Digital Safety

OCTOBER 2024 In South Africa, the ability to read for meaning is a critical skill that remains elusive for many children. According to the Reading Panel 2030 report, a staggering 78% of Grade 4 learners cannot read for meaning in any language. This alarming statistic underscores the urgent need to foster a love of reading among students to ensure their academic success and personal development. “Reading is foundational to learning and personal growth. It enhances vocabulary, improves comprehension, and stimulates imagination. Moreover, reading is linked to better academic performance across all subjects. For South Africa, where educational disparities are significant, promoting reading can be a powerful tool to bridge the gap and empower future generations,” says Kassandra Strydom, Academic Advisor: Foundation Phase at ADvTECH , Africa’s leading private education provider. Strydom emphasises that in a world dominated by social media and mobile devices, keeping a child's interest in reading can be challenging. However, she underscores that this is a vital responsibility for parents. “By integrating reading into daily life from a young age, and making it an enjoyable activity, parents can help their children develop a lifelong love for reading, thereby improving their prospects of personal and academic achievement,” she says. Strydom notes that the findings of the Reading Panel 2030 report highlight the critical need for efforts to ensure that all children in South Africa can read for meaning by 2030. And while the Department of Education committed to addressing challenges identified in the report at a recent session where Basic Education Minister Siviwe Gwarube delivered the keynote address, the mammoth task could not be left to educators alone, she said. “Schools and teachers play an important role in teaching students how to read, but few are equipped to instil a genuine love for reading by the time children begin formal education. This essential passion must be nurtured at home to create a supportive environment where students can thrive once they master their ABCs.” Strydom says parents play a pivotal role in nurturing a child’s love for reading, and says it can be done by: CREATING A READING-FRIENDLY ENVIRONMENT & LEADING BY EXAMPLE Second-hand books are often very affordable, and libraries are free, making it easy for families to fill their homes with a diverse selection that caters to their child's interests and reading level. Choosing books together can be a fun and exciting activity, providing valuable parent-child bonding time. Once the books have been selected, engaging in paired or shared reading experiences can enhance this connection. Creating opportunities to read together in a relaxed and intimate setting—whether snuggled on the couch or curled up in bed—makes reading feel special. This not only fosters a love for reading but also connects the activity to positive emotions and quality time spent together. By modelling positive reading habits and setting aside dedicated reading time each day, parents can help cultivate a lifelong passion for books in their children. USING TECHNOLOGY WISELY Excessive screen time can negatively impact children’s development, prompting many schools to limit mobile phone usage to create more focused learning environments. To balance screen time at home, families can implement "reading timeouts" that benefit both child and parent. While there are numerous reading apps and platforms that can make reading engaging, it’s important to choose those that offer personal learning pathways, allowing children to explore content beyond just reading. These apps can foster deeper engagement with reading material by connecting it to real-world situations and encouraging critical thinking. However, it’s essential to also incorporate non-screen reading to ensure children develop a well-rounded love for literature alongside their digital experiences. MAKING READING AN INTERACTIVE EXPERIENCE When fostering a love for reading, it's important to ensure that the experience is interactive. Encourage children to engage with books before diving into the text by taking time for ‘picture walks’, where they can flip through pages and explore the illustrations. This approach helps minimise distractions and prepares them for a more focused reading experience. Consider using the "5 W" principle—asking who, what, when, where, and why questions about the book—to spark discussion and curiosity. Before reading, ask children what they think the story might be about, and always include the follow-up question, "How do you know that?" This encourages them to articulate their thoughts and develops metacognition—thinking about their thinking—making the reading experience richer and more meaningful. ENDS

In a world where technology increasingly occupies children's attention, the importance of promoting physical activity cannot be overstated.

The school tells of the many charitable initiatives they have held so far.

24 Learners were announced as the schools new leaders for school.

Grade 11 learners from Pinnacle College Waterfall School were gathered in their school hall, and lectured on the importance of youth leadership, seeking knowledge, good social relations, and being receptive to mentorship programmes.

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 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: 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 is accredited by The British Accreditation Council (BAC), the independent quality assurance authority that accredits private institutions in the UK.

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: 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.

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.