southdowns-college

SDC Open Day: Showcasing the Best of the Best

Mon, 06 Oct 2025 11:50:55 GMT

Southdowns College’s second open day of 2025 was an absolute success! Various departments of the school came together to showcase the excellence that the school provides and highlighted the values of integrity, hard work and humility that the school stands for.

All the newly elected SEC members provided tours of the campus and explained the

environment in which the future pupils will be in - one conducive for growth. It is a difficult task to encapsulate all the school has to offer into a few minutes, but the prefects went above and beyond to ensure that parents were left with a sparkling impression.

The teachers invested their hearts and soul into their mini exhibitions, experiments, decorations and (most importantly) explaining what is offered in their respective subjects to the parents. Simultaneously, the Sports and Culture departments put together performances and workshops, to display the wonders and talents of Southdowns College.

Not only did the wind blow strongly through the trees – the parents’ socks were blown off! A job well done, College!

What Does it Mean to Wear the Black Blazer?

Mon, 06 Oct 2025 11:46:55 GMT

At Southdowns College, the rust blazer unites us all. It is the symbol of belonging, of being part of something bigger than ourselves. But for the Black Blazer? It’s not just uniform, but a statement.

The Black Blazer is earned – it isn’t handed out for show. It is a commitment to service, leadership and discipline. Wearing it doesn’t elevate us above anyone, it places us under the everlasting pressure of great power and greater responsibility. We don’t wear the blazer for status: we wear it because we chose to serve, and because the school community expects us to deliver.

We serve the blazer, it does not serve us. Every morning when we put it on, we are reminded: “We represent more than ourselves. Our peers look to us for guidance; our teachers trust us to carry the values of Southdowns, and our actions reflect on the entire SEC.” That is no small weight... it isn’t supposed to be.

The blazer demands respect – not because of its colour, but because of the responsibility stitched into it. It is a promise to lead by example, to stand firm when it’s easier to sit back, to make tough calls, and to act when silence would be easier. It is a challenge to work harder, listen better, and to push ourselves further.

The Black Blazer does not make us special. What makes it special is that it holds us accountable every single day. It demands humility, pride, and strength. It reminds us that leadership isn’t about being seen – its about making a difference, even when no one is watching.

This is why we wear it with conviction. This is why it matters. The Black Blazer is not about privilege. It is about service. It is about being the best version of ourselves.

The Black Blazer – A New Chapter Begins

Mon, 06 Oct 2025 11:40:42 GMT

There are a few moments you will never forget during your high school career: your first day in grade 8; the first test you failed; your first crush. However, few shine as bright as the moment being inducted into the Student Executive Council (SEC) of 2025/2026.

On 3 September 2025, the new prefect body’s blood, sweat and tears were finally acknowledged as they were cheered onto the stage by peers, teachers, parents and their predecessors (the SEC of 2024/2025). The road to acquiring the black blazer is never easy: rounds of voting, hours putting in the extra work to prove yourself, while trying to cheer on your friends and competing against them at the same time, is no easy feat.

None of the new SEC members knew their portfolios or the role that they would be playing for the next 12 months before being called upon. The atmosphere was tense with anticipation and bitter-sweet moments: while not all the prefects got the role their hearts desired, every one of them knew what a privilege it was to be walking the stage and exchanging their rust blazer for their black one.

Amongst the nerves were moments of pride, tears and joy as the school community watched parents beam at their children’s accomplishments, signing their declaration to the school and taking their seats. The crowd also cooed at the cute childhood photos that were sported proudly next to their current school photo. The adorable kindergarten faces and poses simply won over everyone’s hearts!

To our new SEC of 2025/2026: CONGRATULATIONS! We know that the journey has not been easy and is far from being done. We look forward to seeing your vision for Southdowns College come to fruition and seeing what story your lanterns will tell!

GROUNDBREAKING DIGITAL LEARNING PLATFORM DEVELOPED IN SA LAUNCHED ACROSS ADvTECH SCHOOLS

Mon, 16 Jan 2023 12:34:07 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 08:44:27 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 07:13:41 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 06:10:57 GMT

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

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

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

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

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

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

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

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

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

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

FACILITIES & AMENITIES

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

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

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

STUDENT SUPPORT

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

TEACHERS & CAMPUS STAFF

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

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

HOLISTIC ACADEMIC AND SKILLS DEVELOPMENT

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

ENDS

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

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

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

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

Fri, 24 Jun 2022 12:41:11 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 12:15:00 GMT

Are you considering 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 09:37:34 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.

WAITING FOR MATRIC RESULTS: FOCUS ON WHAT YOU CAN CONTROL

Wed, 13 Jan 2021 19:52:22 GMT

"focus on those things that are within their control..."

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.”

Issued by: MEROPA COMMUNICATIONS

On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION www.theworldofwork.co.za or www.iie.ac.za

Note to editor:

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

Thu, 30 Jul 2020 10:04:18 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

Mon, 08 Jun 2020 08:25:02 GMT

SAPA: Return of South African children to school

Fri, 05 Jun 2020 09:28:31 GMT

Understand SAPA’s guidance on the return to school and how Southdowns College ensures a safe and supportive learning environment.

MATRIC MID-YEAR EXAMS: CREATE YOUR OWN LOCKDOWN SIMULATION

Thu, 28 May 2020 09:36:55 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

Fri, 08 May 2020 12:32:01 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.”

Tips for Parents during Lock-Down

Tue, 05 May 2020 09:36:34 GMT

Family lives have changed rapidly as parents and guardians have come to terms with the challenges of parenting during the Covid-19 Lock-down period. During this difficult time parents have had to adapt to living, working and educating their children from home. We are currently in Level 4 of the lock-down phase and parents, learners and teachers are uncertain of what the future is holding. Learners of Southdowns College receive online teaching and learning. We say thank you to parents for your assistance with helping your children to be online when they need to be.

Here are some tips for parents during lock-down:

Keep a daily routine (Schedule)

It is important to keep a daily routine as if still in school and explain the rules to the children. In this way parents are helping their children to maintain some normality. It is important for parents to encourage their children to be productive. Make sure to start each day with a good breakfast and know what the day ahead involves. Children need to understand that this is not a vacation.

Extra-mural activities

During this time SDC provides online extra-mural activities such as chess, dance, music and a dedicated sport program tailored to the sport specialties. The goal of extra-mural activities is to give better fitness to learners and teach a sense of sportsmanship, leadership and team spirit.

Dedicated work environment or space

Try to create a clear workspace away from all distractions that learners are able to use during school hours. In this way parents are able to encourage their children to focus on their school work and not be distracted by the comforts of being in their own home. Ideally, this area should be a quiet area, not to comfortable and central to a point in the house where your child is able to ask for advice when needed.

Take regular breaks

Regular breaks are important as the rest of these tips. It creates a balance of work and relaxation. Keep to the daily routine and add time for a lunch break. This will help learners to maintain motivation.

Offline stimulation

Offline activities can be fun but still educational for learners, keeping their brains stimulated. It includes activities such as Sudoku and paper-based games.

Life skills

Engage children in doing chores like emptying the bin, sweeping the floors helping with food preparation. This enables quality time that focuses on life skills. Chores are the glue that keeps families together. It builds confidence and independence. Teach your child values in order to grow and develop. They help us to create the future we want to experience.

Parenting is made harder by uncertainty, stress and economic stress. Comfort your child during this uneasy time. Talk to your children to make sure that they are coping. If they are struggling to cope, please get in contact with me and we can arrange a check-in session.

At this stage there is no guarantee on when our learners are going back to school but the SDC team is here to help and assist parents and learners through this difficult time.

Please watch the video on parenting tips:

https://www.youtube.com/watch?v=_VjCFAd8Ju8&list=WL&index=23&t=0s

Maintaining good mental health

Tue, 28 Apr 2020 14:29:21 GMT

Maintaining good mental health

Updated: Apr 17

At the moment I find myself going through waves of emotions. A recent article I read resonated with my current state of mind, suggesting that we are all experiencing a collective sense of loss and therefore most likely transitioning between the various stages of grief as suggested by Elizabeth Kubler Ross (for those who want to read an in-depth article explaining this, follow the link below).

Any form of loss constitutes a trauma which Lisa Oliver describes as "too much, happening too fast". She offers grace and gentleness as a way in which to help us get through this process with more compassion for ourselves.

I find myself flitting between living in the moment to thinking of life after the lock-down. I have since realised that it is better for my mental health to focus on the here and now. This mind shift demands a relatively popular tool/practice proven to calm fears and anxiety, called mindfulness. I have often advocated the usefulness of using refocusing techniques to help quiet the mind and switch to grounding ourselves by using deep breathing exercises and the five senses. It is fairly simple to do, but does require some self-discipline to master. The great thing about it, is that you can do it at any time and place - it doesn't matter what you are busy with (making it very efficient). I have posted a few links below to help get you started. If you only want something brief, I suggest the link to using the "STOP" process.

I also use more practical ways to address overwhelming feelings, such as anxiety, by reminding myself of how I would have worked through these emotions with my clients. One of the first things that I try to facilitate is the idea that anxiety is a normal emotion that serves, just like other feelings, a very useful purpose - namely, to keep us safe and protected from harm. Your body is therefore only following orders by assessing various possible scenarios and planning ahead. Sometimes, however, our mind battles to distinguish these situations from the real deal and we may suddenly begin to show physical responses to it, such as shallow breathing, sweaty palms, heart palpitations or shaky knees etc. Acknowledging the role of different emotions helps to make better sense of them which means they can be better managed.

In managing emotions it often helps to externalise the feeling i.e. separate the emotion from oneself (easier said than done). I like to think of emotions as visitors, bringing along different responses and thoughts. This allows a person to feel more in control of a potentially debilitating reaction. It also creates an opportunity for you to evaluate the emotion objectively, by rating its severity (on a scale of 1-10, how anxious are you) as well as thinking of neutral ways to decrease the intensity of the emotion. The best defense against anxiety is gaining a sense of C O N T R O L. The great thing about that, means that sometimes feeling in control with something unrelated to the initial trigger of our anxious emotions, still works to make us feel better. In other words, sorting out the food cupboard or folding laundry makes us feel in charge of something, which makes us feel a little better overall. It is therefore important to acknowledge the difference between the things that are in our control and the things that are out of our control. So... focus on what you can control when you are feeling a surge of panic coming on.

Apart from stressing about the world out there, being in lock-down brings its own set of luggage. Although we are trying to make the most of spending time with our families, you may also experience a heightened sense of cabin fever (which may increase as the days tick by). You may find yourself becoming easily annoyed or frustrated by things that would not normally upset you. You may also be performing tasks around the house that you do not ordinarily have to do or you may be putting undue stress on yourself to be productive during these 21 days. Just breathe. Take a deep breath and breathe... It is vitally important to your health to prioritise your own sanity by making time for self-care. All of us have different ways of making sure that our cup doesn't run empty - whether it is taking a bubble bath, reading, walking, being creative or jogging - we know that sanity will prevail once we had some time to ourselves. Lockdown of course also means that some of our "go-to" self care plans are not allowed during this time, perhaps it will be good to reflect on ways to get creative in adapting the usual strategy (check out Mzanzi marathons as a good example) OR you may have to be open minded and stretch yourself to find a new way to feel relaxed and show some self-love. An exercise below, encourages you to think about self care and ways in which to rest your mind, body and soul.

A story that I often relay to my clients when we are working on managing their emotions is one from an unknown source. The author tells of an art competition where the participants were invited to illustrate their visual understanding of the word "calm". The submitted entries mostly reflected tranquil scenery such as the ocean or forests or at the very least someone engaged in a soulful experience. It was therefore quite a surprise when the winning entry depicted quite the opposite. At first, all one could see was chaos. It was filled with volcanoes erupting, planes crashing, buildings burning - to name a few. Puzzled, one of the viewers asked why this particular work won. The illustrator asked him to look very carefully at the image to spot a tiny bird sitting on its nest amongst all the chaos, and answered:

In short, the best advice I can offer is a prayer (unfortunately already copyrighted) that has helped me find my peace:

TEACHING REMOTELY: FOCUS ON THE ESSENTIALS, LESS IS MORE

Thu, 23 Apr 2020 12:08:32 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. “

Online Applications | How-To Guide

Tue, 31 Mar 2020 10:52:47 GMT

Ready to apply to Southdowns College? Our easy-to-follow guide walks you through the entire online application process. Apply for admission today.

How to talk to your child about COVID - 19

Thu, 19 Mar 2020 12:42:14 GMT

For most of us the rapid spread of COVID-19 across the globe and the initial shock of a confirmed case in South Africa has likely triggered several mixed emotions. With the announcement of school closures and stringent preventative measures being taken by the government, it is very likely that parents are feeling overwhelmed, stressed, anxious, angry and confused. You may also find yourself panic-stricken by the immediate implications it holds, such as having to make alternative plans for your child or adjusting your work and lifestyle routines. To make matters worse, we are constantly being bombarded with loads of information from social media sources, news channels, colleagues and friends – which are only adding to the anxiety. At the same time, we are also dealing with a number of uncertainties and contingency plans that offer very little guarantees.

All these stressors beg the question: “How do I parent and reassure my child during this time?”. Parents want to know how they can help their children make sense of their world from understanding what the Corona virus is to explaining school closures, event cancellations and panic buying.

With so much information flooding our social media feeds, we thought it well to compile various relevant articles in the following document. Hamoda (2020) suggest the acronym “REMEMBER” as a useful framework to guide you along.

R – Reassure

Just hearing the word “pandemic” alone is likely to stir up a range of frightening emotions. Reassure your children by providing them with facts to better understand what the virus is, how it is contracted as well as teaching them practical strategies to stop the spread of COVID-19.

It is also important to do regular fact checks to re-frame any misunderstandings. Depending on your child’s age, you can also discuss the possible dangers and the protective steps that are being taken in the wider community to de-escalate the numbers. Keep in mind that the feeling of helplessness is best counteracted by actions that make children (and adults) experience a sense of control. Remind them that most corona virus patients experience mild flu like symptoms and recover fairly quickly. Explain to them how the body’s immune system works to combat infection and viruses and reassure them that social distancing is a preventative and wise choice in keeping everyone safe.

They will also find comfort in knowing that you will make the call as to when medical help will be sought and that you are not necessarily going to rush them to the doctor for every cough or sniffle.

E- Empower

Every situation offers teachable moments. Empower your children by reflecting on the values they can gain from thinking more about their community. Consider writing thank you cards to the front-line workers managing the spread of the virus, look at running errands or doing grocery shopping for elderly neighbours.

M – Maintain your own calm

“Maintaining your own calm” AKA “do not freak out” is probably the most helpful piece of advice to be offered when hoping to keep your child’s anxiety levels from increasing. The human brain is wired to keep us vigilant and safe in the midst of threats – often sending our brain (amygdala) into fight/flight/freeze mode, which prompts the activation of catastrophic thinking. We know that children are likely to take emotional cues (both verbal and non-verbal) from the adults in their lives and that worry, by its very nature, is likely to trigger “what if” thoughts.

The good news is that research studies have consistently confirmed that a calm and collected parent is able to de-escalate a child’s anxious brain through co-regulation. It is therefore vital that parents become more aware of the comments they are making to other adults or family members and to refrain from stereotyping and catastrophizing. Also limit exposure to news channels and social media that are likely to fuel your own anxiety. Should your child present with fear, panic or helplessness or generally feel “stuck in their thoughts”, go back to reassuring them with facts so that their logical and rational thinking structures of the brain can be activated. If you are having trouble managing your own fears and anxieties, engage in self-care routines that promote stress management.

E – Engage

One advantage of social distancing is that it offers a “forced” opportunity for more family time. Keeping your children engaged and active naturally reduces stress. Someone once said, “worrying is like a rocking chair – it gives you something to do, but gets you nowhere”. So instead of hyper-focusing on the negative aspects, try to consciously direct your thoughts towards health and togetherness – and get moving. Although social distancing discourages outings and play dates, it still allows for outdoor play, cooking meals together, playing board games and watching movies. Also consider alternative ways of maintaining contact with friends and family through video calling.

M – Manage their emotions

It is vital that you make yourself available during this time to answer any questions as honestly and accurately as possible. Listen to them and talk about their concerns and furthermore assure them that it is ok to feel sad or scared or to have a lot of different feelings at once. Focus on creating mindfulness routines that include deep breathing and relaxation.

B – Beware

We live in a digital age, where information is at our fingertips and our newsfeeds are saturated with involuntary links to more and more and more information. Be vigilant of the information that your child may be exposed to and limit screen time.

E – Educate

Use this time to teach your child about pandemics, preventative steps and hygiene routines. Consider initiating fun routines associated with frequent hand washing by singing songs (such as Happy Birthday twice) for 20 seconds and explaining the importance of covering their mouth and nose when sneezing with the bend of their arm.

R - Routines

Abrupt school closures and extra-mural cancellations suggests that your child’s daily schedule has been disrupted. Changes in your own lifestyle such as working from home or going to the gym creates a further upset in the usual family routine. Experts agree, that children benefit most from having a consistent routine and even more so during trying times. Try and stick to a basic structure as much as possible – even if it means creating a temporary daily schedule for the time being. Routines such as play time, bath time and dinner time serve to regulate the bedtime routine – which contributes to better emotional regulation. Revisiting family traditions/habits also make children feel safe, so encourage doing things that have previously made your family feel calm and relaxed such as puzzle building, reading, playing card/board games, exercising or engaging in religious activities.

QUICK REFERENCE GUIDE FOR AGE EXPECTED CONCERNS REGARDING THE CORONA VIRUS

Pre-school

Young toddlers may not necessarily understand the specifics of what is happening in the world, but they are very perceptive in picking up emotional cues from their caregivers.

The 3-5 year old children are better able to understand world events and are aware that something bad has happened. They may feel upset and question any changes in their routine. Their main concern is safety. They may therefore begin to show signs of separation anxiety or worry about their family members’ health. It’s important to ensure them of safety measures and precautions being taken and empower them with practical hygiene routines. Also make sure that they have limited exposure to news.

Foundation Phase

During this developmental phase, children are concerned with overall health. They may have a more distinct understanding of the vulnerable population groups and begin to worry about their grandparents. They may also worry about finances since many parents will be working from home.

It’s best to provide them with basic facts and to reassure them that you will take care of their health and that they can do the same by following simple, preventative measures.

Intermediate phase

Your child may be more curious and will most likely not accept platitudes as simple reassurance. Help them distinguish the facts from the “fake news” and focus on preventative measures.

High School

A high school child is able to engage in conversations that stretch beyond the immediate threat of the virus. Conversations may revolve around the impact that the virus might have on the political and economic state of the country. Discuss their concerns honestly and accurately. Some teenagers may, however, also believe that ignorance is bliss and act as if they are not worried whilst others may use humour to deflect the seriousness of the situation. Monitor their online behaviour and engage in meaningful conversations. Most importantly, do not rely on your teenager as a soundboard for discussing your own worries and fears.

As a rule of thumb, think of the bigger picture by keeping in mind that: “Most young kids will remember how their family home felt during the corona virus panic more than anything specific about the virus. Our kids are watching and learning about how to respond to stress and uncertainty. Let’s wire our kids for resilience not panic”.

Dr Claire Symington

Education Psychologist Southdowns College

REFERENCE LIST:

Hamoda, H. (2020). “REMEMBER”: surviving the pandemic with your children. Retrieved from https://iacapap.org/remember-surviving-the-pandemic-with-your-children/

NASPO. (2020). Talking To Children About COVID-19 (Corona Virus): A Parent Resource. Retrieved from: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/health-crisis-resources/talking-to-children-about-covid-19-(coronavirus)-a-parent-resource

SAMPHSA. (2020). Talking with children: tips for caregivers, parents and teachers during infectious disease outbreaks. Retrieved from: https://store.samhsa.gov/system/files/pep20-01-01-006_508_0.pdf

Sarkis, S.A. (2020). 12 Ways to Effectively Parent during a Crisis.

The National Child Traumatic Stress Network. (2020). Parent/Care-giver Guide to helping families cope with the Coronavirus Disease 2019 (COVID-19). Retrieved from: https://www.nctsn.org/resources/parent-caregiver-guide-to-helping-families-cope-with-the-coronavirus-disease-2019

Walsh, E. & Walsh, D. (2020). How to talk to kids and teens about the Corona virus.

Whitson, S. (2020). What parents can do to manage Coronavirus Stress in kids. Retrieved from: https://www.psychologytoday.com/us/blog/passive-aggressive-diaries/202003/what-parents-can-do-manage-coronavirus-stress-in-kids

New Traditions for Founders' Day - SDC turns 13!

Mon, 02 Mar 2020 06:20:43 GMT

“A tree signifies being rooted in your values and anchored in who you are." - Mr. Kok

13 Years ago, a school started. A school that no one knew. A school with only one class per grade. A school situated between dirt roads, uncleared trees and natural surroundings and barely visible from the nearest road. Little did we know, that this school would become a home to so many.

On the 27th of February 2020, Southdowns College celebrated its annual Founders’ Day. A day to commemorate the founding of the school and the people who made it possible. It is a time for pupils and teachers alike to reflect on how far we have come together and to enjoy the satisfaction of knowing that we are part of this incredible community. This year was Southdowns College’s 13th birthday! It seems almost surreal to conjure up memories of how the school has changed and grown over the years.

This year, Southdowns started a new Founders’ Day tradition. Each high school grade planted a tree on the campus. This tree symbolises growth and prosperity, representing the development of all the pupils in their respective grades for that year. Mr Kok, the school’s Dramatic Arts teacher, very aptly addressed the grade 11’s in saying, “A tree signifies being rooted in your values and anchored in who you are. No matter what happens in your life, this tree will always be here to show you how far you have come.”

In addition to the tree-planting initiative, each pupil also received a cupcake. It is, after all, the school’s birthday! This was followed by an entertaining assembly, where the school was serenaded by the choir’s mellifluous sound after being welcomed in by the tuneful playing of the school’s marimba band. It was a magnificent performance, consisting of a medley of euphoniously performed songs with harmonies, actions and more; captivating the audience from start to finish. The choir’s magnificent Founders’ Day performances have almost become a tradition in their own right.

Finally, the day came to a close, when all the pupils departed for mid-term break; an excellent way to conclude the festivities. It seems almost funny the think that just a few years ago, the entire school from grade 000 to 12 was able to fit into the SAX Arena for Founder’s Day assembly. And now, the high school can barely fit by themselves. It is truly amazing to see how far we have come, and even more amazing to think how far we will still go.

Class of 2019

Mon, 02 Mar 2020 06:01:18 GMT

100% Pass Rate - Congratulations Class of 2019

The 2019 Matric results were officially released on the 6th of January 2020 and the Class of 2019 has given us a superb start to the year. We are extremely proud of the outstanding achievements of this group of talented and dedicated students while also paying tribute to the high quality of the teaching and learning that is an integral part of the Academics at the College. We plan to take this to the next level in 2020 but for now please bear with me as I “boast” about the achievements of the Class of 2019 in the next few pages!

Overview of the NSC IEB Examination results:

The Class of 2019 have produced outstanding results. They have achieved a 100% pass rate, 108 out of the 115 candidates (93.9%) achieved a Bachelor Degree Pass and 7 candidates achieved a Diploma Pass (6.1%). This class also achieved 192 distinctions, which translates into 1.67 distinctions per candidate.

Summary of Distinctions:

Total: 115 Candidates - 192 Distinctions:

• 1 candidates achieved 9 distinctions

• 5 candidates achieved 7 distinctions – highest in the history of SDC

• 3 candidates achieved 6 distinctions

• 4 candidates achieved 5 distinctions

• 6 candidates achieved 4 distinctions

• 10 candidates achieved 3 distinctions

• 12 candidates achieved 2 distinctions

• 32 candidates achieved 1 distinction

• 73 out of the 115 candidates will take home a certificate that has at least one distinction. Great Effort!

Also worth noting:

• 251 “B”s and 207 “C”s were achieved

• 7 subjects achieved the outstanding feat of having no marks below 50%: Business Studies, Dance, Drama, English, French, Mathematical Literacy and Visual Art

• Of the 19 examination subjects that were written – 14 achieved averages that were above the IEB National Averages.

• Included in these 14 were English, Mathematics, Afrikaans and Physical Sciences- all subjects that had 50 candidates or more.

• The 5 subjects that did not achieve a higher average, were subjects with too few candidates for the averages to be informative or subjects that were within 1% of the IEB average.

National Achievements:

Congratulation to the following candidates for their National Achievements:

• Gabrielle Coetzee and Janie Coetzer who achieved marks that were in the Top 5% in 6 or more subjects. Fantastic!

• Gabrielle Coetzee for achieving in the Top 1% for Accounting (Top 25 out of 2525 Candidates), for Afrikaans (Top 85 out of 8528 Candidates), for Business Studies (Top 48 out of 4822 candidates), for English (Top 110 out of 10988 Candidates) and for Mathematics (Top 75 out of 7461 candidates). Brilliant!

• Janie Coetzer for achieving in the Top 1% for Accounting (Top 25 out of 2525 Candidates), for Afrikaans (Top 85 out of 8528 Candidates), for Life Sciences (Top 58 out of 5844 Candidates), for Mathematics (Top 75 out of 7461 candidates) and for Physical Science Top 49 out of 4918 candidates), Amazing!

• Kaila Van Zyl for achieving in the Top 1% for Afrikaans (Top 85 out of 8528 Candidates) and for English (Top 110 out of 10988 Candidates). Superb!

• Naledi Shozi and Franz Alex Berger for achieving in the Top 1% for Mathematics (Top 75 out of 7461 candidates). Wonderful!

The Importance of music and movement in the development of the young child

Mon, 01 Jul 2019 11:53:03 GMT

When the young child’s development is considered, music and movement can be seen as inseparable entities.

Music teachers, parents and child care providers have known intuitively for generations that music benefits children. Even a foetus in the womb shows measurable response to music stimulation. From the fifth month of pregnancy the foetus starts reacting to sound. Babies between four and six months old will move up and down when hearing music. It is the rhythmic sounds urging them to move, although their movement is not yet rhythmic at all. (Le Roux and Schoeman; 2005)

The importance of music and movement with relation to physical development.
According to Nancy Carlsson-Paige, a professor emerita of early childhood education at Lesley University and the Author of Taking back childhood, “If you walk into a good kindergarten (Pre-School) class, everyone is moving. The teacher is moving. There are structured activities, but generally it is about purposeful movements”.

From birth physical movement and interaction are vital, and all cultures emphasise the importance of close contact between the baby and the caring adult. Movement activities such as bathing, feeding, and baby movements (gently moving baby’s limbs up and down, cross laterally and lightly massaging the infant) are beneficial for growth and development.

Movement remains an important part of a Pre-schoolers progress. Through integration of music and movement, numerous developmental skills are acquired; laterality, midline-crossing, position in space, just to name a few. Music coupled with movement, aids in the development of the physical self. Children improve their co-ordination, which assists in muscular development. They begin to understand what they can do with their bodies as they run, balance, stretch, crawl and skip.

How music and movement impact on young child’s Social and Emotional development
Children respond positively to music. Music connects children who may not have previously realised that they have anything in common. Sharing a love for certain types of music helps provide children with a framework within which they can socialize, and express themselves emotionally.

When participating in music and movement activities, children gain confidence in their interpersonal relationships, this in turn improves their self-assurance when making friends.

Different emotions are experienced and imitated through music. Children learn how certain emotions feel and sound by listening to different types of music. Music helps children develop their emotional intelligence. Music thus works as a vehicle by which children can get in touch with not only their own feelings but the feelings of those around them as well ("Music Develops Children’s Social And Emotional Skills").

How music and movement develop the creativity and imagination of the young child
Creative thinkers have become a necessity in the 21st century with a rapidly changing society and the development of technology. The following link: ( https://www.youtube.com/watch?v=Kq65aAYCHOw ) demonstrates the problems which may arise in the future due to a lack of creative thinking.

In Rae Pica’s article Unlocking Children's Creativity through Movement and Music, she states the following (Pica, R. "Earlychildhood NEWS):

Keys to Unlocking Creativity through movement

Remember that creativity is a developmental process; two-year-olds do not express creativity in the same ways five-year-olds do.
Value process over product. The exploration is more important than the response.
Allow children to make mistakes. Einstein once said that a person who never made a mistake never tried anything new.
Believe all children are creative. Your expectations make a difference!

Through music and movement activities all the above mentioned keys can be achieved.
Problem solving skills are enriched through music and movement if appropriate facilitation takes place. By encouraging learners to move in a certain way or inviting them to find a new way to move, allows them to creatively and independently solve problems.

In closing music and movement deal with the development of the holistic child. From an Educators point of view, incorporating music and movement in lessons in the Pre-Primary classroom.

Start Your Child on The Coding Path

Thu, 16 May 2019 08:00:41 GMT

There is a lot of talk in South Africa about the Fourth Industrial Revolution (4IR) and the need for education in the country to start preparing learners for the future world of work from a young age. Unfortunately, in South Africa, resources are often lacking and many teachers are not yet equipped to teach coding. However this shouldn’t stop parents from encouraging their children to start with the basics of coding from a young age, an expert says.

“As we teach our children to read and speak our mother tongue language so we should start with coding at an early age,” says John Luis, Head of Academics at ADvTECH Schools, a division of South Africa’s largest private education provider.

“Parents who are not tech savvy may find this daunting, so the easiest way to start the children off will be to download some apps to their mobile devices which will use games to kick off the coding thought processes. Learning to code is like learning how to speak, read and write in a different language. Children are very good at learning a variety of languages from a young age so teaching them coding will be no different,” he says.

Luis says that the importance of preparing children for a technologically-enabled future cannot be overstated.
“Technology changes rapidly and our children must be able to adapt, be agile minded and most importantly prepared for the future working world. The 4IR should not be dismissed as a buzzword – it is real, and it is here where our lives will become intertwined with technology, the edges between reality and virtual worlds will blur and we need to ensure our children will be effective workers in this rapidly changing environment.

“This means that in the future world of work, coding will be a fundamental digital skill which our children will need to be literate in much the same way we prepare our children with language, numeracy and physical skills. Coding is no longer a skill reserved for scientists, engineers and IT geeks.”

Luis explains that the fourth industrial revolution is characterised by a rapidly developing technological environment in which disruptive technologies, the Internet of Things, virtual and augmented reality, robotics and artificial intelligence are changing the way we exercise, play, study, live and work.

“Behind this technology, functionality is achieved using code. It is how we communicate with computers, build websites, mobile apps, computer games and instruct robots. The Internet of Things (IoT) is already becoming more integrated into our homes. Smart TVs and watches, automated home management and security are only some of the examples where IoT is already used.”

Like mathematics, becoming competent in the language of coding has many advantages beyond the obvious, he says.
“Coding also helps with maths skills, it fosters creativity, improves problem solving abilities and can improve language and writing skills,” he says.

Internationally coding has long been recognised as a future life skill and is offered as part of the normal primary school curriculum. In South Africa, high schools have had the subject from Grade 10 to 12 as a subject choice (Information Technology) for many years, but was mostly offered to select learners based on their mathematics marks. Still, only a small percentage of schools have been able to offer the subject as it requires dedicated infrastructure and highly competent teachers.

The situation looks better at progressive private schools, where coding has been introduced as part of the mainstream offering, from as early as pre-prep, where children are introduced via simple techniques and readily available software.
“While many schools are still in the starting blocks, and most haven’t even arrived for the race yet, parents must realise that academic excellence and individual competitiveness in future will require a solid grasp of the language of technology. So the question of a school’s offering in this regard should be one they take very seriously before enrolling their child.

“And where they do not yet have the option of enrolling their child in a school that incorporates coding as part of the mainstream offering – which is the reality for the majority of the country - they should ensure that their child isn’t left behind, by assisting them independently,” says Luis.

One of the options available to these parents, is to search for holiday camps in their area. And where those are not offered, parents can start by helping their child download some of the various free mobile applications and software (listed below) which help young children to start coding, he says.

Scratch ( https://scratch.mit.edu/educators ) is a very effective free coding language that is designed specifically for ages 8 to 16 but can be used by people of all ages.
Alice ( https://www.alice.org/ ) is a block-based programming environment that makes it easy to create animations, build interactive narratives, or program simple games in 3D.
Microsoft Minecraft Education an educational version of Minecraft, the game popular with children all over the world. ( https://education.minecraft.net/ ) .
Roblox ( https://developer.roblox.com/resources/education/Resources ) caters for children from the ages of 8 to 14.

The Importance of Camp

Wed, 10 Apr 2019 07:41:48 GMT

The camp experience is recognized by child development professionals as valuable in helping children mature socially, emotionally, intellectually, morally and physically. The building blocks of self-esteem are belonging, learning and contributing. The camp experience offers unique opportunities for children to succeed in these vital areas. At camp, children learn to problem solve, make social adjustments to new and different people, learn responsibility and gain new social skills to increase their self-esteem.

Development of social skills:
Most activities on camp involve team work, which is great to strengthen established friendships and also to develop new friendships by connecting with children they don’t regularly talk with at school. Through bonding activities, children develop supportive relationships not only with different children, but also with their teachers. Whilst on camp, children have the opportunity to learn about acceptance, caring and understanding. They learn that their relationships benefit from investment, and that the team benefits as a whole when individual relationships are strengthened. Contributing to the success of the group is empowering to each individual.

Development of independence and resilience skills:
For many children, school camp is often the first time away from family and home for a few nights. While more and more our culture allows people to seek out what’s enjoyable and avoid what’s unpleasant, camp nudges children to move out of their comfort zone. So, while our conveniences make life easier in so many ways, there are experiences missing that provide growth, strengthening our values, confidence and development for times of adversity. Camp experiences grow confidence and develop good decision making skills – especially when times are tough. Their confidence grows as they accomplish a task that seemed impossible and this accomplishment is empowering. They also learn who to accept guidance from, in a world that is, at times, filled with some pretty bad advice on TV, in movies and among some friends.

Development of new skills:
Whilst on camp, children are exposed to a range of new activities that they may not have tried before. They display a willingness to try new things by being adventurous and to test their limits and decision making to get through various situations. Living in a cabin / tent / dorm, climbing ropes and overcoming obstacles are life accomplishments young people can develop that build strength of character, courage, determination and focus on something bigger than themselves. Children who only accept comfortable situations find themselves limited in confidence, courage and flexibility. Through new experiences, children are pushed into positions to grow in life and when that happens, they accumulate understanding of what it takes to be a productive, independent adult.

Whereas schools often applaud good marks, camp acknowledges and rewards a broader range of accomplishments. It creates an environment where every child can feel valued for their contribution.

Tablet Technology – helping your child improve his learning

Fri, 05 Apr 2019 06:11:56 GMT

We are living in an age where new technological advances are being made at a shocking rate and the truth is that the use of technology is becoming more important in our daily lives. We cannot ignore the fact that our children are 21st century learners who have access to more knowledge on their smartphones and tablets than we have ever learned during all our years at school or spent studying. It would be futile to ignore the impact these devices have on our children and the way in which they learn.

Almost every child has, or has access to a smart phone or similar device such as an iPad or a tablet. These devices have the potential to be valuable sources of knowledge, helpful teaching tools and motivators of learning. Unfortunately, quite often it is only used as a gaming platform and our children rarely use their smart devices for other reasons than entertainment, social media and playing games.

Studies proving the benefits of using iPads in the classroom range from Preschoolers using devices getting better results for literacy than their peers not using devices, to iPad-equipped medical students scoring 23% higher in their final exams than previous classes who were unequipped.

Our job as teachers and parents is to guide our children toward using smart devices not merely as a toy, but as an educational tool. Although we might think that our children are very clever in being able to use a device, we are fooled if we think they can teach themselves how to transform the toy into a tool. As with most things in life, they still need the guiding hand of teachers and parents in helping them to find information safely and to use appropriate apps in different learning situations.

The good news is that children are willing to explore the possibilities of eLearning, as they find the idea of using a device in the classroom quite appealing. They are more willing to switch on their iPads than they are in opening a book, as the device gives the feeling of “the fun is about to begin”. Learners who are reluctant to start writing are less reluctant to start a similar activity on the device. Activities can be redesigned to allow completion on the iPad or tablet, challenging students on a different and often more practical level.

Having access to this technology can also extend the classroom to the home. Educational apps are available for any age, ability level and subject. With apps such as Quizlet and Edmodo, rote learning and self-testing can improve a child’s memory, assisting in more effective test preparation and ultimately better results. Improving your child’s literacy and Maths skills at home while using appropriate apps can also help him perform better in class. Apps such as Reading Eggs, Epic and News-O-Matic will improve his reading comprehension and general knowledge.

Often, children can be bored with content that is taught in class, or want to find out more about specific topics. Discovery learning takes place when children discover the treasure of educational platforms such as Khan Academy and TedTalks. Using Youtube (and the recently released YouTubeKids) can be used as much for educational videos than for entertainment.

Although technology can never replace a good teacher, it can help your child be a better learner. Embrace the fact that iPads and tablets are part of our reality and that we should harness its possibilities to assist in your child’s education now, while inevitably waiting for the next amazing technology to improve even upon these devices.

Katlego Khambule’s superheroes come to life with Cartoon Network Africa and Imagination Studios.

ghcmaartens@gmail.com (Drickus Maartens) — Sun, 01 Jul 2018 14:18:25 GMT

Late last year, Katlego Khambule a grade 5 Southdowns College Prep pupil, won a Cartoon Network Africa and Imagination Studios animation competition, by showcasing her excellent drawing skills.

After submitting drawings of two superheroes, as the winner, Katlego had the privilege of touring the animation and sound studio to see how they made her drawing come to life.

Over the month of December her animation, called the “Doodling Duo”, was played on Cartoon Network and she had interviews with the network and with SABC Kids News.

“I love drawing but I did not imagine that one of my drawings could be brought to life,” says Katlego. “I feel very lucky that I got to see what happens behind the scenes in the animation studio and the sound studio. It’s all so exciting. Thank you Imagination Studios and Cartoon Network.”

Her mother, Visa Khambule proudly added, “This was a great experience for her and for us family and friends. I wish to thank Southdowns College for encouraging them to do their best in Art. This competition will open again in April 2018 and I would encourage all her mates to enter too.”

To watch Katlego’s animation and interviews follow the link: http://visakhambule.wixsite.com/katliart/my-cartoon-network-animation

Class of 2018

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 28 Jun 2018 14:44:52 GMT

Our top achievers

Dove’s Nest with Southdowns College – Helping them help others

Sat, 23 Jun 2018 00:00:00 GMT

The pupils raised R10 930 which will be handed over to the organisation based in Lyttelton.

“Service is one of the five pillars of Southdowns College and is an important part of the school ethos and curriculum”, says Estean Stirrat, Head of Technology, Life Sciences Teacher and Assistant Tutor for Grade 11.

“It always amazes me how our pupils improvise with old materials, the ideas they come up with and in the end how proud they are to showcase their transformations to the public.”

Following the auction, Grade 11 pupils along with Mark Smith, High School Principal, and Madrey Bekker, Head of Life Sciences and Outreach, visited Doves Nest to hand over a very generous donation from Dischem Pharmacies.

“The donation comprised three pallets of 10 600 nappies and our pupils donated sanitary pads to the older girls and spent time with babies in the care of Dove’s Nest,” says Bekker.

“We are truly grateful for the support that the Dischem Foundation have provided to the initiative, “she adds.