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How Early Reading Shapes Lifelong Learning

Thu, 02 Apr 2026 11:12:28 GMT

Turning imagination into stories: how young students become authors at Pinnacle College

International Children’s Book Day, celebrated on 2 April, offers a powerful reminder of the role that stories play in shaping young minds. Literacy sits at the heart of education, yet its foundations are often built in the simplest and most magical ways: curiosity, imagination and storytelling.

At Pinnacle College Ridge View, these elements come together in a remarkable Pre-Primary initiative where students become authors of their own books. What begins as a moment of curiosity quickly evolves into a meaningful literacy journey that leaves a lasting impact.

A recent example brought this to life when young students discovered caterpillars on the playground. Questions followed naturally, sparking an enquiry-based learning experience that extended far beyond observation. Teachers guided discussions, encouraged exploration and allowed imagination to flourish as students began shaping stories inspired by what they had seen.

Each class worked collaboratively to develop narratives, combining real-life experiences with imaginative storytelling. Illustrations, ideas and storylines came directly from the students themselves, resulting in books that reflected both their creativity and their voice.

Confidence grows in extraordinary ways when young students see their thoughts transformed into printed stories. Pride becomes evident as they share their books with classmates and families, reinforcing the belief that their ideas matter. Tangible books also elevate the value of reading in a digital age, offering something lasting and meaningful that can be revisited again and again.

A structured approach to compiling storybooks per grade ensures that literacy development progresses naturally. Early years focus on oral storytelling and illustration, gradually introducing more structured writing as students grow. Skills such as vocabulary development, comprehension, sequencing and understanding story structure are strengthened in a way that feels organic rather than forced.

Strong literacy foundations remain essential in South Africa, where education continues to play a critical role in bridging opportunity gaps. Ability to read, interpret and engage critically with information shapes academic success and future participation in society. Early investment in literacy equips students not only to succeed in school but to navigate an increasingly complex, information-driven world. Within the Pinnacle Colleges network, literacy is recognised as a critical building block for long-term academic achievement and future readiness.

Teachers play a vital role in this process, acting as facilitators rather than directors. Thoughtful questioning and supportive environments allow creativity to lead, while ensuring that each student feels confident to contribute. Safe, engaging spaces encourage exploration, risk-taking and the development of essential communication skills.

A strong reading culture extends far beyond a single project. Pinnacle College Ridge View integrates storytelling and reading into everyday classroom experiences, creating print-rich environments where books and stories are part of daily life. Themed reading days, storytelling sessions and ongoing literacy programmes ensure that engagement continues throughout the year.

International Children’s Book Day provides an ideal platform to celebrate these efforts. Activities centred around books, storytelling and creativity highlight the joy of reading while reinforcing its importance as a lifelong skill.

Parents also play an essential role in nurturing this journey. Reading together, encouraging discussion and allowing children to choose their own books help establish positive habits early on. Shared reading experiences strengthen both literacy skills and family connections, creating moments that extend learning beyond the classroom.

Early exposure to books has a profound effect on vocabulary, comprehension and overall academic confidence. Students who engage with stories regularly develop stronger language skills and approach learning with greater assurance. These benefits extend across all subjects, reinforcing the value of literacy as a foundation for success.

Creative literacy initiatives such as the Pinnacle College Ridge View storybook project demonstrate that education is not only about academic performance but also about nurturing imagination, confidence and a genuine love of learning. Students emerge not only as readers but as storytellers, thinkers and creators.

Moments that begin with curiosity can shape a lifelong relationship with books. A simple discovery on a playground can become the first chapter in a much bigger story.

Zero Waste, Maximum Impact: Small Changes, Powerful Habits at Pinnacle Colleges

Mon, 30 Mar 2026 12:17:38 GMT

International conversations around sustainability continue to gain urgency, yet meaningful change often begins in the most ordinary spaces. Classrooms, playgrounds and even lunchboxes are becoming powerful platforms for environmental awareness at Pinnacle Colleges.

International Day of Zero Waste, observed on 30 March, presents an opportunity to rethink how waste is created and managed in daily life. A practical and student-centred approach is taking shape at Pinnacle College Linden, where sustainability is embedded not as a once-off campaign but as a lived value.

“International Day of Zero Waste highlights the importance of rethinking how we use and dispose of resources,” says Ineshree Naidoo, Principal of Pinnacle College Linden. “At Pinnacle College, this global conversation is brought into everyday student experiences through our approach to respect for self, others and the environment.”

A simple yet practical Term 2 focus on “zero-waste lunches” reflects this philosophy. The idea, sparked by Kerry Gerlag, Deputy Head of the Intermediate Phase at Pinnacle College Linden, has been developed collaboratively within the school’s WESSA team. Emphasis is placed on reducing single-use packaging and encouraging students to bring snacks in reusable containers rather than relying on cling wrap or individually wrapped items. Focus remains on how food is packed, rather than what students eat, making the initiative both practical and inclusive.

Small adjustments, such as decanting snacks into reusable containers at home, are proving effective in reducing unnecessary waste. Awareness grows through repetition, while habits begin to shift through consistency.

“Perfectly waste-free lunches are not always realistic,” Naidoo explains. “Our aim is to build awareness through small, consistent changes that make a difference over time.”

Sustainability at Pinnacle Colleges extends well beyond lunchboxes. A structured partnership with WESSA has strengthened environmental programmes, ensuring that initiatives are both educational and impactful.

At Pinnacle College Linden these efforts are guided by a collaborative team of WESSA teacher leads who work together to embed sustainable practices into daily school life. Activities such as bottle top and bread tag collections, eco-brick projects and community drives are integrated into school routines, encouraging active participation.

Student leadership plays a critical role in driving this momentum. Johannesburg Mini Councillors and the WESSA Eco Committee empower students to influence peers, teachers and the wider school community. Peer-led initiatives foster a sense of ownership, making environmental responsibility both relatable and achievable.

“Students are far more receptive to messages driven by their peers,” says Naidoo. “This creates a culture where awareness becomes shared and action becomes collective.”

Teachers support this journey by embedding sustainability into everyday teaching. Lessons in Natural Sciences and Social Sciences are linked to real-world environmental challenges, ensuring that knowledge translates into action. Younger students are introduced to these concepts through mentorship structures, where older students guide discussions and activities in age-appropriate ways.

Recognition of these efforts is reflected in Pinnacle College Linden’s WESSA Silver Award, achieved with an impressive score of 91%. Continued investment in sustainability, including the implementation of solar energy systems, further reinforces a long-term commitment to responsible resource use.

Challenges remain, particularly in ensuring that recycling initiatives do not unintentionally encourage overconsumption. Clear messaging around reuse and reduction helps maintain focus on meaningful impact rather than quantity.

Parental involvement remains an important pillar. Guidance around initiatives such as eco-bricks and zero-waste lunches ensures that sustainability extends beyond the school gates into everyday family routines.

A broader message emerges through these efforts: impactful environmental change does not require perfection, but participation.

“Starting with simple, consistent actions can make a difference,” Naidoo concludes. “When students are involved in practical, hands-on activities, we begin to develop habits that last far beyond the classroom.”

International Day of Zero Waste serves as a reminder that global challenges can be addressed through local action. Each reusable container, each conscious choice and each student-led initiative contributes to a future shaped by responsibility and awareness.

ADvTECH Schools claim top honours in WESSA centenary awards

Tue, 03 Mar 2026 08:37:42 GMT

In a significant recognition of its leadership in sustainable education, ADvTECH - Africa's leading private education provider - has been honoured for exceptional environmental stewardship at the Wildlife and Environment Society of South Africa (WESSA) Centenary Awards.

Celebrating a century of inspiring environmental action, education, and advocacy under the motto “People Caring for the Earth”, WESSA acknowledged ADvTECH's deep integration of the Eco-Schools South Africa programme for its unparalleled scale and impact.

“As WESSA marks 100 years of environmental leadership, partnerships like the one we share with ADvTECH remind us why environmental education remains one of the most powerful tools for long-term change,” says WESSA CEO Cindy-Lee Cloete.

“When 42 schools within a single education group commit to environmental stewardship, the ripple effect extends far beyond the classroom into homes, communities and ultimately into the future leadership of this country.”

At the awards ceremony on February 27, 37 ADvTECH schools received Silver Awards status, which celebrates two years of WESSA collaboration, and the schools below have shown their lasting dedication by participating in environmental initiatives and raising awareness.

Trinityhouse, Little Falls: Gold status (4 yrs.)
Crawford International School, Sandton: Platinum 2 status (7 yrs.)
Tyger Valley College: Bronze Decade status (12 yrs.)
Pinnacle College, Ridgeview: Green Flag Decade status (13 yrs.)
Pecanwood College: Platinum Decade 2 status (17 yrs.) Additionally, also recognised for submitting the most eco-snippets

All of the ADvTECH participating schools achieved full assessment letters for their submitted portfolios of evidence, with scores ranging from 70% - 98%.

Top achieving schools were:

Crawford International School, La Lucia
Maragon Olympus, Faerie Glen
Crawford International School, Sandton
Crawford International School, Lonehill
Abbots College, Northcliff

Additionally, ADvTECH received a Partnership Award in recognition of its outstanding and unique contribution to environmental stewardship.

“It has been another incredible year working closely with the WESSA champions at our schools, as well as the dedicated WESSA team. Throughout 2025, we witnessed some of the most inspiring and comprehensive portfolios of evidence ever submitted, reflecting not only commitment but also genuine passion for environmental stewardship and sustainability. The quality, creativity, and consistency demonstrated by our champions have set a remarkable standard and continue to inspire positive change within their school communities,” says Krystal Munian, Academic Advisor and WESSA Lead.

“We extend our sincere gratitude to every champion and the school teams for their phenomenal hard work, perseverance, and dedication to advancing the project’s goals. And we are excited about the year ahead and look forward to building on this momentum through new activities, innovative initiatives, collaborative projects, and continued growth across all participating schools.”

Innovative Teaching Methods to Engage Young Learners at Pinnacle Colleges

Fri, 25 Jul 2025 11:53:24 GMT

Innovative Teaching Methods to Engage Young Learners at Pinnacle Colleges

At Pinnacle Colleges, we understand that the foundation of lifelong learning is built in the early years. That’s why our approach goes beyond traditional methods, embracing modern teaching strategies and creative learning techniques to spark curiosity and foster a love for learning in every child.

Interactive Lessons and Technology Integration

We believe that children learn best when they are actively involved. Our teachers use interactive lessons—such as group discussions, hands-on activities, and collaborative projects—so learners participate rather than just listen. Technology plays a key role: from interactive whiteboards to virtual reality (VR) experiences, students can explore everything from the inside of a frog in biology to ancient civilizations in history, making abstract concepts tangible and memorable.

Play-Based and Multi-Sensory Learning

Play is central to our early childhood curriculum. Through role-play, building activities, and imaginative games, children develop critical thinking and social skills in a joyful environment. We also use multi-sensory instruction—combining visual, auditory, and tactile experiences—so every child’s learning style is supported. For example, learning about shapes might involve sorting games, songs, and hands-on exploration.

Gamification for Motivation and Engagement

To make learning fun and rewarding, we incorporate gamification—using points, badges, and friendly challenges to motivate students. This approach increases participation, boosts motivation, and helps children retain knowledge while developing a positive attitude toward challenges.

Creative Expression and Artistic Activities

Art, music, and storytelling are woven into daily lessons. Learners are encouraged to express themselves through free drawing, craft projects, singing, and creative writing. These activities nurture imagination, build confidence, and help children communicate their ideas in unique ways.

Inquiry-Based and Project-Based Learning

We encourage curiosity by posing open-ended questions and guiding learners through project-based investigations. Whether it’s building a classroom garden or exploring a science question, students learn to ask, investigate, and present their findings—developing independence, collaboration, and problem-solving skills.

A Stimulating and Supportive Environment

Our classrooms are designed to inspire. Children’s work is proudly displayed, themed learning corners invite exploration, and diverse materials are always available for creative projects. This nurturing setting helps every learner feel valued and excited to discover.

At Pinnacle Colleges, innovative teaching isn’t just a buzzword—it’s at the heart of how we help young learners thrive. By blending modern strategies with creativity and care, we ensure that every child is engaged, empowered, and ready to succeed in a rapidly changing world.

AI IN EDUCATION: SUPPORTING TEACHERS, NOT REPLACING THEM

Mon, 30 Jun 2025 09:58:48 GMT

AI IN EDUCATION: SUPPORTING TEACHERS, NOT REPLACING THEM

JUNE 2025

It is undeniable that AI in education, even though still in relative infancy, has a multiplier effect on student outcomes. An overview of the substantial impact of individualised learning on student performance over the past few years, combined with an insight into daily advances in real life, has the potential to raise concern about the role of human educators in classrooms.

Are teachers becoming obsolete? Not quite.

While it is true that AI’s role is growing by the day, it is in fact not replacing teachers, but rather changing the role of teachers, an education expert says.

“We have, over the past 3 years, seen a 20% improvement in student performance, with AI and individualised learning having become the order of the day,” says Desiree Hugo, Academic Head at ADvTECH Schools.

AI in education isn’t a case of students having access to ChatGPT – it is a vastly more considered strategy leveraging proprietary tools and platforms. ADvTECH’s ADvLEARN Intelligent Tutoring System is a prime example, utilising AI to craft individualised learning paths that allow students to advance at their own speed. This system empowers data-guided instruction while fostering independent learning across various subjects.

“Adaptive learning technologies leverage data-driven analysis to personalise educational content, pacing, and assessments based on each student's unique needs. These solutions, which include intelligent tutoring systems and learning management platforms, enable educators to tailor instruction efficiently without increasing their workload, when integrated effectively,” says Hugo.

“For students, this creates a customised, engaging, and encouraging experience, whether they’re building core skills or exploring complex topics. For educators, it delivers real-time insights to refine teaching approaches, ensuring all students achieve progress.”

AI systems are fast moving in the direction of students being able to learn completely independently, which then raises the question – what about the teachers? Will in-person schools still be a thing? Or will future learning consist of young people working alone, in front of their screens?

“Adopting best international practices in AI implementation is critical to staying at the forefront of educational excellence. However, the narrative around AI in education must be clear: AI is a powerful tool to support, not replace, teachers,” says Hugo.

“The human element in teaching, in particular empathy, creativity, and mentorship, remains irreplaceable, and AI’s role is to enhance these supportive opportunities, ensuring teachers remain central to the learning experience, while time-consuming repetitive tasks become the domain of AI.”

The integration of AI into education really is a best-case scenario, allowing overworked teachers to get back to their unique strengths, Hugo says.

WHY TEACHERS WILL REMAIN AN IMPORTANT PART OF THE EDUCATIONAL LANDSCAPE

While AI excels at processing data and delivering personalised content, it lacks the human qualities that ensures an exceptional, holistic education. In the age of AI, the role of teachers will remain important in the following areas:

Emotional connection and empathy - Learning is deeply human, driven by relationships. Teachers understand students’ emotional needs, motivate them through challenges, and celebrate their successes. No algorithm can replicate the encouragement of a teacher who notices a student’s potential or the trust built through years of mentorship.

Fostering creativity and critical thinking - AI can provide information, but teachers guide students to question, innovate, and think critically. In a world increasingly shaped by AI, skills like ethical reasoning, collaboration, and creative problem-solving, nurtured by teachers, are essential. Curricula, like the IEB, IB and Cambridge systems, emphasize these skills, and ADvTECH’s commitment to global standards positions its teachers as key drivers of this development.

Cultural and contextual nuance - South Africa’s diverse educational landscape requires teachers who understand local contexts, languages, and cultural dynamics. Teachers bridge the gap between AI and real-life context, ensuring learning is relevant and inclusive.

“The fear that AI will replace teachers stems from a misunderstanding of its purpose, combined with the stunning realisation of its ability to improve student outcomes. But AI is not a substitute for human connection. Rather, it is a catalyst for unlocking teacher potential. It empowers teachers to do what they do best: inspire, guide, and transform lives.

“Imagine a classroom where AI handles repetitive tasks, provides real-time student insights, and suggests tailored resources, while the teacher focuses on sparking debates, nurturing talents, and building confidence. This is the future that educational institutions must champion - a future where technology supports human excellence, not replaces it.”

ENDS

Extracurricular Activities That Build Leadership Skills at Pinnacle Colleges

Thu, 19 Jun 2025 12:11:42 GMT

At Pinnacle Colleges, we believe that education goes beyond the classroom. As part of our commitment to nurturing well-rounded individuals, we offer a variety of extracurricular opportunities designed to develop essential leadership skills in our students.

Why Leadership Matters

Leadership is more than just a title—it's about initiative, responsibility, and the ability to inspire others. These qualities are vital for academic success and for thriving in life beyond school. At Pinnacle Colleges, we empower students to become confident, capable leaders through hands-on experiences and values-based education.

Leadership Programs and Student Government

Our schools offer structured leadership programs and student government bodies where learners can take on real responsibilities. Whether it’s organizing school events, leading assemblies, or representing their peers, students develop communication, decision-making, and teamwork skills that will serve them for years to come.

Sports: Building Teamwork and Resilience

Participation in sports is a cornerstone of the Pinnacle Colleges experience. Our students learn the importance of discipline, collaboration, and perseverance—key aspects of effective leadership. Whether on the soccer field, netball court, or athletics track, learners are encouraged to set goals, support their teammates, and lead by example.

Cultural and Club Activities

From debate clubs to arts and music, our cultural programs encourage creative thinking and problem-solving. Students have the chance to organize performances, participate in competitions, and work together on projects, all of which foster leadership and initiative in a supportive environment.

Community Service: Leading with Heart

At Pinnacle Colleges, we believe in the power of giving back. Our community service initiatives allow students to engage with and make a difference in their communities. Through volunteering and outreach projects, learners develop empathy, social awareness, and the confidence to lead positive change.

A Holistic Approach to Leadership

As part of the ADvTECH Group, Pinnacle Colleges is committed to holistic education. We balance academic excellence with a strong focus on personal growth, ensuring that every student is equipped with the knowledge, skills, and values needed to succeed. Our approach to extracurricular activities reflects this philosophy—preparing students not just for exams, but for life.

Ready to discover your leadership potential? Explore the wide range of extracurricular opportunities at Pinnacle Colleges and become the leader you are meant to be!

How to Inspire a Love of Reading in Your Child

Tue, 15 Oct 2024 09:21:17 GMT

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

Digital Safety

Tue, 04 Jun 2024 13:42:47 GMT

Just as we teach our children to look both ways before crossing the street, we must teach them to think before clicking online.

Children are more connected than ever before and spend considerable time online, from social media to gaming and online education. While the internet offers numerous opportunities for learning, entertainment, and social interaction, it also presents various risks that can harm children's well-being and development.

Therefore, it is essential to teach children to be safe online. Children can protect themselves from cyberbullying, inappropriate content, online predators, scams, and fraud by learning how to navigate the digital world safely.

Cyberbullying is a growing concern in the digital age, and it can have severe emotional and psychological impacts on children. By teaching children to be safe online, they can recognise and respond to cyberbullying and take steps to protect themselves from it.

Inappropriate content is another risk that children can easily stumble upon while browsing the internet. This content can be harmful to their development and well-being. They need to know how to filter and block inappropriate content and be educated on what kind of content is appropriate for their age.

Online predators use the internet to target and exploit vulnerable children. Teach your children to recognise and avoid online predators and take steps to protect their personal information and privacy.

Moreover, children can be easy targets for online scams and frauds, as they may not have the necessary knowledge and experience to recognise and avoid them. Be aware of your settings on your phone for online purchases, don’t ever save your banking details in any app! This could protect you from scammers and your little ones purchasing “rewards”, which could leave you out of pocket and a target for scammers.

Teaching children to be safe online is crucial to protect them from various online risks and to help them develop responsible and healthy digital habits. Parents, teachers, and caregivers can significantly teach children the necessary skills to stay safe online. By using educational tools and resources and setting clear rules and boundaries, children can learn how to navigate the digital world safely.

Teaching children to be safe online can be a complex process, but here are some tips to help you get started:

Establish rules and boundaries: Set clear rules and boundaries for your child's online activity. For example, you can limit their screen time, restrict access to certain apps or websites, or set up parental controls to monitor their online activity.

Educate them about online risks: Talk to your child about the potential dangers of using the internet, such as cyberbullying, online predators, scams, and inappropriate content. Teach them how to recognise and respond to these risks.

Encourage open communication: Create a safe and non-judgmental environment where your child feels comfortable sharing their online experiences with you. Encourage them to ask questions, seek help, and report any suspicious activity.

Model safe online behaviour: Lead by example and model safe online behaviour yourself. Show your child how to protect their privacy, avoid suspicious links and downloads, and be respectful and kind online.

Use educational resources: There are many resources available that can help you teach your child about online safety, such as online courses, games, and videos. Use these resources to supplement your own teaching and reinforce essential lessons.

By following these tips and staying engaged with your child's online activity, you can help them develop healthy and responsible digital habits that will serve them well throughout their lives.

Physical Activity

Wed, 15 May 2024 07:38:08 GMT

In a world where technology increasingly occupies children's attention, the importance of promoting physical activity cannot be overstated. Engaging in fun exercises and participating in sports not only contributes to physical health but also nurtures vital life skills. This article explores the significance of encouraging physical activity among children and suggests various enjoyable exercises and sports that can contribute to their holistic development.

The Importance of Physical Activity

Physical activity plays a crucial role in the overall well-being of children. Beyond promoting cardiovascular health and strength, it offers a range of benefits that positively impact their cognitive, emotional, and social development:

Physical Fitness: Engaging in regular physical activity helps children develop strong muscles and bones, maintain a healthy weight, and enhance their overall fitness.
Motor Skills: Physical activities and sports challenge children's motor skills, coordination, and balance, contributing to their physical confidence and agility.
Cognitive Development: Physical activity has been shown to stimulate brain function, improving concentration, memory, and problem-solving skills.
Emotional Well-being: Exercise triggers the release of endorphins, the "feel-good" hormones, promoting positive moods, reducing stress, and alleviating symptoms of anxiety and depression.
Social Skills: Participating in team sports fosters teamwork, communication, and cooperation, helping children build strong social bonds and learn valuable interpersonal skills.

"When children engage in physical activity, they're not just improving their health, they're building a foundation for a happier, more confident life." - Unknown

Fun Exercises and Sports for Children:

Outdoor Play: Encourage unstructured outdoor play, whether it's running, jumping, playing tag, or engaging in imaginative activities like building forts or treasure hunts.
Swimming: Swimming not only provides an excellent full-body workout but also builds confidence in water and enhances safety skills.
Cycling: Riding a bike is a fun way to improve cardiovascular fitness while exploring the outdoors.
Dance: Dancing to music allows children to express themselves creatively while enhancing coordination and rhythm.
Team Sports: Sports like soccer, netball, and rugby promote teamwork, strategy, and healthy competition.
Martial Arts: Activities like karate or taekwondo teach discipline, respect, and self-defence skills.
Gymnastics: Gymnastics builds flexibility, strength, and body awareness through various exercises and routines.
Yoga: Yoga enhances flexibility, balance, and relaxation, promoting mindfulness and stress reduction.
Obstacle Courses: Set up obstacle courses in the yard or park, engaging children in dynamic, enjoyable challenges.
Hiking: Exploring nature through hiking offers physical exercise, fresh air, and exposure to the natural world.

"Children who move, play, and explore through physical activity are laying the groundwork for a strong, capable future." - Unknown

Promoting physical activity through fun exercises and sports not only contributes to children's physical health but also enhances their cognitive, emotional, and social development. Encouraging a variety of activities allows children to discover their preferences and develop a lifelong love for physical movement. It's essential to prioritize physical activity and create an environment where children can explore, play, and grow both physically and mentally. By instilling these healthy habits early on, we set the foundation for a lifetime of well-being and positive lifestyle choices.

Pinnacle College’s commitment to making the community better

Wed, 22 Nov 2023 07:39:44 GMT

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

The outreach committee of Pinnacle College Linden continues to make a positive impact within the community. This school showcased its dedication to giving back through a series of heartwarming initiatives that touched the lives of many.

One event that resonated deeply with the community was their Slipper Day fundraising effort. The funds raised during this event were directed towards aiding children afflicted by childhood diseases and were facilitated by the Dis-Chem Foundation.

In July, the school embarked on a sandwich drive, which transformed into an astounding 943 sandwiches. These meals were distributed to preschools in Kya Sands, helping those who needed it most.

Marang House, a haven for children awaiting kidney transplants, has become a primary focus of the school’s charitability. For the organisation, they hosted a dignity packs drive, aimed at supplying essential toiletries to these children. Each child, as well as the house mother, Salome Parkies, and staff member, Fekile Mbhele, received a thoughtfully prepared pack.

According to the school’s head of marketing, Patricia van der Merwe, during a tour of the organisation it became evident that many children were in dire need of warm blankets, particularly during the chilly winter months. Responding to this need, the Student Representative Council (SRC) initiated a unique and engaging teacher-student swap day. The funds raised from this initiative amounted to R2 300 and went into a blanket fund. It saw the purchase of comforters that brought not only warmth but also priceless expressions to the faces of the children.

“An enriching afternoon was shared between Marang House residents and members of the SRC and outreach committee. The gathering included activities such as assisting with homework, outdoor games, and engaging conversations that fostered the sharing of ideas and camaraderie,” said van der Merwe.

Van der Merwe explained that in essence, Marang House stands as a refuge for these ailing children, and the school has embraced the privilege of providing love and service to uplift their lives. “The institution’s commitment to making a meaningful difference continues to inspire. Reminding us all of the profound impact that kindness and compassion can have on those facing challenging circumstances.”

The school is of the belief that its actions serve as a powerful testament to the positive change that can be achieved through collective efforts and a heart full of compassion.

Pinnacle College announces prefects

Wed, 30 Aug 2023 08:28:05 GMT

24 Learners were announced as the schools new leaders for scho ol.

Pinnacle College founders Hill recently elected its prefect body for 2024 schooling year.

Twenty-four learners were announced as the school’s new leaders.

The learners are: Lesego Nkosi, Samuel Mwale, Olwethu Huna, Yuvanya Govender, Caitlyn Barnes, Luyanda Mane, Kevanie Naiker, Ishtiaq Cassim, Adrian Shawarira, Page Palmer, Sohan Singh, Didintle Palare, Lehumo Tabane, Murangi Funzani, Neo Tladi, Lily Kemp, Cameron Boulle, Roy Van Vuuren, Cameron Reid, Jessica Maswoba, Aphiwe Nkosi, Khwezi Radebe, Siyamthanda Madalane and Lisakhanya Neti.

Pinnacle College Waterfall school pupils’ youth leadership seminar

Wed, 30 Aug 2023 08:05:09 GMT

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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. The youth leadership seminar formed part of IQ Business and AdvTech’s bid to contribute to the country’s young people, by sharing their experiences, expertise and journey with pupils at Pinnacle College.

General Counsel and Youth Committee (YCO) CEO, Yesthiel Singh, led the seminar and addressed learners about South Africa’s skills loss, with skilled workers leaving the country for greener pastures in foreign countries. “The youth leaders are the future of the country, and the brain-drain that we are suffering in South Africa, especially in the technology industry, is a cause for concern and I hope this seminar will encourage these young people to remain in our country and be the leaders in areas that the country is suffering losses in.”

Other lessons pupils were lectured on were the principles of one of South Africa’s most famous saying – “Ubuntu”, and the application of Ubuntu in the workplace, Yes4Youth programmes, and IQ Business graduate programmes. Bhavna Singh and Mikaila Sher were speakers at the seminar and they both touched on career guidance for the youth, youth development, and mentorship.

GROUNDBREAKING DIGITAL LEARNING PLATFORM DEVELOPED IN SA LAUNCHED ACROSS ADvTECH SCHOOLS

Mon, 16 Jan 2023 12:42:27 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 08:53:53 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 07:26:24 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 06:44:40 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.

Respect

Mon, 22 Aug 2022 12:16:23 GMT

What is respect?

Respect. The dictionary’s definition is a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements, but

what is respect?

Well to me respect means love. Respect means you care. Respect means having dignity. Respect shows your true character, do you respect those only above you or those beneath you? But that isn’t all that respect is, respect is a way of thinking about or treating someone. It is how you show that you admire someone. Respect means to be polite, kind, and courteous. Respect means that you accept somebody for who they are, even when they are different from you, or you don't agree with them.

We all know that respect is important but…why? To me, it’s important because it shows me your character, how you will treat me and others, and how you lead and influence people. Respect builds trust and makes you feel safe. So why not respect others? Don’t tell me it’s hard. You can respect others by simply just listening to what they have to say. Remember, Treat others the way you would want to be treated.

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

Fri, 24 Jun 2022 11:55:50 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 11:28:29 GMT

Are you considering a pursuing 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 08:31:05 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.

ACADEMIC JOURNEY OF A LIFETIME: THE SCHOOL, STUDENT & PARENT RELATIONSHIP

Mon, 11 Apr 2022 09:14:58 GMT

A fulfilling, meaningful and ultimately successful academic journey relies on a close relationship between the school, parents and students

A fulfilling, meaningful and ultimately successful academic journey relies on a close relationship between the school, parents and students throughout, and all of them are required to play their roles consistently and effectively, an education expert says.

“We can’t always be certain of what the future may hold, and all of us bring to the table our different life experiences, expectations, abilities and personalities. But working towards a solid foundation of trust and understanding, and always centering the needs of the student, will ensure that regardless of setbacks and challenges, all parties are able to experience success during the many years a child will spend at school,” says Desiree Hugo, Academic Head at ADvTECH Schools, SA’s leading private education provider.

Hugo says it should come as no surprise that where an emotive and life-changing endeavour such as a school is concerned, with its myriad employees, many parents and students, service providers, schedules, divergent approaches and essential and valuable logistics, it is inevitable that there will be variance in expectations.

The relationships that exist in schools are complex and need constant attention by all stakeholders. The success of students and positive student experiences must underpin all undertakings and relationships within a school. Stakeholders must build trust and good faith to ensure consistent student’s development and performance.

The roles of the 3 parties – school, students and parents – can be defined as follows:

PARENTS

The parent’s responsibility is to take an interest in their child’s wellbeing and build relationships. They will be selecting the school best suited to their child’s interests and are tasked with ensuring they do thorough due diligence before signing up with an institution. Then, once at school, they need to stay involved. Any significant events or changes in a child’s life may impact a student’s engagement and learning, and it is important to share that with the school so that the school can better serve the child’s unique needs and provide the necessary support.

It is also worth teaching children the value of perseverance. If there are difficulties, don’t simply move the child to another school, but rather work with the school to address concerns. This builds character and resilience.

Endlessly moving from school to school does not support your child’s learning experience. Rather continually engage with the school to help your child grow and build necessary life skills of grit and perseverance. Children take their cue from their parents, so if parents speak derogatorily about a school or a teacher, that child’s ability to thrive is immediately limited due to a lack of trust.

Get involved in school and extra-mural activities and seek to become part of the community of growth in which you enrolled your child. In doing so, the school ultimately also becomes part of families’ personal network and foundation of support.

TEACHERS

The student experience must be at the heart of what teachers do. Their role is to ensure they develop, inspire and support learning across all phases in education. The teachers build positive relationships with students to ensure their social and emotional status enables learning. Academic success for all is a key strand of the role of the teachers, and this is underpinned with future focused classroom experiences. Teachers enable inquiry- based learning, integrated with ed tech which at all times align teaching and learning to the core values of respect, diversity and inclusion.

Using data constantly in lessons to drive improvement and ensure progress for each student, teachers are responsible for building supportive learning engagements and interventions to enable this.

STUDENTS

Students must be encouraged to respect the ethos and rules of the school and the community, engage in lessons and ask questions.

Parents must encourage open and honest communication between themselves and their children, and teachers and children. Help your child set goals and work towards attaining them. Help them cultivate discipline by ensuring they do their homework and take accountability for their performance. Doing so will for the most part eliminate the need for tutors as crutches, and will build resilience and a willingness and ability to move on from failure.

“When there is mutual support and trust between students, parents and the school, this provides a firm foundation for students who are then able to focus on their studies with confidence, and without external noise arising from unnecessary conflict. If teachers and parents are able to engage openly and honestly, without fear and by centering the child’s needs, this provides the perfect setting for academic excellence.”

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.

HOW TO EVALUATE THE QUALITY OF A SCHOOL’S EDTECH OFFERING

Thu, 10 Mar 2022 06:33:34 GMT

As more and more South African schools work towards improving their tech offering in response to the need to prepare students for the future of work, parents should ensure they get a solid understanding of what is required from a high quality, holistic EdTech programme, an academic education expert says.

“While we may realise the importance of preparing children to navigate their future digital world, understanding what factors inform a programme which is based on academic excellence, and which incorporates the newest technologies while also focusing on digital citizenship, is crucial. Parents therefore need to view their school’s offering and promise of digital skills with a discerning eye,” says Nadia Dal Lago Nell, Academic Advisor: EdTech and Innovation (Schools Division) at ADvTECH, Africa’s largest private education provider.

Nell says it is very important for schools to seek to provide an enhanced educational journey by investing in their students through the integration of technology into the curriculum, as opposed to tech being a standalone educational unit.

“The result of technological integration into the curriculum is a more efficient and engaging educational experience. The need for digital literacy and the discerning use of technology by students is essential for them to continue to advance in their education and be equipped with relevant skills for their future workplace,” she says.

Schools which can give students the educational edge will have several of the following on offer: programmable robots, interactive coding platforms, Minecraft, 3D printers, iPads, laser cutters and even indoor drones.

“Ideally, schools should have dedicated EdTech spaces designed to suit their unique approach to technology and incorporate a variety of devices with a strong emphasis on collaboration. A practical EdTech Framework should also be central to the technology foundation that students are guided through.”

One question to ask your child’s prospective school, is whether they are aligned with ISTE standards, advises Nell.

ISTE (The International Society for Technology in Education) standards have been formulated by the world’s foremost organisation in teaching technology in the classroom, and comprise the following principles: The Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator.

“An EdTech focused school will introduce the elements of the framework in their context as early as Grade 000 and follow through with this focus until the end of Grade 9, whereafter students will be well-versed in real-world tech-proficiencies. Some schools take this a step further and offer tech-based extracurricular activities, including for instance Robotics clubs.”

Nell says EdTech lessons equip students with future focused, transferable global skills that are necessary for success in all areas of life.

“The central skills here are creativity and problem solving which are taught through open-ended activities and emphasising the possibility of multiple solutions for any given problem. This provides students with a space for both collaboration and individual growth.”

An additional element of the EdTech Framework is Digital Citizenship.

“This engages students and shows them how to connect with one another, in an empathetic and safe way through digital tools, platforms and devices. Negative digital habits such as cyberbullying, irresponsible social media usage and unsafe use of the Internet are explained and strongly discouraged.

“Students’ safety, growth and well-being when exploring the world of technology must be emphasised at all times. Fortunately, most of the requirements to be a good Digital Citizen can be taught in the classroom and reinforced at home. Digital Citizenship is intended to give students a clear understanding of the interconnection between tech-life and real-life citizenship skills with the aim of creating knowledgeable, responsible, and mindful online interaction. A sound and well thought-out EdTech programme will prepare a student to face the digital world of tomorrow.”

LAYING THE FOUNDATIONS FOR ACADEMIC SUCCESS FROM GRADE 1

Tue, 08 Mar 2022 11:31:31 GMT

Building the foundations for future academic success must start from when a child enters Grade 1, and the focus must be on cultivating a love of learning, an education expert says.

“Parents have an important role to play in the early years, in terms of developing the framework for a child’s educational journey. One of the most important ways in which this can be done, is to help the child navigate the early years with humour and enthusiasm, to ensure the process of learning and discovery creates positive associations in the brain, rather than feelings of anxiety and despondency,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

Hugo says that by providing playful after-school home routines right from the start, children are able to grow and thrive throughout their school career.

“While there is little to no homework in the early years, putting aside some time every day to focus on the day’s activities, by talking over what was done in school during the day and reading together, for instance, young children will start getting into a natural routine of building upon what they’ve learned. By making this a fun and enjoyable experience, and a positive family interaction, they will start to associate learning with empowerment, which will pay dividends down the line when the workload does start to grow,” she says.

In addition to setting up a daily ‘connection’ routine with positive associations right from the start, parents should also help their children build the skills which will be required from them later in their school careers, says Hugo.

These include:

HEALTHY ROUTINES

Children need a healthy diet, plenty of sleep and exercise. Unhealthy habits and routines can manifest in a child’s general disposition and academic engagement, so establishing good habits – including limiting screentime – is key.

RESILIENCE

Help your child keep a balance and put things into context. Sometimes small things going wrong can have a big impact, especially on sensitive children, so young children need to understand that just because they haven’t yet mastered something, this doesn’t mean they can’t. Help them by emphasising the word ‘yet’ – ‘I haven’t mastered this YET, but I will keep trying and then I will’.

STAYING POSITIVE

While it is normal for parents to feel a little competitive and compare their child’s progress to others, this instinct should be kept in check. Children can very quickly sense if parents feel they are not measuring up to their peers, and this can kickstart a downward spiral in terms of motivation and belief in self. The early years is a developmental stage, and a time for students to explore, discover and hone their skills. Mastering a skill may take many attempts and parents should afford their children the time and space to do so. Therefore, don’t let the child feel their school performance is the be all and end all. It’s okay to not get a perfect score on every spelling quiz, and to focus on mastery rather than performance.

LEARNING STYLES

If you see your child struggling, it is worth speaking to their teacher or a counsellor to determine whether they perhaps have a unique learning style or special needs which require additional support. There are many different approaches to learning and finding those that work for your child will work wonders on their learning journey. Additionally, it might be that the environment is not right for your child, which is why it is important to find a school that is a right fit. It is therefore vital for parents to do thorough research when choosing a school, by talking to other parents, visiting the school, finding out what their approach entails, and how they will enable your child’s success. And if your child experiences anxiety, it is essential to engage directly with the teachers and school leadership teams to consider supportive interventions – prior to moving environments.

COPYCAT, PROMETHEAN OR COOKIE CUTTER: THE DEFINITIVE GUIDE TO CHOOSING THE RIGHT SCHOOL IN THE MID-FEE SECTOR

Fri, 10 Dec 2021 07:21:07 GMT

Choosing a private school is a complex process and the wide range of available options does not make it any easier. Over the past decade, private schooling in South Africa has changed significantly and there are now private schools available across the economic spectrum.

With diminishing confidence in the public sector and the growing demand for high quality education, the provision of private education opportunities to the so-called middle-income sector has increased dramatically.

Choosing the right school for one’s child is a critical decision, and parents need to look beyond the marketing and sloganeering to identify a school that will help their child meet their aspirations, an education expert says.

Dr Felicity Coughlan, Group Academic Director at ADvTECH, SA’s leading private education provider, explains that there are three points on the continuum of private school options: Standalone schools (which are not part of a group or set up to be the start of a promised network or group) which are either modelled on the staid, top-end traditional models or who claim a position converse to those traditions (even if not well articulated beyond being contrary).

Others are part of a mass roll-out of a model designed for scale and ease of replication (cookie cutter) rather than steeped in any solid educational belief or principle.

The third point on the continuum is held by schools that are networked or grouped, but have a clearly articulated educational position supported by a framework for educational and financial sustainability without limiting the promethean opportunities any school should embrace to fully meet the unique needs of the community in which it is located.

Dr Coughlan says that while weighing up the myriad of private school offerings is a complicated calculation, there are 10 factors parents must take into consideration, which will help guide their thought process. These include:

1. LOCATION

Many schools are in the communities they serve, offering meaningful alternatives for parents and students. Given traffic and other considerations, location is important and so is the availability of reliable and safe transport. On the other hand, location within a lifestyle environment may limit the children’s access to a diverse student community or to specialist facilities, teachers or sports of interest, or result in management arrogance at perceived lack of competition. There are always trade- offs and local is often more pragmatic, but the trade-off decisions must be carefully considered.

2. HISTORY & REPUTATION

We send our children to school to set them up for later success so any school that cannot deliver well on the school-leaving examinations is a risk to these aspirations. New schools do not have a track record and parents must thus look for other indicators of what that performance is likely to be. If this is a standalone school, you will need to rely on the comfort gained from the way that the school speaks about its plans for its first Grade 12 class. A networked or group school can share the performance of its other schools and should be able to articulate how these will be replicated. In the lower grades and in primary schools, the school should still be able to talk competently about the transition to high school and how it is managed and why it is managed in that way.

3. TEACHERS

A strong cohort of teachers will combine new teachers with their energy and innovative ideas and recent training with a group of seasoned teachers with an established track record. A school that does not require all their staff to be registered with SACE and cleared by the police for child safety may not have thought through all the risks they are taking on. A school that employs only new teachers may be more focused on costs than on achieving the outcomes you want for your child. A transformed teaching staff is imperative – without it not all children are able to access role models that are like them and the gap between the school and the world out there is reinforced rather than closed.

4. REGISTRATION

A school must be registered and accredited. Cottage “schools” are neither. If you are considering a “school” that is not registered or accredited, you will need assurance on how quality is managed, children are protected and acceptable national school leaving examinations are accessed. It is critical to assess the legitimacy and standing of the assessment provider so that there are no nasty surprises when children try to access post-school study.

5. LEADERSHIP

Schools succeed or fail based on their leadership teams. If you cannot access these people when considering a school, or if they are not able to answer your questions on matters such as culture and inclusion, then it is most unlikely they will be accessible and engaging after you register your child. If the leadership is not available to you as a prospective fee payer, they are also not likely to be accessible to you as a parent or the teaching team as staff. Try to understand what the school leadership believes about growth and discipline and community, and you will quickly identify if there is a synergy with your values.

6. TECHNOLOGY

Modern campus-based education is technology enabled but not technology led. A few direct questions will enable you to assess if technology is adding to the teacher led learning or if it is a means of keeping costs (for the school) down.

7. CULTURE

The match between the culture of the school and that of the family must be looked at. Schools that are diverse and inclusive generate skills in their students to live in an integrated world. Even if a school aligns itself with a particular religion, its approach to other faiths is a means of communicating how inclusive and respectful the school is. Schools are more conservative than their public projections so if you choose a school that has already chosen a single world view you should not be surprised when that permeates most of what they do. Ask questions such as about non-traditional family structures or religious education beyond the chosen religion. The capacity to answer these questions with ease and concrete examples that are not patronising or paternalistic or filled with euphemisms is a measure of the ethos of inclusion and diversity.

8. FACILITIES

A quick tour of the school will show you where they spend their money. What the school chooses to show you first or most tells you what they value. The way in which the school has thought through the needs of parents in matters such as parking, logistics, aftercare arrangements, and communication channels indicate how family-centred the school is.

9. FEES

Many schools advertise fees as fully inclusive but not all keep to that and many charge levies for all sorts of standard operational needs. Check the detail.

10. AGENCY

In some networked or group schools, teachers are given lesson plans and standard assessments to “protect” quality and ensure uniformity and standardisation. The teacher as an autonomous professional is invisible. In others, teachers are given professional development and guidelines, and common tools and assessments are benchmarked, but each teacher is required to exercise professional agency and judgement to respond to the needs of the children in their class on a particular day.

In some schools the teacher rules and is not subject to any evaluation or monitoring. In standalone schools one could find any of the three. If one employs professionals, they should surely be entrusted with professional practice while there are mechanisms of accountability that ensure that what children get is the best. Just asking why things are done the way they are would be instructive in learning whether the school sees its teachers as trustworthy professionals and has systems to monitor performance and promote growth, or whether the school does not trust its teachers or abdicates to them.

“Ultimately, when making a decision about which mid-fee private school is right for your child, parents are unlikely to find a school that measures up to all their expectations, given the fact that any school is a complex organization.

However using the above ten elements as a guide for decision-making, parents will at least be able to reach a meeting of the minds that will allow them to make the investment with some sense of comfort and excitement for their child’s educational journey,” Dr Coughlan says.

INTEGRATIVE LAW: LEGAL STUDIES EXPANDING, CAREER OPTIONS GROWING FOR STUDENTS

Tue, 07 Dec 2021 12:51:53 GMT

Prospective students considering a law degree often have visions of black robes and courtroom battles in their post-graduation future. However in South Africa, the legal practice environment has in recent years seen a movement towards more non-litigious, non-adversarial methods of dispute resolution, which means that those who were hesitant to pursue a legal qualification because of what appears like a prohibitively intimidating environment, now have cause to reconsider.

“The legal field is a great option for a sustainable career, but in the past, many prospective students were reluctant to pursue this option because of their concerns that the perceived combative nature of the profession is not a great fit for their personality,” 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.

However the legal field, and market demands for legal intervention that doesn’t necessarily require the involvement of courts, has expanded greatly in recent years, she says.

“This has led to the introduction of Integrative Law into the curriculum of institutions who are in touch with developing demands in the industry. Integrative Law is a forward-thinking elective that prepares graduates for the world of work and this ever-changing legal environment,” says Batchelor.

“The purpose of this unique module is to introduce students to other forms of dispute resolution and to holistic conceptualisations of law in the legal profession. It assists students in differentiating between adversarial methods and non-adversarial methods of legal problem-solving and assessing mediation, collaborative law and holistic approaches to law as problem solving techniques.”

Batchelor says changes in the Rules of Court, for example, underscore the importance of developing non-traditional legal methods of dispute resolution in South Africa, which presents an opportunity in a growth field for prospective students, whether they have already decided to pursue an LLB, or indeed if they have not yet decided what they want to study.

“The Integrative Law Movement has become a global community of lawyers as peacemakers and lawyers as changemakers, constantly evolving and challenging the way that the practice of law is traditionally practiced. Integrative Law is best described as the emergence of a new legal system, focussed on granting dignity to everyone involved in the legal process on values-based solutions, and it uses a variety of perspectives and approaches to resolving conflict in legal practice.”

Batchelor says prospective students who are interested in incorporating Integrative Law into their training, should take care to interrogate the curriculum at their future institution of higher learning or public university, as it is a new learning track locally and not widely offered, even though it is already widely practised in the world of work.

“Integrative Law is a paradigm shifting module where you are challenged to separate everything that you have been taught about the adversarial constructs and notions of legal practice from what Integrative Law will show you,” says Batchelor.

“It challenges the preconceived and traditional ideas of what a lawyer is and should be, and their role in legal practice today and in the future. Integrative Law disrupts perceptions and enables students to stop and reflect upon conscious and healing methods of practising law for their client, the opposition, offender and victims, the community and public at large and, most importantly, for you as a future legal practitioner.”

Batchelor notes that Integrative Law is not merely Alternate Dispute Resolution.

“Instead, you will learn that Alternative Dispute Resolution is but one of many approaches to holistic and healing lawyering. Integrative Law also explores aspects of therapeutic jurisprudence, various methods that legal practitioners can use to exercise self-care and reduce stress in today’s fast paced environment, as well as consider the constitutional values that are instilled by the Constitution on the legal profession.”

MATRIC PARENTS: HELP STUDENTS CUT OUT THE NOISE & KEEP ON MOVING

Thu, 04 Nov 2021 12:47:08 GMT

As the Matric Class of 2021 enter the final stretch of their school careers, having to focus on both their exams and what comes after, an education expert has advised parents to help their children move progressively forward every day by cutting out the noise and doing what needs to get done, regardless of concerns over what may come.

“The end is finally in sight for Matric learners, who now need to remain as focused as possible during exam time, to ensure they achieve the best possible marks to allow them to progress successfully beyond Grade 12,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

But he says many students remain concerned about whether they will perform to the best of their ability, whether there might be more surprises coming this year in terms of unforeseen disruptions - whether related to exams or external events - or over what they are going to do next year… Should they register to study further or wait and first see what the environment looks like in February 2022?

All these thoughts can take away Matrics’ attention from what is most important now – focusing on their finals, says Kriel.

“Unfortunately, our children over the past two years have had more than the regular share of concerns senior high learners normally need to deal with, and this has had an impact on the way decisions about the future are made. In particular, forward planning has taken a hit, with many parents and students adopting a wait-and-see approach.

“This is because significant weight is being given, and allowances made, for future potentialities, which can lead to anxiety, loss of focus and analysis paralysis. As parents, it remains important to provide guidance and a measure of certainty in this regard, so that children can go ahead and make plans for the future, while keeping in mind flexibility and resilience may still be needed,” says Kriel.

Some of the concerns that should be dispensed with to ensure Matrics can focus single-mindedly on their exams, include the following:

1) CONCERNS ABOUT PERFORMANCE & ITS IMPACT ON POST-MATRIC OPTIONS

“Now is the time to put all your attention on doing as well as possible, until the very last paper. Don’t dilute your attention by worrying about what you will do if you do not perform as well as hoped,” says Kriel.

“Regardless of your performance, there are always paths toward achieving a degree. Of course, the better you perform, the more options you will have straight out of the gate, however it is important to know that if you do not perform as well as you wanted, there are always doors open,” he says.

These include – depending on results – the option of rewrites to improve results in specific subjects, opting for a different first qualification, or enrolling for a Diploma or Higher Certificate instead of a degree. Higher certificates and diplomas provide alternative pathways into a degree in the event one’s Matric results don’t meet the admission requirements.

“There are many more routes toward a successful career on top of those listed above, however the key point is that you can set your mind at ease knowing that there are always options, and that you don’t have to expend precious mental energy on worrying about what ifs. Do your best, and know that you are covered.”

2) CONCERNS ABOUT WHETHER THE 2022 ACADEMIC YEAR MAY AGAIN BE IMPACTED

Many Matrics are uncertain about their future, and can’t decide whether they should pursue the studies they wanted to pursue next year or rather just wait and see what the new year holds before making a decision.

“If we say we need to start living with uncertainty, it means just that. Don’t wait for everything to be running more or less smoothly, because if anything, we have learned that we have to keep moving regardless of circumstances. Tens of thousands of Matrics across South Africa are doing just that, and have already registered to start their studies next year, committed to realising their dreams.

“So if you have not yet settled on whether you should further your education, make use of the time after examinations to investigate your options, talk to higher education institutions, and get yourself excited about your next steps. A good insurance policy is to make sure that you find an institution which is able to continue with the curriculum without interruption to ensure you’ll finish the academic year successfully even if unforeseen events arise,” says Kriel.

3) CONCERNS ABOUT RESULTS RELEASE DATES

“No matter when your results come, keep your eye on the prize and do what needs to be done, regardless. Currently, dates are always in flux, so it is possible that results release dates may again be impacted,” says Kriel.

But he says parents should remind their children (and themselves) not to get distracted by external noise and logistics.

“Do what you know needs to be done, and keep going - progressively further every day. Don’t rely on others to tell you what to do and when. In the past two years, those focused on their personal and academic growth have really strengthened their self-direction skills. So don’t wait for the world to say you can go ahead to the next step now. Instead, face forward, and think about and plan for your future. No matter how uncertain you are feeling, planning for the future and moving forward provides an anchor in uncertain times.”

One way to get focused and feel less anxious, is for parents and students to act on the things they know will happen, even if they don’t know when they will happen, says Kriel.

“Wild speculation about what curveballs may arise is unhelpful and serves no positive purpose. By creating an ocean of calm and certainty about your purpose and direction, knowing that you will handle whatever may arise when it arises, you’ll be able to successfully continue on your road to academic and career success.”

GRADE 11s: START YOUR 5-STEP MATRIC SUCCESS JOURNEY TODAY

Tue, 28 Sep 2021 10:29:42 GMT

As Grade 11s head into the final quarter of the year after the holidays, they are advised to use the coming months before they start their final year of school to implement a strategy that will smooth their Matric journey and ensure maximum success, an education expert says.

“There are some sure-fire ways you can ensure you finish your school career successfully, and set yourself up for entering higher education on the path towards a fulfilling career,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“It is important to seize the day, however, and make optimal use of the weeks and months ahead, as time is now on your side,” he says.

Ntshinga says it is to be expected that there will remain some challenges associated with this period in history in the year to come, and some new challenges may arise.

“The only certain thing at this stage is uncertainty. So it is crucial to use times of relative calm to fortify yourself and your academic career by paying attention to those matters within your control. The last quarter and the December holidays provide you with this opportunity to get in the right frame of mind by finishing the year strong and considering your future path without the pressure next year will bring,” he says.

Wonga advises Grade 11s to invest in their future now by taking the following steps:

1) SHOOT FOR THE STARS WHEN SITTING FOR YOUR GRADE 11 FINALS

“Grade 11 is an opportunity to hedge your bets against any potential problems that may arise in Grade 12, whether academically or personally,” says Ntshinga.

He says many higher education institutions will make a provisional offer based on a learner’s Grade 11 performance, which means that learners can get time-consuming higher education applications out of the way early in the year. Additionally, if they don’t perform optimally in Matric, good results in Grade 11 provide them something to fall back on.

“So as you head back to school for the fourth term, resolve to do everything in your power to finish the year as strong as possible and to perform to the best of your ability in the exams,” Ntshinga says.

2) TAKE SOME TIME DURING THE HOLIDAYS TO WORK ON SUBJECTS REQUIRING ATTENTION

After the exams, make sure you get some well-deserved rest following a tough year. And then, when you have relaxed sufficiently, invest a small amount of time working on concepts or subjects you found tricky during the year or which showed up as areas for improvement during the exams, Ntshinga advises.

“By investing a few days during the holidays, you can significantly strengthen your foundations going into Matric. Working on just a handful of core concepts or challenges while you have free time will let you enter the new year with a stronger foundation and momentum, allowing you to spend more time on the new subject matter in Matric,” he says.

3) PLAN YOUR YEAR AHEAD

“During the holidays, draw a calendar outline of next year and note down important dates,” says Ntshinga.

He says the calendar overview should denote the start and end of school terms and when exams and significant events are likely to happen – even if those dates have not been fixed yet.

“By conducting this exercise, you will create a deep understanding of how much time you’ll have available to study and revise next year – spoiler alert, it is less than you think - and by when certain actions need to happen. This will allow you to calmly, and timeously master work, rather than having to anxiously cram as the finals and other deadlines creep up on you.”

4) TAKE TIME TO THINK OF YOUR FUTURE PLANS

By now, most Grade 11s should have a good idea of what they want to do after Matric.

“If you do not yet know, or are undecided about your plans going into 2023, now is the ideal time to consider the matter – before you go to Matric,” says Ntshinga.

“The reason for this, is because you will have very little uninterrupted time to consider your future plans during your Matric year, and leaving it so late means that there will be many other things competing for your attention. So in order not to have to make a decision under pressure and without clarity of thought by the time application due dates roll around, start considering and cementing your future path as soon as possible.”

For those learners who don’t yet know what they want to do after Matric, the December holidays provide the perfect opportunity to consider their plans, Ntshinga says.

“During your downtime, spend some time looking at the websites of respected higher education institutions, public and private, and reach out to current and former students to hear about their experiences studying there – particularly during lockdowns. Speak to a student advisor, determine which qualifications match your aspirations, and find out what application requirements apply for different qualifications. Having this information before you head into Matric will help focus your attention on what you need to achieve and how you need to perform to make your career dreams come true.”

5) GET SOME GOOD HABITS GOING

The past two years have been extremely stressful, and next year seems likely to continue in a similar fashion, at least for a while.

“Even if the world returns completely to pre-Covid times, what the pandemic experience has shown us is that we need to work on building good and healthy habits and work on maintaining mental, physical and emotional wellbeing,” says Ntshinga.

“So starting right away, if you have not yet done so, start introducing small, positive new habits into your daily life, and work on leaving behind those habits and behaviours that no longer serve you. In these uncertain times, sometimes the only thing we can control is ourselves and how we respond to external challenges. By building your mental, physical and emotional resilience little by little each day, you will be rewarding yourself with the best possible chance of attaining future success.”

WHAT TO DO IF YOUR CHILD’S EDUCATIONAL NEEDS CHANGED OVER THE PAST YEAR

Fri, 20 Aug 2021 08:16:04 GMT

Over the past year and a half, the pandemic threw the educational journeys of learners into disarray. Many schools responded with mitigation measures that resulted in a variety of impacts and outcomes on learners. At the same time, the educational needs of many learners have also changed. Learners that seemed to be in the right place and on the right track at the start of 2020 are now finding that this may no longer be the case.

As parents start considering their children’s educational options for next year, they must be aware of a variety of different offerings which may provide a better fit for their children’s current situation and needs. Education experts say that there are options available to learners requiring more tailored or niche offerings or environments.

“Many parents often do not consider the idea that they have alternative choices instead of remaining in an environment that no longer serves their children to the degree it did before,” says Desiree Hugo, Academic Head at ADvTECH Schools, SA’s leading private education provider.

She says the past year and a half has taken a tremendous toll on parents and students in various ways, and that many students who performed well and were doing well emotionally and developmentally before, were now struggling, necessitating the consideration of alternative approaches or specialist interventions.

Dr Jacques Mostert, Academic Manager at Abbotts College, says whereas a child’s school and academic experience may have been suitable for them and made sense before, that may no longer be the case.

“It could be that the environment changed because of the last year’s experiences, that the needs of your child have changed, or both. Where learners are no longer rising to their potential, particularly in the wake of observations over the past six months, and where mid-year reports indicate there are areas requiring attention, parents should review the existing conditions and, if need be, make changes in consultation with professionals,” Dr Mostert says.

He says some learners may require smaller class sizes with more individual attention, a learning environment with a more rounded approach, mental and emotional health assistance, a less structured setting, or specialist support to ensure they overcome challenges and realise their potential in future. But making a move requires an understanding of what alternatives are on offer, he says.

ASSISTED LEARNING

Dr Greg Pienaar, Principal at The Bridge, South Africa’s leading assisted learning school, says that over the past year, parents may have noticed their children present with needs not seen before, such as ADHD, ADD, dyslexia, mild autism, or anxiety. Children also might have been through illness or trauma which affected their academic progress.

“Many children of average and above-average intelligence face these kinds of challenges and require an environment with an understanding of and response to neurodiversity. Few mainstream schools, especially in the current environment, are in a position to provide the focused yet comprehensive support these learners require to perform to the best of their ability and become confident, empowered and self-actualised,” he says.

“So if you have noticed or have had confirmed challenges that would require therapy, coaching, greater individual attention or the like, it is worth considering a school which will help your child deal with and overcome these challenges while continuing their academic journey.”

ONLINE SCHOOL

Some learners were fortunate enough to attend schools that could provide a high-quality online offering during lockdowns and continue the curriculum without interruption. Most of them were happy to return to in-person schooling when the time came.

Some realised that the online learning environment was more suitable to their personality and needs and may now be considering a permanent move to online homeschooling. The consideration of online homeschooling has also become a reality for many families reviewing their futures and who may be considering a move elsewhere but would like to keep their child’s routine intact should circumstances change.

“If you are considering homeschooling, you must do your homework thoroughly before choosing a curriculum provider, as the quality of offering varies substantially across the board, and so do outcomes,” says Colin Northmore, Principal at Evolve Online School.

“Of course, it is non-negotiable that parents investigate the registration and accreditation status of an institution. That is not enough, however, as a school must also be able to show that it can provide the highest quality of academic excellence online, while supporting the integrated development of a child through providing ample interaction with peers and educators,” he says.

Online learning that merely provides a paper-behind-glass style curriculum makes it extremely difficult for students, especially young ones, to get deeply involved in and excited about their learning journey.

“So when deciding on an online homeschool offering, prospective parents must enquire about the efficiency of the technology and the logistics of an offering, as well as whether they will have access to qualified educators to step in and assist them should the need arise,” Northmore says.

NON-TRADITIONAL SCHOOLS

Dr Mostert says setting out on a new path may mean simply allowing a learner to continue within a differently structured and more nurturing environment.

“If things are not going well for a learner, and parents are starting to get concerned about their current trajectory, it might be worth looking for a high school that will allow a learner to continue within a setting focused on progressive academic improvement.

“Every student can develop and achieve academic success, but if you are feeling overwhelmed and in a rut, it is not easy to lift yourself out of this space or even to see the way forward. For these students, an environment that focuses on progressive academic improvement and individual support, instead of strict rules as they relate to, for example, hair and uniform regulations, can mean the difference between continued sadness and success.”

This time of year, in general, is an excellent time to review the educational options for the year ahead after reviewing progress and development over the previous six months. In 2021, that is more true than ever, says Hugo.

“As we have seen over the past 18 months, change and upheaval are inevitable and a given. Whereas historically, the approach might have been to grit one’s teeth and see things through even in the face of a non-optimal academic path, our world has changed sufficiently for most people to realise that it no longer makes sense,” Hugo says.

“Parents who feel that their child could do with a different educational environment or better support would do well to investigate some of the lesser-known or non-mainstream options which they may not even have been aware of, but which may make a world of difference to the prospects and wellbeing of their children.”

COMPANYWIDE ROLLOUT OF ANONYMOUS COMPLAINT REPORTING APP AT ADvTECH

Tue, 27 Jul 2021 09:01:24 GMT

In a first for South Africa, the country’s largest private education provider, ADvTECH, is rolling out the FaceUp app across the entire company and in all its schools.

FaceUp is an anonymous anti-discrimination app, which allows users to report anything they feel uncomfortable or unsafe raising in person, including bullying, racism, sexual harassment, mental health issues or health and safety concerns. Reports go directly to “Allies” tasked with investigating and resolving matters.

An Ally is a person that works actively with complainants to support them, while demonstrating key organisational values of respect, diversity and inclusion.

“Although we have long had robust complaint mechanisms in place, we have recognised that these measures could be bolstered by adding a component that allows for anonymous reporting, particularly when dealing with sensitive topics,” says Vanessa Crawford, ADvTECH Group HR executive.

“After the events of last year, it is clear that this is a step in the right direction, to support the mental and emotional wellbeing of all employees and school students.”

All of ADvTECH’s 7 580 staff members, teachers, lecturers and students between Grades 4 and 12 at its 96 schools throughout South Africa has access to the app, says Crawford.

Cayley Jorgensen, a registered counsellor and Director of FaceUp South Africa, says that through the partnership with The ADvTECH Group, FaceUp will help empower staff and students to take control of their psychological, emotional and mental wellbeing by speaking up about any concerns.

“It is fantastic to see ADvTECH choosing to put their employees and students first by focusing on the trust and culture within the organisation. By implementing FaceUp, ADvTECH is showing their employees that they can speak up and that their opinions matter.

“Our goal is to get FaceUp into as many companies and organisations as possible, to help them identify problems and risks, respond effectively and get the right help to the people who need it. We are very excited to partner with the ADvTECH Group, because that means we are one step closer in achieving our goal of giving everyone a voice.”

For more information about FaceUp, visit www.faceup.com .

2025 VISION: THE SKILLS YOU NEED TO DEVELOP NOW, FOR CAREERS OF THE FUTURE

Tue, 06 Apr 2021 07:01:18 GMT

If anyone doubted that the world of work was changing, the pandemic must surely have removed those doubts. Now is the time to ensure that schools are mindful and deliberate in developing those skills which will be in high demand and necessary for success in a reconstituted future, an education expert says.

“It is no longer sufficient to focus purely on academics, and schools need to make a concerted effort to holistically develop on an ongoing basis those skills which will provide learners with a strong foundation for the future,” says Desiree Hugo, Head of Academics at ADvTECH Schools, a division of Africa’s leading private education provider.

In its most recent Future of Jobs report, the survey of which was conducted in 2020 taking into account the impact of COVID on global workplaces, The World Economic Forum listed the Top 10 skills of the year 2025 as follows (see infographic below):

· Analytical thinking and innovation

· Active learning and learning strategies

· Complex problem-solving

· Critical thinking and analysis

· Creativity, originality and initiative

· Leadership and social influence

· Technology use, monitoring and control

· Technology design and programming

· Resilience, stress tolerance and flexibility

· Reasoning, problem-solving and ideation

“As the world and companies move increasingly towards automation of a myriad of functions, traditional career paths continue falling by the wayside, which requires of educators to ensure their students are able to navigate that which lies ahead, rather than that which currently exists. This necessitates the development of skills which allow young people to navigate their environment intelligently, regardless of what that environment might look like.”

Data from the WEF Future of Jobs Survey shows that companies are expecting to re-structure their workforce in response to new technologies and, in particular, the companies surveyed indicated that they were also looking to transform the composition of their value chain (55%), introduce further automation, reduce the current workforce (43%) or expand their workforce as a result of deeper technological integration (34%), and expand their use of contractors.

“Clearly, our already hugely competitive jobs marketplace is set to become even more so in future, with more people competing for fewer opportunities. It is therefore of crucial importance that we assist the students in our care to become as competitive as possible, by providing them with the skills which will set them apart in future. While technical knowledge will remain important, to be competitive, it is non-negotiable for young people to develop their ability to think and problem-solve, rather merely requiring them to relay information they have been taught,” says Hugo.

She says that ADvTECH Schools have, since 2015, sought to actively include these universal skills as an integral part of all curricula, regardless of subject.

“These skills should not be taught by way of a separate, independent curriculum, but rather incorporated within all general learning, as well as across all subject-specific learning,” Hugo says.

“In order to develop these skills, students need frameworks, examples, models, clear expectations, developmental targets and both multiple and regular opportunities to put them to practise. Teachers should provide students with regular and specific feedback on the development of these skills through their learning engagements, and formative and summative assessments should take place within the different classes. Developing these skills is a powerful tool for further exploring specific content, and over time students will be able to reflect on and identify themselves and their competence when using these learning strategies and skills.”

Hugo says that in addition to developing the WEF 2025 Skills, high schools and higher education institutions should also ensure they provide sufficient opportunity to develop those technical and future-facing skills that will be in high demand in the workplace in coming years, instead of merely the historically available basket of academic subjects.

“So for instance, the WEF survey projected that more and more companies are likely to adopt a number of technologies in coming years, including cloud computing, big data and e-commerce solutions, and so forth, which represent a continuation of the trends of recent years.

“However, it is noted that there is now also a significant rise in interest in encryption, reflecting the new vulnerabilities of our digital age, and a significant increase in the number of firms expecting to adopt non-humanoid robots and artificial intelligence, with both technologies slowly becoming a mainstay of work across industries, according to the survey.”

So future career paths to look out for include: Artificial intelligence, Big data, the Internet of Things, non-humanoid Robotics and encryption. These new technologies are set to drive future growth across industries, as well as to increase the demand for new job roles and skill sets.

“Very importantly, we also prepare our students to design the jobs of the future and not just work in the new jobs created. Therefore the additional focus in our Ed Tech strategy is to develop design thinkers who are enabled to navigate various digital platforms and create new applications and technologies,” says Hugo.

“Changing trends will undoubtedly impact on the workplace of the future, and the jobs we take for granted today may be displaced in future. The ability of someone to navigate the workforce of the future will depend not just only on their occupation - which should not be considered in relation to what is, but in relation to what is expected to come – but also on their broader skillset which will enable them to perform those functions which robots still, for now, can’t.”

WAITING FOR MATRIC RESULTS: FOCUS ON WHAT YOU CAN CONTROL

Wed, 13 Jan 2021 11:01:28 GMT

As South Africa entered the new year, it quickly became clear that 2021 would not represent a return to the normal we knew before the pandemic, and that the country, like the rest of the world, would continue living with ongoing uncertainties for at least the near future. Following arguably the most tumultuous year a Matric class had to face in recent history, the Matric Class of 2020 now await their results, with many still not having a clear idea about what their future in general, or this year in particular will hold.

“The one thing that these Matrics can do now, is to focus on those things that are within their control, rather than take a wait and see approach,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

He says there are still many unknowns about the coming year, and the only constant one can bargain on during these times is change.

“However, waiting things out until normal returns one day is not an option. The world continues despite the challenges we continue to face, and there are things you can do to continue on your personal and professional journey to ensure you are not left behind,” he says.

Kriel says one of the most important things 2020’s Matrics can do in the coming weeks, until results are released on February 23 (as currently scheduled) is to review their plans for the year and ensure that they will be able to continue on their chosen path regardless of any new and unforeseen circumstances that may arise to throw a spanner in the works.

“So, if you have signed up to study somewhere, you can use these coming weeks to make sure that your institution will be able to continue seamlessly in the event of, for instance, another hard lockdown. The way to determine this is to ask an institution about their readiness and ability to quickly adapt their offering to a hybrid or online model,” he says.

“Additionally, you should not just take an institution’s word for it, but also speak to students who experienced last year’s response. You need to ask questions to determine whether students last year were able to continue their learning journey seamlessly, whether they got the support they needed to do so effectively, and whether the learning was adapted in such a way that they continued to be engaged,” says Kriel.

Kriel says that on-campus education is the preferred and most effective way to learn for many young people and it has strong advantages in terms of outcomes. So, if you want the campus experience don’t give up on that aim now – look for an in-contact institution that can move between online and face-to-face as circumstances change. For some students, distance education is a great alternative, but it is not right for everyone – it is a mistake to think that in current times it is a direct swop for contact. If contact is what you want, make sure your institution can move between the two so you can have the benefit of contact with lecturers and classmates in person when the pandemic allows.

Kriel adds that those Matrics from the Class of 2020 who have not yet decided on their plans for the year, and are waiting for results before making a move, should seriously consider approaching an institution to talk through their options rather than leaving it too late.

“Our world has changed forever and is becoming more and more competitive all the time, with technology constantly developing and giving rise to new and exciting career paths. Instead of waiting for your results and attempting to get clarity thereafter, use this time to contact respected registered and accredited institutions that have shown themselves to be up to the task during 2020, and speak to a student advisor about your options.”

It also makes sense to ensure that your computer skills – including old-fashioned typing skills – are up to the task ahead of you. Anything you can do to make the transition easier will be very worth it in the long run, he says.

“There is much that is outside all of our control right now. But there is still much that is within our control, and by focusing on what they can make happen instead of the many uncertainties that prevail, the Class of 2020 can continue to build on the resilience they displayed last year, and ensure the best possible outcomes for themselves in the face of any new or existing challenges we will face in the future.”

GRADE 9s: LET THE 3 Ps GUIDE YOU WHEN CHOOSING YOUR SUBJECTS

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 30 Jul 2020 09:49:35 GMT

Choosing the subjects they will sit for during the National Senior Certificate exam three years from now is an important and challenging task facing Grade Nines at the moment, because this combination of subjects will influence their choices down the line, and impact on performance and motivation over the next three years and beyond. Therefore Grade Nines should, with the help of their parents, guardians, teachers and outside experts, give careful consideration to the factors at play before settling on their final subject combination, an education expert says.

“Trying to cover all your bases taking into account all eventualities can become quite confusing, particularly if you don’t yet know what you want to do after school, so we advise Grade Nines to consider the holistic 3-P approach when weighing the pros and cons of various subject combinations,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

She says Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen after careful consideration.

“When considering your options for this balance of subjects, you should take into account your Passion, your Performance, as well as the Potential options available to you in future,” she says.

PASSION

Dr Mooney says one of the benefits of the current situation, where much work is done independently at home by learners and therefore without peers or teachers influencing perceptions, is that learners will be able to get a better idea of which subjects they are passionate about.

“If you find yourself drawn to a particular subject, or that you have a natural feel for it, that’s a definite sign that you should consider it as part of your subject choice bundle. Of course it may be that you are good at something but have no idea how that can translate into a possible career down the line.

“In that case, it would be a great idea to approach career centres and student counsellors – online for now of course – at higher education institutions, and discuss with them potential fields in which this subject may play a role. That will have the double benefit of revealing careers you may not have been aware of, as well as providing a boost of motivation to commit to doing even better because now you know where your passion might take you in future.”

POTENTIAL

Even if you already have an idea of what you want to study after school, you should still leave as many doors as possible open to allow for a change of heart later, and that is where so-called ‘gateway’ subjects enter the picture.

“Certain subjects such as Maths and Science allow you to keep your options open, as many areas of further study require them. If you are one of the many who struggle with precisely these subjects, it may be worth keeping only one of them so that you can focus your efforts,” says Mooney.

“The aim is to ensure that your choice positions you well to pursue as wide a range of qualifications as possible, that will allow you to demonstrate a well-rounded foundation when you leave school.”

Mooney adds that learners struggling with a particular subject now because of the changed circumstances of lockdown should not just give up and walk away from it.

“Things may be harder now, but it is worth persevering and getting additional help if necessary,” she says.

PERFORMANCE

It is important to also include subjects that will boost your Matric aggregate, Dr Mooney says.

“Because of the greater academic demands at higher education level, and the limited space at public universities and private higher education institutions, admission to higher education is performance-based – meaning simply that those with better marks stand a better chance of landing a space.

“So it makes sense to choose one or two subjects which will boost your aggregate and improve your chances of being accepted into the higher education institution and qualification of your choice,” she says.

Mooney says although our current environment is challenging due to Covid-19 and the resultant lockdowns, Grade Nines should still look to the future and focus on what they can do now to broaden their options in future.

“We don’t know what the future will look like, not in the short term nor the long term. Yes, we are facing unprecedented challenges, but with that, we will also be facing new opportunities and different ways of doing in future. Where in the past the road after school was pretty standard for many, who opted to pursue historically prestigious degrees without giving it much thought, the world of work has been changing and will change dramatically.

“So be sure you are aware of emerging careers, and that you position yourself in such a way that you’ll be prepared for the workplace of the future, not the workplace of the past.

ADvTECH Stands for Anti-Racism

ghcmaartens@gmail.com (Drickus Maartens) — Mon, 08 Jun 2020 07:29:33 GMT

Pinnacle Colleges | Letter to Parents

ghcmaartens@gmail.com (Drickus Maartens) — Fri, 05 Jun 2020 17:15:30 GMT

SAPA: Return of South African children to school

ghcmaartens@gmail.com (Drickus Maartens) — Fri, 05 Jun 2020 09:41:16 GMT

MATRIC MID-YEAR EXAMS: CREATE YOUR OWN LOCKDOWN SIMULATION

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 28 May 2020 09:27:10 GMT

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.

“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 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 12:41:06 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 12:12:55 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. “

IT’S NOT LOCKDOWN; IT’S OPEN YOUR EYES AND MIND!

Wed, 01 Apr 2020 14:12:26 GMT

Dear Parents

When I first heard “lockdown” mentioned, I imagined a spectre of doom – an apocalyptic wasteland. Yes, people have passed away and individuals have become seriously ill.

However, how we deal with any situation depends on our attitude towards life. If you are determined to remain positive and happy, you are more likely to be healthy and mentally strong.

To me, the lockdown has been a bright splash of yellow daisies in a dusty street. I have enjoyed the way in which family and friends have remained in close contact. We have cared about each other without seeing one another. The messages of support and love which have been sent around friendship groups have been inspiring and comforting. We have all received hilarious messages on Whatsapp.

I have even had phone calls from cousins in Australia, America and Ireland. It is consoling to know that other places in the world are in our situation. We are not that far apart! This lockdown has brought families closer together.

My neighbours, with whom I usually have little contact, have made a point of greeting one another across the safe divide of the road. We have expressed concern for one another and asked after each other.

Our neighbourhood has been peaceful and quiet. I have not been constantly aware of the urgency of sirens on the William Nicol. The air around me smells fresher and cleaner. The shroud of traffic emissions has lifted. I have walked around my garden with my dogs (who are pleased to have me at home) and taken the time to admire my flowers. I have even noticed and studied the bees busy on my marigolds. I have had the opportunity to connect with nature, thanks to the lockdown.

I have taken note of the birds in my trees. It would appear that there are more birds around, because people are moving around less. The usual noisy hadedahs are present, enjoying the worms after the rain. I still feed the doves in my garden every afternoon. The olive thrushes and red bishops are enjoying the Autumn sunshine. I was overwhelmed with joy to see a bird I had never seen before. It is a large, black and white bird with red markings, a curved beak and a long tail. After an extensive Google search, I identified it as a red-billed wood hoepoe.

I am grateful that I can enjoy and find wonder in my surroundings. During this time people have reminded us to count our blessings. I appreciate my home, my job and my family. I am grateful for nourishing food and the fact that Eskom has not loadshed us recently.

My nephew, who is a doctor working at one of our large hospitals, is grateful for the liquor ban. There have been fewer car accidents and hardly any violence-related incidents. Working at A and E is usually only for the strong-spirited, but it has been quiet without alcohol-fueled activity.

People have indulged in building jigsaw puzzles, crosswords and a variety of creative pursuits. I have enjoyed cooking and following intricate recipes for which I do not usually have time.

I have learned about online teaching and remote learning, which I might otherwise not have done.

I am aware that many people do not have the advantages of a spacious home and garden. Not everyone can practise social distancing. I know that I am fortunate and I don’t take anything for granted.

Keep positive and be happy about the small miracles around you. The lockdown will end. Maintain a sense of humour. Find something to laugh about every day, even if it is just Donald Trump on Twitter.

Bless you all and we’ll see you after we have all been released into our new world!

Online Applications | How-To Guide

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 31 Mar 2020 09:54:31 GMT

Take a look at our new How-To Guide for our Online Applications Process through our Student Information System (STASY)

Pinnacle Colleges MD | COVID-19

ghcmaartens@gmail.com (Drickus Maartens) — Mon, 30 Mar 2020 08:28:40 GMT

Pinnacle Colleges MD | Mike Aitken

Pinnacle Colleges | All About Us 😊

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 10 Mar 2020 09:18:50 GMT

All about Pinnacle Colleges!

Pinnacle College Rynfield - Where our Journey Began!

ghcmaartens@gmail.com (Drickus Maartens) — Wed, 26 Feb 2020 11:21:30 GMT

Pinnacle College Rynfield - January 2019 to February 2020.

It is quite remarkable just how much we have achieved in such a short space of time.

And throughout this exciting building stage we have continued to operate as a successful school with our Matrics of 2019 once again achieving a 100% pass rate.

With an IEB Academic offering, our brand new buildings and brand new sporting facilities which are all first-class - we are the school to visit.

As Headmaster, I would like to invite you to visit our campus and enjoy a personal tour of the school.

Join the Pinnacle Community - join the Pinnacle Rynfield Family.

Kind regards,

Clint Gaffney

EXECUTIVE HEADMASTER

Pinnacle College Rynfield | Latest Drone Footage!

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 14 Jan 2020 09:32:47 GMT

The latest drone video of our beautiful school!

Pinnacle College Copperleaf | Latest Drone Footage!

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 14 Jan 2020 09:32:44 GMT

The latest drone video of our beautiful school!

Pinnacle College Kyalami | Latest Drone Footage!

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 14 Jan 2020 09:32:41 GMT

The latest drone video of our beautiful school!

Pinnacle College Waterfall | Latest Drone Footage!

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 14 Jan 2020 09:32:38 GMT

The latest drone video of our beautiful new school!

Pinnacle College Linden | Latest Drone Footage!

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 14 Jan 2020 09:32:36 GMT

The latest drone video of our beautiful new school!

Pinnacle College Waterfall | Meet & Greet

ghcmaartens@gmail.com (Drickus Maartens) — Mon, 02 Dec 2019 08:13:41 GMT

We had an awesome MEET AND GREET with our PIONEERING parents and new students. Our new teachers loved meeting everyone ! How wonderful it was to see children starting to fill our beautiful new school!

Kirsten Smith

ghcmaartens@gmail.com (Drickus Maartens) — Fri, 01 Nov 2019 08:20:03 GMT

Introducing Kirsten Smith

Kirsten is an outgoing,caring and compassionate individual. Kirsten will be working in the Foundation Phase, she loves enabling students to become holistic participants of society.Her friendly and nuturing nature will most certainly go a long way with our little ones.

Pinnacle College Kyalami looks after their resident barn owl

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 31 Oct 2019 11:06:45 GMT

Pinnacle College Kyalami looks after their resident barn owl

The upgrading of Pinnacle Kyalami meant that an existing building had to be demolished. There was a problem, though – there was a barn owl nesting in the building. What was to be done?

At this stage the Properties division enlisted the help of Friends of Free Wildlife. We were told that barn owls are monogamous and usually mate for life; hunting their prey at night, they spend the day roosting in hidden cavities – and this included old buildings.

The Friends arranged for an owl box to be placed on one of the new buildings in a secure open area but which was protected from winds. Once all was ready, the owl was carefully moved to his/her new location. Since then we and Friend volunteers are continuously monitoring our resident owl – so far, so good!

Some facts about barn owls:

• The barn owl [the species is Tyto alba] is one of the most successful and widespread predators on earth. They are considered an asset to both farmers and urban communities as they keep rat populations in check.

• Did you know? Barn owls do not hoot, instead they emit a long, eerie screech. They also hiss, snore and yap.

• The barn owl breeds mainly from March to May in Gauteng. Breeding is timed to coincide with the best season for hunting when the chicks are being cared for. Incubation lasts about 32 to 34 days and the young fledge at 50 to 70 days.

More info:

https://www.owlpages.com/owls/species.php?s=10

Waterfall | Building Update Oct 2019

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 17 Oct 2019 05:24:04 GMT

Pinnacle College Waterfall Building Progress Oct 2019

Good progress is being made at the Pinnacle College Waterfall site. This is shaping up to be an absolutely magnificent school!

Linden | Building Update Oct 2019

ghcmaartens@gmail.com (Drickus Maartens) — Wed, 16 Oct 2019 13:06:07 GMT

Latest drone footage | Building progress

Have a look at our latest drone footage showing progress on our beautiful new school!

Pinnacle College Rynfield | Construction Update

cwolmarans@advtech.co.za (Christelle Wolmarans) — Wed, 09 Oct 2019 09:57:51 GMT

Pinnacle College Rynfield construction in a birds-eye view! New campus opening in 2020. Watch this space for more!

Pinnacle Pre-Primary Classrooms

Tue, 08 Oct 2019 08:06:09 GMT

Pinnacle Pre-Primary classrooms are designed with the needs of the modern child in mind. The décor and furniture are in colours that ensure children are not distracted by their environment. We plan for flexible learning areas and seating varies from chairs, to cushions, poufs, standing tables and lap desks. Children choose a learning space that suits them, provided they adhere to the class agreements that govern acceptable behavior.

Math and Literacy are taught in small groups before the children engage in activities to reinforce the concepts learned, as they cover the enhanced ISASA curriculum from Grade 000-0. We use the Time2Read methodology to ensure that children have a good grasp of phonics before moving to Grade 1. Numicon is used to ensure that children move from counting to calculation with understanding.

Progress is tracked continuously, and formal reports issued twice a year. Parents are welcomed to view the child’s learning journey and take part in student led conferences.

Grade 0’s undergo a school readiness assessment that gives teachers and parents an overview of academic progress before school, with a chance to fill in any gaps identified.

Cozy book corners encourage an interest in fiction and non-fiction books. Research is one of our Global Competencies and children learn to find information in print as well as from the web.

Block corners are designed to foster the development of critical thinking, planning, spatial and mathematical skills.

Art and craft areas encourage creativity and self-expression and the children also study and reproduce the techniques of famous artists.

Fantasy and dramatic play areas encourage social and emotional growth and provide a space where children can play out their feelings and ideas.

Gross Motor development, as proved in many research documents, underpins academic development so Pinnacle schools are well equipped with jungle gyms, sand pits and space to run. A neuro developmental exercise programme takes place daily.

Kyalami | Upgrade Progress

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 10 Sep 2019 07:21:12 GMT

Pinnacle College Kyalami Upgrade progressing nicely...

Linden | Building Update Sept 2019

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 05 Sep 2019 09:35:56 GMT

Building progress | Drone footage

Waterfall Building Update | Sept 2019

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 05 Sep 2019 09:33:51 GMT

Drone footage from the Pinnacle College Waterfall site

Linden | Building Update - 30 Aug 2019

ghcmaartens@gmail.com (Drickus Maartens) — Fri, 30 Aug 2019 06:48:10 GMT

Building is progressing nicely!

Robotics prepares our children for the future

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 08 Aug 2019 09:35:33 GMT

Pinnacle College Waterfall will offer Robotics and Coding as part of the Curriculum from Grade 0. This is hugely beneficial to our children who are facing a fast-moving world with constant advancements in both innovations and technology.

STEM education in our ever-changing world assists us as educators, to equip our learners with skills needed to deal with difficult situations that arise from an environment that is rapidly changing, in so doing providing a firm grounding for the future.

The study of robotics gives children an opportunity to expand on their ways of thinking, critically analyzing both design and construction elements of robotics.

Our children will learn coding skills, which is a key component of any 21st-century learner. Robotics will teach our children programming skills. When children work with programming languages of a basic level they are able to understand programming logic and structure and that will massively assist our learners in gaining an understanding on how to analyze and interpret large percentages of data.

By programming robots in school, a child can determine whether they will have a propensity and curiosity toward a job market that will exist in the future.

Our Pinnacle College Children will have an opportunity to compete and challenge themselves. They can participate against other learners and can take part in inter-school challenges within the Pinnacle brand. The children are given the opportunity to control a robot and decide what it is capable of and learn where the robots limitations lye. Learners begin to understand the importance of being detailed when giving instructions. Robotics ties in beautifully with Mathematics, Technology and Science and will give teachers many opportunities to collaborate. It is also impactful on fostering teamwork amongst peers and teaching children to listen and communicate effectively.

We look forward to monitoring this space closely as our learners develop skill sets that include.

1. Problem-solving

2. Computational skills

3. Technological skills

4. Creative thinking

5. Communication and listening skills

6. Future Orientated skill sets

7. Algorithmic skills

8. Logic

Robots are a fun way for students to apply and experiment with concepts that they are learning.

Pinnacle Colleges is excited to watch the development of this subject in 2020.

How to choose a Pre-Primary School

Mon, 01 Jul 2019 12:19:17 GMT

Choosing a school for your little one should not be a last minute, hasty decision. Start looking at least three months before you need to enter your child, if you are looking to place a baby. If you want your child to join a good school when they turn three, you should start looking at birth. This may seem ludicrous but the top Pre-Primary schools have waiting lists several years long!

The first decision is whether to place your child in a school near home or near your place of work. Small children suffer from many little illnesses and most schools want a sick child to go home as soon as possible. Choose a school that is close enough for someone to fetch them promptly if they fall ill. No matter how loving the care at school, a sick child just wants the comfort of home.

Choose a school whose hours suit your schedule. If the school closes at 5.30 pm, you must be able to reach it with time to spare, regardless of the traffic. Does the school open early enough for you to get to work? You cannot leave a small child outside the gate and assume that someone will take responsibility!

There are so many places of care to choose from at the moment that you may be bewildered by the choice. Take the time to visit the school unannounced. Check the security first, it should not be possible for you just to drive in. Are there cameras at the door and an entrance procedure? Next, how are you greeted and dealt with by the receptionist? This should be efficient, friendly and with an offer to show you the school, either then or by appointment. An appointment does not mean they have anything to hide; good schools have to allocate time and staff to deal with parents effectively. Is the reception clutter free and efficiently run? Are the admittance forms neatly printed and requesting sufficient background detail on your child?

When you look around, watch the children. Under-fives should be playing freely and busily with clean, unbroken toys that are well displayed to enable choice, or engaged in activities that are stimulating creativity or enhancing number or literacy skills. There should be no worksheets or cloned art work. Is the classroom clean and attractive, with good natural light and ventilation? Is there sufficient space for the children? Crowded rooms lead to fights and stress. Has the teacher (who should be SACE registered) an assistant to manage bathroom visits, messes and to support play? Is there evidence of an overall theme or inquiry that the children are investigating? Are there good quality books in a comfy spot for reading? Are the carpets and floors clean? Beware of schools that are too tidy and immaculate as this could mean that the equipment is for display, not the children’s use. Children should be aware of your presence but not clamouring for your attention.

What is your language policy for your child? If they are to attend Primary school in a specific language, they will be at an advantage if their early years are spent in the same language. This does not mean that you should forsake your home language. Bi-lingual children have a cognitive advantage, but do not confuse your child by subjecting him/her to a constant mixture of languages. Choose a school that will help your child enter grade 1 with a strong vocabulary and comprehension, as well as an ability to engage in their intellectual education with understanding.

What do you require in the way of meals? Not all schools serve breakfast, lunch and snacks and the price should reflect what is provided. Check out the kitchen, the kitchen staff and the certificates from the local authority indicating that the school is licenced to provide meals. Look at the menus. Is there sufficient variety and fresh fruit and vegetables? Ask about who feeds the little ones and how meals are conducted for the older ones. Are the children forced to eat their meals? Can the school cater for genuine allergies, (Not fussy eaters!)

If your child is still a baby, check the policies on formulas, nappies, wet wipes etc. If the school supplies everything, it may be a little more expensive but well worth your while in terms of convenience. Look at the nappy changing areas, where everything should be neatly labelled and the area safe and well ventilated, with proper disposal facilities. Potty training areas should be bright and welcoming, with small toilets for children aged two plus.

Are the baby rooms warm enough for the babies to play and crawl on the floor and not be kept in a cot all day. Who provides the cot linen and how often is it washed? There should be a nursing sister available for very young babies, as well as well-trained carers who will talk to and stimulate your child.

The outdoor area should have grass, sand, water, shade and wheeled toys, as well as safe climbing and swinging equipment, appropriate for the different age groups. Children are stimulated by their environment so the garden should be attractive, bright and well supervised. Gross motor development underlies all other development at this age so there should be a minimum of an hour per morning and afternoon set aside for active, outdoor play.

Last but not least, the atmosphere of the school should be welcoming and child friendly. Do not be swayed by the latest technological devices and lessons if the staff seem aloof and uncaring. With proper research your child should be happy and well stimulated in the chosen environment until it is time for Big School.