Leading expert advice from Wingu Academy
Wingu Academy

Art & Design School at Wingu Academy

Unlock Your Creative Potential with International GCSE Art & Design! Explore, Create, Inspire. WELCOME TO THE iGCSE ART & DESIGN PROGRAM! The Journey Begins Here. Are you ready to embark on a journey of artistic exploration and expression? Look no further! Our comprehensive online Art and Design course, meticulously crafted for the Pearson iGCSE examination board, is your gateway to unlocking your full creative potential. Our 18-month course is designed specifically for students who are passionate about exploring their creativity and developing their artistic skills. Why Choose Our Program? Teacher-Guided Sessions: Learn from experienced and qualified teachers who are passionate about art and dedicated to helping you succeed. Receive personalised guidance and in-depth feedback in the virtual classroom, to nurture your artistic skills and to enhance your creative vision. Project-Based Curriculum: Our course is specifically designed to align with the Pearson iGCSE Art and Design syllabus, ensuring that you receive targeted and relevant instruction every step of the way. Engage in a variety of projects that challenge you to think creatively and innovate. Your portfolio will be a testament to your artistic journey. Experiential Learning: Exams are based on your practical work, showcasing your research, experimentation,and mastery of various themes and concepts. Gain the knowledge and confidence you need to excel in the Pearson iGCSE Art and Design examination. Our course covers all aspects of the syllabus, from developing critical thinking skills to mastering practical techniques, ensuring that you’re fully prepared to showcase your talents on exam day. Diverse Art Styles and Mediums: Whether you’re into painting, drawing, sculpture, or mixed media,our program supports all forms of artistic expression. Your Creative Diary: The Visual Sketchbook Throughout your course, you’ll maintain a visual diary or sketchbook. This personal space is where your ideas will take shape, evolve, and flourish. Your Canvas Awaits. Create Your Masterpiece with Us!   “WHAT WILL YOU MASTER IN THIS COURSE?” Develop ideas through investigations, demonstrating a critical understanding of sources Refine work by exploring ideas, selecting and experimenting with media, materials, techniques and processes Record ideas, observations, and insights relevant ot intentions as work progresses Present a personal and meaningful response that realises intentions and demonstrates an understanding of visual language THE PROGRAM IS DESIGNED FOR PEARSON EXAMINATION REQUIREMENTS  Meet our iGCSE art mascot, Camo the chameleon. He will be accompanying you on your art journey. Previous experience in art:  Students do need prior knowledge in art preferably at Secondary level to be able to produce art at iGCSE level. Students may need to submit evidence of their prior art education or experience as part of the application process. Join Our Creative Community Today Don’t let your artistic aspirations remain unfulfilled. Enrol in our Pearson iGCSE Art and Design course today and take the first step towards realising your creative dreams. Join our vibrant community of aspiring artists and designers, and embark on a transformative journey of self-discovery and expression. Enrol Now and Shape Your Artistic Future! For more information, book a consultation or contact our admissions office:  087 147 1668 www.wingu-academy.com

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].

Parenting Hub

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]

Wingu Academy

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.

Wingu Academy

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.

Wingu Academy

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.

Advice from the experts
Impaq

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

Impaq

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

Impaq

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

Impaq

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. 

Impaq

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. 

Impaq

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.

Impaq

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.

Impaq

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

Impaq

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. 

Impaq

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 

Impaq

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.

Impaq

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.

Impaq

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!

Impaq

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).

Impaq

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.

Impaq

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).

Parenting Hub

Homeschooling Your Child In South Africa

With controversy surrounding the public school system and with soaring school fees for private schools many parents are starting to question if homeschooling is a better option for their child. Homeschooling is legal in South Africa and has been provided for in the SA Schools Act (SASA) since 1996. It is a fast growing market at about 20% per year. The law defines home education as “education at the learner’s home”. Therefore a child that receives education at the home of someone else is not covered by the protection provided for home education by law. Will my child still learn the essential social skills needed in life if they are homeschooled? Developing a child’s social skills in order to have successful relationships in life is a vital part of growing up. There is a lot of misconception about children not learning adequate social skills if they are being homeschooled. Research has proven otherwise. In South Africa, research done at the University of South Africa (UNISA) by Ms. Dierdre Bester has found that children who receive home education perform much better in academics than learners in government schools. She also found that homeschooled children are very well adapted socially as well. A University of Florida doctoral dissertation by Larry Shyers found what homeschooling parents already knew. They are cooperative and friendly. Shyers theorized that homeschooled children learn how to behave toward others by modeling their parents, not their peers. Being with friends is a special treat, not a daily dread. Do you have what it takes to educate your child at home? It takes a special kind of parent to make the decision to homeschool their child. Do you have what it takes? As a parent are you prepared to adjust your current lifestyle and schedule? Do you have the emotional energy to balance the homeschool parent / teacher role? Do you as a parent have the social skills to develop a social network for you and your child? Are you able to handle criticism and perhaps some disapproval from the public? Do you have the self discipline, patience and perseverance? Are you able to efficiently organize your household? (Sufficient space, materials etc) Do you and your partner agree that homeschooling it the best option for your child? The last point is the most important one. Without the support, love and guidance from your partner homeschooling your child would not be an option. Did you answer yes to most of these questions? For more information on homeschooling your child in South Africa please visit www.pestalozzi.org and www.homeschooling-curriculum-guide.com.

Impaq

10 Reasons to homeschool

You know someone who knows someone who teaches their children at home and you’ve read a few articles on the topic, but it’s not something you’ve seriously thought about, is it? If not, here are 10 reasons you should consider home educating your children. (Yes, it is legal and yes, you can do it!) It is centred on your child’s learning pace: Home education allows parents to meet their children’s individual learning needs. Whether you spend extra time on concepts your child finds challenging or move ahead in areas that are more quickly understood, all learning happens at your child’s pace. It promotes one-to-one interaction: Having a dedicated educator means that your child can ask questions without fear of being judged by peers, and they can receive help with difficulties as and when they arise. It offers a safe learning environment: Parents often turn to home education to avoid school bullying and violence, negative peer pressure, unwanted influences, substance abuse and other factors that impact on their child’s wellbeing and education. It offers flexibility: You don’t need to follow a specific curriculum and you don’t need to follow a typical school day – you can teach anywhere! It fits with your family’s beliefs: If your family has philosophical, ideological or religious objections to traditional schooling, home education offers the perfect alternative. It supports children with health concerns or special needs: Children who can’t attend school regularly due to illness or who are recovering from critical health events can benefit greatly from home education. The same applies to children with special learning needs, who tend to cope better in their home environment with a familiar caregiver as their educator. It builds stronger family bonds: Many families believe that home education helps foster closer family relationships and a stronger family unit while instilling core values. It encourages the development of broader social skills: While traditional schooling forces children into an artificial network of same-aged peers, home educated children mix with people of different ages, resulting in broader social skills. It increases independence: Children who are educated at home work individually, measuring themselves against their own performance and not a class average. As such, they learn to identify their own strengths and weaknesses, and to take responsibility for their performance. It solves distance and quality problems: If you live far from schools – or simply far from a good school that meets your child’s needs – home education offers the ideal alternative. By choosing to teach your children at home you are not only investing in their emotional, social, physical and intellectual development, you also get to accompany them on their journey to adulthood every step of the way. Impak is a curriculum provider for home, tutor and school education. Visit www.impak.co.za for more information

Impaq

Take time to reflect

While most parents spend considerable time preparing for the beginning of the school year, not much thought is given to the end of the year. For the most part, both parents and children are simply thankful to have survived another school year! However, helping children wrap up the year on a positive note, and encouraging them to reflect on what they have gained – knowledge, friends, skills – will leave them with a sense of pride and accomplishment. For example, if your child struggled in a particular area at the start of the year, the last school term offers a good opportunity to celebrate how far he has come. You can also talk about what was easy and what was hard, what was enjoyable and what wasn’t, and which part of learning was fun and exciting! Here are a few suggestions for ending the year on a high note: Celebrate: Help your child create a list of things that he is proud of. Consider what it took to achieve these successes, and encourage him to keep working hard to achieve his goals. Say thanks: Let your child write a note to his teacher/s. While they may have had some ups and downs during the year, writing a sincere note of gratitude to a teacher is a meaningful way to end the school year. Stay in touch: Encourage your child to make plans during the final term to stay in touch with his friends over the holidays. This will help maintain the strength of the relationships he worked so hard to build during the year. Unfortunately, the end of the school year is also accompanied by certain losses. While saying goodbye is never easy, school goodbyes provide (repeated) opportunities to help children acknowledge and express loss, which is vital for their emotional development. The end of primary school, in particular, marks a major shift in a child’s life and can be both exciting and terrifying. Your child will have to say goodbye to teachers who made a lasting impression, but more importantly, he will have to say goodbye to friends who may be going to a different high school. As peer relationships have become quite important by this point in a child’s life, this transition may be particularly difficult for children to deal with. Allow your child to reflect on what he will miss, but also talk about the benefits of moving on. Support your child by keeping conversations about his feelings – both positive and negative – open. So, as the last day of school approaches, try not to get too caught up the end of the year rush! Make time for your child to reflect on the year’s achievements, experiences and feelings. Impak is a curriculum provider for home, tutor and school education. Visit www.impak.co.za for more information.

Impaq

Look beyond the book

We all know why it is important for children to read, and that developing a love for reading from a young age has lifelong benefits. But many children regard reading as a chore, especially if they are forced to read things that they have no interest in. So how do you get reluctant – or downright uninterested – children to read for pleasure? The key is to not only find something that appeals to them, but also to look beyond the traditional book. Here are some alternative suggestions to encourage reading: Turn to technology  Many kids are fascinated by technology, so why not use it to get them excited about reading? Reading books on a screen is just as valuable for your child as reading a traditional book, and books in electronic format have proved to be especially engaging for boys. In addition, e-books are readily – and immediately – available. Colourful comics For children with reading problems, graphics make it easier to follow the action because, even if the text is difficult, the visuals offer support in comprehending the story. In addition, the text is broken down into shorter, more understandable segments. Comics contain the same story elements and literary devices as narrative stories, e.g. characters, conflict, themes and symbolism, so these elements are embedded. Most importantly, comics are fun! You’re joking Joke books can be a compelling way to engage reluctant readers. After all, who doesn’t enjoy having a laugh? Jokes can provide a subtle exercise in reading fluency and, because comedy is all about timing (you may have to explain this to your child), he’ll want to repeatedly read his favourite jokes aloud to perfect his delivery. A for audiobooks  You may think that as soon as your child learns to read on his own, he no longer needs to be read to. But sometimes children just want to relax and take it all in. So try audiobooks. Technically, they involve listening rather than reading skills, but when trying to encourage kids to read, it counts! Why? Because it builds vocabulary, it cements background knowledge, it supports comprehension and it helps children discover the magic of storytelling. Recipe for success For children who love to help out in the kitchen, recipes can be a fun way to practise reading skills. In addition to providing general practice, it reinforces other essential skills and helps build confidence. As an added incentive, why not break the rules a little? Almost no child wants to go to bed on time, especially on weekends, so give yours the choice between going to sleep at the usual time and staying up later to read a book. Ultimately, reading should be fun, interactive, and engaging (no matter the medium), and by thinking “outside the book”, your child may well find something that captures his imagination and sparks a lifelong love for reading.

Impaq

Make every day fun!

It is almost school holidays again, and to prevent your children from complaining that they are bored or from spending all their time in front of the television, you need to be creative and plan ahead. Here are a few suggestions to inspire you. Monday: Museums and maestro’s   Visit a museum – preferably one that will interest your children – or find out what is being performed at your local theatre. (Many museums and theatres offer fun, interactive holiday programmes for children.) If nothing is happening in your area, why not encourage your children to create, practise and perform their own play? Tuesday: Try it at home Holiday fun doesn’t have to be expensive. Bake cupcakes, make playdough, tie-dye a t-shirt, or dig out all your craft materials and let your children unleash their creativity! Wednesday: Will you dare?  Older children will enjoy skating or testing their fear of heights by trying wall climbing or zip lining, while younger ones will enjoy the challenge of the jungle gym at a play centre. You can also visit a theme park, which will undoubtedly offer something to challenge everyone. Thursday: Treat some animals  Our country teems with places where you can see and even pet all kinds of animals – from the ordinary to the peculiar! Is there an aquarium, zoo, snake park, crocodile farm or bird paradise in your back yard? Go visit it! Better yet, give of your time and help out at an animal shelter – you can walk or play with the animals, or assist with other tasks that need doing. Friday: Find out more about your town Load the children in the car and go explore the nooks and crannies of your town. You can also explore your area on foot (find out if there are any fun day trips) or by bike (why not pack a picnic basket?). End the day with a movie marathon – let everyone choose their favourite movie, make buckets of popcorn, get comfortable on the couch and relax! Impak is a curriculum provider for home, tutor and school education. Visit www.impak.co.za for more information.

Mia Von Scha

Why I Decided To Homeschool

This was not the easiest decision I’ve ever had to make. I love my work. I love my kids. Not necessarily in that order. Making the decision to homeschool is not for everyone, and although I definitely thought it was for me, I knew it would involve some major changes both to my life and the rest of my family. So why did I do it? Let me start by saying we were on our 5th school by the time I pulled my kids out of the system. I finally had to admit that I was never going to find a school that I liked because I didn’t agree with school in general. At heart I am both a rebel and a non-conformist and I find the system in general oppressive to creativity, limiting to an above average child, draining on a child’s natural energy and love of learning, and on the whole unnatural (I really don’t believe that any child was designed to sit for 5 hours or more a day). On top of that I had some particular challenges to deal with, specific to my own children. Both my kids have what is clinically termed as “tactile defensiveness” but which I prefer to call being more attuned to your environment than everyone else! It means that they find certain textures and fabrics absolutely unbearable. School uniforms were a nightmare. My daughter cried at least once a day through the whole of Grade One just because the uniform was bothering her. And for the life of me I could not think of a good reason to give her as to why she had to wear it. Along with this heightened sensitivity comes an aversion to too much noise. A classroom is not the easiest place to concentrate for any child, but for one who struggles with excess noise it is virtually impossible. And to top it off, both my girls are particularly bright (they both score 3-5 years above their age group on all developmental assessments) and extremely creative. School is simply not set-up for the gifted child (and by the way, I see all children as gifted – it just takes someone with time and love to find out what their gifts are). They were bored and frustrated at having to continually work below their abilities. We were also unfortunate enough to encounter some very uninspired teachers along the way – teachers who have no intention of going the extra mile, who are not interested in finding out what the children’s values are and communicating to them in a way that will inspire them, who have lost their own love of learning and are slowly killing it in the children in their care. We did, of course, come across some amazing teachers too, but they were sadly in the minority. My kids, particularly the eldest, hated school. In Grade One! I personally loved school until I got to the higher grades, and I couldn’t imagine going through 13 years of hating a system and feeling there was no escape. I was lucky enough to know a few people already homeschooling and was able to see the joy and love of learning that had been reinstated in these homes, and I felt inspired. I figured that there was no way that I could do a worse job than some of the teachers we’d encountered, and at least whatever I did would be done with love. Of course, I am at an advantage. For a start, both my husband and I work for ourselves so we’re both fairly flexible. I’ve also studied both Child Psychology and Education as part of my BA degree. And I’ve trained in coaching which included a lot of information on how the brain works, how we process information, and more importantly how we learn. So although I didn’t have a teaching diploma, I did feel confident that I could make it work. Not that it’s brain-science, mind you. If you relax and allow your children to guide you they’ll surprise you with how eager they are to absorb their worlds. But it still wasn’t an easy decision. I had to completely overhaul the way that I work, as did my husband. We had an incredible learning curve trying to figure out what the curriculum was and how much of it we actually needed to adhere to. We had to teach ourselves to relax with complete uncertainty and an initial lack of structure. I’ve literally spent the last few months “unschooling” myself so that I can be open to how and what my children want to learn and fitting in with them instead of them having to fit in with some predetermined system. Has it been easy? No. Has it been worth it? To see my children wake up after having had enough sleep, to not have to rush them through breakfast and force them into uncomfortable clothes, to allow them the freedom to move and eat and play and laugh and talk and be natural children, and to see them blossoming into eager learners filled with joy and curiosity… I’d say yes, it has.

Impaq

Is Home Education Right For You?

Perhaps you live on a remote farm or your child is not receiving the individual attention he deserves in a crowded classroom. Maybe you don’t agree with the ideological, cultural or religious point of view of the schools in your area, or perhaps you’ve simply had enough of the daily school run… Whatever the reason, if you have considered educating your child at home, you are not alone. In fact, an increasing number of parents are taking on the role of “teacher”. According to the Homeschooling Curriculum Guide, the home education market is growing at a rate of 20% per year! Five reasons parents choose home education: Investing time in your child’s emotional, social, physical and intellectual development: If you choose home education, you take complete responsibility for your child’s education and development. You will be there every step of the way on their journey to adulthood. Flexibility to accommodate your child and your family’s specific needs: Home education allows you more freedom to accommodate a wide range of needs or to simply deal with life as it happens. Perhaps you have to travel frequently for sport or performance commitments, live far from school or suffer a tragedy in the family. It also helps a child who has trouble dealing with peer pressure, is struggling with language barriers or who cannot fit into a rigid school system. Control over the quality and content of your child’s curriculum: A key feature of home education is that children can progress at their own pace, in their own time. It also offers you the opportunity to make decisions about the content of your child’s curriculum. Research the various curriculum providers and choose the one that best suits your circumstances, expectations, norms and values. A good curriculum provider will offer you the necessary material and assistance to guide your child from Grade R to Grade 12. Creating a safe environment for your child to thrive: To be educated in the safe and familiar environment of the home is a wonderful experience for children. No more negative peer pressure, bullying or compromise on religious or moral beliefs. In addition, children who are educated at home work individually, measuring themselves against their own performance and not a class average. As such, these children learn to identify their own strengths and weaknesses, they always have to take responsibility for their performance, and they quickly learn that the outcome of their work equals their input. Have fun! It is such a privilege to spend the day with your child, to be a part of their learning process and see the awe on their faces as they discover more about the world. Enjoy this time that you have together and have fun in your lessons. The opportunity to explore your child’s interests and strengths is a fascinating journey – treasure it. What about children with special needs? Home education is a viable option for successfully teaching children with special needs, and parents choose this option for a number of reasons. They may be frustrated that schools are unable to provide the services their child needs, they may be discouraged by the way their child is treated by classmates, and in some instances teachers, or they may simply want to create a more ideal learning environment. Whatever the motivation, the benefits of educating children with special needs at home are varied and include: Guaranteed one-to-one instruction. Effective control over the environment to minimise distractions. Tailored instruction based on a child’s unique learning needs. Flexibility to adjust the daily schedule. More pertinent and productive learning. Greater opportunity for teaching real-world skills. Opportunity to tend to a child’s sensory needs. What does the law say? According to Section 51 of the South African Schools Act (Act 84 of 1996), home education is a legally recognised alternative to education at registered public and/or private schools. Parents of children in Grade 1 to Grade 9 (ages 7 to 15) have to apply to the head of the Provincial Department of Basic Education to register for home education. Grade 10 to Grade 12 learners, or learners older than 15 years, are not required to register. About Impak  Impak was established in 2002 as a curriculum provider to home education learners. We have, however, experienced remarkable growth over the past 14 years and in 2014 we expanded our offering to include a broad range of educational products and services for schools and tutors. We currently serve approximately 10 000 learners and more than 400 schools and tutors across South Africa. We offer a CAPS (National Curriculum and Assessment Policy Statement) aligned curriculum for Grade R to Grade 12 that is designed to ensure holistic learner development. In addition, we provide parents with all the products and services they need to successfully educate their children at home or with an Impak tutor. This includes step-by-step guidance in every subject, as well as online subject forums and other subject support services. We believe that a sound, comprehensive curriculum is more than a general guide of ideas and activities; it is a resource designed to meet each learner’s needs and to assure learning and development in all areas, including social, emotional and physical development, language and literacy skills, and creative expression. For more information, visit www.impak.co.za

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