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Parenting Hub

Travelling with young children

Travelling with young children in the car for extended periods is often very challenging and very distracting for the driver. Here are some tips for making the journey easy Toys Children love toys that can keep them busy. Cars, dolls, mirror stickers, a car mirror, or even a mini steering wheel Books All children love books, and various books could assist for short periods. Colouring in books or plain paper and crayons While most children love to draw and colour, some need some motivation. Asking children to draw what they see on their travels or asking them to draw a picture of someone they will see when they arrive is a great way to keep them busy. Snacks Nothing keeps children busy quite like snacks. But make sure the snacks are light and varied. Liquids Water or juice is essential to keep on hand while travelling. Play games Children, young and old, love playing games with their families. Ask children to keep an eye out for birds, trucks, or even blue cars. Then allocate points and praise the children for spotting. Playing Eye-Spy is an oldie but a goodie and will keep everyone entertained. Create some of your games and ask the children to create the rules; you will be surprised at how the rules will evolve during the games. Stop along the way Travelling can be a wonderful family experience, but remember to stop and enjoy the little things. This will break up the journey and give families a chance to spend quality time together. We wish you all safe travels during the 2022/2023 Festive Season; return to us happy and healthy.

December 19, 2022
The Bridge Assisted Learning School

HOW TO HELP YOUR NON-NEUROTYPICAL CHILD THRIVE

Parents of young children often fear whether their child will “fit in”, cope in a sporting environment or achieve academically if they are non-neurotypical. These concerns are based on a societal perception that children should at least be ‘average’, even if they are not top of their class.  However, an educational psychologist says this is the wrong approach to take for parents of non-neurotypical children, because it will always be possible for them to belong and fit in somewhere, even if this does not occur perfectly within society’s norms of what ‘fitting in’ means. Dr Greg Pienaar, Educational Psychologist and Principal at The Bridge Assisted Learning School, in Lonehill Sandton, notes that ‘average’ is literally defined as dividing a total by the number of quantities. “By that definition alone, no child will be average. Every child has strengths and weaknesses. That is the Neurodiverse approach, which acknowledges variations in the brain regarding learning, attention, and moods in a non-pathological sense. In other words, as Judy Singer noted, these differences are not deficits, they are variations. That does not however mean that we can’t support our children – with the help of their school, their teachers and potentially their therapists – to achieve and empower themselves to the best of their ability, says Dr Pienaar. “Most educational scientists or educational psychologists will tell you that everybody needs support somewhere. Some people less than others, some people more. Some children require assistance with academic areas. Some children require assistance with developmental deficits or with their “building blocks”. This could mean Speech or Occupational Therapy, for instance. Most professionals would agree that the earlier certain developmental issues are addressed, the better the chances are that issues may be either sorted out, or much improved.”  Dr Pienaar notes that at an Assisted Learning School such as The Bridge in Lonehill, support is provided as a team of the teacher, the therapists involved, and always the parents or guardians.  “It is therefore important to work together. Even if your child is receiving professional support, parents or guardians of the child have an important role to play at home. Very often (most of the time) it is vital that many of the concepts learnt during therapy are reinforced in the home environment. Regardless of the interventions and support required, by identifying what kind of support is needed, and by working together as a team, all children can rise to their potential,” Dr Pienaar says. The team of Therapists at the Bridge compiled the following helpful tips for parents:  SPEECH 1. Bath Time Language Modelling: Bath time is a great opportunity to model language as the options of bath toys and sensory-integrated water play is endless.  Quantity concepts: Water cups and toys are great to teach concepts of ‘more’ ‘less’ ‘heavy’ ‘light’ ‘the most’ ‘the least.’ Your child can fill up water cups with water from the bath to the desired quantity you specify to them. Remember that the modelling on the quantity is important so that they understand the concept before they are expected to demonstrate it.  Oral Motor Exercises: Blowing the bubbles in the bubble bath or using toys to collect the bubbles and blow them is a great way to stimulate the oral motor muscles required for the various articulation movements.  2. Transition Games: Transition games are activities that can be done as your child transitions between places or routines.  I-Spy Games: While driving to school in the morning, play a game of I-Spy with your child and ask them to name items starting with specific sounds. This targets an underlying early literacy skills or initial sound identification. Memory Games: As you walk through the grocery store with your child, play a memory game with them where they are required to recall items you put into your trolley, adding in a new item each time, and asking them to recall the list.  3. Bedtime Routine Games: Bedtime is the best time of day to include reading stimulation and book awareness. Use the method of paired reading, ask questions about the book, make predictions, point, and label items and colours, and make it fun.  OCCUPATIONAL THERAPY Foundational skills such as sensory processing, body awareness, eye movements, postural stability, and proximal stability (to name a few) form the building blocks of executive functioning skills such as performing gross/fine motor movements, writing, spatial reasoning, and so forth. These foundation skills can be supported and developed by: Providing deep pressure which improves body awareness and can assist with sensory regulation. Give lots of hugs Roll your child in their towel Let your child sleep with a heavy blanket Alternate seating improves postural and proximal stability. Let your child lie on his/her tummy while playing, watching TV, or working Let your child sit on a gym ball instead of a chair Work against a wall by sticking the work on the wall, instead of working on a table Activities of daily living can help in developing good planning and organisation skills, strength and stability, bilateral coordination, and other executive functioning skills. Wash a car with your child Allow your child to lay the table for meals Baking activities Allow your child to assist with wiping windows/mirrors Assist with putting clothes on the line “These are some of the few ways you can be involved in your child’s development, to allow for regular and consistent stimulation,” says Dr Pienaar. “While it is extremely important to facilitate your child’s development through structured tasks, children should also be encouraged as much as possible to play and to explore their environment. As our world becomes more technologically inclined, children are playing less and exploring less, which results in delayed development.  “If you identify areas of concern, it is important to approach a professional team as early as possible, to assist your child as soon as possible. Then, get involved in the professional support. By all role-players being involved in your child’s development, a supportive environment is created for your child to learn

December 13, 2022
Koa Academy

Thinking about enrolling your child in online school?

They are not all the same.  These are the must-ask questions for the school leader, which we put to Koa Academy’s Principal Mark Anderson: 1.            What is the child to teacher ratio? Mark: Koa has small Pods with a maximum of 8 children to one teacher. We believe that this is essential in the online space to maintain high engagement. Unfortunately, many online schools are packing more kids than ever into virtual classrooms, which leads to everyone feeling disconnected. Our Pods make sure that we stay engaged! 2.            How easily can I contact the teacher/principal if I have concerns? Mark: Our teachers and school leaders are readily and directly available to you online through phone, video chat and email channels. 3.            Is the school accredited? Mark: Yes!  Koa is accredited with the IEB and staffed only by teachers who are SACE registered.   The IEB offers a range of top benefits to our learners and we can tell you all about that. 4.            Does the school offer latest online education resources and platforms, or is it simply traditional school dumped online and presented on-screen? Mark: We say ‘no’ to school-on-a-screen! Koa leverages platforms and courses which are designed to be online from the start, which makes for an engaging and individualised learning experience that is relevant for today.  5.            Is the school intentional about socialization online and in person? Mark: Online school can and should be a safe, connected place of socio emotional as well as academic learning.  Koa actively fosters an on- and off-line school community in a variety of ways.  Online, learners interact every day in their Pod and regularly meet in whole-school gatherings. We also do regular in-person events in all the major centres. 6.            What do the school fees include? Mark: When comparing school fees, make sure there are no hidden but compulsory costs.  Many online schools advertise a set fee but then add on unavoidable costs for textbooks, online platforms or tutors.  At Koa, we keep it simple with a fully inclusive fee.

December 8, 2022
Educ8 SA

Online Education for Homeschoolers and Cottage schools

Educ8 SA+ is a brand new premium package of Educ8 SA. We offer international & accredited curriculums with the added benefit of completely virtual supervision and assistance, guidance for choosing curriculum and career paths, and biweekly reporting with daily attendance tracking. Our excellent daily attendance and academic time tracker functions to hold students accountable and keep them on track. Our bi-weekly report gives you a comprehensive and overall insight to your student’s progress and learning trajectory. We also offer language courses and a wide array of career/skill building courses. Virtual meetings on any matter or topic relating to our students’ progress and academics are readily available to all parents and students. What we believe We here at Educ8 SA+ believe in offering a consistent, tried and tested solution to parents who are concerned about not giving enough oversight and/or are too busy to give their homeschooled students the time and attention necessary to reach their full potential. What we aim for The homeschool/self-school journey, as wonderful as it is, is often overwhelming, leading parents and students to be stressed out and far from as focused, efficient, and productive as they can be. Instead of the often seen scenario where students have a great curriculum, but with no structure, they end up never reaching or achieving their full potential. We avoid that by providing structure, oversight, discipline, and a set calendar and schedule. School holidays and public holidays are stipulated on our Educ8 SA+ school calendar. Additional pros when choosing Educ8 SA+ We offer you, through our curriculum providers, the SAT prep course and micro courses. These courses are part of our scheduled learning paths to widen our student’s knowledge and to grow and develop their interests. There are many courses that students can complete and will pay for at the end once they have committed to obtaining the accreditation, wanting the credits and certificate that these courses offer. Should you want to complete any of these courses (terms and conditions apply) for self enrichment only, there are many courses that you have no obligation to pay for if you do not want the credits and certificate.  Every Friday, we give our students a break from scheduled school work. Don’t get too excited, this is not an OFF day. Educ8 SA+ uses Fridays as an opportunity to encourage and reward students for self improvement. Fridays are when students get the time to do courses and learn new skills that will help them open doors in their bright futures.  Zoom meetings or phone calls are available to our students should they need guidance on matters such as proper note taking, motivation, self-discipline, time management, etc. We firmly believe in not only corrective supervision, but adding to our students “toolbox” of life skills. This is done through interaction with our students via motivational conversations, virtual meetings, and 2 webinars every month on topics of self-improvement & self enrichment. Let’s talk fees  GR K – 8 (age 14 and under): R700 p/m  GR 9 -12 & GED: R800 p/m  Let us know if this piques your interest!  For more queries and information feel free to email us at [email protected].  Warmest of regards, Educ8 SA+ Team 

December 6, 2022
Junior Colleges

Date Night!!

What is a “Date Night”? Date Nights can also be “Date Days,” but the key idea is that the couple is spending time as a couple and not as unstructured “family time.”   Date Night builds stronger marriages in five ways:  (1) Communication. Date Night helps with communication. Of course, this is an essential element of an intimate relationship. But communication also involves the willingness to remove distractions such as children and career demands deliberately. Date Nights also offers couples the opportunity to discuss topics of mutual importance.  They can self-define and dialogue about mutual aspirations. Communication is like a muscle. Sometimes you plan your communication workouts. “stress-reducing” conversation can help couples to stay current with what is moving through their intimate partner’s life. (2) Novelty. Couples typically experience habituation, a “settling in” quality where both are more likely to take each other for granted. The symbiotic “we are a couple” sensibility can settle into an ordinary domestic routine. But new research indicates that a deficit in fun and novelty is toxic. A balance of activities is attractive to both, which emphasises novel and different experiences can help increase intimacy. (3) Let’s Do It. Romantic love is that erotic spark, excitement, and an overwhelming sense of attraction to your significant other. But with time, the emotional and physical expression of erotic love tends to fade in many couples. Because Date Night allows a couple to focus on their connection completely, the erotic spark may be restored by the intentional pursuit of romance, novelty, and more in-depth communication. Date Nights may not only rekindle the romance, but regular Date Nights can also help sustain the fires of love over the long haul. (4) De-Stress. Couples that have regular Date Nights maintain a connection through intimate conversation and emotional support. They also lower the stress on their brains, as well as their partners. Fortunately, nature has endowed us with high resiliency in this area. (5) Abiding Relationship Commitment.  When you experience your partner’s commitment, your sense of being firmly attached will provide you with a stable, deeply satisfying relationship. Partners who cherish and prize each other, steer clear of other romantic opportunities, and nurture a powerful sense of “we-ness” or togetherness are significantly happier than less-committed, “iffy” couples. Commitment is scary. But commitment satisfies deeply. Oh no!!!! What about the kids??? You want to go on a date. But what about the kids? But I bet you know other couples that would also like to go out on a date. Tell your friends that you’ll watch their kids while they go out if they will do the same for you on your date. You can swap babysitting services, enjoy your date, and get your babysitter  free! It doesn’t get any cheaper than free! If you live near your family, ask them if they could watch your kids this weekend while the two of you try out new date night experiences. If you don’t live close to your parents, consider asking them to babysit for a night when they visit.  While you want to spend time with them, they also want to see their grandkids. Come to think of it, Grandma and Grandpa might have their own version of Date Night, enjoying their grandchildren together. Daniel Dashnaw Revised 5/13/19 Couples Need to Feel Connected As parents carry the stress and burden of providing for a family, sleep needs are not always met, and as kids demand all the attention, feelings of connectedness can quickly become lost. As a result, parents feel run down, and their identity as a couple becomes lost in their roles as parents. Being a mom or dad is certainly an identity to be proud of, but couples need to be able to find ways to connect again outside of their parental duties. A date night is a perfect opportunity to spend time together engaging in hobbies or volunteer opportunities that you both once found to be of common interest. Engaging in shared interests and having an opportunity to talk about things that draw you closer to each other are undoubtedly essential priorities to make in your marriage. Kids Need to See a Healthy Relationship While a date night is meant to be about your marriage, it is good for the kids. It is healthy for them to learn it’s OK to be separated from you, but it is beneficial as they grow up to witness a healthy relationship. Think about how you want your son and daughter treated in their marriage. There is a significant advantage to children learning the importance of a loving marriage. Excuses Need to Go Away Granted, childcare expenses can quickly become budget killers, especially when you calculate in multiple kids. However, plan for these expenses as part of your monthly budget (perhaps sacrificing less important expenditures to add these). Then, you won’t have the excuse of not being able to afford a date night. Also, if all your date night budget goes into the child care costs, you can get creative with cheaper dates such as picnics, walks through a park, or budget movies. Published Feb 14, 2018 Letise Dennis Date night jar tips and ideas!!!! Please follow the link to great date night ideas… 40 Date Night Jar Ideas for Couples

December 2, 2022
The Bridge Assisted Learning School

An Argument for an Assisted Learning School

What does assisted learning mean? The child will still follow a mainstream curriculum, but will be assisted in the following ways: The manner of the teaching of a lesson. The experience or qualifications of the teacher. Accommodations or concessions: Reader, scribe, extra time, prompt, devices – apps. Neurodiversity Neurodiversity is an approach to learning and disability that argues that diverse neurological conditions are the result of normal variations in the human genome. Neurological differences should be recognized and respected as a social category on a par with gender, or sexual orientation. Neurological variations are a vital part of humanity, as much as variations in size, shape, skin colour, and personality. Should we tell a person with limited learning potential that there is no place for them in this world? Should we tell a person with strong learning potential that there is no place for them? What process is followed to identify an appropriate learner for a learning-assisted environment? Extensive evaluation by an Educational Psychologist in order to identify: Learning potential. Barriers to learning. Possible areas of intervention for the learner. Interview with parents in order to discover their journey to date. Visitation of a number of days at our school to establish social interaction, emotional development, behaviour/coping development. Feedback to the parents and child. Neurodiversity in the school environment By following a Neurodiverse approach at our school, our students with learning and thinking differences benefit greatly. Our goal is to ensure that our approach will allow for an individual style, rather than trying to fit the child into another person’s style. It is therefore a massive part of our educational approach that we eliminate or at least reduce greatly, the outdated stigmas and perceptions around learning and thinking differences. What is the difference between a learning-assisted environment and a strictly remedial environment? A remedial environment may include a facilitator. A remedial environment could include a change in curriculum. A learning-assisted environment does not include facilitators. A learning-assisted environment always follows a mainstream curriculum: Caps, IEB, etc. The rainbow infinity symbol, which denotes neurodiversity

December 1, 2022
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
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
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
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
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
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
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
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
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
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