We live in an ever-changing and demanding world and children will be presented with opportunities and challenges, many of which will be new to their parents. The Cambridge curriculum was adopted by Nova Pioneer with the aim to equip students with the skills required to not only cope in the 21st century but to thrive in it.

Nova Pioneer delivers the Cambridge curriculum using a unique blended and enquiry-based learning model. With this, we persistently challenge our students to aim high and achieve beyond the ordinary, to seek out opportunities and research solutions that enable them to shape the world they live in. This is another reason why parents should consider a Cambridge curriculum for their children.

 

Cambridge curriculum offers students flexibility

 

The four stages of the Cambridge curriculum leads seamlessly from primary to secondary and pre-university years. Each stage – Cambridge Primary, Cambridge Lower Secondary, Cambridge Upper Secondary and Cambridge Advanced – builds on the learners’ development from the previous one, but can also be offered separately.

The Cambridge progression pathway in Secondary School at Nova Pioneer begins with Lower Secondary in the first and second year of Secondary School. The focus in these years is mostly on laying a very strong base in mathematics, science, and literacy in order to facilitate the high expectations of the International General Certificate of Secondary Education (IGCSE) and Advanced Levels (A-Levels).

IGCSE in the third and fourth year of high school is in itself an exit phase that provides students with an internationally recognized certificate that allows them access to tertiary institutions and the workplace. Depending on their performance in the IGCSE, students have a choice to do their Advanced Subsidiary Level (AS-Level), which is a university preparation phase that is academically intensive. 

Students can also opt to do the A-Levels or Grade 13 over two years, which is the preferred option for stronger academic candidates as universities give higher Admission Point Scores (APS) for A-level study. This can make students more competitive for admission into highly selective institutions, courses, or admission into international universities.

 

Cambridge versus Curriculum and Assessment Policy Statement (CAPS)

 

When faced with the choice between CAPS and Cambridge, parents often have questions as to what are the fundamental differences between the two curricula. Firstly, CAPS, as with any state offered curriculum, is aimed at mass progression. The aim of state curricula is to support the bulk of the population through the curriculum and provide general literacy for as many students as possible, hence the lower pass requirement. Cambridge, especially after the IGSE’s, is primarily focused on tertiary preparedness and progression (at an international level), with significantly higher pass requirements.

With the CAPS curriculum, students have a wider range of subject choices, however, these are not covered in as much depth as those subjects offered as part of the Cambridge curriculum. Furthermore, given its aim of mass progression, CAPS offers a very set curriculum with prescribed resources and textbooks, which fully cover the content examined. Conversely, the Cambridge curriculum offers teachers more flexibility to bring their own interpretation to the material. Lastly, CAPS’ final exams focus on the assessment of the content, whereas with Cambridge, it’s the assessment of skill.

The Cambridge curriculum teaches students to develop an intentional interest and desire for learning, and it also equips them with the necessary skills required to succeed at major universities and corporate companies anywhere in the world. It provides students with an internationally recognized education that prepares them to compete globally in pursuit of their academic and career development.

 

 

As an educator, I know that there are a few pivotal moments that students have to face as they navigate their way through High School. I believe that the IGCSE subject selection for Cambridge students may actually be the most defining moment. The subject choice usually takes place in the 9th Grade and it’s an intense scene that plays out at schools across the country every year. 

 

Not always an easy choice

While we, as educators, may see subject selection as a practical and quite technical process, parents usually feel an enormous amount of anxiety at this point in their child’s school career. Because, while some students may have a clearer sense of self and career path at 15 and have done their research around what decisions they need to take at this point, it is important to note that it’s also normal for most 15-year olds to get caught off guard.

 

Keeping the dream alive vs facing the reality

At Nova Pioneer, there is a selection of teachers who act as advisors assigned to help students with their choice. Getting the students to fill out the selection form is the easy part. The hard part is ensuring they help students make a choice that will best benefit them. 

During this time, advisors have to walk a tightrope as they are faced with having to negotiate an often fraught space that exists between what the child may want versus what their parents want for them versus what the reality of the situation may be. Many-a-times we also find that there may be a conflict in the dreams and desires of the students and what their parents see as a practical way forward for them. 

 

Take these things into consideration

Students approach me to discuss their subject selection quite often and sometimes during these times, I experience what feels like a wrestling match between my head and my heart. Imagine a scenario where a student reveals they want to study medicine post-secondary school however, their performance (historical and current) doesn’t or may not meet the requirements needed to enter this field? 

 

There is so much to take into consideration entering these conversations. My intention is to always ensure students don’t leave demotivated and discouraged. Thus, I always try and keep two thoughts in the back of my mind:

1. Basil, tread carefully for dreams are precious to the dreamer; and  
2. Try your best to encourage students to have more than one because dreams can be so fragile. 

 

Guidance sometimes looks like redirection

There may come a time when you have to encourage a student to look at another career path especially when they are sold on another? As an advisor and educator, you have to consider the subject choice package a student may choose and the kind of results they would have to enter their desired field. You also have to consider where their strengths and weaknesses may lie.

For example, while a student may want to study medicine, as their teacher you may know that their strengths lie in creative writing, content production and they embrace the free thought of the arts or humanities. You have to think about how you can subtly probe the depth of their passion for medicine and try to understand why they have chosen that particular field. It is your responsibility, however, to help redirect students without killing their passions so that they feel empowered to win and set up for success.

 

Help students understand their options

Even when we know a student may do better in another field, with another subject package, we cannot deny them their choice. We also understand that every child deserves to go after their dreams, no matter how ambitious they may seem to us. In the instance a student is determined to take a particular route, despite their performance, we then have the responsibility to advise them on (1) what it would take to win;  (2) what obstacles lie ahead and (3) what safety nets exist should things not work out. The beauty of the Cambridge system is that it has safety nets built into its curriculum – these nets can be triggered by the student, parents or the teacher should the need arise.

 

On your mark, ready, go!

Following the subject selection process, it is our responsibility to watch the student embark on their journey to a matric exemption. Every step of the way is monitored and interrogated, judgement calls made, advice asked for and given, detours and bridges built, and communications sent to the parents. There are occasions where we have had to burn the original map and start the journey anew. There’s no denying that the latter can be a challenge for both the teacher and the student. What a privilege it is to be involved in such a voyage. 

 

How does Cambridge enrich this experience?

In the 10th Grade, students partake in the IGCSE examinations set up by Cambridge. When the IGCSE results come out, we are so incredibly fortunate that most of our students clear this hurdle and can progress to the final stage of their schooling. 

For a few, we have to again embark on tough conversations to strategise and replot the path, and yes, sometimes we have to burn the original map and start all over again. This step, when required, is a vital demonstration of the growth mindset. Burning the map is not a failure. It is the discovery of a new pathway for growth; one where the student often comes to the realisation that their passions and talents lie in a direction completely different to the one they once believed was the only path for them.

 

Parents can help (or hinder) the process

The subject selection process does come with some tension, especially when the chosen path is the desired path of the parent and not the student? This can be a delicate space to navigate when parents and students sit with us and we have to advise on a path that may not be the most favourable to the parents. In those moments, all we can do is (1) lay out our concerns as their educator and advisor, (2) suggest alternatives, (3) try and provide a safe space for the child (normally in a hesitant, fearful whisper) to reveal her dreams and (4) hope that it plants the seed in the mind of the parents as well. These conversations can go either way and whatever the final decision, our role is to construct the timetable and give our students the assurances of academic, and social and emotional support from our team of caring teachers and counsellors.

 

Advising students to keep their options open

There are really hard moments that lie behind the completion of that subject-choice form. However, my advice is to encourage students to keep an open mind and to have more than one dream. This is my key piece of advice to students at subject-choice time is:

“Be nimble, stay aware, and yes… it is okay to change your mind. Don’t ever allow yourself to be trapped like a mouse in a maze. Pursue one dream at a time, but never stop interrogating it, and never stop reflecting on your own progress. Look at the data that you yourself produce every time you write a test or an exam. Look at the data when you peruse AP scores or tertiary course entry requirements. Again, look at the data when you chat with your teacher or a mentor about your progress. Maintain a sharpness in your peripheral vision so that you can pivot, sooner rather than later, if you know deep down that the light of one dream is fading, and the light of another starts to grow with unexpected brilliance.”

My name is Lesley Mpemba, I am a grade 12 learner (in a time of COVID-19) at Nova Pioneer. During my tenure at the school I have managed to achieve quite a bit. One achievement in particular that stands out as the highlight would be the establishing Nova Pioneer’s Spoken Word, a student led poets association, and helping host the school’s first-ever poetry slam.

 

 

Grade 12 in the Corona Pandemic

The year 2020 thus far, has been full of surprises, some good and some not so great. When the coronavirus hit SA it really raised news levels of anxiety for myself and my fellow peers. Not only that but it brought with it, fear, uncertainty and change. Even though change is the only constant, not many people are fond of it.

Before issuing a nationwide Level 5 lockdown, President Cyril Ramaposa had first announced mandatory school closures nationwide. This meant that we could not go on campus and instead, we had to engage in a programme completely foreign to us: social distancing and online learning. This involved the use of the internet for learning while in the “comfort of your own home”. As wonderful as it may sound, it wasn’t appealing to me. As comprehensive and robust as the programme is, I still don’t enjoy learning remotely. 

 

Longing for the ‘Normal’

Going back to school would be such a relief for me. Being a matriculant is already a stressful thing. We are worried about our end of year results, about matric farewells and most importantly, we worry about university applications. Going back to school will help us salvage what we have left of the academic year. 

What I look forward to the most is seeing my friends again. Although, we may not be able to interact the same way as before, just seeing their faces and hearing their voices is more than satisfying. I am truly looking forward to engaging in full class discussions and lessons, being able to ask questions and do cool activities while at campus. 

 

 

Leading through uncertainty

On the other hand, being part of the student leadership committee means that I have a responsibility to tend to the well-being of my fellow peers. In all honesty, this is a tremendous task.

Students need motivation, they need to know that everything is going to be alright, it is quite difficult for us to tell them that when we don’t know it for sure.

When we go back to school, there will be many safety precautions set in place to ensure that we are taken care of and to prevent the spread of COVID-19. As the leadership committee, we would have to see to it that student abides by the rules, it will take some getting used to.  Another frightening fact is that we will no longer be able to partake in sports and this includes, our Spoken Word poetry slams.

 

 

Looking Forward

Nova Pioneer encourages students to be innovative and creative, it is this very principle among 6 others that our school was built on. I trust my peers, I know how strong-willed they are, how smart they are, and how inspiring they can be. I have no doubt that through them, something special will be born.