Over the past few days, a lot has been published about the Cambridge AS pass rate at some independent schools offering the Cambridge curriculum. While I am in no position to comment on the dynamics internal to those schools, I am concerned about the apparent misunderstandings around the nature of the Cambridge curriculum that may have been perpetuated in those articles.

As more and more parents are looking for alternatives for their children’s schooling, we have seen a surge in the popularity of the Cambridge curriculum. Many new, smaller, private institutions (and some bigger ones), are attempting to capitalise on this trend. Quite often, none of the parties involved will have a full understanding of the actual progression pathway to a University school exit with this qualification.

Is there a “matric equivalent” in the Cambridge curriculum? The short answer is, no. Here is why:

The Cambridge Curriculum is designed as a 13-year programme. At Secondary school level, there are three main exit examinations: IGCSE which is their version of a General Academic Literacy band, followed by AS and then A-levels. The confusion arises from the separation of AS and A-levels. 

Exiting school after doing AS (especially if that AS is offered over just one year), is very challenging. The difference between IGCSE and AS is significant. Remember that AS and A-levels are seen as University Preparation courses. The workload and difficulty levels do not increase in a linear fashion from IGCSE to AS. In our experience, (and this is borne out by international data), students who achieved a “B” for a subject at IGCSE, can expect to achieve a “C” or even a “D” at AS level. Students who then proceed to A-levels, tend to perform far better at the A-levels than they did with just AS.

Why is there the misconception that AS “equates” matric? It stems, in part, from the Universities South Africa  (USAF) entry requirements to University for students doing the Cambridge Curriculum. There are three different combinations of subjects for students to gain University entry, which stretches across IGCSE, AS and A-levels. This is why schools who offer the full Cambridge curriculum cannot report on a “Matric pass rate”. There isn’t a single pathway or a single year that counts as “matric”. Instead Cambridge offers students multiple pathways to tertiary studies from IGCSE through A-levels, and which they can change over the course of their studies to suit their evolving interests and marks. And this does not even include the pass requirements set by SAQA for a Diploma pass or simple exit pass.

As an illustration, I will only compare two:

A University pass can consist of passing four AS subjects with a minimum of a D symbol plus one (or two) IGCSE subjects with a C minimum. Or, it can also be three A-level (Year 13) subjects with an E minimum plus one IGCSE with a C. And so on.

The option to exit after Grade 12 with a one-year AS is by far the most challenging. We also had to learn this through hard experience. Students and parents who embark on the Cambridge journey should really see it as a 13-year pathway to full A-levels, with the option to exit after Grade 12 with AS being a possible bonus – which a number of students do achieve. This might not sit comfortably with many students who are used to the South African 12-year pathway, but the benefits are real. Students are far better prepared for success at University and they are much more competitive when applying to Universities both locally and abroad. However, students need to be guided by experts to make the best possible decisions about the appropriate pathways available to them.

A question that might also be asked is: Why is this trending right now? Cambridge has been around for a while?

Many of the schools that offered the Cambridge curriculum in the past, only offered it as an extension programme for their academically stronger pupils. Most of these schools only report on their final A-level results, not AS. The academic screening of students before being granted admission at these schools is very rigorous.

What is happening now is that there are more and more inclusive schools, offering the curriculum to a broader range of students. Offering this challenging programme to a broader range of abilities does present a challenge for which these schools must be well-prepared.

It is the duty of schools and parents to develop a deep understanding of what is really required by this demanding – but ultimately rewarding – curriculum. When taught, managed, and structured properly, it can provide wonderful opportunities to many more students than what was previously assumed.

“It is up to us to live up to the legacy that was left for us, and to leave a legacy that is worthy of our children and of future generations.”Christine Gregoire 

Take a look at where we are now, and how far we’ve come; 46 years ago today, a new chapter was written for the youth of South Africa, Africa, and the world. Tsietsi Teboho Mashinini gave a speech on June 13, 1976, that would change the course of history and the educational landscape.

Mashinini, a selfless leader, inspired over 20 000 Soweto youngsters to take action to change a system that viewed them as second-class citizens, an education system that taught them that they were only good as servants and labourers.

They said we are physicians, lawyers, teachers, business people, pilots, and scientists – the world and everything in it belongs to us.

Legacy

The young leaders of 1976 left us a lasting legacy, one of servant leadership – as we say at Nova Pioneer,  “great leaders always put others before themselves and engage their community with humility and generosity. We see leadership as a way of improving the world, not simply promoting ourselves.”

The Nova Pioneer teaching journey is designed to create a spirit of service beyond self-interest, to recognise that you are an important part of the world, and that substantial change begins with you.

Gratitude

Gratitude is an important part of humility, and we salute all of the young leaders of 1976 for being role models in this area. We are because you are, and we are shaping leaders and innovators for an African century because you showed us it was possible. Nova Pioneer honours you for sacrificing your lives so that we might enjoy the freedoms we have today. We are building schools across Sub-Saharan Africa and bringing together brilliant minds from around the world. 

Let us use this Youth day to reflect on the strides we have made, the work we have laying ahead and remember to keep investing in the youth because it is with them that the future lies.

Nova Pioneer Schools salute the youth of 1976. Like a mirror we never lose our ability to reflect, no matter how many times we are broken – we will continue to press forward, motivated by the spirit of positive pan-Africanism.

To listen in, click here

Each year, parents enter into a co-guardianship with their child’s teacher. Each of us in this partnership plays our different roles, but we all strive to surround the child and put their needs at the centre. Our common goal is to have the child succeed throughout the year and to ensure they are happy in the school environment. Attaining that goal is more likely when parents develop a good relationship with their child’s teacher.

As with all healthy relationships, it is important to establish effective and open channels of communication through which the parents and teacher can identify areas of common ground, develop mutual respect and understanding. In this way, parents and teachers form the foundation for rich and meaningful dialogue around our children’s education.

So, how can you develop an understanding of who your child’s teacher is? To get to the heart of a teacher’s personality and to find out what drives them, I propose the following five questions. The answers will give you a picture of the person your child spends part of their day at school with.

What led you to become a teacher?

Most educators have a story to tell about how they ventured into teaching. Their story informs you on how they teach and how they relate to their students in the classroom. This will give you a window into the kind of classroom environment that the teacher will create and it will reveal why your child’s teacher shows up to work every day as well as what makes them passionate about what they do.

What do you want most for my child this year?

The beliefs and expectations the teacher has of each student can directly impact student achievement and growth. This question sheds light on how your child is viewed by the teacher and gives an indication of how the year will progress.

How do you view mistakes and how do you discipline students?

Knowing a teacher’s style of discipline and how they deal with the inevitable mistakes that children make, will help you gain a clearer picture of what is happening in the classroom. Knowing the teacher’s views on discipline will help you to understand the teacher’s reaction to any given event. Often teachers choose to work at certain schools because their personal views on discipline align with that of the school. However, it is important to understand your child’s teacher’s personal views.

What is your philosophy on education?

A teacher’s philosophy on education will determine how your child is taught, how much their voice will be heard as well as the students; access to certain resources. How you can successfully advocate for your child can be greatly influenced by how well you understand your child’s teacher’s approach to education. A deeper understanding of the teacher’s core beliefs of teaching and learning can allow you to develop a strong partnership with the teacher which will, in turn, have a positive impact on your child’s school year.

What is your expectation of us as parents and what does good communication look like to
you?

In any relationship, it is good to understand what each person’s expectations are to keep things harmonious. I would suggest that you seek to understand early on what your child’s teacher expects from you as a parent. Knowing this will allow you to establish rules of engagement with the teacher and also give you the opportunity to discuss how this fits in with other things that you have to do as a parent. Gaining an understanding of this from the outset can lead to conversations about where you are struggling and where you need help.

Your ultimate goal is to get to know your child’s teacher and I would encourage you to make this a priority. Make an effort to learn about and value the individuality of this very significant person in your child’s life. I would also suggest that parents reflect on what five things you would like your child’s teacher to know about you. This will go a long way in building a parent and teacher relationship that will ultimately benefit your child.

As children grow in their early childhood years and enter pre-primary school, their world begins to open up. They want to explore and frequently ask about the things around them. Eventually, their interactions with others help to shape their ways of thinking and moving.

Early childhood development progresses gradually and continuously in clearly defined phases. It is most important that parents send their children to pre-primary schools that are equipped with teachers who are skilled at working with young children during this crucial period of their lives. Teachers in pre-primary school play an important role in ensuring that your child has a strong foundation for their future school career. 

At Nova Pioneer we believe that a strong educational foundation in pre-primary school is vital to not only shaping your child’s academic success but also in paving their road for success in life. How your child learns and develops mentally, emotionally, physically and socially is critical to us. At Nova Pioneer, we use a unique integrated approach to support our youngest of students’ growth. We offer vast opportunities to develop your child’s intellectual curiosity and love of learning. Here are the 5 skills that you can expect your child to develop in pre-primary school:

Independence

We’ve realized that children become more independent in pre-primary school. Naturally, becoming more independent enables children to take care of their own basic needs, to be mindful of their belongings, and to develop their self-confidence. Nurturing your child’s independence is vital in pre-primary school because it encourages them to not only be resourceful and to learn how to solve problems on their own, but it also gives them the confidence to build up their student voice.

Language skills

Language develops rapidly during pre-primary school years. There is an increase in the scope and function of speech, and children start to use words to resolve conflict. They understand the conversation and volunteer their own ideas and opinions. Their concentration, memory and attention span increase and they begin to participate in discussions to make sense of the world that they live in.

Social skills

Consequently, children become more socially aware in pre-primary school, and they learn how to get along with others. They share more readily at school, take turns with one another more easily, and begin to work through conflict peacefully. Their play evolves from parallel to interactive play and they are comfortable forming friendships in a pre-primary school environment. Also, pre-primary school is where children begin to learn more about social cues and it’s where their individual personalities begin to unfold as they are exposed to different people from different backgrounds.

Physical development

Children attending pre-primary school learn how to intentionally use and control their bodies through the various physical activities they engage in at school. There are also striking physical changes in their body proportions during this time as they grow and partake in challenging physical undertakings when they play with their peers. They become capable and confident of more strenuous activities and learn to have greater endurance. Pre-primary school is also where children start to develop dominance and learn to have control over their hand muscles, which is an essential part of physical development during this phase of their lives.

Emotional maturity

In pre-primary school, children learn to outgrow the heightened emotionality of temper tantrums. Emotions begin to colour their lives. They become better at controlling their emotions and can be reasoned with. They overcome problems with separation from their parents more easily as they interact with other children and they are able to build trust with their teachers and peers. Lastly, emotions become more evident in children’s facial expressions in pre-primary school. Their body posture, movements and tone of voice help both parents and teachers to easily identify the children’s emotional cues. 

Looking for a school for your child is never easy and can easily be one of the most stressful things that a parent can go through. There is always so much to consider in the process. In his novel, The Outliers, Malcolm Gladwell points out that parents should focus on what type of opportunities they afforded their children as a predictor of future success. The right school that is aligned with your child’s needs is a step in the right direction towards giving them opportunities that will allow them to thrive. Start your search for the best school by thinking about what you want a school to do for your child. 

“We do owe something to parentage and patronage. The people who stand before kings may look like they did it all by themselves. But in fact, they are invariably the beneficiaries of hidden advantages and extraordinary opportunities and cultural legacies that allow them to learn and work hard and make sense of the world in ways others cannot.” (Gladwell 19).

When looking for the best learning environment for your child, you might want to ask yourself the following questions as key guidelines:

• What do I want my child to learn? This will include the specific subject matter, curriculum, level of academic difficulty, teaching and assessment methods, etc.
• How does my child learn best? Will the school cater to my child’s particular learning style? Will it cater to their challenges? Will my child be stretched to reach their full academic potential? Does the school incorporate technology and will it equip my child with the skills to survive and thrive in a constantly changing environment?
• Will the school consider my child’s social needs? How much contact will they have with peers, what does the school bullying policy say? Does the school pay close attention to the social and emotional wellbeing of students? What is the class size and will it allow my child to get more one-on-one attention from the teacher?
• Will the school be practical for my child and our family? This includes things like the school hours, affordability,  distance and location, scheduling, extracurricular activities, etc
• How will the school set up my child for University and beyond and equip them with the skills to cope in the real world?
• Am I, as a parent, prepared to play my role in ensuring that I support the school’s efforts to equip my child in their development? Am I prepared to communicate proactively and positively with the teacher and, where necessary, the school leadership team to resolve challenges? Do I have a realistic view of the needs of my child and am I open to discussing these with the benefit of my child in mind? 

While a lot might depend on the parent and their values, it is important to look at your child’s personality and strengths. Parents might want a school that offers a balance between sports and academics while others might want a school that has a strong focus on either sports or academics. Different children will thrive better in environments that are suited to their personality and individual needs. A lot goes into establishing a school’s approach and model and selecting its curriculum and so, while a good school will communicate with you openly about your needs, it will be more difficult to shift aspects of their model than it is to find the right fit, to begin with. That is why it is important to look for something that complements and supplements who your child is. If you know that your child is a soft-spoken and reserved person, it does not mean that you must put them in a situation where they will never be put on the spot, but rather, you should put them in a situation where they can learn to be OK with being put on the spot. 

The school’s behaviour policy is also something parents consider highly. Some parents might value the whole structured discipline approach while others want a school that encourages and values the student voice interactive structure and follows the preventive, supportive and corrective approaches. Children today will thrive in an environment that gives them a student’s voice but teaches them how to effectively apply it. They need to be able to say, “This is the outcome I want, these are the tools at my disposal, how can I get to my desired outcome?” A child that does not see that there is an option, a child who is told that they cannot make a mistake and that it is not acceptable to make mistakes, a child who struggles to negotiate their circumstances will battle to cope in this generation. This is also why some parents are against schools that encourage rote learning but instead choose schools that allow their children to question things, children who take interest in the process instead of just the end product. These schools that teach students critical thinking and allow students to identify problems and come up with solutions will excel in the future. 

In a nutshell, there is no ‘perfect’ or ‘right’ way of choosing your child’s school. Always think about what will work best for your child’s personality, strengths, needs and interests. Also, consider how different schools’ cultures and values fit with your family values and family life. Making the right choice now will allow you to focus on supporting your child and their school in doing the best they can to equip them for their future.

We are past the 200-day mark since President Cyril Ramaphosa announced the lockdown restrictions to curb the spread of the novel Coronavirus in South Africa. We are now on Level-1 of lockdown which allows business activity to continue but under strict health and safety conditions. South Africa now finds itself in the top ten countries in the world with the most Covid-19 infections with over 613 000 positive cases and just over 13 300 fatalities as of 26 August 2020 according to https://www.sacoronavirus.co.za/. 

It is still incumbent on all of us as a nation, whether at home, at work or at school to be more vigilant and adhere to all the recommended health and safety precautions.

As a school, our students, teachers and teammates who have returned back to campus find themselves on their desks for 5 to 7 seven hours in a day doing their in-class or office work. Which then turns the desk into a breeding ground for germs and harmful bacteria that can make a person sick. While we cannot avoid using our desks in class or office to prevent the spread of germs and bacteria, we do however exercise basic hygiene habits that are effective in both killing the germs and bacteria, and also protecting our staff and students from illnesses.

Here are four habits that you can adopt to keep your desk free of germs and illness-causing bacteria in the classroom or office:

Wear your mask:

While it may be uncomfortable to keep your mask on throughout the day, it is a habit which is necessary and effective in keeping you safe from harmful germs and illness-causing bacteria. Wearing your mask ensures that you do not transfer germs and bacteria onto the desk when you speak, cough or sneeze which may breed further and make you sick.

Sanitize your desk:

Adopt a habit of sanitizing your desk, laptop and stationery with an alcohol-based sanitizer daily at least 3 times a day using a wet wipe or cloth to properly clean without damaging your equipment. This habit will ensure that you are able to remove and kill any breeding germs and bacteria that may surface as you go about your day working and interacting with your peers and colleagues.

Wash your hands:

Regularly washing your hands with soap and water every 3 hours or before meals can help eliminate the risk of contracting or spreading germs and illness-causing bacteria which you may come into contact with as you use your desk, laptop and stationery, and also from connecting with your peers and colleagues.

Maintain a safe distance:

While it is common in a classroom or office set-up to have your peers or colleagues sit next to you or reach over to your desk for assistance or a quick chat. Don’t share your stationery and always ensure that everyone who sits next to you or reaches over to your desk for any reason maintains a safe social distance to ensure no one spreads any bacteria or germs that may continue to breed on your desk and cause illnesses.

At Nova Pioneer we are committed to operating a safe working and learning environment, and therefore make it our mission to ensure that all health and safety protocols and hygiene measures are implemented by all staff, teachers and students at all times to prevent the spread of germs and harmful bacteria that may cause illnesses.

Emotions run high when families, schools and those involved in National decision making discuss matters around schools opening and closing. The passionate arguments from all sides speak directly to everyone’s intent: keeping our precious, little ones safe. 

Triangle of support 

Everyday this is front of mind for our teachers at Nova Pioneer. Our concern for safety is for all our children, those at home and at school. What has been clear, is that we do not carry this burden alone. During this time, the value of the ‘triangle of support’ (student at the top, anchored by the solid base of support provided by both parents and teachers) has been so apparent. Our Greater Together spirit has been so critical.  

As school reopened, a number of our students returned to a somewhat different campus. New routines and procedures, different classrooms, unfamiliar desk arrangements and absent friends could have proved unsettling for our little Novaneers (some emerging from home for the first time in a little over 3 months). However, the power of the triangle has made this transition to our ‘new normal’ so seamless and the bright smiles (under colourful masks) are a testament to this. 

Hugs, kisses and high fives

It is so special to see parents take a moment at drop off, to chant and sing last reminders, counting them off on their hands: ‘wear your mask, wash your hands, keep socially distant, and have an awesome day!’ Hugs, kisses and high fives in the confines of each car, relaxes the students before getting out and beginning the walk up to the screening. Even our littlest Novaneers come bouncing up the ramp with such confidence and independence, encouraged all the way by their welcoming teachers, as their parents are no longer able to walk them to class.

Social Distancing

Temperature checks and morning check-ins have become a special time for one-on-one chats with the Deans and School Leader. A moment to get to know each other a little better and allay any niggling fears at the start of each day. Our teachers skillfully manage social distancing while still creating a warm, ‘we are better together’, learning environment. Our Operations team have thought of everything, helping our little ones with markers and reminders all over our school so we can all keep safe! And then there is playtime! It has been so joyful to watch our students and teachers engage in safe play. The squeals of happiness and delight fill the spaces between us created by social distancing. 

Celebrating our students

At the top of this triangle are our heroes. We celebrate our students for their resilience, their encouragement of each other and their constant strive towards adhering to these new rules. It has been amazing to watch them adjust and cope and still come back each day, eager to learn and play. During such a time, our students are a reminder of hope and optimism and the power of a collective goal. We can be safe together! 

Carla Hercules was recently appointed as the new Head of School at our newest Campus, Rumisig. This comes after the news that we would be opening a new campus in Ruimsig that will cater to parents with children in pre-primary and primary school, in January 2020. 

We are confident that with Carla’s extensive experience and her inspiring leadership, Nova Pioneer Ruimsig students will be developed into our future leaders and innovators. Carla is passionate about the unique Nova Pioneer learning approach which prepares our students to be globally competitive in the 21st century, and subsequently go on to change the continent and the world. As a long-time resident of the Roodepoort area, Carla has expressed her excitement to join the beautiful Ruimsig community and work closely with its residents to maintain the spirit and energy of their neighbourhood.

Carla and moved to join Nova Pioneer from her role at Sharonlea Primary School, where she had been Principal for seven years and deputy for six years prior. Before that, she was a teacher at Bushlands Primary, in KwaZulu-Natal, for just under ten years.  Along with a Diploma in Education, she also has two accreditations in organisational leadership – she is a lifelong learner and someone who exemplifies Joy of Learning.

These skills and her extensive prior school leadership experience will stand her in good stead, as she develops the team at Ruimsig, to welcome our first students to this new campus in 2020. Carla officially steps into this role in November 2019 to ensure the new Nova Pioneer Ruimsig campus is ready for a great start in January 2020.

Nova Pioneer Ruimsig will open its doors in January 2020 for students in Grades 000, 00, 1 and 2.