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GROUNDBREAKING DIGITAL LEARNING PLATFORM DEVELOPED IN SA LAUNCHED ACROSS ADvTECH SCHOOLS

Mon, 16 Jan 2023 12:54:15 GMT

In a first for the country, South Africa’s leading private education provider, ADvTECH, will this month start rolling out a unique, locally developed personalised learning digital platform across its schools.

ADvLEARN is a customised platform for ADvTECH Schools that provides personalised learning paths using adaptive technology to deliver data-driven insights and learning analytics. Students will therefore have a unique learning experience while constantly improving their understanding in core areas.

“We are very excited to have partnered with MathU to bring this groundbreaking digital learning platform to our Grade 7 to 12 students, a move which will further cement our reputation as a leader in education in the country, in line with our vision to stay at the forefront of global technological innovation and emerging best practices,” says Desiree Hugo, Academic Head at ADvTECH’s Schools Division.

ADvTECH Schools Division will initially use ADvLEARN to enhance learning in Mathematics (Grade 7 to 12), Physical Sciences (Grade 10 to 12) and Mathematical Literacy (Grade 10 to 12).

The pedagogy applied in ADvLEARN seeks to find the gaps in students’ learning, and then fill these gaps to ensure they improve their understanding in core areas. Through adaptive learning technology, the system supports both students who want to progress faster as well as students requiring reinforcement of key concepts.

MathU is a software as a service (SaaS) company based in Pretoria, specialising in artificial intelligence and software engineering. The team at MathU has developed an innovative software solution that uses state-of-the-art engineering principles to map, monitor, and assess student progress. The platform has been adapted to cater to the specific needs of schools and universities, and the company was founded by engineers and scientists who are passionate about improving mathematics and science education. MathU provides solutions to schools and universities looking to enhance their educational offerings and better support their students.

“In addition to enhancing student learning, ADvLEARN will also give teachers the ability to instantly allocate relevant student work and homework to student devices, immediately access student performance and achievement data, as well as easily view and identify concepts needing reteaching and review,” says Hugo.

“We are truly excited about taking education another step into the future in 2023, and look forward to seeing how this strategic partnership cements and accelerates STEM learning for our students.”

POST-LOCKDOWN: ADDRESSING SA’S TEACHING AND LEARNING CHALLENGES IN 2023

Wed, 14 Dec 2022 09:01:39 GMT

POST-LOCKDOWN: ADDRESSING SA’S TEACHING AND LEARNING CHALLENGES IN 2023

BY DR GILLIAN MOONEY, Dean: Academic Support and Development, The Independent Institute of Education

South Africa is yet to determine the full implications of the pandemic lockdowns on Teaching and Learning, and we can only really speak to the short-term effects at this point. There is currently a wealth of academic literature on this topic, and research will continue.

However, it is already clear that the pandemic lockdowns represented a significant disruption to the way we think about good teaching practice and what students need to do in order to learn. Reflecting at this current point in time, certain themes have been identified, some affecting both lecturers and students, some affecting a single group only, and some affecting the practices of teaching and learning.

THEME 1: SOCIO-EMOTIONAL CONSEQUENCES

It is well-known that teaching and learning is not only a cognitive issue, but that how we feel about ourselves and others has an important role to play. We also need to remember that the lockdown had emotional and social consequences for everyone. These primarily included a sense of isolation from others - this is well reported in the literature and indeed, likely to be part of what we call “common sense”. In terms of post-lockdown, many continue to feel this sense of isolation, which requires a conscious and concerted effort on the part of schools and universities to address. This may be complicated by the fact that the pandemic itself also made us less trusting of one another. Wearing masks, or essentially, protecting ourselves from other people, may still linger in our psyches.

Across South Africa’s schools and universities, there has been an increase in the number of students who are suffering from challenges related to mental and emotional wellbeing such as depression and anxiety and seeking assessment concessions as a result of this. Some examples of these would be requests for more time to complete assessments or writing assessments in a separate venue.

What may be interesting to research, albeit in the absence of a pre-pandemic baseline, is determining whether parents who were home-schooling their children are now more invested/ involved than before in their child’s education. The point here is that, never before have parents had to know in such detail what their children are doing at school. Has this interest continued post-pandemic? If so, and anecdotally that seems to be the case, that will be a welcome development if it is the case that parents now take a closer interest in their child’s educational journey. However, what we may find is that parents have experienced “school fatigue”, and may be less inclined to engage with the everyday issues of their children’s education. This is all supposition, and substantive research would be required here to gain answers to this question.

THEME 2: NAVIGATING THE TRANSITION FROM SCHOOL TO UNIVERSITY

It has always been a challenge for students to adapt from one learning space to a different one. However, the “COVID-Cohorts”, those students who finished their schooling during the pandemic and moved to university during or shortly thereafter, have found this particularly challenging.

For example, some students had their last two years of schooling either online or being “home-schooled” independently. These experiences would have been different, depending on the resources of the school and the parents. For some university students, they began their university journeys fully online, and unfortunately, in many instances, still continue to do so where institutions still haven’t returned to in-person lectures. In other instances, students may be choosing to study in the distance, rather than contact mode of offering.

This makes for a very non-traditional university experience and detracts from the life milestone that being a student traditionally entails. Most universities have a hybrid model going, i.e. some classes are online, and some are in a classroom. Some institutions, because of their smaller size classes (and the physical distancing constraints) were able to accommodate this kind of hybrid model from the pandemic until now, so there has been very little change for these students. However, not all universities currently have all classes fully in person, while others do, so there may be variance here. As those universities who have not yet returned to in-person prepare to do so in 2023, the effects of the pandemic lockdown may become clearer.

THEME 3: LEVERAGING TECHNOLOGY IN TEACHING

The pandemic forced a widescale rethinking of how teaching and learning occur. This is an important point because the historically basic transaction of teaching, i.e. a person standing in front of a class facilitating learning, has never really changed. What the lockdowns forced onto us was a re-think of how we assess, how we mark, how we teach, and how we use our learning management systems (LMS). So, it is not all doom and gloom because here a crisis was an important turning point that allowed fast-paced development in teaching and learning practice to occur.

However, as with any crisis, this placed pressure on both lecturers and students, who needed to adapt quickly so as not to fall behind. It also placed a tremendous burden on those institutions that lack agility and resources, and some of this still needs to be overcome even now. An important example of this would be marking online, instead of hard copies. This was a big change for lecturers, who have now adapted to this practice and are not likely to want to go back to pen and paper. We also have more effective ways to track student submissions. There is a steep hill to climb for those institutions that have not yet adapted.

The challenge now is not merely to replicate bad teaching and learning practices with fancy technology, but to understand how technology can enhance teaching and learning. There is now a plethora of competing technological products, which are all trying to gain their market share. Obviously, as with anything, some are better than others, and institutions need to think carefully and do their due diligence before making such big investments.

ENDS

Issued by: MEROPA COMMUNICATIONS

On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION

www.theworldofwork.co.za or www.iie.ac.za

Note to editor:

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

Tue, 18 Oct 2022 07:37:55 GMT

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.

ENDS

Issued by: MEROPA COMMUNICATIONS

On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION

www.theworldofwork.co.za or www.iie.ac.za

Note to editor:

HIGH SCHOOL OPEN DAY CHECKLIST: HOW PARENTS CAN GET THE INFORMATION THEY NEED

Tue, 06 Sep 2022 07:27:49 GMT

Time is running out for parents and guardians of senior primary school students to find and enrol at a high school that will best prepare and position the child for a successful future. It can be very confusing to make a call on which school is best suited for this most important task, as there are countless variables at play. However, if parents are prepared with a checklist of questions they need to ask (as well as examples of good responses), this task can be made a little easier – particularly when attending a school’s open day, an education expert says.

“Good schools will host open days throughout the year, allowing parents and prospective students the opportunity to view and get a feel of a campus, ask questions, and decide whether a particular school is the right fit for them,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

“These open days are geared to provide opportunities for sharing the best aspects of a school, and excitement can quickly let important questions that need to be considered fall off the agenda. Whether prospective parents attend an open day, or just pay a school a regular visit to guide decision making, it is good practice to go with a plan in hand so that one can objectively compare schools on the various key elements required from an excellent institution,” Hugo says.

The first factor – and a non-negotiable one at that – is the question of academic excellence and future-focused curricula, she says.

“There can be no compromising on ensuring that the school you choose for your child will provide the absolute best on the academic front. An easy gauge of a school’s ability to deliver, is to have a look at end-of-year IEB Matric results to evaluate the performance of various schools against each other. Another way to judge this factor, is to look at benchmarking. “

Hugo advises that academically excellent schools will ensure they utilise international benchmarking assessments to confirm that the school remains locally and globally relevant with rigorous academic programmes and that academic data supports and engages all students in a personalised learning journey.

“Also look out for clear visibility of student-centred practices as an important part of the academic model, intended to build confidence in an environment that values every student,” says Hugo.

“Furthermore, parents should enquire whether the voices of the students are considered valuable in their learning journey towards academic excellence and student success, and whether they are they included in academic conversations with their parents about their plans for progress.”

It is also a non-negotiable to enquire about the curriculum. A school must be able to provide evidence that their curriculum choice is implemented with integrity and is future-focused, and geared towards equipping students holistically across a broad range of technologies and global skills. Ask for evidence of what they do, how they do it, and outcomes, Hugo says.

With the above basics satisfactorily answered, parents can move on to broader questions, such as:

FACILITIES & AMENITIES

The question that needs to be answered here, is how the offering supports the overall learning experience of students. Many schools select a focus for their offering, aligned to their fees, and may not offer all the bells and whistles, but rather ensure that the academic model and subsidiary activities are of an excellent standard instead of offering a wide bouquet.

Check that classrooms are neat, well maintained and that they cater to a wide range of interests and offer flexible seating possibilities. For instance, do classrooms have useful educational technology, is Wi-Fi available, are equipped laboratories accessible, if promised, and are spaces for art, design and innovation utilised for future focused learning?

On the sport side, do they cater to a variety of sport codes aligned to their model and offering, well-kept fields and facilities for those particular sporting opportunities on offer? Even if a child is not particularly sporty, well-maintained grounds are a good sign to take into consideration.

STUDENT SUPPORT

If a student requires additional academic support, whether it be emotionally or academically, what support structures does the school have in place, and how are they accessed? What disciplinary processes are in place to address bullying and other issues that may impact on the wellbeing and success of students? Does the school support the values of respect, diversity and inclusion – and is this evident in the classrooms and across the culture of the school?

TEACHERS & CAMPUS STAFF

What is the ratio of teacher to students in classes? And does the school highlight the academic practices to ensure all students are mentored and supported – no matter the class size?

Are all teachers SACE accredited and can the school ensure police clearance is completed on all who work closely on the campus with children? Are the teachers offered professional learning opportunities to ensure curriculum and pedagogy are foregrounded to support student success?

HOLISTIC ACADEMIC AND SKILLS DEVELOPMENT

In addition to regular subjects that can be expected at most schools, which additional subjects may students access? What is the school’s approach to 21st Century Skills, such as communication, collaboration, analytical thinking, creative thinking, digital literacy, and problem-solving? How are these skills embedded in the curriculum and the everyday learning experience of students? Is there evidence of cross curricular teaching and learning, and are the students granted regular opportunities to share their thinking and co-construct their learning collaboratively?

ENDS

ABOUT ADvTECH The ADvTECH Group, a JSE-listed company, is Africa’s leading private education provider and a continental leader in quality education, training, skills development, and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya.

It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa.

ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

EXPANDED OPTIONS FOR HIGH SCHOOL SUCCESS: FIND THE RIGHT FIT FOR YOUR CHILD

Fri, 24 Jun 2022 12:49:47 GMT

A mere cursory glance at social media and parent groups shows the anxieties and frustrations of parents with school going children today regarding access to an excellent education. Lack of access at public schools is a major challenge, with parents whose children qualify on all counts not gaining admission – through no fault on their part, but because of capacity constraints. Another observed challenge is that of children already at school, but where the environment is simply not preparing them for the modern world because of outdated pedagogies and ways of working, non-productive homework requirements, or a system that no longer serves the needs of students.

An education expert says while the above and other issues related to schools may feel like an impossible hill to climb for parents, the reality is that there are many options in the private sector of which parents may not be aware. Additionally, parents sometimes discard the idea of private education out of hand because of the perception that it might not be within their reach financially, when that is not necessarily the case.

“Over the past weeks, many parents have had to tell their children that they were not accepted at any of the schools to which they applied, despite them qualifying for access,” says Kassandra Strydom, Academic Advisor: ADvTECH Schools Division Central Academic Team.

“We’ve also noticed parents highlighting the struggles their children are facing because of personal challenges or circumstances, being just a number at school, being required to take subjects that are of no interest to them and being subjected to teaching methods and approaches that are out of touch regarding what is required in today’s world and what will be required of them in future.

“Parental concerns are becoming evident. We urge these parents to investigate the options open to them in the private sector, because it can make a world of difference in a child’s educational journey, their self-actualisation and future prospects, and their general wellbeing,” says Strydom.

Strydom says a key consideration for parents when investigating options in the private sector, is to consider WHAT KIND of school is right for their child, because unlike in the public sector, different private schools have very different offerings designed to cater to the specific needs of students and their families.

She says top-level considerations when assessing any private school, will include the following:

Class size
Teacher qualifications, experience and expertise
Commitment to continued professional teacher development on the part of the school
Teaching styles, methodology and environments
The selection of curriculum and whether qualifications will be internationally recognised
Fee structures
Sport and extra-curricular offerings as well as facilities
Additional academic support as well as programmes such as core skill development and EdTech integration

The kinds of private school offerings include the following:

MODERN AND PROGRESSIVE SCHOOLS

Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning
Integrated curriculum focused on thematic units
Strong emphasis on problem solving and critical thinking
Group work and development of social skills
Understanding and action as the goals of learning as opposed to rote knowledge
Collaborative and cooperative learning projects
Education for social responsibility and democracy
Integration of community service and service-learning projects into the daily curriculum
Selection of subject content by looking forward to ask what skills will be needed in future society
De-emphasis on textbooks in favour of varied learning resources
Emphasis on lifelong learning and social skills
Assessment by evaluation of child's projects and production
Ed tech enabled learning opportunities

These schools prepare students for responsible adulthood and potential leadership by laying an excellent academic foundation supported by future-focused skills that will ensure students have lifelong success

TRADITIONAL HOLISTIC SCHOOLS/ RELIGIOUS TRADITIONAL SCHOOLS

In addition to the above elements, traditional schools offer a strong academic focus with excellence in sport and culture opportunities for students. They seek to retain traditional values while preparing students for an ever-changing world. The recipe of following time-honoured traditions has been very successful and recognised for the excellent contributions it makes in every sphere of education and to the social and emotional development of each student.

SPECIALISED ACADEMIC SUPPORT AND ASSISTED LEARNING

These schools offer a non-traditional approach to education to support neurodiversity. The unique strategy creates opportunities for the academic support and nurturing of all students on their journey to achieving academic success.

All students are included, catered for, and receive the additional support they require. The school believes that when a student joins the school, they are taking the first step toward their best future. creating opportunities for self-fulfilment and self-actualisation for all students, to develop their potential regardless of differences. Each student is taught according to their unique needs and in accordance with an individualised development plan by a multi-dimensional specialist team who follow a neurodiverse approach.

School types as above can be broken down into top tier and mid-tier schools. The variety of school fee options can be aligned to the school’s offering. It is important to highlight that investigation into the academic success of students is important as this is possible at all fee levels, but the offering of additional subjects and activities vary.

ONLINE HOME SCHOOLING

Parents may consider investigating online/ homeschool options, but are urged to ensure that their chosen school focuses on ‘cognitive’ screentime – where students are able to engage during lessons – rather than opt for a ‘paper behind glass’ approach, which may impact successful study.

“Very importantly, parents should feel comfortable that whichever school they choose, it has academic excellence at the core of its offering. Once that has been established, and the basic top-level considerations have been satisfied, parents can settle on the perfect environment for their child which fits with their budget, which will not only impact on the wellbeing and future preparedness of the child, but also on the family’s wellbeing as a whole,” says Strydom.

ENDS

ABOUT ADvTECH

The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development, and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya.

It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa.

ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

LEGAL DEGREES 101: WHAT YOU NEED TO KNOW ABOUT STUDYING LAW IN 2023

Mon, 13 Jun 2022 11:37:46 GMT

Are you considering pursing a legal career?

As Matrics consider their study options for next year, many are drawn to the idea of pursuing a legal career, based on how it’s portrayed in popular culture including movies, television and most recently, the Johnny Depp vs Amber Heard trial. Others might be put off by these representations of the legal field, feeling that they don’t have the stomach for so much rough and tumble, especially if they are introverts.

But the legal field is extremely varied and have streams that will appeal to many people, regardless of their personality, and with infinitely more career possibilities than just trial law in court, an education expert says.

“Studying law opens many doors across the economy, as there is not one area of our lives that is not regulated by rules such as, for example, road rules, company rules, building laws, and so forth,” says Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“Additionally, there are various options in terms of qualifications in the legal field, which provides entry into various careers,” she says.

These include, for example:

BCom in Law - General management, legal advisor, corporate governance.
BA in Law - Legal advising, paralegal, alternate dispute resolution practitioner, mediator, corporate communications practitioner, legal researcher, court reporter, legal writer, online content manager, criminologist.
LLB - Career options in both the public or private sector. You can start your own practice, work for a small organisation (for profit or even an NGO) or even a large company.

“When considering your career vision, it is important to find your passion and link that to the associate career which could be any of the following: an advocate, attorney, prosecutor, legal advisor at one of the Chapter 9 institutions, alternate dispute resolution, community law advising, paralegal office advisor, any form of drafting, family-law practice, general commercial mediation, legal education, legal research, and non-governmental legal advising,” Batchelor says.

But she warns prospective students to ensure they properly vet their institution before signing up, as an LLB is a professional qualification which means it is important to study at a credible registered institution that has complied with the legal requirements for accreditation of the qualification. The institution must also be able to demonstrate that they have met the necessary standards in order to produce work ready graduates with the necessary attributes.

“When selecting where to study, it is important to consider the skills needed to become a lawyer or any form of legal professional. The institution where you study should prepare you for the world of work in as many ways as possible, and some universities unfortunately have not kept up adequately with modern workplace demands.

“Law is always evolving so it is important that the higher education institution you select is on the cutting edge of the most recent developments in the content and skills to be taught to their students, which translates into a work ready graduate.”

When considering which qualification to go for, prospective students should be sure to understand the various streams, and what these will qualify them for post-graduation.

“There are a few ways in which an LLB Degree can be obtained, but not all Higher Education providers offer the different stream options so this is also an important consideration,” Batchelor says.

She says options broadly include the following:

Straight LLB (4 years)
A selection of one of the streams (a 3-year BA in Law or BCom in Law) followed by an LLB Degree (which can often then be completed in 2 years).

The latter stream results in two qualifications in five years. There are pros and cons to proceeding with either option, Batchelor says, adding that after completion of the BA in Law or BCom in Law students can elect to proceed with a different postgraduate qualification that is not necessarily law related.

“It is important to consider the criteria and requirements of both options as well as your long-term aspirations, for example if owning your own law firm is your goal, it may be beneficial to have some commercial background by doing a BCom in Law first followed by an LLB.

“Making the call on which stream to follow can be challenging, so if you need additional insight and support, speak to student advisors at a reputable higher education provider to help you,” Batchelor advises.

She says prospective students should also look beyond traditional law degrees, and see what contemporary degrees might better align with their aspirations. For instance, The IIE LLB degree offered on its IIE Varsity College and IIE MSA campuses has a number of elective modules which are unique and new to the legal profession, such as Integrative Law and Street Law.

And the good news for Matriculants who do not meet the necessary entry requirements, is that it doesn’t mean the end of the road for them if law was on their study radar, Batchelor says.

“You can still study law by way of completing a Higher Certificate like a Higher Certificate in Legal Studies and thereafter articulating to a Bachelor’s Degree. The Higher Certificate will also empower you to work in a legal office environment after a year of study and upon qualification.”

Batchelor says anyone interested in Law as a career should ensure they do as well as possible in English in high school, as language is of crucial importance in the legal field. Not only to meet admission requirements, but because of their prospects of being successful in study and work. In general, most admission requirements for law degrees entail a Bachelor’s pass and a specific marks requirement for English. Some (but not all) also have requirements for Maths, Maths Literacy or Technical Maths marks.

“When evaluating where you want to study law, be sure to find a higher education institution that is responsive to change – change in content as well as format of learning. Enquire about recent additions and change to curricula, and new ways of working. If the registrar’s or student support office can’t or won’t respond to these questions, keep looking. You don’t want to qualify with an outdated, purely academic qualification only to find you are not able to function in the real world.

“Also, ensure that the institution focuses strongly on work-integrated learning – the golden thread that must be woven throughout the curriculum to ensure graduates have the necessary skills to enter the industry competently and confidently.”

ENDS

Issued by: MEROPA COMMUNICATIONS

On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION

www.theworldofwork.co.za or www.iie.ac.za

Note to editor:

The Independent Institute of Education (The IIE) is a division of the JSE-listed ADvTECH Group, Africa’s largest private education provider. The IIE is the largest, most accredited registered private higher education institute in South Africa, and the only one accredited by The British Accreditation Council (BAC), the independent quality assurance authority that accredits private institutions in the UK. By law, private higher education institutions in South Africa may not call themselves Private Universities, although registered private institutions are subject to the same regulations, accreditation requirements and oversight as Public Universities.

COMPULSORY EARLY CHILDHOOD EDUCATION: WHAT PARENTS NEED TO KNOW

Tue, 03 May 2022 09:51:10 GMT

The transition of Early Childhood Development (ECD) from the Department of Social Development to the Department of Basic Education is now in full swing, and will change how the academic development of young children is approached in South Africa. The transition started this month, and will become effective from next year. Among the changes which will be introduced by the move, is the obligation on parents to send their children to school from Grade 00, as opposed to school attendance only being compulsory from Grade 1, as has been the case until now.

An education expert says parents who now need to consider where they will send their young child from next year, must do their homework carefully to ensure the school they choose approaches ECD from a child-led learning perspective. This will ensure they start their academic journey appropriately for their age, that they build strong foundations, and that they have positive associations with attending school.

“Schools have different programmes and approaches, and parents may be seduced by the idea of sending their child to a strictly academics focused ECD institution which will turn their little one into a mini Einstein before they even head to big school. However these good intentions are likely to fall flat, as this is not the correct and age-appropriate approach,” says Lynda Eagle, Academic Advisor at ADvTECH Schools, SA’s leading private education provider.

“The early years are exceptionally important, but learning should be play-based as far as possible. One of the best approaches to this is contained in the Reggio Emilia philosophy of learning. Bombarding young children with a curriculum more suitable to older students is entirely counter-productive,” she says.

When looking for an early learning campus, parents should search for a school that is not only aesthetically pleasing but more importantly where the student’s wellbeing is placed at the forefront.

“Young children learn best when provided with opportunities to ‘play’ - where they can explore, discover, and experiment in order to make sense of the world around them. The school/teachers need to be cognisant of this and facilitate the students’ personal learning journey through careful observations and by providing meaningful and relevant learning opportunities.”

Other things to look out for when hunting for the right ECD environment for your child, includes:

Teachers who are appropriately qualified to teach in an early learning environment,
Where teachers have a caring and positive disposition and where a child is viewed as competent and capable,
Where there is a strong sense of community,
Where teaching is engaging, relevant and interactive, and
Where the school follows a positive discipline policy - students are guided positively and supported as they develop their social and self-regulation skills.

“For parents who may be concerned about the ability of schools to adapt to the new paradigm, they can be reassured that the inclusion of the younger years into their programmes is doable if the right approach is followed. Approaches to teaching and learning in the early years – such as the Reggio Emilia approach - are well documented and provide schools with prime examples of best practice. Here the emphasis is not on equipping a school with expensive resources but rather connecting the student with natural elements in meaningful ways, with rich learning experiences, and helping them to reimagine and repurpose available materials – resulting in rich learning opportunities and possibilities.”

ENDS

ABOUT ADvTECH

It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa.

ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

ADvTECH stands for Anti-Racism

ghcmaartens@gmail.com (Drickus Maartens) — Mon, 08 Jun 2020 07:52:40 GMT

SAPA: Return of South African children to school

ghcmaartens@gmail.com (Drickus Maartens) — Fri, 05 Jun 2020 09:49:15 GMT

As children return to school in South Africa, what do parents need to know? Get the latest insights and essential information from Maragon. Read more.

MATRIC MID-YEAR EXAMS: CREATE YOUR OWN LOCKDOWN SIMULATION

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 28 May 2020 09:49:29 GMT

“You may feel very alone right now, and confused about what is going to happen to you and the rest of your year. If you are struggling to focus, remember that your situation is similar to that of hundreds of thousands of other learners across the country, and that your Under normal circumstances, Matric mid-year exams provide a valuable benchmark from which to launch the final push towards the finals. Because of the Covid-19 lockdown, there will be no official mid-year exams this year, but learners should still aim to re-create their own exam experience at home as this provides valuable practise and insights, and an opportunity to improve their performance later this year, an education expert says.

“Much is being asked of our Matric learners this year, who have to complete the final leg of their school journey under very difficult circumstances,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“Unfortunately, part of the impact of our current situation, is the fact that learners will miss out on one of the most important first tests of their Grade 12 year, the mid-year exam. However, just because there is no official exam scheduled, that doesn’t mean learners can’t still get the benefit from the focused revision and simulation of the exam environment, to test their current readiness and address challenges identified in the process,” Payne says.

With Grade 12s set to return to school at the start of June, some schools may include mock exams as part of the revision strategy, but many may not be in a position to do so.

“These learners can greatly benefit from testing themselves by sourcing and completing past papers, in one sitting, and within a specified timeframe as would have been done in actual formal exams,” says Payne.

“Even better, is to collaborate with your friends, and ‘compete’ against each other, which makes the experience more fun and also ensures accountability and follow-through,” she says.

Payne says that normally mid-year exams would provide learners with valuable insights into where they need to focus their attention in coming months

“By simulating the exam environment, through completing a paper in one sitting within a given time, you will get a good understanding of how you need to pace yourself during the exam. You also get to practise answering questions in different formats which tests your ability to apply your knowledge, and provides deeper consolidation than simply going through your textbooks over and over.”

Usually, mid-year exams are not just the first test run for finals, but they also come with rather high stakes, as these results can be used to provide the proof of performance required for higher education applications, says Payne.

“While you won’t have these results to work with this year, the benefits of completing these exams remain, because simulating the exam environment provides an assessment of how you handle the pressure of the exam room, the efficacy of your study methods, and your ability to master and reflect on large amounts of academic material. Most importantly, you will be able to see early enough whether you need additional help in certain areas, which allows you to act on these issues timeously, and before the prelims you’ll write later this year, the results of which you will be able to use in your higher education application.”

Payne says it is important for Matrics to now focus on their own journey and try make the best of the year, while tuning out the logistical noise around the return to schools as much as possible.

mental and emotional energy is best applied to that is within your control rather than that which is not.

“Universities – public and private – are very aware of the unique challenges and circumstances facing our Class of 2020, and will take these into account. So you do not need to let go of your dreams for the future, and you don’t have to delay your plans to study next year.

“However you must still strive to apply yourself and do the best with what you have in whichever way you can. So your preparations now must focus on doing as well as possible in your prelim exams later this year, because you won’t have mid-year marks to use in support of your application. And preparing for the prelim exams, includes practising the art of exam writing by setting up your own mid-year exam simulation.”

LOCKDOWN LEARNING: HOW TO MAINTAIN A POSITIVE ENVIRONMENT AT HOME

ghcmaartens@gmail.com (Drickus Maartens) — Fri, 08 May 2020 12:44:38 GMT

South African families are going through tremendously challenging times as most continue to stay at home during the country’s extended lockdown. While it is not yet clear when schools will start to re-open, thousands upon thousands of learners are working hard to stay on top of their educational journeys, while those parents who can do so are still working from home. External pressures combined with fear and anxiety about the future are taking their toll on parents who are, at the same, tasked with ensuring their children don’t fall behind. These, and other factors, are exacting an undeniable emotional toll in homes during this time, an educational expert says.

“The current situation facing those parents who are trying to do their best on the work front to ensure the sustainability of their companies and their livelihoods, while having to oversee their children’s schoolwork is without a doubt extremely stressful, and it is important to take a step back and gain perspective at this time,” says John Luis, Head of Academics at ADvTECH Schools.

“It is no easy task to keep children productive and learning at home, while also trying to get your own work done under trying circumstances. But we urge those parents who are ready to throw in the towel, and who quite simply have had enough, to aim to regain a sense of equilibrium and a positive environment even if it seems impossible right now,” he says.

Luis says that ADvTECH, in its preparation ahead of lockdown, introduced Pastoral Care Teams at all their schools in recognition of the fact that the current situation would come to pass.

“From the start, we were ready and committed to continuing our teaching and learning through our online and distance offering, and recognised that parents and family members would need to support, guide and monitor the learning taking place at home.

“But addressing the continuation of the curriculum was only one part of the story. We realised very early that this was going to be an unsettling and uncertain time for everyone concerned, and that we also had to support our parents and learners in the challenges and demands that would accompany this time in addition to the learning aspects.

“So we put in place Pastoral Care Teams at each school to help learners, staff and parents maintain a sense of community by maintaining regular contact, and to ensure that we are firstly aware of, and then able to help them address issues arising during this time. Many of these issues, as flagged by our partner schools abroad who went through lockdown for up to nine weeks before South Africa did, are now being realised in homes across the country.”

Luis says despite the fact that public and private schools are all planning and preparing for the return to physical sites, the approach will be phased, which means that many learners outside of the designated first returning grades will still be learning from home for several weeks and even months.

“It is very important that the educational journey continues for these learners so that they do not fall behind their peers. But at the same time, the situation needs to be managed in a way that no harm is done do the relationships within the family, as a result of this pressure to continue.”

So parents should aim to re-establish a productive yet calm environment even in the face of the challenges of this time, he says.

“One way in which this can be achieved, is by creating a schedule which allows for both family connection and deep focus time. We as parents must set the example by demonstrating that while things are different, we can build our resilience muscles.

“In the mornings, before children start their work and parents dive into their to-do lists, make the time to connect – read your children a book, get some fresh air, and just be. When the work starts, be realistic. Don’t try to make your average 9-to-5 happen. Structure the day to allow for work-immersion slots, and during this time don’t feel guilty for not engaging directly with your children. Too much screen time is still not advisable, but if it allows the children to decompress while you can apply intense focus to your own work, it will do more good than harm.”

Parents should also dedicate some time to being able to assist their children – and must ensure that they can focus on their child’s needs and learning during this time - without running over their own pending work repeatedly in their minds.

“Try to banish your own concerns during this time, and give your child your full attention. It may only be half an hour, but make that half an hour count in terms of connection,” he says.

Finally, everyone should have some downtime together during the day, potentially around lunchtime, he says.

“Build up your reserves for the afternoon shift by going offline, taking a tea break, hanging up the washing, and so forth. It is important for parents during this time to look after our own wellbeing and state of mind by actively managing these factors, and not allowing our fears and anxieties to rule our entire days or our interactions with our families. By realising the need for, and then ensuring we maintain positive space and connection despite challenging times, we will be better positioned to continue our lives post-lockdown without having to start rebuilding our personal relationships as well.”

TEACHING REMOTELY: FOCUS ON THE ESSENTIALS, LESS IS MORE

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 23 Apr 2020 11:56:00 GMT

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

“As educators adapt to teaching remotely and online, there may be an attempt to mimic what a school day would normally look like, by filling learners’ days according to pre-lockdown timetables, and pace and content of learning,” says Dr Felicity Coughlan, Academic Director at ADvTECH, SA’s leading private education provider.

“However this approach is counter-productive, and can lead to further frustration, anxiety and tension under what is already challenging circumstances for all concerned, including for parents, learners and educators,” she says.

Dr Coughlan says there is an important difference between focusing on essential skills during this time, as opposed to trying to keep the curriculum going in full.

“Much of the stress people are experiencing arises from this well-intentioned attempt to ‘keep up’. It is far more conducive to learning and well-being to make deliberate choices and to pare back and focus on those skills around which we can then build content knowledge again later,” she says.

In quite unexpected ways the lockdown and the unique and unprecedented circumstances in which we now find ourselves, provide a perfect opportunity to develop and entrench those global competencies which otherwise might not receive the requisite focus during normal school time, Dr Coughlan says.

“We have known for some time that the world is changing, that the skills required in the workplace are evolving and that the workplace of the future is going to look much different from what used to be the status quo only four weeks ago. Now, all of a sudden, we find ourselves thrown into a completely new paradigm and it is quite clear that the world will not be the same.

“So what better time to develop those global competencies and master 21st Century Skills than during the biggest global disaster in recent history?”

Dr Coughlan says SA teachers have risen to the challenges of remote and digital teaching with remarkable resilience and zeal, with very little warning or lead-time. They have been wonderfully innovative whether or not they have had access to extensive educational technology or been required to use WhatsApp or other day-to-day communication tools to keep in touch with the children they were teaching. The mindset of making do and re-inventing is a precious one we should not lose.

She says ADvTECH Schools have integrated Global Competencies in their curricula for several years, and that those schools and educators who have not yet had the time to do so or have treated these as peripheral, now have the perfect opportunity to embed them in “normal” teaching and learning.

“The world of the future just came crashing through our door,” says Dr Coughlan.

The Global Competencies of THINKING skills (creative, critical and reflexive), RESEARCH skills (collecting, recording, organising, interpreting), COMMUNICATION skills (personal interaction with others), SOCIAL skills (personal behaviour) and SELF-MANAGEMENT are the only ways that teachers and students will navigate this period and what follows it, successfully.

“So, for teachers developing lessons and content, and schools still grappling with how to approach learning at this time, consider that less really is more. If there is therefore a little bit of a silver lining to this disaster, it is that we now have the ideal opportunity to develop these skills, and that even those schools and educators who are not as well-positioned as others can include them.”

Now is the time to focus on the basics, and to aim for consolidation, says Dr Coughlan.

“It is true that for some this is easier than for others. There is particular concern about the Grade 12 class as well as the millions of children being left behind as education continues for some. These social justice imperatives are not trivial, but are not addressed by the entire system freezing. It is however vital that those in positions of privilege who are able to still be learning effectively acknowledge this privilege with humility.

“If your school or class can continue learning then this time needs to be used to develop global citizens just as much as it must be used to entrench skills. Content can and will follow. Don’t mistake quantity for quality. “

Maragon Schools MD - Mike Aitkin | COVID-19

ghcmaartens@gmail.com (Drickus Maartens) — Mon, 30 Mar 2020 08:38:08 GMT

Read the important message from Maragon Schools' MD, Mike Aitkin, as he addresses the school's challenges and proactive response to COVID-19. Get informed.

Importance of sport for children | Maragon Private School

Mon, 29 Jul 2019 13:51:49 GMT

I am a firm believer that participation in sports and activities develops important character traits and lifelong values in children which can create a positive impact in their lives. Sports programs seek to make the sports experience for all children safe, fun and healthy. Programs promote the value and importance of sports and physical activities in the emotional, physical, social, and mental development of children. Here are some reasons why you should sign your child up for sports today.

Sports boost self-esteem - Children learn to be confident on the field. Seeing their hard work pay off has a positive impact on their self-esteem. When kids achieve their goals on the field it teaches them that they can achieve any goal that they set later in life.
Playing sports helps develop teamwork and leadership skills - Working as a team to reach a common goal helps children develop communication and problem solving skills that will benefit them on the field and off.
It’s a natural stress reliever - Exercise is a great way for kids to loosen up and let go. Sports also helps kids develop tight bonds with their teammates which will provide them with a support system.
Kids develop lifelong healthy lifestyle habits - Regular physical activity improves a child’s fitness and helps them to stay in shape.
It’s fun! - The memories made playing youth sports will last a lifetime. You may forget the name of your 6th grade Science teacher, but the memory of scoring the winning goal in the Soccer Championship will always stay with you.

Academic benefits of sports

Children that get more physical activity have higher academic achievement by increasing the effectiveness of their working memory.
Federal statistics show athletes are more likely to graduate on time compared to other students.Researchers at Michigan State University determined that students who participated in vigorous sports did 10 percent better in Science, English, Math and Social Studies compared to other students. Different studies show various results regarding athlete vs. non-athlete GPAs, with some showing athletes having a full point higher GPA than non-athletes. Why? Involvement in sports is an important part of a child’s development and teaches children to lead active, healthy lives while developing many of the fundamental skills necessary for a child to succeed.

Many studies show that participating in structured recreation positively influenced young people’s physical and social development. Numerous studies have found that sport and community recreation play a key role in life in a city, and that recreation and sports facilities contribute to a child’s belonging into his or her community surroundings. Sport provides pleasure for children and gives them the opportunity to meet new people and make new friendships. Participation in sport improves the development of peer relationships, establishes trust and builds teamwork skills. Sports challenge children to excel physically and mentally, and teach valuable skills such as leadership, hard work and perseverance which help beyond the playing field to all aspects of life, whether it be in the classroom, at work, or in the community. Participation in sport has a positive effect on reducing the involvement and exposure youths may have to violence and unethical activity.

Physical benefits of children being involved in sports

Builds strong bones and strengthens muscles.
Promotes good posture and balance.
Improves fitness.
Strengthens the heart.
Increases relaxation.
Enhances healthy growth and development.

Story time | Maragon Private School

Mon, 29 Jul 2019 13:06:47 GMT

When do I start reading to my little one?

It is never too early or too late to start reading to your little one. The earlier the better, you don’t need to wait until your baby has reached certain milestones such as sitting upright, crawling or even talking for you to start reading to them. Exposing your little one to story time is vital for their language development. Reading to them doesn’t necessarily mean that you must always use the story book in the “traditional” manner. You can page through the book discussing all the things you see in the picture, even incorporating games such as “I spy” is a fun way to look through books and to help develop their speech and vocabulary.

It is important to try and choose age appropriate, interesting books that will keep their attention for longer periods. Varying your voice for different characters helps to keep them intrigued. My personal favourite is “Winky Wonky Donkey”. Nothing like having a good giggle with my son at the end of a busy day to alleviate the days stress.

Story time also does not need to be restricted to bedtime or “story time” at school . Story time is special as it serves as bonding time with your little one. Making story time fun creates a love for reading from an early age- my little boy for example loves building a story tent where we read stories to his soft toys. He is not only developing his listening skills when I am reading to him but he is also acquiring the necessary skills on how we handle and care for books as well as how to read books to others.

Incorporating story aids, such as hand puppets, a felt board with pictures, various objects from the book and even story stones bring a new dimension to reading stories. Another tip is asking questions during the story can help develop your little one’s imagination, e.g. why do you think Goldilocks was wandering around, do you think her mommy and daddy were looking for her while she was sleeping in the three bears house?

Incorporating questions and life lessons into books gives you the opportunity to informally address any sensitive issues you would like to raise with your little one without them feeling on the spot or pressurised to answer. Many a time learners relate to characters and start opening up towards you regarding their own feelings and challenges that they might be facing.

I saw a statement the other day while browsing on social media that touched me deeply as a mommy and a preschool teacher.

“If you read just one book a day to your child, they will have read 1 825 books by their 5th birthday. “Every day counts. Every book counts.

The next time you walk past the bookshelf, grab a book and read to your little one.

Happy Reading.

How to boost your child's confidence | Maragon Private School

Mon, 29 Jul 2019 12:59:48 GMT

Our children are part of a generation that have been blamed of being entitled and self-interested, through no doing of their own. This amazing group of young children are under pressure to meet the requirements of a society to succeed without really finding joy or deep fulfilment in work and life. An environment that cares more about the short-term gains and instant gratification, where self-confidence is compromised, and coping mechanisms to deal with stress are ignored. Where the challenges of the digital world have led to the lack of deep meaningful relationships being formed. Maragon staff, parents and students must endeavour to equip our students with the skill set necessary to contest the societal and environmental challenges placed upon them through a variety of opportunities.

Self-confidence comes from a sense of proficiency. A confident child needs a positive and realistic perception of his or her abilities. Your support and encouraging words can help develop their confidence, especially when you refer to your child's specific efforts or abilities like acknowledging and praising your child for improving from one test to the next. Consider your compliments and keep them meaningful by giving praise when praise is due.

Our student’s longing to give back to society and their sense of social responsibility provided an opportunity to practise relationship building skill sets through the Gateway Outreach programme and contributing to the charity drives on offer at Maragon . These projects assist with the understanding that in the real world they will be subject to finding out that you are not special to everybody all the time and you can’t just have something because you want it.

Our students need social skills that are missing due to the over use of social media. The challenge that our children face is that they are growing up in a digital world, which make our students good at putting filters on things. They are good at showing people that life is amazing even though they are unhappy.

Our academic programme continues to assist our students to live purposeful, self-regulated lives through the promotion of problem solving and the encouragement to strive to be the best that they can be. Our subject choice information evenings and rocking Road Show, help students to early on identify possible career paths, helping our students to stay focussed, as they envision themselves doing something important or fulfilling. Confidence is gained by the thought process of being a contributing member of society rather that of being the stereo typed success. Hence the freedom to change direction is encouraged. Maragon has a wide variety of sporting, cultural and service activities which encourages our students to find something that they really love. Students who have a passion feel proud of their expertise and are more likely to be successful in other areas of their life.

Unconditional love builds a strong foundation for confidence. It's natural to want to prevent your child from feeling discouraged, or making mistakes, however, it is important not feel obliged to always rescue them. Children need to take responsibility for their actions. We need to teach them that they are free to choose but there are consequences for their choices. Children are more confident when they know who is in charge and what to expect. Even if your child thinks the rules are too strict, they will have confidence in what they can and can't do when rules are set and enforced consistently.

Our students need to know that failure is a learning opportunity, however, guide your child to set reasonable goals to help avoid feelings of failure. If the goal is a stretch, discuss some reachable short-term steps along the path. Talk about the skills and talents and efforts needed for you to achieve those accomplishments. In the same conversation, you can remind your child of the skills he or she possesses and how they can be developed and used. No one succeeds at everything all the time. There will be setbacks and failures, criticism and pain. Use these hurdles as learning experiences rather than dwelling on the events as failures or disappointments. Self-confident children are willing to try new things without fear of failure.

Encourage your child to participate in extra-mural activities. They learn to identify their strengths, accept or strengthen their weaknesses, handle defeat, expand their circle of friends and learn teamwork. Respect and encourage your child's interests, even if they don't interest you. Praise your child when they accomplish something in their promising pursuits.

Confidence in relationships is key to your child's self-confidence. The most important initial relationship is the loving parent-child relationship. Help your child learn to maintain an inner core of confidence when someone else's actions affect them.

The partnership, made up of student, parent and school, faces the difficult task of teaching our students that the things that really matter in life, like faith, love, patience, job fulfilment, joy, love of life, self-confidence, and many others, takes time. Success is not instant gratification, it takes time. A united and joint effort is required to implement the structures, systems and processes mentioned to assist our students through the difficult journey called “High School” , empowering them with the required skill-set to have confidence and succeed.

The Importance Of Sandpit Play | Maragon Private Schools

Wed, 15 May 2019 12:05:43 GMT

Sand… some children hate it other children love it. Those children who love it, have a natural affinity to sand play. Sand play is an open-ended activity. The child determines the direction and the path of his or her play. There are basically no rules or instructions when playing with sand – children can dig around, build with it, pretend with it, sift it, and explore. Their imaginations can run wild, thus offering endless opportunities for fun and learning . Because playing with sand has no limits, children are free to determine their own way to play. This teaches kids how to make their own choices. From simply sitting and feeling the texture of the sand to building and creating games to play, if they can think it, they can do it with sand.

Sand play is particularly beneficial for developing a sense of textures. Not only is sand a new and different texture for children to feel on their skin, but the contrast it creates with concrete, grass, dirt, and wood will emphasize the sensation of each surface. By adding water to the sand, the texture changes and they are able to see and feel the differences and then freely build things from the mud.

Playing in the sandpit is a great way for children to learn to be social and make friends. It will expose them to situations where they are faced with real problems that require them to share, compromise, and negotiate. It is also just a fun way for kids to make friends. They can talk to each other while making and playing with their creations or even come together to play. While socialising around the sandpit area children requiring speak and listen, thus developing their vocabulary.

Sand offers the children unlimited space in which to imagine and create. As children begin to more fully understand the physical properties of sand, they have the opportunity to expand their creativity and imaginations. The children can make structures and environments using the sand and create small worlds to pretend and role play in. Many children find working with sand to be relaxing and non-threatening, allowing them the freedom to express their imaginations in safety and without consequence.

Mathematical concepts can be developed during sand play by providing children with measuring spoons and cups, containers in a variety of sizes and shapes, balance scales. Through sand play children use mathematical terms like more/less; many/few; empty/full; heavy/light.

Sand pit play helps with physical development. Gross motor muscles will be developed by digging, pouring, sifting, and scooping sand. Children use their upper bodies and arms in ways that many of their other toys do not require them to work. Large amounts of sand can become very heavy and difficult to move, thereby creating further exercise and muscle-building opportunities for young children. If the sand becomes wet, it becomes even more difficult to scoop and manipulate, further flexing the young muscles of children playing in the sand. The legs and lower bodies of children get involved from squatting in the sand or from lifting and carrying buckets of sand to other areas.

Eye-hand coordination and small muscle control are improved as children learn to manipulate smaller sand accessories.

Sandpit play is a vital part of any child’s development . It is a fun and informal way for the whole child’s body to be engaged and developing.

A Positive Mindset In The Classroom | Maragon Private School

Wed, 15 May 2019 11:56:56 GMT

As educators we are often reminded, particularly in the form of social media memes and “cutsies”, that we have “super powers” and are able to change the life of a child just through our passion and commitment to a child’s development and mental growth.

This however, is not always as easy as it may seem.

Although hardworking, dedicated and fully committed to the role of developing young and often “not eager” minds, we too become disheartened and overwhelmed by the sheer amount of work that is required to uplift and encourage our students on a daily basis whilst simultaneously staying positive.

Educators today are faced with more than just the marking of assessments and overall care of the students in our classrooms. We are expected to be at least two steps ahead of every imaginable educational and technological curve, and still be able to ensure the prosperity of those young, bright students whom we find in our care. A feat which at times may seem undefeatable, but it can be done if we continuously remind ourselves, as educators, why it is we went into this field, in the first place.

What keeps us going should first and foremost always be our passion for the profession we advertently or inadvertently chose as our career path. Regardless of all the administration and sleepless nights of worry, we need only look at what we are able to accomplish with our students at the end of each year to realise that what we do does make a difference, especially in an era where students need a great deal more navigation into a digital quagmire of uncertainty.

So how do we stay positive in the classroo m ?

Due to our heavy reading loads… I have decided to break it down into a useful set of listicles:

1. Remind yourself daily why you have become an educator; in doing so you will continue to reignite your passion for teaching.

2. If you are not happy, the students you teach won’t be happy either. Meditate, pray and stay healthy. If we cannot take care of our own well-being how are we meant to care for those whose well-being is entrusted to us?

3. You cannot love what you do if you remain stagnant in your teaching methodologies. Change it up, learn new ways to encourage, motivate and inspire your students. You are no longer the holder of all wisdom, but a facilitator of knowledge and understanding.

4. Stay abreast of what is going on in the world at large and help your students to navigate through world issues so that they may be better equipped to deal with the world which awaits them on the outside.

5. Once we stop learning we start dying. Yes, I added a hackneyed expression, but it is the truth. We are forever telling our students to learn and grow, so perhaps we should do the same.

6. Do not flagellate yourself for every mistake you make, we are human and therefore allowed to make mistakes, even as “super hero” teachers. The key here is to learn from our mistakes because it is the best form of learning.

7. Take risks, be brave and try something new in the classroom, it could be the next big game changer in education, or just a way to boost your confidence.

8. Every time the overload of administrative work gets you down think of the student who thanked you, there is always more than one, and know that you are doing something right.

9. Stay focused.

10. Be present.

11. Stay passionate.

12. Be proud of even the smallest accomplishments.

13. And finally: Love what you do, because without the love of teaching, no teaching can take place .

How the De Bono's Thinking Hats benefits our students

Tue, 30 Apr 2019 10:18:29 GMT

Thinking for yourself and finding your own solutions can become a fashion statement (for your brain) with the six De Bono thinking hats . The six thinking hats is a system designed by Edward de Bono, which describes a tool for group discussions and individual thinking involving the following six coloured hats.

Paul Foreman did research regarding the six thinking hats.

The red Feelings hat signifies feelings, hunches, gut feelings and intuition – the place where emotions are placed without explanation or justification. This can be paired with a strategy ‘Making Thinking Visible’ (MTV). The learner has to think about two statements regarding a topic when it is being discussed; I used to think (previous knowledge) and now I think (knowledge learnt). Students are taught not to feel bad about their feelings. Feelings are part of everyday life and everything is done using emotions.

The yellow Benefits hat symbolizes brightness and optimism. You can explore the positives and probe for value and benefit. ‘I think, I feel, I wonder’ is a strategy that can be used to explore the benefits. Being positive is something that has to be learnt by some. The Benefits hat helps students explore their positive side.

The green Creative hat focuses on creativity, possibilities, alternatives and new ideas. It is an opportunity to express new concepts and new perceptions – lateral thinking could be used here. Using the ‘Number Heads Together’ Kagan’s strategy can help a group of students to come up with the most creative solution together. Not everyone is equally creative, but someone else’s creativity might spark something new and adventurous.

The white Facts hat calls for information known or needed. Global Competency Skill – Reflective thinking – can be included. Reflective thinking helps the student to think of past concepts and information, and how it relates to the new discussion. Kagan’s ‘Round Robin’ strategy helps students to discuss their opinions and to come to a conclusion. For the student who loves History, Geography and Science, the Fact hat will become a favourite. The student that has a more humorous side will learn to pay attention to the facts and us it to their advantage.

The blue Process hat is used to manage the thinking process, organize thinking and the planning for action. It ensures that the ‘Six Thinking Hats’ guidelines are observed. The ‘All Write Rally Robin’, a Kagan’s strategy, will work well. All students write their ideas, they compare and devise a plan of action. The unorganized student will learn to order their thoughts and ideas.

The black Caution hat signifies caution and critical thinking, why something may not work. Students may be presented with a scenario. They need to discuss the positives and negatives and give feedback on solutions on how to turn all the negatives into positives. Conflict resolution is a perfect example. The self-conscious student will learn and benefit the most from this skill. Conflict resolution will perhaps not feel like the punishment it used to be!

Being able to think for yourself, to analyse the problem, looking at the facts and solving the problem, empowers students. By using the black Caution hat, students can learn to solve peer pressure and conflict, which can lead to putting an end to bullying.

At Maragon Ruimsig, the educators equip the students by including the De Bono’s Thinking hats as well as the Global Competency skills into their daily teaching. This way, the students can see how to apply these skills to everyday life.

Some benefits of using the De Bono’s thinking hats include the following:

· Students learn to make mature decisions by themselves

· Students’ thinking is more focussed

· It improves the students’ creativity, innovation and collaborative thinking

· The ego is removed from all decisions

· It saves time

The De Bono’s Thinking Hats is not just a skill, it is a life skill.

The impact of the words and language we use | Maragon Primary

Tue, 30 Apr 2019 10:04:44 GMT

As an educator one is introduced to unique individuals who, at the age of five, have already been moulded and affected either positively or negatively, by the words and language to which they have been subjected to since birth.

The words and language we use during this time we have available is therefore a vital aspect in a child’s development .

Have we somehow lost our focus on the importance of our role in the development of our children’s language? Let’s ask ourselves the following questions:

· Do we verbalise our actions, by using descriptive language while dressing our children? For example, “Now let us tie your blue shoelaces.”

· Do we encourage our children to put out their clothes and pack their schoolbags together with us, allowing them to discuss and verbalize what they are doing?

· Do we give our children the opportunity to have quality one- on- one time with us while they are acting out tasks? Do we listen and encourage conversation?

· Do we allow them to assist us with setting the table, clearing the table and preparing the meal, while discussing what we are doing, what ingredients we’re using, where products come from etc.?

· Do we read Bible stories and bedtime stories to them, allowing them to enrich their vocabulary as we discuss new words and situations? How about asking how they would end the story; which character they would like to be and why?

· Do we sit around the dinner table and share the events of our day?

· While travelling in the car, do we talk about the surroundings, road signs, colour of the cars and the types of cars we passed?

· While shopping do we discuss the products, name the products, give them the opportunity to identify products etc.

Or do we hand them an IPad, cell phone and place them in front of the TV for hours on end to keep them occupied?

I would encourage us to re-think our daily routines and see all the opportunities there are to impact and enrich our children’s language as well as to motivate them to become confident in verbalising and sharing their unique ideas, and eagerly face new challenges with enquiring minds. This will motivate those around them to do the same, creating a society of children who are able to communicate, listen and thrive in our ever-changing world.

In conclusion, I would like to believe that we, as parents and educators, are willing to focus again on the basics of language and the impact of words, allowing our children to be the best unique individuals they were born to be!

How To Make Your Child Digitally Savvy | Maragon Private School

Tue, 23 Apr 2019 13:42:12 GMT

We see individuals found guilty on a number of grounds due to their social media posts on a daily basis. This does not only have an immediate affect but it also has a long-term effect, which both adults and teenagers do not realise. Both adults and teens should become more aware of the ‘new’ world we live in as a simple ‘post’ or ‘like’ could get them into hot water.

We have become digital citizens without even realising the complexities. We tend to live our ‘digital’ lives in the same manner as our ‘real’ lives without the realisation that with digital devices and with being connected all the time – we are unable to critically think before we say/post something and it is even harder to remove a post once it is out there. More and more adults and teenagers are falling victim to sexting, cyber bullying and the need for instant gratification – the sense of patience and perseverance are set aside as everything is instant. Children are losing the ability to connect emotionally and understand the necessity of waiting for something.

How can I help my child?

Set a good example – Children mimic what they see. How can we expect our children to know when to stop if parents do not know when to stop? Always make time for one-on-one/family time. Discussions should include school work, personal talk and an opportunity for your child to ask questions. Do not over react if the questions or statements are of such a nature that you are uncomfortable – your initial reaction is very important as your child will then know if they are able to talk to you or not.

Agree on terms of use and consequences – Ensure that your child understands that the device still belongs to you. Your child uses the device for educational purposes and games, which you have agreed on. Always ensure that you check and only allow age appropriate games. Please do proper research on games before allowing the download to take place. Ensure that you can access the device at any time – you should create the passcode, not your child.

Healthy balance – Ensure that you give your child some freedom with his/her device – ultimately they should learn to be responsible. Set limits and ensure that they agree to them, this will assist with “But mom, just 10 more minutes” – You are then in a position where you can say that, they have agreed to the limitations and that the device is now out of bounds.

Always make sure that these devices are charged in your room and not in a general area where it is easy to get the devices. Learners battle with sleep deprivation due to gaming and chatting for hours whilst they should be sleeping.

Setup Apple Parental control functions – view the set of instructions at: https://support.apple.com/en-za/HT201304#set-restrictions

For Andriod devices I suggest that you search for a good parental control App.

3 P’s of Digital Citizenship – Ensure that you have an in depth discussion about the serious nature of posting harmful and discriminating items on social media as well as the consequences of liking items of this nature. Children must always keep the 3 P’s in mind when on social media –

Would I be happy if: the Police saw this post

my Parents saw this post

my Principal saw this post

Ultimately, social media and the digital world has made us the most connected generation ever, but with this comes responsibilities. In my opinion, we are less connected in real life and more connected digitally , creating an environment in which we live in the present without being present.

Complexity Of Leadership | Maragon Private Schools

Tue, 23 Apr 2019 11:55:39 GMT

Leadership is a complex ideal that includes many levels of careful attention. Amongst the ‘business’ of a teenager; they are often bombarded with ‘you must be a good leader ‘or you must be an example to others’’. This is true in an ideal world; however, many teenagers are just trying to navigate through the next hour, or through the next math problem. They need advice and guidance on aspects of what makes the ‘why’ of leadership and what perhaps their purpose for being good leaders could be.

Simon Sinek a world-renowned motivational speaker and organisational consultant speaks of the Golden Circle, in which we are all aware of what we do, some even know how they do it, but the real question he posses is if we know why we do it? In a world filled with so many distractions and so much expectation do young leaders know why they need to have ‘leadership’ qualities? Leadership is certainly not a ‘one size fits all’ concept, but there are fundamentals that may remain the same for those that aspire to be in a position that will stimulate and inspire others.

Perhaps leadership should be viewed from a broad perspective and may include a focus on society, diversity, ingenuity and of course at its core must be people. From this point of view a leader should see opportunity in everything. The ability to learn from every situation, being it unfavourable or favourable. To see that there can be growth for people around you is possibly the best self-reflection. The value of this is exponential as you too grow through the process and you begin to anticipate the unexpected. In an ever-changing environment, one of the best skills a leader can develop is to anticipate things outside of the controllable. An insight may be to use the knowledge of those around you and collaborate to be most effective.

Innovation happens through this process and you begin to stimulate those around you, through focusing on the team, recognising others and developing achievable goals. Every person strives for excellence and, in some way or another would like to leave a small legacy, as a leader you are in a most fortunate position to assist in this process. The approach must be one of a glass half full, where you are able to provide insight and guidance, but listen and accept various opinions. It is important to develop leaders that are confident, but not arrogant.

An insight that fits a good leader is one of servant leadership. A leader best leads by lifting others up. Through your strengths as a leader and your integrity and values you develop the ability to serve others and it is in this process that your influence will assist in the positive transformation that takes place.

Leadership is complex and is a life long learning process. It is tapestry of art that continues to develop and grow as more people are involved in the process.

Engaging And Enriching Learning | Maragon Private School

Wed, 10 Apr 2019 08:48:32 GMT

Global Competencies encompass a range of 21st century skills necessary for children to achieve a balanced, holistic, well-rounded and thorough education from Kindy right through to Matric. This will stand them in good stead to follow through with what lies ahead of them after school. These fundamental skills are there to engage and enrich learning and include:

· Communication

· Social

· Thinking

· Self – Management

· Research

As time goes on, one realises that the simple everyday learning of information in the classroom is not enough to sustain a child and prepare them for the future. The above mentioned competencies are being used on a global scale to enhance children’s learning needs in the classroom.

Each area is very specific and deals with a wide variety of learning methodologies, assessment strategies, self-reflection and steps to take, in order to assist the learning and application of these skills in the classroom. Children are encouraged to self-assess and are guided towards mastering these skills by using different learning forms/methodologies/strategies in the classroom.

Communication involves personal interaction and communication with others, as well as communicating with others in various contexts. The ability to communicate adequately is a fundamental skill in the work place today. Various tools and strategies have been outlined for teachers to help them assist children to develop communication skills. Communication forms an integral part of our teaching today whether it be by word of mouth or via technology.

Social skills include how we interact with others. This is reflected in personal behaviour, leadership roles and collaboration with others. This skill may take longer to achieve than others for some children, but there are guidelines and strategies in place to help children develop this skill. Children are encouraged to spend time in groups and learn how to work co-operatively with one another.

Thinking deals with critical, creative and reflective thinking. These are the demands of the 21st century. Children have to think beyond just memorising facts, be able to apply new ideas and explain their thought processes. This skill is developed over time. Children are required to think about more than just what is in front of them and question what they are learning about in order to achieve a deeper understanding of the content.

Self-management centres around organisational skills, self-reflection and growth mind-set affective skills (managing state of mind, habits and behaviours). This area allows children to learn how to manage their time effectively and reflect on what they have done. This gives children the space to be proud of themselves or realise that something could be done better next time. It allows them to understand that making mistakes is part of learning and that one can strive to do better next time round.

Research encompasses all areas of inquiry such as collecting, recording, organising and interpreting data. It also deals with information literacy, as well as media and digital literacy. All of these are fundamental in the learning process, whether working as part of a group or as an individual. There are five levels of research ranging from Level 1, whereby a lot of guidance is required and up to Level 5, where students can operate independently and can manage the research process effectively.

This area leads to another important approach to teaching, namely Inquiry Learning. This works hand in hand with the Global Competencies to create an effective learning environment, whereby children are lead to think and reach further than just what is in front of them. Units of inquiry have been introduced to teachers and they are using them in their teaching to allow the children in their classrooms to deepen their understanding, make connections and become forward thinkers and problem solvers.

We are turning a corner in education and have to keep up with the demand of what the world and society wants from us. This begins with children at school and it is our responsibility as educators to prepare them for what lies ahead. What used to be enough in the classroom is not enough anymore. Children are required to do more problem solving and critical thinking. Education is not black and white. Children need to be able to work with the above mentioned skills and master them in order to cope with the demands of the workplace later in life. It is therefore, imperative that children are introduced to these skills early in their education and make the most of their school years to master them.

How Do I Make My Child Love Reading | Maragon Private Schools

Mon, 08 Apr 2019 13:39:52 GMT

As a grade six English teacher at Maragon Ruimsig , I am frequently asked this question at Parents’ Evenings. The child concerned inevitably struggles with the comprehension section of my assessments and while the diagnosis is simple, the “medication” is very difficult to administer…think squirming cat here and the thankless task of attempting to force a pill down the hapless feline’s throat! An almost impossible task.

After about 28 years of teaching English, I am certainly qualified to state that, without a doubt, my top achievers were bookworms. Their vocabulary was excellent; they were able to master the skills of skimming and scanning for information in no time at all. The non-reader would comparatively read line by line looking for answers in the most laborious fashion, often needlessly re-reading sections in an attempt to find that ever-elusive answer. Naturally, the non-reader would start to panic and run out of time and in many cases skip to the easier Language section, often losing some 15-20% of their marks because of their inability to skim and scan.

Before beginning with the suggestions I will outline below, there may be a valid reason why your child dislikes reading. He or she may be struggling with a number of optical difficulties best diagnosed by an optometrist. The, as yet undiagnosed, difficulty could cause words to swim in front of your child’s eyes, letters could well be dancing in the most bewildering fashion making reading a fate worse than death itself. If you, as the parent wore glasses at an early age then genetically your child, too, will be more inclined to wear spectacles at an early age as well. In short: a visit to the optometrist is essential before proceeding.

Being an avid reader from an early age, I often find myself returning to my childhood looking for the stimuli that set me on the path towards loving books. My father was always curled up on the couch with a Louis L’amour in hand. The bookshelf was filled with westerns, non-fiction and various other genres. I was always a naturally curious child and absorbed all the “Children of the World” books, which were full of fascinating facts from countries all over the world. Very soon I graduated to Westerns and then onto adult novels at the age of 12. In hindsight, some of these books were not suitable for children of my age but my parents were none the wiser.

From this account, you can draw your own conclusions. If you want, your children to read you should be modelling that behaviour. Provide a healthy cross section of genres to appeal to your child’s unique reading palate. Generally, I find boys prefer non-fiction to fiction; girls on the other hand gravitate to fiction and tend to, as a rule, read more than boys tend to. As an added incentive, and to gauge your child’s interests, take your child to a bookstore and ask them to choose what it is that interests them.

Another possible way forward, counter-intuitively, is to choose an excellent audio book and listen to it in the car, on the way to your holiday destination, or even to school, every morning. This method will pique your child’s interest as they become involved in the plot and the drama of the reading. The next step may well be your child asking to read the books produced by that particular author.

Use technology to your advantage allow your child to purchase digital readers and order books online. Naturally, you will have to put provisos in place as to how much they may spend.

Which brings me to another matter…my own children…confession time: they do not read! Horror of horrors and here I am dispensing advice to all those parents out there! My children have been surrounded by books and both my wife and I read a great deal. My eldest was never interested in reading except for a very short “Lord of the Rings” spell. Today at 23 years of age, he mostly immerses himself in surfing the net and following up on his investments and shares, all of which require skimming and scanning skills. My middle child, now in Matric, was a bookworm of note and is now a top student, he no longer reads. My youngest has read perhaps two or three books in his entire 14 years and yet manages to achieve top marks for his comprehensions.

My point is that there are no fixed rules, the old adage applies, “You can take a horse to water but you can’t make it drink.” Do not despair if you try out all the tips I have mentioned without success. Our children are reading all the time, be it advertisements or cereal boxes, they read a copious amount of material without picking up a book. More important than the mechanical technique of reading is comprehension, or understanding what it is you are reading. The thinking skills behind the reading are vital. You might want to try commenting on a headline that may appear on a street-pole. Try the WWWWHW technique i.e. who, what, where, when, how and why. In other words, “Who do you think the headline is speaking about?” This technique teaches your child to read with comprehension. Scroll through the articles on news 24 and utilize the same technique.

In conclusion: you may not produce a bookworm but you are giving your child the skills by which they can dissect a piece of writing and is that not what reading is really all about?

Why Art is fundamental for a Pre-schooler | Maragon Ruimsig Pre-school

Mon, 01 Apr 2019 09:02:06 GMT

What is art? Art is the “expression or application of human creative skill and imagination” thus may be brought through in a child in many forms: Music, Dance, Literature or Visual Creative Arts.

Art is fundamental; this could almost be considered to be part of a vital milestone in the pre-school child’s learning. In my experiences with visual arts, the atelier is a place of research and experimentation where children can express themselves through the stimulation of their own creativity. The experience is one of enjoyment and plays a role in shaping their sense of personal, social and cultural identity.

Maragon Ruimsig Pre-school art activities can be seen as of great importance.

· They help develop fine motor, gross motor and hand-eye co-ordination skills.

· Problem solving abilities develop as they explore a large variety of new materials and tools around them.

· Art is one of the many languages of the world where discussions and conversations lead in different direction building on vocabulary, allowing children who have a limited vocabulary to also have an outlet to express themselves.

· The stages of art from scribbling to consciously drawing shapes, form a foundation for school readiness.

· Art teaches children about cause and effect appealing to the child’s sense of curiosity.

· Open–ended art is essential as it helps children not to be afraid of change and allows for a higher order of thinking.

· A sense of pride is developed, through the planning of an activity to the final outcome, it all has a purpose.

· The child’s self-esteem develops through activities where they can express their own thinking through the freedom of choice. Independence is encouraged and taking responsibility for an activity boosts self-confidence.

· Working in groups at various times, sparks collaboration, socialising and compromise, which are all life skills that are crucial for development.

Art should no longer just take on the form of using only some or other mark-making tool. Art is the discovery of building, fitting, fixing, breaking and composing of loose parts, using old things to become new things. Thus re purposing and up cycling. Our mind sets have been shifted from the traditional ridged and somewhat constricted views of what constitutes art or an artist. I think we as teachers are only scrapping the tip of the iceberg of the possibilities available worldwide.

So when teaching, we should take on the opportunity to explore and expose our children to the wealth of resources available. Once we take on this ‘new age’ way of thinking we can then understand the full rich meaning of why art is so fundamental in learning , in the classroom and beyond.