Solving SA’s literacy crisis with a unique approach to teaching and learning

Literacy rates in South Africa are going backwards. That is the finding of the 2023 Reading Panel background report, written by education economist Nic Spaull on behalf of a panel of specialists convened by former Deputy President Phumzile Mlambo-Ngcuka. The report, published earlier this month, reveals that a shocking 82% of grade 4 children cannot read for meaning.

This is a deeply troubling statistic. 

Without the ability to decipher the meaning behind the words they read on a page, learners battle to answer questions related to what they have read and, in time, this affects their ability to follow instructions, solve problems and think critically. 

“The root cause of this crisis,” says Sizwe Nxasana, founder of Future Nation Schools “lies in the problem with South Africa’s language policy, particularly the language of learning and teaching (LoLT) in schools. This, like so many things in our culturally rich country, is a complex issue.”

According to South Africa’s CAPS curriculum, the purpose of ‘English Home Language’ as a subject is to “acquire the language skills required for academic learning across the curriculum”, with the parallel purpose for English First Additional Language to “use their Additional Language for academic learning across the curriculum.” 

Yet take a closer look at our country’s demographics and you will quickly see where the problem lies. Demographically, 80% of teachers and learners do not use English as their home or native language yet we expect teachers to teach our children English – not just for pronunciation, but for meaning. This, the first key contributing factor to the low levels of English proficiency amongst learners, has a significant impact on the quality of learning and teaching in our country. 

The second, and equally important, factor is dictated by our country’s Language in Education Policy, which requires that learners’ mother tongue is maintained, developed and used as the LoLT for the first three years of primary school (known as the Foundation Phase). Thereafter, the policy recommends that the LoLT be English. This sudden change presents enormous challenges especially in Grade 4 as teachers and learners must now negotiate the transition from an indigenous language like isiZulu as their first language to English. 

“Research shows that children who are introduced to learning and teaching in their mother tongue develop a firmer grasp of the concepts they are being taught than those who do not. Thus,” explains Nxasana, “the premature and inconsistent change to English as a LoLT from Grade 4, at a stage when learners are not proficient in English, results in many schools with predominantly native language speakers code-switching between English and the predominant indigenous language in that school. This results in low levels of proficiency in listening, speaking, reading and writing in English and any other indigenous language which is used as LoLT.”

So how do we overcome this barrier?

One way, says Nxasana, is to teach differently. And not just language, but all subjects. 

While this might sound like a lofty idea, at Future Nation Schools, Nxasana and his teachers are putting this into action by use Project-Based Learning (PBL) as the schools’ tool for teaching the CAPS curriculum. 

Put simply, “PBL is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. By bringing prior knowledge and the indigenous context, working on a project over an extended period of time and across multiple disciplines and subjects, learners actively engage with the topic in a very real, very tangible way to develop deep content knowledge about the topic of their project as well as critical thinking, collaboration, creativity and communication skills,” Nxasana discloses. 

“From a language literacy development perspective, there are a myriad of skills that learners improve when they connect with concepts through PBL. Each project starts with a driving question – right now grade 3s at Future Nation Schools, for example, are working on the question: ‘Why are dinosaurs extinct?’ – learners are tasked with solving this driving question through research, interviews and a variety of other forms of investigation – all of which involves critical reading and careful listening. This approach turns them from passive participants in the curriculum to active inquirers.”

PBL ‘works out’ learners’ literacy skills. Because PBL encourages learners to self-discover, self-explore and investigate concepts independently, their interaction with these concepts is not restricted to one language of instruction. Instead learners are able to use the languages they are most comfortable with. What this means is that a learner’s home language acts as a support to English. And thus, as learners switch codes throughout their interaction with the driving question, it deepens concepts’ meaning and enables better understanding of language.

Towards the end of a project’s duration, learners must also take their new-found knowledge and use it to support their claims via a public presentation that answers the driving question. These presentations expose learners to the opposing views of their peers, thus enabling them to critique and evaluate different lines of thinking to the same question. In so doing, PBL enhances learners’ vocabulary, increases their reading fluency, develops their comprehension skills and also helps them to think critically and learn to make deductions. All of which are extremely key to the learning of a language and the understanding of the meaning of written text. 

Reading is the cornerstone of education. Developing literacy at an early age is key to ensuring learners’ success in life. “PBL turns learners into active participants in their own education. These leaners are able to retain the content longer and have a deeper understanding of it – regardless of the content, whether math, language, or indeed a subject like history, biology or geography – thus taking the benefits of PBL far beyond the classroom walls,” concludes Nxasana.

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Here’s How Tax Relief for Neurodivergent Kids Actually Works

If you’re raising a neurodivergent child in South Africa, you’re already doing a lot.

Appointments. School meetings. Forms. “Can you just send that report again?” moments. The daily juggling act of home + school + therapy + life.

So when someone says, “You might be able to claim tax relief,” it can feel like one more admin mountain… right when you’re already running on fumes.

Here’s the good news: tax relief is available, and there’s a real framework designed to give families some breathing room.

The bad news is: it’s not always obvious how it works, and the internet is full of conflicting advice.

This guide will help you understand the basics without spiralling.

Tax relief is available in South Africa

South Africa’s tax system includes support for families who carry additional medical and care costs. The main mechanism is the Additional Medical Expenses Tax Credit (AMTC).

It’s not a cash payout. It’s a tax credit that reduces the amount of normal tax you pay.

For many families, it becomes a crucial “safety valve”, especially when you’re paying for the kind of support your child needs to function well in the real world.

Where neurodiversity fits into the SARS framework

SARS doesn’t have a neat category called “neurodivergence.”

Instead, conditions like Autism Spectrum Disorder (ASD), ADHD, and PDA are considered based on their functional impact, in other words, how much they limit day-to-day life.

For tax purposes, a “disability” is defined as a moderate to severe limitation in a person’s ability to function or perform daily activities (including learning, thinking, communicating).

If your child’s challenges create a moderate to severe limitation that is expected to last more than a year, your family may qualify for tax relief.

If the limitations are considered milder, the condition may fall under what SARS calls a “physical impairment.” (Despite the name, this category isn’t limited to physical conditions and can still apply in some neurodevelopmental contexts.) 

Relief may still be available, but often with different thresholds and limits.

The common misunderstanding that trips parents up

One of the biggest myths is:

“If I have the diagnosis, we automatically qualify.”

Not necessarily.

SARS looks at whether the condition remains a significant limitation even after what it calls “maximum correction” (including appropriate therapy, treatment, or medication).

Because every child is different, eligibility is assessed case by case. Two families can have the same diagnosis and still have different outcomes depending on how the condition impacts daily functioning.

Which is frustrating, yes.
But also: it’s why getting clarity early matters.

Why paperwork and medical confirmation matter (even if you hate admin)

The admin requirements can feel like adding weight to an already heavy load.

But they’re also the keys to unlocking tax relief.

A diagnosis label isn’t enough. You need formal medical confirmation from a registered practitioner who is trained to give an opinion on your child’s condition.

The key document is the ITR-DD form (Confirmation of Diagnosis of Disability).

Whether this form is required in your situation can depend on how your child’s needs are classified (which is exactly where many parents get stuck).

Important: you typically don’t submit the form with your annual return, but you must keep it, along with invoices and proof of payments, for at least five years. 

SARS often verifies these claims, so having your paperwork organised from the start protects you later.

Think of it like this: a few clicks to save documents today can save you hours of stress later.

You don’t have to figure it all out today

If this feels complex, you’re not meant to decode it alone in between lunchboxes and meltdowns.

So we created a simple starting point for parents:

✅ Download the tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/
 A clear summary of what you need to know (and what to gather), without the jargon.

Supporting a neurodivergent child requires enough time, energy, and emotional bandwidth as it is. Tax admin shouldn’t be another thing you have to white-knuckle your way through.

Start with the cheat sheet.
Get the lay of the land.
And take it one step at a time.

👉 Download the free tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/

Disclaimer:

This content is provided for general information purposes only. It is not intended as legal, tax, or financial advice. Tax outcomes depend on individual circumstances, and eligibility for tax relief is assessed by SARS on a case-by-case basis. We recommend consulting a registered tax practitioner or qualified professional before submitting any tax claims

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Why do young children battle with Maths?

The Development of Maths Anxiety – Common Challenges that Children Face

Studies show that at around age 8 children start losing their spontaneity and become more anxious about Maths. Why is this?

Maths is Unforgiving!

Maths measures us like no other subject and affects our self-esteem like no other subject.
The perception is that if you are good at Maths, you are clever.

A Maths answer is either perfect or not. An answer of 7 x 7 = 50 is very close but very wrong. None of us like being put on the spot and being wrong.

Speed kills

Many children equate speed to intelligence. Pressure to give answers quickly often builds anxiety in children that need a bit more time.

Speed tests for basic facts are often counter-productive and serve to make the faster child quicker and the slower child even slower and more anxious.

Children who work slowly end up doing fewer sums and get caught up in a downward spiral. Developing understanding takes time.

When we emphasize speed only, we send the incorrect message that all problems should be solved quickly, which hurts children’s persistence on more complicated tasks.

Emphasis on Rote learning and memory

An over emphasis on rote learning impacts children that have a limited working memory and long-term memory.

Many of our ideas around teaching Maths revolve around memorising Maths information.

All of us differ in our ability to do that especially when what we must memorise has no meaning.

Negative messages about Maths by Parents and Teachers

Many of us send out messages of a fixed mindset. “I am just not good at Maths and will never be good at it. This is just the way I am!”

One often hears parents say: “I was never good at Maths, so it’s not surprising my child isn’t good either.” A growth mindset says that we can all become better through practice.

Ineffective Strategies

Many children have an over-reliance on counting.

This leads to problems in developing fluency for the four operations.

Poor number sense and an inability to estimate leads to difficulty in understanding place value. This in turn has a negative effect on children’s ability to develop effective strategies to do calculations fluently.

It is a common misconception that Maths is all about “rules” and procedures. Algorithms play a big role in Maths but a lot of it needs to be understood. Maths is about making sense of problems and understanding why particular strategies work.

Maths becomes tricky if we don’t Understand what the Symbols mean

Somewhere a young child is confronted with the fact that the number 7 on a clock can represent 7, sometimes 25 and at other times 35.

When working with money, two 50 cent coins equal a R1 coin.

When measuring length, we expect children to know that 100cm =1m.

All of this is very confusing for a young child if they don’t have conceptual understanding of what the symbols represent.

What can I as a parent do?

Here are a few simple ideas for you to think about.

Your Child first, Maths second

Know that your child is a little human being not a little human calculator.

We are human beings not human doings.

Our ability to do Maths does not define who we are.

Our ability to do Maths does not define our worth.

Our ability to do Maths does not determine whether we will be financially successful one day.

It is also true that Maths plays a big role in the school curriculum.

Battling with Maths is not nice. Full Stop.

Maths is a pathway to many careers.

It feels nice to be able to solve a Maths problem.

We firmly believe that all children can develop a good foundation in Maths.

Be Authentic

Know that you and your child are unique and that you both have your own unique gifts.

Take a firm resolution to never compare your child with other children.

All children develop differently and at their own pace.

There is no rush.

Regular opportunties for learning in an enabling environment gives your child the best chance.

You as a Mom are unique with your own talents and parenting style.

Take a firm resolution to never compare yourself with other Moms.

You don’t have to be a great Mathematician in order to be a great Maths Mom.

There is no Ceiling

Know that your beliefs determine everything.
Isn’t it amazing and scary that the beliefs that we infuse in our kids will be the beliefs that they will most probably carry with them for the rest of their lives.

Children become what those around them believe them to be.
The biggest gift that you can give your child is to help them develop a good feeling about themselves.

Your child knows more than what you think.

You know more than what you think.

Your child is capable of much more than what you might believe.

You are capable of much more than what you might believe.

At the end of the day how you interact with your child is foundational.

Read through these tips a few times and reflect on your belief systems around Maths.

In our next article we will look at specific topics in the curriculum and give you some pointers of how to help your child.

If you are interested in chatting further you are welcome to contact us at www.mikimaths.com

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Dibber The Whisken Officially Opens: Bringing Heart-Led Learning to Midrand Preschoolers

“Our mission is to embark as many children as possible on a magical learning journey – giving them the best start in life and fostering a lifelong love of learning.”
— Hans Jacob Sundby, Founder, Dibber International Preschools

Crowthorne, Midrand – Today marked the official opening of Dibber The Whisken. This brand-new early childhood development centre is situated in the heart of the Whisken Lifestyle Estate on Whisken Avenue. The new campus is the latest addition to Dibber’s growing family of international preschools in South Africa. It offers young children in the local community a nurturing and inspiring start to their learning journey.

Located in one of Gauteng’s vibrant residential hubs, Dibber The Whisken is set to become a cornerstone for families. It offers meaningful, values-driven early learning in a safe and stimulating environment. The school is led by principal Drew Ellis and her passionate team of educators. Bharti Daya, Dibber’s Pedagogy and Operational Lead for Montessori campuses in South Africa, provides pedagogical guidance.

With a global foundation across nine countries, Dibber is known for its heart-led early education. In South Africa, the network now spans 17 schools across Gauteng and the Western Cape. A new Western Cape campus opens in March. A franchise model will soon launch to expand access even further.

Dibber’s unique philosophy centres on nurturing the whole child, with a strong emphasis on the holistic development of the child. Every Dibber school is rooted in its local community. The curriculum combines global best practices with South African cultural richness and play-based discovery. Children are encouraged to explore, question, imagine, and connect. Engaged educators see and celebrate the individual strengths of every child.

“At Dibber, we believe children are the most important people in the world. That belief shapes everything we do – from how we build our classrooms to how we greet each child in the morning. With the opening of Dibber The Whisken, we’re so proud to extend this culture of care and curiosity to even more families,” said Lizelle ‘t Lam, Growth, Integration and Marketing Lead, Dibber South Africa. 

The Whisken campus offers Montessori-inspired classrooms and interactive outdoor play areas. The daily rhythm balances structure with creativity. Parents benefit from Dibber’s emphasis on family partnerships, transparent communication, and values-based education.

Dibber invites all parents in the Midrand and greater Johannesburg area to explore what makes its schools different. Open Days and enrolment tours are available upon request.

For more information, visit www.dibber.co.za or contact Dibber The Whisken directly – 0729975013 | [email protected]

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