All About ADvTECH

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THE FOUR STRATEGIC QUADRANTS This integrated approach to excellence is what makes ADvTECH schools so effective in their education offerings. Our students leave our schools with the confidence to contribute to, and find their place in 21st century learning and living. CURRICULUM IEB*, DBE*, ISASA*, EYFS*, Cambridge, International Baccalaureate Future-focused teaching and learning Challenging and engaging curriculum Performance analysis = personalised learning GLOBAL COMPETENCIES Computational thinking and coding DIGITAL LITERACY Computer networks and productivity New age technology spaces for collaborative problembased learning THINKING RESEARCHING COMMUNICATING GLOBAL CITIZENSHIP Critical Creative Reflective Inquiring Interpreting Presenting Personal integration Communicating with others SOCIAL SKILLS SELF-MANAGEMENT Understanding sustainable global goals and taking action International mindedness Embracing diversity Collaboration Leadership Personal behaviour Organisational skills Self reflection Growth mindset * IEB: Independent Examinations Board DBE: Department of Basic Education ISASA: Independent Schools Association of Southern Africa EYFS: Early Years Foundation Stage 44 | ADvTECH INDUCTION TOOLKIT
GLOBAL COMPETENCIES The second of the strategic quadrants. The global competencies continuum aimed at ensuring that students in our schools develop global competencies. The five key areas are: • Developing critical, creative and reflective thinking skills. • Developing research skills and the ability to analyse and interpret information from primary and secondary sources. • Developing strong communication skills that enable students to effectively share their opinions and collaborate with others using a variety of media and platforms. • Developing strong interpersonal and social skills so that our students can collaborate effectively in diverse contexts. • Developing self-management skills to empower students with organisational skills, including self-regulation, while developing a growth mindset to enable perseverance in the face of challenging and complex situations. These global competencies are not adjunct to the formal curriculum but are embedded in teaching and learning and all curricula and co-curricular activities in our schools. The central team supports the development of teacher competence through master classes, mentorship and networking, and ensuring that the core skills are part of the school culture and mindset. DIGITAL LITERACY Digital literacy extends far beyond computer literacy in our digital world and is thus given particular attention. The structured and progressive curriculum includes computational thinking and programming, computer networks and productivity, and global competencies such as creativity, collaboration and communication. The current primary school programme, Digital literacy in the primary classroom, was developed by internationally acclaimed academic, Dr Neelam Parmar, director of e-learning for the United Learning group of schools in the UK. In addition, various schools have introduced a hands-on 21st century technology space, which includes using and applying new age technologies such as 3D printing, laser cutting, electronics, robotics, programming and design software. The new age technology spaces provides a combination of practical learning environments addressing real-world issues, taught through collaborative problem-based learning using 21st century higher order thinking skills and approaches. More often than not, the problems students seek to solve in the new age technology spaces are associated with the UN Sustainable Development Goals, and the approach used in the new age technology spaces includes the use of all the core skills and collaborative problem-based learning. GLOBAL CITIZENSHIP Promoting the development of our students as aware and contributing global citizens. The United Nations Sustainable Development Goals 2030 are referenced to provide a framework for engaging our students with global challenges such as hunger and environmental degradation as well as global opportunities such as gender equality and diversity. The aim is to nurture positive values and behaviour and a solution-seeking mindset in our students from a young age, so that we can encourage them to embrace innovation, creativity and the ability to articulate their perspectives and contributions. These skills draw on the formal curriculum as well as the core skills and digital literacy to support the development of globally competent individuals who will make meaningful contributions to society. ADvTECH INDUCTION TOOLKIT | 45
Page 1 and 2: ALL ABOUT ADvTECH
Page 3 and 4: STATEMENT OF PURPOSE We aim to BUIL
Page 5 and 6: OUR BRANDS SCHOOLS DIVISION TERTIAR
Page 7 and 8: “pay as you go” courses. Attrac
Page 9 and 10: OUTPUTS AND BUSINESS ACTIVITIES KEY
Page 11 and 12: SCHOOLS BRAND DESCRIPTION NO OF SCH
Page 13 and 14: TERTIARY BRAND DESCRIPTION NO OF CA
Page 15 and 16: ADvTECH INDUCTION TOOLKIT | 13
Page 17 and 18: JONATHAN JANSEN - 62 (Professor) In
Page 19 and 20: LENN HONEY Chief executive officer,
Page 21 and 22: CORPORATE GOVERNANCE What does it m
Page 23 and 24: There are 65 mentors who are active
Page 25 and 26: PROVIDENT/PENSION FUND An employee
Page 27 and 28: A QUICK REFERENCE GUIDE FOR EMPLOYE
Page 29 and 30: TAKING LEAVE Checking your leave is
Page 31 and 32: GROUP CORPORATE AFFAIRS AND COMMUNI
Page 33 and 34: Introducing ADvNET ADvTECH’s intr
Page 35 and 36: PROTECT ADVTECH’S PRIVATE AND CON
Page 37 and 38: YOUR PASSWORD Your ADvTECH username
Page 39 and 40: SHARED SERVICES SHIFTING GEAR SIMPL
Page 41 and 42: STAFF SOCIAL MEDIA GUIDELINES DO th
Page 43 and 44: Use of ADvTECH communication facili
Page 45: ACADEMIC EXCELLENCE WITHIN THE SCHO
Page 49 and 50: Although each brand has its own par
Page 51 and 52: ACCREDITED TERTIARY COURSES BY CATE
Page 53 and 54: IMPORTANT COMMITTEES HESIO The heal
Page 55 and 56: WHAT IS THE PURPOSE OF THE EMPLOYME
Page 57 and 58: WORKMEN’S COMPENSATION What is Wo
Page 59 and 60: 1996/1997 Varsity College is acquir
Page 61 and 62: Acquisition of Centurus Colleges (P
Page 63 and 64: CSI PROJECT THEMES that direct our
Page 65 and 66: FRAUD AWARENESS 6‘6” 6‘0” 5
Page 67 and 68: Payroll ROLE To process ADvTECH’s

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