tyger-valley

Matric Results 2025

Fri, 16 Jan 2026 12:00:11 GMT

Matric Results 2025

Tyger Valley College is proud to celebrate the outstanding performance of the Class of 2025, who achieved a 100% pass rate and an impressive 91.3% Bachelor’s Degree pass rate. The cohort attained an average of 1.72 distinctions per candidate, reflecting consistent academic excellence across subjects.

Exceptional individual achievements were recorded, with top achievers Toni Abi Chebly and Mpho Ramapuputla each earning eight distinctions. Several other learners attained seven, five, four, and three distinctions, highlighting the depth of achievement within the group.

Academically, Tyger Valley College excelled above the national IEB average in 11 subjects, including English Home Language, Afrikaans First Additional Language, Mathematics-related subjects, Physical Sciences, and specialised disciplines such as Engineering Graphics and Design and Sports and Exercise Sciences. These results underscore the College’s commitment to high academic standards and holistic learner development.

GROUNDBREAKING DIGITAL LEARNING PLATFORM DEVELOPED IN SA LAUNCHED ACROSS ADvTECH SCHOOLS

Mon, 16 Jan 2023 12:15:51 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 08:35:51 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 06:37:28 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 06:00:34 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 21 ^st 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 12:27:39 GMT

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of children already at school, but where the environment is simply not preparing them for the modern world because of outdated pedagogies and ways of working, non-productive homework requirements, or a system that no longer serves the needs of students.

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

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

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

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

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

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

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

The kinds of private school offerings include the following:

MODERN AND PROGRESSIVE SCHOOLS

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

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

TRADITIONAL HOLISTIC SCHOOLS/ RELIGIOUS TRADITIONAL SCHOOLS

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

SPECIALISED ACADEMIC SUPPORT AND ASSISTED LEARNING

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

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

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

ONLINE HOME SCHOOLING

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

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

ENDS

ABOUT ADvTECH

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

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

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

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

Mon, 13 Jun 2022 11:49:33 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 08:55:22 GMT

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

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

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

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

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

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

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

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

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

ENDS

ABOUT ADvTECH

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

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

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

Mon, 11 Apr 2022 12:32:19 GMT

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

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

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

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

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

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

PARENTS

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

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

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

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

TEACHERS

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

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

STUDENTS

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

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

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

ABOUT ADvTECH

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

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

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

Thu, 10 Mar 2022 09:43:21 GMT

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

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

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

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

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

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

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

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

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

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

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

An additional element of the EdTech Framework is Digital Citizenship.

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

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

LAYING THE FOUNDATIONS FOR ACADEMIC SUCCESS FROM GRADE 1

Thu, 10 Mar 2022 09:40:36 GMT

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

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

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

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

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

These include:

HEALTHY ROUTINES

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

RESILIENCE

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

STAYING POSITIVE

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

LEARNING STYLES

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

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

Tue, 30 Nov 2021 09:36:45 GMT

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

“The legal field is a great option for a sustainable career, but in the past, many prospective students were reluctant to pursue this option because of their concerns that the perceived combative nature of the profession is not a great fit for their personality,” says Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

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

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

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

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

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

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

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

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

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

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

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:

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

Tue, 28 Sep 2021 09:19:15 GMT

SEPTEMBER 2021

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

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

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

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

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

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

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

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

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

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

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

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

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

3) PLAN YOUR YEAR AHEAD

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

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

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

4) TAKE TIME TO THINK OF YOUR FUTURE PLANS

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

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

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

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

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

5) GET SOME GOOD HABITS GOING

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

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

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

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:

Anxiety at school: Helping your child survive and thrive

Thu, 06 May 2021 11:13:13 GMT

Helping your child deal with anxiety at school.

ANXIETY AT SCHOOL: HELPING YOUR CHILD SURVIVE AND THRIVE

APRIL 2021

Anxiety at school is not a new phenomenon, however, educators and parents alike recognise that there has been a significant increase in the prevalence of anxiety among children in the past year, as a result of Covid - 19, pandemic lockdowns, and measures to ensure the safety of children who are back at school or in the process of returning.

Anxiety is not to be dismissed or taken lightly, but the good news is that parents and teachers can take steps to ensure they firstly, recognise red flags in children and then respond appropriately, should there be concerns that a child is taking strain emotionally, an education expert says.

“Teachers and parents can recognise the onset of anxiety when a sudden change in behaviour becomes apparent and continues for at least three weeks or longer,” says Dr Jacques Mostert who holds a PhD in Psychology of Education and is Brand Academic Manager at ADvTECH, SA’s leading private education provider. Dr Mostert is globally renowned in his field, and has conducted experiential research in education in Denmark, the UK, South Africa and The Netherlands.

He says some of the signs to look out for include inattention and restlessness; attendance problems and clingy kids; disruptive behaviour that is not typical of the young person; trouble answering questions in class; an increase in problems generally, which could include a marked downturn in academic performance in certain subjects where usually there wasn’t a problem and if non-neurotypical difficulties are ruled out, such as ADHD or dyslexia. Finally, if a child starts avoiding socialising or group work, attention must be paid.

“Anxiety is your body’s normal reaction to perceived danger or important events,” says Dr Mostert.

“It is like your body’s internal alarm system that is set to alert you of dangers that may be life threatening and it helps your body to prepare to deal with danger. However, your internal alarm is not very good at recognising whether the danger you may face is indeed life threatening or not. For example, your body reacts by becoming nervous about being late to school and seeing a big spider in the bathroom in the same way. Neither are likely to cause real damage, yet your body remains alert and ready to run away in either case.”

Dr Mostert says anxiety or feeling nervous are normal emotions and can be expected during times of transition and change, especially during times of unprecedented disruption like the current Covid-19 pandemic.

“The news and social media are filled with reports of the danger of Covid-19, the virility of the virus and how to stay safe from infection. This is especially true for children and teens going back to school after their normal routines have been disrupted. Even young children who don’t watch news still pick up on the concerns of the adults around them, and constantly have safety measures reinforced in a way they were not before 2020.”

Many parents also remain concerned regarding children’s safety from the virus at school.

“While you as parent may be stressed about safety and Covid-19 safety procedures, this can be put in context by considering the excellent track records of schools where children have returned.”

If a parent has concerns about the anxiety of a child following the identification of symptoms which persist over weeks, they need to start tackling the problem at home, as the first line of response, says Dr Mostert.

“Routine is key in this. The first important step is to reinstate regular routines, including in the morning and evening. Nobody copes well when they are tired or hungry. Anxious children often don’t feel like eating breakfast, they might not feel hungry, or become nauseous after eating breakfast, so start making sure that your child gets back in the habit of getting some nutrition before heading to school.

“Also, make sure that your child wakes up early enough to avoid rushing to get to school. This of course means that you must ensure that your child goes to bed early enough, at a regular time. If your child spends hours before going to sleep on a device or social media, this is a habit that needs to end. It is not healthy for children or adults, for that matter.”

Dr Mostert notes that if a child becomes unusually quiet, or starts to ramble, this can also be an indication that they are anxious about returning to school.

“Children often seek reassurance that bad things won’t happen in order to reduce their worry. Rather than dismissing this behavior or becoming frustrated with them, acknowledge their fears. Avoid making light of their (and your own) anxiety by, for instance, saying there’s nothing to be worried about or that they’ll be fine. Instead, listen to them, acknowledge their feelings, and encourage your child to work through ways of solving their concerns with your assistance.”

In addition, there are practical ways to deal with anxiety in the moment, which include:

• Practising deep breathing

• Taking a break and going outside

• Talking about anxiety openly and objectively

• Getting moving

• Walking and talking

• Practising positive thinking and keeping a gratitude journal

• Trying to eat as healthy as is possible and drinking enough water

“When dealing with an anxious child, it is very important not to lecture or interrupt them, or to jump to conclusions or mock their fears.

“Instead, practise being a good listener, remain positive and retain a sense of humour, give positive feedback and reinforcement, aim to see fears from the child’s perspective. Helping your child through anxious periods is possible and an important part of their growth towards maturity. And, if your own efforts to help them do not yield results, there are many qualified and compassionate professionals who can help child and family get back on track.

“Adults should keep in mind that they play an important role in supporting children during this time to direct attention away from the concerns about friends, teachers, homework and Covid-19, by directing instead their thoughts toward the positives of seeing their friends, building relationships and new friendships, having the opportunity to interact with teachers and the safe environment of the school.”

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 10 brands with more than 100 schools across South Africa, including Gaborone International School in Botswana and Crawford International in Nairobi, Kenya. It owns 9 tertiary brands, across 30 campuses across South Africa and the rest of Africa, and its higher education division, The Independent Institute of Education, is SA’s largest and most accredited private higher education provider. ADvTECH’s 9 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

ABOUT Dr Jacques Mostert

A renowned educational expert with more than two decades of experience locally and internationally, Dr Mostert holds a BEd Honours (Cum Laude) and MEd in Curriculum Design from University of Johannesburg. He completed a UK Qualified Teacher Accreditation from the University of East London in the UK as well as a Postgraduate Diploma in Social, Emotional and Behaviour Difficulties from Leicester University in the UK. He completed his PhD in Psychology of Education through the University of Johannesburg. Dr Mostert was awarded the Outstanding grade for Teaching and Learning by Her Majesty’s Office in Standard in Education (Oftsed).

Following his work in the UK, Dr Mostert was appointed Head of Department of Psychological Sciences at the American University of the Middle East in Kuwait. He managed qualitative and quantitative research projects, has published peer reviewed articles in international journals, presented and international education conferences, led and presented staff development seminars and is currently the Academic Manager of ADvTECH’s Niche School Brands in South Africa. Dr Mostert has conducted experiential research in education in Denmark, the UK, South Africa and The Netherlands.

Matric Results 2020

Tue, 02 Mar 2021 06:13:40 GMT

Matrics 2020

Congratulations to our Class of 2020! You achieved amazing results, despite the Covid year that was 2020. Your hard work, dedication and perseverance thr oughout a very tough year, has borne fruit. Also, a huge thank you to our Tyger Valley College teachers who, whenever necessary, taught live online lessons, not missing a teaching day - always keeping our Matrics on their academic track. We wish our Class of 2020 all the very best for a prosperous future. - Mr Clyde Mac Donald (High School Principal

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

Thu, 30 Jul 2020 09:56:36 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 07:25:53 GMT

Tyger Valley College stands for anti-racism. We stand committed to protecting all our pupils from harm and indignity and creating and sustaining safe, inclusive spaces.

#SayNoToRacism #tvcpride #tygervalleycollege #itstartswithus

SAPA: Return of South African children to school

Fri, 05 Jun 2020 09:04:35 GMT

The South African Paediatric Association (SAPA) has given the green light for the return of South African children to school. Learn more about what this means for you.

MATRIC MID-YEAR EXAMS: CREATE YOUR OWN LOCKDOWN SIMULATION

Thu, 28 May 2020 09:45:55 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 12:21:06 GMT

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TEACHING REMOTELY: FOCUS ON THE ESSENTIALS, LESS IS MORE

Thu, 23 Apr 2020 12:03:49 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. “

Building resilience in children despite COVID-19

Wed, 08 Apr 2020 09:07:32 GMT

The most important factor in building resilience in children and helping them process situations is to have loving adults who are there for them and who are physically, emotionally and spiritually available. Children rely on us to figure out how to interpret events. Unfortunately, we cannot protect our children from the consequences of COVID-19. However, the way we respond and the support we offer can help buffer the consequences. It can also make it easier for our children to bounce back. They listen to our words, notice our stress levels, and watch what we do. Feeling secure and connected to parents, family members, teachers, friends or community is the greatest protection children have. It builds their resilience now and well into the future. With a support system in place, you will be able to keep negative beliefs to a minimum, calm fears, restore ideas around ‘normal’ and pull together as a family so that we all may bounce back, and even grow from the challenges we are facing.

So what can we, as parents, do to help them.

1. Listen to fears and concerns

Listening shows parental love and acceptance as well as helps children figure out problems. Children react to challenges differently to adults. After physical reassurance, a good hug, ask children what they understand about what is happening and what questions/concerns they have. Listen for misunderstandings and remember it is common for children to have fears based on information given. Asking children directly what they understand or how they feel may not be enough to get them to voice their feelings.

Younger children may need your help to find the words to express what they are feeling. Offer them words to choose from by telling them it is normal to feel sad, confused or scared. Be a role model by sharing how you are feeling and explaining what you are doing to help yourself feel better. Encourage them to express feelings through play, drawing, storytelling or other creative activities.
Older children and teens might find it easier to talk about what others think. "My friend Sarah said that she feels afraid. Isn't she weird?" When this occurs, do not remove the mask by saying, "I'll bet you are really feeling weird too." Rather talk about what Sarah must be feeling and how it is understandable. Ask your child what Sarah’s mom and dad could do to make her feel more secure.
Try not to force your child to talk. Some children will act as if they are not bothered by the situation. If so, there is no reason to push them, but tell them you are there to listen when they are ready. Your child may have concerns but the overarching current need in sense of normalcy. Normal at this time of lockdown is tricky to achieve. Discuss achieving “normal in lockdown” with your children, they have amazing ideas to try.
Another way to open the discussion is to model your own way of working through something. Let your children see you talking, exercising, reading, relaxing and observe what happens. Remember little eyes are watching our moves.

2. What to Say

More than anything else, we must be honest about what is happening. Sadly, COVID-19 is not the kind of truth that we can protect our children from, but the truth does not need to include every gory detail. How much detail to share will depend on their ability to understand. Age appropriate information and follow the rule of thumb only answering the questions they ask. There is no need to give more information than what would satisfy their current question. They will come back to ask more when they are mentally, emotionally and psychologically ready to ask more. Young children will need simple, concrete explanations of what is happening and how it affects them. For example “Why can’t I go play at Peter yet?” If they have a misunderstanding of events, correct them. But if you get "It’s just while we have to stay safe and not spreading the virus hey mom?" then there is no need to add more details. Their simple explanations may be exactly what they need to believe to feel safe. The goal here is to try not to take away that sense of security they are constructing for themselves. Older children and teens will likely ask for and benefit from additional information about the situation and actions being taken in the country. Also be sure to open conversations about what they are seeing on social media such as Instagram. There is a lot of nonsense doing the rounds that needs to be unpacked.

Saying “I do not know” is OK. Do not be concerned about saying the perfect words, there are no perfect words. It is OK to say you do not know why it is happening or how to solve it. The main goal is to reinforce that you and your children are safe. Focus on the steps you are taking to become safe. If you can, point out things like the social distancing and staying home so that doctors and nurses can work to help those affected. They may also be worried about the safety of their friends or extended family. Be honest if you really do not know, but reassure them that their friends' parents are taking care of them. You might tell them about how the doctors, nurses and government are working hard to fight against the virus, how the farmers are growing food, the grocery stores are still open to ensure we can buy goods or how rubbish removal workers are keeping our communities clean.

3. Limit Exposure to the Media

Try to monitor and limit your children’s exposure to media especially the news and fake news. News coverage is often overwhelming. Ultimately, it may change the way they view the world. They may begin to see it as a threatening, scary place. There is so much fake news and conspiracy theories circulating currently on social media that we need to be extra vigilant of what the teens and children are consuming. We need to try to encourage messages of hope and optimism. This helps build resilience. Even in the most difficult situation, your positive outlook on the future will help your children see good things in the world around them, helping them through challenging times not only now but in the future as well.

4. Controlling the ‘controllables’.

Easier said than done but try… control what you have control over and try not worrying about what we cannot control.

Get back to some routines. As soon as possible, try to follow some routines because they provide comfort and a familiarity in their structure. Believe it or not starting online schooling next week Tuesday will be a good thing. It brings routine. Follow as normal a schedule as possible. Try to maintain household rules and discipline. Rules and discipline provide children with security. It is fine to let your children be more dependent on you at this time. Things that may seem small to you, like watching television or having friends over, are important to your children and will be seen as big losses. Be patient and help children think of alternative activities if their regular activities are cancelled. Provide plenty of opportunities for play and learn.
Children cope better and recover sooner when they help others because it creates a sense of control and helps children feel better about themselves. Little things such as drawing granny a picture and WhatsApping it to her can make a huge difference to all. Phoning a friend that may be forgotten in the usual social mix. There are many apps available that can bring us “together” at this time, so let’s use them to break the disconnect.
For the older children and teens, another way to encourage a child's sense of control is to review your own family plan together. What are we planning to do if x happens. Coming up with a family plan increases their sense of security.

In summary:

• Focus on building resilience through some structure and routine. Our mental health relies on our physical routines, all too easily lost during challenging times. No routine whatsoever is unsettling. Adults and children may be happier with a rough schedule day to day.

Exercise : Daily, or every second day, exercise will make your children happier, even if they complain. It will probably make you happier too. Exercise affects mood, energy level, learning, and more. If you cannot get outside, Yoga or Pilates are great, or seek out online exercise apps. I also know some of our coaches are offering training programs, make use of their expertise and skills at this time. It creates connection and gives you, your children (and the coach) something to fill a portion of the day.
Sleep: A consistent routine, including a consistent bedtime, encourages better sleep. Sleep heals.
Nutrition: Eat as healthy as you can. Cooking and baking are a great activity when inside all day and they build relationships.
Screen time: I cannot stress this one enough. Stay on top of screen time. Kids who spend too much time on screen get moody and edgy, especially the teens. Open-ended limits lead to problems. Set limits where possible. For adults, you may need to do the same, particularly by taking breaks from the news. There are so many conspiracy theories going around and these will escalate as time progresses. Use time on-screen wisely and concisely. Be critical of what you consume as real.
Relationships : One of the best uses for screens is in relationships with true friends and family. Let’s use technology well. Support your family and your children by reaching out regularly to friends and relatives during this time.

• Stay vigilant around online schooling. This is new to all, expect your child will need supervision and guidance while working online. Children with learning concerns will need more direct involvement and structure than same-age peers to get online work done. Ask for teacher support early. If your child is struggling to learn at home, seek out advice for what to try next.

• Stay realistic but reassuring about COVID-19. Remember, children process things differently than adults. Encourage discussion and questions but avoid flooding with facts. Children tend to need straightforward answers to their questions. Then wait and see what further questions your answer brings. Answer those questions in the same way, to the point and reassuring.

We need to change our thinking around staying home due to COVID-19. Yes, the reality is present but there is also hope. If we dare to deconstruct the dominant negative narratives and stand against these stories by breathing life into alternate stories of hope and growth, we then take a stance which is very different. We are then a community working to protect the vulnerable among us. We are then building our “community”. We are then teaching our children solidarity and preparedness, as a family, as a community, and as a country. We are then redefining our values and we will find gains during this challenging time.

I leave you with a parting question:

How often are we given the opportunity to spend 21 (or more) days with our family?

Online Applications | How-To Guide

Tue, 31 Mar 2020 10:46:04 GMT

Our new Online Applications How-To Guide!

B-League Gala

Thu, 20 Feb 2020 13:25:53 GMT

Tyger Valley College High School hosted the B-League Gala yesterday at Hillcrest Swimming Pool. 11 schools took part and we are so proud to announce that TVC placed 4th overall.

TVC had 3 boys in the the running for Victor Ludorum and 4 girls for Victrix Ludorum.

Philip de Lange broke the record for the U/16 50m Fly with a time of 27.38! The TVC Relay teams were the record setters for a new event – the Ladder relay

South African Swimmer

Thu, 13 Feb 2020 13:27:40 GMT

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Yande Kgomogadio (Grade 8) has been selected to represent South Africa at the CANA Swimming Championships in Gaborone, Botswana.

Additional Distinctions for Tyger Valley College Matric Class of 2019.

Thu, 13 Feb 2020 13:22:48 GMT

Tyger Valley College, Pretoria, is proud to announce that Shardonae Moodley has obtained her 9th distinction and Malcolm Smith has achieved his 5th distinction after the IEB re-mark was completed.

This is a truly momentous occasion for Tyger Valley College as Shardonae Moodley is a pioneer pupil at Tyger Valley College, entering Grade 0 in 2007, when the school first opened its doors. Shardonae’s tiny Grade 0 handprint, captured in cement, is still clearly visible on the Pre-Preparatory Campus, where her journey as a Tyger Valley College pupil began. Shardonae Moodley, a proud Tyger Valley College representative, is the first pupil to achieve 9 Distinctions in the IEB Grade 12 examinations.

Matric Results 2019

Mon, 27 Jan 2020 10:32:09 GMT

Fun Facts about the Matric Results from TVC

Congratulations to the class of 2019 on producing such outstanding results. We are very proud of of them and thank them for all their hard work and dedication displayed in their years at Tyger Valley College. We wish them every success in their future endevours. - Mr Clyde Mac Donald

Fun Facts:

• 100% pass rate - 9th year in a row (every year since our first group wrote Grade 12 in 2011)

• 92.68% Bachelor Degree Pass – the best BD (previously known as a University Pass) pass rate in the history of the school and more than 3% above the National IEB BD Pass average.

• Average of 1.88 distinctions per pupil which is the best distinction rate we have achieved to date.

• One pupil achieved 8 distinctions, two achieved 7, two achieved 6, two achieved 5, three achieved 4 and two achieved 3 distinctions each.

• 4 of our pupils results were placed in the top 1% of the National IEB results, in various subjects

• 68% of our Grade 12 pupils achieved more than 60% for Mathematics

• 60% of our Grade 12 pupils achieved more than 60% for Physical Sciences

• A vast majority of subjects achieved above the National IEB average, including:

-Mathematics - 3rd year in a row (2019 was the highest our school has achieved above the national average in the history of the school)

-Physical Sciences - 4th year in a row

-13 out of the 16 subjects written achieved above the National average!

Congratulations to our 2019 Matrics for producing such outstanding results!

Grade 8 Camp 2020

Thu, 23 Jan 2020 06:33:57 GMT

The grade 8 orientation camp was the perfect start to our high school careers.

As we all arrived at school on the first day, the excitement emanating from the group was palpable, and admittedly edged with a little trepidation over what the following two days held in store for us. And once the camp began, so did the challenges!

The first of our labours was the hike; the distance stretched before us as we trekked to Ludwig's Roses and beyond. Just as we started to think that the journey would never end, we came to a clearing in the trees where we were rewarded with rest, KFC burgers and ice cold drinks. The view of the campus below where we would start high school was breathtaking, although the 13.7 kilometers that we had just struggled through probably contributed to the shortness of breath! With our spirits buoyed by this astounding accomplishment, we moved to the next daunting item on the agenda - meeting the Matrics!

What started as something akin to fear quickly changed to reassurance as we realized that the Matrics are willing to accept and even guide us if we show them the respect that they deserve. As Miss De Swardt taught us, respect is earned, and the Matrics certainly earned ours, as I hope we earned theirs.

Having met our new Matric buddies, we headed to the magnificent bonfire that lit up the entire area with its golden flames. Here we spent time learning more about each other, and of the necessity of hard work if we want to be successful.

Despite the looming 6AM wake-up, we were up at 2AM to sing all of the songs that we had learnt the day before. It was a terrific experience that strengthened friendships old and new!

The early morning walk before breakfast was a sure way to work up an appetite! We arrived at Braza where we had a delicious and nutritious breakfast, which was followed by ice cream at Aroma to give us a little extra boost for the walk home.

The next few hours were filled with excitement on the slip and slide as we repeatedly charged into the wall of foam and bubbles to emerge on the other end and land in the small pool. I now know that this was the calm before the storm of the last of our challenges - the treasure hunt running exercise. It was a grueling event, but just when I had given up any hope of surviving, it was over!

Our parents arrived at 18:30. They enjoyed a bring and braai while we made a potjie under the supervision of the Matrics. Finally we all headed home, exhausted and longing for bed, but also happy in the knowledge that we were now part of the College family.

Kayleigh Wessels

Proud Grade 8 pupil

Tyger Valey College

Kirsten Thompson - Top ADvTECH Achiever for Tyger Valley College

Wed, 22 Jan 2020 10:10:09 GMT

ADvTECH celebrated Kirsten Thompson's amazing IEB Matric results at the Top Achiever's lunch yesterday. Kirsten achieved 7 distinctions with an overall average of 89% and received a cash prize of R5000! Congratulations Kirsten, we are so proud of you.

Shardonae Moodley - 8 distinctions

Tue, 07 Jan 2020 12:25:51 GMT

We are so proud of Shardonae Moodley for achieving a total of 8 distinctions. Catch her interview that aired this morning: https://youtu.be/6PurEpponyA

Matric Results 2019

lmcnocher@tygervalleycollege.co.za (Lauren McNocher) — Tue, 07 Jan 2020 12:18:43 GMT

Inquiry based learning

Wed, 04 Sep 2019 12:10:55 GMT

One need only watch a young child spending a day at the beach to realise how fundamental curiosity is as a core trait in natural learning. Feeding the desire to delve into discovering things should be at the centre of all of our planning as teachers of learners of all ages. In a constantly changing world, preparing individuals for future careers is a moot point so we re-focus our efforts on skill, creativity and versatility in a yet unknown landscape in which they will spend their lives.

We begin by building from what is already known with informal discussion and collaborative tasks where the learners reflect on their existing body of knowledge. It is extremely useful at this point to have some leading questions.
They take the time to wonder about what in particular they want to find out. This makes the inquiry a personal and meaningful one. Once you have a personal investment in the inquiry, the depth of success increases.
During the research phase, the more exposure to different types of resources, the better. This should be student-led and supported by the teacher. Gaining a new perspective is a powerful skill.
With this new found perspective, this is a good time to reflect back to the original knowledge and pose questions such as; how does this relate now to the new information? It is important to note that learners must be made completely comfortable to change their world view as they discover new things. This leads to a less stressful, more dynamic learning experience.
In the current climate where collaboration in the work place is vital, our learners need to experience sharing their findings with each other regularly and be open to debate and queries. Often this strengthens and embeds the new perspective.
What next? This is a valuable stage in the inquiry process. Where could this process be pointing us to next? This is a perfect opportunity for group reflection and brainstorming.
This stage is at the end of this particular inquiry but at the cusp of the next one. Consideration is taken of what has been gained, the value of this and new action begins.

The more often the learners are exposed to this inquiry process, the more entrenched it becomes in their own methods of research and discovery. Harnessing natural curiosity to form new perspectives and views with more depth and meaning can only empower individuals to live their best lives with purpose and confidence.

Dean Wilken finishes 6th in the Nomads North&South 54 hole Championship

Tue, 03 Sep 2019 08:07:49 GMT

Dean Wilken (grade 10) participated in the Nomads North & South 54 hole Championship an the 29& 30th of August at the Pecanwood Golf Course. Dean finished 6th out of 70 of South Africa's young and upcoming golfing talent.

Blue Bulls Private School Teams

Mon, 19 Aug 2019 12:26:36 GMT

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Tyger Valley College is proud of their Rugby boys! Sanjay Meyer has been selected for the U19 Blue Bulls Private School Team and Justin Howard for the U16 Blue Bulls Private School Team. Sean Ruthven, Michael Jacobs and Reba Mokubyane have also been selected as non-travelling reserves for the U16 team.

Rachel van Zyl- Ubuntu Art Competition

Mon, 19 Aug 2019 12:24:33 GMT

Rachel van Zyl takes 2nd place in art competition.Rachel van Zyl takes 2nd place in art competition.

Tyger Valley College Head Girl, Rachel van Zyl, entered the National Ubuntu Art Competition and was placed 2nd at the awards ceremony held last week Friday night.

It was a very a close competition, with the winner beating Rachel by 2% (there was a 11.5% difference between 2nd and 3rd place).

Possibly, the highlight of the prize-giving for Rachel was meeting the Minister of Education, Mrs Angie Motshekga, as well as the request from the organisers for Rachel to donate her artwork to the Minister, which she did. Minister Angie Motshekga asked Rachel to sign the artwork and said that it would be framed and placed in her office.

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Dean Wilken finishes 6th in the Nomads North&South 54 hole Championship

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Rachel van Zyl- Ubuntu Art Competition

Rachel van Zyl takes 2nd place in art competition.Rachel van Zyl takes 2nd place in art competition.