-from-monday-lesufi)  The Gauteng education department’s online admissions portal was launched in 2016 to streamline the process. After applications for the 2023 school year opened in July, the portal received its highest number of applications ever. Parents applying for their children were able to join an “e-queue” at five schools at the same time. But less than half the learners have been placed in their first-choice schools because of limited spots available and based on the placement criteria. Cronje says with online learning, parents and learners are not subjected to second, third or fourth options.    ‘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. Our teachers present online classes in innovative ways, challenging the status quo of blackboard teaching. These online classes are essentially breaking down the invisible walls of traditional teaching, by presenting the curriculum in new and exciting ways, bringing the classroom to life, and invigorating the lesson material. In this way, Brainline is revolutionising home education for today’s learner and we always have space for new applicants’ Cronje explains. The education department has identified 275 primary schools and 221 high schools where the number of applications exceeded the number of learners the schools could accommodate. Online school, Brainline, is recognised by the IEB, which is the examination board for many private schools in South Africa. ‘This means that learners follow the South African National Curriculum (similar to the curriculum offered in South African schools) resulting in the National Senior Certificate (NSC) upon successful completion of their matric exams.’ The enrolment for the 2023 academic year is already in full swing and Cronje says there a number of benefits to enrolling early. ‘Avoid the rush and be prepared for classes when school starts in January. It also allows for more time to order books and other study material. By enrolling early, families also get the opportunity to save on their annual tuition fees.’ For more information visit www.brainline.com

November 10, 2022
Koa Academy

ENGAGING WITH SCHOOL SUBJECTS – THE KOA ACADEMY DIFFERENCE

Traditionally schools have taken a strict siloed approach to teaching subjects like Science, Geography, History and Art.  Since most parents went to school, subjects such as Technology, EMS (Economic and Management Sciences) and Life Orientation have also been added to the curriculum.  Laden with content, these subjects are typically taught by content specialist teachers standing up in front of the class with textbook support.  Everyone needs to be on the same page and to progress at the same time.  To ensure the content sinks in and facts are remembered, kids undergo frequent tests and exams. Mark Anderson, Co-founder and Principal of Koa Academy, says “We engage often with parents of junior school kids who complain about the relentlessness of anxiety-provoking tests.  When we designed Koa Academy, we looked to the online space for better ways to provide opportunities and tools for kids to learn about these subjects in new and more meaningful ways.  In real life, subjects are constantly over-lapping – you can’t learn about Ancient Egyptian civilisation in history without proper consideration of the geography of the Nile River and its life-supporting annual floods. Finding ways to integrate learning across these subjects is essential for meaning and relevance so that today’s kids grasp the true interconnectedness of the world.  It’s hard for this to happen naturally when you teach subjects in artificial silos.” As a high-engagement online school, Koa places a strong focus on educating children for the real world so that their youthful learning experiences are laying foundations for both tertiary studies and their future work.  While Mathematics and languages are taught on their unique trajectories, the content subjects in grades 4-9 are delivered through Koa’s Engage Tasks.  Mark explains that these are short, stimulating online courses for the learners in the younger grades.  He says, “Each term 10 to 12 Engage Tasks are made available, along with a guiding roadmap so that learners can deep-dive into the content-heavy subjects at their own pace.”  Each Koa learner is part of an 8-person Pod run by their teacher who keeps track of academic progress, and is there to provide any necessary support.  The goal of the courses is to enable the child to understand the content, and be able to apply what they have learnt.  Instead of test after test, each Engage Task has an assessment that requires the child to apply their new knowledge and solve problems which mimic how we deal with that same content in the real world. Mark says, “This is so much better than the stressful experience of standardised class tests which are mostly assessing a child’s ability to memorise content rather than understand it.  There’s plenty of opportunities embedded in the learning process for rich, two-way feedback and it empowers kids to reflect on their own learning, which is an essential characteristic of a lifelong learner.” Discover Koa Academy here

November 9, 2022
Parenting Hub

FINAL EXAMS: HOW TO BEAT YEAR-END FATIGUE AND FINISH STRONG

It’s that time of the year when students experience what is called ‘year-end fatigue’ – whether they be Matrics getting ready for the most important exams of their school career, senior high students aiming to perform at their best as they progress towards Grade 12, or graduate students at universities preparing for their end-of-year assessments. For all of these students, the coming weeks are going to be a test of their focus, strength and endurance as they aim for top marks. Yet at the same time, they have to contend with the fatigue that has most likely set in after all their hard work during the past year. But by reframing their mindset and ensuring they stick to some tried and tested guidelines, they can all dive into the last quarter of 2022 with renewed enthusiasm to ensure they finish the year strong, an education expert says. “Signs of year-end fatigue include low energy levels, a feeling of being unable to keep up, a lack of motivation, feeling overwhelmed and exhausted, being unable to sleep, and low levels of concentration while possibly feeling anxious,” says Dr Rufaro Audrey Mavunga, Senior Head of Programme in the Faculty of Law at The Independent Institute of Education, SA’s leading private higher education provider. She says this situation may lead students to start slacking when they can least afford to, for instance by bunking classes, not participating in school or university activities, procrastinating and putting off revision they planned hoping that they might feel more motivated to tackle tasks later, and by checking out of their circumstances by sleeping too much or watching too much television. “If you are feeling like this, rest assured that it is normal to feel tired and overwhelmed and that you are not alone. However, you should also know that it is possible and important to overcome these feelings so that you can finish strong, and that it is within your ability to do so if you act decisively right now. There is still enough time to make sure you can get a handle on things again and get on top of your academic work to the best of your ability.” Dr Mavunga advises students as follows: Take some time off This may sound counter-productive, but it can help to take a day or two to regain your focus without feeling guilty. In these days, you can catch up on sleep, get out in nature for some relaxation, and remind yourself about the why and the how of what you are doing right now. Get your mind in the right place, and resolve to start the final stretch with vigour. Also use this time to lay out your schedule and plans for the coming weeks, right until you’ve put down your pen on your last exam. Revisit your study timetable and manage your time efficiently To finish strong, you need to continue with regular study sessions every week till the end of your exams. Do not count on doing an all-nighter just before you write an assessment. You should revisit your study timetable and ensure that you have set up fixed hours for study every day. Plan for enough time to study each module and add your study sessions to your calendar like any other commitments. This guarantees that you keep in mind that this is time set aside exclusively for studying. Bear in mind a study plan works best when it is followed consistently. It is imperative that you stick to your plan, as this will ease tension and anxiety if you can see your consistent progress. Maintain a healthy lifestyle Exercise has many benefits, but it has been proven that exercise releases endorphins, which can improve your mood and reduce stress levels.  Fatigue and tiredness could also be an effect of a lack of proper nutrition. Make healthy meal selections wherever possible and consume lots of water. Make sure you factor enough sleep into your schedule and don’t use that time to endlessly and mindlessly browse social media. Stay away from activities that are going to tire you out for days to come and keep a single-minded focus on your priorities right now. This too shall pass, and you’ll be happy you stayed true to yourself when results day comes. Get help if you need it Sometimes one feels so helpless and it may feel like you are stuck in a deep dark hole with no way of coming out. Give attention to the positives you encounter and embrace them. Consult school or campus support staff to gain different perspectives on how to ease the fatigue and to get over negative feelings you may have. If you need additional assistance with the academic side of things, approach a teacher or a lecturer for guidance. If you need additional emotional support, ask trusted adults at home or at your institution to assist in getting the support you need. Keep your eye on the end goal Commit to finishing strong. In your downtime, look at your path ahead – what dreams and aspirations will become accessible if you perform well during this stage of your academic journey? What avenues of study may open up for you? What possibilities and opportunities may arise? “At this time of year, it’s easy to get lost in the fog of studying and worrying, and it’s easy to lose perspective about the bigger world out there and the fact that all of this is part of life’s journey. The end of this year will soon come around, and your effort will be rewarded if you know that you gave it your all on the road to making your dreams a reality,” says Dr Mavunga.

November 9, 2022
Junior Colleges

“The “terrible two’s” phase and how to deal with the “tantrums” that come with it “

Every child has a unique personality, which will be visible as the child gets older. Their character will be moulded and formed as a combination of the people around them, genetics, and living atmosphere. However, your little one will tend to exhibit a common personality trait as they pass the age of two – temper tantrums or the “terrible twos” Firstly, the name “terrible twos” is a misnomer. It is characterised by resistant behaviour.  This includes: saying “no,” kicking, biting, ignoring instructions, and throwing themselves on the floor. However, this can start from as early as their first birthday and not manifest itself until your little one is three years old. There is a reason why the nickname has stuck: Usually, around the age of 2 is when your toddler hits key developmental milestones such as: Communicating in two or five-word sentences, walking, climbing and gaining a solid foundation of concepts like; “mine,” “no” “bad,” and “good” which they didn’t necessarily understand before.  The root of these milestones, called the classic “terrible twos phase”, is about asserting independence, testing boundaries, and learning how to communicate fundamental needs and wants, but this comes with learning how to recognise that these needs and wants will sometimes differ from those of the parents and child’s caregivers.  “Terrible Twos Symptoms”  The child might be very loving and clingy in one moment, and he might start yelling at you within a second.  Refusals are also common among the children – they might refuse to do things, including eating, changing clothes or diapers, and even refuse to be touched by the parents. To get your attention, they might resort to many actions and tactics. Including screaming at the top of their lungs while looking directly at you, throwing things, or repeatedly hitting their head against the wall or a floor. Terrible twos are characterised by antagonistic behaviour towards the parents and frequent mood changes. Tantrums accompany this. How to help your little one through their “temper tantrum.”  Give them a few minutes to cry or scream it out.  Once you see they have calmed down, hug them and wipe down their faces. Now that they are done crying/screaming and cleaned, ask them to tell you how they feel and try to help them navigate through it. Tell your little one that the next time they feel overwhelmed or need something to come to you and ask. This can be a very trying, testing and challenging time for the parents, caregivers and teachers. You can feel like you’re not a good parent and guilt trip yourself. Doing this may affect how you treat your child. Sometimes parents overcompensate or take their frustration out on their partner, helper, etc. It’s crucial in these moments not to be too hard on yourself; self-regulate, take a breather and remember to keep a little human alive is a big task. They are trying to understand what this life is about. You are doing a great job and remember this is only a phase!

November 7, 2022
Parenting Hub

MATRIC PARENTS: HOW TO SUPPORT YOUR CHILD THROUGHOUT THE EXAMS AND BEYOND

The Matric final exams represent the ultimate test at the end of one’s school career, and while it is an exciting milestone, almost all students find this period a test of their strength, endurance, focus, mental and physical fortitude and resilience. And while it’s a tough time for the Grade 12s, it is also hard for their parents, who know that there is only so much they can do to support their almost adult child, but who still want to do whatever they can to assist and smooth the road wherever possible. “Our thoughts are always with the Matriculants facing one of the toughest assessment periods they have so far faced, but we should also spare a thought for parents of Matrics, who are faced with the anxiety of their children, while also hoping that they perform well enough to set them up to pursue their goals and dreams after school,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider. Kriel says while parents often don’t know how they can support their children during this time, there are a few things they can do – and also a few things they should NOT do – to make things easier. KEEP A CLOSE EYE One of the most important ways a parent can support a child without being overbearing and too much in their space is to keep a close eye on the student. Leave them to get on with their studies, but look out for behaviours that could be cause for concern. For instance, get insight into their study schedule and, if procrastination is getting out of hand and can’t be reconciled with what the parent knows the student had planned for revision, gently suggest that you look at the schedule again together to see how the student can get back on track before falling too far behind. Empowerment trumps chastisement in these circumstances. Keeping ahead of the game is key, as it is almost always possible to get back on track if things are not left too late. On the physical wellness side, parents can help remind their child to get some sleep if they have been hitting the books for too long, too late at night. They can also ensure that students eat as healthy as possible while drinking plenty of water and getting exercise so that fatigue doesn’t impact their ability to study. GET HELP TIMEOUSLY IF WARNING SIGNS ARISE Unfortunately, some Matrics – even top performers – struggle during this time to such a degree that they may need additional or even professional support. If parents suspect that their child is struggling emotionally to deal with the increased pressure and stress, seek guidance from a mental health professional or a counsellor at school. While Matric exam results are undoubtedly very important, it is just as important to keep a sense of perspective, which sometimes becomes hard to do for students in the thick of it, who could potentially start catastrophising about results and their future. Matric exams are only one part of one’s life – which will soon pass – and there will always be options available, even if those options follow a different path from the initial vision. STAY CALM AND KEEP PERSPECTIVE Just as it is important for students to try their best while keeping a sense of perspective, parents can do their part by keeping calm as well. Be a pillar of support when needed, but don’t pass your own anxiety on to your child. Fear about the future and concerns about how well prepared a child is are all factors that impact on the emotional state of parents, so they should therefore also take good care of themselves during this time so that they can regulate their own emotions and not contribute to heightened tensions and anxiety in the house. Anxiety around final exams arises as a result of the belief that it is the final watershed assessment opportunity for young people. This fallacy arises because too many parents don’t understand the options available to learners should things not go as well as expected, and many don’t even know that there are options at all. Speaking to education professionals either at school or at a good institution of higher education about the myriad of options out there will provide a sense of perspective in terms of outcomes, and will allow parents to calibrate their own emotions. HAVE A PLAN (AND A PLAN B) FOR NEXT YEAR Once exams are over, allow students to take some time off to just enjoy themselves and blow off steam. However, don’t wait for Matric results before deciding about further study – by then it will likely be too late to gain entry into one’s choice of institution and qualification. Sit down and have a brainstorm reflecting on the student’s expectations about how they performed during their final exams. If there is a possibility that they performed better than they initially thought they would, and that they may possibly qualify for further study or even a more specialised degree, start investigating options as soon as possible. Here it is particularly helpful to approach reputable higher education institutions, private or public, directly to speak to a student advisor about the student’s options. Equally, if there is a possibility that a student may not have performed well enough to gain access to the institution or qualification of choice, student advisors will be able to assist with information about alternative routes to success. Having a Plan A as well as a Plan B in place even before results day means that regardless of what happens, students and parents will know that they have a clear path ahead – irrespective of their performance or in the case of them performing better than expected – and that they won’t suddenly be confronted with a wasted year ahead.

November 4, 2022
Abbotts Colleges

How to guide on making the right subject choices with your Grade 9 child

The idea of having to choose subjects for the final phase of a child’s schooling career can be daunting, especially as these choices determine a child’s options for tertiary studies. Although it might sound like the easy way out to drop subjects that a student least enjoys, many parents and their children do not know which subjects are required for specific degrees or diplomas for tertiary study, which is totally understandable as they do not operate in the field of Education. Here are a few guidelines that can assist parents and students in making wise decisions when it comes to subject choices. Interest and Aptitude tests Grade 9 is a key milestone in a student’s journey to completing Grade 12. Most private schools and some government schools get their students to complete Interest and Aptitude tests in order to guide both student and parent with subject choices. On completion of the test, an individualised report which indicates students’ interests, as well as their aptitude for certain subjects, is sent to the parent. The report may also indicate possible career options based on the results of the test. It is important to remember that these results act as a guide and are not set in stone. If your child’s school does not offer this service and you are unsure of your child’s interests and aptitude for subjects like Mathematics, I suggest that you approach an Educational Psychologist to administer Interest and Aptitude tests to help guide your decisions. Subject Choice Information Evenings Many students do not know the difference between the subject choice of Mathematics and Mathematical Literacy and the criteria and entry requirements when wanting to pursue tertiary study. Schools host subject choice evenings to inform parents about the various options available to their children. At these information sessions, schools should explain what is required to study Bachelor of Arts (BA) degrees, Bachelor of Commerce (BCom) degrees, Bachelor of Education (Bed) degrees and Bachelor of Science (BSc) degrees. Often subjects that students are not exposed to in the previous grades are explained, such as Computer Application Technology (CAT); Engineering, Graphics and Design (EGD); Information Technology (IT) and Design Art versus Visual Arts. I would advise you to attend these information sessions and if you need further assistance, make an appointment to meet with the Academic Head / Deputy Principal or school Educational Psychologist Do your own research Taking your child’s interests and aptitude into account as well as where he/she may pursue further study, use your trusted “friend” Google to find the faculty and course information online booklets for the various institutions you are considering. Look at what the subject requirements and Admission Point Score (AP Score) are for the courses your child may be interested in (make him/her part of the research process for buy-in). It is truly devastating, and a travesty, when students get to Grade 12 and start applying to universities and private colleges, to only then find out that their subject choices do not allow them entry into their desired courses. This is why it is vital that schools educate parents and students regarding subject choices and opportunities available based on subject choices. Mathematics is a must for a BCom degree and Mathematics and Physical Sciences are a must for a BSc degree for example. It is equally important for parents and students to do their own research as the various tertiary institutions have different requirements and different ways of applying the AP Score. The big question – Should my child offer Mathematics or Mathematical Literacy? This is a common question and one that parents and students grapple with when it comes to subject choice. It is important to consider the following: Does my child enjoy Mathematics? Mathematics is a subject that requires many hours of practice and consolidation weekly. If a student does not enjoy the subject, the chances are good that he/she will neglect the subject and do the bare minimum when it comes to homework (which will reflect in the marks). Does my child have an aptitude for Mathematics? If a child does not have an aptitude for Mathematics, he/she will struggle and achieve low marks, despite the effort the student puts into the subject. This may lead to a child feeling that he/she is not intelligent and create issues with self-confidence in general. Nothing can be further from the truth though, we have different areas of strength when it comes to intellect. Not everyone is good at Maths. Does my child require Mathematics for the course/s he/she is interested in? This is a tough one, as a student who does not have the attitude for Mathematics may need it for the tertiary degree he/she wishes to study. My advice would be to listen to the advice given by the school as they work with this type of situation year on year. It may be that your child needs to try Mathematics, with you enlisting the assistance of a private tutor for additional one-on-one weekly lessons or that your child will need to consider the courses offered in the BA faculty or Bed faculty that do not require Mathematics, there are a diverse number of courses that are offered as Bachelor of Arts degrees, such as BA Law and BA Psychology. If you look at the course requirements for BCom and BSc degrees, the minimum requirement is usually 50% for Mathematics, with higher results required for engineering and medical degrees for example. Important to note: Mathematical Literacy is an excellent subject and very practical in nature. Students will apply what they learn throughout their lives. It is a good choice when Mathematics is not required for what your child is planning to study at a tertiary level. Another big question – Must my child offer Physical Sciences? The answer is simple, if your child is planning to pursue courses that fall within the Bachelor of Science realm, such as engineering, medicine, veterinary sciences, genetics and so forth, then he/she must offer Physical

November 1, 2022
Koa Academy

HOW KOA ACADEMY IGNITES PASSION FOR FUTURE CAREERS

One of the advantages of an online school platform is that technology makes it incredibly easy to enable kids to connect with invited experts and professionals.  For instance, high-engagement online school Koa Academy hosts a monthly online event ‘The Doctor Will Explain You Now’ that brings the learners from Grade 4 and up, as well as their teachers together with a working person who has achieved a doctorate qualification.  The Doctors’ challenge is to explain their PhD thesis in ten minutes in a way that a ten year old can understand. Mark Anderson, Co-founder and Principal of Koa Academy, says “This is one of the ways that we bring real world into our classrooms and highlight for the kids that the learning they are doing now is going to matter one day in the real world.  They have a fantastic opportunity to engage with a range of individuals who are solving problems and making advances through their research.  It broadens our kids’ horizons and shows them how people can connect their interests and their passions to earning a living.” One of the school’s favourite experts so far this year has been Dr Tarryn Cawood, a geologist with a PhD in Earth Sciences with expertise in structural geology, tectonics and ore deposit research.  Mark says, “When Tarryn came to Koa to explain her doctoral thesis, our kids who love collecting rocks were particularly on fire!  It was an eye-opener for them to connect with someone doing what they love to do and discover that it is a possibility that you can make a career out of your interests.  What’s also good for the kids is that there is an academic robustness to the conversation, and they realise that there’s much more to rocks than they’ve ever thought about before.” The Doctor Will Explain You format highlights the vast range of interests in the world of academia that kids can potentially tap into.  Mark says, “What I love is how often our presenters say to me afterwards that finding relatable ways to explain their theses to our kids was almost as stimulating and challenging for them as writing them.  I think this important, because too often academia is inaccessible, and it is important to take high level academics and make it understandable and available, especially to the young people who are our future game-changers and problem-solvers.”   Discover Koa Academy here.

October 28, 2022
Abbotts Colleges

Grade Ten Subject Choices: How The Considerations Have Changed

The transition from Grade Nine to Grade Ten marks an important and eventful time in a student’s educational trajectory. One of the critical aspects of this transition is characterised by the selection of subject streams – coming up for all Grade Nines in the next few weeks – that essentially determine future study and career options, as well as a student’s performance in Matric.  But unlike previous years, factors that influence this decision have evolved post-pandemic, says education expert Philip Hlatshwayo, Head of Programme at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. THINK LIKE A PROJECT MANAGER “Self-management is the one attribute or skill that has always been critical in a student’s academic journey. However, the need for this attribute intensified during the Covid19 pandemic, sparked by the sudden need for increased independence in academic work. The skills you gained during that time can now be harnessed when choosing subjects,” Hlatshwayo says. Similar to a company project, subject choice selection needs to be treated as a project, he notes. “A project generally requires a project management plan to be drawn up in order to ensure the success of the project. The critical aspects considered in any project are skills required, the knowledge required and strategies/techniques. “Subjects are no different and work in a similar model. That is, for each subject, a student needs to ask themself what skills am I required to have for this subject? The skills required for studying Physical Sciences will be different from the skills required for studying History. Self-introspection will therefore help you understand the skills you possess and can potentially develop.” What prior knowledge is critical for this subject? “There have been instances where students choose a subject such as Mathematics for which they lack basic knowledge and understanding that were supposed to be developed in the earlier phases. This leads to frustrations because of the requirements cast on the students once they get to Grade 10. “A critical reflection of the past grades and how you have handled the demands of a subject similar to the one you are choosing will save you a lot of time and stressful moments. But it should also be remembered that there is still time to develop competency in a core subject – with focus and hard work – if you are determined.” What studying strategies and techniques are necessary for this subject and do these strategies complement my learning capabilities? Hlatshwayo says students must consider the strategies and techniques needed to be successful in studying a particular subject. “For one student, thinking about various algebraic strategies in a Mathematics subject may come easy, for another, reading large quantities of History material may be preferred. There are areas in which we can excel and unleash our full potential if we think carefully about it.” Answering the questions above will be the first step towards understanding your starting point in this project of choosing the right subjects to support your future dreams. ACADEMIC SUPPORT Academic support involves various stakeholders such as your teacher, peers, family members, mentors and student support services at higher education institutions, who can help you in your journey. “As much as your teacher may help you with critical subject-related issues, you may at times need your mentor to help you establish the value of pursuing certain things in your academic journey and seeing the big picture,” says Hlatshwayo. “Student advisors at higher education institutions can further help you match your prospective subject choices to fields of study and career prospects. They are also able to guide you in terms of how the world of work has changed, and which skills will be in high demand by the time you finish your qualification. Using that information, you can work your way back to see which subjects you have to select now.” HIGH PERFORMANCE STRATEGY Armed with the information and approach as above, students should choose subjects that will both 1) leave them with a wide range of options and 2) allow them to perform to the best of their ability in their Matric exams. “Your subject choice should allow for gateway subjects such as core Maths and Science which will help you to keep your options open,” says Hlatshwayo.   “If you struggle in these subjects, at least retain one of them and focus your efforts. Even if you are not yet confident, remember that you have three years to work hard and get a solid grounding – it’s not too late to rise to the challenge.” Students should also consider what makes them happy, he says. “Select one or two subjects which interest you and throw yourself into the pursuit of mastery. If you ‘are able to find your feet and enjoyment in a particular area, that bodes well for your future career and self-actualisation.” And finally, students should choose some subjects that will help them boost their final results. “Admission to higher education is performance-based, so having some subjects in the bag where you know you can shoot the lights out if you work hard, will very likely improve your chances of success when applying for further study after Matric.” To learn more from our teachers and educational experts, read one of our other blogs. To find out more about Abbotts College and the work we do, visit the rest of our website. To learn more about how Abbotts College can improve your child’s educational journey, read more about our non-traditional approach. Feel free to call or email one of our campus administrators. ’ individuality.

October 27, 2022
CambriLearn Online Education

A unique education, for your unique child

One of the most difficult parenting decisions involves choosing which school your child will attend. For centuries schooling has typically taken place in a brick-and-mortar classroom. The decision on where and how to school a child was typically not based on whether a school offered a Cambridge, British or CAPS curriculum or on the child’s preferred learning style but rather on the child’s geographical location, family traditions and affordability.  As society and education advance, parents are now presented with a variety of options to consider when choosing an education pathway for their child. In this article, we will look at some of the benefits of choosing an alternative education and how you can personalise your child’s education through homeschooling or online schooling.  The benefits of online schooling  The average South African class size is roughly 30 learners for every teacher. In order to accommodate all children in an average classroom, educators pitch the content to the ‘average’ student. This approach can leave many students behind as they struggle to comprehend the coursework, and it can leave many students bored as they grasp the concepts quicker than the average.  Some children may be gifted in academics whilst others might be musically talented or show outstanding abilities on the sports field. A huge benefit to online schooling or homeschooling is the freedom and flexibility that it brings, enabling parents to harness their child’s unique talents and abilities.  This is the reason why many top child athletes or performers choose homeschooling over a traditional schooling environment. To professionally compete or to excel in academics, learners need the flexibility to adapt their education to their unique schedules, circumstances and abilities.  Academically strong children An academically gifted child will grasp concepts faster than the average student. A child who is bored in their learning will often lose focus and become a distraction in a typical classroom environment. The benefit of choosing an online schooling curriculum, like the Cambridge or International British curriculum offered by CambriLearn, is the freedom and flexibility to study at your own pace. Students can set the tempo of their learning, meaning they can speed up or slow down depending on what they can manage at the time.  When enrolling in a self-paced online curriculum, you don’t have to run according to a traditional school year with fixed terms, scheduling, lesson time or exam dates. Instead, the student’s school year starts on the day they enrol and will run for 12 months from that point. The syllabus is between 30 and 34 weeks long and allows students to complete the level before the 12 months are up.  Children with special learning needs In the same way that a personalised education approach can be better suited to academically gifted children, the same can be said for children with special learning needs.  A child with attentional issues presents with a different profile of strengths and weaknesses, interests, and dislikes. With an online school, like CambriLearn, you can prune your curriculum choice of subjects to allow for the consolidation of core skills. This means you can take on fewer subjects to ease the cognitive load in terms of organisational and time-management skills, in which kids with ADHD/ADD may have deficits.  With online schooling, students can also enjoy continuous formative and summative assessments that are self-timed with no fixed deadlines, as well as apply for learning provisions and exam accommodations (scribe, reader, additional time etc.). This method of schooling is a great alternative to a traditional schooling model as it assists learners with special learning needs, such as ADHD, in ensuring that they receive an internationally accredited education and helps instil a love for learning – throughout their schooling career.  Sporty or culturally gifted children A huge benefit to online homeschooling is the freedom and flexibility that it brings. This is why many top child athletes or performers choose to homeschool over traditional schooling. To professionally compete, learners need the flexibility to train, travel and study. Online homeschooling offers exactly that, enabling parents to focus on their child’s talents, to help them achieve their goals and a professional career.  For instance, a child who is musically oriented can be given music classes through online homeschooling alongside their academic lessons, and at an hour convenient to them. This will widen the child’s education and make it a more progressive experience. Whereas a child who excels in swimming can personalise their academic schedule to accommodate their training and competition calendar. This avoids putting unnecessary pressure on the child (and parents).  Travelling families or expats The self-paced learning style and flexibility of online schooling means students can move countries during a school year. With many families looking to explore international learning and travel opportunities, the CambriLearn British Curriculum offers an education solution that promotes freedom and flexibility whilst maintaining a syllabus and assessment objectives that are standardised worldwide.  There are many benefits to choosing an online schooling solution for your child’s education. By using online learning platforms like CambriLearn, either as enrichment for students attending traditional schools or as a permanent, full-time means of education, your child can enjoy a personalised education tailored to their unique learning needs.  If you would like to find out more about how you can personalise your child’s education through online schooling, then download this free Future-Ready Education e-book.  

October 25, 2022
Koa Academy

IS YOUR MATHS ANXIETY AFFECTING YOUR CHILD’S PERFORMANCE?

There is no other school subject that gets as bad a rap as Mathematics.  It even has a mental health disorder associated with it – ‘Maths anxiety’.  There are a range of reasons why Maths is so polarising, some will say it’s too hard while others complain that it is boring.  Many Maths-haters say that it is ‘irrelevant’ and can’t see the real-world applications, though Maths permeates many aspects of daily life, and we work with numbers all the time.   One of the most enduring myths about Maths is that you have to have a certain kind of ‘brain’ to enjoy it and do it well.  Maths, it is often said, is not for everyone.  Parents who struggled with Maths at school, may well believe in some of these ideas, and have low expectations or stress about their child’s performance in the subject.  As parents, it is also possible to hand down our own Maths anxiety, making it harder for our children to develop confidence in something their parent thinks is difficult. A challenge in Maths education is that progress in the subject is made along particular learning pathways, with each concept building on the one before.  If a child does not master a concept, they will have a learning gap that will trip them up time and again, making them feel as if they just can’t do Maths.  Teaching in a traditional, big classroom with strict timelines to deliver the curriculum to everyone at the same time, makes it hard for a teacher to identify each child with a Maths learning gap here or there, never mind help remedy it.   “This is where the online space becomes really exciting for Maths education,” says Mark Anderson, the Principal and Co-founder of Koa Academy, a high-engagement online school. “Accessing a range of Maths education tools and platforms means that there are multiple ways that concepts can be taught and learnt.  If a child can’t understand a Maths concept explained one way, then they can be directed to a different resource that presents the concept in a way that is more understandable to them.  They proceed on a mastery-based, individualized trajectory that ensures that they don’t move on with a poor understanding of a concept.  If they need more practice, there’s space and time for them to get more practice.  Koa’s small 8-person ‘Pods’ also means that a teacher can easily keep track of every child’s progress in Maths, so they know when a child needs a different approach, a master class or a one-on-one lesson with the Koa Maths education specialist.  No one gets left behind, and everyone can do Maths!” Anderson and Koa Academy’s Head of Academics, Jason Hutchison are on a mission to change both parents and kids’ hearts and minds when it comes to Mathematics.  In a recent KoaCast, an education podcast aimed at parents, the two were joined by Steve Sherman, Chief Imagination Officer of STEAM-based NGO  Living Maths and actuarial analyst, Tumi Lekoa for a lively conversation about how to inculcate a greater appreciation of Maths. Sherman says, “The issue lies in our narratives about Maths where we highlight struggle, mistakes, and even anxiety. Maths is about grappling with solving problems and that is good and exciting.  There needs to be safe spaces for kids to chew on a problem, to try things out, make mistakes and learn from them. If they have those safe spaces, then they have opportunities to struggle to get an answer and enjoy the journey of using Maths to solve a problem, which is incredibly satisfying.” For Lekoa, a love of Maths was passed down to her by her father who is an engineer.  “I loved Maths from an early age and was always good at it.  My father would show me how Maths was applied in everyday life and how it can be used to answer questions about the world.  I love the certainty of Maths, it’s objectivity and its relevance to our lives.  In a world full of so much ambiguity, you can always rely on Maths.”  This KoaCast episode highlights the fact that there are many ways to approach Maths. Kids can learn to get excited about Maths, and parents do not need to feel helpless in their desire for their children to succeed in the subject. It also highlights some exciting shifts in education, particularly in the online space, with confidence being built through a mastery-based approach to the subject. You can listen to the recorded Koa Cast with guests Steve Sherman and Tumi Lekoa here.

October 25, 2022
Parenting Hub

Education 4.0 – a headmaster’s perspective

Welcome to the Exponential Age, where progress and change are inevitable. Since the time of the First Industrial Revolution when water and steam were used to power mechanised production, we are now in the grips of a digital revolution characterised by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres. According to a World Economic Forum report entitled “Catalysing Education 4.0: Investing in the Future of Learning for a Human-Centric Recovery”, the global imperative is for education to be reimagined, focusing on the breadth of skills needed to be successful in the age of the 4IR, and leveraging technological and pedagogical innovation to put learners at the centre of learning. The vision to prepare students for the economies of tomorrow is referred to as Education 4.0. How do we as educators roll with the digital punches? The full changes to our future are difficult to accurately predict, but one thing is clear: from an education perspective, the response to future needs must be interdisciplinary and comprehensive. Educators need to accept that as technology becomes more pervasive, traditional trades disappear and education must be aligned to the change in times.  Shifting from ‘the sage on the stage’ to ‘the guide from the side’ The traditional model, where the focus of the classroom was around the teacher (“the sage on the stage”) and children were seen as empty vessels needing to be filled with facts and knowledge, has changed to the teaching and learning modality where the teacher is not the focus of the class – but so much more. The role of the educator must evolve into one of “the guide from the side”, the facilitator of skills development, with a greater focus on higher-order thinking skills such as analysing, synthesis, application of knowledge and problem-solving. Core to these skills is creativity, which allows for each child to be an active participant in their learning with an expectation to not only be responsible and accountable for their part in the teaching and learning experience but to develop an appetite for being a lifelong learner. Teachers need to shift their focus onto education 4.0 by cultivating peer-to-peer learning atmospheres with students being able to learn collaboratively and from each other. Teachers must actively model change and the skills desired; we must guide, mentor, cheerlead, and nurture, but more importantly, ignite and inspire possibilities. Igniting curiosity at the early learning phase Within the Early Learning School phase. a good place to start is with firm roots in philosophies like the Reggio Emilia Philosophy, which is an innovative and inspiring approach to early childhood education, where each child is seen as strong, capable, and resilient; rich with wonder and knowledge. This philosophy rides on the coattails of the innate curiosity of children and aims to assist them with understanding their world and who they are in it. The learning experience is full of action learning, sensory experiences, play and discovery learning. As students move into the Preparatory and College stages in South African private schools, the journey of the IEB curriculum begins. However, it is vital to maintain rich, robust teaching and learning by applying global citizenship skills, technology skills, and problem-based and collaborative learning while focusing on the individual needs of each child. The focus is not just on completing an academic year or preparing for a matric and university entrance but extends towards preparing students to become globally marketable, where their inherent mindset of a ‘can do’ and ‘will do’ attitude is aligned with their flair towards entrepreneurship with a healthy balanced skill set which will serve them well as they will not only create the future, but creatively reinterpret it. Responsibility of schools to develop soft skills It is vital that schools acknowledge that the Fourth Industrial Revolution could not only impact what we do, but also who we are. It will affect our identity and all the issues associated with it: our sense of privacy, our notions of ownership, our consumption patterns, the time we devote to work and leisure, and how we develop our careers, cultivate our skills, meet people, and nurture relationships. To this end, an educator’s focus must also be on developing the soft skills of each student where their interpersonal skills, personality attributes, and people skills drive them towards a realisation as to how they will impact how they work with other people. Cognitive flexibility, resilience, originality, initiative, and emotional intelligence together with creative risk-taking, leadership growth, and the art of negotiation are all skills that we actively develop within each student. Finally, an additional consideration when deciding which skills will be valuable in the future is determining who will be assigning that value. To prepare for this, skills-based teaching and learning should be embedded in various aspects of academic, sports, arts and culture programmes. For more information, visit the Inspired Schools website and click on Africa & Middle East link. By Quinton Pascoe, Headmaster at Reddam House Waterfall

October 25, 2022
Parenting Hub

GRADE 11s: INVEST IN YOUR ACADEMICS NOW, REAP THE REWARDS LATER

Grade 11 students preparing for their final exams of the year should aim to perform at their very best and go the extra mile where needed, as this year’s marks will not only help them start their final year off on a strong footing, but also make their road a little easier come 2023, an education expert says. “Students and parents often consider Matric to be ‘the big one’ in terms of their academic journey, but Grade 11 is actually a very important foundational year, and performing well can make a major logistical and performance impact down the line,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s leading private higher education provider. “It is therefore important not to cruise along if you have been doing so, thinking that you’ll give it your all next year. Consider how seriously you will be taking your Matric final exams, and then try and replicate that effort right now in preparation for your Grade 11 finals,” he advises. Ntshinga says Grade 11 should be viewed as a foundation upon which Matric success is built, and is effectively a launch pad for one’s final year of school. So by positioning that launch pad as favourably as possible, a student will enter Grade 12 with much-needed momentum, insight and strategy. One of the most important reasons for excelling at the end of Grade 11, is because these results can be used to gain provisional acceptance into the student’s public university or private higher education institution and qualification of choice, says Ntshinga. “Nobody knows what the future holds, so if you can start your final year of school with excellent marks, you already have a winning ticket in your back pocket. It will take significant stress off of you to know that you are already able to start investigating your higher education options, and start applying without having to wait in the back of the queue until you are able to submit good marks achieved in Grade 12. “Furthermore, you will be able to get applications out of the way earlier, before they start flooding into institutions. This will free up valuable mental and emotional energy which you can apply with lazer focus to your Matric studies. And finally, if you start out poorly in Matric, you then also know you have something to fall back on while you work on improving your grades.” Leaving applications until later in the year will likely mean one’s options become more limited, as spaces would already have started filling up, Ntshinga notes. Viewing Grade 11 final exam preparations as part of the Matric year will also help students improve their Matric performance, he says. “Your Grade 11 performance, including your preparation, your composure during the writing of the exams, and your actual grades, provide an invaluable baseline from which you can strategise your final school year. Devising a strategy before you set foot in the halls of Grade 12 in January will help you work smarter on the way to peak end-of-year performance.” Factors that should be taken into consideration include: STUDY METHODS You should be entering Grade 12 knowing which study methods work for you and which do not. Your last year of school is not the time to be experimenting for the first time in this regard. Know what you are going to need to study and how you are going to do it right from the start to optimise the work and time you put in behind the books. TIME MANAGEMENT Your preparation now will give you insight into how much time you need to dedicate to revision and what kind of schedule works best for you. If you find you study best at night and do well with getting in some exercise before hitting the books, for instance, you can apply these insights to your Matric revision schedule without having to experiment next year. You will also be clear on issues that stand in the way of you doing your best. Are you a procrastinator? Do you feel an intense need to clean your room just when your next study slot comes up? Understanding how you stand in your own way can help you confront and address these barriers before you sit down for your final exams next year. STRENGTHS AND WEAKNESSES Knowing what each subject requires of you – which ones come naturally and which ones need more work – will help you devise the correct strategies for dealing with your work next year. Perhaps you realise you may need to get a tutor or other support in a particular subject from early in the year. Maybe you see that this one subject really just isn’t going to work out, no matter what. If that is the case, you will be able to change, but keeping in mind that only one subject may be changed in Grade 12, and that needs to happen within the first week of the year.

October 21, 2022
Parenting Hub

EARLY YEARS CHECKLIST: CHOOSING YOUR CHILD’S FIRST SCHOOL

Choosing the right learning environment for one’s young child is essential as it has the potential to play a large role in the success of the child’s learning experience throughout the rest of their life, an education expert says. “A child’s first encounter with learning in a formal environment sets in motion the way in which they will view learning, how they foresee their role in society and the contributions they will make locally and globally later in life,” says Lynda Eagle, Academic Advisor: Early Years at ADvTECH, Africa’s largest private education provider. However the process of choosing the learning environment that will best suit a child’s personality and needs is complicated by the numerous options available to parents and guardians, who may feel overwhelmed and even confused about how to determine what is and isn’t right for their child’s journey ahead. To make this important call, Eagle says there are a number of factors to take into consideration, which provide a helpful guide for this important decision. “The first step is identifying the things that you value as a family, your hopes, and expectations and what you are wanting to get out of an education system for your child. While we know and celebrate the importance of academic achievements, we often forget that the child is both capable and competent and comes with unique qualities and talents,” she says. “It must also be taken into account that young children are often in charge of their own learning – meaning that as much as we try to mold and drive them, ultimately, they will follow their own interests and curiosities.  By meeting these unique needs, interests and talents and recognising that success comes in many forms, we have a better chance of helping the child reach their full potential and ensure that they in their own unique way contribute positively to their community in the future.” Eagle points out that it is generally accepted that the aim of a school is the development of academic excellence for the students in their care.  “However, academic excellence requires academic confidence if a student is going to reach their full potential. This requires that the school not only provide a safe and enriched learning environment, but that the student’s wellbeing is nurtured and protected from the very beginning. Where the child feels safe, they will be open to learning.” When looking for a school, parents need to be open to possibilities and feel confident that the learning environment will support learning in a holistic way.  “It is important to listen carefully to the messages being delivered by the school, align their views and expectations to that offered by the school, and more importantly, research and ask questions, listening to not only what the school is saying but also to what they are not saying.” Eagle advises parents and guardians to visit schools in person so that they can gain information firsthand, make comparisons, investigate, interrogate, and explore the integrity of the learning environment, the approaches to teaching and learning, the schools’ views on discipline and assessment, as well as how they view the child.  “The aesthetic qualities of a school are also important as they provide the initial feel and atmosphere. This will influence how comfortable the child will feel as well as what type of learning will take place in that environment. Does it feel inviting, and does it provide the student the opportunity to explore and discover, through intentional play opportunities and carefully designed learning spaces?” An ergonomically designed learning environment is not something that parents may be aware of or focus on – but ensuring that the furnishings are the right size and flexible, that the learning spaces are accessible and encourage and support play, that equipment is easily accessible, and that there is sufficient natural light and air flow, all influence the quality of the learning experience for the child, says Eagle. “Learning in the early years is often perceived as not being as important as the learning that takes place in the older years. However this is a misconception as the early years lay the foundation for all future learning,” says Eagle. “It is therefore non-negotiable that the teachers are fully qualified, that the ratio of competent and responsible adults to students is in place, that the integrity of the curriculum is not compromised but rather enhanced, that the focus is placed on future-focused teaching and learning techniques and strategies, and that all this takes place in a nurturing and responsive setting.” The learning experience is further enhanced using an inquiry-based approach, utilising global competencies to strengthen the learning experiences, focusing on relevant real-world concepts, building transferable knowledge and skills, and supporting student agency – these all go a long way in supporting a child on their personal learning journeys and should be considered when assessing a school. “When choosing a school that best fits your and your child’s needs, being aware of global trends, fully investigating the possibilities and options available, and holding schools accountable, all lead to a better-quality experience for one’s child in the early years, while building a foundation of a love of learning for future years.”

October 20, 2022
Abbotts Colleges

How to evaluate the quality of a school’s Edtech offering

Parents need to ensure that they get a solid understanding of what is required from a high quality As more and more South African schools work towards improving their tech offering in response to the need to prepare students for the future of work, parents should ensure they get a solid understanding of what is required from a high quality, holistic EdTech programme, an academic education expert says. “While we may realise the importance of preparing children to navigate their future digital world, understanding what factors inform a programme which is based on academic excellence, and which incorporates the newest technologies while also focusing on digital citizenship, is crucial. Parents therefore need to view their school’s offering and promise of digital skills with a discerning eye,” says Nadia Dal Lago Nell, Academic Advisor: EdTech and Innovation (Schools Division) at ADvTECH, Africa’s largest private education provider. Nell says it is very important for schools to seek to provide an enhanced educational journey by investing in their students through the integration of technology into the curriculum, as opposed to tech being a standalone educational unit. “The result of technological integration into the curriculum is a more efficient and engaging educational experience. The need for digital literacy and the discerning use of technology by students is essential for them to continue to advance in their education and be equipped with relevant skills for their future workplace,” she says. Schools which can give students the educational edge will have several of the following on offer: programmable robots, interactive coding platforms, Minecraft, 3D printers, iPads, laser cutters and even indoor drones. “Ideally, schools should have dedicated EdTech spaces designed to suit their unique approach to technology and incorporate a variety of devices with a strong emphasis on collaboration.  A practical EdTech Framework should also be central to the technology foundation that students are guided through.” One question to ask your child’s prospective school, is whether they are aligned with ISTE standards, advises Nell. ISTE (The International Society for Technology in Education) standards have been formulated by the world’s foremost organisation in teaching technology in the classroom, and comprise the following principles: The Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. “An EdTech focused school will introduce the elements of the framework in their context as early as Grade 000 and follow through with this focus until the end of Grade 9, whereafter students will be well-versed in real-world tech-proficiencies. Some schools take this a step further and offer tech-based extracurricular activities, including for instance Robotics clubs.” Nell says EdTech lessons equip students with future-focused, transferable global skills that are necessary for success in all areas of life. “The central skills here are creativity and problem-solving which are taught through open-ended activities and emphasising the possibility of multiple solutions for any given problem. This provides students with a space for both collaboration and individual growth.” An additional element of the EdTech Framework is Digital Citizenship. “This engages students and shows them how to connect with one another, in an empathetic and safe way through digital tools, platforms and devices. Negative digital habits such as cyberbullying, irresponsible social media usage and unsafe use of the Internet are explained and strongly discouraged. “Students’ safety, growth and well-being when exploring the world of technology must be emphasised at all times. Fortunately, most of the requirements to be a good Digital Citizen can be taught in the classroom and reinforced at home. Digital Citizenship is intended to give students a clear understanding of the interconnection between tech-life and real-life citizenship skills with the aim of creating knowledgeable, responsible, and mindful online interaction. A sound and well thought-out EdTech programme will prepare a student to face the digital world of tomorrow.” To learn more from our teachers and educational experts, read one of our other blogs. To find out more about Abbotts College and the work we do, visit the rest of our website. To learn more about how Abbotts College can improve your child’s educational journey, read more about our non-traditional approach. Feel free to call or email one of our campus administrators.

October 20, 2022
Parenting Hub

TEACHING DEGREES 101: FROM CLASSROOM TO BOARDROOM, OPPORTUNITIES ABOUND

The education profession has come a long way in the last few decades with the growth of the private education sector, and whereas previously career options for graduates were limited, prospects now abound, an education expert says. “Because graduates are in demand both domestically and abroad, teaching credentials have grown in popularity. The teaching profession’s career development has also adopted a new perspective in which teachers can go from being school mentors to leadership positions, such as vice chancellor of the university,” says Dr Lindiwe Mokotjo, Head of Faculty: Education at The Independent Institute of Education, SA’s leading private education provider. “Where previously, teachers would mostly be headed to a classroom for the duration of their career, with only a handful being promoted to heads of department or deputy or  principal, they now have a wide range of options on top of teaching including, but not limited to, instructional design, tutoring, coaching, school management, educational consulting and the option of joining the corporate world of private education. Additionally, there is also great demand for qualified South African teachers abroad,” Mokotjo says. The way future teachers should be prepared has drastically changed as a result of the expansion of the teaching profession. The transformation includes understanding the material being taught, how it is being taught, the setting in which learners are being taught, and the fact that each learner is unique and capable of excelling when working with a qualified teacher, says Mokotjo. “Teachers play a vital role in shaping future generations as they sculpt our leaders of tomorrow. Schools of education therefore must be focused on preparing dynamic and skilled future teachers for a life long and successful career in education by equipping them for the 21st century classroom.” As a result, it is imperative that prospective education students ensure they vet their chosen institution and qualification carefully to  confirm that they aren’t stuck in the historic education mould, but that they are strongly focused on staying ahead of latest developments and trends in the field. Mokotjo says there are a number of different education qualifications to choose from, for instance: A Higher Certificate in Early Childhood Care and Education. This is an entry level/introductory qualification (at NQF Level 5) to the study of early childhood development (ECD) education from birth through to 4 years of age. A Bachelor of Education (BEd) in Foundation Phase Teaching (FPT) is an undergraduate professional qualification aimed at preparing students to teach learners from Grades R to 3. A Bachelor of Education (B Ed) in Intermediate Phase Teaching. This is an undergraduate professional qualification aimed at preparing students to teach children from Grades 4 to 7. A Postgraduate Certificate in Education (PGCE) in Senior Phase (SP) and Further Education and Training (FET) Teaching. It is important to ensure that the chosen qualification is structured in accordance with the Department of Higher Education and Training’s (DHET) Minimum Requirements for Teacher Education Qualifications (2015) or The Department of Higher Education and Training’s (DHET) Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (2017). Also of great importance, is to ensure that a curriculum incorporates Teaching theory and work-integrated learning components. “This critical component exposes students to diverse educational settings which ensures that they develop the practical skills essential for excellence in teaching. An institution offering Initial Teacher Education qualifications should have a network of schools in their area of operation to ensure access to differently resourced schools for student teaching opportunitiesm,” notes Mokotjo. Further, to access work-integrated learning in schools, students would need to present a valid Police Clearance Certificate and register with the SA Council for Educators  (SACE) in their final year.  Depending on the specific qualification, education students’ curricula will likely include Languages, Natural Science and Technology, Mathematics and Social Sciences, Psychology for Educators, Professional Ethics, Assessment and Measurement, Educational Management and Research. “A quality teaching degree from a reputable higher education institution opens the door to a rewarding, interesting, and varied career trajectory – provided, of course, that the educator is invested to lifelong learning and continuously improving their skills to ensure they can in turn prepare learners in their career for a prosperous future,” Mokotjo says. “There currently is a significant and growing need for a dynamic pipeline of professional teachers, who are able to bring enthusiasm and innovation not just to the classroom, but to the education profession as a whole. Whereas previously education was perhaps not always a career of first choice for many, the field has now evolved and truly come into its own, with new and exciting opportunities for ambitious young people.”

October 18, 2022
Abbotts Colleges

NON-TRADITIONAL SCHOOLING: MYTHS & MISPERCEPTIONS

According to CollegeRaptor (USA), non-traditional (alternative) schools “were first introduced as a way to help students who could not fit into the regular school system because of various behavioural problems”. Colleges in South Africa in the 1980s had a reputation for being senior high schools for those students that no traditional mainstream school would accept. Those who attended College were often stereotyped as troublemakers, who were probably expelled from their traditional schools by those who attended traditional schools (as well as their parents). Looking back, this may have been true in a few cases, but surely this was not true for all students. Were many not merely trying to find their place because they could not conform to the rigid, strict, at times non-sensical rules found in traditional schools in South Africa at the time? Not much can be done to change perceptions regarding non-traditional schools in the 80s, but sadly some people remain uninformed to this day, which means too many students lose out on the opportunity to attend a school that is a better fit for them than a regular mainstream school. Abbotts College was founded in 1971, and for over four decades, it was a non-traditional school that catered for Senior High School (Grades 10-12) students only. Teaching at traditional high schools for many years, I recall several Grade 9 students eagerly awaiting the opportunity to attend Abbotts College at the start of their FET school journey each year. I experienced firsthand that the students who left to attend the non-traditional school, Abbotts College, were not those with behavioural problems but rather those who think outside the box, are creative and open-minded and, yes, those who don’t love uniform and hair rules. Fortunately, students no longer need to wait for Grade 10 to attend a school where they feel at home. Abbotts Colleges have been welcoming Grade 8 and 9 students onto their campuses for the past six years. Abbotts Colleges are safe spaces where students get to “just be” and become fully self-actualised and empowered in a supportive environment. So what is a non-traditional school in the mainstream schooling space? Currently, there are a variety of schools which fall within the non-traditional (alternative) schooling space. These vary from small schools offering homeschooling curricula to online schools to Abbotts Colleges which offer the CAPS curriculum for their full-time students and whose students will be writing the Independent Examination Boards (IEB) National Senior Certificate (NSC) examinations as of 2023. Choosing a non-traditional school When choosing a non-traditional school, parents need to ensure that the school is accredited and that the curriculum offered is accepted by South African universities and private tertiary institutions as well as universities outside of our borders. Several “fly-by-night” schools are not operating in an educationally sound way and are not accredited by Umalusi or the necessary accreditation boards Abbotts Colleges fall within a unique brand of mainstream non-traditional (alternative) schools as they are non-traditional for several reasons: Students do not wear uniforms, and they do not need to comply with restrictive hair or jewelry rules, as these do not influence a student’s academic performance. Students receive not 3 or 4 but 7 reports a year. The more regular formal reporting allows for more continuous academic tracking by parents. This is besides intervention communication outside of formal reporting time. Students attend homework classes Mondays to Thursdays, where they do their homework and can approach their subject teachers for assistance during this time. Teachers are also available until 20:00 to assist students who are struggling to grasp the work. The school does not offer co-curricular activities, choosing to focus on academic support, improvement and achievement. Students participate in club sport and join private cultural groups. Non-traditional schools offer an alternative to traditional schooling and allow for self-expression and a celebration of students’ individuality. Mignonne Gerli, Principal: Abbotts College Pretoria

October 13, 2022
Abbotts Colleges

Online schools: The warning signs to look out for

Parents need to ensure that they get a solid understanding of what is required from a high quality We have also seen an explosion of new online “schools”, where in many instances, previous non-entities in education miraculously became overnight experts in matters of learning pedagogy, curriculum, and child development.  The recent pandemic, and more specifically the hard lockdown, forced many parents to consider homeschooling their children via online schooling platforms. We have also seen an explosion of new online “schools”, where in many instances, previous non-entities in education miraculously became overnight experts in matters of learning pedagogy, curriculum, and child development. As a previous school Principal and now Managing Director of a group of schools, I have watched this process – of education evolution on the one end and shameless opportunism on the other – unfold with much interest. There is a sense of excitement at the possibilities inherent in intelligent online school design, but an equal feeling of dread seeing the irresponsible opportunism that too many unsuspecting parents and children are subject to in this space. As we come out of the pandemic and children return to brick-and-mortar schools, many of our principals have reported that the damage done by some of the more unscrupulous online schools are evident. Children had fallen behind, were given inflated marks that do not reflect their actual ability, or both. In most instances, the children are from online schools that have become well-known during the past two years, not because of reputation, but because of their marketing efforts. These schools make bold claims about liberating education or being a real school in your home, but the evidence point to the contrary with disappointed and disillusioned children who have been let down by opportunists. From my experience in brick-and-mortar education, as well as overseeing a homeschooling offering as part of our group of school brands, I would like to encourage parents to look for the following two salient red flags when considering online homeschooling. 1. EMULATING A BRICK-AND-MORTAR SCHOOL TIMETABLE What many schools, including the brands I work with, did during the hard lockdown, was to switch to an online timetable that emulated the same daily learning routine that the children would have had at a traditional school. This was an acceptable short-term solution given the context of a hard lockdown. However, to take that concept and now continue to promote this as a real school at home is irresponsible and educationally unsound. The thought of hundreds of South African children placed in front of computer screens for six hours a day for the duration of their young lives, instead of proper holistic schooling, should be terrifying to any objective observer. Parents must never put their children through this for any other purpose than dealing with a temporary emergency. 2. RECORDED LESSONS WITH “HELP” As far as education goes, the only thing worse than a child sitting and watching lessons on a screen for six hours a day, would be if these lessons weren’t even live. Imagine a 14-year-old child, alone at home with nothing more for educational stimulation than organised recordings of school lessons! The service providers selling these products suggest that teenagers have the discipline to manage their own school days with the help of a mentor whose role it is to effectively curate learning content to the child. In reality, the children get deprived from any and all real time collaborative learning and are expected to equip themselves for adulthood from the isolated confines of their rooms. Again, this is an objectively wrong-headed approach. Online homeschooling is possible and has many exciting prospects of improving family and community life. It also opens many exciting educational avenues of real individualised learning paths with all the complexity it implies. However, for this to be true, we as parents must first accept that children (of any age) cannot simply be placed in front of a screen for hours on end with the fantasy that they will gain the life experiences required to mould them into well-rounded adults. If your online homeschool curriculum provider, therefore, does not offer: an integrated, well balanced, and intelligent approach to screen time and green time, a clear and evidenced-based methodology to enable individual learning paths, and does not understand and address the integrated social needs of your child, then I would strongly advise parents not to put your children through the torture of isolation and inappropriate learning pedagogy, regardless of how flashy it may be packaged. You have the right to expect more from this prevailing market, and the better offerings are indeed out there.  To learn more from our teachers and educational experts, read one of our other blogs. To find out more about Abbotts College and the work we do, visit the rest of our website. To learn more about how Abbotts College can improve your child’s educational journey, read more about our non-traditional approach. Feel free to call or email one of our campus administrators. Chris van Niekerk, Managing Director: ADvTECH Niche Schools • Mar 22, 2022

October 6, 2022
Koa Academy

WHY KOA ACADEMY CHOOSES THE IEB PATHWAY TO THE 4iR WORLD OF WORK

In South Africa, learners following the CAPS curriculum achieve their Matric qualifications (National Senior Certificate – NSC) either through writing the assessments of the Department of Basic Education (DBE) or the Independent Examinations Board (IEB).  However, this is not to say that DBE and NSC learners just write different final examination papers.  There’s a lot more to it than that. In order for the practice of assessment to be meaningful it must be embedded throughout the teaching and learning process.  Therefore, a system of assessment, with its guiding principles and methodologies, uniquely shapes the teacher’s delivery of the curriculum and a learner’s experience of engaging with it.  It also impacts on students’ capacities to apply their learning as they go forward in life.  The DBE and the IBE have notably different approaches when it comes to assessment, and therefore IBE-accredited schools, online or traditional, offer children a distinct learning experience. For Mark Anderson, Co-Founder and Principal of high-engagement online school, Koa Academy, the advantages of the IEB’s more progressive educational philosophy, that goes hand in hand with an advanced approach to assessment, is essential for preparing young generations for a future of work that is vastly different from what their parents have experienced.  He says, “When it comes down to it, what education must do is prepare young people for the real world.  Today that is set in the 4th Industrial Revolution (4iR) context which demands different key skills to succeed in the workplace.  Rather than simply memorising a set of facts by rote, we have to be adept when it comes to critical thinking, problem-solving, communications and emotional intelligence.  For parents, this means that their child’s experience of school should be different from theirs.  If it seems much the same, that’s a red flag.” Application of knowledge versus memorisation of data It’s one thing to be able to repeat what you have learnt, and quite another to be able to apply your knowledge in a range of scenarios.  The first demands memory of content, the latter demands a deep level of understanding. Here are some practical examples of the differences: In English, a memorisation approach leads you to believe that there is one correct way to think and talk about a character or a theme in a story. Critical thinking helps you to understand that there are many possible ways to interpret a story and you are encouraged to find the motivation to back up multiple perspectives. History classes that lean towards memorisation focus on simply remembering an order of events, dates and people’s names. Critical thinking teaches us to evaluate historical events and understand how they relate to our context today. A memorisation approach to Mathematics says that rememberingthe method to solve a specific problem and then simply repeating it is most important. Critical thinking is about understanding numbers and methods so that we can be presented with new problems and confidently solve them. Anne Oberholzer, the CEO of IEB says, “The IEB’s assessments are consciously and deliberately developed in accordance with our Intentional Educational Beliefs.  These are based on educating critical users of information, ethical reasoners, problem solvers, creative and reflective thinkers, lifelong students, society members respectful of diversity and active citizens who are committed to upholding democratic principles and the wellbeing of all people.  These principles are essential for learners to succeed in tertiary studies, their careers and in wider society. They are pivotal in allowing young people to thrive in a world with complex problems to solve, where doing so requires collaboration and innovation on a global scale. If assessments deliberately evaluate these principles, then teachers will teach for their development in the classroom. IEB assessments actively focus on these principles, probing a learner’s understanding and application.” Testing that is more rigorous but less stressful As an IEB-accredited school, Koa Academy puts these principles into action to achieve meaningful assessment.  Anderson explains that this results in an assessment process that is both more rigorous and less anxiety-provoking.  He says, “That sounds like an oxymoron, right?  However, using both formative and summative assessments, we focus on understanding demonstrated through application rather than rote repetition.  Understanding is a far more rigorous and robust level of assessment, yet we can do this in many enjoyable ways that enable learners to demonstrate that they can analyze, interpret, and evaluate information.  They don’t have to go through stressful formal assessments all the time.  Instead, they can enthusiastically plan, create, collaborate, execute, and deliver relevant work that reveals their application of knowledge. The IEB approach allows us to focus on less intense formal test cycles, particularly in the younger grades, and find more meaningful but less stressful ways of assessing learning. In this way we achieve quality over quantity in testing.” There are hard facts that buttress the IEB approach. Anderson says, “It’s no surprise that in a study conducted at the University of Cape Town (Hill, R. 2019, Does the IEB make the grade?) showed that students who had taken the IEB pathway had a higher grade average, particularly in the Medicine and Engineering faculties, and therefore a higher put-through rate to second year. The conclusion of that UCT study was that ‘the exposure to the alternative (IEB) testing method is sufficient for students to see significant improvements in their university performance.’  This is backed up also by the IEB’s track record of alumni accepted into international Ivy League universities.” Proudly South African, the IEB also offers Advanced Programmes enabling matriculants to graduate with enhanced NSC qualifications that are globally recognised as equivalent to A-Levels.   Catch the first Koa Cast here: Koa Principal, Mark Anderson in conversation with Anne Oberholzer, the CEO of IEB.

September 29, 2022
Parenting Hub

Mental barriers to studying

Studying is tough and many learners see it as one of the worst aspects of their lives. Most learners have the potential to excel at school, but most do not because of how unpleasant they find studying. For this reason, it is not enough to equip your child with the resources they need to study, but to also identify and address their state of mind.  Below are three common psychological barriers that a learner may face. They are presented in the order that they are likely to unfold.  Lacking Focus “I struggle to get my child to sit down and study.” This is very common and very natural. The benefits of studying and doing well at school are still a long way off from their point of view, or not even apparent. Socialising and entertainment are typically more appealing for a high school teenager. How this becomes an issue is not that they won’t start studying, but rather that they become discouraged easily. Often the phrase, “I’m bored of this”, is actually covering up, “I don’t know how to do this, so I’d rather be doing something else.” At this point, they will quickly turn to something that they know they will enjoy. To mitigate this, you need to have a plan in place to help your child each time they get stuck. This could include hiring a private tutor or using Paper Video. Feeling lost “My child doesn’t know where to start, they are so lost.” This is a common feeling of hopelessness in learners. The feeling that so much has rushed past them that there is no hope left for a recovery. I recall feeling this many times when I was in school and university, and you may as well. The truth is that they are never as lost as what they think they are. The reality is that it is not about finding a starting point but committing to daily revision over the course of months, not 2 weeks before the final exams. Then, your child must not start off by trying to go through whole past papers. This will only worsen the situation. What they must do is start out by identifying the topic that they are most familiar with and start working on easy questions under this topic. The Paper Video platform allows your child to search on a topic name and set the difficulty of question they want to practice. Once they are confident in that section, they can move to the next most familiar section. It is a slow and steady process, but it works. It is like the saying goes; how do you eat an elephant?… One bite at a time. Giving up “My child has given up because they are too far behind.” This is not an easy situation to deal with as it comes with a spectrum of severity. The worst-case scenario is that they need to repeat a year. However, while a high percentage of children feel this way, only a very small percentage are actually this far behind. More often, immediate daily revision can turn this situation around within a month (daily intensive revision is not sustainable in the long run but is required over a few weeks to turn a bad situation around). The challenge now, however, is where to start? The best approach is to start with easy practice questions within each section. Divide past exam papers up into their different sections and spend one day on each section doing the easy questions. On Paper Video, this can be done via our search functionality and by selecting the difficulty level 1 filter.  The next step might sound counter-intuitive, but after your child has gone through all sections, get them to spend some more time on the section for which they felt strongest. However, this time they should attempt difficulty level 2 questions. The reason for this is to build confidence as quickly as possible. Once your child is confident taking on level 2 questions in one section, they will have a strong foundation for that section and feel more confident to head into more uncertain territory. They should now move on to their next strongest section and repeat. As this process continues, they should not worry about moving up to difficulty level 3 questions. These represent a relatively small portion of the exam and are best practiced once your child feels like they have mastered most of the subject. Each one of these barriers is challenging to overcome. There is a good chance that your child may have to overcome all three before regaining control of their studying. This in itself will be exhausting for them and adds a fourth ‘meta-barrier’ to the process. Speak to your child about these barriers, preparing them for each sinking feeling they may encounter, and what to do. Reassure them that if they stick to a consistent studying routine, they will get on top of their work.  The reward for them mastering their studies goes beyond good grades, it will develop their confidence to face seemingly insurmountable challenges. This achievement will stay with them for life.  

September 29, 2022
Abbotts Colleges

How do I choose a high school for my child?

Many parents find the process of finding the right school for their child rather daunting, there are, however, preliminary question they need to consider and answer in order to make an informed decision “What do I need to look for?” “What questions do I need to ask?” “How will I know a particular school is the right choice for my child?” A few things to consider when choosing a school for you child are: Are you looking for a private or public school?  If you are looking for a public school, the choice of schools is largely determined by your online application and the fact that the Department of Education determines where your child will be placed based on availability and proximity to the nearest school. If you are looking for a private school, you have a wider selection of schools to choose from, but you still need to consider a number of things when making your choice. What are you able to afford? In South Africa, we have thousands of private schools, with prices ranging from as little as R 2000 a month to fees scaling up to R 12 500 a month, boarding fees excluded. It is important to choose school fees within your affordability bracket, as private schools will not keep a student if his/her account is in arrears, and you will struggle to place your child elsewhere midyear due to unpaid fees. You will possibly also face blacklisting and legal action from the school. Is the school registered with the Provincial Department of Education and is it accredited by Umalusi, or in the process of being accredited by Umalusi? Private schools offering the CAPs curriculum, whether writing the Department of Education (DBE) or Independent Examination Board (IEB) National Senior Certificate examinations at the end of Grade 12, must be registered with the DBE and must either be accredited by Umalusi or be in the process or being accredited. If you are considering enrolling your child in a school that offers the Cambridge curriculum, you need to ensure that they are currently registered with Cambridge International or in the process of reregistration, if their current registration has expired. How does the school assist parents and students in the all-important process of choosing elective subjects at the end of Grade 9? Parents and students need guidance when it comes to choosing subjects at the end of Grade 9. Lack of knowledge may lead to incorrect subject choices, which will close certain fields of study when moving to tertiary education. Life Sciences is valuable when planning to study Medicine, but Physical Sciences is a pre-requisite, for example. It is important to choose a school that offers guidance in the form of career expos, subject choice information sessions and interest & aptitude tests to assist both students and parents with this important decision. Is a traditional or nontraditional school suited to my child’s needs and interests? Students who enjoy team-sport and want to play it at school level, rather than at club level will benefit from attending a traditional school where sport is offered. It is important to check that your child’s sport is in fact offered at the prospective schools and at what level they participate, if this is important to you. Parents and students who enjoy a more rigid school environment, where there are grooming and uniform rules that clearly guide a student’s appearance, should consider a traditional school. Where parents and students do not see the value in strict rules that determine dress code but prefer that students determine their own sense of dress and appearance, they should consider non-traditional schools where students are not required to wear a uniform or adhere to strict hair and jewellery rules Ascertain whether the traditional or non-traditional schools you are considering have a strong academic focus, rather than a stronger focus on sport, if your priority is academic support and success. The main things to remember are: Consider what you are looking for in a school. Pre-set questions you can ask when visiting prospective schools. Attend schools’ open days. Start your search as early as possible. If you have not started your search yet, start now. By Mignonne Gerli – Abbotts College Pretoria-East

September 26, 2022
Junior Colleges

THE IMPORTANCE OF SWIMMING LESSONS AND WHAT TO EXPECT

I have had the privilege of teaching in larger groups of 5, smaller groups of 2-3, and individual classes. We Learn through play, and fun is key to learning to swim by the time they start Grade 1. Swimming Learning to Swim is not about stroke development. Instead, it is when you can swim from one side to the other side of the pool comfortably and effortlessly, breathing and climbing out of the pool.  Children up to 3 or 4 years old do not know and understand that they are in a learning environment; therefore, repetition of songs, actions, and progressions helps them learn more effectively. I believe the earlier you introduce children to water in a safe environment, the more comfortable and content they will be. Older children have more obstacles to overcome when they start lessons later, e.g., introduction to a large mass of water, orientation, the instructor, the children, the venue, and the building of trust. What do typical swimming lessons look like for each age group? I will begin my journey with the youngest age group; I call them my ‘water babies,’ they are ages one year – eighteen months. They love the water. A parent must accompany their baby in the water and we teach them how to hold and manage the baby. We learn songs and cues; it takes about 4-5 lessons for everyone to settle down in the water. Once babies can crawl, walk and climb on land, they can start learning this in water, and hence why our very first lesson we learn is entry into shallow water before proceeding into the deep end.  If you are fortunate to have a shallow step in your pool, you can make the lesson fun by encouraging your child to crawl like a crocodile, hop like a bunny, and climb or hold onto objects or obstacles. Once we enter the water, we can walk around with the baby on the hip & allow their hands to feel and move through the water. Since they are so small and all their body parts work together simultaneously, parents do most of the actions by manipulating their arms and legs, and as baby grows, they can attempt the activities on their own. Examples of manipulation will be moving their arms around and digging in the water, splashing their feet, and holding on. As they become confident and master a skill, we can progress on each skill. An example of a skill would be back floating. It starts with a parent walking backward in the water with the baby’s head on the parents’ shoulder while the baby is facing upwards. Mom will hold the baby’s hand, and the other hand will drift freely. Eventually, we move the baby off the shoulder and against the parent’s chest with one finger lifting the chin up while the other hand supports the baby’s head. The parents can sing and count to promote confidence and excitement. We then would progress to catch and release the hand away from under the head, catch and support. We should be teaching babies at this age to close their mouths and hum. Humming prevents water from entering through the nose. Humming on its own takes a lot of practice, and cues are vitally important; E.g., 1,2,3 hum and submerge. Please note we only immerse once the baby is comfortable and the mouth is closed. From 18 – 36 months, our toddlers become more independent, and we wean them off the parents in the pool. Activities in this age group include: Holding to the side of the pool, Floating on their backs, If they cannot back float yet, we focus on getting the toddler more comfortable on their backs with ears in the water by supporting them under the head with one hand, and with our other hand, we use a finger to help lift their chin up- wards. Eventually, we progress until they can float for 3 – 4 seconds without the support and increase the duration to 10 seconds. From here, you will teach back, push and glide. Crab crawling along the wall, Climbing in and out, Sitting out the pool and launching to the teacher in the pool is being taught by assisting them in turning & returning to the wall. By now, most toddlers can submerge themselves in the water, and I speak for those attending lessons weekly. Toddlers start learning to blow bubbles, but we still hum when submerging. “Natural accidents” begin to happen because of their independence, eg. They tumble in the water; hands may slip off the poolside during crab crawling, or they may even sniff or drink some water on the step.  These accidents may cause them to become cautious and insecure, but we do our best to motivate and encourage them to continue. Ways of doing this include counting out loud to a certain number which teaches the child that we will eventually have a break when they reach a specific number; patience is key! Age Groups 3-4 years From experience, we see that the children chat away and love demonstrating at this age. We allow them to show off their tricks, as it encourages the other children in the class to participate. Their balance and coordination on a noodle start improving, and their kicks become stronger. One-action swimming is typical for this age group. E.g., They will kick on the noodle, but as soon as they need to take a breath, blow bubbles & kick then, one of the actions stops. The coordination of the required skills takes time to develop in small children. As an instructor, you have the responsibility to remind and assist them. E.g., when they swim underwater, we tap their hands, lift them to take a breath & release them so they can paddle further. We do this often. Another example is saying out loud and clear, kick and blow, cheek/ear in the water, and take a breath. From the age of 3

September 23, 2022
Evolve Online School

Why learning to fail sets children up for success later in life

The question of examinations and gaining or losing marks looms large at this time of year, as school students get down to the business of making the most of their academics in 2022. But what if the way we traditionally look at the role of school and learning is outdated and unnecessarily anxiety-inducing? “The common understanding that most people have about school is that it is a place where students go to learn facts and move from one grade to the next by passing examinations where they regurgitate those facts,” says Colin Northmore, Principal at Evolve Online School, a brand of ADvTECH, Africa’s largest private education provider. “However, that is an obsolete approach, given the fact that anyone can find a fact at the click of an online button. So, the role of education has evolved, and that schools must bring more to the education table than transferring facts from the teacher at the front of the class to the minds of students.” Northmore says the role of school and learning in today’s age, is about teaching children where the boundaries are – that is, the sum of what we think they need to know or be able to do, about any subject, and then expecting them to adventure beyond that.  “This idea does not mean that what they learn in traditional education is not essential. This idea is more about how we teach children and what we expect them to do with what they have learned. Critically, this idea is about how we measure a child’s success.” Many schools generally do not treat failure as worth celebrating, Northmore notes.  “Instead, many if not most schools interpret so-called failure as a lack of effort (sometimes correctly) or a lack of ability on the part of the child. It is a reason for punishment, and children are taught to avoid failure at all costs. This approach has often been linked in research to cheating in exams and even teenage self-harm and suicide.”  In her article on toxic achievement culture, educational researcher Dr Beth Cooper Benjamin says: “If we want students to be successful in their schoolwork and tackle thorny real-world problems, then tolerating and learning from imperfection is a muscle we must help them build.” Children are better served if we teach them that failure is just the first step in a learning process. Next should come reflection, says Northmore. “We should not be giving children the correct answers, but rather teach them to ask better questions like: What did I not understand; what could I have spent more time practising; who can I ask for help with this; what could I do differently next time; and when do I have an opportunity to try again? “Therefore, an assessment system that shows students where the gaps in their knowledge or skills are, coupled with information about how often they try again after not achieving mastery; how much time they devote to improving; and if the children are addressing their gaps, provides them with the tools that they can positively and productively use when encountering problems and challenges in later life.” The biggest challenge is always the gap between theory and action, says Northmore. “So for instance, schools must consider how much opportunity is provided for ‘failing forward’ and adventure on the path towards discovery? Schools using a mastery-based approach are ideally positioned for this new age of learning, based not on memorising facts and passing rote tests and exams, but confidence-building and mastery.”  With this approach, children get multiple opportunities to complete tasks and tests. And the space between their completion of a task and when they get feedback on their degree of mastery is kept as short as possible, by way of a live reporting system based on the learning goals. Children and their parents should have a live view of their areas of strength and places for development. And they should also be able to easily keep track of the pace their child is achieving in completing their work. “So as the year kicks into high gear, let us help our children to explore, investigate and learn the power of ‘I have not mastered this yet’, while giving them the space to fail with confidence and without rebuke, as we light the flame of lifelong learning in their hearts.” Learn more about Evolve Online School by clicking here. Are you ready to enrol at Evolve Online School? Apply Now!

September 22, 2022
Parenting Hub

High school open day checklist: How parents can get the information they need

Time is running out for parents and guardians of senior primary school students to find and enrol at a high school that will best prepare and position the child for a successful future. It can be very confusing to make a call on which school is best suited for this most important task, as there are countless variables at play. However, if parents are prepared with a checklist of questions they need to ask (as well as examples of good responses), this task can be made a little easier – particularly when attending a school’s open day, an education expert says. “Good schools will host open days throughout the year, allowing parents and prospective students the opportunity to view and get a feel of a campus, ask questions, and decide whether a particular school is the right fit for them,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider. “These open days are geared to provide opportunities for sharing the best aspects of a school, and excitement can quickly let important questions that need to be considered fall off the agenda. Whether prospective parents attend an open day, or just pay a school a regular visit to guide decision making, it is good practice to go with a plan in hand so that one can objectively compare schools on the various key elements required from an excellent institution,” Hugo says. The first factor – and a non-negotiable one at that – is the question of academic excellence and future-focused curricula, she says. “There can be no compromising on ensuring that the school you choose for your child will provide the absolute best on the academic front. An easy gauge of a school’s ability to deliver, is to have a look at end-of-year IEB Matric results to evaluate the performance of various schools against each other. Another way to judge this factor, is to look at benchmarking. “ Hugo advises that academically excellent schools will ensure they utilise international benchmarking assessments to confirm that the school remains locally and globally relevant with rigorous academic programmes and that academic data supports and engages all students in a personalised learning journey. “Also look out for clear visibility of student-centred practices as an important part of the academic model, intended to build confidence in an environment that values every student,” says Hugo. “Furthermore, parents should enquire whether the voices of the students are considered valuable in their learning journey towards academic excellence and student success, and whether they are they included in academic conversations with their parents about their plans for progress.” It is also a non-negotiable to enquire about the curriculum. A school must be able to provide evidence that their curriculum choice is implemented with integrity and is future-focused, and geared towards equipping students holistically across a broad range of technologies and global skills. Ask for evidence of what they do, how they do it, and outcomes, Hugo says. With the above basics satisfactorily answered, parents can move on to broader questions, such as: FACILITIES & AMENITIES The question that needs to be answered here, is how the offering supports the overall learning experience of students. Many schools select a focus for their offering, aligned to their fees, and may not offer all the bells and whistles, but rather ensure that the academic model and subsidiary activities are of an excellent standard instead of offering a wide bouquet. Check that classrooms are neat, well maintained and that they cater to a wide range of interests and offer flexible seating possibilities. For instance, do classrooms have useful educational technology, is Wi-Fi available, are equipped laboratories accessible, if promised, and are spaces for art, design and innovation utilised for future focused learning? On the sport side, do they cater to a variety of sport codes aligned to their model and offering, well-kept fields and facilities for those particular sporting opportunities on offer? Even if a child is not particularly sporty, well-maintained grounds are a good sign to take into consideration. STUDENT SUPPORT If a student requires additional academic support, whether it be emotionally or academically, what support structures does the school have in place, and how are they accessed? What disciplinary processes are in place to address bullying and other issues that may impact on the wellbeing and success of students? Does the school support the values of respect, diversity and inclusion – and is this evident in the classrooms and across the culture of the school? TEACHERS & CAMPUS STAFF What is the ratio of teacher to students in classes? And does the school highlight the academic practices to ensure all students are mentored and supported – no matter the class size? Are all teachers SACE accredited and can the school ensure police clearance is completed on all who work closely on the campus with children? Are the teachers offered professional learning opportunities to ensure curriculum and pedagogy are foregrounded to support student success? HOLISTIC ACADEMIC AND SKILLS DEVELOPMENT In addition to regular subjects that can be expected at most schools, which additional subjects may students access? What is the school’s approach to 21st Century Skills, such as communication, collaboration, analytical thinking, creative thinking, digital literacy, and problem-solving? How are these skills embedded in the curriculum and the everyday learning experience of students? Is there evidence of cross curricular teaching and learning, and are the students granted regular opportunities to share their thinking and co-construct their learning collaboratively?

September 22, 2022
HeronBridge College

Developing potential – An intentional approach to sport at school

The growth and development of a child happens as part of an ongoing process. To enable a child to achieve to their full potential in academics, schools need to ensure that the basics are covered first, and that there is adequate support provided to each child along every step of their learning journey.  Similarly, athletic development is also a continuous process. At a pre-prep level, children need to be given the space to develop gross-motor skills as not only do they learn through movement, they are building the fundamentals of physical activity in their everyday.  As children get older, movement skills need to be taught and opportunities for exposure to all types of sports need to be provided to build, strengthen and refine movement and physical skills, as well as foster a healthy relationship with exercise and physical activity.   As children enter adolescence and begin to look into specialisation of a particular sport, the emphasis needs to be kept on the physical, athletic and mental conditioning of that young sportsman or sportswomen, so that when specialisation occurs, that child can tap into fully optimised physical preparation.  Long term athletic development (LTAD) is the approach that HeronBridge College advocates for and applies to our sports curriculum. Over the past few years, the school has made an intentional decision to not only ‘have a great sports offering’ but to provide our children with the opportunity to become the best that they can be. Our focus is on developing potential and not just playing to win. As a school, our coaches are focused on the long game.  In the prep school, the emphasis is on exposure. “We want as many kids to participate in as many sporting activities as possible” says JP Lübbe, Head of the prep school. Our junior sports programme exposes the Grade 1s and 2s to a taste of every major sport offered by the school. Basics are taught and internal matches are played.  As children move into the senior-prep programme and inter-school matches are played, our children can draw on a broader (albeit shallow) base and skill level when choosing from a wide selection of sports in a single term. “We believe (and science would agree) that the greater the variety of sports played by children at a young age, the greater their success at an age of specialisation. Our goal in the prep school is to have a child play many sports proficiently, rather than a single sport well” says Lübbe.  In 2021, HeronBridge opened the doors to an on-campus High-Performance Centre (HPC), in collaboration with High-Performance Schools, USN and Gauteng Aquatics. The HPC which is managed by on-staff sports and conditioning coaches provides the platform for physical education lessons and high-performance training.  “Our sports programme in the college is split into two” says Ofentse Moeng, Head of Sports Development in the college and U20 Blue Bulls Coach. “Our physical education (PE) programme caters for everyone, encouraging movement and exercise and teaching into the fundamentals of sport and movement while having fun. The high-performance component is for those that want to compete at the next level. Training is specific to the sporting code and the developmental stage of the child. Our coaches are established to encourage and train our athletes for provincial participation.”  Continuously looking for opportunities to provide exposure for our young athletes, HeronBridge College hosted its first national sports festival this year, the Standard Bank HeronBridge Invitational. “Up-and-coming schools can find it difficult to gain access to the traditional sports festivals that often only cater for the more established sporting schools in the country” says Moeng. “Our festival provided these schools an opportunity to enjoy a prestigious event that covered all three of the winter sports codes in one event, while showcasing the talent of our young athletes on national TV and to coaches from around the country.”  The intentional focus that HeronBridge has placed on the growth and development of sport and our athletes is starting to show. Our college teams are competing at a level that was unexpected a few years ago, beating established rugby schools like St Benedicts and Fourways High. Our coaches are proactively involved in sport at a provincial level, and we have more provincial players in rugby, netball and hockey than we have ever had before.  At HeronBridge we talk about encouraging our children to be the best that they can be. It is our aim to alongside them so that they reach their full potential in a way that is best for them, right now. Whether learning to walk on a balance beam, hold a tennis racquet or harness a specialised skill, HeronBridge’s long-term approach to athletic development will assist them in doing just that.  Written by Natasha Marot | Head of Marketing at HeronBridge College  www.heronbridge.co.za  To find out more about HeronBridge College contact info.heronbridge@curro.co.za

September 20, 2022
Brainline

Coping with Exam Stress

Many learners have started with a new exam series while a number of Grade 12 pupils have kicked off their prelim exams. This could be a very stressful period for many. Why do we stress? For every learner, an exam may feel like a dark, unknown monster. This is because most of the time you are unsure about how the paper is going to be and whether your preparation is enough. You start feeling stressed, and your brain interprets your exam stress as a sign that you have to be protected from a threat. Your body then prepares itself to react to this threat by fighting, running, or hiding. This is useful for certain situations, like when you are chased by a lion. But when your body feels that it must protect itself for too long, it can become overwhelmed by the need to protect itself. Your body’s reactions to stress can negatively affect your health, concentration, and mental and emotional health. 5 Tips for dealing with stress 1. Follow a healthy lifestyle. This includes healthy eating habits, enough sleep and enough exercise. When you live a healthy life and take care of your body, your body is able to fight the influence of stress. 2. Talk to your friends or family. Sometimes we need a supportive person who can help us get the right perspective. Make sure you have people to talk to when you feel overwhelmed by your work. 3. Challenge your anxious thoughts. When you notice that you have an anxious thought, look for ways to challenge them. For example, ask yourself, “What is the best thing that can happen?”, “What advice would I give someone else?”, “Is this thought helpful?” 4. Use relaxation/grounding exercises. Relaxation or grounding exercises can help you calm your nerves when you feel overwhelmed. Progressive muscle relaxation or the 5-4-3-2-1 technique are good examples. Search the internet for more exercises you can use! 5. Manage your time. Making sure that you have enough time to study can help you feel more prepared for the exams. Make use of timetables and daily schedules to schedule your time and make sure you have enough time to relax.  Time Management Time management is an important part of exam preparation. Managing your time effectively will help make sure that you have enough time to study for all your subjects ahead of time. Time management can also combat exam stress and help you feel more motivated. Time management tips 1. Make use of calendars and daily schedules. Scheduling your daily and monthly tasks can help you prioritise and plan your work and use the time you have available more effectively. When you are studying, make use of a daily schedule to plan all the content you have to study for the day. There are also useful Apps that can you can use to help you schedule your time. 2. Make a to-do list for every subject. Making a to-do list is an effective way to manage your time as well as make sure you cover all the content of your subjects. Ticking off tasks when you have finished them can also provide a sense of achievement and increase your motivation. 3. Use the A-B-C method. This method can help you prioritise your work more efficiently. List all your tasks and assign each of them either an A, B or C. A is assigned to tasks that have to be completed today, B to tasks that would be nice to finish today, and C to tasks that can be finished the next day. 4. Schedule frequent breaks. When planning your study schedule, make sure that you schedule enough time to relax. Your brain requires enough time to shut down and relax, especially when you are stressed. 5. Set goals. You will feel more motivated when you set goals for your exam period. Set goals for when you want to finish studying for certain subjects, or when you want to start revision. Set goals for your daily studying to make sure you cover the content that you planned for the day. 

September 14, 2022
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