Home Education - Parenting Hub

Leading expert advice from Wingu Academy

The Wingu School of Foreign Languages (WSoFL)

Immerse yourself in language and culture at Wingu Academy! WELCOME TO THE WINGU SCHOOL OF FOREIGN LANGUAGES (WSoFL)! Your journey begins here. The Wingu School of Foreign Languages (WSoFL), offering French, German, and Spanish for students aged 6 – 19, gives students the opportunity to immerse themselves in language and culture. Students are not only given the essential language tools, but the importance of cultural knowledge and awareness is also taught. Therefore, classes are not only about inundating students with grammar, but also allowing them to enjoy the language and learn through experiencing the language themselves. We believe that in order to learn a language successfully, there needs to be passion – and passion is provided by the people who teach it. For that reason, our classes are high energy and promote giving agency to the students. Students are given the key skills to apply their language knowledge in the real world, be it through travels or work. OUR LATEST ADDITION TO OUR LANGUAGE OFFERINGS AT WINGU ACADEMY: ISIZULU! Ukuvakasha … isiZulu! Introducing … isiZulu! From the beginning of 2024, students from Stage 1 – iGCSE have the opportunity to embark on a linguistic journey with one of South Africa’s most vibrant and culturally rich languages. Isizulu is available as a first additional language, on a similar level to Afrikaans, opening doors to a diverse linguistic landscape. Whether you’re a beginner or an iGCSE student seeking a new challenge, this course is tailored for you. Our curriculum aligns with the CAPS programme and the British International Curriculum, providing a comprehensive and structured learning experience. A dedicated, qualified teacher will guide students, fostering a supportive environment for linguistic growth. Embrace the opportunity to broaden your horizons, enhance cultural understanding, and develop valuable language skills. Let’s embark on this exciting linguistic adventure together! Enrol now and immerse yourself in the beauty of Isizulu! Siyajabulisa! (We are excited!) Note: Eligibility for the course at iGCSE level is determined by a baseline assessment, ensuring a seamless transition into this fascinating language. Foreign Languages are FUN-damental Embark on a global adventure with our diverse foreign language offerings in French, Spanish, and German! Studying a foreign language not only opens doors to new cultures but also enhances cognitive abilities and fosters a global perspective. Our courses are designed with flexibility in mind, welcoming beginners of all ages. Whether you’re starting your language journey in Stage 1 or pursuing advanced studies, our tailored programs cater to all. Our courses assist students with a myriad of qualification options, suitable for both Pearson Edexcel and Cambridge on the British International Curriculum, and all aligned to the Common European Framework of Reference for Languages (CEFR). This ensures a seamless integration into various educational paths. Our passionate teachers bring languages to life, making learning an enjoyable and enriching experience. They inspire and guide students, fostering a love for language that goes beyond textbooks. Join our foreign language community and unlock opportunities to connect with learners worldwide. Embrace the beauty of linguistic diversity and let language be the bridge to a world of possibilities! ¡Vamos! Allons-y! Los geht’s! If you have any questions or would like more information, please do not hesitate to reach out to us. For more information on costs and registering your child for this elective please contact admissions at [email protected].

May 9, 2024

Why Wingu Centurion Smart School? Because your child will unleash their full potential

Welcome to the International Private School in Centurion, where we prioritize small class sizes and a modern approach to education. At our Wingu-powered Smart Schools, we provide a safe, reliable, and dynamic learning environment for students from diverse backgrounds. Partnering with the Oxford International Curriculum, we deliver high-quality, technology-enabled education that prepares students for success in an ever-changing world. With Wingu’s cutting-edge digital platform, your child will have access to world-class accredited primary and secondary international education. Our expert team of educators is committed to providing personalized attention and guidance to ensure that every student reaches their full potential. Join us at the International Private School in Centurion, where innovation meets excellence in education. What is a Smart School? It is the future of education; this is where innovation meets flexibility. At our school, we embrace a modern approach that integrates technology and innovation into every aspect of teaching and learning. From interactive whiteboards to online learning platforms and virtual reality, we utilize cutting-edge technologies to enhance the educational experience for our students. Benefit from our Hybrid Model, where students have the flexibility to learn from home or at school, accommodating diverse lifestyles and preferences. Our curriculum is designed to be flexible, stimulating, and engaging, ensuring that every student receives a top-quality education. With a focus on personalized learning, our experienced educators tailor each student’s learning journey to their unique needs and strengths. Experience the difference at our Smart School in Centurion, where education evolves to meet the needs of tomorrow’s leaders. Benefits of Smart School Safe and reliable. Small class sizes. Individualised coaching sessions. Dynamic and social atmosphere. Diverse backgrounds. Oxford International Curriculum. British International Curriculum for ages 6-19. Technology enabled education. Primary and secondary international education. Expert team of educators. Personalized attention. Children achieve their full potential. Modern approach with a Hybrid Model. We also have a Blendflex approach that is a face-to-face, Online, & Hybrid student experience running simultaneously The term “Blendflex approach” refers to a flexible educational model that combines elements of face-to-face learning, online learning, and hybrid learning. In a Blendflex approach, students have the option to choose how they want to attend classes: they can participate in face-to-face lessons at the school, engage in online learning from home or any other location, or opt for a hybrid model where they alternate between in-person and online learning. This approach allows for greater flexibility and adaptability, catering to the diverse needs and preferences of students. It ensures that learning can continue seamlessly regardless of external factors such as location, schedule constraints, or individual learning styles. Overall, Blendflex provides students with more control over their learning experiences while still maintaining the benefits of both traditional and digital learning environments. Wingu also have a remote learning platform Remote learning platforms play a crucial role in facilitating distance education, online courses, virtual classrooms, and remote work environments, particularly during times when in-person interactions are limited or not feasible, such as during pandemics or in remote locations. Book a consultation! Contact us at: Univeristy of Pretoria, Hatfield Campus, Human Sciences Building, TuksNovation, Floor 14 https://wingu-academy.com/book-now | [email protected]

April 26, 2024

Embarking on the Homeschool Journey: A Comprehensive Guide to Planning for Success with Wingu Academy

Homeschooling offers families the opportunity to tailor education to their child’s unique needs, values, and interests. With the rise of homeschooling options, families are increasingly seeking guidance on how to embark on this educational journey successfully. In this comprehensive guide, we unveil the homeschooling journey with Wingu Academy, providing valuable insights and practical tips for planning and achieving success. Understanding Homeschooling with Wingu Academy Wingu Academy is renowned for its innovative approach to education, combining cutting-edge technology with personalized learning experiences. As a pioneer in online schooling, Wingu Academy extends its expertise to homeschooling families, offering a flexible and comprehensive curriculum designed to meet the diverse needs of learners. Assessing Your Readiness Before embarking on the homeschooling journey with Wingu Academy, it’s essential to assess your readiness and commitment to this educational path. Consider factors such as your child’s learning style, your availability as a parent educator, and your access to resources and support networks. Reflect on your motivations for homeschooling and establish realistic expectations for the journey ahead. Setting Educational Goals Setting clear educational goals is fundamental to the success of homeschooling with Wingu Academy. Collaborate with your child to identify academic, personal, and extracurricular objectives that align with their interests and aspirations. Establish measurable benchmarks and timelines to track progress and celebrate achievements along the way. Choosing Curriculum and Resources Wingu Academy offers a diverse range of curriculum options and resources to support homeschooling families. Explore the curriculum offerings, including core subjects such as math, science, language arts, and social studies, as well as elective courses and enrichment activities. Customize your child’s learning experience by selecting materials that cater to their individual interests and learning preferences. Creating a Flexible Schedule Flexibility is a hallmark of homeschooling with Wingu Academy, allowing families to design a schedule that suits their lifestyle and learning goals. Collaborate with your child to establish a flexible daily routine that balances academic instruction, hands-on activities, and leisure time. Be open to adjusting the schedule as needed to accommodate evolving priorities and interests. Fostering a Supportive Learning Environment Creating a supportive learning environment is essential for homeschooling success with Wingu Academy. Designate a dedicated space for learning that is free from distractions and equipped with essential materials and technology. Cultivate a positive and nurturing atmosphere where curiosity, creativity, and critical thinking are encouraged and celebrated. Embracing Technology as a Tool Technology plays a pivotal role in homeschooling with Wingu Academy, serving as a powerful tool for communication, collaboration, and learning. Embrace technology as a means to enhance instruction, access educational resources, and connect with educators and peers. Leverage Wingu Academy’s online platform to facilitate interactive lessons, virtual discussions, and multimedia presentations. Monitoring Progress and Celebrating Achievements Regularly monitor your child’s progress and academic achievement to ensure they are meeting educational goals and milestones. Keep detailed records of coursework, assignments, and assessments, and review them periodically to identify areas of strength and areas for improvement. Celebrate your child’s achievements and milestones along the homeschooling journey to foster motivation and self-confidence. Seeking Support and Collaboration Homeschooling with Wingu Academy offers families the opportunity to connect with a supportive community of educators, parents, and learners. Take advantage of Wingu Academy’s resources, support services, and online forums to seek guidance, share experiences, and collaborate with fellow homeschooling families. Engage in professional development opportunities and networking events to stay informed and connected within the homeschooling community. Conclusion Embarking on the homeschooling journey with Wingu Academy is a rewarding and empowering experience for families seeking personalized education options. By following this comprehensive guide and leveraging Wingu Academy’s expertise and resources, you can plan for success and create a fulfilling educational experience tailored to your child’s unique needs and aspirations. Embrace the journey with enthusiasm, curiosity, and a commitment to lifelong learning, and watch as your child flourishes and thrives in the homeschooling environment.

April 17, 2024

Unlocking Potential: A Guide on How to Support Children With ADHD Learning Disabilities

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects millions of children worldwide. One of the challenges that children with ADHD often face is learning disabilities, which can impact their academic performance and overall well-being. As parents, caregivers, and educators, it’s essential to understand how to provide effective support to children with ADHD learning disabilities. In this guide, we’ll explore strategies and resources to help unlock the potential of these remarkable individuals. Understanding ADHD and Learning Disabilities ADHD is characterized by symptoms such as impulsivity, hyperactivity, and difficulty sustaining attention. In addition to these challenges, many children with ADHD also experience learning disabilities, which can affect their ability to process information, organize tasks, and retain knowledge. Common learning disabilities associated with ADHD include dyslexia, dyscalculia, and auditory processing disorder. Early Identification and Assessment Early identification and assessment are crucial for supporting children with ADHD learning disabilities. If you suspect that a child may be struggling with ADHD or a learning disability, it’s essential to seek professional evaluation and diagnosis from qualified healthcare providers or educational specialists. A comprehensive assessment can help identify specific areas of difficulty and inform personalized interventions. Creating a Supportive Environment Creating a supportive environment is key to helping children with ADHD learning disabilities thrive. This includes establishing clear routines, providing structured guidance, and minimizing distractions in the learning environment. Simple strategies such as breaking tasks into smaller, manageable steps and using visual aids can help children stay focused and organized. Implementing Individualized Education Plans (IEPs) and Accommodations Individualized Education Plans (IEPs) and accommodations are essential tools for supporting children with ADHD learning disabilities in school settings. These plans outline specific goals, accommodations, and interventions tailored to the child’s unique needs. Examples of accommodations may include extended time on assignments, preferential seating, and access to assistive technology. Utilizing Multimodal Learning Approaches Children with ADHD learning disabilities often benefit from multimodal learning approaches that engage multiple senses and learning styles. Incorporating hands-on activities, interactive games, and kinesthetic learning techniques can enhance comprehension and retention of information. Additionally, providing frequent breaks and incorporating movement into lessons can help children with ADHD stay focused and engaged. Encouraging Self-Advocacy and Self-Regulation Empowering children with ADHD learning disabilities to advocate for themselves and develop self-regulation skills is essential for their long-term success. Encourage open communication, teach problem-solving strategies, and provide opportunities for children to practice self-monitoring and self-reflection. By fostering autonomy and resilience, children can learn to navigate challenges and advocate for their needs effectively. Collaborating with Parents, Educators, and Healthcare Providers Collaboration among parents, educators, and healthcare providers is crucial for providing comprehensive support to children with ADHD learning disabilities. Regular communication and collaboration allow for the sharing of insights, progress monitoring, and adjustment of interventions as needed. By working together as a team, stakeholders can create a supportive network that maximizes the potential of children with ADHD learning disabilities. Accessing Supportive Resources and Services Numerous resources and services are available to support children with ADHD learning disabilities and their families. These may include tutoring programs, educational therapists, support groups, and community organizations specializing in ADHD and learning disabilities. Additionally, online resources, books, and workshops can provide valuable information and guidance for parents and educators navigating the challenges of ADHD and learning disabilities. Conclusion Supporting children with ADHD learning disabilities requires patience, understanding, and a collaborative approach. By implementing personalized strategies, creating supportive environments, and accessing available resources, we can help unlock the potential of these remarkable individuals and empower them to thrive academically, socially, and emotionally. Together, we can make a positive difference in the lives of children with ADHD learning disabilities and ensure they reach their full potential.

April 10, 2024

Pioneering a New Era: The Inception of Wingu Angela Academy Campus in Lakeside, Cape Town

Wingu Academy, a leading online school renowned for its commitment to innovation and excellence in education, proudly announces the establishment of The Wingu Angela Academy Campus in Lakeside, Cape Town. This momentous endeavour signifies Wingu’s dedication to pioneering a forward-looking approach to education, underpinned by a holistic philosophy that prioritizes the well-being and development of every child. A Visionary Approach to Education At the heart of Wingu Academy’s mission is the Whole-School, Whole-Community, Whole Child (WSCC) approach, which seeks to integrate educational initiatives with community partnerships to nurture not only academic excellence but also emotional and physical well-being. Engela Janse van Resnburg, Principal of Wingu Academy, shares her vision for the new campus, expressing a commitment to establishing flourishing independent schools across South Africa. Wingu Academy has a DBE-registered school in Centurion and is busy with an academy in Cape Town as well. These schools aim to provide accessible, high-quality education to communities facing challenges in accessing quality high school education. Inspiration and Dedication Founded by Nicole Griffith in 2023, The Angela Academy has served as an inspiration, offering holistic education to children from previously disadvantaged backgrounds. Griffith’s dedication and generous funding have ensured the continuity of quality education for current students, covering all necessary resources for successful high school completion. Wingu Academy pledges to uphold this legacy of excellence and expand upon it by introducing proven methodologies from its Smart School in Centurion. Navigating the Path Forward The establishment of the Lakeside campus marks a transition for both Wingu Academy and the community it serves. As the registration process with the Western Cape Department of Education (WCDE) progresses, Wingu Academy remains committed to addressing challenges and fostering community engagement. Through proactive measures, such as a comprehensive review of educational and administrative processes and stakeholder engagement, Wingu Academy seeks to ensure a smooth transition and uphold its commitment to academic excellence. A Collaborative Endeavor Key to Wingu Academy’s success is its collaboration with educational authorities and stakeholders. The positive relationship established with the Gauteng Department of Education (GDE) serves as a model for future partnerships with the WCDE. By registering a new, innovative model of education, Wingu Academy aims to inspire a new era of possibilities and address the shortage of traditional school options in underserved communities. A Bright Future Ahead With the support of dedicated staff, community stakeholders, and Nicole Griffith’s invaluable backing, Wingu Academy is poised to embark on a transformative journey in education. The addition of seasoned educators, such as Vice-Principal Julie Arguile, reinforces Wingu’s commitment to excellence and ensures a bright future for the Lakeside campus. As Wingu Academy looks ahead, it remains steadfast in its dedication to providing every child with access to a comprehensive, holistic education. Conclusion The establishment of The Wingu Angela Academy Campus in Lakeside, Cape Town, heralds a new chapter in the history of education in South Africa. Through innovation, collaboration, and a steadfast commitment to excellence, Wingu Academy is poised to redefine the educational landscape and empower future generations. As the journey unfolds, Wingu Academy invites all stakeholders to join in shaping a brighter future for education in South Africa.

April 3, 2024

Wingu Academy Unveils the Early Years (Stage R) Oxford International Program: The evolution of learning in South Africa

In a groundbreaking development for the Wingu Academy, we are thrilled to announce the upcoming launch of the Stage R Early Years Program, scheduled to commence in 2024. This transformative educational initiative promises to usher in a new era of learning, providing our students with a world-class educational experience designed to prepare them for the challenges and opportunities of the 21st century. Learn more about the Stage R Oxford Program and sign up for this exciting journey by clicking here. Stage R Implementation: South Africa’s educational landscape is undergoing a transformation, marked by recent legislative shifts such as the proposed BELA Bill, which mandates an additional 1-2 years of schooling and makes Stage R compulsory for children. Under these new regulations, Wingu Academy’s Early Years (Stage R) program gives South African children the best possible Stage R education. This groundbreaking program sets a new standard in home education, incorporating the internationally respected Early Years program from the Oxford International Curriculum. The Oxford International Curriculum is recognized globally for its impeccable standards and comprehensive approach to education, making it the perfect choice to support our young learners on their educational journey. Implementing the prestigious Oxford Curriculum at Wingu Academy will open the door to a myriad of benefits for our Stage R students: Enhanced Learning Opportunities: The Stage R Oxford Program will provide our young learners with access to a more enriching and challenging curriculum, enabling them to realize their full academic potential. Preparation for the Future: In an ever-competitive and increasingly globalized world, the program will equip Stage R students with the skills and knowledge necessary to thrive and succeed. Personal Growth: Beyond academics, the program will focus on character education and extracurricular activities to foster essential life skills, including leadership, teamwork, and resilience. Global Citizenship: Exposure to diverse perspectives and cultures will broaden our Stage R students’ horizons, making them more informed and compassionate global citizens. As we embark on this new chapter in our school’s history, we eagerly anticipate the endless possibilities it holds for our Stage R students. The Early Years (Stage R) program will undoubtedly shape the future of education at Wingu Academy, enriching the lives of our Stage R students and preparing them for a bright and promising future.

November 21, 2023

Advice from the experts

Cyberbullying

Bullies have always existed. However, in the digital age, the bullying we are seeing is worse than ever before. This is largely for two reasons: firstly, before we all had smartphones, a victim of bullying could go home from school and have some sort of break. Now, bullying is round the clock. Secondly, the type of content being shared is troubling as people say things behind a screen that they would never say to someone’s face. Moreover, the consequences of cyberbullying are more prevalent – in South Africa, we are seeing increased incidences of depression, anxiety and behaviour related to self-harm and even suicide as a direct result of cyberbullying. When it comes to cyberbullying, anonymity is the root of all evil – people seem to think they can get away with saying whatever they want when they hide behind the veil of online anonymity. We are seeing the worst kinds of bullying taking place on anonymous apps such as Qooh.me or through anonymous profiles created on apps such as Instagram. We are seeing a lot of naming and shaming, direct personal attacks, slut shaming, fat shaming, pressuring others to send nudes, and revenge pornography. Although terrible content is shared on anonymous platforms, the truth is that any platform can be open to abuse. Some platforms are simply better than others at removing offensive content. What to do if you are being bullied If YOU are being bullied: Tell a trusted adult (a parent, guardian or teacher). Take screenshots to keep as evidence. BLOCK the bully. If you are aware that someone else is being bullied: Don’t join in (this includes commenting and sharing harmful content) and leave a WhatsApp group that hosts abusive content. Report bullying to a trusted adult (a parent, guardian or teacher). What legal options are available if you are being bullied? If you know the identity of the bully, and the bullying is sufficiently severe to the extent that it can be said to cause you mental, emotional or psychological harm (or inspire the belief that harm could be caused), one mechanism available is to apply for a Protection Order under the Protection from Harassment Act. Almost all social media platforms have a reporting function that allows the possibility for damaging content to be removed. Finally, the Cybercrimes Bill, which will hopefully become law soon, has codified a lot of crimes relating to online activities. Specifically, its chapter on malicious communications criminalises the creation or distribution of “a data message” that incites the causing of any damage to property belonging to, or violence against, a person or group of persons which is harmful or intimate in nature, and which is distributed without the consent of the person involved. This would include a lot of content that we are loosely defining as cyberbullying.

March 20, 2019

Help your child develop with a balanced lifestyle

Today, more and more children are expected to do more and perform better. However, parents need to remember that children still need time to play in order to develop at various levels. The more pressure is placed on children to perform beyond expectations, the less time remains for them to just be a child. It is imperative that children develop optimally with a balanced lifestyle and that they are not placed under unnecessary pressure. In the 21st century, time has become a valuable commodity. Due to everyone’s fast-paced lifestyles, it has become almost normal not to have enough time in the day. Children are getting more and more homework and some parents are unnecessarily pressuring children to spend more time in front of the books in an effort to ensure that their children perform well above average. And if that is not enough, children are also expected to be involved in a wide variety of extracurricular activities. Parents should help their children to develop according to their own abilities, and not according to the parents’ abilities or their unreasonably high expectations of their children. Children learn to use their imagination and to think independently through play, while persistent pressure to perform creates the illusion that competition and performance are essential to function in society. This also puts unnecessary strain on children to always meet other people’s expectations. Children should, however, be taught that participation in activities is important for individual and social development, but they must also learn that winning is not always everything. They don’t have to be the best, as long as they give their personal best and have fun. This sometimes entails being a good loser and seeing life as a continuous growth and learning process. How can parents help their children cultivate a balanced lifestyle? Children need to get enough sleep to function optimally at school and at home. It’s important for children to start settling down at least one hour before bedtime. Parents should teach children healthy eating habits that will promote their health and wellbeing. Cultivate responsibility early on: Teach children how to do their own homework, but still give appropriate guidance when necessary. Help your child plan his/her day. Motivate children to participate in physical activities or to play outside instead of playing with their cellphones or sitting in front of the TV all day. Cancel some of your child’s extracurricular activities if your child is always tired, irritable and teary – as these are often signs of burnout. Don’t expect your child to make your lost dreams come true. As a parent you want to give your child the best. Isn’t it just to enjoy their childhood for as long as possible? Or to develop their own potential and maintain a good balance in life? Primary education should therefore cultivate happy children who are willing to develop themselves continuously through a balanced lifestyle. Written by Ilse Stickling – Subject Specialist: History at Impaq

March 8, 2019

Practical tips on how to keep your kids safe online

If you have been on any social media platform these past few weeks you might have seen the terrifying image of a creature with long black hair and bulging eyes. Warnings about the Momo Challenge, an online game in which children are encouraged to harm themselves, have gone viral. But some sources have now confirmed that the challenge is nothing but a hoax designed to scare parents (and children). Whether the Momo Challenge is real or not, online safety remains a concern for every 21st century parent. The Momo Challenge might have been fake, but there are real threats out there, like cartoons on YouTube being spliced with instructions on how to commit suicide – videos that have been confirmed to exist. It’s important for parents to take preventative measures to keep their kids safe on the internet. While limiting screen time is a good place to start, here are some other things you can do to keep your kids safe, both online and offline. Establish some ground rules With younger children you can control (almost) everything they see online but older children are tech-savvy and can easily find themselves viewing content that might be inappropriate for their age. It’s important to have an open conversation and to encourage them to speak to you or any other adult they trust if they encounter anything in the digital realm that appears frightening or threatening. SafeKids.com, a site that promotes internet safety for kids, lists a set of criteria that you can discuss with your kids about what they should and should not do on the internet. Keep technology in a common space It is best to keep technology like smartphones, tablets and computers in a common space for all family members to use. The computer screen should be visible from other parts of the room and should not be turned towards a wall. This way children can see how the internet should be used and how useful it can be, e.g. doing research for a project, looking up an address, or watching educational videos. Children are also less likely to look for inappropriate content with a parent in the room. Pay for content The problem with free content, like the videos on YouTube and YouTube Kids, is that anyone can upload videos without it being curated or approved. And it is not only the content you need to be worried about, the advertisements showed between videos can also be harmful. You might want to consider paying for good children’s entertainment, e.g. Netflix, Showmax, children’s DVDs, or advert-free games designed for young players. Use a child-friendly search engine While most of us rely on Google to find what we are looking for, you might want to switch to an alternative search engine like Kiddle or Kid’s Search when your children are browsing online. These child-specific search engines aim to create a safe platform for children to explore the internet. If you want to continue using Google as your preferred search engine, enable Google SafeSearch on your computer. Here’s how: Go to google.com Google anything and select Settings on the right. Select Turn on SafeSearch. Explicit images, videos, and websites will now be blocked from the Google Search results. Make Apps Safe Or as safe as they can be. On YouTube you can select restricted mode, an optional setting that restricts the availability of potentially mature or objectionable content. Here’s how to turn restricted mode on: Go to the account icon . Click Restricted Mode. In the dialog box that appears, toggle restricted mode to on. Restricted mode works on the browser or device level, so you must turn it on for each browser or device you are using. For safety, turn restricted mode on for all the browsers (e.g. Google Chrome, Firefox, Internet Explorer, etc.) loaded on your computer, smart TV, tablet or smartphone. You can also lock restricted mode. This will prevent anyone else, your kids included, from changing the settings. Watch this short video to learn how to lock restricted mode. Keep in mind, however, that switching to a child-friendly search engine, selecting SafeSearch on Google or restricted mode on YouTube is not 100% accurate and that some inappropriate content may still slip through. It is therefore important to be mindful of your child’s online activities and to teach your child about internet safety. Article written by Elmien Ackerman – Copywriter at Impaq

March 8, 2019

The benefits of using a curriculum provider

Using a curriculum provider is a convenient, straightforward and effective option for home education parents – all you need to do is pick the grade and you’ll be provided with everything you require to complete a school year at home with your child. Using a complete curriculum is also a great way to build confidence, especially if you’re new to home education. In addition, using a reputable curriculum provider offers a host of other benefits. Additional resources: Besides offering all the required books and guides needed to successfully complete the academic year, curriculum providers offer access to additional resources – usually online or interactive multimedia resources, and generally at no additional cost – to enrich your child’s learning experience and to empower you as parent. Guided learning: Guided learning provides an opportunity for differentiated instruction and aims to lead learners to increasing independence. Curriculum providers offer guided learning in the form of online tutoring and practice elements, such as extra lessons and videos, to continuously test and improve learners’ understanding of a subject. Lesson plans: For many parents, the lesson plans offered by curriculum providers are worth their weight in gold as having a carefully constructed lesson plan saves a lot of time and hassle. A curriculum provider will offer daily plans for all subjects, suggested support materials, as well as tips for adapting lessons to your child’s unique needs. Subject support: Parents may need extra support when teaching their children at home, especially in certain subject areas. In addition to providing the necessary learning resources, a good curriculum provider will offer access to subject matter experts – a team of highly trained and professional educators to support parents with curriculum questions and subject support. Administrative aid: A curriculum provider will give you access to all the tools you need to ease administration, ensure accurate recordkeeping, monitor learner progress and generate reports. Assessment assistance: Curriculum providers generally supply all formal assessments and memorandums, as well as marking services and a support network to help learners successfully master a subject or grade. Some curriculum providers also arrange practical assessment opportunities for home education learners throughout the year. Time: When using a curriculum provider, all the work has already been done for the parents, effectively removing the time and stress related to research and planning. With everything laid out for you, you’ll have more time to focus on your child, and plan exciting excursions and activities. Sense of community: By signing up with a curriculum provider, you’ll be joining a vibrant community of home education families who share their journey and insights via social media, and who participate in organised workshops and events. Tips when looking for a curriculum provider While a reputable curriculum will offer all these benefits and more, keep the following in mind when searching for a curriculum that meets your needs. Your home education curriculum provider should: Offer solutions designed to enable individualised learning. Give you full control over your child’s education. Be dedicated to helping learners thrive. Provide learners with the foundational knowledge needed to succeed in school and life. Inspire curiosity and deepen learners’ understanding with engaging lessons. Offer educational and instructional support to parents. Impaq is the largest home education curriculum provider in South Africa. Their curriculum and related solutions are designed to enable individualised learning as they place your child’s needs at the centre of their academic model. By Danielle Barfoot

February 18, 2019

A successful start to your (home) school year!

Home education is a wonderful, worthwhile journey, but knowing where to start can be overwhelming. So, whether you are just beginning this journey, or whether you are already a seasoned home schooler, here are a few tips to ensure success. Start with the why Why do you want to educate your children at home? Having a clear answer to this question will strengthen your commitment and writing down your reasons will not only help you stay focused on the ultimate outcome you want for your children, it will also remind you why you chose this path when things get tough. Consider your children As you start this journey, it’s important to consider each of your children; their strengths, weaknesses and interests. Keeping individual personalities and learning styles in mind when planning will make learning a lot easier for everyone. Be informed Before committing, ensure that you understand the law as it pertains to home education in South Africa – what home education means, how registration works, who the law applies to, and what records you are required to keep. Plan your schedule… Creating a daily or weekly schedule of what you intend to cover and where learning will take place will help, especially in the beginning. There is no one-size-fits-all plan when it comes to home education – the perfect schedule is the one that works for your family. …but don’t be too rigid Flexibility is one of the best features of home education. Children get sick, the power goes out, unexpected opportunities arise. Don’t stress if things don’t go as planned every now and again. The beauty of home education is you can catch up on missed work at another time; you just need to remain flexible. Make learning fun Studies have shown that when children are having fun, they often retain information better. So, when things get a little dull, find some fun activities to add to your lessons. Think picnics or hikes, visits to the zoo or science museum, and hands-on, messy experiments. This is a great way to bring concepts to life and give your children a new perspective on a particular topic. Be present It is important to be present – in body and mind – during ‘school’ time, so save your household chores for later. Being present is not only about ensuring that your children are working diligently, but will also help you forge a stronger bond. Take breaks When you or your children get frustrated, take advantage of the freedom that home education provides and take a break – for just a few minutes or even a few weeks! Whether it’s a trip to the playground or a trip to another country, breaks are not only great ways to relax and de-stress, but they also serve as fantastic learning opportunities. Find help Google is the home education parent’s friend. When you get stuck, you can always find help online. But the internet is not your only lifeline – you can also call in the help of a tutor. Click here to find a tutor in your area from Impaq’s nationwide network. Cut everyone – including yourself – a little slack Because the start of a new school year, or the transition from mainstream to home education, is a readjustment for everyone, allow for some bumps in the road. There are going to be good days and bad days. There may even be tantrums, tears and tempers…and not necessarily from the children! Home education is not always easy, and it comes with a unique set of challenges. In fact, simply adjusting to the freedom and flexibility of home education may be difficult at first. But it’s also extremely rewarding. You’ll learn as you go and, if you are committed and prepared, you (and your children) will be just fine. Good luck and remember to have fun! By Danielle Barfoot

February 11, 2019

Overwhelmed by all the “teachers” out there

We live in a time where there is an information overload through social media and the internet. Everyone has access to the newest and latest trends through video clips and pictures. A lot of people believe that they are teachers, engineers, medical practitioners, or electricians just because they watched a video on YouTube or read up about a subject online. These “professionals” will then tell you about the newest trend or teaching method and urge you to apply it when teaching your children at home. We are flooded with learning material, worksheets, ideas and methods for teaching our children and some homeschool parents feel so overwhelmed that they start to believe that the more they do, the better the results will be. In this overload of ideas, they try to please everyone by adding every single idea out there and by the end of the year, their children have files full of evidence to show how hard they worked throughout the year. But have you ever stood still and thought of the way that children learn? A little bell must ring in the back of your head, reminding you that children learn through play, exploring, using their imagination and explaining how things work to someone else. This took me back to the year when I was in Grade 1. How did things work back then? I mean, I turned out fine. Luckily my mom kept my books in a box in a cupboard and, after I blew off the dust, I discovered one file with all the work that I had done in Grade 1. I thought that there should be more but after further investigation I realised that that was the only work I had done in Grade 1. Suddenly, I realised that the children in my classroom do four times more worksheets in a year’s time. I decided to remove a lot of worksheets and rather do practical activities with the learners. I used chalk and let them write outside on the pavement, I made clay and they built letters and words with it rather than writing it down on a worksheet. This empowered them to discover the answers for themselves. After a year of teaching with fewer worksheets, the average of the class was higher than the year before even though they had fewer worksheets to show for it. As a homeschool parent, you know how your children learn. Just give it a try, you have nothing to lose. Sometimes less is more. And, if you feel overwhelmed, just know that you don’t have to go it alone. Visit Impaq’s website to find out more about their products and services or click here to find a qualified tutor in your area to supplement your child’s education. Hilda Erasmus: Foundation Phase Specialist

February 6, 2019

Mathematics and Music – Is There Really a Connection?

Is there really a connection between Mathematics and music? And, if there is – is it a relationship in both directions? Will a musician be good at Mathematics and a mathematician good at playing a musical instrument? And, what is the practical application of it? Would learning to play the bass guitar help my child understand Euclidean geometry or should he listen to Imagine Dragons while doing trigonometry? I did some research to find out more about the connection between Mathematics and music. Pythagoras – Father of Harmonics My path again crossed with Pythagoras and this time it was not to work on his well-known theorem: a2 + b2 = c2. I was surprised to find his name attached to this beautiful quote: “There is geometry in the humming of the strings, there is music in the spacing of the spheres.” – Pythagoras Now most of you know that Pythagoras is credited with being the “Father of Mathematics”. But, how many of you know that he is also credited with being the “Father of Harmonics”? Pythagoras discovered the musical intervals. He also lectured people in the healing powers of sound and harmonic frequencies. Pythagoras not only applied the principles of harmonics to music, art, and architecture but also to more social arenas like raising a family, friendship and personal development. Einstein played the piano (and the violin) Pythagoras wasn’t the only mathematician that used music to shape his scientific ideas. Another great mathematician used to sit and play music when he was stuck on a mathematical problem. Einstein strengthened the communication between the two hemispheres of his brain and increased his brain power by playing the piano or violin (right brain) while thinking about a mathematical problem (left brain). He was even quoted as saying that if he was not a physicist, he would probably be a musician. “I often think in music. I live my daydreams in music. I see my life in terms of music.” – Einstein Listening to music while doing Maths Research done at a primary school in California introduced a music-based programme that uses rhythm to teach mathematical concepts. The curriculum, called “Academic Music”, incorporates music notation, clapping, drumming and chanting when introducing fractions to Grade 3 learners. At Hoover Elementary School in the San Francisco Bay Area the Academic Music programme showed concrete results. Half of the group of 67 learners participated in a six-week Academic Music curriculum while the other half of the group received the school’s normal mathematical teaching. The learners who received the music-based programme scored 50% higher on a fractions test that was taken at the end of the study, compared to the learners in the regular Maths class. There were also significant gains for learners who struggle academically. When comparing the test scores of lower-performing students in both groups they found that those who were taught the experimental music curriculum scored 40% higher on the final fractions test compared to their lower-performing peers in the standard Maths class. Playing a musical instrument We have now seen that listening to music may improve cognitive and mathematical skills. However, performing music is where the real advantage lies. Learning to play a musical instrument improves mathematical skills because, at some level, all music is Mathematics. Music is about time signatures, beats per minute and formula-based progressions. Playing a musical instrument reinforces parts of the brain used when doing Mathematics. Research shows that children who play instruments can solve complicated mathematical problems better than their peers who do not play a musical instrument. The bottom line is not detailed, but very clear: We should involve music in some form in our child’s academic life. This could be done by playing soft background music while your child is fighting fractions or by signing her up for music lessons so that she can learn how to play that saxophone herself! Written by Anne-Marie Reed – Mathematics Education Analyst at FutureLearn

January 15, 2019

Bilingualism – Empower your child

South Africa is a multilingual community, and mastering more than one language is not only important for today’s children, but it also offers several benefits. But how easy is it for children to learn a second language? Children tend to find it easier than adults as their brains are focused on absorbing information during their preschool and early school years. Although most children are only formally exposed to two languages at school when they learn how to read and write in a second language, there is much you can do before then to help your child learn a second language. And according to experts, the earlier you start, the better. Why is the acquisition of a second language necessary? Children who are bilingual can communicate with a wider range of people, which means that their frame of reference is broader. This gives them an enormous cognitive and academic advantage. Studies have also shown that people who have mastered two or more languages fare better in intelligence tests, logical reasoning and problem-solving. Before you sign your child up for extra classes in Mandarin, Xhosa or German, there are a few things to consider: Successful bilingualism requires dedication and quality input in both languages. Children must be exposed to the correct use of the language, and it is difficult to teach your child a second language if it is also your second language. If you aren’t fluent, seek help from family members or other qualified people. The new language must comprise approximately 30 per cent of a child’s total language exposure. When a child receives less input in the second language, he may become a “passive” second language user – he will understand the language, but won’t readily speak it. (He will, however, have an advantage in this language at school and will learn it faster.) Be careful of a second language school. There may be cultural differences, and if your child is struggling in the second language, it may hamper his ability to learn. Children with learning difficulties may struggle to read and write a second language even if they can speak it, while a deaf child may find a second language confusing. Seek guidance from experts to determine if your child’s unique circumstances will allow the acquisition of a second language. Practical ways to help your child learn a second language: Create informal learning opportunities: Ask a family member or friend who is fluent in the second language to spend some time with your child and to only communicate in the second language during that time. You can even organise a playdate with a friend who speaks the second language. You’ll be amazed at how quickly children learn words and phrases in an informal social environment. Make it fun: On Tuesdays and Thursdays, only speak to one another in the second language, read books, sing songs and recite rhymes together, or find other ways to make learning a second language fun. Create the right language environment: It is important to expose your child to real-life situations where he can practise using the correct words. The best way to do this is to describe what you are doing when preparing dinner, when you go grocery shopping, etc. To help your child successfully learn a second language, it is important to be patient and to create enough opportunities for him to listen to and speak the language. Encourage him to use the second language often, even if he swaps his words around or initially struggles to express himself. Mastering a second language won’t happen overnight, but the benefits for your child – at school and as an adult – are plentiful! ARTICLE BY DANIELLE BARFOOT

December 20, 2018

Back to learning roots

How the future of learning will incorporate ancient wisdom. Nowadays, things are changing faster than ever before. Most industries are experiencing rapid and substantial disruption, and education is no different. In most parts of the world, the traditional view of education in a classroom with a teacher and 25 to 35 children is becoming outdated. In fact, gone are the days when we produced wave upon wave of school leavers who were expected to fit into a highly standardised world. The new buzzword is individualisation, a strong post-modern shift in society and one of the most important challenges for 21st century education. The ancient Greeks understood how to individualise the learning journey and develop learners to their full potential. They made use of tutors to guide individuals or small groups, covering a broad set of skills and topics. Learning was often based on the Socratic Method, a way of questioning learners to help them arrive at new insights. Similar examples of individualised learning techniques can be found in most ancient civilisations, from India and China in the east, to Africa and the Islamic world, Europe and the Americas. Children of wealthy parents were also often schooled by a highly skilled (and often very expensive) private tutor. Even children from less wealthy families could become apprentices under a master, receiving personal training in their craft. This level of focus on the capabilities and needs of an individual learner typically resulted in superior quality learning outcomes. Unfortunately, most people couldn’t (and still can’t) afford a private teacher. This resulted in the introduction of formal schooling, which was aimed at creating a system where the majority of the population could be schooled to an acceptable standard at an affordable cost. However, affordability and consistency meant a compromise on quality: larger groups of learners were assigned to teachers (with less individual focus), and learning topics were standardised into a curriculum. As parents and employers are demanding more from the learners that emerge from our education system, this carbon copy learning approach is quickly becoming outdated, and is being challenged in the modern economy. Most people agree that the future will require adaptable and multi-skilled individuals to contribute to society. As such, we need to transform the education system to match this requirement. Luckily, we do not have to reinvent the wheel – we simply have to incorporate the wisdom of ancient civilisations. They understood that the focus should be on truly individualised learning across multiple topics, competencies, and character qualities, at the learner’s optimal pace to reach his/her full potential. How will this happen? Technology will play a critical role in the individualised learning environment, and can be used very effectively to customise the ongoing guidance of each individual learner. It can even be used to transform the content that learners engage with, and effortlessly link learners to each other and the wider global community, irrespective of location. It can also be used to continuously gather information about a learner, using this to customise the learning journey. This means that the traditional role of the teacher can change from having to control the highly complex combination of learning journeys for everyone in their classroom, to that of a facilitator for individuals or smaller groups when they need specific help. Our traditional narrow focus on subjects will also need to be re-evaluated to ensure that learners can apply knowledge and skills across a broader set of modern encounters. At FutureLearn, we continuously challenge ourselves to develop the future of learning. We are building an ecosystem to support guided learning, a term we use to describe the individualised learning journey of a child or adult to achieve a specific outcome. And we believe that individualised learning can be solved at costs that are affordable to every person in the world. We realise that our focus in changing learning should be to emulate the highly individualised and successful learning environment that was created by tutors or masters with individual learners or smaller groups throughout history. Yes, it is a big challenge… but we are up to the task! ARTICLE BY STEFAN BOTHA FUTURELEARN CEO

December 17, 2018

10 strange holiday traditions from around the world

Whether you are celebrating a religious festival, such as Christmas or Hanukkah, or something more secular, you are sure to have a set of rituals or traditions that make the holiday season extra special. Some of these may be a little odd, unusual or outright weird but, guaranteed, they won’t beat these strange traditions from around the world. If the shoe fits Every year, Dutch children eagerly place their shoes by the fire in the hope that Sinterklaas will fill them with small gifts and treats during the night. If they were naughty, though, they can expect to find a potato instead. Traditionally, kids would leave carrots in their shoes for a white horse named Amerigo, Sinterklaas’s trusty companion. Try this instead: Fill your children’s Christmas stockings with a range of tiny gifts and treats. Santa’s evil accomplice Spare a thought for people in Austria, where a ghoulish creature called Krampus – Santa’s evil accomplice – is said to wander the streets in search of naughty children. He looks like a cross between the devil and a goat and roams the streets throughout December, terrifying children. But what does he do once he catches a naughty little boy or girl? According to legend, he carts them off and eats them! Try this instead: Around Christmas time, a ‘hollow threat’ of Santa skipping your house is usually enough to get even the naughtiest child to behave. Spider’s web Afraid of spiders? Then be grateful that you don’t live in the Ukraine where, instead of baubles, tinsel and lights, people use decorations that look like spiders’ webs. This tradition stems from a folktale about a poor widow who couldn’t afford to decorate a tree for her children. Legend has it that the spiders in the house took pity on the family and spun beautiful webs all over the tree. Spiders’ webs are considered to be lucky in Ukrainian culture. Try this instead: Maybe stick to baubles, tinsel and lights. If you’re looking for something unique, let the kids make their own decorations this year. On a roll On Christmas morning the streets of the Venezuelan capital of Caracas are closed to traffic, so that people can safely make their way to mass – on roller skates! Try this instead: Swap the roller skates for ice skates and spend a day on the ice with your kids. Festive feline In Iceland, a giant beast called the Yule Cat is said to roam the snowy countryside at Christmas time. Traditionally, farmers used the Yule Cat as an incentive for their workers; those who worked hard would receive a new set of clothes, while those who didn’t would be devoured by the beast. To avoid meeting an unfortunate end, everyone in Iceland now gets new clothes for Christmas. Try this instead: Treat your kids to a new set of pyjamas on Christmas Eve. Kentucky Fried Christmas In 1974, KFC released a festive marketing campaign in Japan with the simple slogan ‘Kentucky for Christmas!’. Although Christmas is not even a national holiday in Japan, the campaign started a tradition – on Christmas Eve, families from all over the country head to their local KFC for a special meal. Try this instead: While you should probably stick to more traditional festive fare on Christmas Day, there’s no harm in treating the kids to a take-away meal during the holidays. Strange saunas Many homes in Finland have a sauna. On Christmas Eve, it is customary to strip naked and spend a long and contemplative time in the sauna to commemorate your ancestors before heading out for an evening of festivities. Try this instead: This tradition could be particularly awkward for big family gatherings… Why not invite the family around for a pool party instead? Looney Tunes Every Christmas, families around Sweden gather around the television at 15:00 sharp to watch a Donald Duck Christmas special. The entire day is planned around the screening, with more than 40% of Sweden’s population still tuning in like clockwork. Try this instead: Have a Christmas movie marathon featuring all your family’s favourite festive flicks. Giant lanterns Each December, a giant lantern festival is held in the city of San Fernando, which is known as the Christmas capital of the Philippines. Eleven villages take part in the festival, each of which tries to build the most elaborate lantern. Originally, the lanterns were small, simple creations; today, they have grown to around six metres in size. Try this instead: Load the family in the car and drive around the neighbourhood looking at Christmas lights. O Christmas tree We have been brainwashed by Christmas movies to think that there is only one real type of Christmas tree. The Kiwis, however, have been decorating their homes with the pohutukawa, a beautiful tree with bright crimson flowers, for years. The pohutukawa is a recognised symbol of Christmas around New Zealand and is featured on Christmas cards, decorations, and even in Christmas carols. Try this instead: Instead of decorating a plastic tree from your local retailer, try to come up with some proudly South African alternatives this year. If you are looking for things do during the holidays, check out these 15 festive bucket list ideas. By Danielle Barfoot

December 17, 2018

Home Education – Is it a possible solution?

There’s a scrimmage of 40 Grade 1 learners in front of their new class. They bundle in and sit on their chairs. There is good discipline in the class but there are so many learners that it’s impossible for the teacher to give each of them the necessary attention. Only the smartest learners will do well while the average child may miss a number of important building blocks and, eventually, it will become more and more difficult as they struggle through the grades. There are many learners who get lost in the school system. They struggle with the work pressure and the lack of attention, and do not reach their full potential as they do not receive individual attention. There is also the pressure to participate in sports or to maybe not be chosen for a team, and you just hope that your child is not bullied. Home education on the other hand is frequently seen in a bad light. The picture people often have is of a mother giving classes at home. The child sits at a table and lives a lonely, reclusive existence without socialising. With teaching in the 21st century, however, the picture looks very different. Home education can be done in different ways. Parents Parents can teach the learner at home themselves, the parents can then ensure that all the necessary concepts are properly embedded and can monitor the progress themselves. Social media allows parents to join groups with other parents who also home educate their children. Playing opportunities, excursions and social events are often planned and learners enjoy private education as well as social opportunities so that they can focus on all aspects of their development. Often parents also take turns to teach, where they work on a rotational basis. Children do not lose precious time in classrooms to wait for discipline or individual attention. Tutor centres There are many tutor centres across the country. Some centres only focus on one subject while other centres offer all subjects. Where the parent does not want to teach their child themselves or may not want to take a subject to the next grade, a tutor can be used. Tutors give each learner the individual attention they need and help them understand difficult concepts. The primary responsibility to educate the learner remains with the parents. Home-education schools It often happens that tutor centres are in such great demand that they become small private schools. They still use a home-education curriculum, but unlike with home education, the school takes responsibility for the learner’s education. ARTICLE BY HILDA ERASMUS – SPECIALIST: FOUNDATION PHASE

December 13, 2018

How do I know if my child is school-ready?

School readiness is one of the biggest concerns for a Grade R parent. How do you know if your child is ready to start “big school”? If you as a parent talk to other parents then you will hear how their children can build words and do sums and suddenly you start to doubt your child’s ability and whether he/she is really ready to attend school. Perhaps you should have prepared your child better so he could have a head start over the other children or maybe you should have started doing basic Grade 1 work in the afternoon after school. School readiness is divided into three basic skills: Intellectual The child must have the ability to understand, reason and interpret new concepts. At that age, they absorb and process all new information. If you teach a sound to a child, they will probably remember it, but there are other skills that are more important to your child’s school readiness. Because we are experiencing such a big change in our society where both parents work, parents often focus on developing intellectual skills and not physical or social skills. Televisions and computers have also become an easy way to keep children busy while parents are making food or doing the washing. Although it is not wrong, as children acquire general knowledge, parents must also remember to play outside with their child by kicking the ball around or playing hide-and-seek. Physical A child who is physically strong, who can comfortably run, jump, climb and clamber also has the ability to concentrate for longer. They can use their muscles to sit up straight for longer, hold a pencil and focus for 40 minutes at a time on what is being discussed in class. A child who is only intellectually stimulated (learning basic Grade 1 work) does not get a chance to develop these muscles. These are the learners who hang over their work or lay on their arms and get tired quickly. They do not complete their class work on time and have to do it for homework. Parents then wonder what happens at school because they have to sit till late in the afternoons and do homework. Social and emotional development Your child is going from his safe environment to a structured environment with other routines, longer hours and more pressure. Perhaps there won’t be anybody that he/she knows. For your toddler, it is the same as going to Grade 1. If your child can not play socially with other children, they do not learn how to handle difficult situations. A child who is not socially and emotionally ready will scream blue murder and cling to their mother’s skirt (We also know that some children can exaggerate a little). In playing there is conflict, unhappiness, dishonesty, and the poor teacher acts as a judge, but this teaches the children how to handle and process difficult situations. This skill will teach them how to handle stressful situations for the rest of their lives and how to be adaptable to the unknown. Here is a very informative website that can be used to see if your child is ready for grade R: http://www.schoolsparks.com/kindergarten-readiness-test Hilda Erasmus: Foundation Phase Specialist

November 29, 2018

All children are smart. Which type of smart is your child?

During my first year as a young senior Mathematics teacher, I realised that most parents put a tremendous amount of pressure on their children to perform well in the sciences, especially Mathematics. Substandard results in other subjects were tolerated with much more patience and excused as a lack of studying (or time or self-discipline). As I didn’t have children of my own at the time, I had to revert to my Psychology textbooks to, firstly, comprehend, and secondly, to dilute this intense pressure from parents on my Maths learners. It turned out that most people have been influenced by the education system to believe that the only form of intelligence that is rated as “smart” is mathematical intelligence and maybe, linguistic intelligence. Scientists and writers… those are smart guys. I changed the structure of the next parents’ evening. I showed and explained the infographic below and sent the parents home with the message: “All children are smart. Which type of smart is yours?”. In 1983 Dr Howard Gardner, an American developmental psychologist, proposed the Theory of Multiple Intelligences as his critique of the standard IQ test. According to Gardner, IQ tests have little relevance as it is based on a general intelligence. His theory instead suggests the presence of nine separate domains of ability, which he labelled the nine types of intelligence: Naturalist (nature smart) Musical (sound smart) Logical-mathematical (number/reasoning smart) Existential (life smart) Interpersonal (people smart) Bodily-kinaesthetic (body smart) Linguistic (word smart) Intrapersonal (self smart) Spatial (picture smart) Gardner realised that what other scientists thought were just soft skills, such as interpersonal skills, were in effect types of intelligence. Many researchers and scientists soon agreed with Gardner as they could see the real-life logic in his theory. Being a smart mathematician gives you the ability to understand the world, but so does being “people smart”, just from a different perspective. Below is an overview of the Multiple Intelligences Theory, with some practical examples to guide you in your analysis of your own intelligence and that of your children. 1. Naturalist Intelligence Naturalist intelligence or “nature smart” describes the human ability to distinguish among living things (plants, animals, etc.) as well as an understanding of other features of the natural world (clouds, rock configurations, etc.). This ability (or intelligence) was invaluable in our evolutionary past as hunters, gatherers, and farmers. It is still central in professions such as botanists, veterinarians or chefs. Children who are naturalists enjoy going camping and doing various outdoor activities. Travel bloggers who like going on adventures in nature are considered “nature smart”. 2. Musical Intelligence Auditory-musical intelligence is the ability to differentiate pitch, rhythm, resonance, and tone. This intelligence enables composers, conductors, musicians, vocalists, and sensitive listeners to recognise, create, reproduce, and reflect on music. It is interesting to note that there is often a connection between music and emotion. But even more interesting is that mathematical and musical intelligence may share common thinking processes. Children that are “sound smart” are usually singing or drumming to themselves and more aware of sounds than others. If you want to cultivate the auditory-musical intelligence, you should surround yourself with music as often as possible and during activities like studying and exercising. 3. Logical-Mathematical Intelligence A person with a good logical-mathematical intelligence can calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. People with this intelligence have sequential reasoning skills, observe relationships and connections, and make use of inductive and deductive thinking patterns. Mathematicians, scientists, and detectives are just some examples of professions where a high logical intelligence is usually required. Children with a high level of logical intelligence are interested in problem solving, experiments, and strategy games like chess. If you want to develop a higher level of logical-reasoning intelligence and be “number or reasoning smart”, you could play logic and pattern games like Sudoku, develop and prove a hypothesis, find the pattern in a poem, etc. 4. Existential Intelligence A person with a high level of existential intelligence is “life smart” and usually thinks about deep questions about life. “What is the essence of our existence?”, “Why do we die?”, “How did life end up like this?”. These people have the capacity to tackle deep questions about human existence. Writers and philosophers normally show a high level of existential intelligence. 5. Interpersonal Intelligence Dr Gardner labels the ability to comprehend and relate effectively with other people as interpersonal intelligence. Effective verbal and nonverbal communication, the ability to recognise differences among people, sensitivity to the personalities of others, and the capability to hold multiple perspectives are among the skills attributed to these “people smart” individuals. Professions where this type of intelligence is dominant are teachers, social workers, actors, and politicians. Children with this kind of intelligence are leaders among their peers who understand others’ feelings and motives. 6. Bodily-Kinaesthetic Intelligence Bodily-kinaesthetic intelligence is the ability to effectively handle objects and use a variety of physical skills in appropriate intensity and functionality. This intelligence also involves a sense of timing and the perfection of skills through mind-body unification. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily-kinaesthetic intelligence and are generally called “body smart”. 7. Linguistic Intelligence Linguistic intelligence is the ability to think in words and to use different languages to express and comprehend composite meanings. It is often referred to as being “word smart”. This strand of intelligence is found in people with an outstanding ability to understand the order and meaning of words, but also to apply metalinguistic abilities to reflect on their use of language. Linguistic intelligence is evident in poets, novelists, journalists, and public speakers and is the most widely shared human ability. Children with a high level of linguistic intelligence enjoy writing, reading, telling stories or doing crossword puzzles. 8. Intrapersonal Intelligence Intrapersonal intelligence refers to the ability to understand yourself as well as your own thoughts and feelings. It also relates to the natural capacity to use such knowledge in planning and guiding your own life. Intrapersonal intelligence involves not only a gratefulness of the self

November 5, 2018

Go outside!

Over half of children spend an hour or less a day playing outside – that’s less than the average maximum-security prisoner in America! There are several reasons for this: an increase in screen time, greater emphasis on scheduled activities and achievements, and a shortage of safe outdoor spaces to play. But there are also several reasons why children MUST play outside: Development: Play is a primary way that children learn about themselves and the world around them. Unstructured outdoor play allows children the freedom to explore, create and discover without predetermined rules or guidelines, and is a valuable component of their emotional, academic and physical development. In addition, playing outside teaches children essential life skills such as how to plan, troubleshoot, and negotiate. Exercise: Outdoor play encourages active play, which is fantastic for developing physical abilities. Running, jumping and playing ball games not only strengthen muscles, but also improve gross motor skills, hand-eye coordination and overall health and wellbeing. In addition, outdoor play helps children release pent-up energy, and as little as 20 minutes of active outdoor play has been linked to a boost in brain function afterward. Creativity: Playing outdoors is great for encouraging children’s creativity. Away from the constraints and confinement of being indoors and without hovering parents, many children will find unexpected and alternate uses for toys and everyday objects. Outdoors, they can let their imagination run wild! Socialisation: Children need to learn to make friends, to share and cooperate. They are usually more willing to join in games and activities when playing outdoors, and they are also more likely to talk to different children and make new friends. As such, outdoor play teaches children vital social skills, such as how to take turns and treat others. Risk-taking: Outdoor play helps children take risks and learn about their own abilities – they discover how high they can climb, how well they can balance, how fast they can run and what it feels like to roll down a hill. If children don’t learn to take risks, they may not develop the confidence needed to face life’s inevitable risks. Yes, they can be humiliated when they try to make a friend and get rejected, and they can even break an arm or a leg while playing outside. But that doesn’t mean they shouldn’t try; the lessons they learn from failure are just as important as those they learn from success. Independence: Outside play teaches children to pick themselves up when they fall, and to negotiate unfamiliar situations. It also teaches them to explore new activities and become confident in trying new things without being guided by adults. This helps build independence and self-reliance. Nature: The future of our planet depends on our children; they need to learn to appreciate it. If children grow up never digging in dirt, seeing animals in their natural habitat, climbing hills and trees or splashing in the sea, they will never really understand what is at stake. Children who play outside are more aware of nature and their environment. So, for the sake of your children, do what your parents did and send them outside. Even better, go with them! Outdoor Classroom Day is a global teacher-led campaign taking place on 1 November. It will see schools around the world swap the inside for the outside by taking learning into the playground, and making playtime a key part of the school day. For more information or to sign up, visit https://outdoorclassroomday.com By Danielle Barfoot

October 26, 2018

What is the real effect of too much screen time on kids’ wellbeing?

In today’s modern world, children grow up knowing how to take pictures with our iPhones or how to navigate to the games on our iPads, but what effect does all this screen time have on them? Health and mental consequences Research suggests that spending an excessive amount of time in front of screens could have serious health and mental consequences. The researchers from Cincinnati Children’s Hospital completed a lengthy research project on the comparison between the brain development of a group of children who spent many hours per day in front of screens (smartphones, computers, tablets and TV) versus children who spent most of their time reading, playing and socialising in real life. After scanning the children’s brains, they found that children who were overexposed to screens had poor connectivity in the areas of the brain that managed language development and cognitive control. Another study done by the Radiological Society of North America found an imbalance in the brain chemistry of children who were overexposed to screens. Such an imbalance leads to all kind of malfunctions, but mainly: Drowsiness, Depression, and Anxiety. This was confirmed by a recent study by the well-known researcher Jean M. Twenge, which shows a strong correlation between the screen time of adolescents and depression, leading to suicidal thoughts. This research report explains that the group of teens (observed in the study) who spent most of their time doing sports, homework, socialising with friends in real life and going to church had a significantly lower risk of ever showing signs of depression or anxiety. Academic performance In 2015, a team of researchers from Cambridge University observed and recorded the activities of more than 800 fourteen-year-old children over a period of two years. They recorded their GCSE (the General Certificate of Secondary Education) results at the age of 16 and noticed that the group that spent only one extra hour per day in front of screens saw a fall in GCSE results of approximately 10% over two years. The most interesting part of the report is that even when this group spent more time studying to counteract the drop in their marks, they could still not outperform the group who had the lower daily screen time. Cutting down Convince your tech-savvy child to cut down on their screen time by explaining that too much screen time will lead to: Poor development of your child’s language skills, which are important in 90% of careers. Drowsiness, depression and anxiety. Suicidal thoughts amongst teens. A significant drop in their academic results. By simply dropping their screen time by one hour a day and without having to increase their study time, your children can improve their marks dramatically! Use this infographic to convince your children to start enjoying life in real time instead of on screen. Anne-Marie Reed: Maths Specialist

October 22, 2018

The approach to History as a possible compulsory subject

Shortly after it was announced that History may become a compulsory subject in South African schools up to Grade 12, the country was abuzz with the news. The biggest objection is most likely about its presentation and people are concerned that preference will be given to one group’s history, and that it will lead to further disagreement in South Africa, rather than reconciliation and understanding. The Minister of Basic Education Angie Motshekga did say that it should contribute to nation building and unity. But then there is also a contradiction in her words: “…it is going to be the history of Africa and the beauty of us, ourselves as Africans”. Immediately these words caught my attention. I have long believed that History should be a compulsory subject because with the right presentation it contributes to nation building and creating a South African identity. But in Motshekga’s words I see bias and the words “us” and “ourselves” that does not belong in the history context. History should be presented objectively. For example: Look at the two films “Pearl Harbor” and “Letters from Iwo Jima”. Both films deal with the conflict between the US and Japan during World War II. People usually watch films like these from an American point of view, but if you watch “Letters from Iwo Jima” you will have more of an understanding for the Japanese perspective of the war. A historian must carefully approach all sides of history and focus on facts. Afterwards people must be able to learn valuable lessons from History and apply them. Again, one wants to ensure that History is not used as propaganda and written from the point of view of the government of the day to favour one group over another. During Apartheid (and in other countries during the race ideology period) History was presented in such a way as to promote the superiority of one race group over another. If we want to promote democracy and nation building through History this must be avoided at all costs. Everyone’s History is important and must be respected. Thus, personal opinions and prejudice must be avoided. History must always be based on factual retellings of events from both sides. It should contribute to ensuring that mistakes are not repeated. History should help build a country’s future rather than stagnating a country in what it was. Written by Ilse Stickling – Subject Specialist: History at Impaq

October 10, 2018

It’s time to get serious about our heritage

South Africa currently has ten World Heritage Sites, of which the Barberton Makhonjwa Mountains and the Khomani Cultural Landscape are the newest additions to the list, as appointed by UNESCO (United Nations Educational, Scientific and Cultural Organization). With nearly one World Heritage Site per province, South Africa is truly unique! While our country boasts with these beautiful World Heritage Sites, it is also home to many other natural and cultural attractions that appeal to domestic and international tourists alike. Examples include Boulders Beach in the Western Cape, with its famous colony of African penguins, and the Afrikaanse Taalmonument (Afrikaans Language Monument) in Paarl, to name but a few. The question is, should we protect these World Heritage Sites and attractions as our heritage? The answer is yes! Not simply for our children’s children, but also to showcase our incredible heritage to our countrymen and the rest of the world. These sites and attractions have so much to offer, especially in terms of promoting tourism. When we take our heritage seriously by preserving and protecting our World Heritage Sites and other attractions, we practise sustainable and responsible tourism. This rests on three pillars: the environment, the economy and the social pillar. When looking at the environmental pillar, the first thing that comes to mind is our wildlife. If, as citizens of our country, we don’t set a good example, we cannot expect tourists to respect our natural environment. Rhino poachers and other evildoers who want to destroy our wildlife must be stopped, and we must always report suspicious behaviour. In addition, while garbage cans are available at all sites to combat littering, it is our responsibility to use these bins effectively and purposefully. The next pillar is the economy. Once we fully understand and realise the value of our heritage, South Africa’s World Heritage Sites and other attractions will become and remain economically important. As domestic and international tourists visit these sites and attractions, it will ensure that the tourism sector makes a positive contribution to the GDP (Gross Domestic Product) of our country; this, in turn, will cause a multiplier effect that will benefit all the people of South Africa. The more people visit our World Heritage Sites and other attractions, the more far-reaching the benefits will be. The social pillar promotes national pride. If we stand together as a nation, we can work together to not only preserve and protect our World Heritage Sites and other attractions, but also to attract tourists to the rainbow nation and to foster greater cultural understanding. Conservation and community projects linked to World Heritage Sites and other attractions can also be used to support and fund local communities and, in this way, make a positive contribution. We need to start taking our heritage seriously by creating awareness of sustainable and responsible tourism. This, however, is a continuous process; one that will ensure the sustained existence of our World Heritage Sites and other attractions. May we keep this – our natural and cultural legacy – in mind when we visit any of our country’s beautiful World Heritage Sites or attractions. Written by Surina Jordaan – Education Specialist: Services Subjects and Social Sciences at Impaq

October 5, 2018

Number sense- the root of mathematics

Number sense essentially refers to a learner’s ability to use numbers in relation to one another, i.e. they can recognise number symbols and relate it to the actual number of objects. There is a common misconception that, if learners can count to a certain number, they are smart and understand numbers. However, the question is whether they know the value of each number? Take this scenario:ah Nataly, a Grade 3 learner, still uses her fingers to count and has difficulty with some of the easier Maths problems. However, there are several really difficult problems that she can easily do. How is this possible? Let’s do a simple test. Look at the arrangement of the dots in each of the blocks: BCD EAll of the blocks represent the number 5, but it is structured in different ways. A learner with no number sense will start to count the dots in each block, but a learner with number sense will automatically divide the dots into groups or create a structure in order to get to the value of the number. A: This is a familiar arrangement, it is represented on a dice or on playing cards and learners will recognise this arrangement easily. B: This is a sub-group arrangement. The dots are arranged into sub units and will force the brain to add the three dots to the two dots. C: This is a linear arrangement. It will most likely prompt counting, however, many people will mentally separate the dots and organise them into groups. D: This is a random arrangement with no obvious grouping structures. The brain will try to look for a pattern or a way to divide them in order to get meaningful patterns. E: This is also a sub-group arrangement, like in B, but the difference is that the brain will add the one dot to the other four dots. Number sense boils down to the value of a number. Learners like Nataly find different ways and detours to do Maths without knowing the basics – they create alternative methods to get to the answers. Teaching number sense is very basic and forms the foundation of Mathematics. Here are a few ideas on how to stimulate number sense: Use dot cards and play games, e.g. memory games, with learners. Teach number combinations up to 10. Cut 10 circles from two different colours. Pack the circles in different combinations and see how fast the learner can recognise the number combinations. Repeat the exercise using a variety of number combinations, e.g. two red circles and four yellow circles = 6 Play games such as Halli Galli, which focuses on number combinations and establishes a foundation for number sense. It is very important to ensure that number sense is engraved in a learner’s brain before moving on to more difficult Mathematical problems. Additionally, d an enriched learning environment that enhances the development of number sense can be craeted by means of a variety of wall charts and number games. References Way, J. (2005). Number sense series: Developing Early Number Sense, Online: https://nrich.maths.org/2477, Access 23 August 2017.

September 12, 2018

Phonics – the root of reading

What do you want to achieve with a reading programme in the Foundation Phase? This is a critical question. Teachers often rush through a curriculum in order to get learners ready for the formal assessment rather than taking the time to work with the learners to ensure a deep-rooted understanding of phonics. At the end of the Foundation Phase (Grade 3), we expect learners to read with comprehension. But how often do we get to that point where we are satisfied with the reading ability of the learner? Here is a scenario that you might be able to relate to: Nataly is a Grade 3 learner, when she reads she will suddenly start to sound simple words and if you ask her to tell you what she read, she is not able to do so. What went wrong? There are many aspects of reading to take into consideration before you can pinpoint the specific problem. Phonics The phonics was not completely engraved in Grade 1 and 2. I am not talking about knowing the alphabet because the learner probably knows the alphabet off by heart. I am talking about the more difficult blends and three letter combinations. When a learner knows all the phonics and blends, it will make reading a lot easier. Phonemic awareness is the basic foundation of reading any text. High frequency words High frequency words are commonly mixed up with sight words. High frequency words are the words that usually do not have any meaning but are used a lot while the learner reads. This would be words like: is, am, are, them, those, etc. These words should be introduced one by one. It is best to start with the words that have the sounds that the learner already knows. It is important that the learner knows these high frequency words off by heart. If they do not recognise the word immediately, they will start to spell it out. The human brain is very powerful. You must have seen those social media posts that mix up the letters in the middle but you can still read the words. For example: I can stlil raed the txet as lnog as the frist and lsat ltters are the smae. This is exactly how the high frequency words work. The learner must “guess” the word rather than read it. They must see the whole word rather than the different letters in each word. Sight words Sight words are those words that we would put up in the classroom and use with the themes. Sight words are often longer, difficult words like giraffe, chimpanzee, elephant, impala, etc. The learners must use their phonics to spell out these words. They don’t have to know these words at all, as they learn how to read fluently, these words will become part of their high frequency words as well. Reading with comprehension comes down to the ability to understand language through phonological awareness. If a learner does not read with comprehension in Grade 3, it is time to take some serious steps backwards. Rather put the curriculum on hold for a day or two and do a simple assessment on phonics by asking the following questions with some sound cards. Does the learner know all the letters of the alphabet in any order? Does the learner know all the blends and sounds with two vowels or two consonants like “oo” or “-er”? Does the learner know all the three letter sound combinations like “str-”? Can the learner read simple words? Can the learner read more difficult words? Does the learner know the high frequency words without sounding them? Can the learner build simple words? Can the learner build more difficult words? Can the learner read a sentence without sounding the letters? Can the learner read a paragraph without sounding the letters? If any of the answers to these questions is “no” that will indicate where the learner was left behind. Try to catch up with activities until the learner can answer “yes” to all 10 questions. Let’s take number 10 as an example. If a learner reads a paragraph, but still needs to sound some of the words, he/she will lose the context of the story and will not be able to remember what the story was about. If the learner can read fluently, but does not understand the context it is important to teach the learner reading comprehension skills by asking the questions first before he/she reads the text. Reading with comprehension comes down to the ability to apply one’s knowledge of language to written text. Learners like Nataly find alternative ways to read and write and in the long run when she cannot read with comprehension, she will misread questions in examination papers and write down the wrong answers. In the end, she will not live up to her full potential because she cannot read as well as she should. It is very important to ensure that phonological awareness and high frequency words are engraved in a learner before you move on to more difficult words and sentences. Teachers should create an enriched learning environment to ensure the development of phonics and reading and to ensure that all the requirements are met before moving on to the next phase.

August 27, 2018

Getting insight into bullying

Rita Niemann Bullying is an example of school violence, which mostly stems from aggression and poor self-image. Bullying can be defined as a conscious, wilful, and deliberate hostile activity and as it tends to happen at any point in time, it makes it very difficult to predetermine. Louw and Louw (2007:230) emphasise the need for humans to belong and states that social development is characterised by an increasing involvement with peers as that contributes towards satisfying emotional needs. Teachers and parents, therefore, must account for the various phases of relationship building during adolescence and must guide children towards sound social and interpersonal relationships. Because bullying cannot be contextualized by group, age or gender, any child can fall prey to a bully. However, children tend to follow the example of their parents and if parents condone acts of aggression or violence, children tend to emulate such acts, resulting in others feeling threatened and unsafe. Legislatively, every learner has the right to be educated in an environment that is “clean and safe” and is “conducive to education” (RSA, 2006). Unfortunately, bullying has become both a national and international concern. Most acts of bullying are related to an imbalance of power to ensure dominance, boosting the bully’s self-image and getting attention (even if it is negative attention). Barbara Coloroso (2005: 49-51) identified different kinds of bullies. Those who: have powerful personalities, are admired by others and are not easily recognised as being a bully. use gossip and verbal abuse to manipulate others. show little emotion, but is determined to continue the bullying. are hyperactive, struggle with schoolwork and have poor social skills. Any child can become a bully’s target depending on the bully’s inner insecurities. Bullies tend to prefer submissive children, but it could also simply be because the person is younger, smaller, thinner, fatter, or even because of his or her gender. Bullies also tend to choose targets who have characteristics they crave themselves, such as being clever and dedicated. Parents and teachers often wonder why victims do not report the bullying. Often, victims of bullying feel ashamed because of what is happening to them, or they feel that there must be something wrong with them. They also fear that the bullying may get worse if it is reported. Bullying must be dealt with swiftly and deliberately – see the follow-up article in this regard. References Coloroso, B. 2005: The bully, the bullied and the bystander. From pre-school to secondary school – how parents and teachers can help break the cycle of violence. London:Piccadilly. Louw, D., & Louw, A. 2007. Child and Adolescent Development. Bloemfontein: ABCPrinters. Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons Republic of South Africa (RSA). 2006. Regulations for Safety Measures at Public School). Government Gazette No. 26663. Pretoria: Government Printers.

August 21, 2018

What to consider when searching for a school

By Yandiswa Xhakaza Choosing a school is no small feat. Parents often undertake this task under enormous pressure and in a hurry to find a school on their way to or from work. However, I would urge parents to invest more time in finding the right school for their child because, while convenience is often the driving force, it’s important to remember that your child is potentially going to be in that space for up to 12 hours nearly every day. As such, the environment must be conducive for your child to feel secure, to be happy and to thrive. Below are a few practical things that all parents should look for when in search of a good school. While these are biased towards pre-school and primary school, many of these considerations can also be applied to high school. The school environment and general aura of fun, excitement and vibrancy. Look for colour, flowers, trees, jungle gyms and outdoor play equipment. You should get a sense of security, love and warmth. Classroom design and layout is a big indicator of whether the school offers a forward-thinking, 21st century approach. Look for learning stations with different learning activities in each station, as well as the availability of appropriate educational toys that incorporate sensorial skills, fine and gross motor skills, etc. In a pre-school environment, look for the dramatic play area, big wooden blocks, a reading corner etc. Classrooms that still force all children to strictly sit at a desk for more than 8 hours a day are concerning, so look for beanbags, couches, benches, comfortable carpets, balance balls etc. This not provides variety, it also allows children to learn in the ways/positions that they are most comfortable in. Wi-fi powered schools are no longer those with a computer room and designated computer classes once or twice a week. Schools that are innovative and digitally advanced are easy to spot. Look for visible gadgets inside the classroom, including laptops/tablets, headphones, white boards, projectors etc. Digital learning shouldn’t happen in isolation, it should be infused with day-to-day learning. Child happiness is the most genuine measure, so listen for the buzz of laughter and look for happy smiles. Well mannered and polite children who greet and make way for you to pass is symbolic of the school culture. A great set of extra-curricular activities that children can choose from speaks directly to whole child development. Consider how the school harnesses all aspects of the child, not just academic ability. Effective teacher-parent communication that happens on a regular basis regarding the work being covered at school that week, fun activities that took place in class, occasional photos of the children, classroom messages etc. Find out how parents are engaged so that they feel like they are part of the learning experience. A diverse team of dynamic and passionate teachers always makes for a great school. The school can have state of the art facilities and resources, but without amazing teachers who inspire children and make them feel like they are doing an incredible job, then it’s all for nothing. Teachers can make or break a school, so be sure to meet the educators.

August 14, 2018

Bullying: What parents and schools can do

ARTICLE BY PROF RITA NIEMANN, NALIZE MARAIS, ZENDRÉ SWANEPOEL AND MONIERA MOOSA Bullying is a great concern for both parents and schools. Here we outline a number of measures that can help them both parties deal with bullying. Parents When parents notice that their child is behaving differently – not wanting to go to school, using illness as an excuse, suddenly performing poorly at school or enuresis – and suspect bullying, they need to act immediately. Firstly, they must determine where this is happing (at school, at a sports club, on social media, etc.) and who the perpetrator(s) are. Secondly, if the bullying is taking place in an organised environment such as at school or sports club, the authorities need to be informed and requested to step in. They are legally bound to protect the rights of the child. Thirdly, parents have the responsibility to equip their children to cope by: Instilling the knowledge that children must take a stand and that they have a choice in allowing someone else to victimise them. Assisting children to terminate relationships that are potentially harmful, such as blocking a person on social media. Helping them to identify bullies and the different forms of bullying. Creating a safe space for children to speak about what is happening to them. Emphasising assertive verbal communication if threatened. Building children’s self-concept. Getting the help of a psychologist, if necessary, to counsel the victim. Emphasising that respectful behaviour is always the best option and thus preventing retaliation. Fostering problem-solving and conflict resolution skills with the focus on restoring damaged relationships. Working collaboratively to solve the problem with their children so that they can feel reassured. Schools As bullying is a deliberate act to hurt someone, there must be consequences for the bully. Once teachers are aware that a bullying incident has taken place at school, the matter must be dealt with by: Asking the victim to provide the names of the perpetrator(s), as well as the names of friends of the victim, as soon as he/she has calmed down. Counselling the victim and finding out whether he/she has been injured and what effect the bullying or harassment has had on him or her. Cultivating a “no blame” approach towards bullying or harassment. Establishing punitive sanctions for both the bully and for any bystanders. Developing a bullying code of conduct/bullying policy and informing learners of this. Having designated teachers to deal with incidents of bullying. Facilitating mediation and discussions with the victim and the bully, depending on the severity of the bullying. Passing the responsibility to the bully or group of bullies to make sure that the problem is solved. Ensuring that potential bystanders understand that they have a vital role to play during bullying incidents. Letting the victims feel protected after they have reported the incident. Encouraging learners to make suggestions on how they can contribute to alleviating the negative experiences of the victim. Scheduling follow-up meetings to monitor the situation where each party has to share how things are going. Informing the parents of both the bully and the victim about the incident/s. The principal and teachers have a crucial role to play in directing learners towards becoming responsible citizens. They should create a safe and secure environment, establish a non-violent culture, and be good role models for all learners. Reference Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons

August 9, 2018

Let your child fail – it’s okay

Facing challenges and making mistakes can help your child grow. By Danielle Barfoot As parents, we want to protect our children – from danger, from upset, from things not turning out how they had hoped, and especially from failure. But we need to realise that it’s not just okay, but essential, for our children to fail and make mistakes. As difficult as it may be to accept, we cannot shield our children from defeat, sadness, anxiety, or regret. But we can help them experience it safely. Providing opportunities for children to make mistakes and face the subsequent consequences is vital to raising adults who can meet life’s challenges with confidence. In fact, research has shown that children who don’t have opportunities to struggle and recover have lower self-confidence and a less developed self-concept. They tend to be more fearful of failure and less willing to try new things. Here are four benefits of allowing your child to make mistakes: Develop self-confidence: When children are allowed to make decisions on their own, they develop self-confidence. This self-confidence helps them to not be so afraid of failure that they are unwilling to try new things. Build life skills: Children develop important life skills when they are allowed to go through challenging situations. They learn how to bounce back, handle negative emotions, develop self-control, and how to apologise. Take responsibility: Allowing children to make their own decisions creates an opportunity for them to also deal with the consequences. Sometimes they will make poor decisions, which will teach them to take responsibility for their actions. They will learn from the natural consequences and will (hopefully) make wiser decisions in the future. Solve their own problems: Too often, either because it’s easier or because we hate to see them struggle, we rush in to help our children figure something out. But letting your child try and try again – and eventually get it right on her own – will teach her more about herself and her abilities than when you rush in to save the day. Life doesn’t always go as expected From getting a low grade or fighting with a friend to losing an important game, life can be riddled with disappointments and failures. But instead of focusing on a fixed marker of success, consider what your child has learned. Instead of the mistake or perceived failure, the focus should be on personal growth and development. So, when things go wrong – and they will – show your acceptance and support. Let her know that it’s okay to make mistakes and that failure isn’t fatal… even if she feels as if she might die of embarrassment. This article was contributed by Impaq Education (previously known as Impak Onderwysdiens). At Impaq we know that personal growth and development is an important part of any child’s educational journey. We provide innovative and accessible education solutions to help learners prepare for life in a modern society.

August 2, 2018

Cursive writing – Is it still necessary?

Hilda Erasmus: Foundation Phase Specialist We live in an age of computers and technology. Why is it still necessary for our children to learn how to write in cursive? It’s so old-fashioned. Is it not time to move these old habits aside? Year in and year out teachers and parents are frustrated when they have to teach children how to write in cursive, but if it’s still in the curriculum it must be worthwhile. According to a study done by Graham and Santangelo1 learning to write in cursive can be a valuable skill. We list the five reasons why below: It is good for your brain Writing in print only activates one part of the brain, while writing in cursive activates different parts of your brain. It stimulates fine motor skills that help add letters together. So, instead of seeing letters as single sounds, they begin to form groups in the brain that sees and recognises words as a whole. You’ll have to sign your own name one day It might not sound like a worthy reason, but cursive writing gives each person a unique style. A signature that is made in your unique cursive writing is much more difficult to forge than a signature made in print or block letters. To sign your own name in cursive is like a small unique artwork that you can use over and over again without anyone making a perfect copy of it. You’ll be able to read old documents There are many old documents and manuscripts or even old family letters that are written in cursive. If we do not learn how to write in cursive, these documents will become hieroglyphs that no one will be able to read. It helps learners with a learning problem Learners with learning difficulties (especially dyslexia) often experience problems when learning numbers and sounds, especially the b and d sounds. In cursive writing, however, these letters are shaped in such a way that they look visually different. The learner can compare the letters in print and cursive and in this way many of the problems that these learners experience with confusing one letter with another can be solved. It is an art form To be able to write well is an art form. It is something most learners can easily master if they concentrate hard enough. For those learners who may not be top performers in other subjects, it is possible to do well in cursive writing. It can motivate these learners to work harder in other subjects too. Although cursive writing is not yet extinct, we still need to see its value. It is a skill that can be useful in the future. Source: 1. http://schools.nyc.gov/NR/rdonlyres/556F572F-4CDC-4BAC-9EC0-6990AD1AFB0E/0/CIPLteachingcursivewriting_WEB.pdf

July 6, 2018

Practically speaking, home education is easy

Some home-education learners shy away from subjects such as Dramatic Arts, Agricultural Sciences, Hospitality Studies, etc. because they are worried that they will not be able to complete the practical components at home. But that should not be the case. Impaq(a curriculum provider) caught up with twins, Armand and Juan Potgieter, who successfully completed Hospitality Studies through home education. They spoke to us about their passion for baking and starting their own business. Armand and Juan have been home educated since Grade 4 and completed their matric in 2017. They made use of Impaq’s products and services, and visited a tutor centre to help them with their studies. They thoroughly enjoyed the freedom home education afforded them. “We could work ahead and that’s the reason we could get time to bake and follow our passion.” They also found it easy to complete their practical assessment tasks (PATs) for Hospitality Studies as they could bake in the comfort of their own home. In Grade 10, the twins participated in a chef competition at Pro Arte Alphen Park to test their skills. “This was the first time we cooked in a commercial kitchen and we also got to make friends during the competition, which was very nice.” Armand and Juan started their own business, Bakery Co., in Polokwane earlier this year, serving unique cakes, cupcakes and macaroons. They get inspiration for their one-of-a-kind creations from Pinterest and Instagram but they always add their own special touch to an idea. “Most of our cakes and cupcakes are decorated in-the-moment when Juan decides that the cake needs nuts or caramel or chocolate.” Gravity Defying Paintbrush Cake Starting their own business did, however, come with some challenges. The twins explained that they once had to bake a cake and 180 doughnuts for a wedding. Only on their way to the venue did they realise that they had the date wrong; the wedding was still a week away. They decided to give the specially made doughnuts that included Nutella hazelnut, blueberry cheesecake, chocolate and orange, to an orphanage. “Thinking about it now, it is quite a funny story that we will definitely be telling again.” Their plans for the future include finding the winning recipe for their coffee shop in order to open more shops across the country. “We want everyone to be able to eat the best cakes of their lives (and don’t worry about getting fat we also have a banting-friendly series).” Their advice to other young entrepreneurs is to work hard and follow their dreams. “With hard work, lots of coffee and the right attitude you can overcome anything that’s in your way.” Bakery Co. Armand and Juan serve as a great example that practical subjects cannot only be successful through home education but that it can also create job opportunities for learners.

June 1, 2018

What role should parents play in academic achievement?

Hilda Erasmus – Specialist: Foundation Phase Nowadays, parents have a lot more control over their children’s lives and they want to be constantly informed about their children’s movements. Social media also allows parents to belong to groups so that they can be informed about every aspect of their children’s lives. With this, they also take responsibility for what their children should, in reality, be learning by themselves. Have you ever heard of the term “helicopter parenting”? Well, if you have not heard of it, you have definitely seen it. These parents are constantly carrying everything behind their children to ensure that the child has everything that their heart desires. The children become so dependent on the parent that they do not get the opportunity to grow into independent adults. So now the big question, how involved should you, as a parent, be in your child’s academic career? There are a few simple rules that parents can apply: The younger the child, the more time you, as a parent, should spend helping the learner with tasks and homework, guide the child to academic maturity so that they can tackle tasks by themselves later on. Make sure that your child has enough playing time, to master basic skills such as tying shoelaces, riding a bike and cutting things out. These important skills will help them to concentrate when they need to learn. Limit them to minimal screen time. It’s very easy to put a child in front of the television so that you can get things done. Children, however, need to learn to think for themselves, to keep themselves busy. This is the basis of problem solving. If you give your children all the answers, they will never learn to think for themselves. Learners must be restricted in their extra-curricular activities. Use the money you would have spent on these activities to buy books for your children. Foundation Phase learners’ schedules do not need to be more packed than their parents’ schedules and it is important that they should relax. Make sure that your child has a place to do their homework. The kitchen table is not necessarily the best place. Do not do your child’s homework but also do not leave your child to struggle on their own. A learner that lies down on their book dejected often does not know what to do, sometimes they are just too shy to ask again after it has been explained to them as they are worried that they will get a scolding. At the end of the day, it all comes down to maintaining a healthy balance. Children should think for themselves, with the vigilant eye of a parent making sure that their children learn from their mistakes without burning their fingers.

May 1, 2018

10 Tips for home education success

By Danielle Barfoot, written for Impaq (Formally known as Impak Onderwysdiens) The scheduled academic year for mainstreamers may already be in full swing, but the great thing about teaching your child yourself is that you can start – or switch to – home education at any time. Whether this is the first time you are home educating your child, or whether you’ve been doing it for years, here are some practical tips to ensure a successful and less stressful academic year. Start with a lesson plan: If the prospect of planning an entire year’s worth of lessons seem overwhelming, turn to the materials supplied by your curriculum provider. It should include an easy to follow lesson plan and proposed weekly time allocations for each subject. Create the right environment: Home education can take place virtually anywhere, and each set-up looks different – you don’t need to invest lots of money or dedicate an entire room to the endeavour. However, do make sure that there is an inspiring space that is free of distractions and conducive to learning. Keep track: You must keep a solid record of everything your child is learning, including assessments. Check with the DBE for their exact record-keeping requirements. Set realistic expectations: You probably have an idea of how things should go, but it’s easy to expect too much. As with life, not everything always goes to plan, so be sure set realistic expectations for yourself and your child. Be consistent…: The gravity of your responsibility for the educational success of your child should encourage you to set a plan and keep to it. On some days it may be difficult to say no to outside distractions, but staying focused will pay off in the long run. …but flexible: That said, not all families thrive on having a detailed list of what to do and when to do it. The beauty of home education is that, when life happens – your child gets sick, exciting opportunities arise and unexpected adventures call – you can plan your child’s education around it. Take a break: Another benefit of home education is that you don’t need to wait for scheduled public or school holidays. If you start to notice that your child’s enthusiasm is lacking and you’re losing your temper in the process, it may be time to take a break. A trip to the park, a nature walk, or a family vacation are great ways to relax and destress. They could, of course, also serve as exciting learning opportunities. Make learning fun: Learning doesn’t just happen from books, so be sure to include hands-on experiences in your home education plan. Excursions and experiments are a great way to bring concepts to life and give your child a new understanding and appreciation of a particular topic or subject. The world is your classroom: Almost everything we do involves some skills – thinking, reading, problem-solving, etc. Once you view every situation as educational, whether you are baking something, setting the table, or going grocery shopping, you will be amazed at what your child can learn. Remember the end goal: When things don’t go according to plan – you will experience frustration or exasperation – keep perspective. Success goes beyond the details of what is taught when educating your child; it is the relationship you have with your child at the end of the journey. Make no mistake, home education can be hard. There is no one size fits all programme and it will take trial and error to get the right balance. So, as you follow this journey, don’t let anyone tell you how to educate your child. And if things don’t feel right, then make changes. Don’t worry if your solution is different to somebody else’s – no-one knows your child better than you, so trust in yourself and keep these tips in mind. Things will work out!

March 29, 2018

International Recognition for New Distance Education Learning System

Home education was legalised in South Africa in 1996 and has been increasing in popularity ever since. FutureLearn, a distance education provider for learners in the schooling phase, estimates that there are currently around 90 000 home-education learners in South Africa, of which more than 16 000 makes use of their products and services. And, while there are many benefits, distance education is also characterised by a lack of interaction between the learner and the facilitator. This means that distance education providers need to develop effective technology-driven learning systems to optimise learner success. Two of FutureLearn’s staff members, Prof. Rita Niemann (Executive Head: Academics) and Eloise Nolte (Executive Head: Innovation Consulting Group) joined forces to develop a comprehensive learning eco-system that would enhance learning, irrespective of the lack of face-to-face interaction. Using FutureLearn as a case study, Niemann and Nolte conducted research to reflect on both the theoretical and practical concerns when designing a learning system. The theoretical concerns focused on the basic learning theories and curriculum requirements, while the practical concerns looked at the implications that these theoretical concerns hold for the development of a learning system. Niemann and Nolte studied the various learning theories and conducted a synthesis between the core principles of learning and the requirements of the country’s national curriculum (CAPS) to develop a learning taxonomy (as seen below). The learning taxonomy challenges distance education providers (like FutureLearn) to figure out how these theoretical learning principles could be transferred into practice. Niemann and Nolte’s research, however, provides a framework for building a system that would ensure that the principles of learning meet the technological demands. Niemann and Nolte’s paper will be presented at the International Conference on Business, Economics and Social Sciences in Lombok, Bali in April this year, as well as at the annual EduWeek in Midrand in June. Their paper has also been accepted to be published in the International Journal of Economics Research (Vol 15, 2018).

March 5, 2018

Get a second chance at success

If you’ve recently completed Grade 12, you’ll know that your matric results can lead to many exciting opportunities. Your matric certificate can help you get into the university or course of your choice, it looks great on your CV and it can help you ace that job interview by showing that you have the necessary skills to do the job. But, what if your results were not what you hoped they would be and all these opportunities seem out of reach? You don’t have to be stuck with your less-than-great grades for the rest of your life. You can get a second chance at success. Impaq, an innovative education solution provider, can help. You can register to redo some of your Grade 12 subjects in order to improve your results. Plus, you don’t have to be an Impaq learner to qualify. If you went to a public or private high school or received your matric certificate through a distance learning provider, you can still apply to redo your matric subjects with Impaq. The only requirement is that you must have had a sitting for the final examination in order to qualify. Once you’ve applied and been accepted, Impaq will register you with the South African Comprehensive Assessment Institute (SACAI) to ensure that you receive your new (and improved) National Senior Certificate after passing the NSC Examination for the rewritten subjects. To see if you qualify, send an email to [email protected]. The final cut-off date for registrations is 15 February 2018.

February 15, 2018

Collaborative Learning

by Prof Rita Niemann Gerlach (2004) explained that collaborative learning is in essence a natural social act, implying talking about and discussing topics, which results in learning. In applying collaborative learning in terms of an educational approach, it means learners working together to solve problems or challenges in order to complete a task. How can collaborative learning contribute to the learning process? Collaborative learning can contribute to the learning process if the following elements are catered for: Some tips for effective collaborative learning Constituting the group Ideal size: 4-5 learners. Set up the groups prior to assigning the tasks. Place groups in a way to optimise collaboration (e.g. around a table). Assigning the task Plan meticulously (e.g. the purpose, handouts, resources, etc.). Use real-world problems to stimulate problem-solving and critical thinking skills. Link emerging ideas to the purpose and objectives of the tasks. Allow sufficient time. Align tasks to the learners’ experiences, access to resources, skills, etc. Present task in a visible manner. Group member interaction Allow for questions, if learners are not clear about what is expected from them. Insist on proper behaviour. Set ground rules for how groups have to operate. Account for the diversity in and between groups, Assign roles to the members of the group or allow the groups to assign their own roles. Determine whether the team members have the required resources or allow for sharing resources. A group name or logo builds group cohesion. Allow for ample communication between members. Allow learners to conduct research/explore options to solve a challenge/conduct an activity. Allow for applying their own ideas. Facilitator’s role Have incentives/rewards to excite members to accomplish their goals. Include an element of competition. Monitor the groups’ progress, but do not interfere with their work. Let groups give feedback (orally or in a written form). Give constructive feedback on what worked well and where learners were on the right track and make suggestions for improvement. Allow learners to reflect on their group experiences. Discuss/present the outcome/s to get critique. Support learners who fall behind. The usage of technology should be considered (e.g. chats).

November 9, 2017

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