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Advice from the experts

Your Child’s First Support Team: A Simple Guide for Newly Diagnosed Families

This article is adapted, with permission, from content originally published by Tamra and Jules, co-founders of Neuroverse (Neuroverse.co.za), two South African mums building a supportive neurodivergent community. A new diagnosis rarely arrives quietly. It comes with a stack of leaflets, a handful of referrals, well-meaning advice from every direction. And a growing sense that you’re suddenly responsible for coordinating an entire team, while still being a parent. If you’re feeling overwhelmed, this guide will help you make sense of who’s who on your child’s support team, when to involve them, and (just as importantly) how to keep everyone aligned, so you don’t become the permanent go-between. Start with what’s most pressing (hint: it’s not everything) When your child is newly diagnosed, it can feel like you need to do everything at once. You don’t. A gentler rule of thumb: You can build the team gradually. Progress comes from doing the right next thing. Who’s Who on Your Child’s Support Team Developmental Paediatrician A medical doctor specialising in child development. When to see them: If you’re looking for a developmental assessment or diagnostic clarity for conditions such as autism, ADHD, anxiety, or developmental delays. What to expect: A holistic assessment drawing on medical history, observations, and often input from teachers and therapists. Their role: Diagnosis, guidance, care coordination, and referrals. They may prescribe medication and recommend follow-ups. Occupational Therapist (OT) Supports sensory processing, motor skills, and daily functioning. When to see them: If your child struggles with sensory overload, regulation, handwriting, coordination, or everyday tasks. What to expect: Play-based assessments and weekly sessions tailored to your child’s sensory profile. Their role: Practical strategies, sensory diets, and home or school adaptations. Speech and Language Therapist (SLT) Supports communication, language, and social interaction. When to see them: For delayed speech, language comprehension challenges, social communication differences, or articulation issues. What to expect: Assessment of expressive and receptive language, followed by individualised therapy. Their role: Building communication skills and helping teachers and parents support language across settings. Educational Psychologist Focuses on learning, emotions, and school functioning. When to see them: If your child is struggling academically, emotionally, or socially at school, or needs learning accommodations. What to expect: Formal assessments (e.g. cognitive and educational testing) and ongoing therapeutic support. Their role: School recommendations, accommodation reports, and collaboration with educators. Child / Paediatric Psychiatrist A medical specialist in child mental health. When to see them: For diagnosis or treatment of ADHD, autism, anxiety, mood disorders, sleep difficulties, or when medication is being considered. What to expect: Detailed developmental history, assessments, and ongoing reviews. Their role: Medication management and coordination with therapists and schools. Paediatric Neurologist Specialist in the brain and nervous system. When to see them: For seizures, significant developmental delays, neurological symptoms, or diagnostic clarification. What to expect: Medical investigations such as EEGs or scans, alongside assessments. Their role: Rule-outs, diagnosis, and medical treatment where needed. Psychologist / Play Therapist Supports emotional wellbeing and regulation. When to see them: For anxiety, trauma, behavioural challenges, or emotional processing.What to expect:Play-based or talk therapy, often weekly. Their role: Helping children develop coping skills and emotional insight, in partnership with parents and teachers. Dietitian Supports nutrition and feeding challenges. When to see them: For restrictive eating, ARFID, allergies, weight concerns, or special diets. What to expect: Dietary assessments and personalised plans. Their role: Practical nutrition strategies that support growth and regulation. The part no one prepares you for: coordination Here’s the piece parents often find hardest: keeping everyone in the loop. Teachers ask for updates. Therapists want feedback. Doctors need reports. And suddenly, you’re translating, forwarding, summarising, and trying not to forget anything important. You are not meant to hold this alone. Simple micro-routines help: Dalza is an award-winning app that exists for exactly this reason: to give parents one secure place to keep and share their child’s information, notes, and reports, so the team sees the same picture, and you can step out of the middle. Every practitioner brings something valuable. But progress for your child doesn’t come from collecting specialists; it comes from the collaboration between them. When home, school, and clinicians can see the same evolving picture, support becomes more consistent, decisions become clearer, and you get to return to your most important role: being your child’s parent. You don’t have to do this all at once. And you don’t have to do it alone. Dalza is free for 30 days, so you can try it out risk-free. To get started today, simply add your name and email here.

February 17, 2026

Here’s How Tax Relief for Neurodivergent Kids Actually Works

If you’re raising a neurodivergent child in South Africa, you’re already doing a lot. Appointments. School meetings. Forms. “Can you just send that report again?” moments. The daily juggling act of home + school + therapy + life. So when someone says, “You might be able to claim tax relief,” it can feel like one more admin mountain… right when you’re already running on fumes. Here’s the good news: tax relief is available, and there’s a real framework designed to give families some breathing room. The bad news is: it’s not always obvious how it works, and the internet is full of conflicting advice. This guide will help you understand the basics without spiralling. Tax relief is available in South Africa South Africa’s tax system includes support for families who carry additional medical and care costs. The main mechanism is the Additional Medical Expenses Tax Credit (AMTC). It’s not a cash payout. It’s a tax credit that reduces the amount of normal tax you pay. For many families, it becomes a crucial “safety valve”, especially when you’re paying for the kind of support your child needs to function well in the real world. Where neurodiversity fits into the SARS framework SARS doesn’t have a neat category called “neurodivergence.” Instead, conditions like Autism Spectrum Disorder (ASD), ADHD, and PDA are considered based on their functional impact, in other words, how much they limit day-to-day life. For tax purposes, a “disability” is defined as a moderate to severe limitation in a person’s ability to function or perform daily activities (including learning, thinking, communicating). If your child’s challenges create a moderate to severe limitation that is expected to last more than a year, your family may qualify for tax relief. If the limitations are considered milder, the condition may fall under what SARS calls a “physical impairment.” (Despite the name, this category isn’t limited to physical conditions and can still apply in some neurodevelopmental contexts.) Relief may still be available, but often with different thresholds and limits. The common misunderstanding that trips parents up One of the biggest myths is: “If I have the diagnosis, we automatically qualify.” Not necessarily. SARS looks at whether the condition remains a significant limitation even after what it calls “maximum correction” (including appropriate therapy, treatment, or medication). Because every child is different, eligibility is assessed case by case. Two families can have the same diagnosis and still have different outcomes depending on how the condition impacts daily functioning. Which is frustrating, yes.But also: it’s why getting clarity early matters. Why paperwork and medical confirmation matter (even if you hate admin) The admin requirements can feel like adding weight to an already heavy load. But they’re also the keys to unlocking tax relief. A diagnosis label isn’t enough. You need formal medical confirmation from a registered practitioner who is trained to give an opinion on your child’s condition. The key document is the ITR-DD form (Confirmation of Diagnosis of Disability). Whether this form is required in your situation can depend on how your child’s needs are classified (which is exactly where many parents get stuck). Important: you typically don’t submit the form with your annual return, but you must keep it, along with invoices and proof of payments, for at least five years. SARS often verifies these claims, so having your paperwork organised from the start protects you later. Think of it like this: a few clicks to save documents today can save you hours of stress later. You don’t have to figure it all out today If this feels complex, you’re not meant to decode it alone in between lunchboxes and meltdowns. So we created a simple starting point for parents: ✅ Download the tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/ A clear summary of what you need to know (and what to gather), without the jargon. Supporting a neurodivergent child requires enough time, energy, and emotional bandwidth as it is. Tax admin shouldn’t be another thing you have to white-knuckle your way through. Start with the cheat sheet.Get the lay of the land.And take it one step at a time. 👉 Download the free tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/ Disclaimer: This content is provided for general information purposes only. It is not intended as legal, tax, or financial advice. Tax outcomes depend on individual circumstances, and eligibility for tax relief is assessed by SARS on a case-by-case basis. We recommend consulting a registered tax practitioner or qualified professional before submitting any tax claims

February 10, 2026

Why do young children battle with Maths?

The Development of Maths Anxiety – Common Challenges that Children Face Studies show that at around age 8 children start losing their spontaneity and become more anxious about Maths. Why is this? Maths is Unforgiving! Maths measures us like no other subject and affects our self-esteem like no other subject.The perception is that if you are good at Maths, you are clever. A Maths answer is either perfect or not. An answer of 7 x 7 = 50 is very close but very wrong. None of us like being put on the spot and being wrong. Speed kills Many children equate speed to intelligence. Pressure to give answers quickly often builds anxiety in children that need a bit more time. Speed tests for basic facts are often counter-productive and serve to make the faster child quicker and the slower child even slower and more anxious. Children who work slowly end up doing fewer sums and get caught up in a downward spiral. Developing understanding takes time. When we emphasize speed only, we send the incorrect message that all problems should be solved quickly, which hurts children’s persistence on more complicated tasks. Emphasis on Rote learning and memory An over emphasis on rote learning impacts children that have a limited working memory and long-term memory. Many of our ideas around teaching Maths revolve around memorising Maths information. All of us differ in our ability to do that especially when what we must memorise has no meaning. Negative messages about Maths by Parents and Teachers Many of us send out messages of a fixed mindset. “I am just not good at Maths and will never be good at it. This is just the way I am!” One often hears parents say: “I was never good at Maths, so it’s not surprising my child isn’t good either.” A growth mindset says that we can all become better through practice. Ineffective Strategies Many children have an over-reliance on counting. This leads to problems in developing fluency for the four operations. Poor number sense and an inability to estimate leads to difficulty in understanding place value. This in turn has a negative effect on children’s ability to develop effective strategies to do calculations fluently. It is a common misconception that Maths is all about “rules” and procedures. Algorithms play a big role in Maths but a lot of it needs to be understood. Maths is about making sense of problems and understanding why particular strategies work. Maths becomes tricky if we don’t Understand what the Symbols mean Somewhere a young child is confronted with the fact that the number 7 on a clock can represent 7, sometimes 25 and at other times 35. When working with money, two 50 cent coins equal a R1 coin. When measuring length, we expect children to know that 100cm =1m. All of this is very confusing for a young child if they don’t have conceptual understanding of what the symbols represent. What can I as a parent do? Here are a few simple ideas for you to think about. Your Child first, Maths second Know that your child is a little human being not a little human calculator. We are human beings not human doings. Our ability to do Maths does not define who we are. Our ability to do Maths does not define our worth. Our ability to do Maths does not determine whether we will be financially successful one day. It is also true that Maths plays a big role in the school curriculum. Battling with Maths is not nice. Full Stop. Maths is a pathway to many careers. It feels nice to be able to solve a Maths problem. We firmly believe that all children can develop a good foundation in Maths. Be Authentic Know that you and your child are unique and that you both have your own unique gifts. Take a firm resolution to never compare your child with other children. All children develop differently and at their own pace. There is no rush. Regular opportunties for learning in an enabling environment gives your child the best chance. You as a Mom are unique with your own talents and parenting style. Take a firm resolution to never compare yourself with other Moms. You don’t have to be a great Mathematician in order to be a great Maths Mom. There is no Ceiling Know that your beliefs determine everything.Isn’t it amazing and scary that the beliefs that we infuse in our kids will be the beliefs that they will most probably carry with them for the rest of their lives. Children become what those around them believe them to be.The biggest gift that you can give your child is to help them develop a good feeling about themselves. Your child knows more than what you think. You know more than what you think. Your child is capable of much more than what you might believe. You are capable of much more than what you might believe. At the end of the day how you interact with your child is foundational. Read through these tips a few times and reflect on your belief systems around Maths. In our next article we will look at specific topics in the curriculum and give you some pointers of how to help your child. If you are interested in chatting further you are welcome to contact us at www.mikimaths.com

February 10, 2026

From Lonely Lunches to Gentle Connections: Helping Your Neurodivergent Child Find “Safe” Friends at School

It’s the first term of the year. Your child is met with a sea of unfamiliar faces, and your stomach flips as you think about them enduring more lonely lunches. Social safety can be shaky for children who learn, think, move, or communicate a little differently. For many, wobbles occur not because they don’t want friends, but because friendship, including reading social cues, sharing airtime, and switching topics, feels like a maze. What a “safe friend” looks like (and why it matters) A safe friend is a peer who respects boundaries, shares an interest (even one!), and doesn’t pressure. For many neurodivergent kids, this kind of companionship keeps their nervous system steadier, helps them be seen for more than their challenges, and also meets a core need: to belong. Be gentle with the realities. As one parent shared, “My kiddo can be overbearing and doesn’t always pick up when others don’t want to play, but is so loving and wants to play with everyone.” That intensity is part of who they are; our job is to channel it toward kinder matches and clearer cues. Start a home conversation: What makes a good friend? Turn “friendship” into an ongoing, low-pressure chat. Together, name what kindness looks like (takes turns, checks in, doesn’t tease). Use concrete examples “A good friend lets you take a quiet break” and role-play both sides: how to invite, how to pause, how to exit kindly. Explain why others don’t always want “the hobby talk” for hours. Special interests are wonderful. They build joy, expertise, and identity when shared with consent. Try this kid-friendly explanation: Three conversation-sharing rules to practise Teach social cues based on a traffic light system. Coaching at home Keep a quick note on what works Keeping brief notes as the school weeks progress, such as who they sat with, what worked, what didn’t, will help parents and teachers spot patterns and act sooner. If you prefer one place to keep that picture (and share it with the teacher when needed), you can use Dalza to centralise your notes, spot patterns, give feedback to the teacher (and vice versa) and create an action plan. Try Dalza for free dalza.com

January 27, 2026

The Hidden Emotional Load on South African Parents – and How Early Years Education Can Support It

You know that moment when you are sitting in traffic, staring at the red brake lights ahead, and your mind is racing through the list: Did I pack the lunchbox? Did I pay the electricity bill? Will I make it to the office on time? And then, like a punch in the gut, the thought hits: Am I even doing enough for my child? This is the reality for so many South African parents. We are carrying an invisible weight that no one sees, the emotional load that comes with raising children in a country where safety concerns, economic uncertainty, and relentless work-life pressure collide every single day. It is not just about getting through the day; it is about holding it all together while the ground beneath us feels shaky. We wake up to headlines about rising costs, load-shedding schedules, and crime alerts. Then we rush to pack lunchboxes, navigate traffic, and show up at work like everything is fine. But beneath the surface, many of us are running on fumes, trying to be present for our children while silently wondering if we are failing them. Parenting here is not about perfection. It is about survival. And yet, in the middle of this chaos, something powerful often goes unnoticed: the role of early childhood education in lightening that load. Because here is the truth: when parents feel supported, children thrive. High-quality early childhood education does not just teach ABCs; it becomes an emotional anchor for families. It is the teacher who notices your child’s anxious face and gently reassures them. It is the predictable routine that gives your little one stability, so you can breathe a little easier. It is the educator who greets you by name, shares a small win about your child, and reminds you that you are doing an excellent job, even on the days you feel like you are barely holding on. Schools like Dibber understand this. They do not see parents as people who simply “drop and go.” They see you as partners. They know that when you walk through the door, you are not just handing over a child, you are handing over your heart, your worries, your hopes. And they meet that with Heart Culture: a way of being that says, “We see you. We are with you.” It is the quiet reassurance that you are not alone in this. It is sending a photo of your child’s joyful moment during the day so that, stuck in traffic, you feel connected instead of guilty. It is creating spaces where children feel loved, and parents feel seen. Imagine this: a mom who has been up all night worrying about bills walks into a centre where her child runs into the arms of someone who truly knows them. The teacher smiles, says, “He told me the funniest story today,” and suddenly, for a moment, the weight lifts. That moment matters. It is not just childcare; it is care for the whole family. And here is the thing: you do not need a Pinterest-perfect routine to ease the emotional load. Start small. Create one predictable ritual, like a bedtime story or a morning hug. Name feelings aloud, for yourself and your child. “I’m tired today, but I’m happy to be with you.” Lean on your child’s educators, share what is hard, and celebrate what is working. Partnership starts with honesty. Parenting in South Africa is tough, but you are not alone. When early years education is done right, it does not just shape children; it strengthens families. It reminds parents that they do not have to carry the emotional load alone. And in a world that feels uncertain, that kind of support is everything.

January 27, 2026

Communication Shouldn’t Be This Hard!

This article, originally published on Neuroverse.co.za, is shared with permission from its authors, Tamra and Jules – mums and co-founders of Neuroverse. As parents of neurodivergent children, Tamra and I have sat in countless waiting rooms, filled in endless forms, and explained our children’s journeys over and over again—to schools, therapists and doctors. We know firsthand how heavy the hidden load of communication admin can be. When you’re raising a neurodivergent child, the emotional and physical toll may be visible. But the administrative toll? That one’s harder to see—and rarely talked about. Between parent-teacher meetings, therapy sessions, reports, assessments, and doctors’ appointments, communication quickly becomes its own full-time job. And for many South African families, the weight of this invisible workload falls squarely on parents—most often mothers—who are already juggling the complex needs of their child. The Same Questions, Over and Over Again How many times have you filled in the same form about your child’s birth story? Their developmental milestones? Their medication list? Each new specialist, school application, or support service asks for the same information. And as your child grows, this information constantly evolves—medications change, strategies are refined, and goals shift. Keeping it all straight is overwhelming and specialists don’t have one system to communicate with each other across the board. And here’s the thing: our kids need their teams to be connected. When teachers, therapists, doctors, and both parents are on the same page, things just work better. Strategies align. Transitions are smoother. Progress is clearer. Our children feel more supported—because they are. When Communication Breaks Down Let’s be honest: even with the best intentions, things fall through the cracks. A teacher may not know a therapist has changed strategies. A specialist may not realise the child’s anxiety is spiking at school. A divorced co-parent might not be aware of a new diagnosis or medication side effect. It feels like everything exists in its own silo. Yet for a child’s support to be truly effective, everyone needs to be on the same page. Collaborative communication isn’t a luxury—it’s essential. As parents, Tamra and I have been through this exact experience! So, when we found out about Dalza, it really resonated with us, which is why we got on board straight away. It was created by a South African dad with a neurodivergent child who understands EXACTLY. What is Dalza? Dalza is an all-in-one platform designed to simplify and streamline the support of children with additional needs. It lets you securely store and share your child’s developmental history, therapy updates, medication lists, and specialist reports—all in one place. Dalza helps parents create a complete picture of their child by documenting your child’s unique personality, strengths, and areas for growth. It enables seamless Care Coordination by simplifying information sharing and communication between both parents, doctors, teachers, therapists, and specialists. Key Features Parents Love: Why It Matters When professionals collaborate effectively, and parents feel supported rather than solely responsible, the outcomes are better—for everyone. Dalza doesn’t remove the need for hard conversations or strong relationships—it simply makes those conversations easier and more informed. It reduces admin, lightens the mental load, and brings people together around what matters most: your child. Dalza is offering a free 30 day trial (no need to add your credit card details) – check it out for yourself and please let us know what you think and if you love it as much as we do. CLICK HERE

January 20, 2026

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

“Our mission is to embark as many children as possible on a magical learning journey – giving them the best start in life and fostering a lifelong love of learning.”— Hans Jacob Sundby, Founder, Dibber International Preschools Crowthorne, Midrand – Today marked the official opening of Dibber The Whisken. This brand-new early childhood development centre is situated in the heart of the Whisken Lifestyle Estate on Whisken Avenue. The new campus is the latest addition to Dibber’s growing family of international preschools in South Africa. It offers young children in the local community a nurturing and inspiring start to their learning journey. Located in one of Gauteng’s vibrant residential hubs, Dibber The Whisken is set to become a cornerstone for families. It offers meaningful, values-driven early learning in a safe and stimulating environment. The school is led by principal Drew Ellis and her passionate team of educators. Bharti Daya, Dibber’s Pedagogy and Operational Lead for Montessori campuses in South Africa, provides pedagogical guidance. With a global foundation across nine countries, Dibber is known for its heart-led early education. In South Africa, the network now spans 17 schools across Gauteng and the Western Cape. A new Western Cape campus opens in March. A franchise model will soon launch to expand access even further. Dibber’s unique philosophy centres on nurturing the whole child, with a strong emphasis on the holistic development of the child. Every Dibber school is rooted in its local community. The curriculum combines global best practices with South African cultural richness and play-based discovery. Children are encouraged to explore, question, imagine, and connect. Engaged educators see and celebrate the individual strengths of every child. “At Dibber, we believe children are the most important people in the world. That belief shapes everything we do – from how we build our classrooms to how we greet each child in the morning. With the opening of Dibber The Whisken, we’re so proud to extend this culture of care and curiosity to even more families,” said Lizelle ‘t Lam, Growth, Integration and Marketing Lead, Dibber South Africa. The Whisken campus offers Montessori-inspired classrooms and interactive outdoor play areas. The daily rhythm balances structure with creativity. Parents benefit from Dibber’s emphasis on family partnerships, transparent communication, and values-based education. Dibber invites all parents in the Midrand and greater Johannesburg area to explore what makes its schools different. Open Days and enrolment tours are available upon request. For more information, visit www.dibber.co.za or contact Dibber The Whisken directly – 0729975013 | [email protected]

January 15, 2026

Why Can’t my Child Cope with New-Term Change?

Beneath the calendar reminders and stationery lists that accompany a new school year is the real worry: How will all this change affect my child’s body and brain? For many families of neurodivergent children, the weight of that question becomes heavier through the first few weeks of the new school year. Many autistic, ADHD, dyslexic, and sensory-sensitive learners rely on predictability to stay regulated. When people, places, and pace all shift at once, their cognitive load and anxiety can climb, which makes it tougher to focus, follow instructions, or find their footing socially. Practical routines matter: for example, clear, predictable structures and consistent cues reduce uncertainty and support attention. You might also want to consider what experts call “acute monitoring.” In plain language, that means capturing quick notes, often daily or weekly for two to four weeks, to track how the recent changes are affecting your child and to adjust support quickly. What should you track when everything shifts? Keep it light but useful, just the breadcrumbs adults can act on: Equally important is where those breadcrumbs live. School is only a slice of your child’s year (a child spends on average 14% of the year in school). What happens at home, aftercare, and therapy shows up in class, and the other way round. When notes sit in scattered emails and WhatsApp threads, the teachers miss patterns and parents end up re-explaining. Strong parent–teacher partnerships are consistently linked to better academic, social, and emotional outcomes; sharing a clear, current picture is what makes that partnership work. That’s where Dalza helps. It’s an award-winning, secure app that holds a living record of your child. One hub you control, where school, home, and therapy can see the same up-to-date essentials. Tracking Patterns • Feedback • Action Plans (made simple): It only takes a quick note each evening to start spotting patterns and feel the stress of trying to remember it all lifting. You decide who sees what, when (POPIA/GDPR-aware by design). If school staff or therapists change, all the necessary information is immediately available, so your child’s support doesn’t skip a beat. Change is inevitable; disruption isn’t. With a short burst of acute monitoring and one calm place for Patterns • Feedback • Action Plans, your child’s support stays responsive, and you don’t have to hold it all in your head. Try Dalza free at dalza.com.

January 13, 2026

Why Free Play, Gentle Guidance, and Community Matter More Than Ever

In a world of packed schedules, rising anxieties, and digital distractions, the way we parent has never been more complex, or more important. Children don’t need perfect childhoods, they need real ones. Ones filled with play, protection and participation to grow. “Today’s parenting styles often come from a place of deep love,” says Ursula Assis, Country Director for Dibber International Preschools in South Africa. “But when we hover too closely or clear every obstacle before our children reach it, we can unintentionally rob them of the small struggles that help them thrive.” Modern terms like ‘helicopter parenting’ and ‘lawnmower parenting’ describe well-intentioned behaviours. ‘hovering’ to protect and help or smoothing every path to prevent discomfort. While these approaches are rooted in care, they often overlook what child development experts call the ‘just-right challenge’. Dibber’s approach, built on Nordic pedagogical principles, embraces this balanced philosophy which gives children the support they need while encouraging and maintaining independence. “Children build confidence by trying, failing, and trying again. That’s where resilience begins”, explains Assis. “When we pair warmth with boundaries, and love with opportunity, we see incredible growth -not just academically, but socially and emotionally.” Free play remains one of the most powerful developmental tools in early childhood. Whether it’s climbing, balancing, or imaginative playing, these experiences help children build executive function, manage emotions, and understand social dynamics. With adult support close by – but not overbearing – these activities become safe and enriching opportunities to learn. In South Africa, Dibber believes parents have a unique advantage: community. Grandparents, neighbours, and extended families as they often play a vital role in raising children. “That village of support is our strength,” Assis adds. “We encourage families to use it -plan outdoor playdates, invite cousins to join, share learning spaces. There’s no app that can replace the value of human connection.” At Dibber’s campuses across Gauteng, the Western Cape, and KwaZulu-Natal, the focus is on nurturing not just cognitive skills, but the whole child. Teachers act as gentle guides, helping children navigate early life’s hurdles with empathy, patience, and clear structure. The result? Children who feel seen, heard, and confident enough to explore the world. “Resilience doesn’t come from a perfectly smooth path. It comes from knowing that when life gets bumpy, someone is there to support you while you take the wheel,” says Assis. “At Dibber, we’re not raising perfectionists—we’re helping raise capable, compassionate human beings.” For parents wondering whether they’re doing it ‘right’, Dibber offers this reassurance: there is no single perfect parenting style. What matters most is balance. Guide, protect, listen, and most importantly let children play, explore, and grow into who they want to be.

January 13, 2026

Starting the School Year Without Starting from Scratch: Smoother Transitions for Kids with Additional Needs (and Their Parents)

The new school year can dial up parent anxiety, especially if your child has additional learning needs. New class, new teacher, new routines (maybe a whole new school) can all come with an uneasy feeling: will the teacher know what my child needs to settle? The night before day one, you find yourself scrolling through emails and WhatsApp threads at 11 p.m., piecing together a “what works” list and wondering when you’ll find time with the teacher to explain your child, without reducing them to a list of challenges. Meanwhile, your child is facing new rooms, new rules, and often making new friends. It’s a lot – for both of you. Transitions are a high-risk zone. For many neurodivergent children, predictability is essential for regulation. Parents feel the strain of advocacy fatigue; retelling the same story, hoping the crucial parts aren’t lost in translation, and worrying about how much to share with each new adult. Schools work hard to bridge these gaps, and a beginning-of-term transition plan is a helpful start. Here’s what you might let the teacher know about your child: If your child is finding the transition particularly tough, some parents recommend: Still, even the best handover is just a snapshot in time. Children grow; strategies evolve week by week. Without a record that lives and breathes with your child, continuity cracks appear. Teachers may miss last term’s wins, therapists may lack context, and you’re back to starting from scratch. That “remember everything” pressure is real. Reports here, notes there, a dozen threads everywhere. Holding it all in your head makes it harder to think clearly and to show up calm. Research shows that when parents and teachers are well-connected partners, children do better academically, socially, and emotionally, another reason to make sharing easier and more consistent. That’s where Dalza comes in. Dalza is an award-winning, secure app where your child’s story lives and evolves across home, school, and therapy. Dalza gives you one organised place for strengths, supports, reports, and real-life notes, so this term’s teacher and next term’s therapist don’t start from zero. You decide who sees what, when (POPIA/GDPR-compliant by design). And when staff or schools change, the record goes with your child. No more re-explaining the same history. Transitions will never be completely friction-free. New terms bring new faces, timetables, and friendships. But you don’t have to hold every detail. Keeping a living record in Dalza protects what you’ve already built, honours your child beyond a checklist of challenges, and makes collaboration simpler for everyone who supports them. Start your secure, living record today at dalza.com.

January 9, 2026

Helping Your Child Make Friends: Supporting Social Development and Conflict Resolution

Learning how to make friends is one of the most meaningful parts of early childhood. Strong social skills help children feel connected, confident, and secure both inside and outside the classroom. While some children naturally navigate friendships with ease, others need more guidance, reassurance, and time. As parents and caregivers, we play a powerful role in modelling healthy relationships, teaching emotional vocabulary, and supporting children when conflicts arise. This blog explores practical, Montessori inspired and developmentally appropriate ways to help your child make friends, resolve disagreements, and build lifelong social confidence. 1. Understanding Social Development in Early Childhood Social development begins long before a child speaks their first words. From infancy, children observe facial expressions, tone of voice, and body language which all form the foundation for future friendships. Key Milestones Ages 2 to 6 If your child seems shy or slow to warm up, remember that temperament is natural. The goal is support, not pressure. 2. How to Help Your Child Make Friends a) Model Social Behaviours Children learn by watching you. Demonstrate: When they see positive social behaviour daily, they naturally mirror it. b) Create Opportunities for Interaction Gently support social exposure by: Small and consistent experiences help children build confidence. c) Teach Emotional Language Children interact better when they can express feelings. Try daily emotional check ins: How are you feeling today You look frustrated. Would you like help Books like The Color Monster can also support emotional awareness. d) Role Play Common Situations Practise friendly behaviours at home: Role play gives children simple scripts that reduce social anxiety. e) Avoid Forcing Friendships Children develop friendships at different paces. Your gentle support builds confidence without pressure. 3. Supporting Healthy Conflict Resolution Conflict is normal and an important part of friendship. a) Stay Neutral and Calm Help each child express their perspective: b) Teach Problem Solving Steps Use child friendly steps: c) Validate Emotions Validation reduces stress and builds trust. d) Explain the Value of Empathy Encourage them to consider others feelings: 4. When Your Child Struggles to Make Friends Some children need more time and support. Encourage: Professional support may be helpful if concerns persist. 5. Recommended Resources Helpful websites Conclusion Helping your child make friends is a gentle journey filled with small steps, emotional growth, and wonderful moments of connection. With patience, modelling, and loving guidance, you give your child the confidence they need to form strong friendships and navigate conflict with resilience.

January 8, 2026

Building Bridges: Partnership for Inclusive Education in a South African Private School Setting

In South Africa’s diverse educational landscape, private schools are increasingly recognising the profound value of inclusive education. The move towards inclusive education is anchored in our constitutional values, and our school views diversity not as a challenge, but as a rich opportunity for everyone in our community to learn and grow. This is not merely about enrolling children with diverse learning needs; it’s about fundamentally transforming the school culture, curriculum, and structure to ensure every student feels valued, belongs, and achieves their full potential. For parents, understanding this commitment is key to partnering with the school for their child’s success. The Indispensable Role of School Leadership The journey toward genuine inclusion begins at the top. Inclusive leadership is the non-negotiable foundation upon which all successful support structures are built. Without the principal and senior management fully on board, initiatives can stall, and teachers may lack the motivation or resources to adapt their practices. Embracing the Diversity of Learning Needs A truly inclusive school operates with an open mind regarding the vast spectrum of learning needs. It moves beyond a narrow focus on formal diagnoses and acknowledges that every child experiences barriers to learning at some point. These barriers can be temporary, situational, or long-term, and can stem from academic, emotional, social, or physical factors. They can be intrinsic (such as a specific learning difficulty like dyslexia, or a neurodevelopmental difference like ADHD) or extrinsic (stemming from systemic, social, or emotional factors). Our commitment is to look past labels and focus on the individualised support required. We encourage teachers to employ innovative, differentiated teaching methods that benefit all students, recognising that every learner has strengths and unique ways of processing It is, however, essential for the school to know that the child will be able to manage the academic curriculum with the necessary support. It is also essential for the team to manage the weighting of learning needs and keep this balanced within each grade. It is also important to realise that there may be times when the mismatch between the student’s needs and the school’s capacity to accommodate them becomes too significant. Exploring alternative schooling options in these cases should not be seen as a failure of inclusivity but as a necessary act of individualised support and prioritising the student’s well-being and academic success. These alternatives may include: Specialised Schools: Institutions specifically designed and equipped to serve students with particular needs (e.g., for autism, dyslexia, or hearing impairment). Smaller Class Settings: Environments that offer more one-on-one attention and a less overwhelming social/sensory experience. Homeschooling/Hybrid Models: Offering maximum flexibility and customisation of the curriculum and learning pace. Different Independent Schools: Another independent school might have a different philosophy, more resources, or better-suited infrastructure for the individual student. The Power of Partnership: Our Team Approach Inclusion is a journey, not a destination, and it relies on a collaborative team effort. From the outset, we need parents to understand that we operate as a unified team to support your child: School Team: Principal, Teacher, Head of Phase, Educational Support Unit (ESU) Staff, Including Learning Support Teachers + Parent(s) + External Professionals = The Best Outcome for the Child Your child’s teacher and the ESU staff bring years of experience and professional training to this partnership. We ask for your trust, openness, and active participation in this process. By working together, we can ensure that your child is not only present in a mainstream school but is also genuinely included, supported, and positioned for success. Also important as part of the support plan is the following: How to manage: This process allows them to gradually wean off certain supports and work towards the goal of becoming as independent as possible before the high-stakes final exams where formal, mandatory concessions are applied. It is a great strategy for building confidence and self-advocacy skills early on The Role of Parent-Funded Facilitators and Support In many South African private schools, a practical solution for providing intensive, one-on-one support in the mainstream classroom is the use of educational facilitators. This support structure is a vital partnership between the school and parents. By embracing strong, visible leadership, a deep understanding of diverse needs, and a pragmatic, well-managed system for external support, a mainstream private school can create a truly inclusive environment where all children are empowered to succeed. By: Caryl Lane (Head of the Educational Support Unit at Bridge House Prep School, Franschhoek

January 7, 2026

Are We Over-Scheduling Our Children?

Finding the Balance Between Activities and Free Play – a reminder from Dibber South Africa From ballet to ball skills, phonics to piano, many South African children today lead lives as tightly scheduled as their parents. While every activity may have merit, too many structured commitments can crowd out the simple, sacred space of childhood: free play. “In our pursuit of giving children the best start, we sometimes forget that rest, imagination, and unstructured time are just as vital as academics or sport,” says Ursula Assis, Country Director of Dibber South Africa. “Free play is not wasted time. It’s how children develop emotional strength, social intelligence, and a sense of self.” The Rush of Childhood Today Across Dibber campuses, educators observe the increasing pressure children face. South African parents – many juggling careers, households, and aspirations – enrol children in numerous enrichment activities with the best of intentions. But when every moment is programmed, children may feel overwhelmed rather than inspired. At Dibber, play isn’t seen as a break from learning – it is learning. And not just in the classroom. Children need time to imagine, explore, and be fully themselves without adult instruction or end goals. That’s where free play holds its quiet power. What Is Free Play – and Why Does It Matter? Free play is child-led, open-ended, and spontaneous. It’s found in games invented on the fly, make-believe shops, sandcastles in the garden, and treehouse adventures. With no adult-imposed structure, free play fosters independence, resilience, and creativity. “When a child builds a fort with couch cushions or becomes a superhero for the day, they’re not just playing – they’re solving problems, expressing feelings, and stretching their cognitive muscles,” explains Assis. “It’s a vital ingredient in holistic development.” Balancing Structure with Breathing Room Of course, structured activities have their place. They teach discipline, coordination, and commitment. But overscheduling can lead to fatigue, anxiety, or even disinterest. “Balance is key,” says Assis. “Children need time to reflect, to follow their own curiosity, and to rest. That’s when deeper learning takes place.” Dibber educators often observe how children return from free play with better focus, improved social cooperation, and renewed energy. “We don’t need to cancel structure – just make space for childhood too,” she adds. The Power of Play in South Africa’s Diverse Communities In a country as vibrant and multicultural as South Africa, free play also becomes a bridge between cultures and backgrounds. On playgrounds and parks, children connect beyond language, using games and laughter to build empathy and shared understanding. Whether climbing trees in KwaZulu-Natal, riding scooters in the Western Cape, or building with blocks in Gauteng, children across the country benefit from time to explore their environment freely and safely. Simple Ways to Make Room for Free Play Let’s Bring Childhood Back into Focus At Dibber, childhood is honoured as a phase of life with its own value – not just a preparation for what’s to come. That’s why Dibber centres prioritise play-based learning, not just as a teaching tool but as a way of respecting each child’s inner world. “Free play gives children the room to explore who they are and where they fit in the world,” says Assis. “It fosters the kind of confidence, emotional intelligence, and joy that no class can replicate.” As the school year winds down and families look ahead to holidays or the next academic chapter, it’s the perfect time to reassess the calendar – and intentionally leave space for daydreams, backyard adventures, and moments of spontaneous joy. Because sometimes, the best thing we can schedule for our children… is nothing at all.

December 16, 2025

Music all year round: Why School of Rock Parktown North Is the Gift That Keeps Giving

At School of Rock Parktown North, we don’t just teach kids how to play instruments, we help them build confidence, creativity, community, and lifelong skills. As the year winds down and festive energy sets in, many of you are probably looking for enriching activities that give you and the kids more than just a hobby. Here’s why the School of Rock experience is a perfect fit for the season! Beyond Notes: The Many Benefits of Music Education Music isn’t just fun; it’s transformative. Learning an instrument or singing can improve language development, memory, concentration, and even academic performance. Why School of Rock Parktown North Does It Differently At School of Rock Parktown North, we believe that learning music should be fun, social, and purposeful. Our model combines individual lessons with band rehearsals and live-performance opportunities, giving kids a real chance to experience what it’s like to be in a rock band. Holiday Workshops for Kids: December & January This festive season, our Holiday Workshops give children a fun, structured way to explore music while school is out. Open to both new and current students during December and January, these workshops offer: Whether a child is picking up an instrument for the first time or expanding existing skills, our workshops provide inspiration, fun, and confidence through music. Please pop us an email at [email protected] or Whatsapp us on 074 322 2000 for more info and to book a slot! Corporate Year-End Workshops & Team- building events School of Rock Parktown North also offers corporate and adult-focused workshops that are perfect for companies looking for a creative way to celebrate the end of the year. These sessions are designed to be fun, team-oriented, and stress-relieving: These workshops offer a unique, memorable way to close out the year; combining music, collaboration, and a little bit of festive cheer. Reach out at [email protected] or Whatsapp us on 074 322 2000 for more details. A Great Time to Start (or Re-Start) With the new year around the corner, there’s no better time to explore what music can offer. Whether you or your child has never touched an instrument, are looking to deepen skills, or want a creative team-building experience, School of Rock Parktown North is ready to welcome you all with open arms. Let music be more than a gift this holiday!

December 1, 2025

Putting the Power of Learning in Learners’ Hands During Global Education Week

For millions of South African children, crowded classrooms, and limited resources continue to hold back a generation of learners. BIC continues to champion education by supporting learners, teachers, and communities to ensure access to quality learning so that, despite the challenges, children have the tools and support they need to reach their full potential. This November, BIC South Africa joins team members around the world for the sixth Global Education Week (GEW), reaffirming its mission to put the power of learning in children’s hands. GEW is part of BIC’s global “Writing the Future, Together” sustainability program launched in 2018, which seeks to improve learning conditions for 250 million students globally by 2025. Data from the Department of Basic Education* revealed of the Grade 10 boys who started school in 2022, fewer than half made it to Grade 12 in 2024 without repeating a year. Girls fared only slightly better, and roughly 172,000 pupils dropped out entirely. Leaving school before matric does not just end a child’s education – it cuts off their chances of finding work, building a future, and breaking the cycle of poverty. For BIC, helping students learn goes beyond GEW. Since 2012, the company has donated over 17 million pens to South African schools, keeping classrooms stocked and learners equipped. In 2025 alone, through its various initiatives in South Africa, BIC has: Globally, Global Education Week activities have impacted more than 1.9 million learners in the past three years, with over 11 million products donated to schools and educational programs. By 2024, BIC had already reached 210 million beneficiaries worldwide, showing real progress toward its 250 million-student goal. This year, BIC’s GEW focused on CJ Botha Secondary School in Industria, Johannesburg, near the company’s manufacturing site. BIC team members joined forces to refresh and reorganize the school library. The project also included providing teachers and learners with essential writing tools. “Every child deserves the dignity of a fair start in life,” says Marc D’Oliveira, General Manager of BIC Southern and East Africa. “Through GEW and our ongoing outreach, we want to ensure that students not only stay in school but also enjoy learning. Change happens one classroom, one teacher, and one student at a time.” The story of BIC’s involvement in education is one of consistency. Each year, the company looks at how it can contribute where the need is greatest, whether that means equipping teachers, transforming learning spaces, or providing students with the basic tools that enable them to express their ideas and structure their thoughts. Writing, after all, remains one of the most fundamental skills in education. It underpins how we communicate, reason, and remember. For many learners, something as simple as having a reliable pen can mean the difference between participation and silence in the classroom. “Writing tools play an important role in cognitive development,” adds D’Oliveira. “They help learners think more clearly, capture what they learn, and build confidence in expressing themselves. That’s why access to writing tools is a necessity.” BIC believes that the responsibility for improving education cannot fall solely on government or educators. It requires collective action with businesses, parents, and communities working together to create conditions where young people can thrive. Through GEW, BIC’s team members also volunteer their time, sharing skills and supporting initiatives that uplift schools and teachers. This hands-on involvement reflects a belief that genuine corporate citizenship combines global vision with local impact. Across every region where BIC operates, the company’s actions during GEW are guided by the same principle: that small, consistent efforts lead to big change over time. As 2025 draws to a close, BIC is still pushing toward its commitment to improving learning conditions for 250 million students by 2025. GEW is a time to reflect on the progress made towards that goal, recognize the work still ahead, and keep driving toward a world where every learner has the chance to perform, express themselves, and succeed. *Research used data from the Department of Basic Education’s Learner Unit Record Information and Tracking system (LURITS) to monitor pupil’s movement through grades 10 to 12 For more, visit www.corporate.bic.com and to see BIC’s full range of products visit www.bic.com. Follow BIC on LinkedIn, Instagram, YouTube and TikTok.

November 12, 2025

Boarding Reimagined: The Evolving World of Modern Boarding Schools

There was a time when “boarding school” brought to mind draughty dorms, squeaky floors, and a stern matron ringing a bell for lights out at precisely 20h30. Back then, boarding wasn’t really a choice but a necessity. Children from farms or distant rural areas packed their trunks and travelled into towns or cities to attend school. Boarding was about geography and access, a time-gone-by version of distance learning. Fast forward a few decades, and the educational landscape looks very different. Great schools have sprung up across the country, even in smaller towns. Families no longer have to send their children hundreds of kilometres away to find quality education. As a result, many parents now choose to keep their children in local schools for the primary years and only consider boarding for high school, as evident with the number of stand-alone Prep schools closing their boarding options. So, if distance is no longer the deciding factor, why does boarding still hold such appeal? Modern boarding houses have moved far beyond the cold halls and rigid routines of the past. Today, they are warm, welcoming environments that feel like home. Smaller dormitories or private rooms, cosy lounges, and caring house parents help create a nurturing atmosphere that supports both learning and personal growth. For many children, boarding offers something unique; a close-knit community where friendships run deep and experiences are shared. Boarders learn independence, time management, and responsibility, all within a supportive framework that helps them balance academics, sports, and social life. As one long-time boarding parent put it, “Boarding gives children the gift of independence, but in an environment where they are never truly alone.” Another added, “My son is busy at school until late afternoon, so he’s more settled staying there, rather than facing the stress of rush-hour traffic twice a day!” While proximity to good schools may no longer be the driving force, new reasons for choosing boarding have emerged. Particular schools offer different areas of focus; whether academic excellence, sporting strength, cultural enrichment, or a strong sense of tradition. These are often the driving forces behind a parents’ choice of school for their child. In addition to this, with many households having both parents working full time, balancing homework, transport, and after-school activities can become a logistical challenge. Boarding often provides a sense of structure and support that brings peace of mind to parents and consistency to children. In a boarding environment, children have access to teachers, mentors, sports, and cultural opportunities long after the school bell rings. The routine and stability help them develop a sense of belonging and purpose that enables them to thrive. Of course, being away from family can be emotionally challenging, especially for younger pupils. But modern boarding houses work hard to keep connections strong, encouraging regular communication, visits, and digital check-ins to maintain family closeness. Even in an age of choice and convenience, boarding remains relevant, not as a last resort, but as an intentional choice. For some, it provides the focus and independence they need to flourish; for others, it offers the structure, community, and care that can be hard to maintain at home. Boarding schools are no longer relics of the past but vibrant parts of modern education. They continue to evolve to meet the needs of today’s families while preserving the timeless values that have always defined them; friendship, independence, and belonging. The time spent at school is a vital chapter in a young person’s life, one that shapes character, builds confidence, and creates lifelong memories. Boarding offers students the opportunity to experience this chapter to its fullest, immersing themselves in every aspect of school life – academic, social, cultural, and personal. By Mr Allan Wells

November 5, 2025

Discover the Future of Kids’ Safety and Connectivity — Meet the Freedom 2

It’s a Saturday morning at a bustling shopping mall in Johannesburg. Little Thando, full of curiosity, wanders off while his mom browses the toy aisle. In seconds, panic sets in — that heart-stopping moment every parent dreads. But unlike most stories, this one ends differently. Thando’s mom opens the Freedom 2 app, taps “Locate”, and within moments, she sees his exact position — just outside a nearby store. Relief floods over her as she spots him, still holding his ice cream, completely unaware of the worry he caused. In a country like South Africa, where safety is always top of mind, the Freedom 2 isn’t just a gadget — it’s peace of mind on your child’s wrist. With increasing concerns about public safety, this smartwatch gives parents a practical way to stay connected and prevent tragedy before it happens. ✅ Why the Freedom 2 is a Must-Have If you’re looking to give your child both freedom and safety, the Freedom 2 by Fabulously Fit is a standout. Designed with parents and kids in mind, this smart watch blends advanced technology with kid-friendly features — providing peace of mind for you and fun for them. 1. Stay Connected Anytime, Anywhere With full 4G support, the Freedom 2 enables 2-way voice calls, video calls, text messaging, and even WhatsApp — letting your child reach you instantly, and you keep tabs on them with ease. 2. Precision GPS Tracking for Added Safety This smartwatch uses GPS + AGPS + LBS + WiFi to track your child’s position with 5–15 metre accuracy. Set up geo-fences — get alerts when your child enters or leaves a safe zone. Review their route playback. Activate an SOS alert if they need help. All this gives you real-time confidence. 3. Dual Cameras, Smart Tools & Kid-Friendly Features Your child can snap photos or make video calls with a dual-camera setup. The watch also includes smart tools: WhatsApp, MP4 player, voice recorder, class-schedule tracker, math games — blending safety with learning and fun. 4. Durable Performance & Long Battery Life Built on Android 4.4 with 2 GB RAM + 4 GB ROM, a Nano-SIM slot for connectivity, and a robust 1 000 mAh polymer battery. It also features a 1.69″ IPS colour touchscreen (240×280 pixels) and modes for vibration, voice or silent notification — ideal for in-class use without distraction. 5. Designed with Kids in Mind A “No Disturb” mode ensures the watch won’t interrupt learning time. A pedometer and sleep monitor support wellness tracking. Remote monitor and remote shutdown features let you discreetly check that everything’s okay. 🎯 Why It Matters for Your Family Modern parenting comes with a tough dilemma — you want your child to stay connected and safe, but you don’t want to hand them a smartphone too soon. Too much screen time, access to social media, and unrestricted internet exposure can harm focus, sleep, and emotional wellbeing. The Freedom 2 offers the perfect balance. It gives parents the ability to call, message, and locate their child instantly — without placing a smartphone in their hands. Your child gets independence and responsibility; you get reassurance and control. It’s connection with boundaries — the healthy middle ground every family needs. 🛍 Get Yours Now Available in Blue, Pink, and Black, the Freedom 2 is ready to become your child’s everyday companion. Shop now at Be a Boffin

November 4, 2025

Tips for Supporting Homework Without Doing It for Them

Homework can be a source of tension for both parents and children. While it’s natural to want to help, doing the work for your child can hinder learning and independence. The goal is to support, guide, and motivate without taking over, helping children develop responsibility, problem-solving skills, and confidence in their abilities. 1. Create a Consistent Homework Routine Set a regular time and quiet space for homework each day. Consistency helps children develop focus and reduces procrastination. A well-lit, distraction-free area with necessary supplies encourages concentration and organization. 2. Offer Guidance, Not Answers Instead of providing solutions, ask questions that help your child think critically. For example: “What do you remember from the lesson?” or “How could you solve this step?” This approach fosters problem-solving skills and independent thinking. 3. Break Tasks into Manageable Steps Large assignments can feel overwhelming. Help your child divide tasks into smaller, achievable steps and set short-term goals. Celebrating small milestones along the way boosts motivation and confidence. 4. Encourage Self-Reflection After completing a task, ask your child to review their work. Encourage them to identify what they did well and what could be improved. This reflection builds self-awareness and responsibility for learning. 5. Be a Resource, Not a Rescuer Provide tools like dictionaries, calculators, or reference books. Offer help when they’re stuck, but resist completing the work for them. Support means guiding, not doing, and this distinction is key for learning. 6. Teach Time Management and Organization Show children how to prioritize assignments, use a planner, and set deadlines. Developing these skills helps them manage homework independently and reduces last-minute stress. 7. Stay Positive and Encouraging Praise effort rather than perfection. Highlight persistence, creativity, or problem-solving. Positive reinforcement builds confidence and a growth mindset, motivating your child to tackle challenges. 8. Communicate with Teachers Maintain regular contact with teachers to understand expectations and your child’s progress. Teachers can offer insights on areas where your child may need extra support or guidance strategies at home. Supporting homework effectively means balancing guidance with independence. By fostering problem-solving skills, organization, and self-reflection, parents can help children develop lifelong learning habits without doing the work for them. SourcesChild Mind Institute – Helping Kids With HomeworkAmerican Academy of Pediatrics – Homework Tips for ParentsEdutopia – How to Support Homework Without Doing It

October 23, 2025

Let’s Celebrate Our Teachers

As we prepare to celebrate Teacher’s Day on the 5th of October and observe Teacher Appreciation Month, Dibber International Preschools South Africa is encouraging families to show gratitude to the educators who play such a vital role in the lives of their young children. Teachers are not only guides in early education—they are caregivers, mentors, and champions of growth during the most formative years of a child’s life. Dibber’s approach to early childhood education recognises the profound impact educators have, and this October, parents and toddlers alike are invited to celebrate their preschool teachers with small but powerful acts of kindness. “Our educators give their hearts and energy every single day to nurture, inspire, and support our children,” says Ursula Assis, Country Director of Dibber South Africa. “Teacher Appreciation Month is a perfect time to pause and reflect on the impact these dedicated individuals make—and to celebrate them in meaningful and memorable ways.” Here are five heartfelt ways families can show appreciation to teachers this month: 1. Personalised Thank You Notes Sometimes, a few simple words from a child can create an unforgettable moment. A colourful card or scribbled note can speak volumes when it comes from the heart. At Dibber Bedfordview, one group of 4–5-year-olds surprised their teacher by drawing their favourite classroom moments. “You make me smile every day,” one child wrote—words that stayed pinned on the classroom board for months. “These personal expressions of appreciation remind teachers why they do what they do,” says Assis. 2. Handmade or Thoughtful Snacks A sweet gesture can be as simple as a homemade muffin or a pack of treats with a kind note. At Dibber Bryanston, children brought banana muffins with a message saying, “You make school sweet,” much to the delight of their teacher, Miss Zanele. Whether it’s a batch of vetkoek, a koeksister, or even a small chocolate bar, food made or gifted with love is always a hit. 3. A Bouquet of Blooms Fresh flowers are a timeless way to say “thank you.” In Pretoria, children once picked wildflowers from their home gardens and brought them to class in recycled jam jars. These small, fragrant arrangements brightened the classroom and reminded teachers that their hard work was seen and valued. 4. School Supply Donations As the school term winds down, resources like crayons, glue sticks, and notepads can run low. In Midrand, one parent donated a bulk pack of art supplies during back-to-school season. The teacher later said, “It felt like a weight was lifted.” “Helping teachers with supplies is a tangible way to ease their burden and support creative learning,” adds Assis. “It shows appreciation in action.” 5. Volunteer Your Time Whether reading to a class, leading a simple workshop, or helping supervise an outing, parent volunteers can make a big difference. At Dibber Fairlands, a physiotherapist parent ran a fun movement session with the children—hopping, stretching, and balancing together to celebrate their teacher. While October is the designated month of appreciation, Dibber reminds families that educators deserve to feel supported and celebrated all year round. “Teachers shape far more than academics. They nurture a child’s self-esteem, sense of belonging, and view of the world,” says Assis. “A heartfelt thank you—even a small one—can uplift their entire day. And those gestures don’t go unnoticed.”

October 1, 2025

A Parent’s Educational Journey: From Uncertainty to Understanding

As an educator, I’ve spent years helping children learn, grow, and overcome barriers in the classroom. I’ve supported learners through academic struggles, celebrated their milestones, and guided parents through their educational concerns. But nothing quite prepared me for the moment I found myself on the other side of the table, when the concerns were about my child. My journey as a parent navigating the education system began in pre-school, when Occupational Therapy was first recommended for my only son. It started with what felt like a minor concern, something that could be resolved with a few therapy sessions. Like any parent, I wanted to be proactive, so we began Occupational Therapy, attending weekly sessions and putting our trust in the professionals. But as time went on, the journey became far more complex than I had anticipated. In Grade 0, shortly after the school year began, our son was referred to a remedial school. The news hit us like a tidal wave. It felt as though the rug had been pulled out from under us. As both a parent and an educator, I was blindsided and ashamed. How had I not seen the signs? How had I, someone trained to spot developmental and academic concerns in other children, missed them in my own? That question haunted me for a long time. I wrestled with guilt and sadness. I felt like I had failed my child. But amid all the confusion, a wise colleague reminded me of something profoundly simple: “You’re his mother, not his teacher.” And it was true. In my eyes, my child was perfect, brimming with potential, full of joy and personality. I wasn’t looking for signs; I was looking at him. After a few sleepless nights and much soul-searching, I decided to shift my focus from what I had missed to what needed to be done. My husband and I agreed that our son would finish the year at his current school while we began putting the necessary support systems in place. He started Speech Therapy and began seeing an optometrist, who prescribed glasses with added Eye Therapy. Eventually, he was also diagnosed with ADHD and started on medication. I was terrified of the diagnosis, of the unknown, of what all of this meant for his future. But through the fear, a quiet determination began to take root. I reminded myself that I wanted what was best for him, not what looked or felt comfortable for me. I had to let go of preconceived ideas about what a “successful” educational journey looked like and embrace what was right for my child. With the support of medical professionals, family and some truly incredible colleagues, we forged a new path. Our son started Grade 1 at a remedial school with all the recommended interventions in place. There was finally a glimmer of hope, but then, just a few months in, the pandemic hit. Lockdowns, remote learning, isolation. Suddenly, the carefully crafted plan we had relied on seemed to fall apart, and once again, we were thrown into survival mode. That year was incredibly tough. Remote learning for a child who thrives on structure and in-person support was nothing short of a nightmare. As parents, we tried to juggle everything: his emotional well-being, the uncertainty of the pandemic, and the ongoing demands of work and home life. And yet, we pushed through. It wasn’t always graceful, but it was real. It was honest. It was parenting in the trenches. Looking back now, as I watch my son thrive in Grade 6, still at a remedial school, still supported by the tools and interventions put in place years ago, I am overwhelmed with pride. He has blossomed into a confident, articulate and self-aware young man. He’s excelling academically, emotionally and socially. The most important lesson I’ve learned through all of this is one I remind myself of often: this is his journey, not mine. As parents, we often feel the pressure to control, direct, and “fix” our children’s paths. But what I’ve come to understand is that while we are part of their story, we are not the authors. We are their guides, their cheerleaders, their safety nets. Our job is to walk alongside them, not ahead of them, not dragging them behind, but right beside them, holding their hand and whispering, “I believe in you.” To any parent currently facing a similar journey, I offer this heartfelt advice: listen to the professionals. They are trained to see what we, as loving and emotionally involved parents, sometimes cannot. Observe your child closely, their behaviours, reactions, and needs and respond with empathy rather than panic. Trust the process, even when it feels like everything is falling apart. You don’t have to have all the answers; you need to be present, consistent, and willing to adapt. Most importantly, let your child know that they are not alone. Reassure them that they are loved and accepted exactly as they are, and that support is not a sign of weakness but a bridge to becoming the best version of themselves. This journey has changed me, not just as a parent, but as an educator and a person. It has softened my judgments, deepened my compassion, and taught me that success doesn’t always look the way we expect it to. And while there are still bumps along the road, I now see them not as obstacles, but as opportunities to grow together. So to every parent out there navigating the unexpected: buckle up, take a deep breath, hold your child’s hand and enjoy the ride. It’s not always smooth, but it’s yours, and it’s worth every step. Nicole Kruger -St Teresa’s school -Grade 2 Teacher

September 30, 2025

Music is the Middle Ground Where Relationships are Built

“Art is how we decorate space, music is how we decorate time.” – Jean-Michel Basquiat Music follows our progress, it punctuates our moments and creates a soundtrack of our lives. People are generally fond of consuming it (live or recorded), and I’d hazard a guess and say that most prefer it to silence. Music will mark most of your child’s social life-cycle events (including an annual rendition of ‘Happy Birthday’, which, conversely, is now in the public domain and no longer subject to copyright), and will eventually become a regular part of their school week. As a music teacher, I believe that a large part of my role is to design music classes that students anticipate with excitement. Do you remember that feeling of excitement about an upcoming music class? In thinking of your own classroom music experiences, are you filled with a sense of happy nostalgia? Many of the musicians that I’ve spoken to say otherwise, reporting either negative associations towards their music education (citing memories of rote learning, prescriptive repertoire and a recognition of only one style of ‘gifted’ musicianship) or no particular memory of music classes at all. I’ve lost count of the number of discussions I’ve had with adults who no longer sing, often recalling disparaging music teachers. You may be wondering why it matters whether your perception of music education is positive or negative. Yet, in a purely academic sense, simply being able to keep a steady beat is linked to improved reading and language development1, as well as countless other physical, emotional and cognitive benefits that are inherent in learning to make music. More importantly, though, experiences in music are an invitation into the bigger picture of what it means to be human. Underpinning every musical game in the classroom is an invisible world of learning. Beyond the obvious focus on developing musical skills, such as singing in tune, keeping a steady beat, and preparing or practising a musical concept, lies the development of interpersonal skills. These include choosing a partner, working in a team, listening to each other, and learning to lose (or win!) gracefully. From experience, I can attest to the exponential emotional growth of the children who sign up for choir and extra-mural xylophone. When we come together to play in an ensemble, we are practising listening to each other, refining fine motor skills (which increase self-confidence), building relationships and discovering what it means to ‘belong’ to something (and further to that, what it means to commit to it). In the Junior Primary phase, our goal is not necessarily to grow musicians, but to nurture empathic humans who can play together with kindness, attention and joyful abandon. To achieve this, it is imperative that we foster experiences in music that are positive and playful, promoting active engagement. Current trends in music education tend towards a child-centred approach2 that gives students a sense of personal autonomy, and a voice in their own learning. In her book ‘Compassionate Music Teaching: a Framework for Motivation and Engagement in the 21st Century’, Karin Hendricks (2018) 3 expounds on the value of dissolving the traditional hierarchical structures in the classroom, positioning teacher and students as equals and co-learners, creating space for the child to arrive exactly where she/he is. The beauty of this approach to music education is that ultimately, when children feel seen, heard, and safe, they are free to express themselves honestly, without fear of prejudice, and it is here that they ‘show up’. And so, when I ask for a song suggestion to end a class with, I’m simply beginning a dialogue. Together, we will build bridges between the music I’d like to introduce (western art music, Louis Prima or local South African bands) and the (mostly pop) tunes that the students are currently obsessing over. We will meet each other halfway, and they will sing so-mi songs (‘Rain, rain, go away, come again another day’) and I will create a xylophone arrangement of ‘Belong Together’ by Mark Ambor (because I said I would); and I will teach them new rhythms, designing games that give them a chance to practise them; and on a dime we’ll change the direction of the planned class so a Grade 1 can sing a song she wrote, because in that moment, nothing else matters quite as much as that. And somewhere in this middle ground, relationships are built and modelled. From a parent’s perspective, music is an excellent way to get to know your children. Give them a chance to curate the playlist for your car drives, but don’t be afraid to drop some of your favourite music in there too. On an extra-musical level, you’re modelling fairness and taking turns, whilst simultaneously giving your children a chance to practice patience while waiting for their songs. Discover who your children are, and let them know you, because the music you love is a window into who you are. And so, whilst instrumental education is important (everyone should know how to play something pretty on the piano, right?), first let your children be children. Let them play. Let them make music because they’re pulled to it, because it’s joyful. After all, it makes them feel good. And above all, allow them to build a relationship with music on their own terms… For it is in this fertile ground that their love for it will flourish. Victoria de La Harpe– St Teresa’s School Music Teacher References

September 26, 2025

Why Developing Reading Skills May Help Your Child’s Fear of Maths Word Problems

Can you solve this word problem? A pen and a pencil cost one Rand and twenty cents in total. The pen costs one Rand more than the pencil. How much does the pencil cost? The answer is 10 cents. Did you get it right? If you broke out in a cold sweat at the mere suggestion of having to solve this, you’re not alone. There is little that kids dread more than word problems. Even the strongest maths students can struggle when it comes to solving these puzzles. But did you know that having difficulty solving word problems often indicates gaps in reading ability, rather than a deficiency in maths? When solving a word problem, we must: That’s a lot to worry about, and the actual maths part doesn’t come until the very end. Let’s return to the word problem we started with. Did you answer 20 cents? That’s no surprise! When reading the question quickly, we conclude that all we must do is add 1 Rand to 20 cents. Yet, the question specifies that the pen costs a full Rand more than the pencil. If the pencil costs 20 cents and the pen costs 1 Rand, the difference between the two is only 80 cents. Thus, the correct answer is 10 cents. If the pencil costs 10 cents, and the pen costs 1 Rand more (R1.10,) the total cost is R1.20. R0.10 + R1.10 = R1.20 The arithmetic in the word problem isn’t particularly difficult. Understanding the question is. Without strong reading skills, we would be unable to solve this – or any – word problem. Beyond Word Problems Word problems aren’t the only area of maths where reading ability helps. Researchers are increasingly finding a connection between reading and maths skills across the board. To understand this, consider the following factors. Maths vocabulary is very specialised. Take the word division, for example. In everyday speech division has many different definitions, but in maths it is simply “the opposite operation of multiplication.” However, if a student only understands division to mean “something that separates,” it could cause confusion in maths class. School instruction requires that students understand written directions and explanations. Literacy skills are important for understanding everything from what the teacher writes on the board, to what the instructions mean on a worksheet. Students may struggle in maths class simply because they have difficulty reading directions. The very processes that help students become strong readers are just as important in maths. Studies have shown that phonological processing, for example, is a key factor in maths success. Students who regularly read for pleasure had almost a 10% advantage in their maths skills. This was shown in a study conducted by the Institute of Education at London University2. The study’s author argues that “strong reading ability will enable children to absorb and understand new information.” This ability can help in any subject, including maths. Clearly, the connection between reading comprehension and maths skills is significant. Developing reading ability will benefit your child far beyond English class. With a solid foundation in reading ability your child will be on the path to success in maths and beyond. The Kumon English Programme can help your child to develop a love of reading and enhanced comprehension. Find out more about the Kumon English Programme by visiting www.kumon.co.za/english. This article is courtesy of the Kumon North America website1 1 https://www.kumon.com/resources/fear-of-word-problems/ 2 https://www.bbc.com/news/education-24046971

September 25, 2025

Habits of Mind – A Critical Thinking Programme

I am excited to share the Habits of Mind programme, an integral part of our educational approach here at St. Teresa’s School. As we strive to provide our children with a well-rounded education, we not only cover our academic syllabus but also incorporate the Habits of Mind programme aimed at nurturing critical thinking and problem-solving skills. While we still maintain a strong academic focus on Literacy and Numeracy in our Junior Primary phase, we recognise the equal importance of developing critical thinking skills. Our goal is to equip our children not only with foundational knowledge but also with the tools necessary to navigate an ever-changing world with confidence and resilience. In today’s rapidly evolving world, the ability to think critically and creatively is more important than ever. Children are no longer merely expected to regurgitate information; now, they are challenged to be actively involved in the process of knowledge production. The Habits of Mind programme, which emphasises the development of key cognitive skills, is essential for success in the 21st century. The Habits of Mind programme, comprising 16 core habits, empowers children to approach questions and problems with intelligence and creativity. Rather than focusing solely on providing correct answers, we are interested in how children respond when faced with uncertainty or unfamiliar challenges. By developing these habits, children learn to persevere, think flexibly, and collaborate effectively, equipping them with invaluable skills for lifelong learning. At St Teresa’s School, each week, we focus on a different Habit of Mind, guiding children through activities designed to foster critical thinking and problem-solving abilities. We have adapted the Habits of Mind terminology to make it more accessible and age-appropriate for our younger children. For example, the Habit of Mind “Thinking Interdependently” has been simplified to “Work Together”, making it easier for our young children to understand and apply. Other examples of the 16 Habits of Mind, using our child-friendly language, include: “Try New Things”, “Use What You Know”, “Ask Questions”, “Try a Different Way”, and “Understand Others”. “Persistence: Stick to It!” is a Habit of Mind that we have recently explored. This Habit of Mind emphasises the importance of embracing challenges and learning from mistakes, instilling a growth mindset and a determination to overcome obstacles. Here are some self-reflective thoughts from a few of our Grade 3 children on this Habit of Mind: “When I started hip hop, I didn’t like it, but I kept at it and now I might go to Nationals!” – Sibane “I stuck to reading a chapter book for the first time when I was five!” – Emma “When I kept getting things wrong in Matific, I started over and over, and then finally I made it to the end and got five stars.” – Lilith “When I was at a horse riding show, it was my turn to do the course. I was about to jump the last jump, but I was very scared. But I tried and it was worth it!” – Scarlette “When I was playing, it was very hard, but I kept going”. – Zaneerah We also encourage our children to adopt the power of “yet.” Rather than saying, “I can’t,” we encourage them to acknowledge that they may not have mastered a skill “yet,” emphasising the potential for growth through perseverance and effort. I encourage you to explore and learn more about the Habits of Mind programme by accessing the following link: Introducing the Habits of Mind For those interested in reading further on this topic, I highly recommend the work of Carol Dweck, who has written several influential books on the concept of Growth Mindset. Together, let us continue to support our children in becoming confident, independent, critical and creative thinkers who are ready to tackle the challenges of tomorrow. Carol Goosen St Teresa’s School Head of Academics

September 18, 2025

Three Tips for Easing Test Anxiety

It’s normal for your child to get nervous before a test or quiz at school. The intensity of their anxiety though is dependent on how confident and calm they feel. It’s important for your child to properly prepare, practice healthy habits, and be optimistic about the results. Follow these tips to help ease test anxiety for your child: 1. Develop Efficient Study Habits. Preparing for a test is a very important step in reducing test anxiety. It’s key to remember that every child is different. While some can capture everything after the first review, others may need to highlight key topics or write down notes on flashcards or do something unique that works for them. Some students may even need to create mnemonics (memory devices that help learners recall larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, etc – for example, to remember the spelling of “because” – Baby Eats Candy And Usually Says E). Test and try different study habits and see which is the best fit for your child. Avoid pushing them to study a different way, or your way. What works for you may not work for them. Additionally, sit with your child and determine a study plan together. Designate a time and place to study daily. Begin strategizing on how the studying will be broken down. Help your child prioritize and delegate their time between different chapters or sections. 2. Provide Proper Resources. Often students feel too embarrassed to ask for help on something that was taught weeks ago. They become unsure about the topic while studying and end up puzzled during exam time. To avoid this, have your child create a list of topics or sections that they are struggling with. Then, take some time to review the list. Identify if your child simply needs a refresher on these topics or if they need further help. If it is a matter of needing a refresher, encourage them to review work they have done previously, remind themselves how they solved certain problems or completed those sections of work, make summaries and / or mind maps to make the information more manageable and easier to remember. If it is a matter of needing further help the first port of call would be to address it with their teacher. Depending on your child’s age, you can reach out to their teacher or you can encourage them to seek help from their teacher. Making the teacher aware of what your child is struggling with may lead them to find different ways of explaining difficult topics in class. You can also go online to find resources / video clips that can explain the work better or seek out extra-mural programmes (such as Kumon) that can supplement their learning and increase their confidence and knowledge retention. 3. Maintaining a Healthy Lifestyle. The week of the test can be a very exhausting week. Be sure that your child is not only balancing homework and afterschool activities, but also eating and resting adequately. It’s important to plan. If your child needs more time to study during test week then be sure to make alternative arrangements with extracurricular activities. However, if your child is on track with their studying, be sure to keep these activities. Going to a sport practice or ballet class is a good reward after spending hours of preparing for the test. Taking a break to do some physical activity is excellent to clear and refresh the mind, release tension and anxiety and give renewed energy to focus on studying again. Another good way to reinforce and motivate your child is by providing them with positive affirmations. Have them repeat after you. It can be a simple “I got this!” or something more inspiring like “Hard work will pay off!” Engraving these positive thoughts will make your child feel optimistic and rewarded for their hard work. You can also schedule a fun evening or weekend activity after the test to reward your child for their hard work and preparation. In Closing Test anxiety is very challenging to manage and adds extra stress. With proper preparation and study habits your child will succeed. It’s crucial to see what tactics and strategies work best with your child. Ultimately, the most efficient approach of studying will be what determines their test grade. Be a supportive parent by putting into practice these steps to help ease your child’s test anxiety. Should you be interested in learning more about Kumon and how it can support your child, visit www.kumon.co.za This article is courtesy of the Kumon North America website* * https://www.kumon.com/resources/three-tips-for-easing-test-anxiety/

September 17, 2025

Educating beyond the Screen

At St Teresa’s School, we believe that true education nurtures every part of a child in mind, body, heart, and spirit. In a world increasingly dominated by screens, it is easy to assume that digital tools like coding, robotics, and online learning should take centre stage in the classroom. However, mounting research, and our own experience, remind us that what young children need most are rich, real-world experiences that ignite curiosity, connection, and creativity. While tablets, interactive whiteboards, and online assignments have become staples in many schools, studies show that excessive screen time can hinder concentration, reduce physical activity, and limit opportunities for meaningful social interaction. Ironically, in trying to prepare children for the future, we risk disconnecting them from the present. Young brains develop best through hands-on, sensory-rich, and emotionally engaging experiences. Real learning happens through doing, not simply through watching. There is, of course, a place for technology, particularly when it is used intentionally to reinforce or extend learning. However, digital stimulation can never replace the deep cognitive and emotional benefits that come from climbing a tree, painting a picture, building with blocks, or acting out a story. Research continues to confirm that too much screen exposure negatively impacts areas of the brain responsible for attention, memory, language, and emotional regulation. These effects are particularly concerning in the early years, when foundational neural pathways are being formed. Skills essential for computational thinking, such as pattern recognition, sequencing, spatial awareness, and problem-solving, are best nurtured through offline activities like construction play, puzzles, storytelling, music, and physical exploration. At St Teresa’s School, our approach is proudly holistic. We offer a curriculum designed to stimulate the whole child: to develop critical thinking and creativity, to foster empathy and resilience, and to encourage collaborative learning. Our classrooms and outdoor spaces are alive with joyful noise and purposeful mess, whether our girls are conducting a science experiment, crafting a sculpture from recycled materials, solving a logic puzzle with peers, or debating a topic in class. These are the experiences that strengthen young minds and shape confident, compassionate human beings. In a fast-changing world, our aim is not just to keep up with trends but to remain rooted in what truly matters. We want our girls to flourish, not just in school, but in life. For this reason, we champion an education that values play, connection, creativity, and wonder as much as it values academics. Lynne Elfick St Teresa’s School Junior Primary Principal

September 11, 2025

More Than Just Extra Lessons: Why Mentoring Is the Best Support for Your Teen’s Maths Journey

If you’re reading this, chances are you’ve watched your teenager wrestle with Maths homework late at night, frustrated and tired, while you’re quietly worrying: Is my child really coping? Between school, sports, cultural activities, and family commitments, the calendar is full — but the Maths practice that builds real skill is often the first thing to be neglected. It’s a stressful position for any parent. You know cramming before exams won’t cut it, but you also know you can’t always provide the structured support your teen needs. So, what’s the solution? Enter Maths Mentor, a South African company dedicated to helping learners from Grade 4 to Grade 12 reach their full potential in Mathematics. With a team of highly capable university student mentors, innovative mentoring packages, and a fully digital platform, Maths Mentor provides the guidance, structure, and encouragement students need — all from the comfort of home. Our goal is simple: help students not just understand Maths, but enjoy it, gain confidence, and develop the habits that lead to lasting success. More and more families are finding the answer in mentoring. Unlike traditional tutoring, which can sometimes feel like an extension of the classroom, mentoring is about guidance, accountability, and confidence. It’s a relationship built on consistency and encouragement, where your child doesn’t just learn Maths — they learn how to approach Maths. Why Mentoring Works Where Cramming Fails Cramming has become a habit for many students: burying themselves in notes the night before an assessment and hoping for the best. While it may help them recall a few formulas in the short term, it doesn’t create lasting understanding. Mentoring, on the other hand, focuses on steady, structured learning. By practising consistently in smaller, manageable chunks, your child builds long-term comprehension. And because mentors provide guidance along the way, gaps are filled before they become roadblocks. Here’s what makes mentoring so powerful: Private Mentoring Packages (Grades 4–12) Our Private Mentoring Packages offer one-on-one online sessions tailored to your child’s unique needs. Each session is scheduled week by week around your child’s calendar, allowing flexibility for sports, cultural activities, and other commitments. This personalised, digital approach ensures your teen receives focused guidance in areas they find challenging, while also building strong study habits and steady, long-term progress. Mentors also provide ongoing support via WhatsApp chat, so your child can ask questions and get guidance between sessions. Private mentoring is ideal for students who need a completely tailored experience — whether that’s mastering foundational concepts in primary school or tackling advanced topics in Grades 10–12. Cohort Mentoring Packages (Grade 12 only) Cohort mentoring brings together small groups of 4–8 students for collaborative, online learning. All sessions cover both Grade 11 and Grade 12 content, ensuring students are fully prepared for the Matric final exams. Cohorts typically run for 4–8 weeks and are scheduled on average every 2 months, providing bursts of high-impact, targeted learning. Working in a small group encourages peer support and shared problem-solving, which can be highly motivating for matric students navigating a busy final year. Who Are Our Mentors? All of our mentors are university students pursuing challenging degrees in Medicine, Engineering, Commerce, and other disciplines that rely heavily on strong mathematical skills. They provide support entirely online, through video sessions and WhatsApp chat, combining academic expertise with accessibility and approachability. This combination allows mentors to connect with students in a way that motivates, inspires, and keeps learning going even outside the scheduled session. Mentors are carefully selected not only for their subject knowledge but also for their ability to guide, encourage, and build confidence. This approach ensures your child feels supported, understood, and motivated every step of the way. More Than Extra Lessons — A True Partnership Mentoring is not about last-minute fixes or overwhelming students with extra work. It’s about steady, structured growth — building skills, confidence, and resilience week by week. With the right mentor, your teen doesn’t just survive Maths — they master it. Ready to See the Difference Mentoring Can Make? If you’re looking for the kind of support that goes beyond “just extra lessons,” now is the perfect time to take the next step. Complete our quick Find a Mentor Form and use the code ParentHub20 to get 20% off our Private and Cohort Mentoring Packages. (Ts & Cs apply.) Give your child the guidance, accountability, and confidence they need to thrive in Maths — all from the comfort of home, entirely online, with support whenever they need it. Cameron PitmanDirector, Maths Mentor (Pty) LtdBScEng – Mechanical Engineering | MCom – Leadership Studies | PhD – Leadership Studies (in progress)

September 11, 2025

Laying Strong Foundations for Reading for Early Learners

Renowned children’s author Dr. Seuss (Theodor Geisel) wrote “The Cat in the Hat” in 1957 after a book publisher challenged him to write a fun book that first graders could read. Using beginning sight words and leaning heavily on rhyming words like “cat” and “hat,” Seuss created a book using only 236 words that changed how beginning reader books were written. He and his publisher understood how important it was for children not only to enjoy what they were reading but also to develop the skills that lay the foundations for reading, so they stressed those skills in that book and in the beginning reader series that followed. Unlike learning to talk, which young children pick up intuitively by listening to those around them, learning to read requires specific skills that must be taught. Spoken and written language skills are naturally linked, however, and young children with strong oral language skills find it easier to learn to read, according to the National Early Literacy Panel Report (2010). The five components of the reading process are phonemic awareness, phonics, fluency, vocabulary and comprehension. Children must master all five components to become skilled readers. Phonemic Awareness Before children can learn to read, they must be aware of and able to work with phonemes, the sounds that make up words in spoken language. That means they need to understand that the B at the beginning of the word “boy” sounds like the B at the beginning of the word “ball” and in the middle of the word “table.” Children have to understand that letters and words are composed of different sounds before they can start to sound out a word they see in print. Young children starting to grasp phonemic awareness and the relationship between sounds and letters might play with rhyming words, changing “bat” to “cat,” for instance. That is how they begin to understand the relationship between spoken sounds and written words. Phonics Phonics is scientifically based reading instruction that teaches children to read based on the sounds that letters make, commonly referred to as sounding out a word. Beginning readers usually start by learning hard consonant and short vowel sounds. Using phonics, a child who knows the sounds that the consonants C and T, and the short vowel sound of A, can sound out the word “cat” using a consonant, short vowel, consonant pattern. Building on that, they can also sound out the word “hat” using the same pattern. C + AT = CAT H + AT = HAT Seuss actually came up with the concept of his classic book because “cat” and “hat” rhymed. He decided to name it “The Cat in the Hat” and then developed the storyline based on the title. Phonics also teaches kids consonant digraphs, a combination of two consonants that represent one sound, like the CH at the beginning of the word “chicken” and add it to other words they know, like this: CH + AT = CHAT Fluency Fluency is the ability to express oneself easily in a given language. In reading, fluency is being able to read text without errors at a comfortable speed and with appropriate inflection or emotion. Fluency helps a reader better comprehend what they are reading. Parents help children build fluency skills by reading aloud to them expressively or even dramatically. A beginning reader who has developed good fluency skills can easily identify the sounds of the letters in the alphabet and recognize common sight words. They can read simple text and understand it, and they can learn to read in a conversational voice. Vocabulary Vocabulary, or the words that a child knows, is critical to reading comprehension. Children learn the meaning of many words through everyday interactions, including hearing words used in conversations. In addition to helping children build fluency skills by reading with great expression, parents who read a lot of different books and literature to their children are building their vocabulary. Because some words are less familiar to children and, therefore, must be taught to them directly, it’s also helpful to call out new words from a book or conversation and explain the definition. Comprehension If a child cannot understand what they are reading, they won’t learn to love reading. Comprehension is the culmination of the other components of reading working together: To comprehend what they are reading, a child must know some of the words, be able to figure out other words using phonics and use clues in the text to match the words on a page with their meaning. Among beginning readers or pre-readers, parents and teachers can ask questions to encourage comprehension by prompting them to identify the main idea or predict what a character will do. They might ask, “What is this story about?” or “What do you think will happen next?” Parents who read to their children regularly and use these basic strategies to lay the foundation for reading skills will help their child be ready to learn to read. All these skills are covered and developed in the Kumon English Programme. Consider enrolling your early learner in the Kumon English Programme to give them a great head start in their education. Visit www.kumon.co.za/english to learn more. This article is courtesy of the Kumon North America website* * https://www.kumon.com/resources/laying-strong-foundations-for-reading-for-early-learners/

September 10, 2025

How to Make Homework Less Stressful

Many parents agree that, at times, it can be a challenge to get homework completed. Sitting down after a long school day may be the last thing your child wants to do. It might also feel like an argument not worth having when there are still a lot of to-dos left on the list for the day. But completing homework is crucial to academic progress. Homework assignments provide the necessary practice to continue developing a skill and mastering it. Here are a few helpful tips to make homework less stressful so your child can continue excelling: Take note of how long it takes to complete homework Homework is meant to give students more practice on concepts that they’ve learned in the classroom. The time it takes to complete typically varies by age and grade. Speak with their teacher to get a better idea of how long homework might take to complete. Once you have this timing in mind, take note of how long it takes for your child to complete their assignment. If your child is taking longer than the expected time, let their teacher know. Update the teacher on the homework completion time This will inform the teacher of possible concepts that might need more attention and an adjustment in their workload. This is the same for those who may be completing work immediately. Their teacher may be able to adjust their workload to give them more challenging assignments to avoid boredom. Keep supplies organised An organised space and materials can help make homework less stressful. There are a few different areas to focus on when it comes to staying organized. Making sure your child has a clean workspace and the items needed to stay organized can help them feel more prepared. Work with your child to check books and folders, pencil bags and even ask about locker organisation at school. Also, make it a point to do weekly backpack clean outs as sometimes there could be papers and miscellaneous items lost in one of the many pockets! Have a weekly schedule Once you have a good idea of how long homework takes, you can create a daily or weekly schedule that incorporates it. Set aside some time to discuss the weekly to-dos with your child and how to plan these into the days of the week. Then encourage them to write these tasks down on a planner so they can visualize the week ahead of them. This gives them an idea of what to expect and how to plan accordingly around these important to-dos. Praise efforts Sometimes homework assignments are quick. Other times a little encouragement might be needed. Praise their efforts to encourage them to continue practicing. Explain that sometimes mistakes happen, that they are part of the learning process, and they can actually illustrate how to find the solution. Have a Plan for Big Assignments Stay informed about when your child is tackling big assignments or multiple assignments from different subjects in one day. It may help to plan in breaks and have regular check-ins to make sure things stay on track. For example, set a 30-minute goal for each assignment. Once the time is up, they get a break or even a small reward such as device time, a treat, or an extra star on a rewards chart. This allows them a few moments to clear their mind and then refocus their attention back to the big assignment. The takeaway Getting homework completed can be a challenge, but the practice it provides is a crucial part of the learning process. Practice at home can help to reinforce the concepts learned at school and build confidence for any future tests on the subject matter. These tips can make homework less stressful while also helping your child manage their time, stay organized and develop more independence. This article is courtesy of the Kumon North America website* * https://www.kumon.com/resources/how-to-make-homework-less-stressful/

September 5, 2025

Harnessing the Hidden Potential of ADHD: The Power of Hyperfocus

Most people are surprised to discover that individuals with ADHD have the ability to focus intently for long stretches of time. “Surely not? I mean, it’s called Attention Deficit Hyperactivity Disorder.” As educators, our day-to-day perception of ADHD is the child who is easily distracted and struggles to sustain attention. It is Tshego staring out the window, lost in thought; Mark sculpting a work of art with his eraser and scissors instead of writing his sentences; or Anika’s growing stack of incomplete tasks¹. Yet, individuals with ADHD can focus intensely and become completely absorbed in a task, often for hours at a time. ADHD – A nuanced understanding Is the term Attention Deficit Hyperactivity Disorder, then, a misnomer? Perhaps. Some argue that ADHD would be more aptly described as encompassing challenges with the regulation of attention, rather than a lack thereof. Furthermore, instead of a disorder, ADHD may be better understood as a unique brain type that shapes one’s experience of the world². In the DSM-V, ADHD is defined as a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. An array of symptoms related to inattention, impulsivity, and hyperactivity is used as criteria to identify ADHD and its three subtypes³. Yet, the ADHD experience is more multifaceted and nuanced, reaching beyond these facets to include challenges such as inaccurate perceptions of time, sensitivities around perceived rejection, chronically poor sleep, working memory difficulties, and sensory sensitivities. The struggles associated with ADHD are layered and complex, but so are the strengths and hidden potentials. Divergent thinking, a relentless generation of ideas, creativity, adventurousness, curiosity, and great reserves of energy are attributes positively associated with ADHD⁴. Hyperfocus is one such nuanced strength, frequently referred to as an asset, advantage, or even superpower. The hyperfocus advantage Hyperfocus is a term that describes a state of intense concentration, in which a person becomes utterly immersed in a task to the extent that all else falls away. A friend described her experience of hyperfocus to me as a meditative state, culminating in a deep sense of satisfaction and feeling of invigoration, with the knowledge that she had created something tangible, surmounted a challenging task, or achieved a goal. In the literature, the terms ‘flow’ and ‘in the zone’ describe similar phenomena of full task engagement, but are not necessarily synonymous with ‘hyperfocus’⁵. While in this state of complete absorption, the external environment fades away as the ADHD child, teen or adult seems to ignore or tune out everything around them. Task performance improves and they can be highly productive, sometimes achieving a week’s worth of work in a matter of hours. Hyperfocus is usually centred on an activity or subject that deeply interests or captivates the ADHD individual⁶, although they can also become fully engrossed in mundane tasks. Hyperfocus is typically sparked by deep interest⁹, sometimes leading to remarkable outcomes such as the realisation of a passion, world-changing innovation, and creative ingenuity. Some advocates refer to hyperfocus as an ADHD superpower in efforts to reframe an often negative narrative surrounding ADHD. Yet, for hyperfocus to truly be an asset, the challenges that accompany it need to be carefully managed. This is where educators and parents become our children’s greatest allies, helping them harness this capacity for intense focus and channel it towards productive endeavours in a balanced, healthy way. It is important to note that hyperfocus is not currently listed in the diagnostic criteria for ADHD in the DSM-V⁷. Many children may become absorbed in video games or doodling for hours without having ADHD. Similarly, the lived experience of ADHD is not uniform across all individuals, and your ADHD child, spouse, or friend may experience hyperfocus to varying degrees, or not at all. Navigating hyperfocus challenges I recall once being very pleased to see my usual daydreamer, Gugu, working intensely throughout our Mathematics lesson, only to have her hand in a blank worksheet. What in the world had she been doing? On inspecting the back of the worksheet, I discovered a magnificent rendition of the clownfish poster I had stuck on the wall to introduce our ocean theme. Dr Edward Hallowell, a leading expert, describes ADHD as a set of “paradoxical tendencies”, the most noteworthy being “a lack of focus combined with an ability to superfocus”. The difficulty with both these states is that they are not entered into deliberately or by choice⁸. If the ADHD child could pay attention on demand by ‘trying harder’, classrooms would all have engaged, attentive students finishing their work. During a period of heightened, intense focus, the ADHD individual can become so engrossed in an activity that they become detached from their surroundings, lose track of time, and neglect their personal needs, responsibilities, and relationships⁹. When hyperfocus is directed at positive tasks, the ADHD individual can accomplish extraordinary things. Yet, they can just as easily become honed into non-beneficial activities, such as scrolling through social media. Hyperfocus in the classroom Educators may be scratching their chins at this point and thinking, “I see a lot of inattention and distractibility in my classroom, but not much hyperfocus.” This makes absolute sense. Schools adopt highly structured schedules, where each hour or so a bell rings and children are whisked off to the next lesson. There is little opportunity to get lost in an activity for an extensive period of time. This is partly why some ADHD children cope better at school than in adult life, where the organisational demands of everyday life soar¹⁰. Hyperfocus generally occurs around an activity that is highly interesting and intrinsically rewarding, whereas a lot of schoolwork can be tedious, repetitive, and colourless. The very act of learning involves practising a skill multiple times to master it, which, to the ADHD child, is, well, boring. Boredom is utterly unbearable to individuals with ADHD – they feel boredom as others do, a painful ache¹¹. There are simple ways to make our classrooms more engaging and appealing to the ADHD child. We can set the

August 25, 2025

The Transformative Power of Reading

As a Junior Primary teacher, I have witnessed firsthand the remarkable power of reading in shaping young minds. Reading is not just a skill we teach. It unlocks doors to learning, understanding, and communication on many levels. It lays the foundation for academic success, fosters emotional growth, and builds connections, both with others and within ourselves. A child who reads becomes an adult who thinks Teaching reading and comprehension is a deep passion of mine, one rooted in my own love for books. From the moment my daughter was born, I began reading to her. Our home has always been filled with books. These books have not only filled our shelves but have shaped our conversations, our imaginations and our shared moments. Creating an environment rich in reading materials allows children to engage deeply with language. Not only does reading expose them to vocabulary far beyond what they may encounter in everyday conversation, but it also stretches their expressive capabilities and builds confidence in communication. The benefits of reading, however, go far beyond vocabulary. Stories strengthen memory by encouraging children to recall characters, events, and sequences. They nurture critical thinking through plot twists, problem-solving, and inference. Discussing stories helps children analyse, interpret, and evaluate, all essential skills not just in school, but in life. One of the most beautiful aspects of reading is its power to promote empathy. When children read about characters from different backgrounds or facing unfamiliar challenges, they begin to understand perspectives beyond their own. In my classroom, when small disagreements arise, as they often do in the Junior Primary phase, I sometimes turn to stories to gently explore the situation. A book about sharing or managing anger can open the door to meaningful conversation in a non-threatening way. It allows children to reflect, relate, and respond with more kindness and awareness. Reading also fosters social and emotional connections. Bedtime stories are a cherished tradition in many households, creating a moment of calm and closeness at the end of a busy day. For younger children, being read to reinforces their listening skills, attention span, and the rhythm of language. For older children, reading together, even silently, can be a quiet and comforting way to bond. Now that my daughter is in the Senior Primary phase, I no longer read aloud to her each night, but we still make time to read beside each other in bed. These peaceful, shared moments, each of us lost in our own book, are deeply meaningful. They keep our bond strong and highlight the importance of making space for reading, even as life gets busier. The magic of reading is that it grows with you. A love of reading evolves from a simple joy into a lifelong habit that informs your worldview, sharpens your understanding and enriches your ability to communicate. As teachers and parents, we have the immense privilege and responsibility of planting the seeds of literacy early on. With every story we share, we are not just teaching children to read; we are teaching them to listen, to imagine, to question, and to dream. And that is where true learning begins. Natalie Sales St Teresa’s School Grade 2 Teacher

August 18, 2025

Why Mother Tongue Learning Matters: Language, Identity, and Understanding

Language is more than just a way to communicate, it’s a key part of who we are. For little ones, diving into their mother tongue isn’t just about learning to speak – it’s about building confidence, discovering their unique identity, and feeling deeply connected to their family and culture. As South Africans, we’re fortunate to have 11 official languages, each one representing a unique heritage. Heritage Month is the perfect time to spotlight on the immense value of mother tongue learning and how it can be meaningfully nurtured at home and in the classroom. Building Pride Through Everyday Visibility Imagine walking into a space where your language is celebrated everywhere, on colourful posters, handy labels, and even classroom walls, it sends a powerful message: your language matters. Whether in a school hallway or a common area at home, visual resources help normalise linguistic diversity and make children feel seen and valued. Everyday Practices That Make a Difference Want to make language learning fun and impactful? Try weaving multiple languages into your daily routine! Try greeting your child in different South African languages throughout the week—Sawubona, Molweni, Dumelang, Goeie Middag—and invite them to do the same with friends or family. When children see adults genuinely interested in and respecting their language, it truly helps them beam with pride in their heritage and feel confident about who they are. Celebrating Language, Celebrating Identity Ultimately, celebrating our mother tongues goes way beyond just words. It’s about honouring the beautiful, unique identity of every child. By making space for all languages, we’re not just teaching; we’re nurturing a deep sense of belonging and laying the foundation for mutual understanding and respect. Support from Twinkl’s Resource Bank At Twinkl, we understand how vital teachers and parents are in helping shape a child’s sense of self. That’s why we’ve poured our hearts into creating a fantastic range of inclusive resources that truly celebrate South Africa’s incredible languages and cultures. Our colourful posters, handy flashcards, and engaging worksheets are all designed to make mother tongue learning and multilingual understanding accessible and fun! Whether you’re celebrating Heritage Month or just looking to enrich your child’s learning environment, Twinkl has ready-made, CAPS-aligned tools to help you make every child feel recognised, respected, and included. Explore Twinkl’s Traditional Attires Poster and other inclusive resources to start meaningful conversations about language and culture this Heritage Month. Let’s celebrate every voice and every language it speaks.

August 13, 2025

Why Messy Play Matters: Building the Brain Through the Senses

“Messy” play is vital for early childhood development. It engages all the senses, creating and strengthening neural pathways in the brain, laying the foundation for future academic learning. A child’s nervous system requires sensory stimuli to mature. Gaps in sensory development can make it harder for children to thrive in the school environment. “This foundation helps a child attend, behave, function, and learn.” – Amy Hathaway Are our children being deprived of the necessary sensory stimuli that build the foundation of human development in a world of ever-increasing technology, busyness and the need to perform? As parents, are we creating opportunities for our children to be exposed to a variety of sensory experiences that stimulate growth and development, or are we inadvertently limiting their sensory experiences by protecting them from too much? Research conducted by psychologists and experts in child development underscores the urgent need to return to basics. Never in history has there been such a wave of mental health needs in younger and younger children. Children are kept safe behind fences, entertained on screens and enrolled in extracurricular activities, with very little time to play freely, think for themselves and explore their world. The Sensory Pyramid of Learning was developed by Occupational Therapist Kathleen Taylor and special educator Maryann Trott in 1991. It is a wonderful visual that shows the order of learning, requiring a broad base of sensory learning before other skills can be built upon. At the base of the pyramid are the primary senses of touch (tactile), balance (vestibular), body awareness (proprioception), smell, taste, vision, and hearing. As these systems develop, children are then able to build higher-level skills like attention, emotional regulation, language, social interaction, and eventually, academic learning such as reading, writing, and problem-solving. If there are gaps or challenges at the base of the pyramid, it can affect a child’s readiness for more complex learning tasks. This is why rich, varied sensory experiences are so vital in the early years. So how can you practically support your child’s sensory development? 2. Provide spaces where your child can make a mess, explore and discover. 3. Provide materials such as boxes, old linen, and recyclable materials such as bottle tops, which are open-ended and can function in many different ways. 4. Dress your child in comfortable clothes, allowing them to move freely and get dirty without worry. 5. Give access to the outdoors where your child can find bugs, make mud pies and move. 6. Encourage your child to explore a variety of sensory experiences and develop independence. 7. Remove their shoes. Barefoot walking has many benefits, providing sensory feedback to the nervous system. Studies show that walking barefoot increases cognitive ability, sensory integration, foot mechanics, balance and calmness. These studies recommend that children predominantly go barefoot and only wear shoes when necessary up to the age of 4, while their feet are still developing. 8. While creating boundaries is necessary, provide a space where they can explore with a variety of mediums, such as paint, chalk, and mud. Allow them to paint their feet, hands, and bodies, providing a rich sensory experience. A great way to do this is in the shower or bath, where everything can be washed away, or outdoors on a hot day with added water play. 9. Allow children to safely make mistakes, thereby learning from them and gaining independence and resilience. “A brain that is nourished with a balance of basic sensory input attends well and learns well!” – Amy Hathaway A useful resource on Early Childhood and Sensory Development can be found at: https://developlearngrow.com/the-pyramid-of-learning Kerry Semple Rosebuds Pre-primary School Grade 00 Teacher

August 11, 2025

Boredom: The Secret Ingredient to Raising Resilient, Innovative Thinkers

Lessons from a mother, educator, and principal of St Teresa’s Junior Primary School on the quiet power of unstructured afternoons, cardboard castles, and the early roots of entrepreneurial thinking. In a world filled with instant entertainment, glowing screens, and tightly packed schedules, the idea of letting a child be “bored” might sound strange, or perhaps even unkind, to many parents. However, boredom is not something to be feared. In fact, it might just be one of the greatest gifts we can give our children. As a mother of four and the principal of St Teresa’s Junior Primary School, I’ve seen the power of boredom in action in both my own home and in our school environment. When my children were younger, our afternoons weren’t scheduled with endless activities, extra lessons, or screen time. They were filled with cardboard boxes, paper scraps, masking tape, crayons, and other ‘junk’ items. The crafts created were not Pinterest-worthy masterpieces, but rather messy, genuine, and joyful expressions of creativity. My children spent a great deal of time outdoors – they were blessed with a garden and Johannesburg’s beautiful weather. Sticks, stones, mud, water and various other natural elements were readily available for their imaginative play. My house was often filled with blankets, cushions, and sheets that were constantly being turned into tents, castles, and pirate ships. There was noise and a touch of chaos, but also concentration, collaboration, and innovation. Those hours of unstructured time contributed to the confident, resourceful adults my children have become. Three of my children are now working, finding success and fulfilment in their various fields: medical, financial, and engineering. My youngest is at university, studying engineering. He is what we affectionately call a ‘laat-lammetjie’. Due to the age gap and my own demanding work schedule, he has spent many hours entertaining himself. I smile when I see how easily he generates ideas, tackles new challenges, and sees opportunity where others might see boredom. In fact, in his first year at university, he’s already launched one small business and is working on a second. That kind of entrepreneurial drive doesn’t come from being spoon-fed entertainment; instead, it comes from having time and space to explore, experiment, and fail. From boredom came creativity. From creativity came confidence. From confidence came a young entrepreneur. When children are bored, their minds are given the space to wander, wonder, imagine, and create. It is in these moments that creativity and innovation begin to bloom. A cardboard box becomes a spaceship. A stick transforms into a wizard’s wand. A blank page turns into a comic book, a board game, or an invention. Boredom encourages children to solve problems, generate ideas, and direct their own play. I was watching a little girl in our school’s mud kitchen just the other day. She had “baked” chocolate cupcakes (a clever mix of mud and water) and was decorating them with “sprinkles” made of dry soil. No adult told her what to do, she invented it all by herself. When children are left to decide what to do next, without step-by-step instructions, they are practising planning, organising, and thinking ahead. These executive function skills underpin academic success and emotional regulation. They are learning how to break a big idea into small steps, how to persevere when things go wrong, and how to keep going when there is no immediate feedback or applause. These are the building blocks of resilience, adaptability, and internal motivation – qualities that help children grow into capable, confident adults. Allowing your child to be bored is not neglect: It is allowing your child to grow in confidence, It is saying that what they initiate and do has value This is one of the best ways to boost self-esteem As parents, we have an important role to play in this. We need to create an environment that allows this free play to take place. We need to allow certain sections of our houses, classrooms, gardens, and playgrounds to be a little ‘messy’ because children are allowed to play freely and without concern in them. At our school, we use large foam blocks, ribbons, fabrics, masking tape, and other items that the girls use to build shops, animal clinics, homes, or whatever their imaginations inspire. During this type of play, the girls collaborate, create, and take ownership of their learning. Over-scheduling children and constantly rescuing them from boredom can rob them of important developmental experiences. Many children today are overstimulated but underdeveloped in terms of problem-solving, patience, and emotional regulation. We should allow them to have unstructured, adult-free play to learn to negotiate, listen, debate, collaborate, lead, and follow. They become more emotionally resilient, socially skilled, and cognitively curious. These soft skills are essential in adulthood for building healthy relationships in the workplace and community. When we stop filling every moment, our children start filling it with their own brilliance. So, the next time your child sighs and says, “I’m bored,” try smiling and replying, “That’s wonderful.” Let them know that boredom is not something to be feared or a problem to be solved by an adult. It is something to be solved by their imagination. In the quiet spaces where nothing is planned, skills are being developed, and something extraordinary is waiting to be discovered! Lynne Elfick St Teresa’s School Junior Primary Principal

August 4, 2025

Turning Everyday Moments into Maths Lessons at Home

As a parent, you’re your child’s first and most important teacher — and the good news is, you don’t need fancy equipment or complicated lessons to help your child build strong maths skills. In fact, some of the best maths moments happen in simple, everyday life. From counting change at the shop to measuring ingredients in the kitchen, every day is full of opportunities to show your child that maths is all around them — and that it can be fun, too! Everyday Ways to Weave Maths Into Home Life 🛒 At the Shops: Ask your child to help you count coins or compare prices. Older children can estimate the total cost or check the change you get back. 🍳 In the Kitchen: Cooking is full of maths! Let your child measure out flour or milk, count spoonfuls, or help you double or halve a recipe. 🎲 Play Together: Board games and card games help children practise counting, adding, and recognising numbers — all while having fun. Have you played Mathopoly Times Tables Game yet? The Mathopoly Times Tables Game for the Foundation Phase is a printable, engaging, educational twist on the classic board game that helps young learners master their times tables in a fun and interactive way. 🧺 Laundry Time: Sorting clothes? Ask them to match socks in pairs, count items in groups, or spot patterns like stripes and spots. 🕰️ Planning the Day: Use clocks and calendars to talk about time — “If it’s 3:00 now, what time will it be in an hour?” or “How many days until your birthday?” The best part? Children learn that maths isn’t just something that happens in a workbook — it’s a skill they use every single day. Adding a Little Extra Magic: Twinkl’s Engaging Resources While everyday moments are powerful, sometimes children need a bit more structure — and a dash of excitement — to keep them interested. That’s where Twinkl’s co-branded resources come in. Twinkl has teamed up with beloved brands like Mattel to bring you creative, themed activities that make maths feel fresh and fun. One favourite for parents and teachers alike is the Barbie: Magnificent Maths Activities Pack. Bring Barbie Into Maths Time Designed for children aged 5–9, this special pack was developed in partnership with Mattel. It includes two handy folders of activities — one for younger children and one for slightly older learners. Inside you’ll find: With Barbie’s inspiring “You Can Be Anything” theme woven through every page, these colourful, ready-to-print activities make practising maths feel like an adventure, not a chore. Why Parents Love It ✅ Easy to download and print — no fuss, no extra prep. ✅ Fun, familiar characters help keep children motivated. ✅ Designed by real teachers who know how to keep children engaged. Download the Barbie pack today and help them discover that numbers really can be fun! So next time you’re out shopping, baking, or playing a game together, remember: every moment can be a maths moment. And when you want to add a little extra sparkle, simply log in to your Twinkl account and download the Barbie: Magnificent Maths Activities Pack to keep the fun going at home.

July 23, 2025

Helping Your Child Overcome Maths Anxiety: A Magical Story to Make Numbers Less Scary

Many children feel worried or fearful when it’s time for maths. For some, numbers feel confusing; for others, it’s the fear of getting the answer “wrong” that makes them want to avoid maths altogether. This is called maths anxiety, and it’s far more common than you might think. The good news? With gentle support — and a little creativity — parents can help children build confidence and see maths in a whole new light. Why Do Some Children Fear Maths? Maths anxiety can start early. A child might struggle with basic sums, feel pressured to finish work quickly, or compare themselves to classmates who seem to “get it” faster. Over time, this can lead to frustration and avoidance — which only makes it harder to keep up. How Parents Can Help 💡 Talk openly: Let your child know it’s okay to feel nervous about maths — but remind them that they’re not alone and that everyone learns at their own pace. 💡 Celebrate small wins: Praise effort, not just correct answers. Solving one problem after struggling is a big achievement! 💡 Make maths fun and safe: Use games, puzzles, or everyday tasks like cooking or shopping to show how maths pops up in real life. The goal is to practise in small, low-pressure ways. 💡 Read stories that build confidence: A wonderful way to gently address maths anxiety is through stories children can relate to — like Twinkl’s magical eBook, The Unicorn Who Was Afraid of Maths. A Story That Makes Maths Feel Less Scary If your child has ever felt afraid of numbers, they might see themselves in the little unicorn from this charming eBook. In The Unicorn Who Was Afraid of Maths, children join a magical unicorn on a journey to face its fear of numbers. With colourful illustrations and an encouraging storyline, this book helps children understand that it’s normal to feel unsure — and that they can overcome it with courage and practice. Reading this story together is a lovely way to open up conversations about your child’s own worries. Try reading it before a maths lesson or during story time at home. Ask gentle questions like, “Have you ever felt like the little unicorn?” or “What do you think helped the unicorn feel braver?” This simple story can make a big difference, helping your child see maths as something they can tackle, not something to fear. Combine Stories with Fun Practice Once your child feels a little more confident, you can help them keep building their skills in a fun way. Apps like the Twinkl Maths App are designed by teachers to turn tricky maths practice into quick, playful games. Whether they’re working on times tables or adding and subtracting, children often don’t even realise they’re learning — they’re too busy having fun! Where to Find the Unicorn eBook The Unicorn Who Was Afraid of Maths is available to download and print with a Twinkl membership. It’s prep-free for teachers and perfect for parents too. Simply log in, click Download Now, and enjoy story time with your child at home or on the go. Final Thought With your encouragement, small steps, and a sprinkle of magic, your child can face their maths fears head-on and start to see themselves as someone who can do maths, one brave step at a time. 🌟 Ready to help your child feel braver with numbers?Download The Unicorn Who Was Afraid of Maths today and let the magic begin.

July 17, 2025

Make Maths Fun: How the Twinkl Maths App Can Help Your Child Build Skills Through Play

Many children struggle with maths, but what if practice could feel more like a game than homework? For parents looking for a way to boost their child’s confidence in maths, the Twinkl Maths App is a simple, safe, and effective tool that turns mental maths practice into fun, bite-sized games. Why Mental Maths Matters Strong mental maths skills are the building blocks for success in the classroom and everyday life. From adding up prices in a shop to working out time or measurements, children use these skills all the time. But for many, practising times tables or number bonds can feel repetitive and dull, which is exactly where the Twinkl Maths App makes a difference. What Is the Twinkl Maths App? Created by teachers, the Twinkl Maths App is designed to help children master key maths facts and build speed and accuracy through engaging, game-like challenges. The app covers core skills such as: With over 100 different game modes, your child can practise exactly what they need — whether they’re just starting out or building up speed for school tests. How Does It Work? Children can choose from two main modes: A Safe, Flexible Way to Practise Parents can feel confident knowing the Twinkl Maths App: Why Parents Love It Parents often say the Twinkl Maths App keeps their children focused, happy, and motivated. Because the app feels like a game, children are more likely to spend extra time practising — and they often don’t even notice how much they’re learning while they play. “It’s super engaging and easy to use — no interruptions, and you can even use it without Wi-Fi.” — Parent review Try It Today Whether you want to support your child’s homework, help them prepare for a multiplication test, or simply encourage them to see maths in a new light, the Twinkl Maths App is an easy way to build skills through fun, daily play. Ready to make maths practice something your child looks forward to?Download the Twinkl Maths App today and see the difference for yourself.

July 7, 2025

Making Maths Easier for Every Child: Discover the Twinkl Maths App

If you’re a parent, you’ve probably experienced the daily homework battles or tried to make sense of the methods your child is learning in Maths today. The good news? Help is finally here – and it’s as simple as downloading an app! The Twinkl Maths App is designed to make learning Maths fun, interactive and easy to understand – whether your child is just starting to count or preparing for high school assessments. Covering the South African curriculum from Preschool to Grade 9, the app provides bite-sized, curriculum-aligned questions and activities that build your child’s confidence and help them master key concepts step by step. With colourful illustrations, child-friendly questions, and instant feedback, the app is perfect for practising at home, whether for homework, revision, or extra support during the holidays. What makes the Twinkl Maths App even more appealing is that it’s designed by educators who understand what children need – and what parents are looking for. Maths Made Easier – In Your Language As part of its Maths Made Easier campaign, Twinkl has also released a range of dual-medium Maths resources for Grade 7 learners. These resources are now available in English alongside isiZulu, isiXhosa, Sepedi, Setswana and Sesotho – helping more learners understand tricky topics in a language that makes sense to them. It’s part of Twinkl’s ongoing commitment to making education accessible, inclusive, and empowering for every South African child. Win a Set of SHARP EL-W535SA Scientific Calculators for Your Child’s Class! To celebrate Maths Month and the launch of their dual-medium Maths content, Twinkl is giving away a full class set of SHARP EL-W535SA Scientific Calculators on their Facebook page! To enter, simply visit our Facebook group and look out for the Math Made Easy Competition post with the entry details. It’s that easy – and it’s a great way to support your child’s learning while standing a chance to win a prize that makes a real difference in the classroom. Download the Twinkl Maths App from your app store today, or explore free printable resources and bilingual Maths support at www.twinkl.co.za.Follow @TwinklSouthAfrica on Facebook to enter the competition and get involved in the Maths Made Easier campaign!

July 1, 2025

Breaking Barriers with Language: How Mother Tongue Resources Are Supporting Learners in STEM

As learners transition through the Intermediate and Senior Phases of schooling, one of the most significant challenges they face is the language of learning and teaching, especially in subjects like Science, Technology and Mathematics (STEM). For many South African learners, the shift from learning in their home language in the Foundation Phase to English in Grade 4, or continuing in a language that is not their mother tongue in Grade 7, can create substantial barriers to understanding and academic success. To address this, the Department of Basic Education has been placing renewed focus on the Mother Tongue-Based Bilingual Education approach, recognising that language should be a bridge, not a barrier, to learning. Why Mother Tongue Education Matters Children learn best when they understand the language in which they are taught. Research consistently shows that when learners develop strong foundational knowledge in their mother tongue, they are more likely to grasp complex concepts across all subjects, including STEM. Understanding key terminology and instructions in a familiar language boosts confidence, improves classroom participation, and enhances critical thinking. In subjects like Natural Sciences and Mathematics, where precise understanding is key, unfamiliar vocabulary in English can be an obstacle. This is particularly true for Grade 4 learners, who are adapting to more abstract content and new academic expectations, and for Grade 7 learners preparing for high school. The Role of Dual Language Resources To support learners in navigating this transition, Twinkl South Africa has created a range of dual language resources designed specifically for STEM subjects. These high-quality materials present content in both English and one of five African languages: isiZulu, isiXhosa, Sepedi, Sesotho, or Setswana. These resources offer a flexible and accessible solution for: By seeing STEM concepts explained in both English and their mother tongue, learners are better able to build academic vocabulary, make connections, and understand instructions and terminology. Parents can also use these resources to reinforce learning at home, even if they are not fluent in English themselves. How Parents Can Use These Resources Whether your child is in Grade 4 and adjusting to a new learning language, or in Grade 7 and needing support to catch up, here are a few ways you can use Twinkl’s dual language STEM resources at home: Twinkl’s resources are printable, easy to use on mobile devices, and available through free trials and subscriptions. Simply visit www.twinkl.co.za and search for “dual language STEM” to find materials matched to the South African CAPS curriculum. Empowering Success Through Language Every child deserves the opportunity to succeed—and language should never stand in the way. By using the power of mother tongue education and accessible dual language resources, we can help learners understand better, achieve more, and build a stronger foundation for their future in STEM and beyond.

June 26, 2025

Unlock the Power of Reading: Twinkl’s Phonics Programme for South African Families

In South Africa, where literacy is crucial to educational success and future opportunities, phonics plays a vital role in helping children become confident and independent readers. As a parent, you are your child’s first and most important teacher—and with the right tools, you can make a big impact on their learning journey. That’s where we come in. At Twinkl, we’re passionate about supporting those who teach, especially parents. Our expertly designed Twinkl Phonics Programme is here to help you guide your child step by step as they learn to read and write. Phonics is all about teaching children how sounds match with letters and how they can blend those sounds to read and break them apart to spell. It’s one of the most effective ways to build strong reading skills from the ground up. When children grasp phonics, they not only learn to read—they open the door to learning across every subject. Our phonics resources cover both English and Afrikaans, and are available from Grade R to Grade 3. They’re fully CAPS-aligned, created by South African teachers, and designed specifically for our South African learners. You’ll find that lessons are not only educational but also fun and relatable—thanks to the lovable Langa family in English and the friendly Smit family in Afrikaans, who guide children on their learning journey in a way that feels like home. Whether you’re supporting your child after school, doing extra practice over the weekend, or homeschooling full time, you’ll find everything you need at Twinkl: from easy-to-follow activity sheets to colourful PowerPoints, decodable readers, and even interactive games. Resources come in bright full colour and eco-friendly ink-saving versions, so you can print with peace of mind. And here’s some exciting news just for parents! Our brand-new Afrikaans Klanke Programme is launching on Friday, 30 May. To celebrate, all Klanke resources will be completely FREE to download from 2 to 6 June. It’s the perfect chance to explore and try out our engaging Afrikaans phonics materials with your child. Ready to get started? Visit Twinkl.co.za today and discover a world of resources that make learning to read fun, achievable, and rewarding—for both you and your child.

June 18, 2025

Helping Your Child Improve Their Handwriting at Home: Practical Tips for Parents

panic about. Handwriting develops at different rates for each child, and with a little support at home, most children can improve with time, patience, and the right resources. Strong handwriting is important not only for neat schoolwork but also for helping children express their ideas clearly, build confidence, and stay focused in class. If your child finds handwriting difficult, there are simple and fun things you can do at home to help. Why Some Children Struggle with Handwriting There are many reasons why handwriting may be a challenge: Fortunately, all of these issues can be addressed with small daily activities and plenty of encouragement. Simple Things You Can Do at Home Here are some tried-and-tested ways to help your child improve their handwriting: 1. Strengthen Fine Motor Skills Before children can write well, they need to build the muscles in their hands and fingers.Try: 2. Practice Pencil Grip Show your child how to hold a pencil correctly. Use triangular pencils or grips if needed. A good grip helps with control and reduces hand fatigue. 3. Set Up a Comfortable Writing Space Ensure they have a flat surface, a comfortable chair, and good lighting. Keep distractions to a minimum. 4. Use Short, Focused Practice Sessions Rather than long writing drills, aim for 5–10 minutes of focused practice each day. This keeps your child engaged and reduces frustration. 5. Encourage Letter Formation Practice Start with individual letters, then move on to words and sentences. Twinkl’s handwriting resources are specially designed for South African learners, covering both Foundation Phase print and South African cursive. These resources include:✅ Letter formation posters and cards✅ Tracing worksheets for letters, words, and sentences✅ Fine motor control practice sheets✅ Join-the-dots activities✅ Cursive handwriting guides✅ Seasonal and themed handwriting practice (perfect for holidays or fun weekends!) Whether your child is just starting in Grade R or is in a higher grade needing extra support, these printable and digital resources can make practice easy and engaging. How to Get Started Visit www.twinkl.co.za and search for “South Africa handwriting.” You’ll find a range of free and premium resources suitable for different ages and handwriting styles. Many families start with a free trial to explore everything available. A Little Practice Goes a Long Way Improving handwriting takes time, but it’s a journey worth taking. With a mix of fun activities, positive feedback, and the right tools, your child can build confidence and take pride in their writing. Your encouragement makes all the difference—and with Twinkl South Africa’s support, you’re never doing it alone.

June 12, 2025

Supporting Your Child’s Wellbeing During Exam Time

Exam time can be a stressful period—not just for learners, but for parents too. As assessments approach, many children experience heightened levels of anxiety, pressure, and even self-doubt. As a parent, it’s natural to want to help your child succeed academically, but it’s just as important to support their emotional wellbeing. The good news is that with the right tools and strategies, you can help your child feel more confident, prepared, and calm during this busy time. Understanding Exam Stress It’s completely normal for children to feel nervous before exams. A little pressure can be motivating, but too much can have the opposite effect. Signs of stress may include trouble sleeping, changes in appetite, irritability, or negative self-talk like “I’m going to fail” or “I can’t do this.” One of the most effective ways to manage exam stress is through preparation. When learners feel ready and well-supported, they are more likely to approach exams with a sense of calm and self-belief. How Twinkl Can Help Twinkl offers a wide range of resources designed to make revision more manageable and effective—for both learners and their families. Here’s how some of Twinkl’s tools can help your child prepare and feel supported: ✅ ‘How to’ Pages and Revision Guides Twinkl’s ‘How to’ pages and revision guides break down topics into bite-sized, learner-friendly summaries. These guides explain key concepts clearly and simply, making them ideal for reviewing content covered in class. Whether your child is brushing up on natural sciences, brushing up on maths methods, or recapping historical events, these resources offer a structured and accessible way to revise. ✅ Study Notes and Checklists Well-organised notes can make a big difference in how effectively your child revises. Twinkl’s study notes and checklists help learners keep track of what they’ve covered and what they still need to review. These tools not only boost confidence but also help children set achievable goals—another powerful way to reduce feelings of overwhelm. ✅ Practice with Past Papers One of the best ways to prepare for exams is to practise using past papers. Twinkl offers exam-style questions and papers that mirror the types of tasks your child will face. Doing past papers helps learners get familiar with the format and timing of exams and improves their ability to manage time under pressure. Most importantly, it builds confidence in their ability to tackle challenging questions. You can find our practice exams here https://www.twinkl.co.za/l/p0upw Your Role as a Parent While your child is doing the hard work of revising, your support can make all the difference. Here are a few ways to help: Final Thoughts Remember, exams are just one part of your child’s learning journey. With the right preparation tools and emotional support, your child can approach exam season with confidence and a positive mindset. Twinkl’s resources are here to guide you and your child every step of the way—helping them feel ready, steady, and supported.

June 3, 2025

After-School Overload: Helping Kids Manage Stress from Extra-murals

As children grow and become more involved in activities outside of school, it’s easy for their schedules to become packed with extracurriculars. Whether it’s sports, music lessons, dance, or art classes, extramural activities can be fantastic for building skills, boosting confidence, and providing social opportunities. However, as kids juggle multiple commitments, there’s a fine line between healthy enrichment and over-scheduling. Overloading your child with too many activities can lead to stress, burnout, and emotional exhaustion. In today’s fast-paced world, it’s important to help kids navigate their extracurricular schedules in a way that fosters growth without causing unnecessary stress. 💡 Why Does After-School Overload Happen? After-school activities offer many benefits, but there are a few reasons kids may feel overwhelmed: 📚 Source: American Academy of Pediatrics – Effects of Stress on Children 🌟 How to Help Your Child Manage After-School Stress Here are some practical ways to support your child in balancing their after-school activities while preventing overload: 1. Encourage Open Communication Make sure your child feels comfortable talking to you about their feelings. Check in regularly about how they’re feeling with their activities. If they’re starting to feel overwhelmed, listen to their concerns and discuss what changes might be needed. Tip: Ask open-ended questions like, “How do you feel about your activities this week?” or “Is there anything you’d like to spend more time doing or less time doing?” 2. Set Realistic Limits While it’s great for kids to be involved in extracurricular activities, it’s essential to avoid over-scheduling. Help your child select a balanced number of activities that they genuinely enjoy and are able to manage. Tip: Limit activities to 2-3 per week, ensuring they have enough time for homework, downtime, and family. 3. Encourage Play and Rest Play and relaxation are just as important as structured activities. Allow your child ample time to unwind and engage in unstructured play, where they can relax and recharge. Tip: Ensure that your child has at least one day a week with minimal activities to allow for rest. 4. Teach Time Management As children grow older and their schedules become busier, it’s essential to help them develop time-management skills. Teach them how to prioritise tasks, manage homework, and organise their extracurricular commitments. Tip: Use a planner or digital calendar to help your child visualise their week and avoid overloading any single day with too many activities. 5. Be Mindful of Your Own Stress Children often pick up on their parents’ stress levels. If you’re constantly rushing from one activity to another, your child may feel the same sense of urgency and pressure. Practice mindfulness and ensure that the whole family is taking time to decompress. Tip: Model a balanced lifestyle where relaxation and self-care are prioritised, and encourage your child to follow suit. 6. Choose Quality Over Quantity It’s not about how many activities your child does, but the quality of the experiences. Instead of enrolling your child in every activity under the sun, focus on a few that they are passionate about and where they can excel or truly enjoy the experience. Tip: Ask your child to reflect on what they truly love doing, and make that the priority when choosing extracurriculars. 7. Create a Healthy Routine Having a routine can help reduce stress by providing structure. Make sure there’s a balance between school, extracurriculars, family time, and rest. Children thrive when they have predictable, consistent routines that they can rely on. Tip: Set a consistent bedtime and stick to regular meal times, as adequate sleep and proper nutrition play a significant role in managing stress. 8. Recognise Signs of Burnout Pay close attention to signs that your child is becoming stressed or burned out. These may include: If you notice any of these signs, it may be time to reconsider the number of activities or provide additional support. 📚 Source: Psychology Today – Over-Scheduling and Kids 🧑‍⚕️ What to Do If Stress Becomes Overwhelming If your child is showing signs of extreme stress, burnout, or anxiety, it’s important to seek professional help. A therapist, counsellor, or paediatrician can help assess the situation and provide support strategies. Sometimes, taking a step back and reevaluating activities can go a long way in helping your child feel less pressured. 💬 Final Thoughts Extramural activities can enrich your child’s life, but balance is key. By prioritising your child’s emotional well-being, helping them manage their time, and encouraging open conversations, you can help them thrive without the stress overload. Remember: It’s not about how many activities your child does, but how they feel about the activities they choose. Help them find joy in learning and playing, not stress.

May 29, 2025

Upskilling Gen Z entrepreneurs through Higher Certificates

This year, the oldest members of Gen Z have been in the workforce for about 8 to 10 years. They are now the most significant portion of early- to mid-career professionals, entrepreneurs under 30 years, and recent university graduates. Gen Z are widely regarded as the most entrepreneurial generation the world has known. According to a global 2024 Forbes report, 62% of Gen Zs either already run a business or side-hustle, or they are planning to start one. Unlike their Millennial counterparts who tend towards a traditional approach to entrepreneurship, Gen Z are far more likely to look to the burgeoning digital economy to find their niche. As the first generation of true digital natives, Gen Zs are uniquely positioned to thrive in online business landscapes. After all, they have grown up fluent in social media, e-commerce, influencer culture, digital marketing, and cloud-based tools for productivity, and just about everything else. This digital eloquence gives them an advantage in setting up side-hustles at a young age, feeding their ambitions to one day scale-up their efforts into viable businesses. Where passion meets the reality – the need for entrepreneur education The rise of the digital economy and the advantages of their digital fluency converge with several Gen Z priorities such as their focus on work-life balance, their drive to work with purpose and their desire for levels of autonomy and independence that aren’t offered by conventional employment. However, whether your venture is operating on or offline, every entrepreneur needs a strong grounding in business fundamentals, which apply in any context. A 2023 Youth Business International report identifies access to business education, financial literacy, and mentorship among the most common barriers for young entrepreneurs globally. Lee-Ann Drummond, Head of SACAP’s Management & Leadership faculty says, “As a venture grows, one of the most common obstacles that emerges is the lack of business knowledge and skills to reach the next level. Business planning and strategy, financial literacy and budgeting, marketing and branding, leadership and people management are some of the foundational aspects to building a sustainable business. So, it makes sense that aspiring Gen Z entrepreneurs have plans to gain this essential knowledge, and this is where accessible Higher Certificate education programmes can come to the fore.” For instance, SACAP offers a CHE-accredited Higher Certificate in Business Management as well as a Higher Certificate in Human Resource Management to meet the needs of aspiring Gen Z entrepreneurs. Both courses take place online over five academic terms. Drummond says, “This means you can learn at your own pace while operating your business, and you get to dynamically apply the business-ready skills you are learning as you progress through the curriculum. These programmes are designed as practical pathways into the world of business, grounded in applied psychology, business knowledge and critical thinking.” Learning that matches Gen Z’s preferences SACAP’s learning approach and student-centred ethos are deeply aligned with Gen Z worldviews and lifestyles. The Higher Certificate programmes are digitally led learning journeys with regular feedback from class facilitators. It is ideal for students who want the flexibility to balance their daily commitments and studies and to work at their own pace while meeting weekly milestones. There are strong support systems in place and a focus on developing emotional intelligence, critical thinking and communication abilities – essential skills for entrepreneurial success. Applications to the SACAP Higher Certificate in Business Management and the Higher Certificate in Human Resource Management are open now, until 23 June 2025. Visit www.sacap.edu.za

May 29, 2025

10 Exam Prep Mistakes I Made In Maths (and How Your Child Can Learn From Them)

As a mathematics educator — and someone who once sat where your child is now — I understand how easy it is to fall into unhelpful study habits, especially when exam pressure builds.At one point, I struggled too.However, by recognising and overcoming these mistakes, I eventually earned a mathematics degree and helped many learners succeed. Today, I want to share 10 common exam prep mistakes I personally made — and more importantly, how you can help your child avoid them, build better habits, and achieve their full potential. Mistake 1: Cramming at the Last Minute In school, I sometimes left my revision until the very last few days of exams. I thought intense cramming would save me, but all it brought was stress, confusion, and shallow understanding. ➔ What Parents Can Do:Encourage your child to start studying early (even a month before).Just an hour or two each day can build deep understanding and reduce stress before exams. Mistake 2: Pulling an All-Nighter Before the Exam Once, I stayed up all night trying to “catch up.” I was so exhausted the next day that I couldn’t even answer simple questions. That exam did not go well! ➔ What Parents Can Do:Help your child plan ahead to avoid last-minute panic.Emphasise that a well-rested brain performs better. A good night’s sleep can be the difference between panic and clear thinking during the exam. Mistake 3: Relying Only on Past Papers and Memorising Memo Steps I used to believe that if I practised enough past papers, I would be fully prepared. I overlooked the fact that exams often include new question formats or structures, even if they test the same concept. Especially in subjects like mathematics, problem-solving skills are essential. ➔ What Parents Can Do:Remind your child to master the concepts first and practise problem-solving, not just memorising steps.Encourage them to review their syllabus or topic checklist. (Tip: They can ask their teacher for a breakdown if needed.)Understanding the basics ensures they can tackle any new question format confidently. Mistake 4: Not Fully Reading (and Understanding) Instructions In a rush, I often missed keywords and details in certain questions (e.g., “prove that the two angles are equal”), leading to unnecessary mistakes. In the given information, there is usually a hidden key to the answer. ➔ What Parents Can Do:Teach your child to slow down and carefully read each instruction.Understanding exactly what the question is asking often unlocks valuable marks. Mistake 5: Comparing Myself to Others I wasted precious time feeling discouraged when I thought my classmates were “getting it” faster than me. What I didn’t realise was that every learner is different — and that I needed to work with my own strengths. ➔ What Parents Can Do:Support your child in understanding their unique learning style.Visual learners, for example, can benefit from drawing diagrams or using colours to highlight key signs (e.g., pink for “+”, green for “-“).Remind them that growth happens at their own pace — comparison only steals focus and confidence. Mistake 6: Neglecting Topics I Didn’t Like When I felt weak in a topic, I would often avoid it, focusing only on my favourite sections. Unfortunately, those neglected topics came back to haunt me during exams. ➔ What Parents Can Do:Encourage your child to tackle weaker topics early, even if it feels uncomfortable.Good strategy: Facing difficult topics early builds confidence and reduces last-minute panic. Mistake 7: Leaving Questions Blank If I didn’t know how to approach a problem, I sometimes left it blank. I missed out on part marks that could have boosted my overall marks! ➔ What Parents Can Do:Remind your child: “Never leave a question blank!”Even a rough attempt — showing formulas, steps, or explaining what they know — can earn them valuable marks. Tip: Start with the easier questions first — this helps build momentum and saves more time for complex topics later. Mistake 8: Skipping Steps in Working Out I thought writing fewer steps (or solving problems in my head) would make me “look smart.” Instead, I lost method marks and also made small unnecessary errors, like missing the “-“ sign! ➔ What Parents Can Do:Teach your child to show all their working — every step matters. Tip: I often used colours to highlight signs (e.g., pink for “+”, green for “-“) and avoid careless mistakes. Mistake 9: Memorising Without Understanding Sometimes, I memorised formulas without truly grasping what they meant. This made it difficult to apply them when questions were framed differently. ➔ What Parents Can Do:Support your child in understanding why a formula or method works.Use simple guiding questions like: Building a deeper understanding of key concepts helps them adapt to new types of questions (even those high-level questions — they’re always in the exam and often carry a lot of marks). Mistake 10: Not Asking for Help When I didn’t understand a topic, I sometimes stayed quiet out of fear (in the classroom) — afraid to look “stupid” compared to others. But not asking questions only made things worse. ➔ What Parents Can Do:Create a safe space where it’s okay for your child to ask for help.Encourage them to raise questions early — whether with teachers, tutors, or at home.Remind them that every great learner asks questions — it’s a strength, not a weakness! Even Albert Einstein, one of the greatest minds in history, was known for asking endless questions. His curiosity, not instant knowledge, was the key to his genius. Growth Takes Time (And Small Steps Matter) In conclusion, mistakes are not the end — they are part of the learning journey.By helping your child build good study habits early, you’re not only preparing them for exams, but for real-world success too. Small daily habits lead to big results. Sit down with your child today and create a simple study plan.Each small effort now lays a stronger foundation for the future. Bonus: Exam Prep Checklist Here’s a simple checklist your child can use during exam season: Looking for some practice exams? You

May 21, 2025

Your Grade 4 Child’s First Exams: A Parent’s Guide to Support and Success

f your child is in Grade 4, they may be getting ready to write formal exams for the very first time. For many families, this can feel like a big and sometimes overwhelming milestone. But with the right support, exam time can be a positive learning experience that helps build your child’s confidence and resilience. What Makes Grade 4 Exams Different? Up until now, your child’s progress may have been assessed through classwork, informal tests, and projects. In Grade 4, learners are often introduced to formal exams in subjects like Mathematics, English, Natural Sciences, and Social Sciences. This shift can feel intimidating, both for children and their parents. But here’s the good news: you don’t have to face this alone, and neither does your child. Helping Your Child Feel Ready One of the best ways to reduce stress and ease your child into the exam process is by helping them feel prepared. Twinkl offers a wide range of tools and resources that make revision simple, structured, and even enjoyable. Use Study Notes and Checklists Twinkl’s ready-made study notes are a great way to know exactly what information has been covered in each section according to the curriculum. They help your child make sure they’ve covered all the topics they need to revise. Practice with Past Papers For many Grade 4 learners, the idea of a formal exam paper can be daunting simply because it’s new. Twinkl’s past papers and practice questions show learners what to expect in terms of format and question style. Practising with these in a calm, no-pressure way helps learners feel more familiar and less anxious when the real thing comes around. You can find practice papers here: https://www.twinkl.co.za/l/p0upw Your Role as a Parent Your support during this first exam experience is incredibly important. Here are a few simple ways you can help: It’s Just the Beginning Remember, this is just the first step in your child’s exam journey. The goal isn’t perfection—it’s to learn how exams work, to try their best, and to feel supported along the way. With the help of Twinkl’s trusted resources and your ongoing encouragement, your Grade 4 child can face their first exams feeling prepared, proud, and ready to grow.

May 16, 2025

Helping Your Child Learn a Lot of Work Before Exams: Tips and Tricks for Parents

As exam time approaches, many parents wonder how to help their children revise a large amount of work without becoming overwhelmed. Whether it’s content-heavy subjects like Natural Sciences or History, or skill-based ones like Maths and English, it’s all about working smarter—not harder. Here are some tried-and-tested tips to help your child tackle their revision effectively and with confidence. 1. Break it Down into Manageable Chunks Trying to learn everything at once can feel impossible. Help your child divide their work into small, manageable sections. Use a study timetable to plan what to revise each day. Focus on one topic at a time rather than trying to do everything in one sitting. 2. Make Use of Visuals Children often remember things better when they can see the information. Encourage them to use: These tools not only make studying more fun, but also help learners make connections between ideas and recall them more easily in exams. 3. Repetition is Key Revisiting information multiple times helps move it from short-term to long-term memory. Encourage regular review of previously studied topics instead of cramming the night before. 4. Talk It Out Some children learn best by talking things through. Encourage your child to explain what they’ve learned to you, a sibling, or even a pet! If they can teach it clearly, they probably understand it well. 5. Keep it Active Sitting still for hours can make anyone lose focus. Try these methods to keep your child actively engaged in their learning: 6. Balance Work and Rest More work doesn’t always mean better results. A tired or stressed child won’t retain information easily. Make sure your child gets: A well-rested brain is a ready-to-learn brain. 7. Use Reliable Resources Having access to quality, age-appropriate resources can make all the difference. Twinkl offers everything you need for exam revision in one place: These resources help your child feel prepared, organised, and supported as they work through large sections of content. You can find all Twinkl’s practice assessments, tests and exams here: https://www.twinkl.co.za/l/p0upw You don’t have to be a teacher to help your child succeed—you just need to be present, patient, and encouraging. Praise the effort, guide the process, and remind them that it’s okay to take breaks and ask for help. With good preparation and your support, they’ll go into their exams feeling confident and capable.

May 6, 2025

Twinkl’s Assessment Range: Empowering Your Child’s Academic Success

As a parent, you play a crucial role in your child’s educational journey. Regular assessment practice is key to helping your child build confidence, track progress, and achieve academic success. Twinkl provides a comprehensive range of assessment resources designed to support learners at every stage, making exam preparation and revision easier and more effective. From early Foundation Phase assessments to Intermediate Phase tests and Senior Phase exam papers, Twinkl offers trusted, CAPS-aligned resources that help your child stay on top of their learning throughout the year. Covering all key subjects — including Languages (English and Afrikaans Home and First Additional), Mathematics, Social Sciences, Natural Science and Technology, Life Orientation, Creative Arts, and Economic Management Sciences — Twinkl’s assessments are tailored to meet the needs of South African learners. Why regular assessment practice matters: Twinkl’s assessments come with marking sheets, making it easy to review your child’s work and celebrate their progress. By integrating regular assessments into your child’s routine, you can provide valuable support and set them up for success — all with the help of resources created by educational experts. Explore Twinkl’s assessment range and FREE assessment guides today and give your child the tools they need to thrive! Link: https://www.twinkl.co.za/l/7c7xd

May 2, 2025

Discover the Magic of Twinkl Literary Classics for Little Learners

Step into a world of wonder and imagination with the Twinkl Literary Classics for Little Learners range — a beautifully curated collection of timeless tales thoughtfully adapted to ignite a love of reading in young children. This range offers a gentle introduction to some of literature’s most cherished stories, designed to nurture curiosity, empathy, and a lifelong passion for books. Why Introduce Classic Literature to Little Learners? In an age where digital distractions are everywhere, sharing classic stories with children opens a door to rich storytelling traditions, diverse cultures, and timeless life lessons. These beloved tales connect readers to historical contexts, moral dilemmas, and universal themes, helping children explore complex emotions and understand the world through different perspectives. Reading classic literature at a young age can also enhance language development and vocabulary, introducing children to beautiful, expressive language they may not encounter elsewhere. The vivid imagery and memorable characters spark imagination and creativity, encouraging children to dream big and think beyond their immediate surroundings. Moreover, these stories help build resilience and moral reasoning as children witness characters navigating challenges, making difficult decisions, and growing through adversity. This not only fosters empathy but also empowers young readers to see themselves as capable of kindness, bravery, and perseverance in their own lives. Thoughtfully Adapted for Young Readers The Twinkl Literary Classics for Little Learners range carefully reimagines classic tales to suit young audiences. We’ve simplified intricate subplots, adjusted complex themes, and ensured the language remains accessible and engaging for early readers — all while preserving the heart and essence of each original story. Sensitive and Age-Appropriate Storytelling We understand that some classic tales touch on challenging themes like loss, conflict, or hardship. Rest assured, any sensitive content has been handled with care, softened to align with the emotional maturity of younger readers. When pivotal to the plot, these themes are presented gently, providing an opportunity for meaningful conversations without overwhelming little minds. Shared Reading and Meaningful Conversations Reading these stories together can be a special bonding experience. As you turn the pages with your child, you can explore big ideas, answer curious questions, and encourage thoughtful discussions. This shared experience helps foster critical thinking and emotional growth, allowing children to reflect on the story’s characters, choices, and underlying messages. Sparking a Lifelong Love of Literature Above all, the Twinkl Literary Classics for Little Learners range is designed to inspire joy and wonder. We hope these adaptations become treasured favourites in your home, laying the foundation for a lifetime of literary exploration. After all, stories have the power to captivate, comfort, and empower — and every child deserves the chance to discover the magic of books. The range of Twinkl Literary Classics for Little Learners can be found here: https://www.twinkl.co.za/l/yxsux

April 25, 2025

Every Child Belongs: Growing Hearts and Minds at Dibber

“Parenting in the early years is an adventure. One moment, you’re watching your child turn snack time into a science experiment, and the next, you’re untangling playground disagreements. But beyond the daily chaos, one of the most valuable lessons we can teach our children is how to embrace others—quirks and all. “At Dibber, we believe in nurturing hearts and minds for the future. That means raising children who don’t just exist alongside others but truly see, value, and respect them. Inclusion isn’t just a concept—it’s a way of life, and it starts in early childhood. “As an educator, a special needs parent, and someone who is autistic myself, I understand inclusion from multiple perspectives. I’ve seen firsthand the joy and growth that happens when children are given the space to connect with those who experience the world differently. But I’ve also encountered moments that remind me of the work still to be done—like when a parent once said, “That child has something wrong in his head and needs to be removed” about my son. Statements like this come from a place of misunderstanding, and that’s exactly why we need to keep having these conversations. “We all see our children as perfect in their own way. But every child has challenges, a unique way of thinking, and moments of joy and struggle. Some differences stand out more than others, and too often, children who communicate, learn, or express emotions differently are misunderstood. Rather than approaching differences with fear or judgment, we can choose curiosity and kindness. “Early childhood is the foundation of lifelong learning. If we want to build a more inclusive society, we have to start by fostering inclusion in the places where children spend their earliest years. At Dibber, we see every child as competent and full of potential. That means we don’t just include children with diverse needs—we celebrate them. “If your child has a disagreement with another, instead of immediately assigning blame, take a moment to ask, “What happened?” Encourage them to consider different perspectives. Autism, ADHD, sensory processing differences—these aren’t things to be ‘fixed.’ They are simply different ways of experiencing the world, and when we talk about them openly, they become a natural part of life. “Children naturally gravitate toward those who are similar to them, but true growth happens when they form relationships with those who see the world differently. When we help children build friendships based on understanding rather than sameness, we give them a skill that will serve them for life. “Imagine telling a child who wears glasses that they can’t be part of a school because their eyesight isn’t ‘normal.’ It sounds absurd. Yet, when it comes to neurodivergent children, exclusion still happens too often. The truth is that inclusive education benefits everyone. It teaches patience, adaptability, and social skills that matter in the real world. Like our communities, our schools should reflect diversity’s beauty—not just a narrow version of it. “To the parent who once questioned my child’s place in school, let me reassure you: His mind is just fine. In fact, it’s filled with creativity, curiosity, and insights that might surprise you. The real challenge isn’t his brain—it’s a world that sometimes struggles to make room for different kinds of minds. “So, if your child has a neurodivergent classmate, take a moment. Instead of jumping to conclusions, encourage them to ask questions and be open. Teach them to be kind, not cautious, to be inclusive, not indifferent. Because one day, they will grow up and enter a world filled with people who think and experience life in all sorts of ways. Wouldn’t it be wonderful if they were prepared for that? Imagine if a child knew how valuable they are. “Inclusion isn’t about charity; it’s about humanity. As parents and educators, we have the power to raise a generation that sees the value in every mind, every perspective, and every person. Let’s make the most of that opportunity. “One day, your child may have a friend who communicates differently, a colleague who approaches problems from a new angle, or a partner who sees the world in a unique way. The empathy and understanding they learn now will shape how they navigate life later. So, let’s teach them to appreciate—not just accept—differences. Because the world isn’t made for only one kind of mind, and neither should our schools, our communities, or our hearts.” By Kelly Eyre, Quality and Pedagogy Lead, Dibber South Africa

April 22, 2025

Parent-Teacher Partnership: Strengthening the Foundations of Early Learning

Education is most effective when it extends beyond the classroom walls. A child’s development thrives when parents and teachers work hand in hand—building a strong foundation of mutual support, shared insight, and consistent guidance. At Dibber International Preschools, the value of collaboration between families and educators is embedded in every aspect of the learning journey. “A strong parent-teacher partnership is one of the most powerful contributors to a child’s academic and emotional success,” says Ursula Assis, Country Director of Dibber International Preschools. “When families are actively involved in their child’s education, the benefits are far-reaching—from better learning outcomes to improved confidence and stronger social skills.” Research consistently supports the value of parental involvement. Children whose parents take an active interest in their learning tend to perform better academically, display more positive behaviour, and feel more secure and motivated. Creating Connection Through Everyday Moments Parent-teacher collaboration does not require grand gestures. The daily, intentional acts—checking in with educators, creating learning-friendly spaces at home, and participating in school activities—build meaningful bridges between home and school. Simple steps such as: …all contribute to a child’s development in relatable and lasting ways. Preschools as Partners in the Learning Journey At Dibber, the commitment to family engagement is woven into the educational experience. Parents are welcomed into the school environment not only through events and meetings but also through ongoing, accessible communication. Educators make time to share progress, offer personalised suggestions, and create space for parents to contribute meaningfully to their child’s learning journey. “We believe in planning for a safe and gentle start to each child’s school experience,” adds Assis. “This includes close communication with parents to ensure children feel secure, understood, and emotionally ready to begin their early learning adventure.” Long-term Impact of Early Collaboration When parents and educators work together, the impact extends beyond the early years. Children develop strong emotional foundations, learn with confidence, and understand that education is a shared and valued part of their lives. At the same time, schools strengthen their ties with the community and become places of inclusive growth. “At Dibber, we view families as co-creators in their child’s learning,” says Assis. “When schools and parents are aligned, children feel academically and emotionally supported, which paves the way for a more joyful and successful learning journey.” For more information on Dibber International Preschools and how families are integrated into every child’s education, visit www.dibber.co.za/branches.

April 7, 2025

The B-Word: Understanding & Addressing Bullying in Schools

A great percentage of bullying and school violence involve students who themselves faced rejection, teasing, harassment, or bullying in the past. This raises critical questions about understanding and addressing these behaviours: Can we truly reduce or eliminate such harmful actions in schools? Why do students target one another? Would eliminating all hurtful behaviour deprive students of valuable life lessons? How can we teach them to effectively handle intolerance from others? Marion Kohler, Principal at Abbotts High School JHB South, says while it is possible to mitigate rejection, teasing, harassment, and bullying at schools, eliminating these behaviours entirely is complex and challenging. “Encouraging a strong school culture of respect, tolerance, inclusivity, and accountability can greatly reduce hurtful and harmful incidents. Anti-bullying campaigns, social media awareness, knowledge of the law, and teaching social-emotional skills will also assist schools in managing bad behaviour,” she says. Kohler advises schools to host regular parent talks and staff training. These are essential for building a strong community to help teach young people the effects of these behaviours on others and the steps they can take to protect themselves and report to a trusted adult. “There are several reasons why children pick on each other, including, but not limited to, parental neglect, divorce, parents who are under the influence, or lack of attention from parents at home. Children may then lash out at others for attention.” Another reason could be that a parent or sibling models the behaviour at home, and the child then copies it at school. Yet another reason could be that some children are just more aggressive, dominating, and impulsive, although this does not always equate to bullying. “Others may not have been taught to have empathy for others. Some students who have been bullied themselves may lash out by overpowering others to relieve their own feelings of helplessness. Many students have low self-esteem and may manipulate others by gossiping and being mean. Another reason is peer pressure, where children join in to gain social status or acceptance from their peer group.” A question we should be asking as adults is this: If we eliminate all hurtful behaviour, would students miss out on any life learning experiences? We should teach children how to confront one another respectfully and, to a certain degree, how to withstand possible hurtful opinions, argues Kohler. “Children should learn the value of free speech and that they have the right to disagree and turn away from opinions they find objectionable. Schools and parents should emphasise that democratic citizenship requires the ability to listen to opposing ideas, critically analyse arguments, and respond thoughtfully—whether by disproving, defending, adjusting, or reaffirming one’s views. Additionally, schools and parents must teach students the importance of expressing themselves respectfully and avoiding unnecessary offence.” On the flip side, children need to be reminded that false reporting of bullying is also an offence. “Many young people are quick to report incidents of ‘bullying’ only for the school to investigate two young people with a difference of opinion. Children must learn life lessons of confrontation and being able to express their opinion about a matter, without being cancelled or disparaged for an opinion or belief.” So, how can we teach students to cope effectively with people whose behaviour reflects intolerance? “We must teach our children conflict resolution skills and how to build their self-esteem to a point where they don’t take knee-jerk offence. Parents, teachers, and the wider community should teach children to interact respectfully with others. They should learn to model the positive behaviour of responsible adults around them. Schools should create open environments where students have the opportunity to voice their opinions respectfully and to encourage dialogue among all.” Most importantly, we have to teach our children to report cases of bullying to a trusted adult at home, at school, or in any other environment where they feel safe. “It is imperative that schools investigate incidents of bullying, give feedback to aggrieved parties, and take action against perpetrators of such actions. Bullying and harassment leave many young people unprepared to deal with the harmful effects. It is up to the adults in their lives to protect them from this harm and support them through the devastating effects of others’ destructive behavioru.”

April 4, 2025

Exploring the Magic of Twinkl’s GeWiZz Series: An Interview with Author Joanne Stead

Children’s books have the power to spark imagination, teach important life lessons, and create lasting memories. The Twinkl GeWiZz series does just that, transporting young readers to the vast plains of Southern Africa with three unforgettable characters—Geraldine Giraffe, Wilber Wildebeest, and Zenia Zebra. We had the opportunity to speak with Joanne Stead, the creative mind behind this beloved series, to learn more about her inspiration, creative process, and the impact these stories have on early childhood development. The Inspiration Behind Twinkl GeWiZz For Joanne, the idea for the Twinkl GeWiZz series was born out of her love for overlanding trips across Southern Africa. “I love watching the game as they go about their ‘daily business,’ observing their habits,” she shares. “Every now and then, they do something strange or funny, and that sparks my imagination.” One such moment of inspiration came during a game walk in Botswana, where she observed a herd of zebras, some wildebeest, and a lone giraffe. Seeing these animals together in the wild, she wondered what it would be like if they were friends—each bringing their unique strengths and personalities to the group. And just like that, Geraldine, Wilber, and Zenia were born. Lessons Woven into Every Story Beyond the entertaining adventures, each Twinkl GeWiZz book carries an important message. Whether it’s friendship, problem-solving, or perseverance, Joanne carefully selects themes that resonate with young readers. “I pick up on issues that young children face daily,” she explains. “Children often find it difficult to express their feelings, but seeing their emotions played out by animals may help them open up.” One example is GeWiZz at the Waterhole, inspired by an actual sighting of a young elephant struggling to reach a reservoir. The book teaches perseverance and the importance of asking for help—concepts children can relate to in their own lives. Bringing the Stories to Life Writing isn’t the only part of the creative journey—illustrations play a huge role in engaging young readers. Joanne is full of praise for illustrator Hayley Callopy, who has helped bring the Twinkl GeWiZz characters to life. “It’s as if she’s in my head,” Joanne says. “I’m always amazed at how she captures their feelings in their facial expressions.” By pairing meaningful stories with captivating artwork, the series encourages children to connect with the characters and their emotions. Supporting Literacy and Emotional Growth The Twinkl GeWiZz series is more than just bedtime stories—it’s a tool for literacy development and emotional education. “The importance of reading daily cannot be stressed enough,” Joanne says. “Being read to sparks imagination, helps with creative writing, and builds vocabulary. Children often don’t have the words to express their feelings, but books like these give them a way to explore and understand emotions.” Through engaging storytelling, the series also serves as a conversation starter between children, parents, and teachers—helping to address topics like loneliness, friendship, and resilience in a way that feels natural and relatable. What’s Next for Twinkl GeWiZz? Joanne’s passion for storytelling isn’t slowing down anytime soon. With three new books in the works and an upcoming trip to Zimbabwe, more adventures for Geraldine, Wilber, and Zenia are on the horizon. When asked to sum up the Twinkl GeWiZz series in just three words, Joanne’s response is simple yet powerful: “Funny Life Lessons.” Whether you’re looking for a heartwarming bedtime story, a tool for teaching important values, or a beautifully illustrated journey into the African wilderness, the Twinkl GeWiZz series has something special to offer. Want to explore the adventures of Geraldine, Wilber, and Zenia? Check out the Twinkl website to find these books and more! Learn more: https://www.twinkl.co.za/l/17wjho

April 3, 2025

After-School Meltdowns: Why They Happen and How to Respond

After a long day at school, many children experience meltdowns. These emotional outbursts can be overwhelming for both kids and parents, leaving everyone feeling drained and frustrated. While these meltdowns are common, understanding why they happen and how to respond can make a significant difference in helping your child navigate their emotions and regain control. In this article, we’ll explore why after-school meltdowns occur, what triggers them, and effective strategies to help your child cope. Why Do After-School Meltdowns Happen? After-school meltdowns are a normal part of child development, and they often happen because of a combination of physical, emotional, and psychological factors. Below are some of the main reasons why children may act out after school: 1. Overstimulation and Exhaustion School days are often filled with new information, social interactions, and a variety of activities. For many children, especially younger ones, this can be mentally and physically exhausting. When they come home, they may have reached their limit of stimulation and are unable to regulate their emotions effectively. This can lead to an emotional overload, resulting in a meltdown. 2. Difficulty Expressing Emotions Throughout the day, children may experience a range of emotions—frustration with schoolwork, disappointment from social interactions, or anxiety about tests and peer relationships—but they may not have the skills or opportunity to express these emotions during the day. Once they’re home, the emotional buildup can come out as an intense meltdown. For some children, verbalising their emotions is challenging, which can lead to feelings of frustration that turn into a meltdown at the end of the day. 3. Hunger and Low Blood Sugar Kids can get hungry after a full day of school, and if they haven’t had a proper snack or meal, their blood sugar levels can drop. Hunger can cause irritability and difficulty concentrating, making it harder for children to regulate their emotions. An afternoon snack with protein, fiber, and healthy fats can help prevent these emotional outbursts. 4. Unmet Needs for Attention or Connection Children may act out after school if they feel neglected or are seeking more attention from their parents or caregivers. After spending hours at school, your child may feel a need to reconnect and get reassurance. If they feel overlooked or unheard, they might act out to get the attention they need. 5. Transition Stress Transitioning from one environment (school) to another (home) can be difficult for some children. The sudden switch from the structure and social environment of school to the quieter, more personal space of home can trigger feelings of discomfort. It may take time for some kids to adjust to this shift, especially if they feel overstimulated or stressed. How to Respond to After-School Meltdowns Understanding why after-school meltdowns happen is the first step in finding ways to respond effectively. Below are several strategies you can use to help your child manage their emotions and minimise meltdowns: 1. Create a Calm Down Routine One of the best ways to help your child navigate their emotions after school is by establishing a calm-down routine. This can include activities such as deep breathing, a quiet space with their favourite book, or listening to calming music. By having a predictable and soothing routine, your child will learn to associate after-school time with relaxation rather than stress. 2. Provide a Snack or Meal Right Away If you notice your child is irritable after school, offering a healthy snack or meal can help prevent meltdowns. Aim for snacks with a good balance of protein, healthy fats, and carbohydrates, such as apple slices with almond butter or a small serving of yogurt with fruit. This can help stabilise blood sugar and calm their mood. 3. Give Them Space and Time Sometimes, children need a little space to process their day and decompress. If your child is showing signs of distress, try giving them a few minutes to be alone in their room or another quiet area of the house. Allow them to calm down at their own pace, but check in with them periodically to ensure they feel safe and supported. 4. Acknowledge Their Feelings Instead of telling your child to “calm down” or “stop crying,” acknowledge their feelings. Let them know that it’s okay to feel upset and frustrated, and that you’re there to help. For example, you can say, “I see you’re really frustrated right now. Let’s take a few deep breaths together.” Validating their feelings can make them feel understood and supported. 5. Talk About the Day Once your child has calmed down, ask them about their day in a non-judgmental way. Sometimes, talking about what happened at school—whether it’s a problem with friends or a difficult class—can help them process their emotions. It also gives them a chance to practice expressing their feelings in a healthy way. 6. Set a Consistent After-School Routine Having a predictable routine after school can help children feel more secure and less anxious. Make time for activities such as snack time, homework, outdoor play, and quiet time. By establishing a routine, you help your child understand what to expect, which can reduce the chances of meltdowns. Conclusion After-school meltdowns are a common challenge for many parents, but they don’t have to be overwhelming. By understanding the causes of these meltdowns and implementing practical strategies to help your child manage their emotions, you can help them build emotional resilience and create a more peaceful after-school routine. Acknowledge their feelings, provide calming activities, and ensure they’re getting the proper nutrition and attention. With these steps, you can support your child’s emotional well-being and help them navigate their feelings in a healthy way. Sources:

March 21, 2025

Unlocking the Joy of Maths: How to Make Maths Fun for Your Child

Every child has unique strengths, and while some may naturally gravitate toward numbers, others might need a little extra support. As parents, it can be tough to help a child who doesn’t enjoy maths — but the good news is that maths doesn’t have to feel like a chore! By incorporating everyday activities and playful strategies, you can spark curiosity and turn maths into a fun, rewarding experience. Twinkl’s free Make Maths Fun guides are packed with ideas to help parents bring maths to life, but here are some simple ways to start right away: 1. Make Maths Practical Maths is everywhere — from baking to budgeting. Invite your child to help measure ingredients, count change at the shop, or plan a holiday route. Want to level up the fun? Let them design a house using Lego or toy bricks! They can estimate how many bricks they’ll need, measure dimensions, and build their mini dream home. 2. Play Games That Build Maths Skills Games are a fantastic way to sneak maths into playtime. Classic games like Rummikub, Monopoly, Bingo, Battleship, and Uno encourage problem-solving, strategic thinking, and number skills. Plus, playing together strengthens social bonds and teaches valuable life lessons like patience and perseverance. 3. Find the Maths in Everyday Fun Arts and crafts? There’s maths in that too! Drawing and painting explore geometry and symmetry, while puzzles, tangrams, and Lego sets build spatial awareness and pattern recognition. Even activities like folding paper for origami introduce mathematical concepts in an engaging way. 4. Bring Friends and Family Into the Fun Maths can be a social experience! Try adding riddles or brainteasers to mealtime conversations, or encourage your child to form a maths study group with friends. Learning in a group can make tricky concepts more manageable — and much more enjoyable. 5. Explore Maths in Nature Nature is a treasure trove of mathematical wonders. Show your child symmetry in butterfly wings, count petals on flowers, or measure the distance between trees using sticks. Observing patterns, sizes, and shapes in the natural world helps children see maths as part of life’s beauty. 6. Discover the Rhythm of Maths in Music If your child loves music, use that passion to spark a love for maths. Music is full of patterns, beats, and fractions — from counting rhythms to understanding time signatures like 3/4 or 4/4. Clapping out rhythms or composing simple melodies turns maths into a creative adventure. 7. Start a Mini Business Why not turn maths into a hands-on learning experience? Help your child set up a cookie stand or sell pre-loved clothes. They can practice budgeting, pricing, counting change, and calculating profits — all while building confidence and financial literacy. Maths is Everywhere — Let Twinkl Help You Find It! By weaving maths into your child’s daily life, you can help them develop a positive attitude towards the subject. Whether playing a board game, exploring the garden, or dancing to a favourite song, there are endless ways to make learning maths an exciting adventure. For even more creative ideas and printable activities, check out Twinkl’s Make Maths Fun free guides. With a little imagination and the right resources, you can help your child discover just how fun maths can be! Ready to get started? Head to Twinkl and start exploring today! Link: https://www.twinkl.co.uk/l/17rynq

March 21, 2025

Building Stronger Bonds: How Parent-Teacher Communication Boosts Your Child’s Success

Parents and teachers are partners in a child’s educational journey. After all, children spend a significant portion of their week with their teachers — so open, respectful communication is essential for supporting academic progress, addressing emotional or behavioural concerns, and fostering trust. Twinkl offers a wealth of resources to help parents navigate school communication, but let’s explore some simple ways to strengthen this connection right away: 1. Choose the Right Communication Channels Whether through WhatsApp groups, communication apps, or in-person chats, finding the best way to connect with your child’s teacher is key. Remember to keep messages respectful and concise, focusing on school-related topics to maintain a positive, productive atmosphere. 2. Respect the Teacher’s Morning Routine Mornings are a busy time as teachers welcome learners and set the tone for the day. If you have concerns, consider requesting a meeting instead of raising issues during drop-off. This ensures your child’s teacher can give your concern the attention it deserves without disrupting the class. 3. Be Open to Constructive Feedback Hearing that your child needs extra support or has behavioural challenges can be tough, but it’s important to remember that teachers share feedback to help your child thrive. Approach these conversations with an open mind, and if you disagree, express your thoughts calmly to maintain a collaborative relationship. 4. Be Mindful of Teachers’ Time Teachers juggle many responsibilities, so try to keep communication brief and focused, saving longer discussions for scheduled meetings. And unless it’s an emergency, avoid reaching out during evenings or weekends to respect their personal time. 5. Show Appreciation Teaching is a demanding job, and small gestures of gratitude can make a big difference. A heartfelt thank-you note or kind words during a conversation can strengthen your relationship and brighten a teacher’s day. Working Together for Your Child’s Success When parents and teachers communicate with mutual respect and support, they create an enriching environment where children can flourish. By staying connected, appreciating each other’s roles, and using thoughtful communication strategies, you can help make school a positive, nurturing space for your child. For more tips and printable resources to support parent-teacher collaboration, explore Twinkl’s free guides. Let’s work together to build strong partnerships that empower learners to reach their full potential! Link: https://www.twinkl.co.za/l/qncqm

March 14, 2025

Navigating higher education : A guide for students who feel marginalised

Entering varsity is a significant milestone, but it can be particularly challenging if feelings of exclusion arise. Adapting to the new environment and feeling included is essential for success and well-being, and it’s important to know there are steps you can take if you feel disconnected or isolated, an education expert says. “For students who feel marginalised, familiarising themselves with support groups on campus is essential for fostering a sense of belonging and overcoming feelings of isolation,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider. SUPPORT SERVICES ON CAMPUS Support groups offer safe spaces where students can connect with peers who understand their unique experiences, providing emotional support, practical guidance, and a community of shared identity, he says. “These support structures empower students to navigate challenges, advocate for their needs, and feel valued within the larger campus environment, which can significantly enhance their overall higher education experience and academic success. “Many higher education institutions have dedicated groups for students from diverse or marginalised backgrounds who may need additional support, such as LGBTQIA+ support organisations, religious societies, women’s networks, and cultural or racial affinity groups. Joining these groups early on can help you build connections, find allies, and meet others who share similar experiences. It is however important to attend introductory events or orientation sessions to discover these communities and make new connections.” Kriel points out that good public universities and private higher education providers campuses often offer free counselling and mental health services, and urges students to make use of these. “If you’re feeling isolated or overwhelmed, don’t hesitate to reach out. These services often have counsellors experienced in helping students navigate feelings of exclusion and can provide strategies for building resilience and creating a positive experience. Even if you think you don’t yet need it, make a point of visiting your institution’s wellness or student support centre to learn about the resources available to you, should they be required later.” BUILDING A SUPPORT NETWORK Building relationships with lecturers or academic advisors can create a network of support and guidance, notes Kriel, as they are often well-versed about the institution’s resources and may help you connect with other students or mentors who can support you. “Faculty members can also advocate for more inclusive environments in the classroom. So, before you feel excluded, make a point to approach a faculty member or advisor after lectures, or during office hours, to introduce yourself and share your interests and goals.” INSTITUTIONAL POLICIES Most good institutions will have anti-discrimination policies in place. Familiarise yourself with these and don’t hesitate to speak up if you experience or witness discrimination. “Good institutions will have offices dedicated to equity, diversity, and inclusion where you can report issues or seek advice on how to handle them. If you are being discriminated against in any way, keep a record of any incidents or feelings of exclusion and know where to find information on your institution’s policies.” GET INVOLVED Participating in activities outside of classes, such as clubs, sports, or volunteer programmes, is a great way to meet people from different backgrounds and build a sense of belonging. Engagement in these areas often strengthens connections and fosters a sense of community. It is advisable to explore extracurricular activities that interest you, even if they are outside your comfort zone, as they provide a chance to meet others and enrich your campus experience. “Varsity life can be intense, especially if you’re contending with feelings of exclusion,” says Kriel. “Taking care of your mental, physical, and emotional health is essential, and building confidence by practising positive self-talk and setting personal goals can help you feel grounded. Prioritise time for activities you enjoy and use self-care practices that help you recharge, whilst at the same time keeping abreast of the academic expectations.” Remember, you deserve to be here just as much as anyone else. “Your background and identity are assets that add to the richness of the institution’s community. By seeking support and building connections, you can foster a sense of belonging, strengthen your resilience, and make the most of your higher education experience on your path to future personal and career success.”

March 13, 2025

Breaking Barriers: Helping Your Child Shine

Every child is a little star with their own way of learning and growing. But sometimes, those learning journeys come with a few speed bumps, and that’s perfectly okay! Whether your child is finding it tricky to focus, struggling to read, or facing sensory challenges, recognising these hurdles is the first step to supporting them. What Are Barriers to Learning? Barriers to learning can show up in lots of ways. Maybe your child has ADHD, dyslexia, or struggles with numbers (dyscalculia). Perhaps they face sensory challenges like hearing loss or a visual impairment. Emotional hurdles, like anxiety or attachment issues, can also make focusing a bit harder. For some children, conditions like autism or foetal alcohol syndrome call for extra-special strategies to help them succeed. But here’s the thing: these challenges don’t define your child! With a bit of understanding and the right tools, they can absolutely thrive. Small Changes, Big Differences Supporting your child doesn’t have to mean massive changes. Sometimes, it’s the little things that make the biggest difference—like adding a quiet corner at home, trying a new way to explain a tricky concept, or working with their teacher to adjust classroom strategies. Finding help can sometimes be challenging. At Twinkl, we believe every child deserves to feel confident and capable. That’s why we’ve put together resources to help parents and teachers work through barriers to learning. You’re not alone on this journey! Twinkl’s resources are here to help you every step of the way. Whether you’re looking for advice about ADHD, dyslexia, or even anxiety, we’ve got booklets packed with practical tips and ideas. How Twinkl Can Help We know that supporting children with different needs can sometimes feel overwhelming. That’s why we created the Barriers to Learning Information Booklet Series—a collection of handy, easy-to-read guides made especially for South African parents and teachers. Here’s what you’ll find in these booklets: These booklets are your go-to guide for creating an inclusive and supportive environment where every child feels seen, heard, and valued. Let’s Break Barriers Together At the heart of it all, we just want children to feel confident, happy, and ready to take on the world. Together, we can create a learning environment that celebrates every child’s uniqueness. So, why wait? Head over to Twinkl and check out our Barriers to Learning series. Let’s work together to help every child shine bright and feel unstoppable!

March 7, 2025

Integrated Learning: Where Wellness and Learning Meet

Learning is about creating understanding, building confidence, and developing a lifelong ability to engage with the world – not just memorising and learning facts. But for true healthy learning to occur, we need more than just information. We need wellness. This is where integrated learning comes in—a whole-person approach that recognises the deep connection between emotional wellbeing, cognitive function, whole-person wellness, and academic success. Instead of treating learning difficulties or focusing on performance, we create an environment fostering health, resilience, and meaningful engagement. Play Learn Develop – Hug in a Bag (Whale) Why Learning Needs Wellness A salutogenic approach to learning asks: How do we create health? Instead of focusing on what’s wrong or what’s missing, we look at how we can add to a learner’s experience—supporting them in ways that strengthen their confidence, emotional regulation, and ability to process and retain information. We focus on how their strengths can build up the person, but also address their challenges. When we integrate wellness into learning, we see: Bringing Learning & Wellness Together Integrated learning is not a one-size-fits-all model. It’s about meeting each learner where they are (their current capabilities) and creating strategies that work for their unique strengths, challenges, and needs. Effective and integrated learning is for all individuals as it provides space for everyone to reach their potential. Some key elements of this approach include: Creating Lasting Change When wellness is prioritised within learning, the experience is shifted from stress and frustration to growth, resilience, and meaningful progress. It’s not just about getting through school; it’s about creating a strong foundation for lifelong learning and wellbeing. Learning should feel safe, supported, and rewarding. By embracing a whole-person, integrative approach, learners are empowered to thrive.

March 6, 2025

How to Handle Homework Battles: Tips for Parents

Homework can often become a battlefield, turning a peaceful evening into a stressful ordeal for both parents and children. Tackling this issue requires patience, strategy, and effective communication. Here are some tips to help you manage homework battles and transform the experience into a more positive one for the family. Establish a Routine Creating a consistent homework routine can greatly reduce friction. Designate a specific time and quiet space for homework to be done every day. Consistency helps children understand what is expected of them and reduces the likelihood of procrastination or resistance. Encourage Independence While it’s tempting to hover over your child to ensure they complete their assignments, encouraging independence can be more beneficial. Offer guidance when necessary but let them tackle the problems themselves. This builds confidence and problem-solving skills. Make It Fun Inject some fun into the homework process by using gamification techniques. Turn math problems into a game or create a spelling bee tournament. This approach can make the work seem less daunting and more engaging. Communicate Openly Open communication is key. Discuss with your child what subjects they find challenging and why. This conversation can help you understand their struggles and address them more effectively, whether it’s by offering extra help or speaking with their teacher. Set Realistic Expectations Set achievable goals and realistic expectations for your child. Pressuring them to achieve perfection can cause anxiety and resistance. Recognise their effort and improvement, which can motivate them to keep trying. Use Positive Reinforcement Positive reinforcement can be a powerful motivator. Praise your child for their effort and dedication, not just their achievement. You can also establish a reward system for completing assignments on time or for showing improvement in challenging areas. Be Patient and Supportive Patience is vital in handling homework battles. Offer your support and understanding, especially when your child is struggling. Let them know that making mistakes is a part of learning and that you’re there to help them improve. By implementing these strategies, parents can ease the tension around homework and create a more supportive and productive environment. Remember, the goal is not just to get the homework done but to foster a love for learning and build essential life skills.

February 6, 2025

A Guide to Choosing the Best Preschool for Your Child

Sending your child to preschool is one of the most significant milestones in their early years. It sets the foundation for their learning journey and development. Choosing the best preschool can feel overwhelming, but by focusing on a few key aspects, parents can ensure they find a preschool that aligns with their child’s needs and family values. “Choosing the right preschool is more than just a decision about where your child will spend their day—it’s an investment in their future,” says Ursula Assis, Country Director of Dibber International Preschools. “At Dibber, we believe in fostering a love for learning in a nurturing and joyful environment, laying the groundwork for confident, independent, and curious learners.” Key Factors to Consider When Choosing a Preschool 1. Location and Fees: A convenient location can ease daily commutes for busy families. Additionally, parents should explore tuition fees and what they include, such as meals, extracurricular activities, and supplies. Flexible payment options, whether monthly, termly, or yearly, can also make a difference. 2. Safety First: Safety is non-negotiable when choosing a preschool. Top preschools prioritise the well-being of children with measures such as secure drop-off and pick-up procedures, first-aid-trained staff, clean facilities, and clear emergency protocols. 3. A Nurturing Learning Environment: Emotional, social, and cognitive development should take precedence over academics at this stage. A play-based learning approach encourages creativity, problem-solving, and social skills. “Our Nordic-inspired pedagogy is designed to inspire children to explore and learn through play in a supportive and stimulating environment,” explains Assis. 4. Responsive and Individualised Care: Teachers who understand and respect each child’s individuality can make a world of difference. Smaller class sizes often allow for personalised attention, ensuring each child feels valued and supported. 5. Happiness is Key: “Happy children are naturally curious learners,” says Assiss. “A preschool that prioritises joy and play in its daily routines will foster a love for learning that lasts a lifetime.” 6. Questions to Ask: Parents should feel empowered to ask important questions when researching preschools. Inquire about: Choosing the right preschool is about more than just education—it’s about creating a safe, joyful, and inspiring space where children feel confident to explore the world around them. “At Dibber, we see each child as a unique individual with their own strengths, interests, and potential,” says Assis. “By prioritising responsive care, a safe environment, and play-based learning, we aim to create happy learners ready to embrace life’s adventures.”

February 5, 2025

Helping Kids Set Achievable Goals for the School Year

Setting achievable goals is an essential skill that can benefit children throughout their schooling and beyond. Guiding kids to develop these skills not only boosts their academic performance but also fosters a sense of responsibility and self-motivation. Here’s how parents and educators can assist children in setting attainable goals for the school year. 1. Understanding the Importance of Goals Goals give children direction and purpose. They help kids focus on what’s important and encourage them to plan their time efficiently. Achieving goals can boost self-esteem and confidence, as children learn that their efforts lead to success. Discussing the importance of goal-setting can inspire kids to become more engaged in their education. 2. Encouraging Self-Reflection Before setting goals, children should reflect on their past experiences. Encourage them to think about what went well in the previous school year and what could improve. This reflection helps identify strengths and areas for growth. It is also an opportunity for children to consider their interests and passions, which can guide them in setting meaningful goals. 3. Making Goals Specific and Measurable Vague goals like “do better in school” can be discouraging because they lack clarity. Instead, help children set specific and measurable goals. For instance, “improve maths grade from a C to a B by the end of the term” is a more precise objective. This specificity provides a clear target and makes it easier to track progress. 4. Breaking Down Goals into Smaller Steps Large goals can be overwhelming. Teach children to break them into smaller, manageable tasks. If a child wants to read more books, start with a goal like “read one book per month” and suggest daily reading targets. Celebrating the completion of these smaller tasks can keep kids motivated and on track. 5. Encouraging Flexibility It’s important for children to understand that goals may need to be adjusted. Encourage them to be flexible and resilient, recognising that setbacks are part of the process. If a goal is not being met, discuss what changes are needed and how to adjust their approach. 6. Monitoring Progress and Providing Feedback Regular check-ins are crucial. Set aside time to review goals and the progress made towards them. Offer constructive feedback and praise their efforts, which can reinforce a child’s motivation and commitment. Use these discussions to identify obstacles and brainstorm solutions together. 7. Celebrating Successes Celebrating achievements, no matter how small, can be a powerful motivator. Recognise and reward accomplishments to show children the value of their hard work. This positive reinforcement encourages them to continue setting and striving towards new goals. Conclusion Helping children set achievable goals for the school year empowers them to take charge of their learning journey. By providing support and guidance, parents and educators can play a pivotal role in teaching kids the skills necessary to achieve success in school and life. Encouraging a goal-oriented mindset not only enhances educational outcomes but also fosters lifelong learning habits.

February 5, 2025

Changing course : Options for dealing with unexpected Matric results

Following the release of the 2024 Matric results, countless students are in a position where they can – or are forced to – reconsider their plans for 2025. For those who did better than expected, new doors will have opened. For others, their initial study plans may need to be reviewed due to their marks not fulfilling the requirements of their chosen qualification. Regardless of an individual’s position, it’s important to know how to move forward, an education expert says. “In the wake of receiving their results, it is important for all Matrics from the Class of 2024 to pause and consider the way forward. Even if your results don’t impact your initial plans, it is still advisable to make sure you know you are on the right path,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider. Scenario 1: You Did Better Than Expected Kriel says the first thing to do if you did better than expected is to enjoy the moment and celebrate your success. “Take pride in your achievement and recognise the hard work and dedication you put in. In preparation for future successes it is also important to reflect on your methods: Think about what strategies worked for you. Did you follow a study schedule? Did you use specific study techniques? Understanding what contributed to your success can help you in future endeavours,” he says. Then consider your options and plan your next steps. If you have a better than expected endorsement on the National Senior Certificate, you may want to reconsider your initial plans. “If you applied to a higher education institution to study in 2025, contact them immediately and find out if there is space available in a programme that you would rather follow but did not previously qualify for. “Alternatively, explore other options to check for available space. In South Africa, public universities and private higher education providers must all register as higher education providers and the qualifications they offer are all subject to a unitary form of accreditation. This means that there may be a world of options now open to you, which you may not even have been aware of.” Scenario 2: You Didn’t Do as Well as Expected Kriel says it is very important to stay positive and not panic. Performing below par is a temporary hurdle, not the end of the road. “It’s natural to feel disappointed, but remember that one set of results does not define your future. Reflect on what happened and understand where things went wrong. Was it a lack of preparation, anxiety, or difficulty with certain topics? Identifying the problem is the first step to improvement going forward,” he says. If your poorer performance didn’t impact your National Senior Certificate endorsement you are probably also set to go. Your reflection on what went wrong is now more important than ever to ensure that you don’t make the same mistakes going forward. However, if you applied to study and you now no longer qualify to follow this route, you have to act quickly to plan how you will get to where you planned to be in the first place. “Remember, all doors are not closed – you may just need to follow a different route. One really good option is to enrol for a Higher Certificate at a reputable registered and accredited higher education institution. The advantage of doing this is that once you have successfully completed the Higher Certificate, you will be able to continue with degree studies in your chosen discipline.” It is important to keep in mind that both successes and failures are part of the learning process, Kriel says. “Use them as opportunities to build resilient adaptability and develop a growth mindset by believing in your ability to grow and improve. A growth mindset can turn challenges into opportunities for learning and development. “Your final school exam results are an important milestone, but they are just one part of your academic journey. Whether you did better or worse than expected, there are always steps you can take to continue growing and improving. Celebrate your achievements, learn from your experiences, and stay focused on your future goals. Remember, with determination and the right mindset, you can overcome any challenge and achieve your dreams.”

February 4, 2025

Curro learner set for Antarctic expedition with Riaan Manser’s programme

Following a rigorous selection process and the submission of a personal portfolio, L’chelle Bester, a Grade 11 learner at Curro Hillcrest, has been chosen as one of five learners across Africa to join explorer Riaan Manser on the Students in Antarctica expedition this December. The competition sees eco-minded young people from the continent submitting a video about an environmental sustainability project they’re working on. The top 20 are shortlisted, then the top 10 finalists are announced, and finally, the top 5 are selected to join Manser on his annual expedition. Curro enjoyed an impressive showing in 2024, with two additional learners making it to the top 10 – Unathi Kiam Ncube from Curro Heritage House in Durban, and Riamarie Visagie from Windhoek Gymnasium in Namibia. Bester is a tech-savvy changemaker who is passionate about environmental sustainability and is currently developing an app for her school to help learners log their community service hours, inspiring them to see the impact of their efforts on the environment. Her dream is to create a beach-cleaning robot that targets microplastics, combining technology and innovation to fight climate change. The trip aims to show the top 5 learners why Antarctica is such an important ecosystem that impacts the world and its environment. “I’ve been following Students in Antarctica for three years now, just waiting for my turn to come around,” enthuses Bester. “Not only will it be the experience of a lifetime, but I believe a trip like this is something you can’t return the same from. That’s what I’m seeking – growth.” She and the other top 5 learners were selected for demonstrating the qualities of authenticity, analytical thinking, willingness to learn, love for their own communities, practicality about affecting change in their backyard, and optimism for creating positive change. “We are incredibly proud of L’chelle for being selected as one of the top 5 learners to join the Antarctica expedition. Through her creativity, passion, and dedication to environmental causes, L’chelle has shown that she is ready to represent South Africa on this transformative journey,” said Paul Guthrie, Executive Head at Curro Hillcrest. Taking place from 11 to 20 December, the trip is an educational experience that gives learners hands-on, experiential learning opportunities and drives home the importance of addressing climate change.

December 5, 2024

Stress Less, Achieve More: Parental Strategies to Soothe Exam Nerves

As the final exam season approaches for learners across primary and high schools, tensions are mounting in South African homes. This phase can cause increased levels of anxiety and despair, which is an increasing concern in the country and under our youth. Parents play an important role in assisting their teenagers in navigating these emotions by giving emotional and practical support to ensure academic success while maintaining mental health, says Leandri Fick, who recently took over the reigns as Principal of Abbotts College PTA East. “Research shows a concerning trend of increased anxiety and despair among South African youth, particularly during exam season. According to 2022 research by the South African Depression and Anxiety Group (SADAG), approximately one in every five young people suffers from debilitating anxiety, and suicide is still the second greatest cause of mortality among young people. Teens may feel overwhelmed by academic achievement, familial expectations, and social comparisons. Final exams are often a cause of increased stress. The results of these exams are frequently regarded as a watershed moment, deciding future educational and professional prospects. For many teenagers, the apparent “all or nothing” stakes can lead to anxiety or depression, necessitating parental intervention and assistance. THE ROLE OF PARENTS Parents are usually a teenager’s first line of defence against overwhelming stress, but determining how to assist during such a critical period can be challenging. A balanced approach, which provides assistance without increasing the pressure, can make all the difference. So what can parents do? Parents’ participation in their child’s exam preparation is multifaceted. Parents can assist in reducing anxiety and depression during this difficult period by creating a supportive environment, encouraging open communication, recognising indicators of mental discomfort, and promoting balance. Teenagers’ long-term mental health should always take precedence over short-term academic achievements, ensuring that they leave exam season not only as accomplished students, but also as emotionally robust young people. MENTAL HEALTH SUPPORT RESOURCES

November 25, 2024

Nurturing Tomorrow’s Innovators: The Role of Parents and Teachers in Coding and Robotics Education

In today’s rapidly evolving world, preparing our children for future success means equipping them with essential skills that go beyond traditional learning. As technology reshapes the job landscape – creating opportunities in fields like AI, data science and renewable energy – coding and robotics have emerged as vital components of education. But how can we, as parents and teachers, support our children in becoming innovators of tomorrow? Demystifying Coding and Robotics for Young Learners For many of us, words like “coding” and “robotics” might feel intimidating or foreign. But these subjects don’t need to be complex puzzles. Coding is simply a way of telling computers what to do through step-by-step instructions and robotics involves creating and controlling devices to perform specific tasks. When introduced in a child-friendly way, they become tools that encourage curiosity, problem-solving and creativity – skills that go beyond the classroom. By integrating coding and robotics into early education, we’re giving students a foundation in computational thinking – a way of approaching challenges that’s as useful in everyday life as it is in a tech career. This foundation is also a passport to developing a future-ready skill set that includes resilience, adaptability and collaboration. Creating Engaging Learning Environments A supportive learning environment is important for awakening curiosity and experimentation. This does not require need high-tech labs; simple setups, like coding exercises on tablets or basic robotics kits, can spark interest and creativity. Teachers play a vital role by guiding exploration and encouraging questions, ensuring that students feel safe to test their ideas and learn from mistakes. Future Nation Schools exemplify this approach with their innovative curriculum that combines traditional subjects with contemporary skills, such as digital literacy and entrepreneurship. Our focus on project-based learning allows students to apply coding skills to real-world scenarios, fostering collaboration and critical thinking – skills essential for both academic and professional success. The Importance of Competency-Based Learning The Departments of Basic Education’s move to include coding and robotics in educational curricula reflects a growing understanding of the skills needed for the future. By focusing on competencies such as “Apply Computational Thinking” and “Create or Complete Patterns”, the curriculum will prepare students not just with knowledge but with the ability to approach problems logically and creatively. This aligns perfectly with the needs of the 21st century, where adaptability and innovation are key. Project-Based Learning (PBL): Making Coding and Robotics Fun and Engaging Project-Based Learning (PBL), a learning approach that is used at Future Nation Schools, is an exciting way to bring coding and robotics to life. By working on projects, students don’t just learn to code or build robots – they learn to think critically, collaborate and solve problems. Imagine a classroom where students are designing a robot that sorts recycling or coding an app that helps their classmates learn math. These aren’t just assignments; they’re hands-on projects that make learning come alive and foster a sense of achievement and purpose. Empowering Parents and Teachers as Partners Parents, your involvement is invaluable. By showing enthusiasm for coding and robotics, you inspire your children and reinforce the importance of these skills. Encourage curiosity by asking about their projects and reminding them that setbacks are part of the learning process. When children feel supported, they’re more likely to explore new ideas and persist through challenges. Teachers also play a very important role in this journey. By staying informed on the latest teaching practices in coding and robotics, you can transform these subjects into accessible, enjoyable learning experiences. The more invested you are in your professional development and acquiring the latest knowledge in the field of coding and robotics, the greater the growth for you as a teacher and your students as learners and leaders. Bridging the Digital Divide A big challenge in modern education is ensuring that every student has access to technology. Introducing children to coding and robotics opens doors to countless future opportunities. These subjects nurture foundational skills that children can use no matter where their interests lead them. This commitment helps create an inclusive environment where every child can thrive in a digital world. Preparing for Future Careers As we look to the future, many of the jobs our children will hold don’t yet exist. The skills learned through coding and robotics empower students not just to seek jobs but to create them. By fostering a mindset of innovation, we prepare our children for a world filled with possibilities. Moving Forward Together Let’s continue this conversation and support our children as they develop skills that will shape their futures and the future of our society. Whether as a teacher guiding a lesson or a parent encouraging exploration, we all play a part in building tomorrow’s innovators today. Together, we can ensure that our children are not just ready to adapt to change but are equipped to lead in a world where innovation is the key to success. For more information on this subject visit to watch the latest Future Nation Schools webinar https://futurenationschools.com/futuretalk/

November 21, 2024

The importance of career guidance early in high school

Many students reach senior high, or even Matric and beyond, without knowing what career they would like to pursue after school. Unfortunately, leaving this planning too late can cause great stress for both parents and students, and will likely limit one’s potential options, an education expert says. This is why early career guidance is vital during the early high school years – firstly to determine a student’s passion and purpose, and then to align their high school path to future qualification opportunities. “Career guidance allows students to be fully informed about their choices, and to make strategic decisions that will broaden their opportunities and set them up for success throughout their academic journey and career,” says Dr Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education, SA’s leading private higher education provider. “While many parents and guardians adopt a ‘wait-and-see’ approach, the reality is that insufficient early exposure to relevant career guidance puts students at risk of making ill- or even misinformed education and career choices. Without adequate awareness of their abilities, potential opportunities, and the structural challenges to employment, the challenges of transitioning to higher education and the world of work can become daunting,” Dr Batchelor says that having a clear idea of one’s general future direction, helps students establish the path towards a meaningful career, as well as find purpose in their school studies. “Once you know what qualifications will be required for your future career field, you can then work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements at higher education institutions. “For example, if you want to enter a legal career and ultimately become a lawyer – whether an attorney or an advocate – it is important to know that the only qualification that allows this progress is the Bachelor of Laws (LLB) degree. Students who are not adequately informed may incorrectly believe that they can enter a legal career with a Bachelor of Commerce in Law or a Bachelor of Arts in Law. Although these degrees allow further progression and articulation to a Bachelor of Laws (LLB) degree, it is only the Bachelor of Laws (LLB) degree that would allow ultimate entry into the legal profession.” Staying with the legal example, students who aspire to run their own law firm and have been given proper guidance will know that it may be necessary to opt for a longer study route to ensure they obtain all the necessary entrepreneurial, business, management, and legal subject matter expertise. This could include completing a Bachelor of Commerce in Law first and after that pursuing a Bachelor of Law “A career is more than just a job; it is a lifetime pursuit that provides fulfilment, purpose, and financial stability. The importance of choosing a career lies in its ability to provide direction and focus for your life goals and aspirations,” says Dr Batchelor. “In high school, students are often only aware of the popular and common career choices or those which their social circle or family are associated with, whereas there are many more career opportunities in today’s working world with this list growing daily.” Career guidance normally begins with an assessment of a student’s skills, interests, and strengths. This information is then used to identify potential career paths that may be a good fit. A career counsellor may provide information about various occupations, such as job requirements, growth potential, and earning potential. They may also help students explore education and training options and offer advice on how to gain relevant work experience. “The good news is that career guidance is accessible to everyone,” says Dr Batchelor. “Any reputable higher education institution will have a career guidance or counselling office. We therefore encourage students to make an appointment and consult with a counsellor as early on in their high school education as possible, in order to ensure that they are fully equipped to make subject choice decisions that align with the entry requirements into the qualification they need to fulfil their academic and career aspirations.”

November 8, 2024

IS YOUR CHILD READY FOR BIG SCHOOL? HOW READINESS IS DETERMINED TODAY

In recent years, the approach to determining school readiness has undergone significant changes. Traditionally, school readiness assessments in Grade 0 focused heavily on evaluating whether children met specific academic and developmental benchmarks. However, this method often overlooked the individual growth and unique strengths of each child. Today, there is a shift towards a more holistic and supportive approach, emphasising continuous growth and tailored support, an education expert says. “The modern approach places less emphasis on traditional assessments and more on measuring and supporting student growth over time,” says Lynda Eagle, Schools Academic Advisor at ADvTECH, Africa’s leading private education provider. “This shift recognises that each child develops at their own pace and has unique strengths and areas for improvement. By focusing on growth, educators can better support students as they progress, extending their strengths and providing scaffolding where needed.” THE MEANING OF SCHOOL READINESS School readiness is an assessment of the degree to which a child is prepared to enter school and succeed in a learning environment, explains Eagle. When considering school readiness there is a range of developmental areas – all inter-linked – that need to be considered: academic/cognitive, social, emotional and physical. Collectively, a healthy development across these areas will indicate that a child is ready and able to adapt and thrive in their new setting, she says. “School readiness is not just about knowledge. It involves a child’s ability to adapt, to manage their emotions, to positively interact with others and to follow routines.” AREAS OF DEVELOPMENT Children’s development will differ according to the child’s age and stage of development. The various elements considered are broadly defined as follows: Physical: This includes both fine and gross motors skills that facilitate the child’s ability to control their body movements with increased accuracy and precision. The development of these skills ultimately prepares children for handwriting (letter and number formation) and the more physical activities required when participating in sport – such as running, jumping, and throwing a ball. Cognitive development: Is the ability of the child to process and demonstrate their understandings of foundational skills through problem-solving, the following of instructions, the sequencing of events, and the ability to reason and apply what they have learned to new situations. Social development: This considers the child’s ability to interact with others, to share, take turns, engage in collaboration and cooperate with others. Do they understand social cues, and are they able to interpret and respond appropriately to social cues, and recognise emotions? Emotional development: This involves the ability of the child to self-regulate and manage their emotions and behaviours. It facilitates the building of the child’s self-confidence and ability to work independently – to make sound choices and to operate in a community effectively. BEYOND TRADITIONAL ASSESSMENTS – DETERMINING WHAT IS BEST FOR THE CHILD “When we fail to consider the age and developmental stage of a child, we risk trying to grow or develop their skills before they are ready, or before they have had the necessary foundational experiences, which can have a lifetime impact if there is a rush towards achieving school readiness,” says Eagle. “An overemphasis on academic skills can lead to moving to abstract concepts without providing enough concrete experiences. Measuring and judging students against uniform pre-determined norms or standards fail to recognise their unique needs, talents and dispositions. This approach places undue pressure on both the adults and students in an attempt to meet these milestones and often at the expense of developing important essential or soft skills”. Additionally, failing to consider cultural contexts means that norms are based on standards that do not align with the child’s unique experiences. “Fostering a competitive environment can place pressure on a child’s well-being, sense of belonging and identity. When a child is labelled as not ready, it implies they are not worthy, leading to judgment rather than nurturing.” Eagle says parents and educators need to take a balanced approach by determining whether the school is ready for the child, and whether it can work with a framework that recognises the rights of the child – adapting and designing learning experiences that address gaps and challenges. “Rather than ticking boxes to determine school readiness (or not), it is our duty to focus on the child’s emotional, social and mental health – where they feel safe then they will be open to learning. We must be flexible and adaptive – to be inclusive and affirmative in our actions and behaviours – this includes the language that we use. The overriding recognition should be that children don’t mature or learn in the same ways. That is okay, and simply requires us to adjust accordingly.”

October 23, 2024

THE TOP SEVEN ADVANTAGES TO EARLY CHILDHOOD EDUCATION

As parents consider the best path for their child’s development, early childhood education and care stand out as essential building blocks for future success. Ursula Assis, Country Director of Dibber International Preschools, emphasises the profound impact of early learning on a child’s cognitive, social, and emotional development. “Learning begins at birth, and the experiences children have in their early years lay the foundation for lifelong learning. At Dibber, we recognise that tapping into a child’s natural curiosity through structured learning and social interaction offers remarkable benefits,” says Assis. Early childhood care and education provide numerous developmental advantages beyond the classroom. From literacy and numeracy skills to nurturing independence and social interaction, the advantages of early learning experiences are transformative. Here are the top 7 advantages of early childhood education and care: Literacy and Numeracy Skills Early exposure to a structured curriculum helps children easily grasp fundamental concepts like letters and numbers. “A well-designed early education program ensures that children build a strong foundation in literacy and numeracy, essential for future academic success,” explains Assis. Independence Being introduced to a world outside of their home environment allows children to develop independence. They learn to explore, solve problems, and make decisions in a safe and supportive setting. Socialisation Early learning centres provide valuable opportunities for children to socialise with their peers. “Socialisation is critical for children as they learn the basics of teamwork, cooperation, and empathy through interactions with other children of the same age,” says Assis. Confidence Encouraging teachers play a significant role in helping children feel seen and heard. When a child’s contribution is valued, their confidence and self-esteem grow. “At Dibber, we are committed to fostering an environment where children feel empowered to express themselves,” adds Assis. Routine A structured daily routine helps children feel secure and in control of their environment. Knowing what to expect throughout the day supports emotional well-being and helps children manage transitions more smoothly. Lifelong Learning Early childhood education cultivates a positive relationship with learning by making learning enjoyable and stimulating. “When children develop a love for learning early on, they become eager to explore new ideas and challenges throughout their lives,” Assis highlights. Exposure to Diversity Early childhood education introduces children to a diverse world. They meet peers and educators from various cultural, religious, and social backgrounds, helping them appreciate diversity and fostering a sense of unity in difference. “Exposure to diversity from a young age allows children to develop a global mindset, which is invaluable in today’s interconnected world,” notes Assis. The holistic benefits of early childhood education cannot be overstated. Children develop crucial life skills, improve their academic readiness, and build strong social connections, all within an environment that encourages play-based learning. “As we continue to provide high-quality education at Dibber International Preschools, we are dedicated to giving children the opportunity to grow, learn, and thrive in a nurturing environment that supports their development in every aspect of life,” concludes Assis.

October 22, 2024

Surviving school exams with less stress & more focus

We’re into the last term of the school year, and that means exam time for learners from Grade 4 all the way up to Grade 12. While there’s a lot at stake for children in the upper Grades, even the younger ones going into their first or second exam seasons can feel pressure to perform. Parents too, can feel heightened anxiety as their children are put to the test, and this can be a disruptive time when it comes to all-round family well-being. Doryce Sher, a qualified pharmacist, aromatherapist and the founder of Aromatic Apothecary, says, “It’s high stakes over the next couple months for families; both challenging and exciting. This tension may not necessarily be about the importance of every mark but navigating the exam period well and generally getting good results builds a child’s confidence. So, it’s natural that parents feel invested in their children performing as well as possible in the end-of-year exams. All this can lead to a pervasive exam stress with both children and parents feeling overwhelmed and anxious.” According to Doryce these are aspects of emotional well-being and mental health where aromatherapy solutions particularly come to the fore. She says, “Nature provides us with healing plants that provide fast-acting, effective relief. From calming down in the moment and keeping anxiety at bay, to energising and re-focusing on what matters, we can use aromatherapy solutions such as the Aromatic Apothecary Stress-less nasal inhaler and the Wake Up & Focus nasal inhaler to quickly shift our mood, navigate the ups and downs, keep on track with our goals and get through a stressful time like exam season by performing at our peak instead of struggling.” Doryce’s top tips for less stress and more focus during exams include: A calm and comfortable study environment – Younger learners will need parents focused support with their study planning, while older children need quiet, organised spaces for studying at home, free of distractions and demands. Parents may need to adjust their child’s chores and family responsibilities so that they can prioritise their study and exam schedule. Maintaining a balanced, healthy lifestyle – Some of the most important support parents can provide is to encourage their child to maintain balance. Younger children might need parents’ help to get through their study time and stay focused on learning and revising. For high schoolers, studying without breaks, skipping meals, cutting off all social interactions and sleepless nights will not result in peak performance at exam time. Parents need to enable healthy eating, regular study breaks, daily exercise, some social interaction and sufficient sleep. Keeping your balance – Parents need to be mindful of their own expectations and anxieties. In line with reasonable expectations for their age, it’s important that your child manages themselves as much as possible when it comes to their study time. It’s not your job to drive their performance, but to support it. Communicating with care – Be careful of not inflaming situations. Expect some ups and downs, and don’t overreact in tough times. Open and non-judgemental conversations will help mitigate anxieties, lower the temperature and return more quickly to being focused on solutions. See your role as being encouraging, offering emotional support and reassurance. Providing a safe space for your child to express their feelings can only happen if you are in control of your own. Less stress is a decision and an action – Managing stressful moments is active not passive; not just mental but physical too. You need to do something to effectively shift out of the anxious state. Doryce says, “We know that the best way to deal with stress and anxiety is through deep breathing – it’s a failsafe, it always works. Often though, we are not in a state where we can master deep breathing. The Aromatic Apothecary Stress-less nasal inhaler sparks deep breathing, but it also gives you a scent infusion of a unique lavender, neroli and chamomile blend that is instantly calming and relaxing. The beauty of it is that it is safe to use repeatedly, whenever you need it. So, you can keep it in your pocket, school bag or on your desk and reach for it every time you start to feel overwhelmed. Stress and anxiety at exam time arise in the amygdala region in the brain, causing increased levels of cortisol in the body. Negative thought patterns, self-doubt, and fear of failure are all symptoms of exam anxiety. This mental noise impairs concentration, memory recall, and disrupts sound decision-making. Expect the stress and have coping strategies and tools like the Aromatic Apothecary Stress-less nasal inhaler to hand. It’s good for both children and their parents and can be used before bed to induce relaxation and restful sleep. Keep the focus on what matters – Younger children are still learning about the importance of exam time, and they will most likely need parental support to gently help them focus on their studies. For older learners, long hours spent studying, late nights and worries can all affect concentration and levels of fatigue. When your child sits down to study or write an exam, they want a mind that’s sharp and energised. Aromatic Apothecary Wake Up & Focus nasal inhaler is a safe, natural way to combat tiredness and lethargy, and to experience a mental boost. The unique blend of geranium, lemon, peppermint and rosemary is refreshing and invigorating as it quickly lifts concentration and alertness. Together with the Aromatic Apothecary Stress-less nasal inhaler, it puts you in charge and helps you moderate the ups and downs of a challenging time. The quick and easy inhaler format means that it can be slipped into a pocket and used quickly and discreetly for instant relief. It is safe to use whenever you feel like your concentration is slipping. Doryce concludes, “Perhaps the greatest meaning that we can find in a trial of life such as exam time, is that it is not so much the marks we get out of it, but

October 17, 2024

How small-group tutoring can help your child

If your child is struggling in class and needs help with language and Maths skills, small-group tutoring can help them catch up, keep up and get ahead. What is small-group tutoring? Small-group tutoring typically means a small student-to-teacher ratio, that is, a small number of students working with one teacher. It mimics the familiar dynamic of a classroom, but operates on a much smaller scale, allowing for one-on-one attention as well as time for independent learning. Why do students need tutoring? Unfortunately, many students fail to develop essential skills in English, Afrikaans, and Maths. A recent report by the Grattan Institute stated, “Studies estimate that typically about 20 percent of students will need additional learning support, on top of universal classroom instruction, to develop foundational literacy and numeracy skills.” What are the benefits of small-group tutoring? Small-group tutoring offers a more personalised experience, increased attention and a learning program customised to a child’s learning needs. This approach includes the one-on-one support needed to achieve students’ learning goals, as well as time for the student to work independently on tasks and build confidence. Small-group tutoring allows tutors to observe learning in action. The tutor can closely monitor individual progress and identify areas of improvement and provide constructive feedback. Small-group tutoring means students are not learning in isolation. Students actively participate in a group setting which builds confidence and a sense of belonging. It’s no surprise that small-group training is becoming a popular option in education to help students falling behind in essential English and Maths skills. In fact, a 2021 review of international evidence by Australian-based organisation Evidence for Learning showed small-group tuition can boost student learning by as much as four months, on average, over the course of a year! How does Kip McGrath small-group tutoring work? Kip McGrath has used this trusted method to successfully deliver foundational learning and has the track record to prove that this approach works. Over the past 45 years, Kip McGrath has helped millions of children catch up, keep up and achieve their learning goals. Kip McGrath programs are designed for success and are individually created for your child’s learning needs and their own style of learning. As a first step, Kip McGrath offers a free 40–60-minute ability assessment with a qualified teacher to identify your child’s strengths and learning gaps and to start them at the correct level. Our weekly tutoring sessions run in small groups of up to five for approximately 60 minutes. Students have the flexibility to undertake tuition either in a local centre, or online via our purpose-built online tutoring platform, or a combination of both. Weekly sessions are fun and engaging and include a mix of computer and written work, short-burst activities, one-on-one time, and feedback. Importantly, they also include independent learning to build confidence and increase self-esteem. One topic is covered per tuition session allowing for focus on the subject matter and students have the same teacher every lesson, which helps build a trusted relationship. The tutor will set goals and timeframes and keeps parents updated with progress reports along the way. “Small-group tutoring at Kip McGrath has been an absolute godsend for my daughter. With their unwavering support she has gone from having severe anxiety and panic attacks regarding mathematics, to an extremely happy and confident young lady who can now tackle any math equation that comes her way.” Crystal Sargeant Kip McGrath offers personalised learning programmes for primary and secondary students in their core subjects. A free assessment helps to identify a child’s strengths and learnings gaps. Individualised lessons are planned and offered by qualified teachers tailored to address each child’s specific learning needs. The learning programme specialises in comprehension, reading, spelling in English and Afrikaans, as well as Maths.

September 30, 2024

Enhancing Early Childhood Development in South Africa: A Critical Analysis and Call to Action

“The state of early learning and literacy in South Africa presents a profound challenge that requires immediate and comprehensive action. A staggering 81% of Grade 4 learners cannot read for meaning in any of South Africa’s 11 official languages*. This statistic highlights a literacy crisis and signals broader systemic issues within the educational framework that must be addressed to safeguard the future of the nation’s youth. Understanding the Barriers to Early Learning “The root causes of this literacy crisis are diverse and complex. In South Africa, many children, especially from less privileged backgrounds, are denied access to quality early childhood development programs. This lack of access is a primary barrier to forming the foundational literacy skills necessary for future academic success. “The challenges extend beyond access. The quality of education, particularly in early learning, is hampered by several factors: Inadequate Teacher Training: Many teachers lack the necessary training to effectively deliver literacy education, especially in environments with significant language diversity. Socioeconomic Disadvantages: Economic hardships significantly affect children’s educational readiness and access to educational materials at home. Language Diversity: With 11 official languages, South Africa’s linguistic landscape presents unique challenges in teaching and learning, particularly when the language of instruction differs from the children’s home languages. Parental Involvement: The engagement of parents in early learning processes is often limited, which is crucial for reinforcing the skills learned in classrooms. “There is a need for systemic reform. To address these challenges, a concerted effort must be made to improve the quality of ECD facilities, enhance teacher training, and increase parental involvement. We need to ensure that every child can benefit from inclusive and effective early learning opportunities. The Importance of Multidisciplinary Early Learning “The importance of integrating various disciplines into early learning cannot be overstated. By exposing children to a range of subjects from an early age, we not only foster a love of learning but also equip them with critical thinking, problem-solving, and communication skills. These skills are essential for literacy and overall academic success. ” This multidisciplinary approach is pivotal for addressing the literacy crisis in South Africa. It helps children navigate the complexities of language and literacy from a young age, setting a solid foundation for their educational journey. The Transformative Power of Play “Play is not merely a leisure activity; it is a critical educational tool that impacts a child’s cognitive, physical, social, and emotional well-being. Through play, children engage with their environment and learn crucial life skills that prepare them for future challenges in study, work, and personal relationships. Play integrates children’s natural curiosity with structured learning, thereby creating a dynamic environment that fosters the development of crucial cognitive and social skills. Dibber’s Role and Recommendations “Dibber International Preschools plays a vital role in implementing strategies that address these systemic issues. We are committed to integrating innovative teaching methods and technologies to enhance learning outcomes. Our initiatives include community-based programs, teacher training workshops, and the incorporation of digital tools that facilitate interactive learning experiences. “To combat the literacy crisis effectively, Assis advocates for several policy recommendations: Increase Investment in Early Childhood Education: Prioritizing funding for ECD programs is crucial for improving accessibility and quality. Enhance Teacher Training: Providing ongoing professional development to equip teachers with the skills needed to address the challenges of multilingual classrooms. Foster Parental and Community Engagement: Encouraging active involvement from parents and local communities in educational processes to support children’s learning outside of the classroom. “The challenge of improving literacy rates among young learners in South Africa is formidable but not insurmountable. With strategic investments in early childhood development, comprehensive training for educators, and robust community engagement, significant progress can be made. Our children’s ability to read and comprehend is the cornerstone of their future success. We must all work together to transform our educational system and ensure that every child has the opportunity to thrive. Through collective efforts and innovative solutions, we can pave the way for a brighter educational future for South Africa’s next generation.” *Progress in International Reading Literacy Study (2021 PIRLS)

September 26, 2024

Play and project-based learning: cultivating future leaders through innovative education

Imagine a world where children are confined to desks, memorising facts without understanding their real-world applications. The anxiety of test scores and the pressure to conform stifle their creativity and critical thinking. Now, contrast this with an environment where learning is an adventure, where curiosity is the driving force and where children are encouraged to explore, experiment and innovate. The latter is not just a utopian dream; it is a necessity in our rapidly evolving world. On 11 June 2024, the world celebrated the United Nations’ inaugural International Day of Play. To commemorate the day, Future Nation Schools hosted a groundbreaking FutureTalk webinar titled “Play as a Pathway: Cultivating Future Leaders Through the Power of Play” where educators and thought leaders discussed the transformative potential of play and project-based learning (PBL) in shaping the leaders of tomorrow. This event highlighted the importance of these methodologies in modern education and their ability to foster environments where students thrive emotionally, intellectually and develop leadership skills. The power of play in education The amygdala, a part of our brain responsible for processing emotions, often reacts to stress and fear, impacting our ability to think clearly and make rational decisions. This is a common experience in traditional education settings, where the fear of failure can overshadow the joy of learning. But by integrating play and PBL into our educational systems, we can mitigate this stress, fostering environments where students thrive on all levels. This because, explains Nompumelelo Dlamini, Head of Primary School at Future Nation Schools, play is not just a break from serious learning; it is the foundation of cognitive, social and emotional development. “Play-based learning transforms classrooms into vibrant spaces of discovery and collaboration. It enhances motor skills, improves hand-eye coordination and fosters fine motor development. More importantly, it cultivates critical thinking and problem-solving abilities, essential traits for future leaders.” Research supports the learn-through-play (LTP) approach According to studies by Piaget and Vygotsky, play is a pivotal aspect of learning, essential for developing critical thinking and problem-solving skills (Smith and Pellegrini, 2013). As a pedagogical approach, LTP leverages children’s natural curiosity and creativity to facilitate educational outcomes. Rooted in the understanding that play is a fundamental aspect of human development, LTP integrates playful experiences with structured learning objectives, allowing learners to explore, experiment and engage with concepts in a context that feels both intuitive and enjoyable. This method is particularly impactful in early childhood education but extends its benefits across all age groups, enhancing cognitive, social and emotional development. LTP encourages active participation, problem-solving and critical thinking, making learning a dynamic and interactive process. By fostering an environment where mistakes are seen as opportunities for discovery, LTP cultivates resilience, adaptability and a lifelong love for learning. When children engage in play, they explore new concepts, experiment with roles and navigate social interactions. This natural form of learning helps them master complex ideas, build resilience and prepares them for life’s myriad challenges and adventures. Project-based learning: a hands-on approach to real-world skills Project-based learning (PBL), on the other hand, takes the principles of play a step further by immersing students in real-world projects. This teaching and learning methodology encourages learners to investigate, collaborate and create, transforming theoretical knowledge into practical skills. In essence, PBL allows students to take ownership of their learning, fostering independence and confidence. “Project-based learning bridges the gap between theory and practice. It equips students with the skills to tackle real-world challenges, promoting critical thinking and problem-solving. By working on projects, students not only gain knowledge but also develop resilience, adaptability, and a collaborative spirit essential for future leadership roles,” adds Dlamini. “Moreover, integrating play into the curriculum fosters creativity and emotional intelligence, providing a well-rounded foundation for children to grow into effective leaders.” Enhancing educational outcomes with LTP and PBL As pedagogical strategies, the integration of LTP and PBL is shown to significantly enhance educational outcomes in various domains, including mathematics, literacy and life skills. For mathematics, the LTP approach encourages children to engage with numerical concepts through interactive play. This method demystifies abstract mathematical ideas, making them tangible and understandable. PBL complements this by providing practical, real-world problems for learners to solve, thereby reinforcing their understanding and application of mathematical principles. Together, they not only increase engagement and enjoyment in learning mathematics but also bolster learners’ confidence in their problem-solving capabilities. In terms of literacy, the combination of LTP and PBL lays a robust foundation for emergent literacy skills. Through LTP, children expand their vocabulary and narrative skills in a natural and engaging manner, while PBL approaches literacy by contextualising reading and writing within meaningful projects, which require communication and storytelling. The integration of these methods fosters a print-rich environment that stimulates cognitive engagement and social interaction – essential components for developing strong literacy skills. For life skills, this educational synergy cultivates critical thinking, collaboration and adaptability – competencies that are indispensable in the 21st century. The hands-on, exploratory nature of LTP, alongside the inquiry-based focus of PBL, equips learners with the resilience to face challenges and the social skills necessary for teamwork. This educational approach not only prepares learners academically but also instils in them the intrinsic motivation and values needed to navigate and succeed in life beyond the classroom. Additionally, there is a growing body of research supporting the use of LTP and PBL in schools. Researchers have found that schools where these teaching methods are practised see a decline in absenteeism, an increase in cooperative learning skills and improvement in learner achievement. When technology is used to promote critical thinking and communication, these benefits are enhanced. The intersection of play and PBL in leadership development “Project-based learning and learn-through-play bridge the gap between theory and practice. These two pedagogies equip learners with the skills to tackle real-world challenges, promoting critical thinking and problem-solving and creating learning environments where learners not only gain knowledge but also develop resilience, adaptability and a collaborative spirit essential for future leadership roles,” says Sahar Mohy-Ud-Din, Strategic Education Advisor at

September 11, 2024

The Dreaded “Dys” … understanding Dyslexia and Dyscalculia

Dyslexia and dyscalculia are specific learning disabilities that affect a child’s ability to read and perform mathematical calculations, respectively. These conditions can have significant impacts on a child’s educational experience, leading to frustration, low self-esteem, and academic difficulties. However, with proper understanding, early diagnosis, and targeted interventions, children with dyslexia and dyscalculia can thrive in school and beyond. This article provides an in-depth look into these conditions, including definitions, warning signs, diagnostic procedures, and the support structures that can be implemented in educational settings. Defining Dyslexia and Dyscalculia Dyslexia is a neurological condition that primarily affects reading skills. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These challenges are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Dyslexia is not related to intelligence; rather, it is linked to the way the brain processes written language. Children with dyslexia may struggle with reading comprehension, slow reading speed, and difficulty with spelling, even though they might excel in other areas. Dyscalculia, on the other hand, is a learning difficulty that affects a child’s ability to understand numbers and learn math facts. Children with dyscalculia have trouble with tasks such as recognising numbers, understanding numerical concepts, remembering math facts, and performing calculations. Just as dyslexia is a difficulty with reading that is not due to lack of intelligence or effort, dyscalculia is a difficulty with math that is not due to laziness or lack of effort. The condition can manifest in various ways, from difficulty with basic arithmetic to struggles with more advanced math concepts as the child progresses through school. Warning Signs in School-Aged Children Recognising the warning signs of dyslexia and dyscalculia early on is crucial for timely intervention. The signs can vary depending on the age and developmental stage of the child. Warning Signs of Dyslexia: Preschool Years: Delayed speech development, difficulty learning new words, problems with rhyming, and trouble recognising letters and numbers. Early Elementary School: Slow learning of letter names and sounds, consistent trouble with reading and spelling simple words, guessing at words rather than sounding them out, and avoiding reading tasks. Later Elementary School: Difficulty with reading fluency, poor spelling, trouble with comprehension, difficulty remembering sequences (like the alphabet), and avoidance of reading and writing tasks. Warning Signs of Dyscalculia: Preschool Years: Difficulty learning to count, trouble recognising numbers, confusion with basic concepts like “more” and “less,” and challenges with simple puzzles. Early Elementary School: Difficulty understanding the concept of time, problems with recognising patterns, struggles with basic arithmetic operations (addition, subtraction), and trouble understanding math symbols. Later Elementary School: Difficulty with more complex math concepts such as multiplication and division, trouble understanding fractions, difficulty measuring things, and struggles with keeping track of scores in games. Diagnosing Dyslexia and Dyscalculia Diagnosis of dyslexia and dyscalculia requires a comprehensive evaluation, typically conducted by a team of professionals, including psychologists, special educators, and speech-language pathologists. Diagnostic Process for Dyslexia: Developmental History: Gathering information about the child’s early language development, reading habits, and family history of reading difficulties. Cognitive Testing: Evaluating general cognitive abilities to rule out intellectual struggles. This may include tests that assess memory, attention, and problem-solving skills. Reading Tests: These include assessments of phonemic awareness (the ability to recognise and manipulate sounds in words), decoding (reading unfamiliar words), reading fluency, and comprehension. Language Tests: Assessing the child’s spoken language abilities to rule out any underlying language disorders that could be contributing to reading difficulties. Diagnostic Process for Dyscalculia: Mathematical Testing: This includes assessments of basic math skills such as number recognition, counting, and arithmetic operations. More complex assessments may involve problem-solving, understanding of math concepts, and applying math in real-life situations. Cognitive Testing: Similar to dyslexia, cognitive tests are used to rule out other potential causes of the child’s difficulties with math. Tests may include evaluations of working memory, spatial reasoning, and attention. Observations and Interviews: Observing the child in a classroom setting and interviewing teachers and parents about the child’s performance in math-related tasks can provide valuable insights. Support Structures and Interventions Once dyslexia or dyscalculia is diagnosed, the focus shifts to providing appropriate support to help the child succeed in school. Effective intervention plans are typically tailored to the individual child’s needs and may involve a combination of strategies. Support Structures for Dyslexia: Specialized Reading Instruction: Children with dyslexia benefit from explicit, systematic instruction in phonics, which helps them understand the relationship between letters and sounds. Multi-sensory teaching methods, which engage more than one sense at a time (e.g., seeing, hearing, and touching), are often effective. Assistive Technology: Tools such as audiobooks, text-to-speech software, and word processors with spell-check can help children with dyslexia access written material and complete written assignments. Classroom Accommodations: These might include extra time on tests, allowing oral instead of written responses, and providing notes or outlines of lessons to reduce the burden of writing. Reading Support: Regular practice with a reading specialist, either in a small group or one-on-one, can help reinforce reading skills and build confidence. Support Structures for Dyscalculia: Explicit Math Instruction: Like reading interventions for dyslexia, math instruction for children with dyscalculia should be explicit and systematic. This may involve breaking down complex problems into smaller, manageable steps and using visual aids to reinforce concepts. Use of Manipulatives: Hands-on tools such as blocks, counters, or visual aids can help children better understand abstract math concepts by making them more concrete. Math Tutoring: Regular sessions with a math tutor who specialises in working with children with learning difficulties can provide targeted support and help the child develop strategies for tackling math problems. Technology Aids: There are various apps and software designed to help children with dyscalculia practice math skills in an engaging and supportive environment. Emotional and Social Support: Building Confidence: It is essential to focus on the child’s strengths and provide positive reinforcement. Encouraging the child to pursue interests and activities they enjoy can boost self-esteem. Peer Support: Creating

September 10, 2024

Unplugged coding in early childhood: Equipping your preschooler to succeed in the digital world

Children entering the school system today will enter a very different world of work than their parents and grandparents, thanks to digitalisation and technologies such as robotic automation and AI. While the past few years have seen increased importance placed on teaching coding skills at school, JSE-listed independent education provider, Curro Holdings, believes that focusing on the foundations of coding can start even earlier, from Grade R, and doesn’t require access to digital devices. What is unplugged coding? Ilmarie von Wielligh, Foundation Phase Curriculum Lead for Coding & Robotics at Curro Holdings, explains that unplugged coding is a method of teaching the fundamentals of computer science and programming without using electronic devices like computers or tablets. Instead, it uses physical activities, games, and hands-on exercises to help children understand coding concepts such as algorithms, sequences, loops, and conditionals. “Unplugged coding is a versatile and inclusive approach to teaching foundational coding concepts to young children,” she says. “It emphasises the development of critical thinking and problem-solving skills through engaging, hands-on activities. By introducing these concepts early, we can foster a lifelong interest in technology and computational thinking, setting children up for future success in an increasingly digital world.” Examples of unplugged coding activities include: Sequencing with cards: Children use picture cards to create a sequence of steps to complete a task, like brushing teeth or getting ready for school. This activity helps develop logical thinking and understanding of sequences. Human robot game: One child acts as a robot, and another child gives simple step-by-step instructions (e.g. move forward, turn left) to guide the robot to a specific location. This teaches basic programming concepts and following instructions. Storytelling with code: Using storyboards, children can arrange pictures in a specific order to tell a story. This enhances their ability to think logically and understand the concept of sequences. Debugging activities: Children colour in or cross out the picture that doesn’t fit into the sequence. These activities all help develop critical thinking, problem-solving, and logical reasoning skills. When to start with unplugged coding? “Children can be introduced to unplugged coding as early as Grade R typically around the age of 5 to 6 years,” von Wielligh says. “At this age, children can grasp basic concepts of sequencing, patterns, and following instructions through play-based activities.” Parents can also introduce unplugged coding principles at home through activities that promote following steps (like cooking from a recipe or setting up a treasure hunt with a map and instructions), or pattern recognition and replication. In fact, many activities that parents might already be doing with their children can teach unplugged coding skills. “Puzzle building helps children to gain abstraction skills by looking at a big picture and breaking it into smaller pieces by solving the problem and eventually creating the big picture once the puzzle has been completed,” says von Wielligh. Even before the Grade R, Curro preschools also include intelligent toys, designed to assist with learning coding principles, such as unifix cubes and pattern blocks, which promote pattern skill development. By embracing intelligent toys as the building blocks of basic coding in preschool and Grade R, Curro aims to better equip even the littlest of learners to grapple with some of the most important skills and technologies they will need in their lives. Computer-free coding for inclusivity von Wielligh says unplugged coding is particularly valuable in schools without access to technology because it ensures that all children can learn foundational coding concepts without needing computers or tablets. “This approach promotes inclusivity and equal learning opportunities, regardless of a school’s resources. It also emphasises that computational thinking and problem-solving skills are essential and can be developed without relying on technology, which are all vital skills in today’s world,” she says. “These skills are life skills – all children need to be able to solve problems, think in a logical way, be able to follow a sequence and to analyse information carefully.”

September 9, 2024

Fear of failure: too scare to try

Children who suffer from fear of failure experience debilitating anxiety before writing an exam, taking part in sport or performing a recital. A moderate level of anxiety before such events is normal and can be expected before an exam or a solo performance. However, their fear of failure could lead to them not being able to reach their full potential, to take risks or to be successful. This takes place when a child assesses a situation and determine whether they think they are able to do it or not, without necessarily trying first. If they do not feel that they can do it well enough to their own standards, they would often refuse to take part. Fear of failure is seen in children of all ages. Initially, the fear of failure could present itself when a child who is too scared to take risks, the child who chooses to play in the sandpit near his or her parents when the other children are playing on the jungle gym on the opposite side of the playground. Later, it could seem that the child is constantly worried and needs reassurance all the time. Some children will constantly ask their teacher if their classwork is correct, even though they have been given prompts, reminders or checklists to check their own understanding. Older children might be overcome by the fear of not getting good marks to the extent where they spend too much time worrying about a possibly incorrect answer in an exam. They would fret about one particular sum in their Maths exam and not carry on to the other sums on the exam paper. This could lead to an incomplete exam and losing marks on sums they could have mastered. In studies done on the fear of failure, a link was found between the overwhelming fear of making a mistake and not being perfect and a child’s relationship with their biological parents. Children are often subconsciously scared of disappointing their parents. They also mirror their parents’ anxiety. However, dear parents, fear not! You can help you child to overcome this fear by normalising mistakes. Emphasize their effort over their ability. Encourage them to see each “failure” as an opportunity to learn and improve. Create opportunities where they can try new things just for fun where success is not required. Teach your child to have self-compassion when they fail by not allowing negative self-talk to take over their vocabulary. Let them see the bigger scheme of things by asking themselves whether this failure would still be relevant in a few years. Remind your child that fear was once a scary monster that lived under his bed until he conquered the fear and the monster turned out to be his school shoe. Chrizelle Prinsloo is the owner of Kip McGrath Education Centres, Walmer. She has a background in psychology and has taught in mainstream and special-needs schools both locally and abroad. Chrizelle is passionate about helping children gain confidence in their own abilities and about finding different ways to help them learn.

September 5, 2024

School Change: How to determine if moving on is right for your Child

School choice is not a straightforward ticking-of-the-boxes exercise. As all parents know, there are many factors that influence the decision-making process. Even when exhaustive investigations have been done, questions may still remain whether the right choice was made. At this time of year, following the mid-term exams, and looking forward to a new school year, parents may be considering moving schools due to various factors – academic, social and emotional. The decision to move schools is a significant one that can come with major upsides but also unforeseen downsides, and therefore warrants careful consideration. Education experts from ADvTECH Schools say that while moving schools is a hard call to make, there are ways to determine whether a child’s current school is the best fit for them, or whether they will be best served in a new or different environment. Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, says there are a few factors to take into consideration when assessing if a school is a good match. They include the questions of: Progress or Regresses: If your child is no longer making progress or is regressing despite the support in place, it may indicate that the current environment is not meeting their needs. Emotional Distress: If your child exhibits consistent emotional distress, anxiety, or behavioural issues that seem exacerbated by the school setting, this might be a sign that the environment is not conducive to their well-being. Lack of Adequate Resources: If the school is unable to provide the necessary resources, therapies, or accommodations that your child needs to thrive, it might be time to explore other options. Mismatch in Educational Philosophy: If the school’s approach to education and support structures does not align with your child’s learning style or needs, it could be beneficial to seek a school with a more tailored approach. “The ideal environment varies based on the child’s specific challenges; for example a child with learning difficulties might need a more specialised setting, which offers individualised learning plans, smaller class sizes, and dedicated support staff,” she says. Sutherland says when considering alternative options, parents should: Visit Schools: Schedule visits to potential schools to observe the environment, meet the staff, and see how the school operates on a day-to-day basis. Speak to the Principal: Have an in-depth conversation with the principal or head of the learning support team. Discuss your child’s specific needs and how the school can meet them. Assessments: Arrange for your child to be assessed by an educational psychologist or a specialist to gain a clear understanding of their needs and the type of environment that would best support their development. Talk to Other Parents: Connect with parents who have children with similar challenges to hear their experiences with different schools. “Trusting your instincts as a parent is important. If you feel that your child’s current school is not meeting their needs, exploring other options may be the best decision for your child’s long-term success and happiness. How your child responds to school (happy or anxious) is a good determiner of how your child copes at school. Academic success is very much connected to emotional well-being, especially for children who require additional support.” Marion Kohler, Principal at Abbotts JHB South, says there are a number of reasons as to why a school does not work out for a student. “It could be for emotional reasons, where the child is not making friends, or there has been social isolation. Academic progress could also be a factor, where the child feels they are not getting the necessary support from the teachers or school, or that their subject offering is not aligned with future goals. “However, it is important to differentiate between typical challenges that can be overcome with time and support, and those that are perhaps just an incompatibility with the school environment. If the issues persist despite efforts to address them, it may be time to consider a change. A school cannot be everything to everybody.” Kohler says when considering changing schools, it is important to look at the specific needs of a child when looking for a good fit for children with specific challenges. “Most good schools will offer support for children with barriers to learning, in the form of concessions for exams and tests. There are also more niche schools that are very accommodating of children with mild autism, ADHD, learning barriers such as slow processing speeds, dyslexia, dyscalculia and those with mental health challenges. “If a child has neurodiverse challenges that are more severe than those mentioned, a school with a stronger support system, such as specialised education services and teachers trained in differentiated instruction for these types of students would be a better fit.” When investigating alternative options, word of mouth from current parents in a school would be wise, and definitely a visit to the school with an appointment to see the principal could support the decision to change schools. “Obviously, proximity to home, affordability and fit are important factors to consider. Thereafter, schedule an appointment with the principal and a tour of the school. One gets a ‘feel’ of the culture and climate of the school, what their offerings are and whether you think your child would settle in the environment,” says Kohler. When contemplating changing schools it is important to weigh up the concerns against potential opportunities, she says. “If the concerns are ongoing and are affecting a child emotionally, such as bullying, or a general anxiety, perhaps an online school or a school with fewer students may be a better fit. “However there is also value in remaining in the same school, as it allows students to build deeper relationships with peers and teachers and to develop coping mechanisms including grit, emotional regulation, resilience, perseverance and a growth mindset.”

September 5, 2024

Mastering Matric: Strategies for Success in Your Final Exams

In three months, thousands of Grade 12 learners across South Africa will close the chapter on their secondary education as they sit for their final exams. As the 30th of October approaches, effective exam preparation is key to staying on top of studies and avoiding the flurry of panic that comes with last-minute cramming. Last year, more than 890 000 full-time and part-time candidates sat for the matric exams, and achieved an 82.9% pass rate. There are several factors that contribute to learners doing well in their final exam, A comprehensive strategy involves more than just making and memorising notes – it’s about careful time management, mastering learning styles, and making some lifestyle changes to ensure confidence when sitting down and flipping over that first page. Schoolwork isn’t the only thing keeping matrics busy. They’re often juggling extracurricular activities, family obligations, and social engagements, as a result, adding more pressure to the life challenges they’re faced with. A recent United Nations Children’s Fund survey found that more than two-thirds of young people and children in South Africa felt they needed mental health support over the past year. According to Esther Venter, Dean of Teaching, Learning & Student Success at STADIO Higher Education, before opening any textbooks and picking up that highlighter, learners should compile a time-based study plan outlining clear goals. “Learners should start by getting an overview of their work, organising it into sections, setting a schedule, and assigning each section to their schedule,” says Venter. “Allocate more time to subjects that you’re finding tricky to grasp and don’t forget to slot in other activities and school commitments,” she adds. Learning Styles Once they are on top of their schedule and goals, learners should organise and refine their notes and clarify their preferred learning style. Every student has a unique learning style, including visual, auditory, and social. Auditory learners might benefit from reading their work aloud and recording themselves to listen to their work later. Visual learners can condense their notes into beautiful mind maps, graphs, or drawings. Social learners might work best in group settings, quizzing each other on content and explaining their work in different ways. As the old saying goes, practice does make perfect. “As Grade 12’s know by now, studying is more than just reading through the content,” Venter adds. “Doing practice papers is a proven method for exam success. Just ensure that you don’t look at the answer before answering the question, and spend time engaging with each question and answer to figure out your mistakes.” The pressure of preparing for matric exams can be overwhelming, leading students to neglect their mental and physical well-being. Carving out time for rest, exercise, and socialising helps learners revive their work-saturated minds and lead to better focus. Good sleep is also proven to increase focus, so prioritise a consistent sleep routine. “Aim to go to bed at the same time each night, preferably before 10 pm. Be realistic about what time you want to get up – don’t deceive yourself into thinking you’ll start studying at 4 am, only to hit the snooze button for 2 hours!” says Venter. “Parents’ roles include everything from chef, chauffeur, and cashier, to cheerleader, coach, and counsellor during this important time in matriculants’ lives,” Venter explains. “So set your matric up for exam success with a balanced diet, consistent hydration, emotional support, and words of encouragement.” Finally, don’t forget to reward your efforts when you meet your goals. Matric exams don’t have to be the most stressful period in a student’s schooling career. With proper preparation and good self-care, students can confidently reach their full potential.

August 6, 2024

NAVIGATING THE CHALLENGES OF OVERSCHEDULING CHILDREN – FINDING THE RIGHT BALANCE IN SOUTH AFRICA

In today’s fast-paced world, it’s easy for South African parents to fall into the trap of overscheduling their children. Our little ones can quickly find their days packed from morning till night between school, sports, cultural activities, and playdates. For children aged 6 and under, finding the right balance is crucial for their development and well-being. In South Africa, where cultural diversity and vibrant community life offer a plethora of activities, it can be tempting to enrol children in everything from soccer to dance and from isiZulu classes to music lessons. However, overscheduling can lead to stress and fatigue, even in the youngest children. Imagine the life of a child who spends most of their day moving from one activity to another without a moment to breathe. The joy of exploring their surroundings, playing freely, and simply being a child gets overshadowed by the constant rush of scheduled activities. As parents, we want the best for our children, aiming to provide them with opportunities to learn and grow. However, it’s important to remember that unstructured playtime is equally valuable. Free play allows children to use their imagination, develop social skills, and learn at their own pace. It’s during these moments of unstructured time that they often discover their interests and talents. Children thrive when they have a mix of structured activities and free play. Think of it as creating a balance between learning and relaxation. Structured activities, like soccer practice or a dance class, help develop specific skills and introduce children to teamwork and discipline. On the other hand, free play fosters creativity, problem-solving abilities, and independence. To find this balance, start by observing your child. Notice how they react to different activities and their overall mood. Are they excited and eager to participate, or do they seem tired and overwhelmed? Listening to your child’s cues can guide you in adjusting. In South Africa, creating a weekly schedule that includes downtime is beneficial. This doesn’t mean eliminating all activities but rather spacing them out and ensuring there are periods for rest and relaxation. Having a predictable routine helps children feel secure, but it should be flexible enough to accommodate their need for free time. Communication is key. Talk to your child about their day and how they feel about the activities they are involved in. Their feedback is valuable and can provide insights into what they truly enjoy. Sometimes, children might not verbally express their feelings but might show signs of distress through behaviour changes, such as irritability or a lack of enthusiasm. Family time is another important aspect of achieving balance. Simple activities like reading a book together, going for a walk, or cooking a meal can be incredibly enriching. These moments not only strengthen family bonds but also give children a sense of stability and comfort. In South Africa, where community and family are deeply valued, it’s essential to manage our expectations and resist the pressure to fill every moment with structured activities. Trust that giving children the freedom to explore and play on their own terms is just as important for their growth. By finding a balance between scheduled activities and free play, we create an environment where our children can flourish. They will learn to enjoy both the structured opportunities to learn new skills and the invaluable time to simply be kids. In the rich and diverse cultural tapestry of South Africa, striking this balance will help our children grow up healthy, happy, and well-rounded. Article by: Kelly Grace Eyre

August 5, 2024

Embracing the New Coding and Robotics Curriculum: A Guide for South African Teachers

Imagine our beloved gogos (grandmothers), who are just getting the hang of setting up their WhatsApp accounts, now being roped into helping with coding and robotics homework. It’s a funny image, but it highlights an important point: the digital revolution is touching all generations, and our role as educators is to bridge these gaps with patience and enthusiasm. With the South African Department of Basic Education’s recent gazetting of the coding and robotics curriculum, educators across the nation are gearing up to integrate these modern, skills-based subjects into their classrooms. While this shift marks a significant advancement in preparing students for the digital age, it also brings a set of challenges and concerns for teachers. Here’s a comprehensive guide to addressing these concerns and helping teachers thrive in this new educational landscape. The new coding and robotics curriculum represents a move towards a skills-based approach, focusing on practical application, problem-solving and critical thinking. Unlike traditional knowledge-based curricula, which emphasise theoretical understanding and memorisation, this new curriculum requires students to engage in hands-on activities and apply their learning in real-world contexts. Common Concerns and Solutions Lack of Experience and Training in Coding and Robotics Many teachers feel unprepared to teach coding and robotics due to a lack of prior experience and training. Here’s how to tackle this: Professional Development: Enrol in professional development courses specifically designed for coding and robotics. Many online platforms offer free or affordable courses. Additionally, Future Nation College, part of The Sifiso Learning Group, offers comprehensive courses in coding and robotics, leveraging over seven years of experience in implementing these subjects through Project-Based Learning (PBL) at their Future Nation Schools. Peer Collaboration: Collaborate with colleagues who have experience in these subjects. Peer mentoring can provide valuable insights and practical tips. Educational Resources: Utilise the wealth of online resources available – these include tutorials, lesson plans and forums where educators share their experiences and solutions. Limited Access to Resources and Technology Schools may lack the necessary technology and resources to effectively teach coding and robotics. To address this: Resourceful Planning: Start with basic resources and gradually build your toolkit. Many coding activities can be conducted with minimal equipment, using free software like Scratch or online coding platforms. Funding and Grants: Explore funding opportunities and grants specifically aimed at STEM education. Many organisations and companies are willing to support schools in acquiring necessary technology. Partnerships: Partner with local businesses, universities and non-profits that may provide resources, support or mentorship programmes. Adapting Teaching Methods Transitioning from traditional teaching methods to a skills-based approach can be challenging. Here are some strategies: Project-Based Learning (PBL): Implement PBL, where students work on projects that require applying their coding and robotics skills to solve real-world problems. This method aligns well with the skills-based curriculum and enhances student engagement. Flexible Classroom Layouts: Arrange your classroom to facilitate group work and hands-on activities. Create learning stations where students can collaborate and experiment. Continuous Reflection: Regularly reflect on your teaching practices and seek feedback from students. Be open to making adjustments and trying new approaches to improve learning outcomes. Assessment Challenges Traditional assessment methods may not effectively measure student progress in a skills-based curriculum. Consider these approaches: Performance-Based Assessment: Use performance-based assessments, such as projects, presentations and practical tasks, to evaluate students’ skills and application of knowledge. Formative Assessment: Incorporate formative assessments to provide ongoing feedback. Encourage peer and self-assessment to promote reflective thinking and continuous improvement. Rubrics and Criteria: Develop clear rubrics and criteria for assessing both the process and the final product. This helps students understand expectations and areas for improvement. Setting Yourself Up for Success Embrace a Growth Mindset: Approach this new curriculum with a growth mindset. Embrace the opportunity to learn and develop new skills alongside your students. Stay Informed and Updated: Keep abreast of the latest developments in coding and robotics education. Join professional networks and online communities where educators share resources, experiences and support. Engage with the Community: Involve parents and the community in the learning process. Host coding and robotics showcases to demonstrate student projects and foster a supportive learning environment. Leverage Technology: Utilise technology to enhance your teaching. Incorporate multimedia resources, interactive tools, and online collaboration platforms to create a dynamic and engaging learning experience. Celebrate Achievements: Recognise and celebrate both small and large achievements in your classroom. This boosts student confidence and motivation. The Sifiso Learning Group (SLG), through its Sifiso EdTech division, has been at the forefront of training teachers to transition to skills-based teaching. Over the past few years, Sifiso EdTech has trained over 300 teachers through intensive in-person deep dive sessions. These sessions encourage teachers to embrace new skills and give themselves the grace to learn, understanding that becoming proficient in coding and robotics is a journey. Future Nation College, part of the same group, has been successfully implementing coding and robotics curricula for over seven years at SLG’s Future Nation Schools. Their expertise in Project-Based Learning (PBL) has proven effective in integrating these subjects into the curriculum, making them a valuable resource for teachers embarking on this new educational path. Conclusion The introduction of the coding and robotics curriculum in South African schools is a transformative step towards preparing students for a technology-driven future. While the transition may come with challenges, teachers equipped with the right strategies, resources and mindset can thrive in this new educational landscape. By embracing professional development, fostering collaboration and adopting innovative teaching methods, educators can successfully navigate this shift and provide their students with valuable, future-ready skills. As teachers, let’s embrace this opportunity with open arms! Knowing that we are not alone in this journey and that with the right support, we can all succeed. PS: To find out more about the new coding and robotics curriculum and how you can assist your child with this subject, tune into Sifiso EdTech’s free FutureTalk webinar at 6pm on 21 August where I’ll be joined by Miss Elspeth Mmatladi Khembo, Director of MST Curriculum Innovation and E-Learning at the Department

July 31, 2024

Oh, My Word (Problem)! How to help your child with word problems in maths

“I like maths, but I hate doing word sums.” This statement is true for many students. At primary school level this is often the area where most students lose marks in both maths tests and exams. Word problems, word sums or story sums require comprehension and analytical skills. Children who battle with word problems often struggle with comprehension-based tasks in their languages as well. These sums also require “reading between the lines” and being able to make sense of what is expected of them without being told directly. Here are some tips to help your child at home: 1. Let’s start at the very beginning Your child needs to know his or her number bonds and multiplication tables. If a child struggles with basic addition, solving word problems that require his or her having mastered this skill will be more difficult. 2. Draw the “story” Encourage your child to make an illustration based on the facts mentioned in the problem. Let him or her use circles, triangles or dots to represent the numbers mentioned. Do not let the drawing become the focus of the exercise. 3. Choose an operation Make a list of the key words associated with each operation. Help your child identify the operation required, namely addition, subtraction, multiplication or division. 4. Use different or smaller numbers If your child is nervous when working with bigger numbers, replace the numbers with smaller ones. After deciding which operation to use and carrying it out, replace the smaller numbers with the original numbers to complete the sum. 5. Trial and error If your child is not sure whether it is, for instance, an addition or subtraction sum, let him or her roughly calculate answers for both operations. Ask your child which answer makes the most sense when you read the question again. For example, John’s mother is twice his age. John is 20 years old. How old is his mother? If you say 20 times 2, his mother would be 40. However, 20 divided by 2 is 10. Clearly, John’s mother can’t be 10 if he is 20 years old. 6. Practice makes perfect Ask your child’s teacher for additional exercises or search for word problems for your child’s grade online. If your child really battles, try to find examples two or three grades lower than his or her actual grade level. Once a child realises he or she has mastered this skill, introduce more difficult examples. Key Words Addition Subtraction Multiplication Division plus altogether total sum more than add combined increase minus difference less than decrease take away fewer remain left times multiply by per product equal groups twice as much quotient out of divided by share average each ratio half Chrizelle Prinsloo is the owner of Kip McGrath Education Centres, Walmer. She has a background in psychology and has taught in mainstream and special-needs schools both locally and abroad. Chrizelle is passionate about helping children gain confidence in their own abilities and about finding different ways to help them learn.

July 30, 2024

A Principal’s Perspective: Nurturing Resilience & Endurance in Your Child

Resilience and endurance are indispensable qualities in today’s fast-paced world, and parents play a crucial role in cultivating these traits in their children. But while we all understand the importance of these traits, helping our children develop them isn’t always easy. In my many years as an educator and now school principal, I have, however, learnt there are some surefire ways to help your child develop strength and resilience. Key among these, is helping them to develop a Growth Mindset. Teach your child to view challenges as opportunities for growth rather than failures, and emphasise the importance of dedication and effort in developing skills and abilities. It is also important to Model Resilience, and to lead by example. Show your child how to tackle challenges with a positive attitude and perseverance, and share stories of your own setbacks and triumphs to highlight the importance of resilience. We should also help our children build Emotional Awareness. Help your child identify and express their feelings openly, and teach them healthy coping mechanisms for managing stress and disappointment. Again, lead by example. You do not feel the same and on top of your game every day, and neither should your child be expected to. You may be emotional and express your feelings in a healthy and appropriate manner, and our children should be encouraged to do the same. Supportive Relationships and their importance can’t be overstated. Foster open communication and trust within your family and encourage meaningful connections with peers and mentors who can offer guidance and support during tough times. Do not feel that you failed as a parent if they open to someone else, but rather welcome the fact that they are building a broad network of support. One of the biggest gifts we can give our children, is to Promote Independence. Empower your child to take on responsibilities and make decisions independently, without hovering over them and eyeing their every move like a hawk. Encourage your child to step out of their comfort zone and take on new experiences. Offer support while allowing them the opportunity to learn and grow from their experiences. Offer guidance and support while encouraging them to problem-solve and find solutions on their own. Tell them in conversations of examples where you as a parent made the incorrect decision, how it affected your future, and also how you were able to move on from mistakes. We all make them, and dealing with them is part of the learning journey. Celebrate Progress, not just Achievements. Recognise and celebrate your child’s efforts and progress, regardless of the outcome. Focus on the journey rather than the result to reinforce the importance of resilience and perseverance. Encourage your child by emphasising that he or she is not there yet, but that constant and sustained effort will pay off. Prioritise physical health through regular exercise, nutritious eating and adequate sleep. Healthy Habits are the building blocks on which everything else rests. A healthy body lays the foundation for emotional resilience. Ensure that there is a healthy balance between the child’s academic, sport and leisure time. Teach problem-solving skills and Cultivate Optimism. Equip your child with effective problem-solving skills to navigate challenges confidently. Encourage them to brainstorm creative solutions and learn from setbacks. Help your child develop a positive outlook on life by focusing on the lessons and opportunities for growth in difficult situations, and always keeping things in perspective. By Sanet Van Rensburg, Principal: Abbotts College Centurion.

July 15, 2024

Children need to be equipped for life, beyond the classroom

One need only look around you to see how young South Africans exemplify the boundless potential of a future in constant flux and change. As educators, it is our duty to create an environment where every child has the opportunity to maximise their unique potential so that they can affect a brighter future for our country. Ultimately, it is our youth who will shape the future and it is imperative that they are equipped and supported to become positive and responsible contributors to society. Beyond a curriculum-based education, we need to instil values and life skills that will guide moral and accountable decision-making. In today’s pop culture society, many children are learning false values from the social media platforms that permeate their daily lives, promoting the need for immediate gratification and an intolerance for values such as self-discipline, stickability and hard work. Educators and parents have a shared obligation to equip our youth as they take on adult responsibility We need to provide them with the skills for the jobs of tomorrow and, help them develop, nurture and grow the independence and life skills they will need. I am always struck by young people’s immense power of creative thought. Their innovative ideas and energy is what is needed to build a better society for us all, and this requires us to provide a space where they can be encouraged to realise their full potential. The next generation will be the most affected when it comes to our global future, we need to start fostering a youth that will think critically and provide ways to design a sustainable society, economy and community that cares for their own generation and those to come. According to Statistics South Africa, the youth remain vulnerable in our country, with the total number of unemployed young persons standing at 4,7 million (44,3%) in the fourth quarter of 2023. There are numerous reasons for this. However, I believe that one of the most pressing challenges is that they are not adequately equipped with the right skills or values to enter the workplace. In my experience, one of the most important life-skills is to know how to manage themselves in different environments. Learning environments must best reflect the true diversity of the world, both inside and outside the classroom. Children learn valuable life lessons from atmospheres of collaboration where girls and boys learn to get on. We should be promoting schools whose diversity encompasses a microcosm of the real world, so that once they leave the safety of this environment, they are able to cope with the demands of the world at large. During their school-going years, a child will develop their own perspective on the world and learn how to respect the individual ways of thinking that each of their fellow students bring to the table. By bringing different perspectives into the mix, we provide young people with valuable opportunities to learn from each other – intellectually, emotionally and socially. Inviting all kinds of students to work together in the classroom and share in extra-curricular adventures can better prepare a child for long-term goals. This will help in ensuring their future successes in their tertiary education and a well-balanced adulthood. It is important to recognise that children are born eager to learn and have individual genetic traits. We need to promote an education system that acknowledges that children are unique and have different abilities. It should accept that children learn differently and at different paces, and recognise the concept of a personalised education. Once a student leaves school, they must start building their own life, make decisions independently, find housing, secure a job, become a fully integrated member of society and fulfil civic duties. This is a great responsibility for any person, and while I think it’s rewarding for many to direct their lives themselves, schools should be there to provide them with the support they need in their formative years to help them become engaged citizens. Together with parents, we must give them enough information about what it means to become independent. Young people need to learn basic everyday skills, and this can be achieved by ensuring they have a support network and someone to guide and listen to them. By considering their opinions and strengthening their general participation, we can help guide our children to find a career path that is best suited to their individual strengths. Educational facilities should focus on improving a child’s motivation towards realising their individual mastery and purpose. It is also vital that parents are fully involved with the development of their child, as this has long-term benefits for both child and parent. This enables children to make the most of learning opportunities. Our role is to build a physical and spiritual environment that allows children to make independent choices, and improve their emotional development. Promoting independent learning in a child’s earlier years helps us understand how to advocate independence in them. Our teachers can extend and enrich their practices by seeing themselves, the children, the curriculum and society as a whole. Children who show a high degree of independence have higher confidence, self-esteem and motivation. Young people who become gradually conscious of themselves, other genders, cultures and history become aware of their freedom and develop the confidence to manage particular situations later in their lives. We need to continue to strive toward creating an environment which will nurture independence and promote our children’s well-being. I encourage educators to provide an environment that supports a child’s journey to obtain the freedom they need to ultimately become self-sufficient. I challenge teachers to rethink traditional teaching methods and to give greater emphasis to values that build character and resilience in the children who are entrusted into our care. By David Clark, Head of School at Bridge House

July 12, 2024

Incidental Learning in Children

The Impact of Hearing Difficulties and the Importance of Early Intervention Incidental learning is the process by which children absorb information from their environment, often without direct instruction. This type of learning is crucial for developing language, social skills, and cognitive abilities. However, children with hearing difficulties may miss out on many of these learning opportunities, which can impact their development. At NB Hearing and Balance, we support early intervention to help children reach their full potential. The Role of Incidental Learning What is Incidental Learning? Incidental learning occurs as children interact with their surroundings. This can happen during conversations while listening to stories, or through observing interactions between others. It plays a vital role in: Language Development: Children pick up vocabulary, grammar, and pronunciation through listening to speech around them. Social Skills: By overhearing conversations, children learn social norms, empathy, and appropriate responses. Cognitive Growth: Incidental learning helps in understanding concepts, problem-solving, and critical thinking. How Hearing Difficulties Affect Incidental Learning Children with hearing difficulties may not fully hear or understand conversations, instructions, or environmental sounds. This can lead to: Delayed Language Acquisition: They may struggle with vocabulary, sentence structure, and overall language comprehension. Social Isolation: Difficulty in following social interactions can hinder the development of social skills, leading to isolation or withdrawal. Delayed Development of Auditory Processing Skills: Hearing loss can lead to auditory processing difficulties that may impact reading and spelling. Academic Challenges: Hearing difficulties can impact the ability to follow classroom discussions, instructions, and peer interactions, leading to academic delays. The Importance of Early Intervention Early detection and intervention for hearing difficulties are crucial for minimising the impact on incidental learning and overall development. Benefits of early intervention include: Enhanced Language Skills: Early use of hearing aids or other assistive devices helps children hear and learn language more effectively. Improved Social Integration: With better hearing, children can engage more fully in social interactions, leading to better social skills and relationships. Academic Success: Addressing hearing issues early allows children to participate more fully in classroom activities, improving their academic performance. Intervention Strategies: Regular Hearing Screenings: Early and regular hearing tests can detect issues promptly. Solving Medically Treatable Hearing Loss: A thorough assessment can identify hearing loss caused by ear issues, leading to the right referrals and the restoration of hearing as early as possible. Use of Hearing Aids: When medical or surgical treatment is not an option, properly fitted hearing aids or cochlear implants can significantly improve hearing and restore access to sound, improving learning and development. Speech and Language Therapy: Targeted therapy can help children catch up on language skills they may have missed. Educational Support: Schools can provide additional support and resources to help children with hearing difficulties succeed academically. We Can Help! Incidental learning is a critical component of a child’s development, and hearing difficulties can pose significant challenges. However, these challenges can be mitigated with early detection and appropriate intervention, allowing children to thrive. Prioritising hearing health and seeking timely professional help ensures that children have the best possible start in life. If you have concerns about your child’s hearing, don’t wait. Schedule a consultation with NB Hearing & Balance at any of our Cape Town offices and take the first step towards ensuring your child’s healthy development and bright future.

July 8, 2024

Is my child ready to start primary school?

“Will my child be able to keep up in class? Will they make friends? Will they be able to go without me for a longer school day? Will they enjoy school and feel confident to try new things?” These are some of the questions that parents may have as their children near school-going age. Starting “big school” is a major milestone for every child and something that’s both exciting and potentially scary. But how do you know if your child is ready? According to Dr Jenny Wright, Pre- and Primary School Curriculum Head at Curro Holdings, it is important that preschools prioritise their school readiness approach. This will ensure that children and parents navigate the transition from preschool to primary school with ease. She cites Dr Melodie de Jager, founder of the Mind Moves Institute and early childhood development specialist, who says there are three major milestones that signify readiness for primary school: The child can sit still and sit straight. Dr Wright says that this requires core strength, achieved through hours of physical play. Children also need to be able to manage themselves (to self-regulate) for long enough to learn from their seat in the classroom The child can listen to instructions and make a connection between a sound and a picture. This will have come through hours of listening to stories, songs, rhymes and exercises focusing on the ability to work with sounds in spoken language. The child can grip a pencil with ease. This is learned through fine-motor development play, such as tearing paper, playing with blocks and lego, creating art and patterns, with various media, and manipulating playdough, sand and water. Beyond these milestones, Dr Wright says the most important thing a parent needs to check is whether the child feels confident. “Are they sure of their ability to problem solve and do things independently?” she says. “Children should not begin Grade 1 before the age of six because they need to be socially and emotionally ready as well as physically and cognitively. All of these factors play a crucial role in learning, coping and belonging at school.” Parents have an important role to play in building a child’s confidence. “Parents need to build a child’s sense of belonging,” says Dr Wright. “A child’s need to feel loved unconditionally is fundamental to their ability to achieve independence and self-confidence. Parents can assist in building a sense of achievement when children manage tasks independently, listen to and follow instructions, or show emotional control and consideration for others. All of these “skills” can be fostered and developed at home and stand a child in good stead for a positive start to primary school.” Grade R is for “ready” Dr Wright says that preschool focuses on early childhood development and that this continues in Grade R. During this ‘reception’ year many multi-sensory activities help children to learn concretely, and thus prepare them for the world of symbols and numbers in Grade 1. “At Curro, we understand the significance of Grade R in a child’s schooling journey,” she says. “When approached correctly, this foundation can have a major impact on the child’s life-long self-confidence and future academic success. The play-based, skills-based approach followed in our Grade R classrooms is designed to prepare children holistically for the transition to formal learning in Grade 1. The emphasis in Grade R is on purposeful, often teacher-directed play intended to build physical, social, emotional, and cognitive skills. This approach enables children to think, plan, make decisions, and problem-solve; all the while building the essential core strength and physical agility that will be required in a formal, paper-based setting.” She adds that it’s important to allow children to progress and reach their milestones at their own pace. “Some children are developmentally ahead of their peers at the start of Grade 1, but their friends soon catch up. A child should never feel that they are ‘behind’, as a knock to their self-confidence at this stage can be very damaging to their future confidence – even at Grade 12-level. It is important to remember that children starting in Grade 1 are still effectively Grade R learners and should be seen as such. Children learn at their own pace and have their own individual learning styles and needs. Parents and schools should recognise children’s individuality.” For more information about Curro’s preschool and Grade R offering, visit curro.co.za. References De Jager, M, Efimove, O. and Efimova, V. (2020) GRAVITY – A missing link in child development. Johannesburg, Mind Moves Institute Publishing.

July 5, 2024

Maths vs Maths Lit the ongoing battle for parents and students

One of my first bad memories of primary school was when I was moved from the “A” class to the “C” class because I struggled with numbers. I was by far the best reader in class and finished books way ahead of my peers, but for some reason in this school, my mathematics results were the reason I was booted from the streamed “A” class. I was devastated and I can still remember the tears and the feeling of stupidity that I could never be a mathematician. To this day, I consider numbers my weak area, as from that day on, I believed I could not do math. It was with relief then that I dropped maths in high school, which was still an option back in then. As an adult, I’ve managed to work around my so-called inadequacy and can do the everyday math that my job requires. Strangely enough, I scored quite high on the numbers section of a profile assessment one is required to do as a principal. I would have been the perfect Mathematical Literacy student if that subject was available in my era. Instead, I took Home Economics and learned how to make a really good white sauce. Back to today, and the pivotal moment that arrives for our Grade 9 students as they need to determine their subject choices leading up to Matric. Managing a delicate dilemma, schools often face challenges when students with subpar Grade 9 marks express a desire to pursue Mathematics. Despite recommendations and firm policies advising against it, students may persist in selecting this subject. Notably, opting for the Mathematics/Physical Science combination becomes pivotal for those eyeing university programmes like Engineering, Medicine, and Commerce that necessitate these foundation subjects. The critical consideration lies in evaluating the student’s capabilities and their capacity to navigate these rigorous subjects. By the conclusion of Grade 10 and the commencement of Grade 11, if attainment remains consistently below 50% in these areas, a shift is warranted. The notorious ‘double fail’ association with the Mathematics/Physical Science combination arises from the common struggle students face in mastering these subjects while steadfastly aspiring to careers like medicine, engineering, or architecture. Frequently, the dilemma extends to parental expectations and the child’s apprehension about failing to live up to the predetermined paths envisioned by their parents. This is a sad reality and I have seen many a young student become anxious, resentful, and fearful about their future. Unfortunately, even with policies in place and against the better advice of principals and teachers, the choice still lies with the family. I am not for one moment suggesting that a hard-working student cannot ultimately achieve in these subjects, but if it becomes a major stressor in their lives, one has to weigh up the cost between a child’s mental health and the desire for a future career. Remember, a student can always return to repeat Mathematics and Physical Science after school when they have matured and there is less pressure. I have many success stories of students who have done exactly that. At Abbotts JHB South, in Grade 9, we embark on an extensive subject choice process for both students and parents. We engage universities to come in to speak to our Grade 9s, so they have a better idea of university entrance requirements. We also conduct aptitude testing with an external company, where students receive feedback to help them identify their strongest subjects. This information empowers students to choose subjects aligned with their desired career path. As a parent or guardian, what can you do to ensure that your child is taking the best possible subject set for Grades 10-12? Here are some factors to consider before making these important choices with your child: Remember not every child can become a doctor or engineer. The demand for these courses is intense and many exceptional, academically gifted students have been denied access to these courses. Know your child’s limitations and abilities. A child’s aptitude is an innate ability that can be developed further and will enable them to perform well in a certain area. There is normally a close relationship between aptitude, interest, and academic performance. It is better to let your child complete an excellent matric with subjects in which they are capable of achieving above 50% to achieve entrance to university courses. Re-evaluate career choices if Mathematical Literacy is the better option. Take your child’s personality into consideration. Howard Gardner’s Theory of Multiple Intelligences is a theory proposed by the Harvard psychologist that is worth looking into to understand your child’s strengths and intelligences. Your child, and not the parents, is the one that ultimately has to write assessments and examinations on the subject set chosen to fulfil the requirements and demands of the subject. The student must therefore be the centre of the decision-making process. Decision-making needs to be informed, meaning that a student cannot make a proper decision without researching the requirements of a future course/degree, and what the minimum requirements are for acceptance into these tertiary courses. Physical Science and Mathematics are demanding subjects and if a student wants to be considered for these subjects, they should be achieving marks above 50%. Parents should not force their children to take subjects that they consider important or “better” than others. The best choice will always be the subjects with which the student feels they can cope, and those that interest them the most. By Marion Kohler, Principal: ABBOTTS Joburg South

June 19, 2024

Breaking Barriers with Language: How Mother Tongue Resources Are Supporting Learners in STEM

May 29, 2024

Helping Your Child Improve Their Handwriting at Home: Practical Tips for Parents

Is your child struggling with messy handwriting? You’re not alone—and it’s not something to panic about. Handwriting develops at different rates for each child, and with a little support at home, most children can improve with time, patience, and the right resources. Strong handwriting is important not only for neat schoolwork but also for helping children express their ideas clearly, build confidence, and stay focused in class. If your child finds handwriting difficult, there are simple and fun things you can do at home to help. Why Some Children Struggle with Handwriting There are many reasons why handwriting may be a challenge: Fortunately, all of these issues can be addressed with small daily activities and plenty of encouragement. Simple Things You Can Do at Home Here are some tried-and-tested ways to help your child improve their handwriting: 1. Strengthen Fine Motor Skills Before children can write well, they need to build the muscles in their hands and fingers.Try: 2. Practice Pencil Grip Show your child how to hold a pencil correctly. Use triangular pencils or grips if needed. A good grip helps with control and reduces hand fatigue. 3. Set Up a Comfortable Writing Space Ensure they have a flat surface, a comfortable chair, and good lighting. Keep distractions to a minimum. 4. Use Short, Focused Practice Sessions Rather than long writing drills, aim for 5–10 minutes of focused practice each day. This keeps your child engaged and reduces frustration. 5. Encourage Letter Formation Practice Start with individual letters, then move on to words and sentences. Twinkl’s handwriting resources are specially designed for South African learners, covering both Foundation Phase print and South African cursive. These resources include:✅ Letter formation posters and cards✅ Tracing worksheets for letters, words, and sentences✅ Fine motor control practice sheets✅ Join-the-dots activities✅ Cursive handwriting guides✅ Seasonal and themed handwriting practice (perfect for holidays or fun weekends!) Whether your child is just starting in Grade R or is in a higher grade needing extra support, these printable and digital resources can make practice easy and engaging. How to Get Started Visit www.twinkl.co.za and search for “South Africa handwriting.” You’ll find a range of free and premium resources suitable for different ages and handwriting styles. Many families start with a free trial to explore everything available. A Little Practice Goes a Long Way Improving handwriting takes time, but it’s a journey worth taking. With a mix of fun activities, positive feedback, and the right tools, your child can build confidence and take pride in their writing. Your encouragement makes all the difference—and with Twinkl South Africa’s support, you’re never doing it alone.

May 29, 2024

Supporting Your Child’s Wellbeing During Exam Time

May 29, 2024

Supporting Your Children Through Their Exams

Exams are a significant aspect of your child’s life. Most schools have mid-year exams coming up in the next few weeks. Exams typically create more work for the children, which means more stress, late nights and bad eating habits. Parents may not realise it, but this is a time when they need to take the lead and guide their children step by step through the exam period. Your role as a parent is crucial in providing the support and encouragement your child needs during this challenging time. Children don’t automatically know when and how to study. Good study habits don’t come naturally to most of us. While exams may seem overwhelming, there are a number of ways you can help your child to navigate their way through them with confidence and resilience. 1.Open Communication Establishing open communication with your child is paramount. Encourage them to express their concerns, fears, and aspirations regarding exams. Listen attentively, empathize with their feelings, and offer reassurance. Create a safe space where they feel comfortable discussing any difficulties they may encounter. 2.Set Realistic Expectations Help your child set realistic goals and expectations for themselves. Emphasize the importance of doing their best rather than achieving perfection. Acknowledge their efforts and progress, regardless of the outcome. Encourage them to focus on personal growth and learning rather than just grades. 3.Provide a Supportive Environment Create an environment at home that fosters studying and concentration. Ensure they have access to necessary study materials, a quiet space for studying, and minimal distractions. Offer encouragement and praise for their dedication and hard work. 4.Establish a Balanced Routine Help your child to establish a balanced study routine that includes regular breaks, healthy meals, exercise, and sufficient sleep. Encourage them to maintain a balance between studying and relaxation to prevent burnout and exhaustion. A well-rested mind is more receptive to learning and retaining information. 5.Offer Practical Assistance Provide practical assistance by helping your child organize their study materials, create a study schedule, and prioritize tasks. Offer to quiz them or provide feedback on their practice tests. Assist them in breaking down complex topics into manageable chunks for easier comprehension. 6.Encourage Self-Care Emphasize the importance of self-care and stress management techniques. Encourage your child to engage in activities they enjoy, such as hobbies, sports, or spending time with friends and family. Teach them relaxation techniques like deep breathing to alleviate exam-related stress. 7.Promote Positive Thinking Foster a positive mindset by reframing negative thoughts and self-doubt. Encourage your child to focus on their strengths and past achievements rather than dwelling on failures or setbacks. Teach them to replace negative self-talk with affirmations and constructive feedback. 8.Celebrate Progress Celebrate your child’s progress and milestones throughout the exam preparation process. Acknowledge their hard work, perseverance, and dedication. Celebrate achievements, no matter how small, to boost their confidence and motivation. 9.Stay Engaged but Avoid Micromanaging Stay engaged in your child’s academic journey by checking in regularly, asking about their progress, and offering support. However, avoid micromanaging or imposing excessive pressure. Trust your child’s ability to manage their studies independently while providing guidance and encouragement when needed. 10.Prepare for Exam Day Help your child prepare for exam day by ensuring they have everything they need, such as stationery and a healthy snack. Encourage them to get a good night’s sleep before the exam and avoid last-minute cramming. Offer words of encouragement and remind them to stay calm and focused during the exam. 11.Provide Perspective Put exams into perspective by reminding your child that they do not define their worth or future success. Encourage them to view exams as a learning opportunity rather than a source of stress or anxiety. Remind them that setbacks are a natural part of the learning process and an opportunity for growth. 12.Offer Unconditional Support Above all, offer your child unconditional love and support regardless of exam outcomes. Reassure them that you are proud of their efforts and resilience, regardless of their grades. Remind them that your love and support are not dependent on academic achievements. Supporting your child through exams involves a combination of empathy, encouragement, practical assistance and fostering a positive mindset. By providing a supportive environment, setting realistic expectations, and emphasizing the importance of self-care and resilience, you can help your child navigate through exams with confidence and success. Remember that your support and encouragement are invaluable assets in helping your child thrive academically and emotionally during this challenging time.

May 29, 2024

Embracing Language Diversity in Education: The Heart of Our Children’s Future

Imagine your child feeling a surge of pride and connection every time they speak their mother tongue. This is the power of integrating indigenous languages into education – it not only bridges the gap between learning and cultural identity but also enriches the cognitive and emotional development of our children. Sadly, ours is a continent where the dominance of foreign languages, such as English, Portuguese and French, has often overshadowed the rich mosaic of our indigenous tongues, disconnecting our children from their roots. This is particularly detrimental in how it has changed our country’s education. Rewriting our children’s narrative through decolonised education Encouraging the use of indigenous languages in schools enhances learning, boosts cognitive flexibility, and nurtures a sense of belonging. This linguistic inclusivity is vital for preserving our cultural legacies and empowering future generations. To decolonise education is to liberate it from the remnants of colonial influence that still dictate the languages and methodologies of teaching. This transformative process involves redefining educational content to reflect the authentic voices and experiences of our communities. It’s about creating a space where every child feels seen, heard and valued. And while changing a system takes time – and the collective effort all – there are many things you can do as a parent to ensure your child’s native tongue is not lost because of our education systems. Four easy ways parents can champion language diversity As a parent, your influence is monumental in shaping an inclusive educational environment: Create a multilingual home: Many African parents champion English at home in favour of their home language in order to ensure that their children have a high proficiency in the language. While understandable, this can create major identity and cultural issues for your children later life. Instead of favouring one language over another, host regular conversations in your home language to enrich your child’s linguistic skills and deepen their cultural connections. Share your cultural richness: Introduce your child to folktales, songs and traditions in your native tongue to foster a deeper appreciation of their heritage. Advocate for language inclusion: Encourage your child’s school to support and teach indigenous languages, transforming the educational landscape together. Celebrate multicultural events: Participate in cultural festivals that highlight the diversity of languages and cultures, making these experiences a joyful part of your family’s life. Be part of the change: Join our FutureTalk Webinar In celebration of Africa Day this May, Future Nation Schools is hosting a free FutureTalk webinar entitled “Reimagining Foundations: Indigenous Language Diversity as the Pillar of Decolonised African Education” where we are inviting parents and educators to learn about the transformative power of language diversity in education. This dialogue will equip you with the knowledge and tools to advocate for a decolonised and inclusive learning environment that honours and elevates our continent’s rich heritage. Date: 20 May 2024 Time: 18h00 to 19h30 Venue: Zoom Cost: Free Register here By embracing language diversity, we not only enhance our children’s educational experiences but also sow seeds of cultural pride and understanding that will flourish for generations. Join us in this heartfelt journey to reshape education in a way that truly reflects the vibrancy and diversity of our continent. Together, we can ensure that our children’s education is a celebration of their identity and potential. By Pheelo Mokete, Future Nation Schools

May 16, 2024

Active technology can benefit students in a digital world

In today’s classroom, students might be as likely to talk about the Elmo Visual Presenter, a computerized digital projector, as Elmo the red, fuzzy and lovable “Sesame Street” character who loves hugs. It’s the digital world they live in, and today’s children are enveloped by it in both their home and school lives. How they embrace technology and use it in their lives matter. If implemented thoughtfully and with balance, technology can more deeply enrich the educational journey of a student. Today, technology surrounds every facet of modern life. It’s prevalent in school, college and the workplace. It can be used for digital skill development, research, collaborative learning, job hunting, general time management and organizational skills. Learning proper technology habits early can help set students up for success. Kumon has launched Kumon Connect, a web-based app that allows students to complete their worksheets using a tablet and stylus. Passive Technology Eyes can glaze over as users scroll through endless streams of YouTube videos. The same goes for swiping through the latest viral crazes on TikTok or posts on Instagram. The threshold for engagement for a user of one of these platforms is extremely low. In social media and entertainment platforms like these, the user isn’t required to do anything to interact with what is happening on the screen. The same can be said for television programmes. In each instance, the user isn’t required to interact with the programming presented, and no skills are gained in the process. They are consuming viewed material rather than having meaningful interaction that facilitates creating and discovering new skills. This passive consumption of technology isn’t healthy or appropriate for young learners, and the lack of engagement may be more detrimental than the hours spent in front of screens, says the American Academy of Pediatrics. At home and in the classroom, passive screen time could include watching too much television, social media scrolling or playing non-educational games on a tablet or phone. Active Technology At the other end of the spectrum is active technology, which can be used as a learning tool by parents and teachers to engage children in specific learning activities that develop skills meaningful to student development. Those tools can be delivered through various kinds of devices – tablets, computers, televisions and mobile phones. A number of large-scale studies have shown that integrating educational technology into a student’s life can improve academic outcomes, according to the Brookings Institution, a nonprofit based in Washington, D.C. The key is using the devices and the programmes on them for constructive use that engages the students in a meaningful way and encourages learning, creativity, active play and exploration. Technology can make many aspects of a child’s life more accessible and convenient – even practicing their Kumon. Just like with paper Kumon worksheets, students using Kumon Connect attend class at their local Centre twice per week and do homework the other five days; the difference is they do their worksheets on the tablet. After assignments are submitted, they are graded within 24 hours, and students are notified if corrections are necessary. The student’s next assignment will be ready when they sign in. Instructors can replay the work of completed assignments to see skill development and provide feedback, and parents can see their child’s progress in real time on the app. Engaging technology can be fun. Digital games and online videos provide an outlet to let children visually learn and reinforce educational concepts like sharing, collaboration and problem solving. Online audio programmes help younger students with auditory cues and instructions that give them a more immersive learning experience. These games and audio books develop similar skills but also provide a chance for the student to hear proper pronunciations and the ability to speak with the instructor or programme. Virtual reality and augmented reality experiences also provide for other active learning experiences where children are surrounded, through a headset, in a virtual learning environment. This allows them to be able to see and visit places they otherwise wouldn’t experience outside the digital realm, like zoos, aquariums, historic sites or outer space. Conventional thinking might lean toward an oversimplification of how digital devices and screen time should apply to students. While no child should be figuratively glued to a phone, tablet or computer, for the next generation of students to miss out on a digital world that encourages educational experiences would be a shame. As mentioned above, Kumon has introduced worksheets in a digital format via KUMON CONNECT, making Kumon’s tried and tested worksheets even more accessible and convenient for students to study using their tablet and stylus. To find out more visit www.kumon.co.za/kumon-connect/ This article is courtesy of the Kumon North America website* _________________________________________________________________________________ * https://www.kumon.com/resources/active-technology-can-benefit-students-in-a-digital-world-2/?doing_wp_cron=1714137736.1361100673675537109375

May 8, 2024

Neurodiversity and change: How schools can support students

Neurodivergent young people often face a range of challenges related to variances in sensory processing. Some students may be hypersensitive, meaning that they take in far more stimuli than other students. For example, they may perceive noises or lights to be excessively bright. Behaviour related to sensory avoidance may arise from this. Some students, however, may be hyposensitive, meaning that they are much less sensitive to sensations and require more sensory stimulus to identify the sensation and/or feel comfortable. An example of this would be that they detest quiet areas and would much rather listen to music in order to focus. Behaviour that is sensory seeking may arise from this. Events that could be stressful, like change, tend to reinforce these responses. That is why, at school, students’ sensory demands must be considered, and suitable help must be given. Particularly in the case of events that could be stressful, like change, which tend to exacerbate these sensations. It is therefore helpful to create sensory-friendly areas where students may go to self-regulate when they feel overwhelmed. It is important to recognise the value of the psychological safety that students feel in an assisted learning environment, especially once they have established a routine and can predict their immediate future. For this reason, caregivers must consider how changes may affect children who are neurodivergent. THE VALUE OF ROUTINE Students who regularly follow their daily routines may feel more secure and in control of their lives. A practical aid for students is to provide a clear visual depiction of their daily routines and the anticipated changes, for example, to use a notice board for scheduling and timetables. Time and timing are very important. Notifying students well in advance of any impending changes is crucial. Students need this time to prepare psychologically for the change. One should provide visual indicators, social stories, or verbal reminders to convey changes well in advance to accommodate different students. The type and frequency of reminders required to enable a seamless transition through the change will depend on the student’s developmental stage and or preferences. Students can learn about changes more effectively by seeing visual representations of what to expect. THE VALUE OF EXPLANATION Providing students with clear and concise explanations of the reasons for the anticipated change will enhance their understanding of the change, and therefore lower possible resistance to change. Since all students are different, it is important to remember to communicate in a manner that accommodates their individual needs. While certain students may require short, frequent reminders, others may prefer longer verbal explanations, with the opportunity to ask questions to seek clarification. THE VALUE OF CHOICE Students are often voiceless in decisions that directly impact them. Whenever possible, students should be given options to mitigate their sense of helplessness. This may be as easy as having to select between two nearly identical options. Nonetheless, it helps support the development and preservation of a sense of autonomy and self-worth. Effective communication is essential to change management, just like it is to any other process. Teachers, parents, and children can identify specific worries and anxieties connected to the change by having open conversations. Thus, it makes sense to set up a system that allows pupils to communicate their emotions, whether orally, visually, or through other channels. It’s critical to keep in mind that every neurodiverse learner is unique and that change management processes should be customised to meet their specific requirements. Comprehensive support requires regular communication between parents, caregivers, and specialists involved in the child’s care. www.thebridgeschool.co.za

April 25, 2024

When to Push My Child and When to Step Back

Parental involvement in child development is a multifaceted endeavor that requires a delicate balance between providing support and fostering independence. Knowing when to push a child to excel and when to step back and allow them to navigate challenges independently is a critical aspect of effective parenting. In this article, we explore the factors to consider when making decisions about parental involvement in a child’s development. Recognizing Signs of Readiness One key factor in determining when to push a child is recognizing signs of readiness for challenge. These signs may manifest as curiosity, enthusiasm, or a desire to explore new opportunities. Observing cues from the child’s behavior and interests can provide valuable insights into their readiness to be pushed beyond their comfort zone. Understanding Individual Differences It’s essential to recognize that each child has unique learning styles, strengths, and preferences. What works for one child may not necessarily be effective for another. Tailoring parental involvement to accommodate these individual differences is crucial for promoting optimal development and fostering a positive learning experience. Setting Realistic Expectations While it’s essential to encourage children to strive for excellence, it’s equally important to set realistic expectations. Placing undue pressure on children to meet unrealistic standards can have detrimental effects on their self-esteem and overall well-being. Setting achievable goals that align with the child’s abilities and interests is key to fostering a healthy approach to learning and development. Encouraging Independence Fostering independence is essential for empowering children to take ownership of their learning and development. Encouraging children to take initiative, make decisions, and solve problems independently helps build confidence and resilience. Providing opportunities for children to explore their interests and pursue their passions autonomously nurtures a sense of self-efficacy and agency. Providing Support and Guidance While fostering independence, it’s essential for parents to provide support and guidance along the way. Offering encouragement, praise, and constructive feedback can help children navigate challenges with confidence. However, it’s equally important to strike a balance between offering assistance and allowing children the space to learn from their mistakes and grow. Recognizing Limits It’s crucial for parents to recognize when a child is feeling overwhelmed or stressed and adjust their level of involvement accordingly. Pushing a child too hard or too fast can lead to burnout and diminish their enjoyment of learning. Being attuned to the child’s emotional well-being and providing support to help them manage stress and anxiety is essential for promoting a positive learning environment. Seeking Professional Advice When unsure about the appropriate level of parental involvement, it’s important for parents to seek guidance from educators or child development experts. These professionals can offer valuable insights and recommendations based on their expertise and experience. Consulting with professionals can help parents make informed decisions that are in the best interest of their child’s development. In conclusion, knowing when to push a child and when to step back is a nuanced aspect of parenting that requires careful consideration and judgment. By recognizing signs of readiness, understanding individual differences, setting realistic expectations, fostering independence, providing support and guidance, recognizing limits, and seeking professional advice when needed, parents can effectively navigate the complexities of parental involvement in their child’s development. Maintaining a balanced approach that prioritizes the child’s well-being and autonomy is key to fostering a positive and nurturing learning environment.

March 18, 2024

Benefits of Including STEM into the Classroom

In today’s rapidly evolving world, the integration of Science, Technology, Engineering, and Mathematics (STEM) education into the classroom has emerged as a crucial component of modern pedagogy. This article explores the myriad benefits of incorporating STEM disciplines into the educational curriculum, highlighting the transformative impact it has on students’ academic development and future prospects. Fostering Critical Thinking Skills STEM education serves as a catalyst for nurturing critical thinking skills essential for navigating the complexities of the 21st century. Through hands-on experimentation and problem-based learning, students are challenged to analyze, evaluate, and synthesize information, fostering a deep understanding of core concepts while honing their analytical prowess. By engaging in STEM activities, students are encouraged to think outside the box, fostering creativity and innovation that are indispensable in an increasingly dynamic world. Preparing Students for Future Careers The integration of STEM education in the classroom is not merely about imparting knowledge; it is about preparing students for the demands of the future workforce. In an era defined by technological advancement and digital transformation, proficiency in STEM fields has become a prerequisite for success in a wide range of career paths. By equipping students with STEM skills, educators empower them to pursue diverse opportunities in fields such as engineering, computer science, healthcare, and renewable energy, ensuring they are well-positioned to thrive in the ever-evolving job market. Encouraging Collaboration and Teamwork STEM education transcends individual achievement, emphasizing the importance of collaboration and teamwork in problem-solving. Through collaborative projects and group activities, students learn to communicate effectively, leverage collective expertise, and navigate diverse perspectives to achieve common goals. By fostering a collaborative learning environment, STEM education cultivates essential interpersonal skills that are invaluable in both academic and professional settings, laying the foundation for future success. Addressing Real-World Challenges One of the most compelling aspects of STEM education is its emphasis on addressing real-world challenges. From environmental sustainability to healthcare innovation, STEM disciplines provide students with the tools and knowledge to tackle pressing societal issues. By engaging in hands-on projects that simulate real-world scenarios, students develop a deeper understanding of the relevance and applicability of STEM concepts, empowering them to become agents of positive change in their communities and beyond. Enhancing Technological Literacy In an increasingly digital-centric world, technological literacy has become a prerequisite for active participation in society. STEM education plays a pivotal role in enhancing students’ technological literacy by exposing them to cutting-edge technologies, software applications, and coding languages. By equipping students with essential digital skills, STEM education empowers them to navigate the complexities of the digital landscape with confidence, opening doors to a myriad of opportunities in the digital economy. Promoting Diversity and Inclusion In the pursuit of STEM excellence, fostering diversity and inclusion is paramount. STEM education initiatives strive to create an inclusive learning environment that celebrates diversity of thought, background, and experience. By promoting equity and access to STEM education for all students, regardless of gender, race, or socioeconomic status, educators cultivate a diverse pipeline of future STEM professionals who bring unique perspectives and insights to the table, driving innovation and progress in STEM fields. The integration of STEM education into the classroom heralds a new era of learning characterized by innovation, collaboration, and opportunity. By harnessing the power of Science, Technology, Engineering, and Mathematics, educators empower students to develop critical thinking skills, pursue diverse career paths, and address real-world challenges with confidence and ingenuity. As we chart a course towards a future defined by technological advancement and societal transformation, embracing STEM education is not just a choice—it is a necessity for unlocking the full potential of our students and shaping a brighter tomorrow.

March 5, 2024

EFFECTIVE COMMUNICATION STRATEGIES FOR NAVIGATING HIGH SCHOOL YEARS

The teenage years are a time of transition, growth, and challenges for both parents and children. As teenagers enter high school, they face new academic, social and emotional pressures that can affect their well-being and behaviour. While this time might feel perplexing and very challenging for parents, they play a crucial role in helping their child navigate the transition from childhood to adulthood, an education expert says. “Many parents find it hard to understand and connect with their teenagers, who may seem distant, rebellious and unnecessarily moody. However, effective communication is arguably the most effective strategy to help parents navigate the teenage years and support their teenagers’ development,” says Desiree Hugo, Academic Head at ADvTECH Schools. But while most people probably understand and value the importance of effective communication, making effective communication happen is easier said than done for a great many parents of teenagers, she notes. Hugo says parents must acknowledge that high school represents a big change for teenagers, who have to deal with more complex and demanding coursework, higher expectations and increased competition, amidst new friendships and social environments. “They have to make important decisions about their future, such as what subjects to take, what career to pursue, and university choice. These decisions can cause constant stress and anxiety for teenagers, who may feel overwhelmed or uncertain about their choices.” “Teenagers may experience bullying, harassment, or discrimination from their classmates, teachers, or online. They may also face temptations to engage in risky behaviours, such as smoking, drinking, or using drugs. High school can also affect teenagers’ emotional development, as they go through hormonal changes, mood swings, and identity issues,” says Hugo. “It is important for parents to understand their children’s well-being, and that they often feel isolated, misunderstood, or unsupported by their parents, who may not know how to deal with their emotional needs.” THE ROLE OF EFFECTIVE COMMUNICATION Building an environment characterised by effective communication is essential for parents to help their teenagers cope with the challenges of high school and foster a positive and trusting relationship, says Hugo. “Effective communication can help you and your teenager understand each other better and avoid misunderstandings or conflicts and build trust and respect for each other’s perspectives and choices. You want to be the first person your teen contacts when they are facing difficult decisions and situations.” Effective communication benefits your teenager’s academic, social, and emotional development. By communicating effectively, you can help your teenager: Improve their academic skills, Develop their social skills, Enhance their emotional skills and resilience, Boost their self-esteem, self-confidence, and self-identity, and Prevent or reduce their involvement in risky behaviours. Build trust in family relationships GUIDELINES FOR EFFECTIVE COMMUNICATION Hugo says developing effective communication skills is a marathon, not a race, but that consistently being aware of the benefits will ultimately be rewarding for both parent and child. She advises parents to consider the following guidelines: Choose a good time and place to talk, when you and your teenager are both calm, relaxed, and free from distractions. Use open-ended questions, such as “How was your day?” or “What are you interested in?” to invite your teenager to share their thoughts and feelings. Use active listening skills, such as nodding, smiling, or paraphrasing, to show your interest and attention. Use positive feedback, such as praise, appreciation, or encouragement, to acknowledge your teenager’s achievements and efforts. Use “I” statements, such as “I feel” or “I think” to express your own thoughts and feelings, without blaming or accusing your teenager. Use assertive communication, such as “I need” or “I want” to state your own needs and expectations, without being aggressive or passive. Use compromise and negotiation, such as “Can we agree on?” or “Can we find a middle ground?” to resolve conflicts or disagreements, without imposing or giving in. Use humour and fun, such as jokes, games, or activities, to lighten the mood and bond with your teenager. Use empathy and compassion, such as “I understand” or “I care” to show your support and understanding for your teenager’s challenges and emotions Don’t underplay your teens concerns by highlighting future positives, let them live in the moment and acknowledge the concern. “Effective communication is not a one-time event, but a continuous process that requires patience, practise and perseverance. The more you communicate consistently and effectively with your teenager, the more you will strengthen your relationship and enhance your teenager’s social, academic and personal development journey,” says Hugo.

February 29, 2024

Unlocking the power of reading

READING … It has been said that in Grade 0 – 3 a child learns to read and from Grade 4 up, they read to learn. Learning to read is different from learning to communicate. Children are born with the inherent ability to learn to communicate, but they are not born with the inherent ability to learn to read. As such, teaching reading needs to be systematic and intentional. Sadly, for many of our children, they miss out on the foundations of learning to read which impacts negatively on their ability to learn throughout life. Although accurate statistics are hard to come by, the evidence is conclusive that South Africa’s rate of illiteracy in our schools it frighteningly high. In 2021, the Progress of International Literacy (PIRLS) study reported that 80% of students in South Africa, in Grade 4 were illiterate! This is beyond frightening and we need to systematically and intentionally intervene to turn the tide of growing illiteracy. In a world dominated by screens and soundbites, the art of reading seems to be fading into the background. Yet, it’s importance remains as crucial as ever. Learning to read properly isn’t just about deciphering words on a page, it’s about unlocking a world of possibilities, expanding horizon and empowering individuals to navigate the complexities of life with confidence and insight. The Gateway to Knowledge Reading is a key that opens countless doors to knowledge, wisdom and imagination. From textbooks to literature, news articles to scientific papers, reading with comprehension allows a person to access to a wealth of information. Mastering the skill of reading is paramount! It takes a child beyond the doors of their classrooms into a world of possibilities. Once you learn to read, you will be forever free.” — Frederick Douglass Empowering Critical Thinking Reading isn’t merely about absorbing words. It’s about engaging with ideas, analyzing perspectives and challenging assumptions. Proper reading comprehension cultivates critical thinking skills essential for navigating an ever increasingly complex world. Student who can read effectively are better equipped to evaluate information critically, discern fact from opinion, and form their own well-informed judgments. Fostering Empathy and Understanding Literature has the power to transport readers into the lives of others, which fosters empathy and understanding. Through the pages of novels, short stories and poems, children encounter diverse characters and perspectives, gaining insights into different cultures, experiences and emotions. These literally journeys broaden children’s worldview and cultivate empathy, which is a vital attribute for building harmonious relationships and thriving in a multicultural society. Enhancing Communication Skills Reading also extensively is a cornerstone of success in both academic and professional realms. Reading extensively exposes students to various writing styles, vocabulary and sentence structures, which enhances their own language proficiency. Furthermore, exposure to well-written texts serves as a model for developing coherent arguments, articulating thoughts clearly and communicating ideas persuasively. These are skills which are invaluable in academic essays, presentations and other everyday interactions. “Children are made readers in the laps of their parents.” -Emilie Buchwald Fuelling Imagination and Creativity Books are portals to boundless worlds limited only by one’s imagination. Through the pages of fiction, students embark on fantastical adventures, explore distant galaxies and immerse themselves in richly imagined landscapes. Reading stimulates creativity, igniting the imagination and inspiring individuals to think innovatively. For students nurturing creativity through reading fosters a sense of possibility and fuels their aspirations for the future. Building Resilience and Grit The journey of learning to read proficiently is often fraught with challenges – encountering unfamiliar works, grappling with complex concepts and overcoming moments of frustration. Through perseverance in the face of these obstacles that resilience and grit are forged. Students who persist in honing their reading skills develop the confidence to tackle academic challenges head-on and the resilience to navigate setbacks with determination. Cultivating Lifelong Learning Reading is not merely a skill to be mastered in school but is lifelong companion on the journey of personal growth and self-discovery. Students who cultivate a love for reading are more likely to become lifelong learners, continuously seeking out new knowledge and experiences beyond the confines of formal education. Whether delving into non-fiction to expand the expertise or losing themselves in the pages of fiction for pure enjoyment, the habit of reading enriches their lives immeasurably. In an age dominated by rapid technological advancements, the ability to read properly remains a timeless and indispensable skill. For children, mastering this skill is not just about meeting their academic requirements but about equipping them with the tools needed to thrive. By unlocking the power of reading, children embark on a journey of discovery, a journey that transcends the confines of the classroom and shapes the course of their lives. And all this begins by parents developing a love of books in their children!

February 15, 2024

The Game of Chance and Logic: Why Board Games are the Perfect Introduction to Coding for Kids

Board games and puzzles are not only fun activities for children, but they also provide valuable learning opportunities that can help them develop various skills, such as problem-solving, critical thinking, creativity, perseverance, and teamwork. Snakes and Ladders is one of the most popular board games among children, and it can be an excellent way to teach them the basics of coding while also promoting these soft skills. In this blog, we will explore how playing Snakes and Ladders can be similar to coding the game piece, and we will highlight the key coding and soft skills that children can learn from playing this game. Playing Snakes and Ladders can be compared to coding since both require following a set of rules that govern how the game is played. In the same way, coders write code to direct a computer to perform specific tasks, and players of Snakes and Ladders follow the game’s rules to move their game piece. Additionally, the game has a goal, which is to be the first to reach the top of the board. Likewise, coders write code to achieve specific objectives such as developing a website or creating a game. Another similarity between playing Snakes and Ladders and coding is that both require breaking down a problem into smaller parts. Snakes and Ladders players must determine the best way to move their game piece up the board while avoiding the snakes that can send them back down. Similarly, coders must break down a problem into smaller parts, such as creating functions to perform particular tasks or dividing a complex program into smaller modules. Playing Snakes and Ladders can teach children several key coding lessons These concepts include: Logic and Sequencing: Snakes and Ladders necessitate players to use logic and sequencing skills to determine the best moves to make. This is similar to coding, where coders must use logic and sequencing skills to create code that performs a specific task. Debugging: Snakes and Ladders also teach children about debugging. When a player lands on a snake, they must go back down the board. This can be frustrating, but it also teaches children about the importance of identifying and fixing errors in their code. Planning and Strategy: Snakes and Ladders requires players to plan and strategize their moves to reach the top of the board. Similarly, coders must plan and strategize their coding to achieve the desired results. In addition to these coding skills, playing Snakes and Ladders can also teach children important soft skills: Perseverance: The game can be frustrating at times, especially when a player lands on a snake and has to go back down the board. However, the game also teaches children the importance of perseverance and not giving up, as they keep striving to reach the top of the board. Creativity: Players can get creative in their strategies for moving up the board, such as taking a risk and climbing a ladder instead of playing it safe. Similarly, coding requires creativity to come up with new and innovative solutions to problems. In conclusion, Snakes and Ladders is a fantastic game that can help children learn coding skills while also promoting soft skills such as perseverance and creativity. It teaches them about following rules, breaking down problems, and using logic and sequencing. It also helps them understand the importance of debugging, planning, and strategy. So, the next time your child wants to play Snakes and Ladders, encourage them, because they could be developing valuable skills without even realizing it.

February 14, 2024

NAVIGATING LIFE AFTER SCHOOL: OUTLINING THE OPPORTUNITIES & CHALLENGES

As the Class of 2023 embarks on the journey beyond school, and the Class of 2024 prepare to do so next year, these young people stand at the crossroads of exciting opportunities, daunting challenges and significantly, a bucket of options that can quickly entangle them in analysis paralysis. Leaving behind the familiar halls of high school, they enter a new chapter of their lives which is filled with a range of possibilities that will shape their futures. However, these possibilities also come with their own difficulties and risks. “After school, you will be faced with numerous choices and options, each of which will shape and impact your future journey. Understanding an overview of the main paths generally embarked upon by young people, as well as the most salient challenges, can help guide these important decisions,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider. Higher Education Pathways One of the most common and rewarding opportunities for school leavers is to pursue higher education. Higher education institutions, both public and private, offer a gateway to in-depth learning and a platform for personal and intellectual growth. “A higher education qualification also provides a competitive edge in the job market, as employers generally prefer candidates with relevant qualifications and skills. However, not all higher education institutions provide equal value, so it is important to match your vision for your life to an institution most likely to help you realise that vision,” says Kriel. He says some universities may have outdated curricula, overcrowded facilities, and large classes, which can affect the quality of education and student satisfaction and outcomes. “Whether you decide to go public or private, make sure that your chosen university has industry-relevant, up-to-date curricula, excellent facilities, and smaller classes, which will enhance the learning experience and outcomes.” School leavers should carefully research and compare the different options available to them and choose an institution that best suits their needs and goals. Vocational Training and Skill Development Another opportunity for school leavers is to pursue vocational training and skill development, notes Kriel. “In a world that increasingly values practical skills, vocational training provides an alternative route to furthering your education. School leavers can pursue courses that equip them with specific, job-ready skills, enhancing their employability in various industries. Although many roles require a degree, there are also rewarding positions that can be accessed with a vocational training qualification under your belt,” Kriel notes. Entrepreneurial Ventures Some school leavers may have an entrepreneurial spirit and choose to start their own business. “The rapidly evolving business landscape encourages innovation, making it an opportune time for those with a vision to carve their niche. Entrepreneurial ventures can also offer school leavers a unique platform for innovation, personal development, and the potential to make a lasting impact,” Kriel says. However, he warns that entrepreneurial ventures also come with significant challenges, such as financial uncertainty, the impact of the entrepreneur’s limited experience, and market competition. “Navigating this path requires a combination of determination, adaptability, and a willingness to learn from both successes and setbacks. Therefore, school leavers who choose this option should be prepared to face both the risks and rewards of entrepreneurship. And even though you may not at this stage wish to pursue further education, one thing that all outstanding entrepreneurs have in common is a commitment to lifelong learning. “So, consider doing distance studies or shorter courses to bolster your knowledge in those areas that will help boost your business.” Entering the workforce For some young people, there are logistical or financial barriers to furthering their education or embarking on entrepreneurship, which means they will aim to enter the workforce straight after school. “Unfortunately, given SA’s high unemployment rates, these candidates will face stiff competition for entry-level positions. We would recommend that these young people do everything possible to continue their academic journey and develop their skillset, by investigating relevant part-time short courses or online courses. This will demonstrate to employers that you are serious about your career and your future and may open up opportunities down the line. “Also be sure to regularly check in and speak to your manager or HR about your development plans and goals. Many companies offer deserving candidates subsidised opportunities for further study and professional development.” Global Opportunities The interconnected global economy opens doors for school leavers to explore opportunities beyond borders. International internships, exchange programmes, and remote work options allow them to gain exposure to diverse cultures and working environments. “Global opportunities can also broaden their horizons, enrich their perspectives, and enhance their skills. However, global opportunities also come with their own challenges, such as cultural differences, language barriers, and travel costs. Taking a gap year is often the approach of choice for international exposure, but it should be well planned and structured to add value to one’s personal development,” says Kriel. “It is also a sound strategy to ensure that if you are in the position to take advantage of global opportunities after leaving school, you are able to align the opportunity to your future vision and endeavours. Take the time to develop those skills that you can build upon later, so that your time spent abroad provides a strong base for future endeavours.”

February 9, 2024

Mastering School Transitions: A Guide for Students, Parents, and Educators

In the intricate tapestry of a student’s academic journey, transitions represent pivotal moments that can significantly shape both their educational experience and personal growth. Whether moving from one school to another or ascending to a higher grade, these transitions carry profound implications for academic performance and socio-emotional well-being. This article delves into the nuanced dynamics of such transitions, examining the psychological, social, and academic facets that students encounter during these pivotal moments. The Psychological Dynamics of Transitions Transitioning from one school to another or advancing to a higher grade is a complex process laden with psychological nuances. Students may experience stressors such as adapting to a new environment, forming new relationships, and adjusting to different academic expectations. Understanding the psychological underpinnings of these challenges is essential for developing effective coping mechanisms that support the mental well-being of students. Navigating Social Dynamics Social dynamics play a crucial role in the transitional phases of a student’s academic journey. The prospect of forming new friendships, fitting into established social circles, and adjusting to the social norms of a different academic setting can pose challenges. This section explores strategies for students to navigate these social dynamics successfully, fostering positive interactions and building meaningful connections with peers. Academic Adjustments The academic landscape undergoes significant transformations during transitions, presenting students with new challenges and expectations. From adapting to different curriculum structures to facing diverse teaching methodologies, students must navigate these adjustments to ensure a seamless academic progression. This section discusses approaches for students to ease the academic transition, ensuring a continued focus on learning and achievement. Parental Involvement and Support Parents play an integral role in supporting their children through transitions. Their involvement, understanding, and proactive support contribute significantly to a smooth transition experience. This section provides practical tips for parents to actively engage in their child’s academic journey, addressing concerns, and fostering a supportive environment at home. The Role of Educators in Transition Support Educators bear a significant responsibility in guiding and supporting students through transitional phases. Creating an environment that acknowledges and addresses the challenges inherent in transitions is paramount. This section outlines strategies for educators to provide effective support, facilitating a seamless transition for students under their care. Building Resilience for Future Transitions Navigating transitions, when approached with a positive mindset, can cultivate resilience in students. This resilience becomes a valuable asset for future transitions, empowering students to adapt to new challenges and opportunities throughout their academic journey. This section explores the long-term benefits of effectively managing transitions and building resilience. In conclusion, the transition from one school to another or from one grade to the next is a critical juncture in a student’s academic journey. By understanding and addressing the psychological, social, and academic dynamics associated with these transitions, a collaborative effort among educators, parents, and students can ensure a smooth and successful progression, setting the stage for a fulfilling educational experience.

February 8, 2024

Three Ways to Empower Students in their Tertiary Application Quest

As the academic year concludes, Grade 12s nationwide are on the brink of making life-altering decisions about their future paths. The multitude of careers, tertiary qualifications and higher education institution options can induce overwhelming stress, emphasising the need for collaborative decision-making. In this crucial journey of tertiary applications, the guidance of parents, counsellors, and peers becomes pivotal to ensuring school leavers are making informed and confident choices. According to the data provided by The South African Institute for Advancement (2021), South African universities are only able to accommodate 18% of matriculated students and out of that amount, a staggering 47% will drop out during their studies. Parents and advisors, therefore, play a huge role in supporting learners so that they not only get accepted but also fully complete their studies. The Earlier the Better The first hurdle learners often face is the delay in initiating the application process. As Atelisha Harilal, Head of Marketing and Student Recruitment at STADIO explains, waiting until after exam results are released may lead to missed opportunities as limited positions in high-demand programmes are quickly filled. “The administrative complexity of the application process, coupled with the scarcity of positions in public higher education institutions in South Africa, underscores the importance of early planning,” she warns. Parents play a pivotal role here, in guiding learners from an early stage. Harilal advises starting discussions around subject choices as early as grade 10. “Conversations about interests, skills, and future goals set the foundation for informed decisions. However, it is crucial that these discussions are honest and non-pressured as this will ensure learners enter Grade 11 with a well-defined plan and a variety of options,” she says. Learners are advised to do thorough research on institutions such as STADIO which have a transparent application process and eliminate the confusion often found at other institutions. Avoid Peer Influence and Misconceptions Peers can also significantly impact application decisions, with learners’ choices often swayed based on which institutions their friends have chosen. However, this should never be the primary factor influencing decisions. “It is important that learners and their parents understand the selection process as academic success alone usually does not guarantee acceptance. Parents need to educate themselves on various selection criteria, including specific subject requirements,” advises Harilal. Those students who have not applied, or who have not been accepted to their first choice should not lose hope either. Harilal explains that public universities are not the be-all and end-all of tertiary studies and with the right parental support, these students too can find the right path for them. Parents are encouraged to actively embark on their children’s academic journeys, at every stage, and encourage that all is not lost.Explore the institution’s website and help them consult with student advisors to help lead to positive, well-thought-out decisions, crucial for success in the life-shaping process of tertiary education choices. While involved parents are invaluable, Harilal again emphasises the importance of allowing pupils to find their own voices, as opposed to the voices of their parents or their peers, to ensure a higher chance of success. Build a Supportive Community Harilal believes in the proverbial ‘it takes a village’ approach. Encouraging knowledge sharing within communities empowers parents and learners to have critical conversations about career choices. Seeking advice from institutions offering free career guidance, attending open days, and interacting with academic teams are essential steps in making well-informed decisions. “Seeking guidance from a student advisor can really help navigate the complex terrain of career choices. Student advisors possess up-to-date information about various industries, emerging trends, and the educational requirements for different careers. Their insights empower students to align their interests, skills, and goals with suitable academic and vocational options, ensuring a more targeted and successful career trajectory,” explains Harilal. By encouraging knowledge sharing within communities, student advisors contribute to a supportive environment where parents can engage in critical conversations with their children, fostering a collaborative approach to educational and career planning. This collaborative effort ultimately enhances the likelihood of pupils making better-informed decisions that align with their aspirations and the demands of the ever-evolving job market. As Benjamin Franklin famously said, ’By failing to prepare, you are preparing to fail’. A more proactive support network prepares learners to make well-informed decisions that both resonate with their aspirations and align with the fast-evolving job market demands. Offering a helping hand now also strengthens the foundations of their educational journey and reduces the risk of them dropping out of tertiary later.

February 6, 2024

Homework Wars

The year is in full swing and the novelty of being back at school or starting in Grade 1 has probably already worn off. The excitement of a new grade, new teachers and new friends has been replaced by the reality of tests, projects and busy afternoon schedules. Grade 1 pupils are starting to get used to “big school” with all its challenges. One of those challenges for parents and children is homework. Parents are eager to get their children into an afternoon routine to create a suitable environment for homework to be completed. However, parents of children of all ages are often overwhelmed by the volume of homework being sent home and are not sure whether they are helping their children correctly. Schools in many first world countries, and even some in South Africa, are moving away from the concept of homework. They believe that children should have enough time to play and have reading programmes instead of homework. These theoretically reinforce concepts taught during the school day. The reality is that this has not yet taken off in South Africa and most teachers will agree that completing the curriculum relies on concepts being reinforced at home. Parents of children in primary school can try the following tips to make homework less tedious and frustrating: 1. Keep R1 coins to use as counters for Maths homework. This will help the child to see the link between addition and subtraction using real-world examples. 2. Skip counting is an important skill to master and becomes the foundation of times tables. Trace your child’s hands on a piece of paper and write the numbers of the skip counting in the fingers. The child will associate the number with the finger used to count on. 3. Print 100 chart templates from the internet and let them colour in every second, third or fourth block, depending on the number being counted in. This will help them to see the pattern created for each number as opposed to trying to remember a list of numbers off by heart. 4. Create your own set of flashcards for sight words. Review words covered in previous weeks’ lists on a regular basis. 5. Let your child break spelling words into sounds. This will help them to develop a strategy for attempting new words. 6. Use the sounds of letters (“a” for ant) as opposed to the letter names, such as A (ay), B (bee) and C (see) when reinforcing reading. Parents should not feel alone in fighting homework wars! Speak to your child’s teacher or book a remedial assessment if you suspect that your child is unable to cope with the demands of his or her grade. Chrizelle Prinsloo is the owner of Kip McGrath Education Centres, Walmer. She has a background in psychology and has taught in mainstream and special-needs schools both locally and abroad. Chrizelle is passionate about helping children gain confidence in their own abilities and about finding different ways to help them learn.

January 31, 2024

Returning to School After the December Holiday: A Fresh Start

The holiday season is a time for joy, celebration, and relaxation. It is a time when we can take a break from our everyday routines and spend quality time with family and friends. However, as the new year dawns, it is time to bid farewell to the festive season and return to the familiar classes of education. For many students, this transition can be challenging, but with the right mindset and a few helpful tips, returning to school after the December holiday can be a fresh start filled with opportunities. Reflect on Your Achievements As you prepare to return to school, take a moment to reflect on your accomplishments from the previous year. Think about the projects you completed, the new skills you acquired, and the challenges you overcame. This reflection can boost your confidence and remind you of your academic ability. Set Clear Goals Setting goals is a crucial part of a successful return to school. What do you want to achieve during the upcoming term? Whether it’s improving your marks, becoming more organised, or participating in extracurricular activities, clearly defined goals will provide you with a sense of purpose and direction. Get Organised Returning to school after the holidays is an excellent opportunity to get organised. Review your school supplies, textbooks, and notes. Make a list of what you need and create a plan to keep everything in order throughout the term. Staying organised can help reduce stress and increase your productivity. Re-establish a Routine During the holiday, your daily routine may have become more relaxed. It is essential to reestablish a regular schedule that includes time for homework, studying, demands of school more easily. Reach Out to Friends One of the joys of returning to school is reuniting with friends. Reconnect with your peers, share your holiday experiences, and look forward to spending time together. Supportive friendships can make the transition back to school more enjoyable. Seek Help When Needed If you are struggling with any subjects or concepts, do not hesitate to seek help. Your teachers, parents, or tutoring programmes like Kip McGrath are there to support your learning journey. Asking for help when needed is a sign of strength and determination. Stay Positive Maintaining a positive attitude is key to a successful return to school. Remember that each new term is an opportunity to learn and grow. Embrace the challenges and celebrate your achievements along the way. Returning to school after the holiday may seem daunting, but it is also a chance for a fresh start. By reflecting on your past achievements, setting clear goals, getting organised, re-establishing a routine, reaching out to friends, seeking help when needed, and staying positive, you can navigate the transition with confidence and enthusiasm. With the right mindset and a commitment to your education, the new term holds the promise of new opportunities and growth. Welcome back to school, and here’s to a successful and fulfilling year ahead!

January 17, 2024

HELPING YOUR CHILD MAKE THE LEAP FROM JUNIOR TO SENIOR PRIMARY

The leap from Junior Primary in Grade 3 to Senior Primary in Grade 4 – the so-called Intersen Phase – can be a significant change and adjustment for children. They are faced with new subjects, new teachers, new expectations, new routines and new challenges. Some children may find this transition exciting, while others may feel anxious, overwhelmed, or resistant. Parents have an important role to play to prepare their children for this progress between grades and help them take this important next step in their academic journey, an education expert says. “Parents should prepare their children for the change, by talking to them about how their school days will be different when they move to Grade 4,” says Desiree Hugo, Academic Head of ADvTECH Schools Division. “In Grade 4, they need to start taking greater ownership and responsibility for their own learning, including an increase in workload, homework and assessments, plus they are expected to develop independence,” she says. For parents who have children heading to Grade 4 in 2024, the following guidelines can assist them to ensure they start the year on a strong footing, ready to perform to the best of their ability and enjoy the exciting challenges ahead! Create a consistent routine Children thrive on structure and predictability, especially during times of change. Establish a regular routine for your child’s daily activities, such as waking up, getting ready, having breakfast, going to school, extra-murals, doing homework, having family fun time and dinner, and going to bed, preferably with a story book. Try to stick to the same schedule on most school days, and make sure your child knows what to do and when to do it. Try to keep deviations to a minimum, so that the rhythm of their daily routine becomes second nature. Support your child’s learning In Senior Primary, there may be a wider range of subjects that may be new or challenging for your child. You can help your child learn and master the content by providing guidance, encouragement, and feedback. For example, you can review the lesson notes with your child, help them with their homework, quiz them on the key concepts, praise their efforts and achievements, and discuss their mistakes. You can also provide extra resources, such as books, websites, videos, or games, to supplement their learning and spark their interest. However, avoid doing the work for your child or putting too much pressure on them. Let your child work at their own pace and level, and respect their learning style and preferences. At the start of Senior Primary, getting into a healthy learning routine is probably one of the most important milestones, which will assist your child throughout their educational journey. Encourage your child’s social and emotional development Senior Primary is not only about academic learning, but also about personal growth, as your child develops and continues to grow and develop their unique identity. Your child may face various social and emotional issues, such as making friends, dealing with peer pressure, coping with stress, managing emotions, developing self-esteem, and expressing opinions. You can help your child develop these skills by being a good role model, listening to their feelings and concerns, validating their emotions, offering advice and support, teaching them coping strategies, and encouraging them to join extracurricular activities. You can also help your child build positive relationships with their teachers and classmates by communicating with them regularly, attending school events, and resolving conflicts independently and peacefully. Celebrate your child’s progress and achievements The transition to Senior Primary is a big milestone for your child, and they deserve recognition and appreciation for their hard work and accomplishments. It is important to celebrate your child’s progress and achievements, while at the same time avoiding comparison with others or focusing only on results. Emphasise the process, the effort, mastery and the improvement that your child has made. Consider failure as a first attempt in learning, and support them in building resilience to ongoing relearning. “Senior Primary is an exciting and illuminating period in a child’s life. They continue to build their own identity, learn new skills, and encounter new challenges. This is an important time to help them cultivate a love of learning and a growth mindset. Parental and teacher support during this time is crucial, to ensure continued connection while also learning to strike a balance between supporting the child and giving them the room to discover their own strengths and abilities; we want to maximise children’s success and gratification in life,” Hugo says.

January 10, 2024

RECOGNISING COMMON SIGNS YOUR KIDS ARE BEING BULLIED

According to Affinity Health, a leading provider of high-quality health coverage, bullying is a serious issue that can have profound emotional and psychological effects on children and teens. “Bullying is a widespread concern that affects millions of children worldwide,” says Murray Hewlett, CEO of Affinity Health. “Recognising common signs that a child may be experiencing bullying is essential for early intervention and ensuring their emotional well-being.” What Is Bullying? Bullying among children refers to repeated and intentional aggressive behaviours that cause harm, distress, or fear to another child. Bullying can occur in various settings, including school, aftercare, extra murals, and sports activities. The Different Forms of Bullying Bullying among children can take various forms. Physical bullying involves actions like hitting, kicking, or pushing. Verbal bullying encompasses name-calling, taunting, or using hurtful words. Social bullying involves exclusion, spreading rumours, or manipulating friendships. Cyberbullying involves using technology to harass, threaten, humiliate, or intimidate others. Psychological bullying involves intimidation, manipulation, and control. Signs Your Child May be the Victim of Bullying Recognising the signs that a child is being bullied is crucial for taking immediate action and providing the support they need. Some signs that may indicate your child is being bullied include: Emotional Changes: A child being bullied may exhibit increased irritability, anxiety, or depression. They may become withdrawn, show a loss of interest in activities they once enjoyed, or display signs of sadness without an apparent cause. Changes in Eating and Sleeping Habits: A child who is bullied may suddenly lose their appetite, skip meals, or overeat to cope with their feelings of stress and anxiety. Bullying-related stress can also disrupt a child’s sleep patterns, leading to insomnia, nightmares, or a sudden increase in night waking. Physical Complaints: A bullied child may experience unexplained physical complaints, such as headaches, stomach aches, or other somatic symptoms. They may also have unexplained injuries, such as bruises, cuts, or scrapes. Withdrawal from Social Activities: A child who is being bullied may withdraw from social activities, including school clubs, sports, and gatherings with friends. They may become isolated and reluctant to engage with peers. Decline in Academic Performance: Bullying can affect a child’s ability to concentrate and perform well in school. A noticeable decline in academic performance may be an indicator of bullying-related stress. Loss of Personal Items: Bullying sometimes involves theft or damage to personal belongings. If a child frequently loses items or comes home with damaged possessions, it may be a sign of bullying. Changes in Social Media Behaviour: Watch for changes in a child’s social media behaviour, including harassment or exclusion. Avoiding Certain Routes or Areas: Children who are bullied may try to avoid specific routes or areas where they have encountered their tormentors, such as streets, bus stops, or corners of the school. Frequent Requests for Money or Belongings: Bullies may extort money or personal belongings from their victims. If a child frequently asks for money or items without a clear explanation, it could be a sign of bullying. Loss of Confidence and Self-Esteem: A child’s self-esteem and self-confidence may suffer due to bullying. They might start doubting themselves or expressing feelings of worthlessness. What To Do if Your Child is Being Bullied The first step in addressing bullying is establishing open communication with your child. Create a safe and non-judgmental space for them to share their experiences and feelings. Let them know that you are there to listen and support them. Keep a detailed record of each bullying episode, noting dates, locations, individuals involved, and any evidence you can gather, such as screenshots or photos. This documentation may be helpful when discussing the issue with school authorities. If bullying occurs, contact school staff, including teachers, counsellors, or the principal. Share the documented information and request a meeting to discuss the situation. Collaborate with the school to develop strategies to stop bullying and create a safe environment for your child. Empower your child with coping strategies to handle bullying situations. You should encourage them to avoid confrontations, use assertive communication, and seek help from trusted adults when needed. Teach them the importance of staying composed and assertive when responding to bullies. If your child is experiencing severe emotional distress or displays signs of anxiety or depression due to bullying, consider involving a therapist, counsellor, or online support group like SADAG or Childline South Africa. These professionals can provide the necessary support and strategies to help your child cope with the emotional impact of bullying. In extreme cases where bullying involves threats or poses a real danger to your child’s safety, don’t hesitate to involve law enforcement. Lastly, stay involved in your child’s life and support them while closely monitoring the situation to ensure the bullying stops and doesn’t resurface.

January 9, 2024

Pictures-Striking a harmonious journey plus captions

Living in harmony Building Relationships Inspire our children to serve others

December 11, 2023

Striking a Harmonious Chord- Loreto School Queenswood reflecting on the year that was, with our theme this year being: Year of Balance and Service

As we stand at the end of this academic year, it’s time to pause and reflect on the guiding principle that has shaped our journey throughout: “Balance.” This theme, “Balance” has been the North Star, illuminating the path towards a more fulfilled and meaningful life, encompassing equilibrium in justice, needs, desires, relationships, and our coexistence with the world around us. From the very beginning of the school year, we set out to instil in our learners the vital importance of creating a holistic life. We emphasized the need to strike a balance in various aspects of life – academics, extracurricular activities, personal growth, and relationships. We conveyed the message that a well-rounded life is, key to overall happiness and success. One of the fundamental aspects of balance we explored was the concept of justice. We encouraged our learners to reflect upon and advocate for fairness and equity, emphasising that a balanced society is one where everyone has equal opportunities, and rights. The scales of justice were painted vividly before them, urging them to contribute to a world where fairness prevails. Balancing needs and desires were another critical aspect of our focus. We guided our, students to identify their essential needs, aspirations, and desires, teaching them to harmonize these elements in a way that nurtures personal growth while remaining, grounded and responsible. We believe this understanding fosters contentment and purposeful living. Living in harmony with others and creation emerged as a core principle in our pursuit of balance. We encouraged students to build empathetic relationships, to understand diverse perspectives, and to coexist in peace with the environment. This holistic approach is essential for nurturing a generation that respects and cares for each other and the world we share. Our goal? We aimed to instil and inspire our children to serve others and to leave a positive mark in the world! Lastly, our ultimate goal this year was to inspire our learners to enter our school to learn and leave to serve. We aimed to instil a sense of duty and responsibility towards society within them. We encouraged them to apply the knowledge and skills gained within our school for the greater good, emphasising that a fulfilling life is one that serves others and leaves a positive mark on the world. Looking back, it is heartening to witness the profound impact of our collective focus on balance. The students have internalized these values, and we see them applying them in their daily lives. We have faith that they will continue to carry this torch of balance and service forward, positively influencing the world they inhabit. This year has been a testimony to the transformative power of balance, setting a solid foundation for the learners to thrive as compassionate and responsible global citizens. We Grow Children for Life! Author: Teacher Wendy Freitas Editor: Thabs Nyamane www.loretoschoolqueenswood.com

December 6, 2023

How do I make my child love reading?

As a grade six English teacher at Maragon Ruimsig, I am frequently asked this question at Parents’ Evenings. The child concerned inevitably struggles with the comprehension section of my assessments and while the diagnosis is simple, the “medication” is very difficult to administer…think squirming cat here and the thankless task of attempting to force a pill down the hapless feline’s throat! An almost impossible task.

November 29, 2023

This One Is For The Teachers…

I often hear teachers from around the globe complaining about how difficult their job is. I have watched video clips where teachers moan about drinking cold coffee, having limited bathroom breaks and having to do in-service training. I have read blogs where teachers simply request sympathy from the community because their work is so hard. Well, I am a teacher and I have the best jobs in the world! Here are some of the reasons why … I get to shape, influence and mould young minds. I get to show children that they are loved, valued and important. I get to be a part of their success. As much as I share in their glory, I am often the first port of call when things fall apart. I get to teach children to have an opinion. And when they are older, I get to challenge that opinion to make sure that they understand the reasons for what they believe. I get to teach them to win humbly and loose graciously. I get to see children’s potential and work alongside them to help them achieve that potential. Every day, I get to work alongside a remarkable team of people. These people live their work. They are constantly striving to better themselves for the sake of their students. We get to share in each other’s highs and lows. We get to celebrate together and hold each other up when things get rough. This team, go above and beyond the call of duty. They are truly wonderful! My work is never boring! I get to re-invent myself every year. In a world that’s ever increasingly technology crazy, I get to connect with real people, in a real way, every day. Perhaps we need to revisit the reasons why we teach. Your job is not thankless. It is one of the most incredible jobs you can ever do. You have the opportunity to mould futures, to change lives, to open up a world of possibilities … I asked some of my colleagues to tell me the first thing that comes to mind when asked “Why do you teach?” This is what they said: I teach to inspire. It is so rewarding watching children achieve something they couldn’t do before they met me. To share my passion with others. I absolutely adore seeing children happy and secure in class. Another big reason is that I want to be the teacher that believes in every child in class, especially those that don’t believe in themselves! I know that a child understands the world a little better because I have taught them. Working with children makes me genuinely happy. Changing their lives for the better and seeing them achieve makes it all worthwhile. I love the children’s innocence and the love they reciprocate. I teach because I love to see the sparkle in children’s eyes when they find a lesson exciting or when they understand something that they have found difficult. I want to teach children to be their best possible selves and to know that they can do whatever they set their minds to. I teach because I love to see people grow. Teaching allows me to impact lives and create growth opportunities. To sum it up, I teach to help people (students, parents and staff) grow in knowledge and character. I teach because I love it! I also love the look on the children’s faces when they discover something new or feel a sense of achievement. That list is the tip of the iceberg! Perhaps you know a teacher who needs a little encouragement, please feel free to share this with them. We are teachers and we should look forward to getting out of bed in the morning because we have the best job in the world!

November 27, 2023

School sport: Where did the fun go?

There is a sign that can be seen on the side of sports fields around South Africa. With variations, it goes something like this: Please remember: They are only kids. They are here to have fun. The coaches are teachers. The referees are volunteers. This is not the World Cup. As a parent, attending your child’s match can be a challenging task, especially when you have many wannabe expert coaches in the parental spectator crowd. According to John O’Sullivan’s article, “How Parents Take the Joy Out of Sport”, there are six ways that adults can ruin the joy of sports for children: Coaching from the sideline, Yelling instructions while the ball is rolling, Disrespecting officials, Questioning the coach, Commenting on the child’s teammates, and Making the ride home/post-game talk a “teachable moment.” Every parent wants to help their child, to comfort them when they may not have had their best game, when they don’t understand a decision, or to help them to be the best they can be. But what is the best approach? Hayden Buchholz, Director of sport and Physical Education and Head of community Engagement at Somerset College Prep, offers the following advice to parents. What to focus on if they wish they were more naturally talented. Resilience, resilience, resilience. As parents and coaches, it’s crucial to remember that children have varying emotional maturity and cope differently with losing. Younger children may be especially vulnerable to feeling upset or discouraged after a loss, and it’s important to be sensitive to their individual needs and feelings. Offering appropriate emotional support and encouragement can help children build resilience and coping skills that will benefit them in the long run. Remember, sport is a marathon and not a sprint. School programmes are carefully designed by educators who want the best for children. Children will show GRIT when they feel supported and comfortable with the expectations. Help them manage these expectations by partnering with the school. Take time to understand these programmes yourself so that you can communicate effectively with your child. It is crucial to introduce children to diverse activities and experiences, regardless of their proficiency level. Do not overwhelm them with too many extracurricular activities but, equally, avoid a narrow focus on a specific sport or position at an early age. By diversifying activities, children can explore new interests and cultivate an array of skills that will benefit them in the long run. It must be fun! They are children. It must be fun. Acknowledging and celebrating our accomplishments is crucial for our personal growth and motivation. However, it’s equally important to acknowledge and wisely praise the effort that led to our success. According to Carol Dweck, a renowned psychology professor at Stanford University, we should avoid solely praising our children’s abilities or skills, such as saying, “You are so clever” or “Good at chess”. Instead, we should offer honest and meaningful feedback about the process that led to their achievement. This helps children understand that success is the result of hard work and dedication, rather than just innate talent or intelligence. By doing so, we can motivate our children to put in the effort and hard work required to achieve their goals, leading to personal growth and development. What should a post-match conversation in the car with your child look like? Don’t comment on the game or how they played. Your child is already mentally and physically exhausted. Instead, start with 5 simple words, “I loved watching you play.” If your child starts talking about the game, encourage them to reflect first before verbalising it. This also gives YOU a moment to collect YOUR thoughts too. Encourage them to take a warm bath and have something to eat or drink before discussing the match once emotions have settled. It is crucial that we give our children the opportunity to self-evaluate their performance, independent of our opinions as parents. As such, before we place our stamp of approval or disapproval on something, we must encourage our children to reflect on their performance and share their thoughts with us. By doing so, we can gain valuable insight into their perspectives, and we help them develop a stronger sense of self-awareness. It is important to remember that we should never have a (potentially) permanent discussion on a temporary emotion. Keep in mind that there are valuable lessons to be gained from losing, making mistakes, and failing. These experiences offer chances for our children to cultivate resilience. Let your children know that it is okay to feel disappointed and express their emotions. However, it is equally important to remind them that losing does not define them and that there is always a way to move forward. Life presents challenges, and shielding children from disappointment will only limit their growth and experiences. How to react if they think something unfair has happened? Parents see the best and worst of their children. Teachers don’t. Listen to your child in the evenings when you’re tucking them in at night and they share their fears or concerns about school. Partner and engage with the school by sharing these conversations (that which you can) with those concerned. At the heart of it, we all want the best for the children in our care. How to counsel them if they are “dropped”. We take this very seriously at Somerset College. Player feedback is an important part of our programme. Feedback is given before, during and after practices and matches and this can take on many forms, whether verbal or nonverbal. We have a rotation policy in the lower grades that aims to give every child a turn to give their best effort. Things get more serious when they enter the senior teams. When a player is dropped for performance and not rotational, we pull them aside and communicate the reasons clearly. We encourage them to ask questions, not to debate but to understand. We then announce the team to the group in a controlled manner that keeps the emotions

November 9, 2023

Choosing the right career path : A comprehensive guide for Matrics

The transition from the structured environment of high school to the expansive horizon of what comes next is a challenging one, filled with excitement and anticipation. However, for those Grade 12 students who are still unsure about their future moves, it can be an extremely anxious and perplexing time. Most Matrics who are standing at this critical juncture find themselves balancing the enthusiasm of youth with the responsibilities of impending adulthood, having to make one of the biggest decisions they will ever make in their life. “For many, this is the first time they are asked to make significant decisions that will shape their futures. While parents can guide the process, ultimately the buck stops with the Matriculant who will have to live with the decision, which can easily lead to analysis paralysis on their part,” says Adrian Garden, Deputy Dean: Teaching and Learning at The Independent Institute of Education’s Rosebank College. While there may be endless possibilities, making the ‘right’ choice can be daunting. What career should they pursue? Which path aligns most closely with their dreams, skills, and values? How do they ensure that their chosen path won’t lead to regrets later? “This choice, undeniably, is monumental. It’s not just about securing a job or determining what they will study next; it’s about sculpting the foundation they will build for the rest of their lives. Each decision has ripple effects, influencing their immediate years after school and potentially determining their satisfaction, success, and well-being for decades to come,” says Garden. But the decision process can be made easier and more effective by following a few guidelines which will channel into a good choice, rather than just hoping the right idea will arise at some point, he says. “Through thoughtful, structured exploration and informed decision-making, school leavers can carve out a path that aligns with their aspirations and the ever-evolving demands of the modern world.” THE PLAN SELF-REFLECTION Attempting to understand yourself and what drives you is the first step. Ask: What am I naturally good at? Which school subjects or extracurricular activities resonate with me? What are my core beliefs and values? If you are not sure about who you are and what you want to do, there are a few structured assessments that can be illuminating, to help individuals align their intrinsic qualities with potential career paths. These include, for instance, the Myers-Briggs Type Indicator (MBTI), the Holland Code, and numerous other free career interest and personality assessments online. JOB MARKET ASSESSMENT It’s important to study the current and future job market, to view your options through a pragmatic lens. Research careers in high demand both locally in South Africa and internationally, potential income brackets in various professions along with future earning potential, and the expected longevity of the field and future growth prospects of specific sectors. It is also important to match your skills and subject choices with the careers you have an interest in. Student support and career services at good higher education institutions are invaluable in this regard – as they will have deep insight into careers of the future, as well as being able to help you match your strengths to specific fields of study. STUDY OPTIONS DEEP DIVE Further study after Matric is very likely a crucial stepping-stone to making your dream career a reality. But remember that not all institutions and programmes are created equally. So if you have an idea of your area of interest, thoroughly investigate the reputation of the various institutions that offer the qualifications within your field of interest; the content, curriculum and faculty; financial factors that come into play such as tuition fees and living expenses; and campus life, to see if it will be conducive to personal growth and networking. REAL WORLD DEEP DIVE To gain a real-world perspective on your prospective career, connect with mentors and professionals in the field who can give you a better understanding of what the field is like in reality. Try to understand day-to-day experiences and potential challenges faced in the role, essential qualifications, skills, and attitudes beneficial for that profession as well as personal stories of lessons learned. If possible, try to gain some hands-on experience by seeking out internships and volunteering roles. DEAL WITH FLUX Our current world comes with a level of uncertainty and unpredictability that can make it so much more difficult to take life-altering decisions. This is where resilience and adaptability come in. While one’s choice of study post Matric is important, it’s a misconception that one’s first career choice is permanent. In today’s dynamic world, many individuals change careers multiple times. The ability to pivot, adapt and build creatively on your experience is invaluable. MAKE THE RIGHT CHOICE FOR YOU, NOT OTHERS If you are uncertain about your next steps, it can be easy to let the ideas of others and outside forces sweep you in a direction. While well-meaning parents, teachers and parents may inadvertently pressure you towards a popular or lucrative career, remember it’s essential to value their advice but balance it against your aspirations and interests. The most successful career is the one where you will feel fulfilled, and which allows you to continue growing. “At the end of the day, you must take your time and do your research, and then trust your instincts,” says Garden. “Your journey is unique, and you must remember that choosing and pursuing a fulfilling career is a marathon, not a sprint. Every experience, be it a triumphant success or a challenging setback, will contribute to your tapestry of growth.”

November 2, 2023

HOW TO BUILD UP YOUR CHILD’S CONFIDENCE IN MATHS

It’s a common experience… your child sits down to work on Maths homework but very quickly becomes visibly stressed, frustrated, or upset. For many kids, doing Maths can seem like a daunting task, even a scary one. And while many do overcome it, some of us carry this Maths anxiety with us for much of our lives. If you’re looking to help your child reduce their Maths anxiety, we have a few suggestions. Be Empathetic to Maths Struggles Empathy can go a long way. Whether it’s because you experienced similar struggles as a child or watched someone else struggle, making your child feel like they’re not alone can help ease their stress. When kids hear that others in their lives faced similar challenges it can help them to feel understood and a little more confident to tackle the task in front of them. Teach Them to be OK with Making Mistakes Learning to be OK with making mistakes is distinct from addressing the emotions that bubble up with failure. Once your child is no longer feeling overwhelmed, helping them to feel OK with making mistakes is all about showing them that mistakes are often how learning happens. We often remember our mistakes more clearly than the times we didn’t need to struggle at all. Identifying where we went wrong is one of the best ways to learn how to get to the answer or solution on your own. Understanding the path it took to get something right means committing to memory the path to success. Tip: Try pointing out something that was previously hard for your child and is now easy because they figured out their mistakes and practiced until they got it. For example, learning to ride a bike, practicing a sport, or an earlier Maths concept. Explain the Importance of Finding (And Filling) Gaps Lastly, very often the cause of Maths anxiety is the fact that earlier concepts weren’t mastered. Gaps in foundational knowledge create a shaky foundation for more challenging concepts. Particularly, if children don’t do well in Maths at an early age, it can have a cumulative effect. At Kumon, we focus on mastery. We start students off at a comfortable starting point, which can sometimes mean starting on material that is below their current grade level. Current struggles might be top of mind for parents and the kids themselves, but often the solution to current struggles is filling in gaps in knowledge of earlier concepts. If a child never fully mastered addition, multiplication, division, and other foundational concepts, they are likely to hit a wall when more complicated concepts are introduced. Enrol In a Maths Programme to Help Them Practice and Master their Skills Enrolling your child in an additional Maths study programme (such as Kumon) can help them fill those gaps as they consistently practice their Maths skills. While school studies march on, often leaving a child feeling overwhelmed and increasingly left behind, a supplementary programme can provide additional practice in key concepts and allow them sufficient time to truly master a concept before progressing to the next. This additional support can often help a struggling child to catch up, become confident and finally succeed in a previously dreaded subject. Maths anxiety is a condition that can be very detrimental to a child’s long-term school success, causing them to feel inadequate, not smart enough or even a failure. Anxiety can cause a child to get into a negative reinforcement cycle that perpetuates their feeling of inadequacy. When Maths work comes up they feel anxious because they don’t understand the work. This anxiety causes their brains to become confused or shut down which then prevents them from thinking logically or rationally and reinforces the experience that “I can’t do Maths!” So, in conclusion, it is important to notice how your child feels about their Maths work and to identify Maths anxiety as early as possible. Then, if you notice this occurring, take every step possible to address the anxiety and to enable your child to overcome, feel confident and believe in themselves. This article is courtesy of the Kumon North America website* * https://www.kumon.com/resources/how-to-build-up-your-childs-math-confidence/

October 27, 2023

What does crossing the midline really mean?

There are many terms that teachers, psychologists and other professionals may use that, at times, are perhaps not explained effectively leaving parents at a loss to the significance of these difficulties. It is important to understand what the importance of these conditions are, (especially if they have been mentioned in your child’s school report) what they mean, and the possible consequences and repercussions thereof. The midline is akin to an imaginary line going down the middle of one’s body from head to toe. Midline crossing is important for many skills to develop later on. For example, midline crossing is important for a youngster to develop the ability to use one hand to write across the entire page. This will also determine whether the youngster will have the necessary skills to read the length of the sentence across the page from left to right A child who can’t cross the midline, for instance, would use his/her left hand to write or paint on the left-side of the page and his/her right hand to write or paint on the right-hand side of the page which can hamper the learning process. Crossing the midline is also an indicator of bilateral co-ordination which is the ability to use both sides of the body and brain simultaneously. This is important for gross motor skills such as climbing stairs, walking, riding a bicycle and swimming. In addition, bilateral co-ordination is also important to read, write and learn. In other words, the right and left brain have to work together, for example in reading the left brain’s task is to decode a word whilst the right brain facilitates the understanding and meaning of what was read. Midline crossing is therefore essential for a youngster to develop as it is a very necessary skill for learning in all areas of life.

October 17, 2023

PBL: A game-changer in overcoming math anxiety

Mathematics is a crucial subject that permeates our daily lives – from managing finances to solving complex problems in various fields, mathematics is everywhere. However, for many of us the thought of dealing with mathematical concepts can trigger feelings of dread and anxiety. This phenomenon is commonly known as math anxiety. Fortunately, one effective approach to alleviating math anxiety is through Project-Based Learning (PBL). Understanding Math Anxiety Math anxiety is more than just a dislike for math. It is a psychological phenomenon that can cause physical and emotional distress when faced with any math-related tasks – regardless of whether you’re a learner or an adult. Symptoms may include a racing heart, sweaty palms, avoidance behaviour and negative self-talk. Math anxiety can hinder one’s ability to learn and perform well in math-related subjects, leading to lower self-esteem and reduced confidence. But here is the really interesting thing, says Mr Lawrence Bete, Head of the Mathematics Department at Future Nation Schools, math anxiety does not only affect those who struggle with maths. High achievers can also suffer from it as they feel pressured to maintain high standards of academic excellence; struggle with perfectionism, over-thinking and competitiveness; as well as worry about how their maths grade might hinder their career aspirations. One effective way to help learners who struggle with maths anxiety improve their mathematical understanding and build their confidence is to teach them using a PBL approach, adds Mampho Langa, Head of Schools at Future nation Schools. This is because PBL, as a learner-centred teaching method, shifts the focus from traditional rote memorisation and repetitive problem-solving to a more engaging and interactive learning experience where learners explore complex topics, solve real-world problems and apply critical thinking skills in a way that is active, collaborative and hands-on. Six ways PBL helps overcoming math anxiety Real-world relevance: PBL introduces maths in a real-world context. This helps learners see the practical applications of the concepts they are learning (no more wondering “when will I ever use this in real-life”) and can make maths feel less abstract and more meaningful. In doing so, PBL reduces the anxiety associated with maths’ perceived complexity. Multidisciplinary learning: PBL integrates multiple subjects, demonstrating that mathematics is not isolated but interconnected with other fields. This interdisciplinary approach can make maths feel more approachable and less intimidating. Active engagement: PBL actively engages learners in the learning process. Instead of passively receiving information, learners take ownership of their learning by identifying problems, formulating questions and seeking solutions. This shift from passive to active learning can help reduce anxiety by promoting a sense of control as well as reshaping attitudes toward maths. Collaboration: PBL fosters collaboration and peer support. Learners are encouraged to work together to solve math-related challenges, share their ideas and learn from one another’s strengths. Collaborative learning can reduce feelings of isolation and fear associated with math. Flexibility and creativity: PBL encourages creativity and allows learners to approach problems in their unique ways. This flexibility reduces the pressure to conform to a single “correct” method and helps learners build confidence in their problem-solving abilities. Progress monitoring: PBL involves ongoing assessment and feedback, allowing learners to track their progress in real-time versus tracking progress only through assessments and exams. This continuous feedback loop helps learners identify areas where they need improvement and celebrate their successes and mitigates anxiety stemming from uncertainty about their abilities. Math anxiety can be a significant barrier to learning and success in mathematics-related subjects. However, utilising PBL can turn maths from a subject that learners approach with fear and apprehension to one that they view as an exciting journey of exploration and discovery that has relevance to their daily lives. For more about how PBL is unlocking the future of mathematics education at Future Nation Schools, watch our recent FutureTalk Webinar.

October 13, 2023

CHANGING SCHOOLS: WHEN TO START LOOKING AT OTHER OPTIONS

Much like starting a job and staying with the company until retirement age is a thing of the past, so too is the idea that one must attend only one primary school and one high school during the entirety of one’s schooling journey, no matter what. Yes, it is the ideal and stability and the ability to form and build lasting friendships during one’s schooling journey is important. However, the reality is that the need for some children to change schools during their primary school and high school years is becoming more and more common place. Parents change schools for a myriad of reasons, including: Emigration and semigration, Convenience (closer to parent’s new job or on a transport route), Quality of education, Class sizes, School environment (sense of safety, issues of bullying) and A child’s request for a change. What is important to note is that changing schools is a big decision and one not to be taken lightly. It is important that parents carefully consider and evaluate reasons for wanting to change schools before doing so. Reasons that are unwise and often lead to disappointment and ANOTHER move include: Blaming the teacher if your child performed poorly in an assessment, Not getting your way when wanting to change your child’s teacher or class, A disagreement with your child’s teacher, The school not offering the subject choices in a way that your child prefers, Your child not getting into the first team of his or her sporting discipline and Your child being “in the wrong crowd”. In such cases, rational communication is key. A useful tip is to focus on facts and try to eliminate emotions from the equation. Where applicable, meet with your child’s teacher to discuss your concerns and receive feedback from the teacher. See the teacher as your partner and know that he/she wants your child to succeed. Consider your reasons for wanting to change classes. Is it because your child wants to be in a friend’s class? Is it because this teacher seems strict and places high academic demands on students? Is it because you feel the teacher is useless and a different teacher will teach your child better? Once again, meet with the teacher to discuss your child’s progress. If you are still concerned about the standard of teaching, discuss this with the person’s line manager. Most good schools will investigate allegations of poor teaching practice and will be able to provide parents with feedback and, where need be, take steps if the allegations prove to be true. When it comes to subject choices, these are carefully considered by high schools, bearing in mind what is required for tertiary studies for the various faculties and courses. Even at tertiary level, students will have to take subjects they do not necessarily want to, and they will not get to mix and match as they like. Moving a child because you are concerned about their friendship choices is also not a good idea. Likeminded people seek each other out and your child will find the same “crowd” within minutes of starting at a new school. There are however good and valid reasons for wanting to change schools, including: The school not dealing with issues of bullying and turning a blind eye to discipline issues, Your child feeling unsafe at school, Unapproachable teachers, Little to no communication regarding your child’s poor performance in assessments, including the surprise factor when reports are issued, Non-alignment with the school’s values and policies and Lack of academic focus. If you realise a school is not the right fit for your child and family, it is best to make the change to a new school as soon as possible. At Abbotts College, we enrol students all year round. Support your child to catch up on work they did not cover at the previous school. When finding a new school for your child, you must ensure you do your homework. Visit prospective schools’ websites, arrange a tour of the schools you are interested in and arrive armed with questions to ensure that you make the right choice and that there will be no need for another move. And finally, do not remove your child from their current school until they have been accepted at another school. You do not want to be in a position where you cannot secure a space for your child at a school.

October 11, 2023

Navigating Third Term Turmoil: A Guide for Parents

In my almost two decades as an educational professional, I have witnessed a recurring pattern that I’ve come to call “Third Term Turmoil.” This phenomenon typically occurs in the August/September period, where teenage disciplinary issues tend to peak. I’ve developed a theory to explain this pattern, which centers around seasonal changes and academic pressures. As spring arrives and summer break approaches, students become restless and eager for leisure, leading to decreased motivation for academic work and a surge in the desire for recreational activities. Academically, the third term is when teachers finalise their curriculum and prepare for year-end examinations and assessments. The mounting pressure for students to excel can contribute to heightened stress and anxiety, often manifesting as behavioural issues in the classroom. Moreover, after months of intense academic and extracurricular activities, both students and teachers may experience fatigue, and plummeting levels of patience and tolerance, which can lead to further discipline problems. Changes in the daily routine, such as field trips and special events, also disrupt the classroom structure and exacerbate discipline issues. While these observations are based on my experience, they reflect a common reality in many schools. Teachers often find themselves struggling to keep students motivated, manage incomplete work, and handle disruptive behavior. The key question we must then address is how to prevent burnout, lack of motivation, and the resulting disciplinary challenges. To assist parents in navigating this challenging period and ensuring a smoother end to the school year, I offer several pointers for discussion with their children: Goal Setting: Encourage your child to set clear academic and personal goals for the remaining school year. Concrete objectives can help maintain motivation. Time Management: Teach your child effective time management skills to balance academic work, extracurricular activities, and leisure time. Open Communication: Create an open and supportive environment where your child feels comfortable discussing challenges or concerns they may be facing at school. Stress Management: Equip your child with stress-management techniques, such as mindfulness exercises or relaxation strategies, to cope with academic pressures. Healthy Lifestyle: Promote a balanced diet, regular exercise, and sufficient sleep, as these factors play a crucial role in maintaining physical and mental well-being. Reward System: Implement a reward system for accomplishing academic milestones or completing assignments promptly. This can provide motivation and a sense of accomplishment. Seek Support: If discipline issues persist or escalate, consider involving teachers, school counselors, or other professionals who can provide guidance and support. Parents play a pivotal role in fostering positive behaviour, respect for teachers, and discouraging substance use among their children. Here are additional pointers for parents to guide their children on how to behave at school and cope with stress: Respect for Teachers and Peers: Teach your child the importance of showing respect to their teachers and classmates. This includes active listening, politeness, and courtesy. Responsibility for Their Actions: Encourage your child to take responsibility for their behavior at school, understanding that actions have consequences. Conflict Resolution Skills: Equip your child with effective conflict resolution skills and teach them to communicate concerns or disagreements respectfully. Anti-Bullying Awareness: Discuss the significance of standing up against bullying and supporting classmates who may be victims. Teach your child to make independent, informed choices and develop assertiveness skills. Healthy Coping Mechanisms: Encourage stress relief through sports, art, or music while discouraging substance use. Drug and Alcohol Education: Have honest conversations about the risks associated with substance use, providing accurate information. Lead by Example: Be a role model by demonstrating respectful behaviour, healthy coping strategies, and responsible decision-making. Monitor Online Activity: Keep an eye on your child’s online activities to ensure they are not exposed to harmful influences. Maintain regular conversations with your child about their school experiences and emotional well-being. By incorporating these pointers into your parenting approach, you can guide your child toward responsible behaviour, respect for teachers and peers, and a healthy approach to managing stress. Open communication and a supportive environment are key elements in promoting positive behaviours and well-rounded development. By Marion Kohler – Abbotts College JHB South

October 10, 2023

Inspiring the Love for Books at Loreto School Queenswood

September month is International reading month! Every year we celebrate it with “Donate a Book Day”-DAB DAY At Loreto School Queenswood, we are inspiring the Love for Books through initiatives like DAB Day, these initiatives have a positive impact on our children. In a world filled with screens and digital distractions, fostering a love for reading in our children has never been more critical. DAB Day, short for “Donate A Book Day,” is a remarkable initiative that not only encourages children to read but also instils in them the profound values of giving and sharing. As we celebrate this wonderful tradition, it’s vital to recognize the invaluable lessons it imparts and the long-lasting benefits of cultivating a reading habit from a young age, particularly during primary school years. DAB Day, typically observed in primary schools, is a day of celebration and learning rolled into one. It involves children donating books and dressing up as their favourite book characters. This simple act of generosity opens doors to numerous educational and moral lessons that stay with them throughout their lives, lessons that resonate with our vision, mission, and values. DAB DAY Inspiring a Lifelong Love for Reading One of the most significant advantages of DAB Day is its power to ignite a passion for reading among young children. By encouraging them to donate books, the event communicates the idea that books are meant to be shared and cherished. When children see their peers donating books, it sends a powerful message that reading is a communal and enjoyable activity. As a result, they become more eager to explore the magical world of books, thereby laying the foundation for a lifelong love for reading. Teaching the Values of Giving and Sharing Beyond the love for books, DAB Day instils essential values in children, namely, giving and sharing. It teaches them that giving can be as rewarding as receiving. When children donate books, they experience firsthand the joy of helping others access knowledge and stories. This selflessness fosters empathy and compassion, qualities that are essential for personal growth and building strong, caring communities. Fostering a Sense of Community DAB Day also promotes a sense of togetherness and community within the school environment. The act of dressing up as beloved book characters creates a shared experience that bonds children together. They begin to see their classmates as fellow readers and adventurers in the world of books. This sense of belonging not only encourages collaboration but also makes reading a social activity, reinforcing the idea that books are meant to be shared and discussed. The Cognitive and Academic Benefits The benefits of reading from a young age cannot be overstated. Studies have shown that children who read regularly from an early age develop stronger vocabulary, better comprehension skills, and improved cognitive abilities. Reading is not just a source of knowledge; it’s a tool that sharpens young minds and prepares them for academic success. DAB Day is not just a celebration; it’s an investment in the future. By inspiring children to read, teaching them the values of giving and sharing, and fostering a sense of community, DAB Day equips our youngest learners with the tools they need to become compassionate, educated, and successful individuals. The benefits of reading from an early age ripple through their lives, influencing their academic achievements and shaping their characters. As we embrace DAB Day, let us remember that in promoting a love for books, we are nurturing the leaders, thinkers, and compassionate citizens of tomorrow. Encouraging our children to read and share the magic of books today will undoubtedly lead to a brighter, more literate future for all. Written by: Nthabiseng Sherillyn Nyamane, Loreto School Queenswood

October 5, 2023

Language and successful learning – is it REALLY that important?

Have you ever gazed upon a giant oak tree? These majestic trees can grow as high as 21m and as wide as 3m! In fact, the tallest oak tree ever recorded was a whopping 44m high! Their branches extend for many metres, shading the earth from the hot sun in Summer and shedding their colourful leaves in the Autumn. It is interesting to note that the grandiose oak tree started life on earth as a tiny seed. The giant tap root system was the first part of the tree to emerge at germination – tiny at first, but continually expanding. It is from this giant tap root system that the magnificent oak tree receives all the water and nutrients that it needs to grow and develop to its full potential!

September 27, 2023

Taking the leap from Grade R into Grade 1- Helpful hints to prepare your child for “big school”

Taking the leap from Grade R into Grade 1 can be a daunting prospect. As our little ones move from the pre-prep into “big school” they can often experience some nervousness as they are required to be more independent. At HeronBridge College we are very intentional about the relationship between child, parent and teacher and it is important that everyone feels well prepared for Grade 1. Over the last few years, we have seen the anxiety of children increase and have implemented practical ways in which to better prepare and encourage our children for their journey into prep school. The HBC teachers offer some practical advice on how to navigate the big feelings that our little people can feel as they get ready for Grade 1: The jump from pre-prep into Grade 1 is developmentally a step into independence. Talk to your child often about what they are feeling, and why, and encourage them to take small steps that build bravery and courage – like walking to their classroom on their own or making their own lunchboxes. Flip anxiety on its head, having dinner conversations that talk about worry versus excitement. Ask your child to visualise one thing that they can’t wait to do, even if you must give them some examples of your favourite memories at school. Ensure that your child knows that it’s okay to have butterflies and make sure that you are in this feeling with them, using phrases like “we’ll do this together” and “we’ve got this.” Reinforce routine and stability by making a weekly planner with your child, drawing pictures or writing out all the activities that they can look forward to at school each day. When your child’s teacher has been announced, print a picture from the school app and put it up on the fridge. Remind your child often over the December holidays of the lovely person that will be looking after them next year and what they will be learning together. If your child is new to the school, or going into a class with new people, identify a family at orientation evening and have a play date so that your child can build a friend before the year starts. Meet that friend in the car park on the first day of school and let your children walk to class together. At HeronBridge we run several initiatives that introduce our Grade Rs to the Grade 1 experience as well as to their teachers and the heads of school. “Relationships are everything when preparing our learners for Grade 1” says Gina Brunsden, head of the junior prep. “We host a Grade R ‘inning’ where our kids play games with our prep staff and are treated to big kid things like a Seattle Coffee Company milkshake that they buy with their own voucher. We run orientation meetings with parents and children separately and even have a teddy-bear picnic with the Grade Rs and the Grade 1 staff, building those relationships in a way that is relevant, meaningful, and not so scary.” If you’d like to find out more about HeronBridge’s Grade 1 programme or are looking for some advice on the transition from Grade R, you can contact the school or book a personalised tour at a time that suits you and your family. Contact HeronBridge College on [email protected] or 011 540 4800. www.heronbridge.co.za Educating with heart

September 20, 2023

DEVELOP YOUR CHILD’S READING RETENTION SKILLS

Children read a lot more than you may think. Every subject your child studies in school requires reading comprehension and retention. Whether it is math, history or science, reading retention is critical to success. Here are some ways you can help your child grow and develop solid reading-retention skills. Start Early Remember, a child’s listening skills are years ahead of their reading skills. Beginning readers can still practice comprehension and retention skills. An easy way to do this is by inserting an extra step into an already existing nightly routine: bedtime stories. As you read your child a bedtime story, take note of some key story lines or events. When the story is over, you can ask your child, “Do you remember how Sam-I-Am finally got his friend to try green eggs and ham? Did he try them in a house? Did he try them with a mouse?” Even though your child is not reading for retention at this level, he or she is still learning to comprehend and retain ideas. Practice and Improve Like any skill, reading comprehension and retention require practice. Board games offer an opportunity for children to read instructions and rules that test their retention skills in a fun way. Try to find a game that your family has never played. Read the rules first to understand how the game works. After you grasp the rules, ask your children to read them. When they’re finished, ask them to explain the rules to you before you begin. For families with more than one child, this exercise can provide a unique perspective on how each child understands what he or she has read. One child may see the game in one light, while another will view the rules completely differently. Listening to your child explain the rules will identify comprehension strengths and challenges as you learn the new rules together. After everyone understands the rules, game on! Encourage Self-Correction When your child shows signs of confusion or frustration with a homework assignment, encourage them to reread the material before explaining the problem to you. In the interest of saving time, you may lean toward explaining the problem yourself. While this may be easier, letting your child self-correct builds their problem-solving skills. Guide your young child toward understanding the problem independently. After conquering the problem on their own, your child will have more self-confidence for the next challenge and greater pride in being able to tackle the problem independently. Reading is one of the most valuable tools in your child’s academic tool belt. Understanding and retaining the material are just as critical as the skill of reading itself. Encouraging the development of this crucial skill will set the stage for a lifetime of success. The Kumon English Programme is designed to build the critical reading skills that will help your child develop a lifelong love of reading – and a solid foundation for academic success. Building strong reading comprehension from an early age will prepare your child to advance through primary school with confidence and appreciation for learning. When you enrol in the Kumon English Programme, the Kumon Instructor will assess your child’s current reading skills and introduce the appropriate level of Kumon Reading Worksheets. This provides just the right start for building comprehension and writing skills. As each worksheet is completed, you’ll see your child building a stronger vocabulary, a more thorough understanding of the proper use of grammar, and an ability to interpret content. This, together with enjoying books from the Kumon Recommended Reading List, enhances your child’s appreciation for and understanding of the English language and helps to develop a lifelong love for reading. For more information you can visit our website on kumon.co.za This article is from the KUMON NORTH AMERICA website: https://www.kumon.com/resources/develop-your-childs-reading-retention-skills-2/

September 19, 2023

Why is math so difficult for some kids?

Understanding cognitive skills and math. “Math!” This four-letter word is enough to give many kids a knot in the stomach, and many parents sleepless nights in anticipation of the next school report or math test coming up. When it comes to mathematics, many parents and children feel anxious and frustrated. This is especially true when a child is struggling with math, in spite of already getting help by means of tutoring, extra math classes or math programs. For many parents, and similar for their children, their math anxiety began with timed math tests in primary school. They knew the answers, but their brains froze when up when working against the clock. For others, not understanding the why behind a math formula was confusing. Unfortunately, children who experience math anxiety often grow up without ever understanding the reason for their math struggles and carry math anxiety with them for the rest of their lives. As a parent, they feel helpless when their child brings home math homework. Some may become teachers who feel powerless when their students don’t understand math or label themselves as not being a math person. Their math anxiety and frustration gets passed on to the children, and the cycle unfortunately continues. Math anxiety is very real, are extremely debilitating, and have been studied for decades. Yet it persists. But why is math so difficult for some kids?! The answer to this question usually lies within the strengths and weaknesses in our individual cognitive profiles. Each of us have strong and weaker cognitive skills – those underlying brain skills essential for learning, reading, reasoning, attention, and yes – math. And when it comes to math (and learning), having strong cognitive skills is a prerequisite for learning math. If one or a combination of skills like selective, sustained and divided attention; visual processing; visual, sequential and working memory; long term memory, deductive and inductive reasoning are weak, they must be strengthened first, before a child will be able to understand and apply math. So let’s explore the connection between cognitive skills and math. As the foundation for learning, cognitive skills are essential across any curriculum, including math What, then, are the important underlying cognitive processes that support or impair our learning of math? According to scientific and educational researchers, math skills can be grouped into the following categories: SPATIAL REPRESENTATION The relationship of math success to visual-spatial abilities is strongly supported by research, and the correlation appears to increase as the complexity of the math task increases. The important aspect of visual-spatial processing is not just remembering the shape, size, colour and number of objects, but their relationship to each other in space. It turns out that visual memory by itself (what things are) is somewhat error-prone, but spatial memory (where things are) is associated with correct answers, and is thus an important aspect of mathematical problem solving. Within visual-spatial processing, we can distinguish cognitive skills such as the following: Spatial Memory: This refers to our ability to remember where we are in space and where we are related to other objects in space. This understanding provides the foundation on which problems (changes in the space) can be solved. Visualization: Our ability to visualize a problem we need to solve or to visualize alternative solutions contributes substantially to our understanding of the problem. When we learn transformations in geometry, for example, interpreting the difference between a translation (sliding an object along a straight line), a rotation (turning an object around a point) and a reflection (mirror image) is greatly aided by our visualization skills. Directionality: The ability to distinguish between left and right, of course, is more than just about math. It comes in handy when tying shoe laces, reading a map, and in playing sport. Here’s an example of how we use directionality – imagine someone hands you a map with a route marked out on it. Do you have to keep turning the map around to figure out what direction to turn next? If so, your directionality skills are not as strong as they might be. COUNTING AND OPERATIONS When it comes to counting and numerical operations, we are again dependent for math success on some foundational cognitive skills, such as sequential processing and selective attention, and on executive functions (the directive capacities of our minds) such as Working Memory: Working Memory: Working Memory is to our ability to hold information in our minds while we manipulate it. Working memory capacity is highly correlated with reading comprehension, with math performance, and with many other academic and non-academic outcomes. Working Memory serves math processes from the very simple (for example, keeping track of which oranges in the basket we’ve counted and which we haven’t) to the most complex reasoning and mental simulations we perform when calculating statistics or contemplating string theory or manipulating derivatives in calculus. Sequential Processing: Counting is all about sequences, so once again, cognitive skills contribute crucially at even the most elementary stages of math. As we start to manipulate and calculate, the sequence of steps to solve a problem must be observed. A concrete example is the concept of order of operations and the different result that comes from (7 + 4) x 3 and from 7 + (4 x 3). Selective Attention: When we have good selective attention skills, it’s easier for us to screen out the irrelevant parts of a complex problem and isolate the relevant facts that we need to concentrate on. For example – if Susan, who is wearing a red dress, is 2 years older than Ben, who is wearing a blue shirt and jeans and just celebrated his 12th birthday, we don’t need to know the colour of their clothes to determine how hold Susan is. LOGICAL PROBLEM SOLVING Undoubtedly, math is problem-solving. There are of course other types of problem-solving, but problems with numbers almost always call for mathematical thinking and logic to be applied. Above, we have already highlighted some of the cognitive skills we use for problem-solving,

September 14, 2023

HOW TO UNLEASH CRITICAL THINKING THROUGH ART EDUCATION

Most good schools, whether public or private, incorporate art into their curricula – especially during the primary school years. This subject sometimes has the reputation for being the class where you can take a break from the ‘real work’, which is why its importance as a developmental tool for critical thinking isn’t well understood. But parents and teachers can use art to the great advantage of the child, if they know how important its role is and how to practically go about art education and appreciation, an education expert says. “Art incorporates all the important factors required in critical thinking – observation, reflection, interpretation and application,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, SA’s leading private education provider. “Parents of younger children know this scenario well: your child arrives home with a piece of art, you praise them for their good work, stick the artwork on the fridge, and move on. However, by taking some more time discussing what went into the construction of the work, parents can gain invaluable insight into their child’s thinking, as well as develop their ability to communicate their thinking,” she says. Hugo advises parents to ask their children specific questions about their artwork, for instance “what is that you drew there?”, “why did you decide to do this?”, “why did you choose these colours?”. “When you hear their explanations as to their thoughts, it gives you a window into their world and elevates their work from just another pretty piece to a connection and discussion opportunity. It’s important that parents take the time and make the effort to do that,” Hugo says. Teachers should also aim to guide students to create observational art if they want to develop critical thinking capacity. “If you ask someone to draw a flower, they’ll typically draw that one we all do from memory, with the circle in the middle, the little arches around the circle, and a stem with perhaps a leaf or two. But if you put a flower in front of the child along with a magnifying glass and ask them to draw what they see, you are going to find they do a greater dive into deep observation,” says Hugo. 4 PRACTICAL WAYS TO USE ART TO DEVELOP CRITICAL THINKING SKILLS 1) OPEN-ENDED ART PROJECTS Provide opportunities and materials for students to freely express themselves without tight guidance or direction on expected outcomes or deliverables. This helps them assess the tools at their disposal, use their imagination and problem-solving skills, and hone their craftsmanship. 2) ARTISTIC ANALYSIS Expose students to a wide range of art and lead in-depth discussions about their observations. What do they think the artist was thinking, why do they think certain choices were made in creating the artwork, how does the art make them feel, what do they see in the art? This develops their visual processing skills, linking them up to their analytical skills. 3) COMBINE ART AND STORIES Extend the art lesson by tasking students with developing stories based on their work. These stories can include characters and character development, plotlines, and inspiration for follow-up art. 4) COMBINE ART AND ACADEMICS Maths problems have long been approached by drawing a simple sketch of the problem at hand. This can be extended to various other subjects, by asking students to create a visual representation of the matter before them, as well as their proposed solution. This helps them visualise the problem and helps with brainstorming all while exercising creative muscles. “Imagine believing that children have the ability to express themselves in more than one way. Now times that by 100, if they are given the tools and encouragement to extend their potential range,” says Hugo. She notes that Loris Malaguzzi, founder of the Reggio Emilia Approach, described the “infinite ways that children can express, explore, and connect their thoughts, feelings and imaginings” as follows: “These languages (the Hundred Languages of Children) are symbolic and are open to the endless potentials in children. They believe in the potential of a child’s ability to wonder. It is the belief that there are “multiple ways of seeing and multiple ways of being.” “A high quality, holistic academic offering will consider this approach to all learning, to ensure students build critical thinking skills, while being offered opportunities to inquire and develop creative theories.”

September 12, 2023

BOUNCE INTO SEPTEMBER WITH THE NQOBA CHALLENGE

Now in its second year, the Nqoba Challenge is a ‘must’ for the family calendar! Hosted by HeronBridge College, a Curro Select school located in Fourways, and powered by Planet Fitness, the Nqoba Challenge is a fun-filled obstacle course for families that takes place on 16 September 2023. Whether you are a family with little ones wanting a fun day out, the cool uncle wanting to race your nephews over giant inflatables, or the competitive family who wants to challenge your friends, this event is just for you! The obstacle course will be run through the HeronBridge College grounds, which are situated along the Jukskei river, and participants can expect a range of exciting under and over challenges. Obstacles range from leopard crawls and tyre jumps, balancing challenges, giant gladiator slides, inflatable walls and more. Routes are catered to families of all shapes and sizes with a 5km challenger that puts you through your paces, a 3km route for those who are still building their stamina, and a 1km option for young children who are just finding their feet. “We wanted to create an event that celebrates community, spring and all the joys that come with this time of year” says JP Lübbe, Head of the prep school at HeronBridge College. “The word ‘Nqoba’ means to overcome, and what better way to shake off winter and the challenges that we are facing as a nation, than with a fun-filled obstacle course just before Heritage Day!” The routes are interactive, fun, and peppered with hydration stations to keep everyone refreshed. An array of entertainment is on offer at the finish, with a host of vendors, jumping castles, music, spot prizes and more. Don’t miss out on this one-of-a-kind family day and kick off summer with the Nqoba Challenge. Entry is R30 per person and free for children under the age of 12. Visit www.howler.co.za/nqobachallenge to register. To watch the promo video for this year’s event, click here. Event details: Date: 16 September 2023 Start time: 08h00 Venue: HeronBridge College No. 36 on the R114, Nietgedacht, Fourways Entry: www.howler.co.za/nqobachallenge Contact: [email protected] Website: https://www.heronbridge.co.za/events/nqoba-challenge/

September 6, 2023

Why Business Studies are Important for a Successful Future

In the always changing landscape of the modern world, entrepreneurship has become a driving force of progress and innovation. With the rise of tech startups, digital marketing, and the gig economy, the opportunities for aspiring entrepreneurs to make their mark are ever expanding. At the heart of all this lies one essential subject: Business Studies. In this article, we will explore some of the key reasons why business studies are crucial for future entrepreneurs and the potential they hold for driving success. We will delve into the foundations that business education provides, how it introduces students to the world of business in a learning environment, and how it prepares them for the challenges they will face in the modern business world. Laying the Foundation Business studies serve as the foundation upon which entrepreneurs can build their careers. It provides students with an understanding of the principles, theories, and practices that underpin successful business operations. From finance and marketing to human resources and supply chain management, business education instils in students the knowledge and skills they need to navigate the complexities of running a business. Business studies expose students to real-life examples and case studies, providing valuable information on how businesses have succeeded – or failed – in the past. These insights can prove invaluable when future entrepreneurs set out to establish their own businesses. Learning in a Supportive Environment One of the most significant benefits of business studies lies in the structured, educational environment it offers. Students are afforded the opportunity to gain a solid foundation in crucial concepts while receiving guidance from experienced educators. This allows aspiring entrepreneurs to ask questions, take risks, and experiment in a safe and supportive environment. In addition, being part of a business school or program connects students with a network of fellow students, alumni, and professionals. These connections can lead to mentorship opportunities, collaboration on projects, and invaluable networking experience – all of which can be incredibly beneficial for budding entrepreneurs. Preparing for the Future Business studies not only equip students with the knowledge and skills they need in the present, but they also help them prepare for the future. By exploring current trends, technologies, and challenges, business education ensures that entrepreneurs are well-equipped to adapt to the ever-evolving modern business world. As the gig economy and tech startups continue to expand and shape the global market, a well-rounded business education can make the difference between thriving and merely surviving in these competitive industries. “It not only teaches the fundamentals but also encourages innovation, critical thinking, and adaptability – qualities that are vital for entrepreneurs in today’s global economy.” Business studies are an essential stepping stone for future entrepreneurs. They provide the foundation, learning environment, and preparation needed to navigate the multifaceted world of business with confidence and adaptability. If you are looking to enhance your business knowledge and skills – whether it is accounting, or any other subject – consider seeking assistance from educational resources and experts. Visit www.ezlearn.co.za for guidance, tips, and support to help you on your entrepreneurial journey. The pathway to success starts with a solid foundation in business studies.

September 4, 2023

Accounting myths unmasked

Mention the word ‘Accounting’ to a high school student and many will turn a paler shade of grey and want to run a mile. Of course, there are the few lucky ones, like me, who get excited because numbers are their best friend and they’ve managed to manoeuvre their way through the accounting ‘mysteries’ with skill and mastery. I find it incredibly sad that Accounting is so misunderstood, as it actually is an incredibly wonderful and useful language to learn. I hope to debunk some of those myths here. Myth #1: Accounting is hard It really isn’t. Although it can often be experienced as difficult by many, this is usually because it hasn’t been introduced correctly. In fact, most teachers probably don’t even realise how simple the underlying principle of double-entry is – it took me about fifteen years to figure out the fact that debits and credits arise from the two sides of the accounting equation, then another fifteen for the penny to really drop when I finally realised that ‘debit’ and ‘credit’ are simply derivations of the Italian and / or Latin for ‘own / owed to me’ (debere / debitum) and ‘owed to others’ (credere / creditum). If only someone had shown this to me years ago, as I’ve just done in a short video for Accounting students. Together with a good understanding that the purpose of Accounting is reporting to stakeholders by preparing financial statements based on the principles of the International Financial Reporting Standards (IFRS), all Accounting problems are easily solvable. Myth #2: Accounting is boring Yes, recording endless transactions in journals is boring, BUT this is bookkeeping, not Accounting. Bookkeeping in practice is usually computerised and relatively simple using Quickbooks, Xero or similar. Accounting involves the preparation of financial statements according to IFRS principles. Determining the underlying reasons for treating transactions in different ways requires analytical and logical thought. Analysing financial statements can be likened to colouring a ‘paint-by-number’ picture – as different ratios and calculations are applied to the numbers, a hidden picture of the actual workings of the business emerges. Zombie companies are uncovered and financial mismanagement and shenanigans are exposed. Edcon’s demise could easily be predicted by looking at its equity in the financial statements as early as 2012. Steinhoff’s disreputable financials with negative equity figures for the past few years are a large sign, ‘beware!’ Likewise, clever strategies for business success can be identified and learnt from, and companies ripe for profitable investments discovered. Myth #3: There is only one correct way to record transactions Not at all. In fact, as long as you have the correct end destination as your goal i.e. fair presentation of performance and financial position according to IFRS, how you get there is completely up to you. This myth is probably the reason many universities sometimes prefer students with no Accounting background, so that they don’t come in with only one method in mind and are unable to deviate and adapt to alternative approaches that are used. Much like meeting a friend on holiday does not require you both to travel the same path to get there, every syllabus or curriculum uses a different approach for the processing of transactions. CAPS and IEB use the perpetual inventory system with Debtors’ and Creditors’ control accounts as part of double-entry and subsidiary ledgers as extra. Cambridge school accounting uses the periodic inventory system with a cash book as part of the general ledger and individual supplier and customer accounts as part of double-entry, with control accounts introduced as extra. Every single university in South Africa uses a slightly different approach and terminology, and business practice uses computerised packages that are each different in how transactions are recorded and processed. Students who are unaware of the variety of options can become ridiculously confused, but if they are exposed to different options, they are able to hone in on the important Accounting concepts based on IFRS principles without being distracted by the variety of approaches. Myth #4: You don’t need Accounting at school to study a BCom / BAccSci / BBusSci Technically, you don’t. Students are accepted for these courses at most South African universities with just Maths and English as requirements. However, students who have not been exposed to Accounting at school are severely disadvantaged. Yes, school Accounting may be covered in the first few weeks of a business degree. Enough said. The concepts at university are more complex, and if the basics are not understood in the excitement of a new student life with all its distractions, most students who did not take the subject at school struggle and often have to repeat. Most of my first year extra lessons are to students who did not take Accounting at school – in all my years of teaching I have only had one first-year student who did Accounting at school and still needed help in first year. Research into the correlation between taking Accounting at school and success in first year Financial Accounting is varied and conclusions differ, but seem to support my personal hypothesis that if students are made aware of the flexibility of possible approaches, prior exposure is definitely beneficial. Moral of the story? Encourage any child interested in studying a business degree to take Accounting at school … with a varied approach, logical explanations and the end goal of financial statements prepared according to IFRS principles in mind, of course! Those parties with an interest in the continued success of the business, and who can affect / be affected by the actions of the business. Yes, this is an actual term relating to businesses that are surviving on borrowed money, paying interest but unable to make the repayments. This research shows that statistical data indicated that Accounting taken at school contributed significantly more to success in the Accounting module at Stellenbosch University. This research showed top performers were those who took Accounting at school, had Afrikaans as a home language and worked hard. This

August 24, 2023

WHAT HAPPENS WHEN YOUR CHILD CAN’T SOUND OUT A WORD?

“Help Mom, I am stuck on this word?” What is your first reaction, “just sound it out”. Good advice? Actually, not that good. Sounding it out is not always the best strategy for figuring out a word. Learning to read individual words is hard work and not always as easy as parents may think. There are words that a child can memorise: these are called sight words. But there are a whole lot more words that children have to decode or figure out. So what should a parent do when their child comes across a word he doesn’t know or may have seen it once or twice but has not committed to memory yet? Tell them to sound it out, NOT ALWAYS. I am not saying phonics is not useful. It is imperative that children know their letters and the sounds they make, but as a strategy or way to figure out unfamiliar words it doesn’t always work. I suggest you read on and see how many more strategies you can try use to help your child attack those tricky words. Here are some more useful word attack strategies: Picture clues – ‘look at the picture; it will help you figure out this tricky word.’ Beginning Sounds – look at the first letter together, ‘do you know that letter, do you know a word that starts with that letter, what sound does it make’? Chunking – ‘can you find a small word in this big word?’ Let’s read that small word. Cover the first part of the word, read, cover the last part of the word and read. Now put the words together and read’ Context – Use the meaning of the sentence to try figure out the unfamiliar word, e.g. “Peter is reading the ……. Answer: book”. Let your child predict or ‘guess’ the word ‘book’ based on the context of the sentence. Helpful Hint: build vocabulary to maximise this strategy. Stretching the word – ‘use your finger as you try read the word. Look at it slowly’ Rhyming – ‘this word is tricky but it does rhyme with another word on this page. Can you read this word (parent points to other rhyming word), well done, now swop the first letter and read the other word. They rhyme, well done, can you hear the rhyme.’ Go over the rhyming set together to practice. Use the squiggles around the words as clues (Literacy conventions = question mark and capital letters) e.g. if there is a question mark at the end of the sentence, the unfamiliar word could be ‘what’ ‘where’ ‘how’ ‘when’ or ‘why’; if there is a capital letter in the middle of the sentence the unfamiliar word could be a name of a person/place ) Miss it out and come back – ‘this word is tricky, leave it out for now and keep on reading. Come back to this tricky word once you have finished reading the sentence.’ Ask someone – do not let your child struggle too much, encourage him to ask for HELP if he can’t figure it out. Helpful Hint: It takes practice to use these strategies, so give help as it is required, however, instead of just giving the answer straight away model a strategy your child can use and read it together using this strategy. As children gain confidence they will use a strategy on their own next time. Keep a balance of you helping your child and your child helping himself! It needs to sense – ‘Did that sentence make sense?’ Repeat the sentence to your child using his mistake let him tell you which word doesn’t sound right. ‘As you read this time listen to your words and make sure they make sense’. Helpful Hint: this is a fairly advanced strategy, comes with lots of practice. Keep modelling it as the fluent reader. Try these out; you will be surprised as to how well they work. I call it giving your kid a READING TOOLBOX. Best thing you can do for your beginner reader. Actually it’s the second best thing, the BEST THING you can do for your beginner reader is read to/with or him every day.

August 23, 2023

The Importance of STREAM Education in Primary Schools with the Integration of Religion

In recent years, education systems worldwide have witnessed a growing emphasis on STEAM education, an interdisciplinary approach that integrates Science, Technology, Engineering, Arts, and Mathematics. At Loreto School Queenswood we have added the R for Religion to the mix. We feel that this approach has proven to be highly beneficial, nurturing critical skills and fostering holistic development in students from Grades RRR to Grades 7. Moreover, integrating religion into STEAM education can enhance its impact, providing additional advantages that go beyond the academic realm. Importance of STREAM Education in our Pre-primary and Primary school: Holistic Skill Development: Encourages students to explore and apply their knowledge across various disciplines. By engaging in hands-on projects, students develop problem-solving, critical thinking, and creativity skills. Early exposure to STREAM concepts lays the foundation for a lifelong love of learning and prepares students for future challenges. Real-world Relevance: Emphasizes practical application and relevance to real-world scenarios. By connecting classroom learning to everyday life, students can better understand the significance of scientific discoveries, technological innovations, engineering solutions, mathematical principles, and artistic expressions. Fostering Innovation: Nurturing a spirit of innovation from a young age is essential for fostering a generation of creative thinkers and problem solvers. STREAM education allows students to explore ideas, take risks, and learn from failures, ultimately fostering a growth mindset that is crucial in navigating an ever-changing world. Enhancing Collaboration: Projects often involve teamwork, encouraging students to collaborate, communicate effectively, and respect diverse perspectives. These skills are vital not only in academic settings but also in future professional environments. Understanding Cultural Diversity: Integrating religion into STEAM education allows students to understand and respect the diverse beliefs and customs prevalent in our globalized world. This fosters a sense of cultural awareness and helps build bridges of understanding between different communities. By incorporating religious narratives into STREAM subjects, students can explore how scientific, technological, engineering, artistic, and mathematical advancements have shaped the beliefs and practices of different cultures throughout history. This interdisciplinary approach enriches their understanding of both science and religion. STREAM education offers a well-rounded approach to primary schooling, fostering essential skills and nurturing young minds for the future. By integrating religion into this educational framework, we provide students with a broader perspective on the world and encourage the development of moral and ethical values. This synergy empowers students to become responsible, compassionate, and culturally aware individuals, ready to contribute positively to society and tackle the challenges of tomorrow. Which in turn makes our goal of “Growing Children For Life” even more possible. Article by Nthabiseng Nyamane For Loreto School Queenswood

August 18, 2023

MARKS LEAVING A LOT TO BE DESIRED? HERE’S WHAT YOU CAN DO

Life has its own plans; sometimes, things do not work out as we hoped. Some high school students and parents are currently finding themselves amid a relatively stressful time, having to come to terms with June exam results that were not at the standard they expected. Perhaps some red lights are going off for you as a parent, with the prospect that your child might need serious academic intervention. The good news is that it is never too late to re-evaluate and make the necessary changes to reach the desired outcome. Suppose you are keen to pursue Tertiary studies. In that case, it is essential to ensure that you are ready from the get-go and that you can successfully apply without creating additional stress and anxiety. If you take action now, this is doable even if you didn’t perform at your best in the mid-year exams. Here are some tips to assist you on your academic journey: 1. Setting goals Ensure that you set measurable goals for yourself, both academically and personally. Measure this timeously and regularly, and reward yourself for reaching goals. Remember to review and revise your goals continuously! A good idea would be to write them down and keep them somewhere visible at all times. 2. Are you in the right school? Make sure that your schooling environment supports your needs. At Abbotts College, for example, we issue 7 academic report cards throughout the year, which assists you in setting up reasonable goals. We also offer after-hour academic support, where you can contact your subject teachers to get academic support until 20:00. During our Homework lesson, students can consult on a one-on-one basis with any of their subject teachers. Parents often think they should only move students at the beginning of the year, we have found that students that move now have the benefit of adapting before the start of the new year. 3. Softer skills are important The softer skills such as effective time management, planning study times and schedules, and self-management skills are critical. It is vital to balance academics and free time to exercise and spend quality time away from the books with family and friends. Click here to download a template that can support your needs. 4. Plan your future Do the necessary research at different Tertiary institutions. Note the entry requirements, AP scores and subject choice combinations which are required to apply. Measure your current results to these requirements. If you do not currently meet them, put goals in place to ensure sufficient improvement to be able to apply. Two or three options is a safe space, as life does not always go according to our own plans. If you are still unsure, consult an educational psychologist who can assist you with aptitude tests. If you are uncertain about educational psychologists, contact your closest Abbotts College, which can assist you with a referral. Not all schools are the same, and you must ensure that your chosen school is the best fit for your child and their academic needs. Do not hesitate to consider a school such as Abbotts College that might be less traditional yet more focused on academic processes, allowing it to go the extra mile to facilitate academic success for our students. The right environment combined with the right approach can make all the difference. In closing, remember a negative mind will never give you a positive outcome. Good luck for the remainder of the academic year. By Izak Stander: Principal of Abbotts College Northcliff

August 14, 2023

Unlocking literacy: 5 simple strategies parents can use to give pre-schoolers a head start

South Africa faces a significant literacy crisis in children under the age of 10. Despite efforts to improve educational outcomes, a new report from the 2030 Reading Panel has found that most children leave grade one without knowing the alphabet, while 82% of children cannot read for meaning by the time they reach Grade 4. While teachers are essential in imparting knowledge and nurturing academic skills, parents possess a unique advantage of being intimately involved in their child’s day-to-day life. By actively working on literacy with their children, parents can create a supportive learning environment that complements the efforts of teachers. “The first five years of life, when the brain is developing and maturing, is the most intensive period for acquiring the speech and language skills necessary for literacy later in life. These skills develop best in a world that is rich with sounds, sights and consistent exposure to the speech and language of others. It is for this reason that pre-school forms such a crucial part of your child’s developmental journey. But it is not the responsibility of teachers alone to help children develop these skills,” says Mampho Langa, Head of Schools at Future Nation Schools (FNS), “parents play a crucial role in this too. In this article, we share some of practical steps, inspired by ta combination of project-based learning, learn-to-play and Montessori pre-school teaching methodologies we use here at FNS, that parents can use to boost literacy rates during the pre-school years and set their children up for lifelong academic and personal success.” 1. Nurture your child’s curiosity Project-based learning (PBL) promotes curiosity and prompts learners to gather information, analyse it and arrive at conclusions based on evidence. This makes it an effective approach to engage children in meaningful, hands-on activities that promote literacy buy encouraging your child to explore topics that they are interested in and create projects around them. For example, if your child loves animals, you can help them research different animal species, create a mini zoo with toy animals, ask them questions that prompt them to think about animals differently (like why zebras have stripes) and then read books to them that answer those questions. In so doing, these PBL techniques will develop your child’s comprehension skills while nurturing their curiosity and creativity. 2. Make learning tangible and multisensory PBL emphasises a child-centred approach to education that empowers children to take an active role in their learning journey. One of the key ways this is done at a pre-school level is by incorporating a wide range of materials that promote language development. For instance, use textured materials for tracing letters, engage in sensory play with letter-shaped sand, or encourage your child to write words in shaving cream. These multisensory experiences reinforce letter recognition, fine motor skills and memory recall, making the learning process more engaging and effective. 3. Foster a love for independent reading Independent exploration and self-directed learning is a key component of project-based learning. By simply engaging with books, your child embarks on a journey of appreciating literature and narratives, igniting their imagination and nurturing their curiosity. Encourage your child to engage in independent reading by creating a literacy-friendly environment. Set up a cosy reading nook with a bookshelf containing a variety of age-appropriate books. Encourage your child to choose their own books in order to foster their independence and personal preferences. Describing pictures in the book, explaining the meaning of the story and encouraging the child to talk about what has been read to them and to ask questions will not only improve their understanding of the world and their social skills but it will enhance their literacy skills as well. 4. Encourage collaboration and language development: Collaboration and effective communication are essential skills emphasised in PBL education. Encourage your child to engage in group activities that promote language development and social interaction. Set up playdates with peers, engage in shared storytelling sessions, or organize mini-group projects where children work together to create a story or a book. Collaboration enhances language skills, vocabulary development and critical thinking abilities. 5. Connect literacy with real-life experiences PBL education emphasise the importance of connecting learning with real-life experiences. Help your child make meaningful connections between literacy skills and their everyday life. For example, while grocery shopping, ask your child to help you find items on a shopping list or read labels to you. Encourage them to illustrate their own recipes or create a menu for a pretend restaurant. By linking literacy to practical experiences, children develop a deeper understanding and appreciation for reading and writing. “There you have it”, concludes Langa, “five simple ways that you can incorporate aspects of project-based learning, learn-to-play and Montessori pre-school teaching into your child’s day-to-day activities that can greatly enhance their child’s literacy skills during the preschool years. By embracing hands-on projects, promoting independent reading, utilising multisensory approaches, fostering collaboration, and connecting literacy with real-life experiences, you can create a vital foundation for your child’s lifelong love of reading and learning.” Literacy skills are one of the five areas that schools test for when assessing whether a pre-school child is ready to go to primary school. At 6pm on 29 August 2023, Future Nation Schools will be hosting a free virtual talk about School Readiness Assessments for parents and guardians interested in finding out more about this vital step in their child’s education journey. Book your seat for this talk here. About Future Nation Schools Founded in 2017 by Sizwe Nxasana and Dr Judy Dlamini, Future Nation Schools are a network of independent schools that aim to lead the African Education Revolution through relevant, futuristic, Africa-focused and technology-enabled education. Future Nation Schools, which has campuses in Fleurhof and Lyndhurst, offers quality, affordable, African-centred education for Pre-School, Primary and High School. The curriculum comprises an enhanced National CAPS curriculum, delivered through Project Based Learning, and an IEB examination in Grade 12.

August 9, 2023

Staying strong and focused during Matric studies

Join SACAP’s free Study Hack Webinar or Campus Watch Party This time of preparing for and writing Matric exams is much like facing a high-stakes endurance challenge. You want to be mentally and physically top of your game so that you can perform at your best, but the circumstances are full of tension and stress. A certain amount of stress can be useful to keep us focused, but too much can lead to crippling exam anxiety. It helps to have a plan for tackling your Matric studies that includes factoring in your physical and mental health. Developing good study habits helps you to get through your workload more efficiently while maintaining your resilience and well-being. If you’re not sure how to get organised for your upcoming studies and final exams, it’s important to get advice from experts rather than trying to muddle through on your own. SACAP (South African College of Applied Psychology) will be hosting its annual SACAP Matric Student Study Hack webinar on Saturday, 12 August 2022 from 10:00. If you don’t want to sit at home and watch alone, join a SACAP Study Hack Watch Party at a SACAP Campus in Johannesburg, Cape Town, Pretoria or Durban. This year, the SACAP Study Hack panel is made up of four experts sharing top hacks that can help you improve concentration and focus through nutrition, keep physically active while you are studying, take control of your stress and anxiety and approach all your subjects using tried and tested study focus methods. Ziyanda Khumalo, a Student Support and Development Advisor at SACAP’s Johannesburg Campus, will share her expertise on how to identify and minimise distractions that impair focus or invite procrastination. She emphasises the importance of setting goals, developing a study schedule, and managing your time. Ziyanda says, “While students do have unique study preferences, there are certain focus methods that are effective as a foundation in a variety of academic areas. Productive focus techniques help students get organised and identify their priorities. Students need to reflect on their study environment and identify their distractions – is it an uncomfortable chair that makes them fidget and get up? Is it the constant pinging of their device? Are there younger siblings demanding attention? You need to first set yourself up for success in your environment, and then work towards your goals. You need to include regular and consistent breaks, and then manage your time precisely so that you don’t get caught up in other activities around the house. Tracking your progress helps to ensure focus and avoids the stress that comes with falling behind on your studies.” According to Educational and Research Psychologist, Dr Diana De Sousa, exam anxiety is a common experience for Matric students. She says, “It helps to understand the science behind this. Exam anxiety is caused by the body’s natural stress response triggered by the amygdala in the brain. This response perceives exams as a threat to a student’s self-esteem, future goals, or academic standing, causing increased levels of cortisol in the body.” You can recognise exam anxiety if you are troubled by negative thought patterns, self-doubt, and fear of failure. Dr De Sousa says, “This mental noise can impair concentration, memory recall, and decision-making during study time and while writing your exams. However, coping strategies, relaxation techniques, and positive reinforcement can help manage and mitigate the effects of exam anxiety.” At the SACAP Matric Student Study Hack webinar Dr De Sousa will be highlighting practical mindfulness techniques to handle stress and anxiety effectively. One of the best to manage mental stress is by getting the body moving. Unfortunately, during long bouts of studying, getting up and out into the fresh air for some exercise too often falls by the wayside. It’s important to include time for being physically active in your daily study schedule. Happiness Mesi, a sports and pilates conditioner joins the SACAP panel to discuss how mental well-being can be boosted through exercise. Happiness says, “Exercise results in the release of mood-enhancing endorphins which combat stress, anxiety and depression. While you might not be able to take the time out for a long cycle or play a soccer game during your studies, you will find that you can take a break and simply go for a brisk walk in your neighbourhood. This refreshes the brain and releases a good amount of dopamine which will shift you into a more positive mindset. In addition, regular stretching helps a great deal during study time to make you more physically comfortable and resilient.” Too often when we have big demands on our time and attention, we forget about how important it is to eat and sleep well. Poor diet and lack of sleep amplify stress and anxiety, making it harder for us to perform well. SACAP panellist Nelile Nxumalo, a Registered Dietician will discuss what your body needs to maintain high energy levels and what foods can help to improve your concentration. She says, “During study and exam periods, the brain and nervous system work overtime and need to be fuelled by healthy foods to function optimally. Eating well-balanced meals feeds the brain with the right nutrients and this helps to improve memory and alertness.” Nelile will be presenting simple meal and snack hacks to help you use nutrition to boost your exam performance. Dr De Sousa concludes, “It’s normal to experience exam stress, and it’s crucial to be kind to yourself during this challenging period. Don’t skip out on the short breaks that you need to rest and recharge. Take a flexible approach to your study schedule and make adjustments if necessary. If you find yourself feeling overwhelmed, it is important to reach out for support from teachers, family or friends. Keep your perspective clear and remember that the results of one exam doesn’t define your worth or potential.” Join the conversation, SACAP’s Matric Student Hack webinar on Saturday, 12 August 2023 from 10h00 to 11h30. Registration is free and you can RSVP on Zoom

August 8, 2023

FAIRY TALES – More than just entertainment

Albert Einstein is believed to have once said “”If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” Could it be possible that the beloved fairy tales of childhood can have more value over and above delightful entertainment? We at Kumon have considered why it is important for you to tell and read fairy tales to your child. Help develop a range of academic skills As a young listener your child will observe your storytelling skills and learn to mimic these as their own reading ability develops. They will learn how to captivate an audience using tone, accents, acting, dramatic pauses etc., as well as the components of effective storytelling like chronology and attention to detail. In listening to you reading fairy tales and then learning to read from the books themselves, a child will develop strong memory skills; I’m sure as an adult you can still recall the details of your favourite fairy tales. From the actual fairy tale plots they will develop in critical thinking skills, as they will follow the actions of the characters carefully and see the consequences of these actions, boosting their understanding of the world. Through any sort of fictional reading a child will develop in creativity, but the fantasy, myth and magic of fairy tales offers even greater scope for them to think outside of the box. Fairy tales are full of fantastic adventures, enchanting lands and exotic creatures, all of which fuel their imagination beyond the ordinary and every day. Teach important life lessons Of course the primary function of fairy tales is to be entertaining, but they also contain valuable and moral lessons for a child to learn. According to The Telegraph, Goddard Blythe, director of the Institute for Neuro-Physiological Psychology in Chester, said: “Fairy tales help to teach children an understanding of right and wrong, not through direct teaching, but through implication.”1 Certainly the real world isn’t a fairy tale but a child can take the over-arching messages of these tales and apply them to their own lives, for example fairy tales teach great lessons in friendship and kindness as well in individuality and staying true to oneself. Encourage emotional development Usually you would tell or read your child a fairy tale before bed to settle them into a peaceful slumber; this is important as it creates intimacy, routine, and a bonding experience between you and your child. The majority of fairy tale plots and the messages they convey can resonate directly with a child and can help them to deal with an anxiety they can’t yet fully explain. Fairy tales can teach them how to better handle and deal with their emotions. Professor Yvonne Kelly of UCL said the following about reading to children: “It’s not just the flow of information of the written text that’s in the book, it’s the degree of intimacy associated with telling stories and reading stories with and to young children… we find very, very strong correlations between reading to children and their own reading scores and their own maths scores and all markers of cognitive performance as well as to their behaviours“2 However, in closing, putting the research and studies aside, fairy tales are simply a wonderful way to add a bit of extra sparkle to your child’s day and encourage their love of reading. This article is courtesy of the Kumon UK website* * https://www.kumon.co.uk/blog/if-you-want-your-children-to-be-intelligent-read-them-fairy-tales-if-you-want-them-to-be-more-intelligent-read-them-more-fairy-tales-albert-einstein/ 1 https://www.telegraph.co.uk/education/educationnews/8378975/Parents-who-shun-fairytales-miss-chance-to-teach-children-morality.html 2 https://studylib.net/doc/13839263/a-good-start-in-life-icls-occasional-paper-12-yvonne-kelly

July 28, 2023

DO CHILDREN STILL NEED STRONG MENTAL AGILITY WHEN THEY CAN RELY ON TECHNOLOGY?

With calculators, spell-checkers and predictive text now being a common feature on computers and mobile phones, will today’s children still need strong mental skills to get by? Using technological software may be quick and easy, but there are real disadvantages that come when a child is so dependent on online assistance; namely, they will lack mental agility, fluency and accuracy, and they probably won’t be using their brain to its full capacity. Everyday tasks as simple as checking they’ve received the right change, or working out ratios of ingredients when preparing meals, require mental calculations which a child reliant on technology could struggle with. A student who looks to spell-checker to ensure the accuracy of their work will struggle when completing it offline; they’ll be marked down for inaccuracy during handwritten exams, or perhaps they know an answer but their poor spelling lets them down because the examiner is unable to understand their intention. Looking to the future, strong mental arithmetic and literacy skills are important in whatever career a child chooses to pursue, and are still noticed and sought after by most employers. A child who has these abilities will feel more confident and at ease in the workplace. In addition to all of the above, reading and writing, and solving mathematical calculations exercises the brain and keeps it healthy. The brain is a muscle, and like the other muscles in the body, it needs to be exercised and stimulated regularly to stay healthy and keep functioning at its optimum. Dr Ryuta Kawashima is a professor at Tohoku University in Japan and he is a leader in the field of Brain Imaging in Japan. He has conducted numerous experiments and research to discover what activities activate and stimulate the brain and what activities don’t. One activity that Dr Kawashima discovered that is excellent for stimulating the brain is performing mathematical calculations regularly, even simple ones. He conducted research to find out which activity exercised the brain more: playing very complex video games, or solving mathematical calculations of adding one digit numbers to each other e.g. 1 + 2 + 5 + 3 + 6 etc. Although at the outset he was sure that the video games would activate the brain more, when he measured activity using MRI scans, he saw that video games actually stimulated the brain very little, but that the arithmetical calculations had the brain firing on all cylinders. This surprising finding urged Dr Kawashima into further research and he has shown that mathematical calculations stimulate the brain, help to lay down neural pathways and keep the brain from degenerating. Dr Kawashima has this to say, “The prefrontal cortex, the area for thinking and learning, of both hemispheres [of the brain] is active during simple calculation. Dealing with numbers is an important and sophisticated activity for human beings. … From primary school to college, simple calculation triggers brain activity. … Calculation is extremely helpful in training and developing your brain.” (p.34). Another activity that is vital for the brain is reading, especially reading out loud. Through his research, Dr Kawashima has found that when reading, many parts of both sides of the brain, as well as the prefrontal cortex (the most important place in the brain for thinking and learning) are activated. (p.26). Reading out loud activates the brain even more than reading silently. This can be a useful tip when it comes to studying. Reading work out loud can help a learner to remember it better. Mental agility skills do take time to develop and improve but through practice they will make all the difference! How can you encourage the development of these skills in your child? Turn everyday experiences into learning opportunities – when shopping, ask your child to work out how much your bill will cost before you get to the checkout, and have them look at the receipt afterwards to check it’s correct. Have a weekly spelling bee at home or a times tables challenge – competitions and rewards are good incentives to encourage children to learn and make learning fun. When reading with your child, ensure they are familiar with all the words on the page and get them to write and spell out new words. Encourage your child to write regularly as this offers opportunities to spell. Through this, you’ll be able to see spellings they struggle with, and employ tracing, mnemonics and/or other strategies to help them improve. At Kumon, we aim to foster independent learners through our maths and English programmes. Our students do not rely on calculators, dictionaries or coping strategies to advance through their study; instead they are encouraged to become self-learners who develop in academic ability and skill with each worksheet they complete. Through daily practice our students develop in understanding, fluency and pace, allowing them to advance to more complexed work. If you’re interested in enrolling your child to Kumon, visit our website www.kumon.co.za to find your nearest study centre and contact your local Instructor for more information. Sources for this article: https://www.kumon.co.uk/blog/do-children-still-need-strong-mental-agility-when-then-can-rely-on-technology/ Kawashima, R. 2003. Train Your Brain. Kumon Publishing Co, Ltd. Tokyo, Japan Kawashima, R. and Koizumi, H. ed. 2003. Learning Therapy. Tohoku University Press. Sendai, Japan

June 26, 2023

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

Literacy rates in South Africa are going backwards. That is the finding of the 2023 Reading Panel background report, written by education economist Nic Spaull on behalf of a panel of specialists convened by former Deputy President Phumzile Mlambo-Ngcuka. The report, published earlier this month, reveals that a shocking 82% of grade 4 children cannot read for meaning. This is a deeply troubling statistic. Without the ability to decipher the meaning behind the words they read on a page, learners battle to answer questions related to what they have read and, in time, this affects their ability to follow instructions, solve problems and think critically. “The root cause of this crisis,” says Sizwe Nxasana, founder of Future Nation Schools “lies in the problem with South Africa’s language policy, particularly the language of learning and teaching (LoLT) in schools. This, like so many things in our culturally rich country, is a complex issue.” According to South Africa’s CAPS curriculum, the purpose of ‘English Home Language’ as a subject is to “acquire the language skills required for academic learning across the curriculum”, with the parallel purpose for English First Additional Language to “use their Additional Language for academic learning across the curriculum.” Yet take a closer look at our country’s demographics and you will quickly see where the problem lies. Demographically, 80% of teachers and learners do not use English as their home or native language yet we expect teachers to teach our children English – not just for pronunciation, but for meaning. This, the first key contributing factor to the low levels of English proficiency amongst learners, has a significant impact on the quality of learning and teaching in our country. The second, and equally important, factor is dictated by our country’s Language in Education Policy, which requires that learners’ mother tongue is maintained, developed and used as the LoLT for the first three years of primary school (known as the Foundation Phase). Thereafter, the policy recommends that the LoLT be English. This sudden change presents enormous challenges especially in Grade 4 as teachers and learners must now negotiate the transition from an indigenous language like isiZulu as their first language to English. “Research shows that children who are introduced to learning and teaching in their mother tongue develop a firmer grasp of the concepts they are being taught than those who do not. Thus,” explains Nxasana, “the premature and inconsistent change to English as a LoLT from Grade 4, at a stage when learners are not proficient in English, results in many schools with predominantly native language speakers code-switching between English and the predominant indigenous language in that school. This results in low levels of proficiency in listening, speaking, reading and writing in English and any other indigenous language which is used as LoLT.” So how do we overcome this barrier? One way, says Nxasana, is to teach differently. And not just language, but all subjects. While this might sound like a lofty idea, at Future Nation Schools, Nxasana and his teachers are putting this into action by use Project-Based Learning (PBL) as the schools’ tool for teaching the CAPS curriculum. Put simply, “PBL is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. By bringing prior knowledge and the indigenous context, working on a project over an extended period of time and across multiple disciplines and subjects, learners actively engage with the topic in a very real, very tangible way to develop deep content knowledge about the topic of their project as well as critical thinking, collaboration, creativity and communication skills,” Nxasana discloses. “From a language literacy development perspective, there are a myriad of skills that learners improve when they connect with concepts through PBL. Each project starts with a driving question – right now grade 3s at Future Nation Schools, for example, are working on the question: ‘Why are dinosaurs extinct?’ – learners are tasked with solving this driving question through research, interviews and a variety of other forms of investigation – all of which involves critical reading and careful listening. This approach turns them from passive participants in the curriculum to active inquirers.” PBL ‘works out’ learners’ literacy skills. Because PBL encourages learners to self-discover, self-explore and investigate concepts independently, their interaction with these concepts is not restricted to one language of instruction. Instead learners are able to use the languages they are most comfortable with. What this means is that a learner’s home language acts as a support to English. And thus, as learners switch codes throughout their interaction with the driving question, it deepens concepts’ meaning and enables better understanding of language. Towards the end of a project’s duration, learners must also take their new-found knowledge and use it to support their claims via a public presentation that answers the driving question. These presentations expose learners to the opposing views of their peers, thus enabling them to critique and evaluate different lines of thinking to the same question. In so doing, PBL enhances learners’ vocabulary, increases their reading fluency, develops their comprehension skills and also helps them to think critically and learn to make deductions. All of which are extremely key to the learning of a language and the understanding of the meaning of written text. Reading is the cornerstone of education. Developing literacy at an early age is key to ensuring learners’ success in life. “PBL turns learners into active participants in their own education. These leaners are able to retain the content longer and have a deeper understanding of it – regardless of the content, whether math, language, or indeed a subject like history, biology or geography – thus taking the benefits of PBL far beyond the classroom walls,” concludes Nxasana.

June 26, 2023

The Great Eye-Hand Link; The Importance of Eye-Hand Coordination for Children

Eye-hand coordination, also known as hand-eye coordination, refers to the smooth, controlled and coordinated movements of the hand and eye together in order to reach a specific goal. While this may appear to be a fairly simple process to an observer, it is in fact an immensely complicated process that is dependent on your eyes ability to see, your brains ability to process, interpret and understand what is being seen by the eye and then based on that information plan and execute a smooth, coordinated, appropriate motor response. In the case of eye-hand coordination, the motor response relates to the use of the hands in order to achieve a particular objective. Fine motor control refers to the ability of small groups of muscles found in the hands, fingers and eyes working together in a coordinated manner. Good fine motor skills develop from good gross motor skills in children. This means that providing a young child with opportunities to move the large muscle groups in their bodies through engaging in activities such as climbing, jumping, running and crawling develops body awareness. This in turn enables the child to better understand where their bodies are in relation to their environment and other objects. This understanding of their bodies in terms of large movements will then also translate in to an understanding of their bodies in terms of small movements or fine motor skills should the child be provided with sufficient gross motor input. Kelly Westerman, Clamber Club franchisee and Occupational Therapist says, “It is very important to understand that our child’s eye-hand coordination is intimately linked to their fine motor control and both the importance of the eyes and the hands must be understood and acknowledged as being key role players in eye-hand coordination.” The role of the eyes is to see, follow moving objects, focus near and far, judge distances, observe details of objects and importantly, navigate the movement of the hands. The role of the hands is to feel textures, shapes, temperatures and weight. The hand will hold and manipulate objects, push and pull, catch and throw, clap, rub, grip, squeeze and point. All of which might be meaningless without the guidance of the eyes; thereby creating the eye-hand coordination. “If we consider how many of the things we do on a daily basis require the use of our eyes and hands, we realise how important it is that this process works effectively and efficiently,” adds Westerman. Fine motor skills and eye-hand coordination begin to develop from the time a child is born. An infant tracking a moving object with their eyes and then attempting to swipe at it, reaching for objects and moving those objects to their mouths as well as grasping and releasing objects are all the early activities that develop these skills. As the child gets older good eye-hand coordination and fine motor skills contributes to a child’s ability to learn essential self-care skills such as dressing and undressing, brushing their teeth and feeding themselves. In the school-going child, proficiency in these skills results in improved classroom performance as these skills are involved with a learner’s ability to write, cut, copy work from a board and read. “In light of the importance of eye-hand coordination, parents should ensure that they create opportunities for their children to learn and master these skills form as early as possible,” comments Occupational Therapist and founder of Clamber Club, Liz Senior. “We aim to provide children with comprehensive eye-hand coordination experiences in our classes, using equipment that is beneficial, and at the same time fun, while promoting the skills required to get their hands, fingers and eyes working together in a coordinated manner.” Clamber Club has put together these top activities and games that can help your baby develop their eye-hand coordination: Encourage your baby to follow moving objects or person with their eyes Provide opportunities for your little one to reach and grasp at objects Give your baby a variety of objects to hold so that they can practice difference grips and grasps. Watch as your little one transfers objects from one hand to another. This is a very important skill that they learn, so parents should watch out for it! Your baby will also play with their hands. This is a wonderful way for them to learn more about their hands, so make sure that there are times when their hands are free of objects and they can explore with their hands at their midlines Do not discourage your little one from bringing objects to their mouths; this is an important skill and by mouthing objects your little one learns about certain features of that object Provide opportunities for your little one to explore objects with their eyes. This can be done through suspending objects from frames that your baby lies under

June 20, 2023

AI’s impact on education: Why parents and teachers need to leverage AI for our children’s sake

Artificial intelligence (AI) is transforming industry in unprecedented knots. Education is no exception. And while the use of AI technologies like ChatGPT has the potential to improve the quality of learning, increase teaching efficiencies and provide personalised experiences for students in the classroom, it is vital that parents and teachers learn to navigate what AI can and cannot do, as well as the potential benefits and challenges associated with its implementation, says Sizwe Nxasana, Founder and CEO of Future Nation Schools (FNS). “With the rise of AI, we’re finding that students are increasingly utilising these tools to streamline and enhance their learning experience. From automating tasks to accessing personalised study resources and even writing essays and helping with homework, AI is empowering students to tackle schoolwork and homework with greater efficiency and effectiveness. As AI continues to evolve, students will have even greater opportunities to leverage its capabilities and that means parents and teachers need to stay ahead to ensure that learners are assimilating and demonstrating knowledge in the way that they should.” From a teacher perspective, AI can solve many of the everyday pain points and challenges that they experience. Teachers can use AI to fast track tedious tasks such as lesson planning and classroom management, so that they can spend more time on skills that humans perform better in such as teaching creativity, critical thinking and problem-solving skills, as well as providing emotional support and building relationships with students. For example, one of the areas where AI really excels is pattern matching, explains Xoliswa Mahlangu, Head of Digital Learning and Technology at FNS. “This is a great innovation for teachers as pattern matching can assist with tasks such as the marking of assessments as well as providing immediate and meaningful feedback to students.” “AI can also be used for adaptive learning, where students receive guided instruction based on their current skill level. Test preparation, plagiarism detection and exam integrity checks are some of the other potential uses that teachers can benefit from when it comes to adding AI into their daily practices.” However, like with all things, the use of AI in education must be guided by very specific objectives to ensure that its potential is harnessed effectively. It is vital that teachers work to strike a balance between the legitimate use of AI tools in the classroom as well as helping their students achieve the desirable educational goals. With the very real risk that students may become over reliant on AI systems to provide answers without fully comprehending the underlying concepts, teachers must mitigate this by spending more time on tasks that foster critical thinking and problem-solving skills in the classroom. By encouraging more creativity and collaboration in the classroom, teachers are also able to enhance education beyond AI’s ability to ensure that students are truly learning. Parents, similarly, need to get a grasp on the way their children use these technologies. Parents, for example, should be cautious of excessive reliance on AI technologies, as they may inadvertently hinder the development of important social skills, empathy and emotional intelligence in their children. Parents must also encourage a balanced approach where their children know how to leverage the power of AI tools, but do not rely on them as the sole source of learning. Ultimately, what this translates to is that both teachers and parents need to come to adopt new teaching and learning pedagogies as the world of education shifts into the realm of AI. One pedagogy leading the pack in this regard is project-based learning (PBL). “PBL offers a powerful counterbalance to AI’s challenges because it fosters essential skills and qualities that go beyond what AI can offer and empowers students with the skills they need to thrive in an AI-driven world,” explains Nxasana. “By emphasising critical thinking, collaboration, creativity, adaptability and ethical awareness, PBL offers a holistic approach that transcends the limitations of AI. Through PBL, teachers can ensure that students are both prepared to leverage AI as a tool and harness their uniquely human abilities to innovate, problem-solve and make meaningful contributions in an ever-evolving technological landscape.” At 6pm on 28 June 2023, FNS will hold an online discussion on “The impact of AI on education and the world of work,” where Dr Joshua Tshifhiwa Maumela, Senior Machine Learning Engineer at Vodacom and FNS’s Xoliswa Mahlangu will equip parents, students and teachers for success. Register here for this complimentary FutureTalk webinar.

June 13, 2023

Why Choose Loreto education for your child?

Our small class sizes enable us to foster a wonderful interaction between learners and educators. Loreto School Queenswood is the ideal place for parents who are looking for a place where learners will be loved and challenged, rather than getting lost in the crowd. The atmosphere at Loreto School Queenswood is Christ-centred and life giving. Learners are challenged to grow both intellectually and spiritually. Learners sense a balance between high standards and grace and are encouraged to love their studies and find delight in God’s creation and all who live in it. Our motto is “We Grow Children for Life.” This is done by instilling our core values of “Joy, Freedom, Sincerity, Verity, and Justice” combined to that each is given an opportunity to grow into the best version of themselves through trying out different sports and cultural activities and interacting educationally with a variety of subjects such as robotics, art, music, technology, and science. We offer a holistic and person-centred education in developing their faith and educating them for wisdom. At Loreto School Queenswood we encourage participation and celebration, leadership development and formation and inclusivity. We embrace all. We encourage our learners to strive for personal excellence and instil in them a commitment to being “Agents of Social Change”. Loreto School Queenswood has been “GROWING CHILDREN FOR LIFE” since 1972. ~~Mr. Marcello Pallozzi~ Head Of School

April 6, 2023

COMMON DISEASES CHILDREN CAN CONTRACT AT SCHOOL

According to Affinity Health, a leading provider of high-quality healthcare, it is important for parents to be aware of the common diseases and health ailments that can be transmitted in a school setting and to take necessary precautions to protect their children’s health. “It is not uncommon for children to contract illnesses while at school. With close proximity to their peers, the sharing of germs is inevitable,” says Murray Hewlett, CEO of Affinity Health. “Read on to find out the most common illnesses children contract in school and ways to keep your little ones happy and healthy.” The Flu One of the most common illnesses contracted at school is the flu. The flu is a viral infection that can cause symptoms such as fever, body aches, and fatigue. The flu is spread through respiratory droplets when an infected person talks, coughs, or sneezes. To reduce the risk of contracting the flu, the Centers for Disease Control and Prevention recommends ensuring your child gets a flu vaccine and practices good hygiene, such as washing their hands frequently and covering their mouth and nose when coughing or sneezing. The Common Cold Another common illness contracted at school is the common cold. The common cold is a viral infection that affects the upper respiratory tract and is characterised by symptoms such as a runny nose, congestion, and sneezing. Like the flu, the common cold is spread through respiratory droplets. To reduce the risk of contracting the common cold, it is important to practice good hygiene and avoid close contact with infected individuals. Strep Throat Other common illnesses that can be contracted at school include strep throat, which is a bacterial infection of the throat and is characterised by sore throat, fever, and swollen tonsils. Antibiotics are usually required to treat strep throat. Most children can return to school and play within a few days with proper medical care and plenty of rest and fluids. To prevent strep throat, teach your children to cover their mouths with an elbow or tissue when they cough or sneeze and not to share drinking cups or eating utensils with their classmates. Pink Eye Pink eye, otherwise known as conjunctivitis, is an infection of the eye and is characterised by redness, itching, and discharge. Many of the bacteria and viruses that cause colds and other infections, such as ear infections, sinus infections, and sore throats, can cause infectious pinkeye (the kind that spreads to others). Although generally not serious, if your child shows signs of pinkeye, it’s important to see a doctor. Some kinds of pinkeye go away on their own, but others need treatment. A Word On Head Lice While not an “illness”, head lice can be problematic and sometimes challenging to treat, resulting in days absent from school. Head lice are tiny insects that live on the scalp and cause itching and sores. They are transmitted through direct head-to-head contact or by sharing hats, brushes, or other personal items. As such, it’s difficult to prevent the spread of head lice among children in childcare facilities and schools because there is so much close contact. It’s important to note that having head lice isn’t a sign of poor personal hygiene or an unclean living environment. Head lice don’t carry bacterial or viral diseases. If you suspect your child has head lice, or your child’s school has notified you that your child has lice, there are several over-the-counter shampoos (often used in conjunction with wide-tooth combs) available to kill lice and end the louse life cycle. Conclusion It is important for parents to keep their children home if they are experiencing any of the above conditions to prevent the spread to others. It is also important for parents to encourage their children to practice good hygiene. “One of the best – and proven – ways of stopping the spread of childhood diseases is washing hands frequently,” adds Hewlett. “Encourage your child to wash their hands for 20 seconds with soap and water when their hands appear dirty, before eating, and after blowing their nose, sneezing, or coughing.”

April 5, 2023

If hugs were a school shoe

Hush Puppies has introduced a school shoes range and it’s first-class comfort Ask any podiatrist, physiotherapist or sports enthusiast: it’s worth investing in good shoes. In young children that are still developing, a good shoe offers quality support and protection, allowing them to focus on what’s important. What’s more, a good shoe investment means you’re less likely to have to head to the shops in the middle of the year because of broken or damaged shoes. At Hush Puppies, they make it their mission to ensure first-class comfort from classroom to playground. Their quality school shoes are fitted with all of the essential features for a full day of class and play: Premium quality leather uppers A memory foam footbed for all-day comfort and support Highly durable outsoles Direct attach construction, which ensures that the sole and upper remain intact Their shoes contain no pigskin The range includes various styles – with or without laces, as well as trainers in both black and white. Prices range between R429 and R599. Go to their site to see the range and shop online.

March 7, 2023

Back to School Shoe Care with Toughees by Bata

School shoes are an essential part of the uniform kit – protecting your child’s feet while they run and play on the school grounds, and keeping them comfortable while they sit at their desks. With varying brands and costs on the market, parents purchase the best pair they can afford, and in order to reap maximum use of the school shoes, the onus lies on children, and parents, to take care of their shoes. Michael Sithambaram, Manager of Schools Division at Bata South Africa, manufacturer of the country’s most loved school shoes, Bata Toughees, said caring for your school shoes is essential. Bata South Africa produces over 4 million of the country’s school shoes every year. “We all eagerly look forward to back to school. Many parents will remember their very first back to school responsibility – polishing their school shoes at the start of the new week. With great attention to detail, this simple act not only taught children responsibility, but to protect the items they own against wear and tear. Parents have trusted Toughees for generations to craft a pair of good quality, comfortable and enduring shoes for their children, but thereafter it lies in their hands to properly care for shoes,” he said. Here are the top points from Toughees to help teach and encourage children to take care of their shoes: Clean shoes with a soft cloth – wipe across the top of the shoe Brush the underneath of the shoe daily to clear any grit or mud caught underneath Polish the shoe with a matching polish colour to take away scratches or marks Buff with a soft cloth for shine Do not store in a box, as the box can contain fungus and mould that could catch on the shoe. If the shoe gets wet, stuff with a ball of paper to absorb any moisture and allow to air dry. Invest in shoes that have durable features such as genuine leather uppers, guarantees on fair wear and tear, have odour protection, and are less susceptible to discolouration and deterioration of fibre structure. “Back to school can be full of excitement for children, eager to see their friends, and run and play on the school grounds. This is how they learn. We know that parents invest in the best pair of shoes they can afford for their children, and with a few simple steps each week, both parents and children can lengthen the lifespan of a shoe and get maximum use of it without sacrificing on comfort,” said Sithambaram. Submitted your entry yet for the Toughees “It’s your time to shine” Back to School campaign? The competition is open to learners of all ages, as well as parents, to win one of ten R30 000 cash prizes that can help you to “shine”. To enter Think about how winning a share of R300 000 will help you “shine” and what you would do with your prize. Submit your short motivation to Toughees in one of three ways: www.toughees.co.za/pages/itsyourtime, or Send a WhatsApp to +27 57 814 5994, or Scan this QR code (links to WhatsApp)

February 3, 2023

Bata Toughees puts up R300 000 cash prize in “It’s your time to shine” Back to School campaign

Back to School just got better! SA’s favourite and trusted school shoe since 1954, Bata Toughees, has launched one of its biggest Back to School campaigns – putting up a cash pool of R300 000 in the “It’s your time to shine” campaign. Understanding that learners have had to overcome several obstacles in their learning journey in recent years – from school closures and a disrupted schooling calendar, to learning to navigate online learning, not having the right technical equipment, or watching their parents and guardians bear the impact of reduced salaries or losing jobs – Bata South Africa, which owns the Toughees brand, said “It’s time to shine”. The back-to-school campaign urges learners, and parents, to enter the competition by stating how winning a share of R300 000 will help them “shine”. Bata Country Manager Michael Wyatt said: “Bata, as a global company, believes in supporting and uplifting children. Undeniably, the past few years have taken a toll not just on adults in the workforce, and the health and safety industries, but on our children as well. They’ve equally had to learn very quickly to adapt to being at home, being confined, learning online, or not learning at all due to having no computer or internet access, and witnessed their parents taking on stress and worrying about the impact of the pandemic on their livelihoods. But slowly, we are beginning to see things get better. We are optimistic and we are confident about the future. Bata Toughees wants to play a part in this good story and enter the New Year with excitement and hope. We want to give a boost to learners and parents that’ll help them reach their dreams, goals, or aspirations in an incredible way. We are saying that it’s your time to shine.” The competition is open to learners of all ages, as well as parents, to win one of ten R30 000 cash prizes. To stand a chance of winning, entrants need to describe how winning a share of R300 000 will help them shine. “It can be being able to buy a laptop, so that online learning is easier, or maybe parents would use it towards paying school fees to ease the financial burden, or it could be using the money to take up extra coding classes to equip your child with digital skills. We would like to know how this will help you in your aim to shine and be the best you can be,” said Wyatt. Michael Sithambaram, Manager of Schools Division at Bata South Africa, said back to school was their busiest period on the calendar. “We all eagerly look forward to back to school. Months of planning and forecasting lead to parents buying a pair of Toughees because they trust us to craft a pair of good quality, comfortable and enduring shoes for their children. It’s a small part to play in helping children reach their dreams. We look forward to hearing the aspirations of children as the next generation’s leaders,” he said. To enter Think about how winning a share of R300 000 will help you “shine” and what you would do with your prize. Submit your short motivation to Bata in one of three ways: www.toughees.co.za/pages/itsyourtime, or Send a WhatsApp to +27 57 814 5994, or Scan this QR code (links to WhatsApp) Please note: The website link and QR code will only be active between the campaign period of 28 December 2022 to 15 February 2023. Ends.

January 17, 2023

How we are rethinking education at Treverton College

The realisation that the traditional school classroom, curriculum content, and examination style are not perfectly suited to real-life learning and the acquisition of skills is not a new one. Many schools recognize this, but may not have the flexibility, time, energy or resources to do something about it. The pressure to teach to the exam and prepare students for the end-goal of the matric examinations places a significant pressure on schools to stick to more ‘traditional’ ways of teaching. The basic way in which Education takes place has been the same since the Industrial Revolution. Despite significant changes to society and an increased understanding of how we learn best, the way that teaching and learning takes place in most schools remains the same year after year. At Treverton, we are using a three-pronged approach to try to mitigate this situation as much as possible. The key areas we are trying to address are: The practical application of the theory we teach in class. The teaching of real-life, practical skills that are relevant to daily life. Imparting an understanding an appreciation of the need for sustainable practices in all areas of life and learning. We have introduced ‘Wacky Wednesdays’, ‘Unplugged Days’ and ‘Stewardship’ lessons to address these three areas. Wacky Wednesdays We are living in the 4th Industrial revolution where knowledge is freely and easily accessible. Our current schooling system requires students to have the knowledge embedded in their memories and then regurgitate it in a formal setting within a certain time constraint. The only benefit to this is learning to work under pressure. We are trying to find ways to stimulate thought and encourage problem-solving, rather than merely encouraging vast content knowledge. ‘Wacky Wednesday’ is one of our initiatives designed to move students into a realm where they take the tools learnt in the classroom and use them in a problem-solving, real-life situation. Our aim is to create regular opportunities for our students to apply, in a practical way, the theory that they have learned in a particular section of work. Whilst demonstrating how the various subject areas integrate in real life, we want to encourage creativity, collaboration and critical thinking. What does a ‘Wacky Wednesday’ experience look like in real life? Students arrive on the day without any prior preparation other than the content knowledge of what they have been doing in their various subjects in recent weeks. They know that they will be faced with a series of problems and challenges that will require the practical application of that knowledge. For example, our Grade 9s are working with Arduino, which is a programmable chip. They have created a water level sensor in class and this sensor was used in an activity at our School Dam during Wacky Wednesday. We invented our own currency for the day calledTrevi Bucks and students could spend their Trevi Bucks on either a spoon, a cup with holes in it, or a sponge. The sponge was the most expensive item and cost the most Trevi Bucks, whilst the spoon was the least expensive. Each item would test the student’s ability to determine value as they compared the cost of the item to its effectiveness for the task. Students had to set up the water level sensor in an opaque container so that they could not see the water level rising. The water level sensor indicated on a digital circuit once the water reached a particular level. Students would collect water from the dam using the item that they bought and fill up the container until it reached the particular level that set off the digital circuit. At the life sciences station, students built a net and went into the Treverton Wildlife Area to capture various insects. They then went through the proper process of preserving the insect. Back in the classroom after Wacky Wednesday, they labelled it, talked about it, and had to make a presentation about the insect to the class. The Accountancy aspect of the Wacky Wednesday required students to be accountable for the good use of their Trevi Bucks. Preparing a budget, controlling the actual spending on the day, and then the doing a post mortem after the day were all part of the task. Approximately sixty-five percent of students currently in grade 8 and 9 will work in jobs that are not even in existence yet . So, as educators we cannot prepare a student for a career that does not exist yet if our focus is on content only. However, what we can do is to teach students to think and adapt. The World Economic Forum puts out a predictive list of top ten skills for the workplace in 10 years’ time. As educators keeping up to date with what those are, we can adapt what we are doing in the classroom so that our students are ready for the world into which they graduate. Throughout the history of education there seems to have been an assumption that people naturally know how to think. This is not the case – certainly when it comes to thinking critically. Students need to be taught how to think critically. We can do this by giving them problems to think through and the strategies required to do this effectively. We have moved out of the era where the student is seen as an empty vessel that the teacher fills with knowledge. We recognize now that the student must be an active participant in their own learning process. For example: instead of an educator simply showing an algorithm and explaining the process of solving it, we would rather approach it by presenting the problem to the students, going through what we currently know together, and then guiding them to apply that knowledge as they struggle and ‘explore’ their way through. We would stand back and acknowledge new inventive and creative ways to solve the problem rather than intervene to try to enforce obvious or traditional solutions. A day like wacky Wednesday stimulates

November 16, 2022

FINAL EXAMS: HOW TO BEAT YEAR-END FATIGUE AND FINISH STRONG

It’s that time of the year when students experience what is called ‘year-end fatigue’ – whether they be Matrics getting ready for the most important exams of their school career, senior high students aiming to perform at their best as they progress towards Grade 12, or graduate students at universities preparing for their end-of-year assessments. For all of these students, the coming weeks are going to be a test of their focus, strength and endurance as they aim for top marks. Yet at the same time, they have to contend with the fatigue that has most likely set in after all their hard work during the past year. But by reframing their mindset and ensuring they stick to some tried and tested guidelines, they can all dive into the last quarter of 2022 with renewed enthusiasm to ensure they finish the year strong, an education expert says. “Signs of year-end fatigue include low energy levels, a feeling of being unable to keep up, a lack of motivation, feeling overwhelmed and exhausted, being unable to sleep, and low levels of concentration while possibly feeling anxious,” says Dr Rufaro Audrey Mavunga, Senior Head of Programme in the Faculty of Law at The Independent Institute of Education, SA’s leading private higher education provider. She says this situation may lead students to start slacking when they can least afford to, for instance by bunking classes, not participating in school or university activities, procrastinating and putting off revision they planned hoping that they might feel more motivated to tackle tasks later, and by checking out of their circumstances by sleeping too much or watching too much television. “If you are feeling like this, rest assured that it is normal to feel tired and overwhelmed and that you are not alone. However, you should also know that it is possible and important to overcome these feelings so that you can finish strong, and that it is within your ability to do so if you act decisively right now. There is still enough time to make sure you can get a handle on things again and get on top of your academic work to the best of your ability.” Dr Mavunga advises students as follows: Take some time off This may sound counter-productive, but it can help to take a day or two to regain your focus without feeling guilty. In these days, you can catch up on sleep, get out in nature for some relaxation, and remind yourself about the why and the how of what you are doing right now. Get your mind in the right place, and resolve to start the final stretch with vigour. Also use this time to lay out your schedule and plans for the coming weeks, right until you’ve put down your pen on your last exam. Revisit your study timetable and manage your time efficiently To finish strong, you need to continue with regular study sessions every week till the end of your exams. Do not count on doing an all-nighter just before you write an assessment. You should revisit your study timetable and ensure that you have set up fixed hours for study every day. Plan for enough time to study each module and add your study sessions to your calendar like any other commitments. This guarantees that you keep in mind that this is time set aside exclusively for studying. Bear in mind a study plan works best when it is followed consistently. It is imperative that you stick to your plan, as this will ease tension and anxiety if you can see your consistent progress. Maintain a healthy lifestyle Exercise has many benefits, but it has been proven that exercise releases endorphins, which can improve your mood and reduce stress levels. Fatigue and tiredness could also be an effect of a lack of proper nutrition. Make healthy meal selections wherever possible and consume lots of water. Make sure you factor enough sleep into your schedule and don’t use that time to endlessly and mindlessly browse social media. Stay away from activities that are going to tire you out for days to come and keep a single-minded focus on your priorities right now. This too shall pass, and you’ll be happy you stayed true to yourself when results day comes. Get help if you need it Sometimes one feels so helpless and it may feel like you are stuck in a deep dark hole with no way of coming out. Give attention to the positives you encounter and embrace them. Consult school or campus support staff to gain different perspectives on how to ease the fatigue and to get over negative feelings you may have. If you need additional assistance with the academic side of things, approach a teacher or a lecturer for guidance. If you need additional emotional support, ask trusted adults at home or at your institution to assist in getting the support you need. Keep your eye on the end goal Commit to finishing strong. In your downtime, look at your path ahead – what dreams and aspirations will become accessible if you perform well during this stage of your academic journey? What avenues of study may open up for you? What possibilities and opportunities may arise? “At this time of year, it’s easy to get lost in the fog of studying and worrying, and it’s easy to lose perspective about the bigger world out there and the fact that all of this is part of life’s journey. The end of this year will soon come around, and your effort will be rewarded if you know that you gave it your all on the road to making your dreams a reality,” says Dr Mavunga.

November 9, 2022

MATRIC PARENTS: HOW TO SUPPORT YOUR CHILD THROUGHOUT THE EXAMS AND BEYOND

The Matric final exams represent the ultimate test at the end of one’s school career, and while it is an exciting milestone, almost all students find this period a test of their strength, endurance, focus, mental and physical fortitude and resilience. And while it’s a tough time for the Grade 12s, it is also hard for their parents, who know that there is only so much they can do to support their almost adult child, but who still want to do whatever they can to assist and smooth the road wherever possible. “Our thoughts are always with the Matriculants facing one of the toughest assessment periods they have so far faced, but we should also spare a thought for parents of Matrics, who are faced with the anxiety of their children, while also hoping that they perform well enough to set them up to pursue their goals and dreams after school,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider. Kriel says while parents often don’t know how they can support their children during this time, there are a few things they can do – and also a few things they should NOT do – to make things easier. KEEP A CLOSE EYE One of the most important ways a parent can support a child without being overbearing and too much in their space is to keep a close eye on the student. Leave them to get on with their studies, but look out for behaviours that could be cause for concern. For instance, get insight into their study schedule and, if procrastination is getting out of hand and can’t be reconciled with what the parent knows the student had planned for revision, gently suggest that you look at the schedule again together to see how the student can get back on track before falling too far behind. Empowerment trumps chastisement in these circumstances. Keeping ahead of the game is key, as it is almost always possible to get back on track if things are not left too late. On the physical wellness side, parents can help remind their child to get some sleep if they have been hitting the books for too long, too late at night. They can also ensure that students eat as healthy as possible while drinking plenty of water and getting exercise so that fatigue doesn’t impact their ability to study. GET HELP TIMEOUSLY IF WARNING SIGNS ARISE Unfortunately, some Matrics – even top performers – struggle during this time to such a degree that they may need additional or even professional support. If parents suspect that their child is struggling emotionally to deal with the increased pressure and stress, seek guidance from a mental health professional or a counsellor at school. While Matric exam results are undoubtedly very important, it is just as important to keep a sense of perspective, which sometimes becomes hard to do for students in the thick of it, who could potentially start catastrophising about results and their future. Matric exams are only one part of one’s life – which will soon pass – and there will always be options available, even if those options follow a different path from the initial vision. STAY CALM AND KEEP PERSPECTIVE Just as it is important for students to try their best while keeping a sense of perspective, parents can do their part by keeping calm as well. Be a pillar of support when needed, but don’t pass your own anxiety on to your child. Fear about the future and concerns about how well prepared a child is are all factors that impact on the emotional state of parents, so they should therefore also take good care of themselves during this time so that they can regulate their own emotions and not contribute to heightened tensions and anxiety in the house. Anxiety around final exams arises as a result of the belief that it is the final watershed assessment opportunity for young people. This fallacy arises because too many parents don’t understand the options available to learners should things not go as well as expected, and many don’t even know that there are options at all. Speaking to education professionals either at school or at a good institution of higher education about the myriad of options out there will provide a sense of perspective in terms of outcomes, and will allow parents to calibrate their own emotions. HAVE A PLAN (AND A PLAN B) FOR NEXT YEAR Once exams are over, allow students to take some time off to just enjoy themselves and blow off steam. However, don’t wait for Matric results before deciding about further study – by then it will likely be too late to gain entry into one’s choice of institution and qualification. Sit down and have a brainstorm reflecting on the student’s expectations about how they performed during their final exams. If there is a possibility that they performed better than they initially thought they would, and that they may possibly qualify for further study or even a more specialised degree, start investigating options as soon as possible. Here it is particularly helpful to approach reputable higher education institutions, private or public, directly to speak to a student advisor about the student’s options. Equally, if there is a possibility that a student may not have performed well enough to gain access to the institution or qualification of choice, student advisors will be able to assist with information about alternative routes to success. Having a Plan A as well as a Plan B in place even before results day means that regardless of what happens, students and parents will know that they have a clear path ahead – irrespective of their performance or in the case of them performing better than expected – and that they won’t suddenly be confronted with a wasted year ahead.

November 4, 2022

Grade Ten Subject Choices: How The Considerations Have Changed

The transition from Grade Nine to Grade Ten marks an important and eventful time in a student’s educational trajectory. One of the critical aspects of this transition is characterised by the selection of subject streams – coming up for all Grade Nines in the next few weeks – that essentially determine future study and career options, as well as a student’s performance in Matric. But unlike previous years, factors that influence this decision have evolved post-pandemic, says education expert Philip Hlatshwayo, Head of Programme at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. THINK LIKE A PROJECT MANAGER “Self-management is the one attribute or skill that has always been critical in a student’s academic journey. However, the need for this attribute intensified during the Covid19 pandemic, sparked by the sudden need for increased independence in academic work. The skills you gained during that time can now be harnessed when choosing subjects,” Hlatshwayo says. Similar to a company project, subject choice selection needs to be treated as a project, he notes. “A project generally requires a project management plan to be drawn up in order to ensure the success of the project. The critical aspects considered in any project are skills required, the knowledge required and strategies/techniques. “Subjects are no different and work in a similar model. That is, for each subject, a student needs to ask themself what skills am I required to have for this subject? The skills required for studying Physical Sciences will be different from the skills required for studying History. Self-introspection will therefore help you understand the skills you possess and can potentially develop.” What prior knowledge is critical for this subject? “There have been instances where students choose a subject such as Mathematics for which they lack basic knowledge and understanding that were supposed to be developed in the earlier phases. This leads to frustrations because of the requirements cast on the students once they get to Grade 10. “A critical reflection of the past grades and how you have handled the demands of a subject similar to the one you are choosing will save you a lot of time and stressful moments. But it should also be remembered that there is still time to develop competency in a core subject – with focus and hard work – if you are determined.” What studying strategies and techniques are necessary for this subject and do these strategies complement my learning capabilities? Hlatshwayo says students must consider the strategies and techniques needed to be successful in studying a particular subject. “For one student, thinking about various algebraic strategies in a Mathematics subject may come easy, for another, reading large quantities of History material may be preferred. There are areas in which we can excel and unleash our full potential if we think carefully about it.” Answering the questions above will be the first step towards understanding your starting point in this project of choosing the right subjects to support your future dreams. ACADEMIC SUPPORT Academic support involves various stakeholders such as your teacher, peers, family members, mentors and student support services at higher education institutions, who can help you in your journey. “As much as your teacher may help you with critical subject-related issues, you may at times need your mentor to help you establish the value of pursuing certain things in your academic journey and seeing the big picture,” says Hlatshwayo. “Student advisors at higher education institutions can further help you match your prospective subject choices to fields of study and career prospects. They are also able to guide you in terms of how the world of work has changed, and which skills will be in high demand by the time you finish your qualification. Using that information, you can work your way back to see which subjects you have to select now.” HIGH PERFORMANCE STRATEGY Armed with the information and approach as above, students should choose subjects that will both 1) leave them with a wide range of options and 2) allow them to perform to the best of their ability in their Matric exams. “Your subject choice should allow for gateway subjects such as core Maths and Science which will help you to keep your options open,” says Hlatshwayo. “If you struggle in these subjects, at least retain one of them and focus your efforts. Even if you are not yet confident, remember that you have three years to work hard and get a solid grounding – it’s not too late to rise to the challenge.” Students should also consider what makes them happy, he says. “Select one or two subjects which interest you and throw yourself into the pursuit of mastery. If you ‘are able to find your feet and enjoyment in a particular area, that bodes well for your future career and self-actualisation.” And finally, students should choose some subjects that will help them boost their final results. “Admission to higher education is performance-based, so having some subjects in the bag where you know you can shoot the lights out if you work hard, will very likely improve your chances of success when applying for further study after Matric.” To learn more from our teachers and educational experts, read one of our other blogs. To find out more about Abbotts College and the work we do, visit the rest of our website. To learn more about how Abbotts College can improve your child’s educational journey, read more about our non-traditional approach. Feel free to call or email one of our campus administrators. ’ individuality.

October 27, 2022

How to evaluate the quality of a school’s Edtech offering

Parents need to ensure that they get a solid understanding of what is required from a high quality As more and more South African schools work towards improving their tech offering in response to the need to prepare students for the future of work, parents should ensure they get a solid understanding of what is required from a high quality, holistic EdTech programme, an academic education expert says. “While we may realise the importance of preparing children to navigate their future digital world, understanding what factors inform a programme which is based on academic excellence, and which incorporates the newest technologies while also focusing on digital citizenship, is crucial. Parents therefore need to view their school’s offering and promise of digital skills with a discerning eye,” says Nadia Dal Lago Nell, Academic Advisor: EdTech and Innovation (Schools Division) at ADvTECH, Africa’s largest private education provider. Nell says it is very important for schools to seek to provide an enhanced educational journey by investing in their students through the integration of technology into the curriculum, as opposed to tech being a standalone educational unit. “The result of technological integration into the curriculum is a more efficient and engaging educational experience. The need for digital literacy and the discerning use of technology by students is essential for them to continue to advance in their education and be equipped with relevant skills for their future workplace,” she says. Schools which can give students the educational edge will have several of the following on offer: programmable robots, interactive coding platforms, Minecraft, 3D printers, iPads, laser cutters and even indoor drones. “Ideally, schools should have dedicated EdTech spaces designed to suit their unique approach to technology and incorporate a variety of devices with a strong emphasis on collaboration. A practical EdTech Framework should also be central to the technology foundation that students are guided through.” One question to ask your child’s prospective school, is whether they are aligned with ISTE standards, advises Nell. ISTE (The International Society for Technology in Education) standards have been formulated by the world’s foremost organisation in teaching technology in the classroom, and comprise the following principles: The Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. “An EdTech focused school will introduce the elements of the framework in their context as early as Grade 000 and follow through with this focus until the end of Grade 9, whereafter students will be well-versed in real-world tech-proficiencies. Some schools take this a step further and offer tech-based extracurricular activities, including for instance Robotics clubs.” Nell says EdTech lessons equip students with future-focused, transferable global skills that are necessary for success in all areas of life. “The central skills here are creativity and problem-solving which are taught through open-ended activities and emphasising the possibility of multiple solutions for any given problem. This provides students with a space for both collaboration and individual growth.” An additional element of the EdTech Framework is Digital Citizenship. “This engages students and shows them how to connect with one another, in an empathetic and safe way through digital tools, platforms and devices. Negative digital habits such as cyberbullying, irresponsible social media usage and unsafe use of the Internet are explained and strongly discouraged. “Students’ safety, growth and well-being when exploring the world of technology must be emphasised at all times. Fortunately, most of the requirements to be a good Digital Citizen can be taught in the classroom and reinforced at home. Digital Citizenship is intended to give students a clear understanding of the interconnection between tech-life and real-life citizenship skills with the aim of creating knowledgeable, responsible, and mindful online interaction. A sound and well thought-out EdTech programme will prepare a student to face the digital world of tomorrow.” To learn more from our teachers and educational experts, read one of our other blogs. To find out more about Abbotts College and the work we do, visit the rest of our website. To learn more about how Abbotts College can improve your child’s educational journey, read more about our non-traditional approach. Feel free to call or email one of our campus administrators.

October 20, 2022

Mental barriers to studying

Studying is tough and many learners see it as one of the worst aspects of their lives. Most learners have the potential to excel at school, but most do not because of how unpleasant they find studying. For this reason, it is not enough to equip your child with the resources they need to study, but to also identify and address their state of mind. Below are three common psychological barriers that a learner may face. They are presented in the order that they are likely to unfold. Lacking Focus “I struggle to get my child to sit down and study.” This is very common and very natural. The benefits of studying and doing well at school are still a long way off from their point of view, or not even apparent. Socialising and entertainment are typically more appealing for a high school teenager. How this becomes an issue is not that they won’t start studying, but rather that they become discouraged easily. Often the phrase, “I’m bored of this”, is actually covering up, “I don’t know how to do this, so I’d rather be doing something else.” At this point, they will quickly turn to something that they know they will enjoy. To mitigate this, you need to have a plan in place to help your child each time they get stuck. This could include hiring a private tutor or using Paper Video. Feeling lost “My child doesn’t know where to start, they are so lost.” This is a common feeling of hopelessness in learners. The feeling that so much has rushed past them that there is no hope left for a recovery. I recall feeling this many times when I was in school and university, and you may as well. The truth is that they are never as lost as what they think they are. The reality is that it is not about finding a starting point but committing to daily revision over the course of months, not 2 weeks before the final exams. Then, your child must not start off by trying to go through whole past papers. This will only worsen the situation. What they must do is start out by identifying the topic that they are most familiar with and start working on easy questions under this topic. The Paper Video platform allows your child to search on a topic name and set the difficulty of question they want to practice. Once they are confident in that section, they can move to the next most familiar section. It is a slow and steady process, but it works. It is like the saying goes; how do you eat an elephant?… One bite at a time. Giving up “My child has given up because they are too far behind.” This is not an easy situation to deal with as it comes with a spectrum of severity. The worst-case scenario is that they need to repeat a year. However, while a high percentage of children feel this way, only a very small percentage are actually this far behind. More often, immediate daily revision can turn this situation around within a month (daily intensive revision is not sustainable in the long run but is required over a few weeks to turn a bad situation around). The challenge now, however, is where to start? The best approach is to start with easy practice questions within each section. Divide past exam papers up into their different sections and spend one day on each section doing the easy questions. On Paper Video, this can be done via our search functionality and by selecting the difficulty level 1 filter. The next step might sound counter-intuitive, but after your child has gone through all sections, get them to spend some more time on the section for which they felt strongest. However, this time they should attempt difficulty level 2 questions. The reason for this is to build confidence as quickly as possible. Once your child is confident taking on level 2 questions in one section, they will have a strong foundation for that section and feel more confident to head into more uncertain territory. They should now move on to their next strongest section and repeat. As this process continues, they should not worry about moving up to difficulty level 3 questions. These represent a relatively small portion of the exam and are best practiced once your child feels like they have mastered most of the subject. Each one of these barriers is challenging to overcome. There is a good chance that your child may have to overcome all three before regaining control of their studying. This in itself will be exhausting for them and adds a fourth ‘meta-barrier’ to the process. Speak to your child about these barriers, preparing them for each sinking feeling they may encounter, and what to do. Reassure them that if they stick to a consistent studying routine, they will get on top of their work. The reward for them mastering their studies goes beyond good grades, it will develop their confidence to face seemingly insurmountable challenges. This achievement will stay with them for life.

September 29, 2022

How do I choose a high school for my child?

Many parents find the process of finding the right school for their child rather daunting, there are, however, preliminary question they need to consider and answer in order to make an informed decision “What do I need to look for?” “What questions do I need to ask?” “How will I know a particular school is the right choice for my child?” A few things to consider when choosing a school for you child are: Are you looking for a private or public school? If you are looking for a public school, the choice of schools is largely determined by your online application and the fact that the Department of Education determines where your child will be placed based on availability and proximity to the nearest school. If you are looking for a private school, you have a wider selection of schools to choose from, but you still need to consider a number of things when making your choice. What are you able to afford? In South Africa, we have thousands of private schools, with prices ranging from as little as R 2000 a month to fees scaling up to R 12 500 a month, boarding fees excluded. It is important to choose school fees within your affordability bracket, as private schools will not keep a student if his/her account is in arrears, and you will struggle to place your child elsewhere midyear due to unpaid fees. You will possibly also face blacklisting and legal action from the school. Is the school registered with the Provincial Department of Education and is it accredited by Umalusi, or in the process of being accredited by Umalusi? Private schools offering the CAPs curriculum, whether writing the Department of Education (DBE) or Independent Examination Board (IEB) National Senior Certificate examinations at the end of Grade 12, must be registered with the DBE and must either be accredited by Umalusi or be in the process or being accredited. If you are considering enrolling your child in a school that offers the Cambridge curriculum, you need to ensure that they are currently registered with Cambridge International or in the process of reregistration, if their current registration has expired. How does the school assist parents and students in the all-important process of choosing elective subjects at the end of Grade 9? Parents and students need guidance when it comes to choosing subjects at the end of Grade 9. Lack of knowledge may lead to incorrect subject choices, which will close certain fields of study when moving to tertiary education. Life Sciences is valuable when planning to study Medicine, but Physical Sciences is a pre-requisite, for example. It is important to choose a school that offers guidance in the form of career expos, subject choice information sessions and interest & aptitude tests to assist both students and parents with this important decision. Is a traditional or nontraditional school suited to my child’s needs and interests? Students who enjoy team-sport and want to play it at school level, rather than at club level will benefit from attending a traditional school where sport is offered. It is important to check that your child’s sport is in fact offered at the prospective schools and at what level they participate, if this is important to you. Parents and students who enjoy a more rigid school environment, where there are grooming and uniform rules that clearly guide a student’s appearance, should consider a traditional school. Where parents and students do not see the value in strict rules that determine dress code but prefer that students determine their own sense of dress and appearance, they should consider non-traditional schools where students are not required to wear a uniform or adhere to strict hair and jewellery rules Ascertain whether the traditional or non-traditional schools you are considering have a strong academic focus, rather than a stronger focus on sport, if your priority is academic support and success. The main things to remember are: Consider what you are looking for in a school. Pre-set questions you can ask when visiting prospective schools. Attend schools’ open days. Start your search as early as possible. If you have not started your search yet, start now. By Mignonne Gerli – Abbotts College Pretoria-East

September 26, 2022

High school open day checklist: How parents can get the information they need

Time is running out for parents and guardians of senior primary school students to find and enrol at a high school that will best prepare and position the child for a successful future. It can be very confusing to make a call on which school is best suited for this most important task, as there are countless variables at play. However, if parents are prepared with a checklist of questions they need to ask (as well as examples of good responses), this task can be made a little easier – particularly when attending a school’s open day, an education expert says. “Good schools will host open days throughout the year, allowing parents and prospective students the opportunity to view and get a feel of a campus, ask questions, and decide whether a particular school is the right fit for them,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider. “These open days are geared to provide opportunities for sharing the best aspects of a school, and excitement can quickly let important questions that need to be considered fall off the agenda. Whether prospective parents attend an open day, or just pay a school a regular visit to guide decision making, it is good practice to go with a plan in hand so that one can objectively compare schools on the various key elements required from an excellent institution,” Hugo says. The first factor – and a non-negotiable one at that – is the question of academic excellence and future-focused curricula, she says. “There can be no compromising on ensuring that the school you choose for your child will provide the absolute best on the academic front. An easy gauge of a school’s ability to deliver, is to have a look at end-of-year IEB Matric results to evaluate the performance of various schools against each other. Another way to judge this factor, is to look at benchmarking. “ Hugo advises that academically excellent schools will ensure they utilise international benchmarking assessments to confirm that the school remains locally and globally relevant with rigorous academic programmes and that academic data supports and engages all students in a personalised learning journey. “Also look out for clear visibility of student-centred practices as an important part of the academic model, intended to build confidence in an environment that values every student,” says Hugo. “Furthermore, parents should enquire whether the voices of the students are considered valuable in their learning journey towards academic excellence and student success, and whether they are they included in academic conversations with their parents about their plans for progress.” It is also a non-negotiable to enquire about the curriculum. A school must be able to provide evidence that their curriculum choice is implemented with integrity and is future-focused, and geared towards equipping students holistically across a broad range of technologies and global skills. Ask for evidence of what they do, how they do it, and outcomes, Hugo says. With the above basics satisfactorily answered, parents can move on to broader questions, such as: FACILITIES & AMENITIES The question that needs to be answered here, is how the offering supports the overall learning experience of students. Many schools select a focus for their offering, aligned to their fees, and may not offer all the bells and whistles, but rather ensure that the academic model and subsidiary activities are of an excellent standard instead of offering a wide bouquet. Check that classrooms are neat, well maintained and that they cater to a wide range of interests and offer flexible seating possibilities. For instance, do classrooms have useful educational technology, is Wi-Fi available, are equipped laboratories accessible, if promised, and are spaces for art, design and innovation utilised for future focused learning? On the sport side, do they cater to a variety of sport codes aligned to their model and offering, well-kept fields and facilities for those particular sporting opportunities on offer? Even if a child is not particularly sporty, well-maintained grounds are a good sign to take into consideration. STUDENT SUPPORT If a student requires additional academic support, whether it be emotionally or academically, what support structures does the school have in place, and how are they accessed? What disciplinary processes are in place to address bullying and other issues that may impact on the wellbeing and success of students? Does the school support the values of respect, diversity and inclusion – and is this evident in the classrooms and across the culture of the school? TEACHERS & CAMPUS STAFF What is the ratio of teacher to students in classes? And does the school highlight the academic practices to ensure all students are mentored and supported – no matter the class size? Are all teachers SACE accredited and can the school ensure police clearance is completed on all who work closely on the campus with children? Are the teachers offered professional learning opportunities to ensure curriculum and pedagogy are foregrounded to support student success? HOLISTIC ACADEMIC AND SKILLS DEVELOPMENT In addition to regular subjects that can be expected at most schools, which additional subjects may students access? What is the school’s approach to 21st Century Skills, such as communication, collaboration, analytical thinking, creative thinking, digital literacy, and problem-solving? How are these skills embedded in the curriculum and the everyday learning experience of students? Is there evidence of cross curricular teaching and learning, and are the students granted regular opportunities to share their thinking and co-construct their learning collaboratively?

September 22, 2022

Developing potential – An intentional approach to sport at school

The growth and development of a child happens as part of an ongoing process. To enable a child to achieve to their full potential in academics, schools need to ensure that the basics are covered first, and that there is adequate support provided to each child along every step of their learning journey. Similarly, athletic development is also a continuous process. At a pre-prep level, children need to be given the space to develop gross-motor skills as not only do they learn through movement, they are building the fundamentals of physical activity in their everyday. As children get older, movement skills need to be taught and opportunities for exposure to all types of sports need to be provided to build, strengthen and refine movement and physical skills, as well as foster a healthy relationship with exercise and physical activity. As children enter adolescence and begin to look into specialisation of a particular sport, the emphasis needs to be kept on the physical, athletic and mental conditioning of that young sportsman or sportswomen, so that when specialisation occurs, that child can tap into fully optimised physical preparation. Long term athletic development (LTAD) is the approach that HeronBridge College advocates for and applies to our sports curriculum. Over the past few years, the school has made an intentional decision to not only ‘have a great sports offering’ but to provide our children with the opportunity to become the best that they can be. Our focus is on developing potential and not just playing to win. As a school, our coaches are focused on the long game. In the prep school, the emphasis is on exposure. “We want as many kids to participate in as many sporting activities as possible” says JP Lübbe, Head of the prep school. Our junior sports programme exposes the Grade 1s and 2s to a taste of every major sport offered by the school. Basics are taught and internal matches are played. As children move into the senior-prep programme and inter-school matches are played, our children can draw on a broader (albeit shallow) base and skill level when choosing from a wide selection of sports in a single term. “We believe (and science would agree) that the greater the variety of sports played by children at a young age, the greater their success at an age of specialisation. Our goal in the prep school is to have a child play many sports proficiently, rather than a single sport well” says Lübbe. In 2021, HeronBridge opened the doors to an on-campus High-Performance Centre (HPC), in collaboration with High-Performance Schools, USN and Gauteng Aquatics. The HPC which is managed by on-staff sports and conditioning coaches provides the platform for physical education lessons and high-performance training. “Our sports programme in the college is split into two” says Ofentse Moeng, Head of Sports Development in the college and U20 Blue Bulls Coach. “Our physical education (PE) programme caters for everyone, encouraging movement and exercise and teaching into the fundamentals of sport and movement while having fun. The high-performance component is for those that want to compete at the next level. Training is specific to the sporting code and the developmental stage of the child. Our coaches are established to encourage and train our athletes for provincial participation.” Continuously looking for opportunities to provide exposure for our young athletes, HeronBridge College hosted its first national sports festival this year, the Standard Bank HeronBridge Invitational. “Up-and-coming schools can find it difficult to gain access to the traditional sports festivals that often only cater for the more established sporting schools in the country” says Moeng. “Our festival provided these schools an opportunity to enjoy a prestigious event that covered all three of the winter sports codes in one event, while showcasing the talent of our young athletes on national TV and to coaches from around the country.” The intentional focus that HeronBridge has placed on the growth and development of sport and our athletes is starting to show. Our college teams are competing at a level that was unexpected a few years ago, beating established rugby schools like St Benedicts and Fourways High. Our coaches are proactively involved in sport at a provincial level, and we have more provincial players in rugby, netball and hockey than we have ever had before. At HeronBridge we talk about encouraging our children to be the best that they can be. It is our aim to alongside them so that they reach their full potential in a way that is best for them, right now. Whether learning to walk on a balance beam, hold a tennis racquet or harness a specialised skill, HeronBridge’s long-term approach to athletic development will assist them in doing just that. Written by Natasha Marot | Head of Marketing at HeronBridge College www.heronbridge.co.za To find out more about HeronBridge College contact [email protected]

September 20, 2022

THE CRUCIAL IMPORTANCE OF INVESTING IN EARLY YEARS EDUCATION

There can be no doubt that the early years in education are the most important ones, as they lay the foundation for all future learning. Therefore, it is encouraging that the Department of Basic Education has taken over the crucial Early Childhood Development portfolio from the Department of Social Development, an education expert says, while calling for a greater focus on and investment in these life-shaping years both in public and private institutions. “Research is clear that early childhood development drives success in school and life,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider. “Raising the profile of this stage of learning in all schools must – where it is not yet the case – become a priority alongside the effective management of the transition between the home environment to a school environment.” According to Professor James J. Heckman*, Henry Schultz Distinguished Service Professor of Economics at The University of Chicago, a Nobel Laureate in Economics, and an expert in the economics of human development, early childhood represents a critical time to shape productivity, when the brain develops rapidly to build the foundation of cognitive and character skills necessary for success in school, health, career and life. Early childhood education fosters cognitive skills along with attentiveness, motivation, self-control and sociability—the character skills that turn knowledge into know-how and people into productive citizens. “As the saying goes, you only get one chance to make a first impression. This is equally true where ECD is concerned. You don’t get an opportunity to go back and change the outcomes arising from these formative years,” says Hugo. “This is why for us in South Africa, we must endeavour to ensure that the early years learning environments our children experience are nurturing, supportive and inclusive. And the pedagogy must be reflected in the richness of the learning environment by offering aesthetically pleasing and ergonomically designed learning spaces.” Hugo says an effective learning environment can be compared to an ecosystem where many elements – spaces (indoors and outdoors), resources, routines, teachers, and families – are intertwined and support the student’s incremental growth and personal learning journey. “The pedagogical focus in the early years must be on building academic confidence so that students develop a love of learning, and are prepared to enter future learning opportunities and ultimately the world of work with the skillset and knowledge that will ensure that they are adaptive and can successfully respond and contribute to their immediate and extended communities in a positive manner.” When students feel safe, they will be open to learning. Therefore, the environment becomes incredibly important as the third teacher – it creates that safe space – building strong relationships and making important connections with the essential learning elements. “Students in the early years also learn best when the learning is presented through play and where they are given the opportunity to explore, discover and make necessary connections – where they can discover that there are many ways, possibilities, and perspectives and that mistakes are necessary and accepted as part of the learning process – thus building resilience. “In such circumstances, the environment must be responsive to their needs. Here the educator, through careful observations and interactions, is required to monitor each student’s growth and tailor experiences accordingly, thus ensuring that the students remain engaged and inspired.” With changing times in all industries comes the need to reflect and reassess, and education is not exempt from this. “As forward thinking, innovative organisations; whether our schools are situated in the private sector or public sector, we need to constantly reflect and take a good look at what we are doing, how we are doing it, and how we need to change. We need to listen carefully to our learning community and reimagine our spaces. “We will be best positioned to serve the next generation by ensuring their early years learning is based on well researched philosophy, international connections, intentional use of resources and materials and its adaptiveness, with teaching and learning taking place in both a guided and incidental manner and that the student takes priority.”

September 14, 2022

A brick-by-brick approach: Supporting your child in a way that makes sense to them

The significance of learner support within mainstream schools In education we often talk about building strong foundations that will give your child the tools to progress throughout their school career and thrive in life. Using the analogy of ‘building a house’, foundations are the first place that you should start, but anyone that has built a house will know that without proper project management, things can easily go awry. You need someone onsite, collaborating with builders and suppliers, checking the details, and rectifying any discrepancies early on so that they don’t result in long-term problems. These experts will weigh in with their insight where it matters most. A child’s learning requires the same attention to the fundamental details. Growth and development are a complex process and schools that offer an approach that combines the use of teachers and educational specialists trained in a child’s neurological, physical, and emotional development, help your child to learn in a way that makes sense to them right now. This generation of children and teens are dealing with pressures and demands that are different to the generations that preceded them. High levels of anxiety and an increase in learning challenges are prevalent. Then add Covid into the mix! Children today require less ‘teaching of’ curriculum and more ‘attention to’ their needs and their individual progress. There are huge benefits to therapeutic interventions being offered at mainstream schools by specialists, such as educational psychologists, and accommodations/concessions during exams. This type of academic support enables children to overcome obstacles that are preventing them from reaching their full potential, all while fully participating in an integrated manner with their peers in the larger, more vibrant school context. In addition, schools that are working closely with trained specialists in childhood development are more likely to offer programmes, curriculum, and classroom-support techniques that help children to learn more effectively. This intervention not only assists children in their early years of schooling but, like foundations, ensures that each level thereafter is secure. Early intervention impacts the outcome of Matric and beyond! Bridging classes allow for the re-enforcing of perceptual and emotional foundations, critical to further academic and personal growth. Through smaller class sizes and teacher/specialist expertise, the individual needs of a range of children, who would ordinarily struggle in a larger learning environment, can be met. The flexibility offered through this approach allows for both extension and additional support of students, while keeping apace with standardised syllabus progression. At HeronBridge College we offer an onsite learning centre that is host to a range of specialists and work closely with teachers and parents to provide the support necessary to “meet each child where they are at.” As teachers and parents, it is our job to be the project managers of our children’s school journey and leaning on the insight of the experts around us can make all the difference. Written by: Natasha Marot | Head of Marketing at HeronBridge College www.heronbridge.co.za To find out more about HeronBridge College contact [email protected]

September 12, 2022

Best Ways for Parents to support their Matric student

Join SACAP’s free Parents’ Guide to Matric Support Webinar Matric exam time is a milestone experience, not just for the learners, but their parents too. It’s normal for parents to feel a lot of pressure – we want to get the support right; we have to keep the whole family on track and we’re really hoping for evidence of optimal performance after the nail-biting wait for the results. We may want to have the comfort of drawing on our own experience of Matric exams, but the world has changed so radically that what we went through and how we handled things may well be completely irrelevant to our child who is about to write their final school exams in 2022. However, that shouldn’t make you feel that you can’t make a good difference. On the contrary, according to Jogini Packery, the Head of the Johannesburg Campus of SACAP (South African College of Applied Psychology) says that when it comes to Matric, parents most certainly can be the secret sauce. It all comes down to how you handle yourself. Jogini says, “It is paramount that parents are able to contain their own emotional state and be able to ground themselves when overwhelming emotions take over. It’s also important to be able to express those emotions in a healthy manner. In doing so, much like you did when your child was much younger, you will be mirroring the basics of emotional coping during challenging times.” Jogini will be connecting with parents of Matrics, alongside other panellists on Saturday, 27 August 2022 for the annual SACAP Parents’ Guide to Matric support webinar from 10:00 to 11:30. South African parents are invited to join the conversation by registering for the free one and a half hour webinar here. The panel also includes Praneetha Jugdeo, SACAP’s Head of the Durban campus and Cat Clarke, a former matric educator who is now a SACAP learning designer. Offering insights that parents can rarely access, the SACAP team is focusing not only on how to thrive through Matric exams but how to navigate the vital phase of life afterwards. So much of the stress of getting through Matric exams is also resting on the big question of: What’s Next? Praneetha will chat with parents about the opportunities offered by a gap year for Matric students who are not yet ready for making big tertiary education decisions. She says, “This presents a great opportunity for enhanced self-insight and exposure to new experiences. Students can use a gap year to figure out their interests as well as get to know their strengths and areas of development. It should not be thought of as ‘a wasted year’ because they can gain extraordinary life experience and attain significant personal growth whether they travel, volunteer, intern or complete short-term courses.” Cat Clarke also urges parents to keep an eye on the future. It’s not just Matric that’s stressful, it’s also about standing on the threshold of entering a whole new world. She says, “Methods of education are changing in response to global trends and innovative technologies. While the move towards flexibility and creative use of technology began some time ago, the Covid-19 pandemic necessitated a fast tracking of blended learning and location-flexible education. While the last couple of years has been a challenging time, it has resulted in great advancements and strategies that will continue to be extremely useful. Parents can be an immeasurable support in helping their teens navigate the challenges of flexible and blended learning. There’s a mental shift that parents need to understand and real guidance they can offer when it comes to skills such as time-management, organisation, focus and critical thinking.” The SACAP Parents’ Guide to Matric Support webinar will also include a Q&A session so that you can engage with the presenters and get insights into other parents’ experiences. Find out how you can be a pillar of support during the upcoming exam time and beyond by joining the conversation at SACAP’s Parents’ Guide to Matric Support webinar on Saturday, 27 August 2022 from 10h00 to 11h30. Registration is free and you can sign up here.

August 22, 2022

Preparing your child for the 4IR

The on-going impact of a pandemic, looming price increases and unstable markets might have parents wondering what they can do to prepare their children for an unknown future work environment. Fortunately, it’s not all doom and gloom. There are many new opportunities, and the future is bright if your child is properly equipped to take on the challenge. Where do we start? In this modern and ever-evolving world, careers can be made out of almost anything. The world really is filled with opportunities at every turn, however the first lesson you should probably help your child learn is that a career does not have to be static. You no longer choose one job for life, then retire from that industry 40 years later as was the norm in past generations. There is great value in teaching your child the importance of being flexible, and that the working world is dynamic and changing so they need to be too if they are to survive and thrive. That said, your child, just like you, will sometimes have to do things they don’t like. Help them get used to that concept too from a young age. Like every adult, every child has inclinations, skills and interests that vary. It’s important to teach your child to explore their interests. The ideal time to start encouraging them to do this would be during middle school (Grades 7 to 9). Encourage your child to participate in various extra murals and holiday clubs, to learn and develop their interests in a variety of different things. It’s important to invest in your child this way. By experiencing many different sports, clubs, activities and interests, you’ll give them a better perspective on what the world has to offer. A tip for parents: Take an interest in what your child is interested in. This will help them feel supported and excited (a child who is engaged and excited will learn skills quickly). Remote and international learning/work has opened up exciting opportunities The traditional ‘South African dream’ of leaving school, going to university, getting a job, buying a house, having two kids and retiring is an outdated ideation. Most members of Generation Z (born 1997-2012) and most certainly Generation Alpha kids (born 2013-2025) are unlikely to follow the life path their parents had anticipated or hoped for. What we’re seeing in education is that students are looking at international learning opportunities once they have completed their secondary and, in some instances, tertiary education. They are even considering remote study opportunities where they can receive certifications from the comfort of the sofa in a chosen location around the globe. There are many programs that support South African students and gear them towards applying to international universities. Organizations such as NCUK facilitate these options which mean that students now have more opportunities than ever before to learn in new and exciting parts of the world. Young Generation Z adults who’ve already graduated recognize that traditional jobs aren’t necessarily for them. With remote work opportunities and the ever growing “Gig Economy”, we see skilled individuals choosing to consult and work on a freelance basis over full-time regular positions. It is not uncommon to become your own boss from a young age, work when you need money and prioritize enjoying and experiencing youth. Skills, skills, skills… Although I am tempted to write the word ‘skillz’ as the sort of skills your children should be developing might not necessarily be in line with anything you understand right now, or particularly value as a traditional skill. Digital content creation, editing skills and personal branding are some of the areas where we see young people ‘sharpening their sticks’. With more than one million students enrolled in South African universities in 2022, how does your child stand out from the crowd? While this may only recently have been a thought in your mind, it’s been a thought in their minds for years thanks to social media. Standing out from the crowd, developing unique and sought-after skills, talents and abilities is critical for young people to rise above their peers. Skills for the Fourth Industrial Revolution are often not necessarily learnt at all schools. This is where support from parents is crucial, the need to facilitate, encourage and support unique skill development in the home cannot be stressed enough. Practical things you can do right now One thing that has come up time and time again is the need for young students to develop business savvy and entrepreneurial skills. Help your child start a small business – by doing so they will learn a few harsh lessons such as, how tough it is to make money, managing your money = success, selling and developing a product or service people actually want or need, the importance of reinvesting into your business and saving money rather than spending it. Teach your children to repair things. Now, you yourself might not be so ‘handy’ and that’s okay. Let’s say your fan stops working. Encourage your children to take it apart and watch a few YouTube videos on how to problem-solve and possibly fix the fan. This might be a strange example, but it’s the sort of thing that you may throw out rather than repairing, so if it can be fixed, you just saved the cost of replacing the fan. That’s a valuable lesson for a child. Take risks. Encourage your child to sign up for things they might not have been inclined to do. The thing about risks, is that they are associated with failure. This is not a negative thing; in fact, it is quite positive! When children are making mistakes, it also means they are learning to fix those mistakes as early as possible. Failure and learning to deal with failure are some of the most important lessons young people can learn. The reality is that our children are stepping into an unpredictable world. Failure helps children develop confidence and identity if handled and supported correctly. An old teacher

July 29, 2022

4 EASY WAYS TO ADD MATHS TO YOUR EARLY LEARNER’S DAILY ROUTINE

Whether you realise it or not, we use maths concepts to solve real-life situations every day. From cooking with recipes to figuring out the correct money to give at the store, maths is everywhere. Teaching your children fundamental maths skills at a young age is easier than you think! With research stating that 80% of a child’s brain develops by age five, it’s important for parents to take advantage of the critical early years. The great news is that children are naturally curious and often question the world around them, so there are many chances to naturally weave in learning opportunities. By just adding a little maths to your everyday routine, you can help your toddler or preschooler begin to recognise numbers, learn the proper number sequence and eventually develop the ability to count. Here are four easy ways to add maths into the everyday routine for early learners: 1. Play simple card games Learning about numbers is the first step in a preschooler’s maths journey. In addition to using number flash cards, playing card games using regular playing cards is another great way for children to learn about numbers up to 10. The cards between two and ten not only have the numbers on them, but also the amount of symbols that represent the quantity. The pattern on the cards helps children to conceptually understand what the number represents. 2. Count outdoors or with items you use each day To help your preschooler learn to count, start by heading outdoors. Find items in nature that can be easily counted, such as the petals on a flower, the leaves on a branch, or even trees in the yard. Ask questions such as: “How many flowers have pink petals in the garden?” “Which flower has more petals than the others?” “How many red leaves are there?” These questions will spark their curiosity to explore the answer. If needed, help your child by pointing and counting with them. By modelling how to do it, your child will feel encouraged and motivated to count with you before doing so on their own. You can also count items you use each day such as different foods or toys. 3. Sort and understand groupings Look for teachable moments during everyday play. While playing with their toys, ask your children to sort by colour, or by similarities, or by differences. You can even introduce sorting during clean-up by asking them to put toys into the right bins. One great place to start with sorting is by using different coins. These all vary in size which makes sorting by their differences simple without introducing the values of each coin. Once you show the differences of each coin, help sort these out into different groupings. For example: “Can you count the ten cent pieces? Let’s put them into groups of 10.” Once you master sorting out the ten cent pieces and setting aside the groupings, then you can count the total. Repeat this with the various other coins. 4. Cook to teach measurements and shapes Not only is cooking useful, it’s a great way to learn maths. Begin by finding an easy and fun baking recipe. Some will call for measurements such as “two cups of flour” or “three teaspoons of baking powder.” You can have your child help with counting these measurements out with you. Next, work with your child to form shaped cookies and count as you lay them on the baking sheet. Young children tend to notice the different sizes, for example, one giant cookie versus 24 mini ones. You can then get different sized plates and ask questions like “Which plate holds the most cookies?” or “How many cookies fit on the blue plate?” This will encourage your child to think through this by experimenting and counting different groupings. Maths is something we turn to for everyday tasks. With these simple tips, your child will begin learning some maths concepts without even really knowing they’re learning. It is great to start teaching these skills at a young age to get them prepared for Grade R and ensure they are on the right track for their academic future! This article is from the KUMON NORTH AMERICA website: https://www.kumon.com/resources/4-easy-ways-to-add-math-to-your-early-learners-daily-routine/

July 27, 2022

EXPANDED OPTIONS FOR HIGH SCHOOL SUCCESS: FIND THE RIGHT FIT FOR YOUR CHILD

A mere cursory glance at social media and parent groups shows the anxieties and frustrations of parents with school going children today regarding access to an excellent education. Lack of access at public schools is a major challenge, with parents whose children qualify on all counts not gaining admission – through no fault on their part, but because of capacity constraints. Another observed challenge is that of children already at school, but where the environment is simply not preparing them for the modern world because of outdated pedagogies and ways of working, non-productive homework requirements, or a system that no longer serves the needs of students. An education expert says while the above and other issues related to schools may feel like an impossible hill to climb for parents, the reality is that there are many options in the private sector of which parents may not be aware. Additionally, parents sometimes discard the idea of private education out of hand because of the perception that it might not be within their reach financially, when that is not necessarily the case. “Over the past weeks, many parents have had to tell their children that they were not accepted at any of the schools to which they applied, despite them qualifying for access,” says Kassandra Strydom, Academic Advisor: ADvTECH Schools Division Central Academic Team. “We’ve also noticed parents highlighting the struggles their children are facing because of personal challenges or circumstances, being just a number at school, being required to take subjects that are of no interest to them and being subjected to teaching methods and approaches that are out of touch regarding what is required in today’s world and what will be required of them in future. “Parental concerns are becoming evident. We urge these parents to investigate the options open to them in the private sector, because it can make a world of difference in a child’s educational journey, their self-actualisation and future prospects, and their general wellbeing,” says Strydom. Strydom says a key consideration for parents when investigating options in the private sector, is to consider WHAT KIND of school is right for their child, because unlike in the public sector, different private schools have very different offerings designed to cater to the specific needs of students and their families. She says top-level considerations when assessing any private school, will include the following: Class size Teacher qualifications, experience and expertise Commitment to continued professional teacher development on the part of the school Teaching styles, methodology and environments The selection of curriculum and whether qualifications will be internationally recognised Fee structures Sport and extra-curricular offerings as well as facilities Additional academic support as well as programmes such as core skill development and EdTech integration The kinds of private school offerings include the following: MODERN AND PROGRESSIVE SCHOOLS Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning Integrated curriculum focused on thematic units Strong emphasis on problem solving and critical thinking Group work and development of social skills Understanding and action as the goals of learning as opposed to rote knowledge Collaborative and cooperative learning projects Education for social responsibility and democracy Integration of community service and service-learning projects into the daily curriculum Selection of subject content by looking forward to ask what skills will be needed in future society De-emphasis on textbooks in favour of varied learning resources Emphasis on lifelong learning and social skills Assessment by evaluation of child’s projects and production Ed tech enabled learning opportunities These schools prepare students for responsible adulthood and potential leadership by laying an excellent academic foundation supported by future-focused skills that will ensure students have lifelong success TRADITIONAL HOLISTIC SCHOOLS/ RELIGIOUS TRADITIONAL SCHOOLS In addition to the above elements, traditional schools offer a strong academic focus with excellence in sport and culture opportunities for students. They seek to retain traditional values while preparing students for an ever-changing world. The recipe of following time-honoured traditions has been very successful and recognised for the excellent contributions it makes in every sphere of education and to the social and emotional development of each student. SPECIALISED ACADEMIC SUPPORT AND ASSISTED LEARNING These schools offer a non-traditional approach to education to support neurodiversity. The unique strategy creates opportunities for the academic support and nurturing of all students on their journey to achieving academic success. All students are included, catered for, and receive the additional support they require. The school believes that when a student joins the school, they are taking the first step toward their best future. creating opportunities for self-fulfilment and self-actualisation for all students, to develop their potential regardless of differences. Each student is taught according to their unique needs and in accordance with an individualised development plan by a multi-dimensional specialist team who follow a neurodiverse approach. School types as above can be broken down into top tier and mid-tier schools. The variety of school fee options can be aligned to the school’s offering. It is important to highlight that investigation into the academic success of students is important as this is possible at all fee levels, but the offering of additional subjects and activities vary. ONLINE HOME SCHOOLING Parents may consider investigating online/ homeschool options, but are urged to ensure that their chosen school focuses on ‘cognitive’ screentime – where students are able to engage during lessons – rather than opt for a ‘paper behind glass’ approach, which may impact successful study. “Very importantly, parents should feel comfortable that whichever school they choose, it has academic excellence at the core of its offering. Once that has been established, and the basic top-level considerations have been satisfied, parents can settle on the perfect environment for their child which fits with their budget, which will not only impact on the wellbeing and future preparedness of the child, but also on the family’s wellbeing as a whole,” says Strydom.

July 8, 2022

MID-TERM EXAM TIPS FOR PARENTS AND STUDENTS

As parents or guardians, most of us work long, exhausting days. We understand that with the price of food, petrol, school fees etcetera, work is a given – if we are fortunate enough to be employed – and this is not something we are ever going to change. The downside is that hard work often leaves us with very little time for anything else. As parents, we often feel guilty that we seem to have so little time with our children. Added to this, we often put pressure on our children to somehow perform, using their report cards as a measure of their effort and intelligence. Many parents trust that teachers are in control simply because they don’t themselves have the extra bandwidth to step into academic support mode after a long day at work. Additionally, we often resort to pressuring our children, whether it be through threats, bribes, or encouragement to circumvent a bad report after examinations. Let’s be honest, not all children are those gorgeous self-starters, in the Top 20 at school who just seem to ‘get on with it’ and never seem to need the parental pressures that so many of us have to use on our children. Most schools’ second term comprise those mid-year examinations where this pressure can bring added anxiety and chaos into a household. The pressure starts to mount when you do not see the evidence of studying. As a principal, at Abbotts College JHB South, I see the despair when the report card comes and parents are called in to visit the deputy or principal about their child’s results. But my advice today to parents is to practice love and patience. Young teenagers are still developing. Their adolescent brains, especially those going through puberty, where cognitive, emotional, and social maturation are being influenced by hormones, have a tremendous effect on the development of executive functioning in the brain. This functioning develops in the prefrontal cortex which is the area responsible for decision-making, planning, prioritizing, strategizing, coordinating thought and emotion, delaying gratification, inhibiting impulses and inappropriate behavior. Research over the past 15 years has shown that these areas do not function as optimally as those of adults. The limbic system and other parts of the brain do not fully mature until the early 20s. Putting extreme pressure and anxiety onto a teenager to bring home the perfect report card will negatively affect them. We need to be realistic about their abilities and remember that one examination is never a determinant for success in life. We have to encourage them to perform to the best of their ability but not at the expense of our relationship with them or the damage parents can inflict on their self-esteem and identity formation. Having said that there are some ways in which we can support our teenagers, by doing the following: Download the Examination timetable in advance and ensure it is visible in your house where you and your child can monitor the calendar. Assist your child in coming up with a study timetable (many schools may conduct workshops to assist with this). Ensure the scope of study for all subjects is downloaded and available in advance (most schools will give this out at least 4-6 weeks before examinations commence). Ensure your child has approached teachers early on if there are concepts that are challenging and need further clarification. If your child is struggling with finishing tests on time, does not get through work fast enough, reads very slowly, or does not write neatly, it may be a good idea to get him/her tested by an Educational Psychologist who can assist with applying for concessions. Buy A4 feint and margin books for every subject so that note-taking is in one place for the full year and not on pieces of paper that are scattered around the house. Ensure your child has a quiet place to study, with a desk and necessary stationery (‘passive studying’ on a bed is ineffective – separate, if possible, the spaces where they sleep and where they work) Eliminate distractions and lay down the rules during examination periods (especially cellphones, social media, gaming). Ensure your child continues with healthy pursuits such as exercising and sport; and that they eat as healthily as possible. Do not always believe your teen! Be aware, switched on, available, supportive yet receptive to how and what they are studying. In my opinion, a little extrinsic motivation during study time for teenagers can be effective. Many are not intrinsically motivated to study and there are pros and cons to rewarding and incentivizing your teen. You know your child best and what they are capable of. Giving them goals and possible rewards, without undue pressure that could create anxiety may be the catalyst for your child to motivate them. We have to inculcate a sense of pride in what they do and encourage effort and autonomy. With so much riding on matric examinations, skills need to be developed early on in the junior grades in preparation for these. This does not happen overnight but with patience, assistance, organization, and loving guidance our children can overcome examination anxiety and learn the tools necessary for examination success. By (Marion Kohler: Principal Abbotts College JHB South)

June 24, 2022

HOW TO APPLY TO UNIVERSITY WITH CAMBRIDGE QUALIFICATIONS

This is an exciting time for South African matriculants as they complete the final stage of their school career and prepare to enter the next phase of their academic life. We are delighted to see how our students have excelled academically and are now submitting their applications for a place at university next year. GUIDELINES We share here some guidelines to help students and parents with the process of applying for university entrance. 1. Choose a course of study The first step is to select your preferred course of study, and to have a second or third option to include in your application. 2. Choose your university You will need to check which universities offer your preferred undergraduate degree. It is a good idea to apply to more than one university to keep your options open and to improve your chances for a successful application. 3. Check the admission requirements 3.1 Check the conditions and requirements to gain exemption for entry to South African public universities and make sure that you meet the requirements. The Cambridge University Recognition South Africa document provides a summary of the Universities South Africa (USAf) minimum admission requirements for exemption for Bachelor Degree purposes. You can download this document from: https://globalvillageint.com/index.php/academics/university-admission. The exemption requirements are also generally stated in the university’s undergraduate prospectus or undergraduate admissions requirements document. 3.2 You also need to check the minimum requirements for your specific degree and make sure that you will meet these minimum requirements. Each university faculty has different subject and grade requirements. Cambridge students should check the university’s faculty requirements for international schools/applicants with non-South African school-leaving qualifications. Contact the university Admissions Office or search the university’s website for admission requirements for undergraduate international curricula/admission criteria for applicants with non-South African school-leaving qualifications. These requirements are set out in the Undergraduate Prospectus by some universities. You can view available university faculty requirements for 2023 at: https://globalvillageint.com/index.php/academics/university-admission 3.3 Certain universities require that students write the National Benchmark Tests (NBT). Check the requirements of your selected university and faculty to see what is required for your application. For more information about the National Benchmark Tests: Visit: https://www.nbt.ac.za/ Call 021 650 3523 4. Apply for admission Applications for admissions have opened. It is important that you check the application closing dates and that you apply as early as possible. The closing dates for applications vary for each university and for different courses. You should consult your university of choice to find out the closing date for applications. Applications for some courses and universities close as early as 30th June, so we suggest that you complete your application as soon as possible. Admission to non selection programmes in some university faculties is based on the availability of places and when the available number of places for a specific programme have been filled, the programme is closed for further applications. You will need to submit your GCSE certificates (and AS certificates if already completed) in the application process and should have these available to scan and upload according to the university’s requirements. You will also be required to give the university an indication of the subjects for which you are still expecting results, by uploading some form of official proof of these subjects. Each university has their own requirements, but this can generally be a report, a letter from the school or a Statement of Entry, with the level (GCSE, AS or A-level) on which each subject is taken, clearly indicated. Once your application has been registered, the university will advise you of the next steps. 5. Apply for financial assistance, scholarships and bursaries You can search your preferred university’s website for funding/financial assistance/aid or call them to find out about available financial assistance, scholarships and bursaries. Check the application opening and closing dates and the documents required, to allow enough time to get all the documents ready to submit your application in time. NSFAS Students who wish to study or are already studying at a public university or TVET college and come from a family with an income of R350 000 or less, qualify for a government bursary offered via the National Student Financial Aid Scheme (NSFAS). The bursary covers amounts for accommodation, living allowance, transport and learning materials, aligned with the approved latest DHET guidelines. All South African citizens, SASSA grant recipients, applicants whose combined household income is R350 000 or less per annum, persons with disabilities whose household income is R600 000 or less per annum and students who started studying before 2018 whose household income is R122 000 or less per annum, qualify. Applications for 2023 are open 1 September to 30 November 2022. For more information: Visit: www.nsfas.org.za Call the toll free number:0860 0067 327 Email:[email protected] You can also search the university’s website for funding/financial assistance for more information. University Financial Assistance, Scholarships and Bursaries Each university has additional funding programmes to assist students. Merit, sport and other bursaries are administered by each university. Search the university’s website for university managed student funding/financial assistance and university administered bursaries or scholarships or contact the university to find out more. External Funding Funding is also available from companies and organisations outside of the university. Information can be obtained through a google search. Try these websites: 6. Find accommodation Each university offers a variety of housing options such as university residences, rooms, apartments, etc. Contact the university’s Student Accommodation Office to find out more. Private accommodation is another option. Students can consider staying in a privately run student housing centre, a student house, an apartment or in a room in a private residence. Most universities assist students to find private accommodation. Students should contact the university’s Student Accommodation Office for assistance. Students can also search the internet for private accommodation options or contact local student accommodation agents or estate agents. MATRIC EXEMPTION Students who intend to register at a South African University, need to apply for exemption for degree studies upon receiving their final results. For

June 8, 2022

MATRICS: 3 CRUCIAL MID-YEAR FACTS TO KEEP IN MIND

As Matric mid-year exams kick into high gear this week, it is important for students to get an eagle’s eye view of the significance and importance of these exams – to provide them with perspective regarding the assessment’s role in the greater scheme of their final year, as well as their prospects post-Matric, an education expert says. “Matric students often tend to look at final NSC exams and think that is the big one on which all attention should be focused, but that is only part of the story,” says Nola Payne, Senior Head of Programme at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “In fact, Matric mid-year exams have a unique significance in the big picture and should not be viewed as merely a trial run for final exams, because it plays its own medium to long term role – in various ways – in the outcomes and prospects for Grade 12,” Payne says. She says the mid-year exams will be more demanding than any exams written before in one’s school career, and provide a good indication of what will be expected from students in their finals, while also providing valuable insights into how they should approach the rest of the year. “The mid-year exams allow students to hone their skills as well as identify gaps in their knowledge and understanding,” says Payne. She adds that in addition to serving as a dry-run for finals, students writing mid-year exams should also keep the following in mind: 1. YOUR MID-YEAR PERFORMANCE IS IMPORTANT Mid-year marks are important primarily for two reasons: firstly, because they contribute to a student’s year mark and secondly, because they can use these marks to get provisional acceptance when they apply to a university. This means learners must do as well as they possibly can in these exams, to hedge their bets should they face unexpected challenges later in the year. Learners who did well in Grade 11 can already use those marks to apply for higher education, but ultimately an institution will only give final admission based on final marks, and Matric mid-year exam marks contribute to these. Performing well in your mid-years also gives you a confidence boost as you move into the final stretch of the year, because you can focus your effort where it is really needed, rather than having to keep working on parts of the curricula that you should already have mastered. 2. BUT… YOUR MID-YEAR PERFORMANCE IS NOT THE FINAL WORD ON YOUR PROSPECTS Although a good mid-year performance is undoubtedly tremendously beneficial, not doing as well as you hoped does not signal the end of the road. It should be kept in mind that after the mid-years, you still have several months to throw everything at your studies and that with focus and a concerted effort, you can substantially improve your performance towards the end of the year. In this respect, your mid-years will provide valuable insights for you to use when strategising the rest of the year. With the help of your teachers, tutors and school support systems, you can use your performance to develop a framework for the rest of the year to ensure that you address those areas you found challenging and which impacted negatively on your performance. It might also be that your mid-years show definitively that your plans for next year might need some additional consideration. If, for instance, you wanted to do a qualification at an institution for which you are most definitely not going to qualify no matter how much time and effort you put in, you are now able to objectively consider your plans and devise a new strategy by researching your options and speaking to student support services at higher education institutions. This will allow you to take the pressure off yourself if your vision was not aligned with reality, and help you to find a path better suited to your unique skills and strengths. 3. YOUR MID-YEAR EXAM SIGNALS THAT YOUR STUDY APPLICATION DEADLINE IS TICKING With the increased competition for tertiary study space, particularly for popular and respected institutions and qualifications, it is important that learners apply for higher education opportunities as soon as possible. This might not seem like a priority when studying for your exams, but if you are serious about pursuing studies after school it must not be left for much longer. Thousands of Matrics have already applied for higher education, and if you have not yet joined their ranks, you need to do so sooner rather than later. As the year progresses and the final exams start to loom, you will be even less inclined to spend time and energy on investigating your study options. It is therefore ideal for those who have not yet done so, to use their June holidays to go visit higher education institutions – whether online or in person by appointment – to discuss various offerings and their related career paths. When doing so, remember that it is also important to ask institutions about their post-graduate support and work-integrated learning components in their curricula. “This is a really exciting time in the educational journeys of students. Yes, it is challenging and the cause of much nervous excitement at times, but you are truly now putting the finishing touches on your school career as you prepare for the next part of your life and entering adulthood,” says Payne. “As the saying goes, we need to be able to walk and chew gum at the same time, and this holds true for Matrics right now. You need to do your absolute best and focus right to the end during your mid-year exams, but at the same time you need to constantly review your strategy and adjust your path as necessary. You also need to consider how you are now walking towards your future, and put in place the building blocks to get there.”

June 3, 2022

BEYOND GRADES: THE CRUCIAL SKILLS REQUIRED FOR FUTURE SUCCESS

When considering the quality of a child’s education, one of the chief motivating factors when choosing schools remains the likelihood that a specific school will allow a child to perform at the highest possible level. One of the best measures to adjudicate this is to see how many As and distinctions the school produces annually in Matric exams. This metric is a vital and objectively verifiable insight into the performance of students at a specific school, and the degree to which a school is committed to academic excellence, helping to tirelessly support students to progress to their best achievement. However, when choosing a school, parents should not only evaluate the school’s academic track record, but also its commitment to instilling and developing those crucial skills which will help students to become empowered and self-actualised in future, an education expert says. “If it wasn’t clear before, it should be abundantly so now: in the knowledge economy, success in education and life requires substantially more than just academic performance,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider. “Schools must also strategically be focused on students’ holistic development, their personal growth, and the degree to which they are able to harness their personal strengths and unique talents – on top of ensuring they perform optimally in their exams.” Hugo says it is imperative that schools focus not only on academic development, but also on global competencies, mastery of which is non-negotiable for future success. These skills can be divided into five categories: Thinking Skills, Research Skills, Communication Skills, Social Skills, and Self-Management Skills. Each of these key areas are broken down into specific focus areas and age-appropriate outcomes, which are continually revisited from Grade 000 to Matric, thereby progressively developing students’ abilities and enabling them throughout their educational journey. “These skills should not be viewed as an addition to the academic curriculum, but instead as presenting a fundamental change in approach to teaching and learning,” says Hugo. She says under the traditional approach, many students’ potential was not allowed to come to the fore, as too many schools amounted to little more than educational factory operations. However, by focusing on core global competencies and the development of transferrable skills, young people are being empowered to live up to their unique potential and enter adult life armed with the abilities they will need to conquer life’s challenges. “Consider what the world looked like 12 years ago. We can all agree it does not look like that anymore. Now consider what the world will look like in 12 years’ time when today’s Grade Ones leave school. We simply cannot know. What we do know however, is which skills will equip them to the greatest degree possible, regardless of what that world might look like. “Considering an uncertain future, skills like resilience, empathy, critical thinking, and problem solving are clearly crucial components of a holistic education.” Hugo says it is therefore imperative for all role-players in a child’s education – schools, teachers, parents, and communities – to embrace the need to move forward in the way education is viewed, rather than remain fixed in the old-fashioned paradigm of assessment and reporting as the only measure of a student’s success. “Performing well academically clearly remains essential, in terms of accessing scarce study and employment opportunities locally and globally. However academic success on its own is no longer sufficient to position one successfully for an uncertain future. A holistic education today requires much more than excellent test and exam performances, it also requires preparing children for the future demands, and therefore we need to embrace additional new measurements of excellence in education.”

June 2, 2022

REPORT CARDS & PARENTS: RESPONSE STRATEGIES GEARED FOR GROWTH

Receiving report cards are one of the major annual milestones at traditional schools, aimed at providing insight into how a child is progressing in a specific year. But as students enter the second term, many parents are receiving the report cards for the first term now and already dreading the next assessments that will be arriving in about 10 weeks’ time. However the report card should not be viewed as a definitive ruling on a child’s academic ability, but rather be used as a guide on the road towards success. There are a few ways in which this can be facilitated by parents, when sitting down with their child to discuss their results. So which principles should guide the discussion that will take place when a child brings home a report card in June? I believe that the backdrop of any such conversation must be what Dr Carol Dweck calls a “Growth Mindset”. She coined the term in 2006 in a book entitled Mindset: The New Psychology of Success. Students with a “growth mindset” believe their skills and talents can be developed through effort and persistence. Whereas those with a “fixed mindset” believe their success is determined by natural talent or intelligence. Research shows that the language and actions of parents can have a powerful impact on their children’s mindsets and achievement. The Growth Mindset theory can be put into practice by parents regardless of a child’s results – whether they be fantastic or concerning: A PARENT’S FIRST RESPONSE Distinctions… Some report cards trigger immediate praise. However, if your child brings home an excellent report card, and you praise your child for being smart, through this a fixed mindset is being promoted. It sends a message that their accomplishments are based on the constant attributes they were born with. In contrast, praising children for working hard fosters a growth mindset. It sends a message that the child’s effort is what led them to success. On the Abbotts College report card the effort ratings help parents and students to focus on the process and the level of effort that went into it, because even a student with good marks can get an average effort rating if the student is under-performing. You should reiterate the concept that talent is not going to keep on delivering results if it is not accompanied by the determination to work hard and grow. A “mixed” or disappointing report card If your child (and you!) is discouraged after a disappointing report, you should try to find some form of improvement or effort that you can praise to inspire them to continue developing. When improvement, even if it is just a baby step, is acknowledged, students can feel the work that they did put in, has been seen and validated. It also helps students to understand that the goal of their learning is to make progress and that success can be relative. These positive comments can serve as a “soft frame” that can help your child to digest the “middle part” where you give constructive feedback on things they struggle with or need to work on. These are the things that have not been mastered “yet”. By embracing the power of the word “YET” when you communicate with your child, you can help them understand that setbacks are reflection points that must be used to pause and strategise for future success. You should end the conversation on a positive note. In the process you are framing the challenges as an opportunity for growth, helping your child to embrace and tackle any obstacles he or she may face. MORE INGREDIENTS OF A MEANINGFUL CONVERSATION Adding the flexibility of the brain to your conversation By emphasising to your children that they actually have control over growing their brains through the actions they take, parents are empowering their children. They should understand that what strengthens the connections in their brains is practise, asking questions, and actively participating in learning. Increased motivation and achievement will follow if the child understands that the brain physically changes when you put in effort whilst mastering concepts and skills. Accept mistakes as opportunities One of the best ways you can model a growth mindset is to speak openly about your own mistakes and lessons you took from it. This will show your child that making mistakes is a natural part of the learning process. Your child should know that it is by trying hard things, things that do not fall within our comfort zones, that we are growing, even if it means that the result is not perfect. Understand the role of emotions in learning Our fight or flight response is triggered when we are scared or feel threatened. It is a normal phenomenon and can manifest as stress symptoms such as sweating, stomach cramps, and your mind going blank. Obviously, such symptoms can prevent us from learning or from giving feedback on what we’ve learned. Help your child to identify such responses and to develop strategies that can be used to prevent the fight or flight response to take over when learning or doing assessments. Constantly keep having the conversation Traditional schools only provide quarterly report cards, which can mean that the constant improvement conversation falls by the wayside until each report comes along. If your child is in this situation, try to check in more regularly to see what is happening academically. At Abbotts College we assist parents and students with this kind of constant feedback by releasing seven report cards per year. These report cards reflect three aspects: The outcome of bigger summative assessments that form part of the “School Based Assessment” which will be used to determine the promotion mark The outcome of different types of smaller assessments which are used to assess whether students mastered the concepts and skills that were taught on a continuous basis The effort ratings a student obtained in the different subjects Obviously, by giving thorough formal feedback on a regular basis, the parent or guardian can

May 10, 2022

The impact of poorly developed visual perception skills on reading and learning

Many educators would agree that there is a close connection between vision and learning. Much of what a child learns is through the visual system, as this is our most influential sense. If we consider that reading and writing, along with using computers and problem solving are all visual tasks that children perform daily, one could agree that much learning takes place through our eyes. Coupled with letter recognition and retention and handwriting, it becomes clear how a poorly developed vision system can impact on what and how a child learns. Visual processing issues present with life-long challenges; however, it is not considered a “learning disability”. It not only affects what a child learns, but also the capability to execute commonplace tasks such as sorting a variety of objects or playing a soccer game. This may lead to socialisation problems or frustration and withdrawal. Most children are very excited about learning to read. Visual processing is one of the most important cognitive skills and it includes the ability to discriminate between foreground and background, position in space and size, shape and colour. Children who have visual processing issues find it difficult to see the difference between letters. These letters may also appear in the wrong sequence. Research has found that between 2 and 20 percent of U.S. school going children have some type of reading disorder. This has been linked to an immature visual system. When a child is learning to read letters, numbers and words, these are seen through the eyes, but processed through the brain. So, the visual system does not only refer to the eyes, but includes the brain too. The vestibular system, which is like an internal GPS system, works hand-in-hand with the visual system. If the vestibular system is underdeveloped, letters and numbers may appear to dance around on the page or even appear backwards. This may hamper reading progress and may, initially, be interpreted as a ‘reading problem’. It could also be confused with an eye sight problem, yet the child has perfect 20/20 vision. The real problem is one of visual processing. In order to support information recall and retention, visual processing needs to be strengthened. This would be done by including movement into a child’s daily routine. Movement builds eye-hand co-ordination, core muscles and gross motor, which in turn supports the vestibular system. This in turn strengthens their visual memory and visual motor skills. Because a child uses visual processing daily for reading, writing and mathematics, experiencing difficulties may result in poor attention in class or a lack of self-confidence. So what can we as teachers and parents do to help children who have a poorly developed visual system? Torch Tag can be played at home just before bedtime. In the dark bedroom, shine a torch light on the wall, moving in haphazard patterns. The child must follow this pattern, using their own torch. This activity is fun and will strengthen eye tracking as well as visual motor skills. Swing Toss is a game played while the child is swinging. While holding a hula hoop, stand in front of the child a short distance away. As the child is swinging, they throw a fluffy toy, bean bag or such like toy into the hoop. This will boost balance, core strength, sensory integration and visual motor skills. By Michelle Rowland (Grade 1 Teacher at The Bridge Assisted Learning School in Lonehill)

April 18, 2022

SACAP BOOSTS SCHOOL LEAVERS’ VOCATIONAL OPTIONS

SACAP (South African College of Applied Psychology) has announced the 2022 launch of two new Higher Certificate educational programmes in its Management and Leadership faculty offering school leavers a vocational pathway into the South African business sector. The SACAP Higher Certificates in Business Management and Human Resources Management are accredited, one-year programmes that include industry-oriented content and applications so that graduates are fit to enter the workplace. While a Higher Certificate qualification can make up for a Matric without a Bachelor’s pass and serve as a bridge into a degree educational program, it is also relevant to those who want to make a career change or update their skills-set. The new SACAP Higher Certificate programmes builds on the success of their popular Higher Certificate in Communications and Counselling, and augment SACAP’s overall portfolio of Higher Certificates, Bachelor’s and Honour’s degrees. Lee-Ann Drummond, SACAP’s Head of the Management & Leadership Faculty says, “The new Higher Certificate programmes are a form of bridging into the B.App.Soc.Sci providing a certain number of transferable credits. However, they are distinct from the first year of the B.App.Soc.Sci and are NQF5 qualifications with a distinct purpose and learning outcomes. As such, they are independent, coherent and academically credible as a qualification focused on vocational skills-building.” What can you do with a Higher Certificate in Human Resources Management? This programme with its real-world focus equips students with the knowledge and skills needed to provide administrative support to HRM services in industry and to execute various human resource functions in the workplace. The qualification is a gateway for further higher education but is also relevant to those wanting to enter the workforce, and those needing to upskill in the field of HRM. Drummond says, “With SACAP’s strength in Applied Psychology, this programme emphasises putting ‘human’ back into HRM through understanding people and the value of human capital in the workplace. It’s ideal for those returning to the workplace and needing to update their skills; for entrepreneurs who need to build HR capacities in their start-up companies and for school leavers who want to acquire vocational skills and begin building their careers in business.” What can you do with a Higher Certificate in Business Management? This qualification is aimed at building foundational business management skills based on an understanding of basic business management theories. It’s a comprehensive programme to acquire the skills needed to competently assist and support a variety of business management functions in the workplace. Drummond says, “Once again the design of the Higher Certificate educational programme is based on providing highly relevant, industry-oriented content and to help students develop practical skills so that they are work-ready and capable of building careers, upskilling or taking a pathway to further studies.” The full-time CHE-accredited SACAP Higher Certificates in Business Management and Human Resource Management are available at SACAP’s Online campus and each comprise of nine modules and 120 credits over one year. Registrations for 2022 are open now. To find out more or enrol SACAP Higher Certificate in Human Resources Management To find out more or enrol SACAP Higher Certificate in Business Management

April 5, 2022

Four Tips to Support Kids Hygiene in Post-Covid School Life

With the country finally opening up, businesses, entertainment venues and schools will see more people than ever coming into contact with each other since the onset of the Covid-19 pandemic. While grown-ups should have the presence of mind to adhere to healthy hygiene protocols, children may need a bit of extra help in staying safe from viruses and bacteria at school, especially when using high-traffic areas like toilets. Nobuhle Ngubane, Senior Brand Manager at Domestos South Africa, offers parents the four following tips on protecting their children from germs during this crucial time of transition. 1. Educate Them Knowledge is power, and you might be surprised at how much informationchildren, even those as young as two years old, can retain. Make sure to talk to them, repeating terms like germs, cleanliness, washing hands, water, soap, sanitising and so on. Make it fun – use songs and pictures – to each them about social distancing and how to clean up thoroughly. 2. Ask Teachers Do not be shy about engaging with teachers on the hygiene protocolsinside the school, particularly where toilets are concerned. It’s important to be aware of how frequently cleaning takes place – especially considering that the facilities are used by hundreds of learners throughout the day. Aim to be helpful rather than confrontational – share information and resources and express understanding for the load educators have to bear. 3. Equip Them While your child’s school may already have thorough cleaning protocols you can always help your child further by packing a safe and mild sanitiser spray bottle and a small pack of wipes that they can use to wipe their hands after coming into contact with surfaces that may have germs. 4. Keep them Healthy As much as you can keep external surfaces clean, your child’s bestdefence is a healthy diet and even supplements, where necessary. As always, reinforce the need to wash hands before and after eating, using soap or sanitiser, and wiping with clean paper towels. The reality is that millions of learners around the country attend schools without adequate ablution facilities. This not only affects their health but their ability to learn due to the proven negative psychological impact of poor sanitation. Over the past 10 years, Domestos has led the charge on addressing unsafe sanitation and poor hygiene in schools, impacting over 5 million children through school refurbishments, school toilet maintenance programs, as well as participating in an educational program that educates learners on good hygiene and sanitation habits in over 15 000 public schools around the country. You can also get involved in this fight against the sanitation crisis.Purchase a 750ml Domestos bleach bottle, and R1 will be donated towards helping over 1 million learners gain access to clean and safe toilets.

April 4, 2022

Ready, steady, go make a success of your 2022 academic year!

At the start of a school year there is much to consider and for high school students the start of a school year is just the time to start afresh, where need be, or continue their strong trajectory towards academic success at the end of Grade 12. The release of the results of the Class of 2021 serves as a tangible reminder to the Class of 2022 that they will either be celebrating their results in early 2023, or face some tough decision making when less than desirable results are achieved. Academic performers are seldom “born”, they are created through hard work, determination and the development of a mature work ethic over a number of years. Students in the various grades have different important considerations and habits that need to be developed. Grade 8s: You are settling into the rhythm and excitement of high school. This is the year to immerse yourself in the subject content of all your subjects and explore which you truly enjoy and which you will probably (happily) be leaving behind at the start of Grade 10. You should be cultivating and developing a mature work ethic from the get-go, which will lead to great success in your final school year and beyond. Grade 9s: This is such an important year for you. You should be considering your interests and exploring the various career options, as well as researching what is required for the degree you wish to pursue post Matric. Very importantly, consider all your options – not just public universities – because private higher education institutions often have exciting new work-focused qualifications not offered at the public universities. You need to be working hard at the subjects you may require for your desired degree course, which you may find challenging – Mathematics and Physical Sciences come to mind. This is the year you make subjects choices that need to align with your considered tertiary studies and your future career. Don’t panic though, your teachers and Academic Heads are there to assist, and interest and aptitude tests will help guide your decisions. Grade 10s: You have FINALLY entered the last phase of your high school career. You will be getting used to the increased workload and pace in your chosen subjects, a higher level of difficulty and learning and practicing the methods needed to answer questions in your Grade 12 final examinations. It’s practice time! Make it count and Grade 11 and 12 will not be as daunting. Remember to account for the much-increased volume of work when preparing for tests and examinations. Grade 11s: This is it! You will be applying to universities in 2023 for your 2024 1st year of tertiary study. This is not the year to take it easy. You must ensure that you meet the requirements to be provisionally accepted into your desired course with your Grade 11 final results. You need to have a strong work ethic from the start to ensure that you achieve your best possible marks. This is not a drill, this is the real deal! You can do it, just remain focused. Grade 12s: You are entering the stadium after a gruelling marathon. The crowds are cheering you on (your family, friends and teachers)! Finish STRONG! It is vital that you put in your best effort and work hard from the start of the year. You will be applying to universities for your desired courses (have a few alternatives ready in the wings) – make sure of the deadlines and entrance requirements. Those of you who did not achieve the results you needed to apply for specific courses or did not achieve a bachelor’s degree pass, must not dwell in the past. Rather look to the present and the future. Get the help you need (in the form of tutors or extra lessons) and consider and research your options for 2023. What can you study in 2023 to put you on course for the degree you want to study? Have you considered doing a Higher Certificate first, which allows access to degree study? If Grade 11 was a bust, don’t let Grade 12 be too. Set realistic goals and develop good habits around your academics. Although a cliché – your future is truly in your hands! All the best for the 2022 academic year high school students! Written by: Mignonne Gerli, Principal: Abbotts College Pretoria

March 28, 2022

From surviving to thriving in a new high school

Moving to a new school with new classmates, new teachers, and new subjects, can be overwhelming for a teenager, especially if it involves a transition to high school. It is completely normal for students to feel nervous about starting high school, but it does not need to be scary! Parents play an important role in assisting a child moving through this important life transition. Hopefully you have already started the process by doing a few basic things in the previous two years, but if you realise that you have not yet focused on it enough, do not put it on hold any longer as the workload at high school level is much more challenging than before and parental involvement is an important ingredient for academic success. Encourage and assist your child to build good study habits like note taking, proper organisation and time management throughout grade 8. This will form a solid foundation for the high school years to come. Understand your child’s academic strengths, weaknesses, and learning pace. True support and guidance to choose the correct subjects (as an example), are not possible if you do not know whether your child is able to keep up with certain learning content or not. If you have not yet started to withdraw from your child’s learning process, now is the time to do so. Independent learning is of utmost importance as your child starts their high school career. Your child must take responsibility for scheduling time for homework and assignments and keeping track of deadlines. Your child’s mentor at Abbotts College Centurion will provide some guidance as well and the supervised Homework Sessions provide extra structure, but it does not help if the healthy learning patterns are not reinforced at home. You must have meaningful conversations with your child about attending high school or attending a new school. To assist your child to make sense of the mixture of excitement and nervousness they will most probably experience in the weeks before the school starts and the first few weeks after it started, you must ask your child about their concerns. There are practical solutions for most of the common concerns they might experience. For instance, if they are worried about getting lost, a school plan can help to ease your teenager’s mind. By providing templates for things like rosters and study timetables, you can further help to structure and ease your child’s mind about the workload. Hopefully your child’s new school offered an Orientation Day during which they were given the opportunity to get their timetable, meet the Grade Head and the subject teachers, and learn what to expect from high school. It is obviously a great way to meet some new classmates in a more relaxed environment. Your child would typically also have been given a chance to become more familiar with the school’s layout, so they would not be completely overwhelmed on the first day. If there was such an Orientation Day and your child could not attend, or if your child joined the school later than the rest of the learners, it might also lead to anxiety because your child might be nervous about information that they missed. Encourage your child to go to the Grade Head or Mentor teacher to ask for access to documents and information that might have been shared. Ensure that your child has the right school supplies. You should have received the stationery and textbook list from the school. Your child can only get off to a strong start if they have the necessary tools to do so. If your child does not yet have the prescribed textbooks (and the correct edition of the textbook) when classes start, it will prevent them from starting on the front foot and will lead to unnecessary stress. Without realistic goals, your child will lack direction and motivation. Sit down with your child and set goals to achieve during the year. Your child’s mentor will also provide guidance with regards to goal setting for each Mark Reading, and it will be expected from you as a parent to follow your child’s goals and the achievement thereof, as it is documented in your child’s school diary, throughout the year. Have regular talks about how things are going in each of your child’s classes. Ask about subjects your child love and about those they don’t. This information will help you to encourage your child to make use of the support being offered during supervised homework sessions. Most teenagers do not voluntarily share information about what is happening at school. Abbotts College gives out seven report cards with marks and effort ratings which will help to solve that problem. The importance of your reaction after receiving the report card cannot be emphasised enough. If your child is discouraged after a disappointing report, emphasise the importance of acknowledging that they have not mastered certain concepts “yet”. Explain to them the importance of perseverance and facing the challenges that cross one’s path. And if your child brings home an excellent report, reiterate the concept that talent is not going to keep on delivering results if it is not accompanied by the determination to work hard and grow. In the bigger scheme of things, the development of such a growth mindset, will mean even more that mastering certain subject content. For further help in preparing for high school, visit https://www.oxfordlearning.com/how-to-prepare-your-child-for-high-school/ or https://kidshealth.org/en/parents/school-help-teens.html . Written by : Sanet van REnsburg (Principal of Abbotts College Centurion)

March 10, 2022

Taking your young child out of school could cost you more in the long run

Over the past 18 months we have noticed a worrying trend of parents choosing to take their young preschool children out of school, thinking that they can slot back into formal education once things return to normal. As educators and specialists in Early Childhood Development (ECD), we know that the stimulation and consequent growth of the brain, the body and the emotional heart, has an influence on every aspect of your child’s future life. Our advice to parents is to think carefully about what educational building blocks are necessary for their child’s overall development and how best to ensure that your child is in a stimulating environment where the young child’s needs are prioritized. There are no shortcuts when it comes to growth and development, and prioritising early childhood education now (from Grade 000) will set a solid foundation that will significantly impact your child’s success in Primary School, High School and later in life. Why is early childhood education so important? It is well documented that the first 2000 days (or 5 to 6 years) of a child’s life are critical to a child’s development: emotional, cognitive, social and physical. During this time the brain’s architecture is forming and the child’s physical environment has a huge impact on brain development. In the Foundation Phase of a school, we lay the foundations for future learning and for life. This begins with our little preschoolers in the ECD section of the school. The educators are experts on the various childhood development stages and their training and experience means that they can specifically provide what the child needs at crucial moments for their development. How do young children actually learn? Young children learn with their senses: sight, touch, sound, smell, movement and taste. Preschoolers learn through play and it’s important that they have the opportunity to play in a variety of ways all day, every day. Sometimes they learn with their hands, sometimes with their heads, and sometimes with their hearts. In order for brain development to occur, children need certain types of stimulation to create synapses or connections between neurons in the brain. As educators, we want to create plenty of opportunities for those synapses to be created because it helps children to fully understand and process the world around them. According to research by Dr Karyn Purvis, scientists have discovered that it takes around 400 repetitions to create a new synapse in the brain, unless it is done in play, in which case it only takes 10 to 20 repetitions. Let them make a mess. The messier the better! For further cognitive learning to take place, the development of the child’s sensory system is vital. ‘Sensory play’ gives the child the opportunity to see, touch, feel, smell, hear and taste different things. Sensory play is often called messy play. Things used for messy play can be sand, water, mud, sawdust, grains, paint, dough etc. This play should be creative, explorative and experimental. When your child is interacting with these materials through messy play, disorganised information going into the brain throughout the play is then stored in an orderly manner within the child’s brain. In other words, letting children play in the mud literally helps their brains grow, and has a great influence on life-long learning. “The messier a child is when she goes home, the happier I am as I know that her brain is being developed through the creation of new synapses in the brain.” ~ Lynne Elfick, Principal of the Junior Primary, St Teresa’s School. Imagination, fantasy play and emotional development Imaginative and fantasy play give children the opportunity for self-expression and to develop life skills to control impulses, to problem-solve and to make plans. By interacting and engaging with other children, in an environment where caring educators explain and unpack emotions, the child learns to understand different emotions and starts to have an understanding of her own emotions. This then leads to an understanding of others’ emotions, which allows her to respond in an empathetic manner. The young child learns to express her needs in an acceptable manner, to work collaboratively together, to listen to opinions, and to form her own opinion. Debating and negotiating, which are essential life skills, starts at a young age and needs to be guided by caring educators with good values and morals. A happy child is a learning child The child needs to form positive relationships, in a nurturing environment where the educators actively seek a positive connection with each child, allowing her the freedom to feel safe, loved and accepted. This influences the developing brain, and lays important foundations for emotional well-being. This in turn forms a stable and calm state for the brain, which is vital for learning to take place. Put simply, a happy child is a learning child. A sound early childhood education gives your child a solid foundation for life Right from our little ones in Grade 000, we encourage a love of learning by stimulating the child’s natural curiosity. The ‘what’ questions of the toddler are replaced by the ‘why’ questions of the preschooler. A good educator plans well, but then follows the curiosity of the children in her care. There are days where you look back at the end of the day and perhaps not much of what you had planned has taken place, but then when you reflect on what learning has taken place, you cannot help but be content that the children have been engaging with one another and have grown in wonder, curiosity and knowledge. We consider it a privilege to be the custodians of your child’s early childhood education and learning. By Lynne Elfick Principal of the Junior Primary St Teresa’s School in Craighall Park, Johannesburg

February 15, 2022

THE ‘DON’T PANIC GUIDE’ TO THE NEW YEAR OF HIGH SCHOOL

Being a mother of teenage boys and a principal of a high school has taught me a few lessons about the start of a school year. The first is that my expectation of a perfectly seamless start to the year is just not possible! One would like to imagine that the principal’s sons are highly organised and efficient, excited, and ready to walk through the school gates on the first day of the new year. Books are covered, stationery is packed, school attire is ready and waiting, grocery shopping is done for the menu you’ve prepared for lunches. Yes! Organised and feeling good as a mom! Unfortunately, this is often the wish but not the reality, even in the principal’s household, where my own two sons tell me not to panic. “Mom, we do the same thing every year, why do you think this year is any different? Can we go and play games now?” I should trust them more… Putting the principal’s hat on becomes a very different picture. I am there to calm parents like me. Perfection does not exist! Phew, thank goodness! As parents, we have the best intentions for our children and we often feel the pressure of not doing enough or being imperfect. Just know that you are not judged by the teachers if the seamless start to the first few weeks has not occurred in your household. A few good tips from the ‘inside’ may assist with a calmer, more rational approach to those first few weeks at school. Let’s take a look at some advice for parents and some points I would discuss with my teachers in a first staff meeting before we welcome your children to the school: Try and allay any anxieties your child may be having, especially Grade 8 students going into high school and students who are going to a new school. Your child’s social and emotional learning journey plays an important role in their academic success. Teachers understand this important foundation for learning and a good school will assist students to manage themselves, reduce emotional stress, and support them through their high school journey. Finding friends to sit with at break can be a challenging prospect for the introverted child. In my school, my teachers are on the lookout for these students and are always willing to try and connect new students with others who may have similar interests or subjects. It is important that parents and guardians communicate how their child is feeling with the relevant staff at the school so that they can assist them in adjusting. A meeting with all the teachers or the principal to discuss emotional, familial, or academic challenges is vital to the success of the year and the feeling of security for your child. Many parents, myself included, order textbooks late in the year from the supplier the school has offered. Buying textbooks is a financial commitment and many will await year-end bonuses or 13th cheques to assist with this purchase. This would mean that books ordered late, will only arrive at the beginning of the year, dependent on when the suppliers get back to work after the new year. My advice is not to panic! Teachers will understand that textbooks arrive late and will ensure that notes are available to ensure the student will not be compromised. Follow-up is constant and schools will always make a plan for students to have access to learning resources! If your child does not have all the stationery requirements, this is also not the worst thing that could happen. Teachers in most schools always give a couple of weeks for students to settle in and afford the time for parents to purchase what is still missing. They will also give specific instructions for books and how they should be covered, if at all. You may finally have a teenager who can do this on their own! There may be times that a student’s timetable is incorrect – especially in the senior grades. This is normally a small adjustment by the Deputy Principal in charge of academics. Once again, it is to be expected that there may be hiccoughs at the start but those first few days are there to iron out minor errors in timetabling. Whatever the panic in your household may be in those first few weeks of the year, remember that a good school will be there to support and assist where necessary and not condemn and criticise! Over the years, I have noticed that the challenges that seem insurmountable to many students can easily be sorted out with caring and empathetic staff members at your child’s school. By far the most important part of the beginning of the year is that we allow them to settle in, build good relationships with their teachers and make wholesome friends. Encouraging healthy relationships helps students develop important life skills such as communication, cooperation, resolving conflicts, and problem-solving. I wish all parents a positive start to the new school year. It may not be seamless but we need to allow our teenagers to also take responsibility for their learning journey. Have a happy and healthy 2022! By: Marion Kohler, Principal of Abbotts College Johannesburg South

February 2, 2022

MAKING A STRONG START IN 2022 – ADVICE FOR HIGH SCHOOL STUDENTS

There’s a saying that goes: Start as you wish to finish. Resolving to give the very best from the very beginning, and putting in the necessary work every day, will ensure high school students perform to the very best of their ability this year and reach their goals, says Izak Stander, Principal of Abbotts College Northcliff. “Every year when I welcome my management team back to campus, I remind them that every new year brings a new chance to start off right. This is true not just for our teachers and staff, but also for all students, who will benefit from taking a little time to reflect and realign their goals as we enter the new academic year,” says Stander. He says there are a few things high school students can do to get them started on the right track towards a successful year: 1.Set goals Setting both personal and academic goals is the starting point. Jot some ideas down on paper and remember to put an estimated date of when you plan to reach this goal, and measures you will put in place to meet your goals. If you are entering senior high school, this is a great time to start doing your research on different tertiary institutions to gather information regarding admission scores, subject requirements, duration of studies, and so forth while the pressure isn’t yet on. Also remember that public universities are not your only option, and that there are highly respected qualifications you can pursue through private higher education providers such as The Independent Institute of Education. Once you’ve determined what you want to accomplish this year (or in the years to come if you are close to finishing school), you can reverse engineer the milestones you need to reach to realise your future dreams. 2.Do the work – every day Discipline is probably the most important weapon in your arsenal. Being disciplined every day, and completing the tasks which are the building blocks towards mastery in a systematic and sustained manner, is a winning formula. Sometimes today’s work may seem negligible and easily left until tomorrow, but the small tasks will soon compound and you will find yourself suddenly under pressure (causing stress and anxiety) which could have been avoided. 3.Find a great school and choose the correct subjects Finding a great school is important. Read more about tips to help you choose a great school here. Sometimes even students who try their best find that they are not happy in their environment, or not making the progress that they are capable of. While it is important to make a commitment to do your very best in the environment you find yourself, it is equally true that if something is just not working, it is not worth keeping on doing the same thing and expecting different results. All people are different, and if the traditional school environment turns out not to be the optimal one for you, it is worth considering your options and making a change if you find a better fit. At Abbotts College, for instance, students are able to continue learning in a non-traditional environment. Students also have access to after hour teacher assistance and subject clinics. Regular feedback in the form of 7 report cards throughout the academic year also assist students to continue to track and improve on their academics. 4.Find your balance While your academic journey is extremely important, you should also strive to maintain a well-balanced personal life. Spending quality time with your friends and family, regularly exercising and having good routines for eating, sleeping and relaxing is very important. Having a good routine will also ensure that you are in a good foundational mindset to achieve your goals. “All of us must regularly take a step back to re-evaluate our goals,” Stander says. “The most successful people all over the world continuously must take a step back, realign, and make changes to achieve success. Never give up, and be kind to yourself and to others. May 2022 be a very successful year for all students and our wider community!” Written by our principal at Abbotts College Northcliff, Mr Izak Stander.

February 1, 2022

HELPING YOUR MATRICULANT CHOOSE A HIGHER EDUCATION INSTITUTION

Across South Africa, thousands of successful matriculants are about to embark on a new and vital stage of their educational journey. It’s widely recognised that gaining some kind of tertiary education enhances young people’s opportunities to find fulfilling work and meet their future career and life goals. A 2021 survey conducted by SACAP (The South African College of Applied Psychology) amongst almost 1000 parents who are members of the popular The Village parenting community on Facebook, found that 83% of the parents of high school learners believe that tertiary education would improve their child’s employability. The decisions around what to study and where to study are serious ones for a family. Factors such as accreditation, costs, quality, closeness to home and safety are always important concerns for parents. However, our pandemic experience over the past two years has raised other issues for parents and students needing to make tertiary education decisions in the next few months. Janine Kendall, Counselling Psychologist and SACAP’s Head of Teaching and Learning: Education Recruitment says, “What came out of our research is that parents are uncertain and concerned for their children’s tertiary education journey as a result of the pandemic and general environmental challenges. Parents and guardians want to be confident that the tertiary institution they select with their matriculants, delivers on robust academic quality with practical skills, provides a safe environment and offers the support to nurture students in uncharted waters. As they have closely supported their high school learners through disruptions, lockdowns and threats of illness, parents have a keener awareness at this time of the value in their children developing resilience and agility so that they cope during uncertain and challenging times.” Researching, considering and applying to tertiary institutions along with your child works best by following an agreed process, where roles and responsibilities, and where the power lies in decision-making are clear upfront. Itemising your priorities when it comes to what you want from the institution can expand the criteria you and your child will use to evaluate, which supports optimal decision-making. For instance, the quality, breadth and depth of student support services offered may be important for new students who require input and reassurance as they embark on their studies. Educational philosophy and institutional values may be important to some parents who want their children growing up to be agile thinkers and appropriately flexible in a world that is becoming increasingly uncertain and volatile. Kendall says, “It was interesting to find in our research that many parents were not just concerned about academic rigour, but also want to see their children gain practical skills through their tertiary studies. This is a shift in today’s parents who are recognising that tertiary institutions need to help students become work-ready and that their study experience needs to build real-life competencies as well as academic knowledge. SACAP is very well placed to deliver on these needs and to ensure that our graduates are able to respond and adapt to challenging environments as they grow in their career.” SACAP, which offers accredited degree programmes in Applied Psychology, Management & Leadership, and Social Work & Community Development, has a keen focus on innovative teaching and content styles for educating agile thinkers for the future. That institutional agility was put into practice over the pandemic years, when SACAP has kept every student always on track with their studies with very few interruptions and delays. SACAP also has one of the most comprehensive and holistic student support services offered in South Africa. SACAP Registrar, Claire Du Plooy says, “I have had the privilege of studying in various Higher Education private and public institutions, and I have never seen or experienced student support and development in quite the way SACAP offers it. SACAP recognizes that academics is one part of the student’s life and journey, but that their academic success also relies on their emotional and psychosocial wellbeing. The focus is therefore on the holistic student, from academics to emotional support to student life. I think the one thing that sets SACAP’s student support and development apart is that I genuinely believe that each member of the team has a passion for students, for their growth and for their success. Practically, what this looks like is the availability of individual and group counselling support, individual and group academic support, various workshops, online interventions, social events, advocacy and leadership opportunities, peer-support, and support and genuine care of our students on their academic journey.” This is designed with the needs and wants of Gen Z students particularly in mind as a generation which values input, mentoring and close support as they develop the all-round skills and particular 4iR skills-sets that will help set them up for work success. Kendall concludes, “Parents and their matriculants need to take a range of factors into consideration as they seek a good match between their child’s learning style, strengths and challenges, as well as their career goals. Tertiary education is a whole-of-life, absorbing experience, and each aspect of this plays a role in the outcomes of their child’s studies.” To find out more visit: www.sacap.edu.za

January 28, 2022

Back to school Safety

As many normal activities have continued to require careful consideration as a result of the coronavirus pandemic, parents are now challenged with “Back To School” and what that means for their children and their families. “We know there is a lot to manage during this time, and it can feel like there is very little in your control. But whether your child will be attending school at home, in-person or a combination of the two, we want to help make sure they stay injury-free. Remember it is important to make injury prevention part of your Back To School plan. That is something you can control”, says Thilda Nel (Executive Director, ChildSafe). With a new school term about to start, now is the perfect time to take a few minutes to remind your children how they can stay safe when going to school, whether they walk, bike, take the bus/train or ride in a carpool or use scholar transport. No matter how your children get to school, make sure they are safe and prepared to make the trip. ChildSafe reminds all parents and caregivers to ALWAYS teach their children to: Look left, right and left again before crossing the road. Walk on sideways or paths and crossroads using traffic signals and pedestrian crossings, where possible. Make eye contact with drivers before crossing the road. Avoid using cell phones and headphones when walking near and around cars and to be aware of their surroundings. Wear a properly fitted helmet when biking to school. Wait for the bus/train to come to a complete stop before entering or disembarking. Drivers should ALWAYS: Ensure that children under the age of 12 are properly buckled-up in the back seat. Adhere to speed limits and drive slowly in residential areas and school zones. Look out for pedestrians while driving. For more information on injury prevention, call ChildSafe at 021 685 5208 or please visit www.childsafe.org.za

January 21, 2022

5 Ways in which Improved Literacy Skills Improve Lives

Let me paint you a statistical picture. First, 900 million people around the world cannot read or write. A whopping 171 million fewer people would live in poverty if all children acquired basic reading skills – that would mean a 12% reduction in global poverty. However, this might not be close enough to home. Okay, here we go. 1. Reading statistics report that only 14% of the South African population are active book readers, and a mere 5% of parents read to their children (Macmillan SA). 2. The Progress in International Reading Literacy Study (PIRLS) 2016 report – the international comparative reading assessment conducted by the University of Pretoria (UP) researchers at the Centre for Evaluation and Assessment (CEA) locally – has shown there has been no significant progress in national primary school reading literacy in South Africa, since the last report in 2011. South Africa placed last out of the 50 countries participating in the study at fourth grade level, with the Russian Federation and Singapore being the top achievers. 3. Almost 80% of South African Grade 4 learners fall below the lowest internationally recognised level of reading literacy. According to Prof Sarah Howie, National Research Coordinator (NRC) for PIRLS 2016 South Africa, this suggests that most learners cannot read well enough to succeed in subjects across the curriculum in Grade 4 and higher grades. 4. Furthermore, less than half of the learners who wrote the tests in English and Afrikaans could read. This means, statistically speaking if you have two children, one of them is probably struggling. If your child is in a class of 30 children, more than 15 children cannot read proficiently. 4. Furthermore, less than half of the learners who wrote the tests in English and Afrikaans could read. This means, statistically speaking if you have two children, one of them is probably struggling. If your child is in a class of 30 children, more than 15 children cannot read proficiently. 5. Last, according to a 2016 report released by StatsSA, close to 21% of South Africans are illiterate (unable to read or write) – that is around 12 million people. That is a LOT of people. Keep in mind, this only pertains to reading and writing, which is the minimum requirement for being considered literate. This does not indicate that the other 79% of the population possesses an education that can earn them anything above minimum wage. It’s clear that the ‘illiteracy’ levels can be much higher than mentioned. Unfortunately, in South Africa, any person older than 15 years with minimum a grade 7 or a higher education qualification is considered to be literate. The above StatsSA statistics are also self-reported, which means that it may be way off mark. It is something we need to be very concerned about in South Africa. True literacy is not merely the ability to decipher symbols, write one’s name, and read and write short sentences. To add value to a person’s life, literacy skills also need to include the ability to understand, interpret and find meaning in words and language. And this is where we are falling short. For every stage of life, a specific level of reading or reading adequacy is required. The more complicated or difficult the task at hand, the higher level of literacy skill is required. Often this is not taken into account when talking about literacy in general. Given all of this, the fact that you can read the words in this article and find meaning in them puts you in the minority rather than the majority. That you have these literacy skills is, sadly, a privilege rather than the basic right it should be. Literacy undoubtedly gives people the edge when it comes to succeeding in life and being able to find and pursue opportunities. So, it follows then, that by improving literacy skills we can improve the lives of South Africans for the better: 1. Reduction in poverty As mentioned in the first paragraph, the effect on poverty would be enormous. People with higher literacy have more opportunities to pursue higher education and develop their skills and knowledge to seek better employment and earn higher salaries. 2. Community upliftment Communities that have higher literacy rates place more importance on education and self-improvement, and create an atmosphere where self-worth is important, and success is a possible goal and not merely a pipe dream. 3. Better health Being literate helps people understand health concerns and better educate themselves when it comes to healthcare. People who are literate and have access to education are more likely to understand the health risks associated with HIV, and several other diseases. This can quite literally save lives. Higher literacy rates also lower the risk of infant mortality due to misinformation or lack of information. 4. Empowering women In many traditional communities, women are still marginalised as second-rate citizens. Literacy skills give all people, and especially women, the opportunity to educate themselves and break free from destructive social dynamics to become economically independent. 5. Economic growth The economy is directly linked to the spending power of the people. Because literacy improves the skills of the workforce and reduces poverty, the economy is then able to grow and thrive. This creates a cycle where literacy continues to improve and have a positive effect on economic growth. This fact is quantified by research performed by the University of Stellenbosch on the cost of illiteracy in South Africa. By getting in touch with us, you can help your children, your school, or your community. We provide solutions – for households and entire communities. By partnering with Stimulus Maksima!, either to sponsor our literacy skills program for a needy school, using our educational programs at home, or to introduce it to your adult employees as part of their ongoing training, you invest in a project that delivers real, measurable and sustainable results. Our computer-aided learning systems focus on developing core mathematics and reading skills. These are essential tools for facing the challenges of learning in higher grades,

December 22, 2021

Unpacking the “New Normal” for Educators and Parents

Industry experts offer rich insights on innovation, resources and support needed now, and into the future. A group of experts were recently brought together through a discussion, organised by BIC, a world leader in stationery, shavers, and lighters, to address some of the challenges faced in the education sector. The discussion aimed to provide educators with support through insights, ideas, and practical tools. The discussion was facilitated by the highly esteemed media maverick and current ‘Talk Radio 702’ presenter, Refiloe Mpakanyane, who was joined by all-star panellists. These included: “Swaggy School Teacher,” Sibusiso Masombuka; Occupational Therapist, founder of Nanny ‘n Me and co-founder of Play Sense, Lara Schoenfeld; Counselling Psychologist and founder of Shrink Mama, Reabetsoe Buys, and Journalist, Author and Founder of “The Village” Facebook group, Vanessa Raphaely. A wealth of invaluable insights were shared by these experts, some of which include: Communication and creativity are amongst the most important tools that educators need to use to overcome the obstacles that the pandemic still poses to traditional teaching. Handwriting is pertinent in brain development and should not be replaced with the use of computers as a primary transcription tool. Establishing a sound routine for children at home is an effective way for parents to compensate for the disruptive changes that the pandemic introduced to their children’s lives. Creating a supportive group for parents helps to alleviate the burden that they feel and allows them to pool resources to assist their children. The ‘Swaggy School Teacher’, Sibusiso Masombuka, kicked off the discussion by sharing the most noticeable changes that he has experienced as a result of the pandemic, saying: “Education has transitioned into a different realm for both educators and learners. The most noticeable change was obviously that schooling moved from a physical to a virtual environment. Learners have had to transition from having access to a school library with computers, and a physical classroom with a teacher, to learning behind a screen through online platforms. Even that was only available for privileged learners who could afford to access teaching material online through accessible technology. Many kids were not able to attend classes due to lack of resources. As educators, platforms such as YouTube, WhatsApp groups, or Google Classroom were methods we used to engage with students. Not having all students present on these platforms presented a challenge that we hadn’t faced before.” In an attempt to maintain the quality of education that his learners received pre-pandemic, and to strengthen the human connection between himself and his students, Masombuka shared the approach he followed as an educator during the COVID-19 pandemic: “I believe that traditional schooling perpetuates the idea that education can only happen at school, when in fact it can happen anywhere and we’re all responsible for it, not just as teachers. I definitely used the change that was enforced on the industry as an opportunity for me to start my own YouTube channel. I knew some of the kids’ parents were able to get the technological resources needed for me to engage with the kids. I also took up the opportunity to teach in various online schools, through which more than three million students were reached and impacted, in the first phase of the lockdown period alone. To reach the kids that did not have the resources, I joined the Department of Education through its Secondary Schools Improvement Programme (SSIP), a GDE supplementary tuition program, which is being implemented on weekends in 298 sites across Gauteng. As a team, we visited townships and rural communities to teach the kids. The project resulted in the development of teaching methods that would allow students to catch up on what they had missed out on during the lockdown period. Underpinning these activities, was the constant communication flow I maintained with the students and their guardians – to ensure a human connection amidst a digitally based world.” Commenting on the psychological impact of the changes enforced by the pandemic, Counselling Psychologist, Reabetsoe Buys, said: “A lot of research shows that an event of this magnitude is directly linked to mental health. People who struggle with mental health issues find that their symptoms get worse, while those who don’t, often develop issues. It is impressive to see that many teachers, parents and students have done exceptionally well as they adapt to the ‘new normal’ that emerged as a result of the COVID-19 pandemic. Educators have looked at new and innovative ways of teaching, while parents have worked on incorporating teaching into day-to-day parenting.” Buys went on to share her professional insights on what parents can do with their kids at home to compensate for the changes that took place in the education system: “It is important to establish a solid routine for children as it provides them with the safety and the boundaries that they need. Ensuring that the kids take part in family activities is equally crucial. Allowing your kids to spend time outdoors where they can exercise and engage in physical activity, especially those that engage their senses, will help them burn off the energy they built up as well as activate different parts of their brain. The work that the parents put in, needs to be complemented by teachers, who in turn need to make sure that they engage learners with more than just the academic material in the curricula. We need to ensure that children are looked after holistically.” Commenting on the role of parents in supporting children amidst the pandemic, author, media consultant and founder of The Village SA (a trusted parenting group on Facebook), Vanessa Raphaely, said: “What I hear on The Village every day is that the fear of unemployment and uncertainty has never been as prevalent. As a result of that, many parents have feelings of anxiety and fear that have been misdirected towards teachers. I founded The Village to ensure that parents and teachers alike have a safe space where they can break through barriers and emotions to focus on

December 15, 2021

SCHOOL CHILDREN AND THEIR CHANGING NUTRITIONAL NEEDS

As our kids enter their school-going years their growth is steady, but slower and somewhat less dramatic when compared to the rapid baby-toddler-to-little-person transformation. It’s an interesting time nutritionally as school-going children tend to be more open to trying different foods and are developing their foodie likes and dislikes. They are more able and adept at learning about different foods and their nutritional impact, so you can really start communicating with them about the importance of food and healthy eating. Many of our lifelong dietary habits are rooted in this young life-stage. According to Zelda Ackerman, a registered dietitian and spokesperson for ADSA (The Association for Dietetics in South Africa) the primary school-going age is an ideal time for parents to help set our children up for a lifetime of healthy eating. She says, “What happens around food in both the home and school is really important not just to ensure optimal nutrition for growing bodies, but to educate our children about how important daily food choices are to our overall health and our abilities to perform well in life. For instance, balanced nutrition is vital for developing strong bones, teeth and muscles, as well as supporting our immune system to prevent disease. However, it impacts too on our abilities to focus and learn in the classroom, and to achieve in sports and other physical activities.” Physical growth demands energy, and children’s energy needs are high. According to another ADSA spokesperson, Vanessa Clarke, also a Registered Dietitian, “These energy needs increase as children get older and are influenced greatly by a child’s level of exercise. As children move through the various school levels, their energy demands will increase which means they need more carbohydrates, protein and fat to support necessary bodily functions and their growth. Children may also require increasing amounts of certain vitamins and minerals as they get older. Some children going through adolescence who are physically active each day may require more energy in the form of calories than even an adult female or male. It’s also important to remember that children continue to grow and develop well beyond their tweens and during their teenage years into young adulthood.” During your child’s school-going years, it’s essential to get a good start to the day in the form of a sufficient balanced breakfast, even if it is a breakfast on the go. A balanced breakfast means that the meal includes high-fibre carbohydrates (wholewheat toast, oats, granola), protein (eggs, cheese, yoghurt) and fat (avocado, nut butters, olive oil), as well as vitamins and minerals (fruit and/or veg). This sets them off to school with a powered up brain and energy to spend. It’s typical for school-going children to need to eat four to five times a day – their snacks are really important, so don’t skip or skimp on their lunchboxes. What is an optimal school lunchbox? Depending on their school age and their after-school activities, your child’s lunchbox may be their snack or their midday meal. For older children participating in late afternoon after school activities, their lunchbox may need to contain their morning snack, lunch and afternoon snack. You need to adjust the quantities based on the day’s schedule and your child’s level of physical activity. In order to ensure the lunchbox is optimal nutritionally, always strive for a balanced snack or a balanced meal containing all the essential nutrients. Focus on home-prepared wholefoods rather highly processed snack foods. Vanessa offers this suggestion: Include high-fibre carbohydrates such as wholewheat bread, wholewheat wrap or high fibre crackers such as Provitas. Choosing a high fibre option ensures they stay fuller for longer, and have a more sustained level of energy Add a fruit like an apple, naartjie, banana or nectarine Pop in a portion of vegetables such as sweet pepper strips, cucumber wedges or carrot sticks Include a protein portion by making a chicken mayo sandwich with the high-fibre bread, or add chicken drumsticks, meatballs, biltong or cheese Make sure they have their freshly filled up water bottle to meet their fluid needs. You can add a sprig of mint, a lemon slice or a few blueberries if they prefer flavoured water. Avoid any sugar-sweetened beverages that contribute towards obesity and tooth decay If your child will be having a longer school day, add extra portions of fruit and veg and raw nuts, and consider including a yoghurt or smoothie. Older children participating in sports may also need an extra wholewheat sandwich and additional lean protein portions to help preserve lean muscle mass. Dealing with the challenges of food at school School tuck shops can be a source of food for your children, but parents need to be aware of what kinds of foods and drinks are on offer. There are many convenience and snack foods that, although marketed to children, are nutrient-poor and contribute to rising childhood obesity. School tuck shops that do not have well-informed, dietitian-led healthy eating policies often offer these types of foods because they are popular with children and drive profits. Zelda says, “Parents need to stand together and approach school governing bodies to raise their concerns about unhealthy food being offered at school. Of course, children like sweets, chocolates, crisps and sugary drinks – and if they are on offer, that’s what they will choose. School tuck shops need to be committed to only offering healthy food, snack and drink options. A registered dietitian can help parents with a list of healthy tuck shop food and drink options.” Under-resourced South African schools also face school food challenges with many parents concerned about the nutritional quality of the school’s nutrition programme. Zelda says, “Sometimes, there are problems around the inadequate supply of food to address child hunger, but a persistent issue is the lack of fresh vegetables and fruit. Here, parents can help to motivate or get involved in the establishment of school food gardens to supplement school meals. Many nutritious vegetables such as spinach, beetroot, tomatoes, beans and butternuts are easily grown by beginner gardeners. Schools

December 9, 2021

HeronBridge College launches High Performance Centre and Swimming Academy

As a commitment to the school’s investment into sports and sports development, HeronBridge College officially opened its High Performance Centre and Swimming Academy on Friday, in partnership with Gauteng Aquatics and USN. Starting with Pre-Prep children, HeronBridge will be working closely with Gauteng Aquatics and Learn to Swim, to teach swimming from an early age. “It is so important to build swimming confidence in South Africa” said Anton Jordaan, Gauteng Aquatics President, at the launch on Friday. “It is from here that the basic building blocks for swimming athletes are built.” Talking of confidence, a group of HeronBridge swimmers were treated to a training workshop on Friday by Rocco Meiring, SA Olympic Swim Coach and coach to Olympic gold medalist Tatjana Schoenmaker. As mental ability is crucially linked to physical ability, Rocco took the students through Tatjana’s journey of making it to the Olympics and the passion, sacrifice and determination that was required to do so. Another crucial building block to high performance is nutrition, and HeronBridge is very excited to have USN on board as partners in school sports nutrition. “Sport is becoming more and more professional at a school level” said Heinrich Hurter, USN Sport Nutrition and Training Specialist, “conditioning, recovery, psychology, and (the often overlooked) nutrition are the key pillars to building high-performance athletes. It is vitally important to educate before you supplement.” “The launch of the High Performance Centre is a great leap in taking HeronBridge’s sport programmes to the next level” said Ofentse Moeng, Head of Co-Curricular Development and Vision in the College. “With the caliber of coaches that we have on our faculty, many of whom are internationally and nationally accredited, as well as our new partners, we can only grow from strength to strength.”

November 23, 2021

8 Tips To Support Your Teenager Making Their College Decision

Leaving high school to pursue higher education is a big decision in a teen’s life. There is a lot of anxiety around finding the perfect program at the right college. Your teen will need support from you through the process, and it can be difficult to understand how to help them and know what support they need. Here are the 8 best tips to offer the most beneficial support you can during this stressful period. 1.Be supportive of their decision. This goes without saying, but it’s worth repeating. Whatever your teenager decides, they need to feel like you are on their side and will have their back, even if you don’t necessarily agree with their choice. If you want to help your teenager make the best decision possible, then supporting them 100% is the most basic thing you can do as a parent. 2.Ask for advice Encourage your child to talk to their school guidance counsellors about your teen’s after high school plans. They can offer your teenager good advice on what colleges to consider applying for as well as financial aid and scholarships. This is part of their job, so talking to them is important to helping narrow down your college options. 3.Plan for future priorities As a parent, the end goal of studying at college is for your teenager to have decent career opportunities. It can be difficult for your teen to plan and decide what path is right, with all the choice that will surround them at school. Help them explore the different career options they have within their current choice of major and see what is available. 4.Allow for your child to grow and change. College is a time of major growth and development for your teen. It can be hard to let your child and change but it’s a necessary part of growing up and supporting their growth and change is important to your evolving relationship with your child. Allow for big changes to happen and be their anchor and safe space to come back to when things feel overwhelming. Plan ahead for these changes with your teen before they leave for college. Try choosing a college that is more flexible about things like changing your major. 5.Talk about finances for college. College is without a doubt expensive, so it’s important to talk about the affordability of college with your teen, in detail about how they will afford their studies. If your child needs to rely on part-time work to help pay, then tell them so. If they will need loans and scholarships to afford University, then discuss the options and pick the one that fits the best for everyone. 6.Help them find the college that fits their personality. College isn’t only about the academic side, it’s also about the location and study environment. If your teenager is active and outgoing, sending them to a small school in the country could adversely affect their studies and mood. When considering a university, remember to consider their personality and temperament and factor that in when choosing a college. 7.Don’t pester or nag your teen. It’s tempting to want to know all the details about your teen’s impending college decision. Trying to pressure a commitment or decision will only add more stress and tension to your relationship. While it’s important to help them stay on track, remember to encourage not take charge and tell them what they are doing. They will thank you for the freedom you gave them and the endless support you provided in a very stressful time, rather than pestering them and nagging them decide. 8.Visit the college After you have narrowed it down to a few choices, it’s best to plan a visit to the final contenders and see first-hand how living and studying there would be for your teen. These are the 8 best tips for helping support your teen in deciding on college. These tips will help the transition go smoothly and reduce stress.

November 22, 2021

R20 million in bursaries available at The Knowledge Trust Education and Career Expo on WhatsApp

South African matriculants, school leavers and students can register now to attend The Knowledge Trust Career Expo, hosted for the first time entirely on the WhatsApp platform. Expo visitors who have completed the expo’s career guidance journey, unlock access to apply for the more than 140 bursaries, valued at over R20 million. They also have access to more than 20 education institutions, who will be hosting stands at the expo, as well as a wide variety of career guidance, learnership and job opportunities. The expo, which runs for three months focusing on different topics each month, can be accessed for free by South African youth. For November, the theme is Education and participants can register to connect with educators, training providers and organisations who sponsor young talent. The expo features a variety of pathways across six different expo halls: business and management; media and communication; science, technology, engineering and maths; health and wellness; tourism and hospitality; and arts, humanities and education. For the current Matric cohort, the event’s ground-breaking use of the WhatsApp platform enables them to easily co-ordinate browsing the virtual education and employment expo halls with their study and exam timetables, from home, simply via their devices. For school-leavers and students, it enables them to scout for serious study opportunities, bursaries and sponsorships without incurring any travel spend or major data costs. In addition to accessing the bounty of bursaries, participants have the option to apply for Standard Bank student loans via the WhatsApp bot. Young South Africans can register here to access The Knowledge Trust Career Expo on WhatsApp. Jaryd Raizon, Africa Director of The Knowledge Trust says, “This expo was designed for youth as a free tool they can explore within the comfort of their homes. At a time when so many other events have been disrupted due to the pandemic, it was vital to provide youth with access to career guidance, education and job opportunities, at scale through affordable technology. At the same time, ensuring Matrics and school-leavers are not further compromised due to COVID-19.” JobStarter, a career coaching platform, is one of the partners at The Knowledge Trust Career Expo. Executive Director, Marguerite van Niekerk highlights why learners and students should participate: Learners and Matrics – “Taking the first step to planning for your future can feel rather daunting, even frightening. To know what your next step should be, you need to know what options are available to you because it is important to match your skills, interests and values to study and career pathways that work well for you. Career Expos like this one are important tools for you to use to discover what’s out there in the world of work and to explore options that suit you. You are likely to gain insights into careers you haven’t known about or considered.” School-leavers and Students – “The job market is constantly and rapidly changing, and so are the skills-sets that employers need. The Knowledge Trust Career Expo will provide you with wonderful opportunities to gain insights into different industries and a deeper understanding about your interests, skills and values. It’s an experience that helps you understand who you are and what you have to offer, which is a crucial first step in your job-seeking journey. This, in turn, helps you create a better CV and stand out in interviews.” Van Niekerk concludes, “My top tip is to explore every booth in every hall. Don’t follow your preconceived ideas about study or work that might interest you. Keep an open mind and check out all the options. You never know what you might learn about yourself or the world of work that could shift your career trajectory in more fulfilling and rewarding ways.” Unilever’s LevelUp initiative is an exciting feature of the expo this November. The youth empowerment programme will give expo participants access to training modules that will enable them to strengthen their CV as well as build their skills and experience. LevelUp teaches the basics of personal branding, helps to develop digital skills and offers a range of activities that promote work-readiness. Lisa Andrews, HR Director Talent & Organisation at Unilever says, “Collaborations and partnerships are critical in growing and developing Africa’s youth and we are proud to partner with The Knowledge Trust on such an innovative and purpose driven initiative” Registration for The Knowledge Trust Career Expo via WhatsApp is free here

November 12, 2021

Why does reading matter?

Why do we tell children to read? Why do we always tell children that reading is beneficial for them? And is it even true in this digital age? Does reading novels actually help older children in any way? Does reading to younger children have identifiable benefits? And, finally, does reading really matter in any way? Yes – reading is vital, life-changing and stimulating for some very important reasons. Let’s take a look at how reading assists children in their everyday lives, and then look further to see how it can give them an overall fulfilling, rewarding life. Books help children develop vital language skills. In children, reading skills do exist, but they need to be developed. Learning in school, and later on at university requires advanced levels of reading. No reading SKILL equals no advancement in the university of life. Whatever path you want to follow in life, be it academia, sciences or even entrepreneurship and the arts, you need reading skills. And to cope with life as a normal functioning adult, reading skills are of utmost importance for everyday use. People studying futurology have hailed the death of the written word as imminent. However, the exact opposite has happened. With the advent of the internet and the overload of information that we are bombarded with every day, reading a vital skill that everyone wants to acquire as fast as possible. Skimming and searching through copious amounts of information as fast and as accurately as possible is a valued skill. Paperless does not mean without the written word. You can read the same report in many different ways, formats and presentations at the click of a button. A couple of written words today can cause an international uproar in minutes. In order to understand what you read, other skills are also necessary, such as critical thinking, evaluation, anticipation, and moderation. Without these skills, reading would not mean much at all. The more children read, the better they become at reading. Yes, it’s true. If children enjoy what is being read to them, the more interested they will become in doing as much as possible to fine tune and develop their reading skills. This means they will be fully capable adults with access to all information anywhere they choose. It is also important to enjoy the activity of reading. If it takes you out of your life and introduces you to other worlds, thoughts, places, and things, then you are the richer for it. When a child struggles to read, it will continuously be an emotional obstacle. So, it is important to forge a positive attitude towards reading as early as possible. Children who read frequently will develop enquiring minds and become more interested in becoming avid readers themselves. If you read out loud to children, they become familiar with grammatical styles and expression. Through this, they learn to speak better and develop a greater understanding of how to express themselves verbally. Through this they are also able to pick up on empathy as they read stories through the eyes of different characters. They learn to identify similarities and differences between themselves and various characters. The list goes on. Children who read a lot regardless of whether it is newspapers, the internet, books or magazines are exposed to a greater range of new and interesting vocabulary. They do not have to understand the actual word as most times they can work it out from the context of the sentence and next time they see it, they will have learned something without even realising it. Reading aloud also helps children with the pronunciation of words as they link the word on the page to the word that is being spoken – this is true even if they cannot yet sound out the word themselves. Reading is an amazing experience. It can open up a whole new world to children, enhancing their lives with places, things, and descriptions they have never heard of before. Reading also brings a completely new world to a child – whether it is factual, scientific or simply for self-interest. There are so many resources available from which children can read, that if they take to it and realize how useful it can be, then, literally, the world is their oyster – there is no end to what they can read and access. It would be a magical experience for them. Reading will open up a whole new understanding of humanity, and its history from all over the world. And nowhere is it more obvious that we live in a “global village” than when thinking of this in relation to children growing and developing their hungry minds. Aspects such as peaceful coexistence throughout the world and concern for humanity are all by-products of reading. Children will learn these things through the reading of non-fiction books, and other materials that are set in other periods of time, in other countries and cultures. Books bring a real live world into the life of a child. Through their imagination, they can go places and feel things without any consequences. They don’t have to answer to anyone. They can travel with their minds and meet all sorts of unsavory or popular characters who they can revisit, whenever they feel the need, by simply rereading the book. Discovering a sequel or other stories by the same author is even more exciting. Lessons in life skills such as problem-solving, cause and effect as well as conflict resolution and learning about accepting responsibility for your own actions are all explained and contained between the exciting pages of novels. Mystery stories or investigations into plots can all challenge young minds to solve theories – and then feeling terribly pleased when they do it correctly as it unfolds in the book. Furthermore, their confidence is given a great boost. Everybody knows that children copy what they see and hear from the world around them. There are plenty of children’s TV programs that leave much to be desired

November 9, 2021

SA learners celebrate World Space Week with Rocket Launch

So far, 2021 has notched up three successful civilian space journeys, ushering in a new era of space travel and igniting the imaginations of the younger generations across the globe. With new possibilities and opportunities in space transforming our perspectives of our galactic horizons, there’s an exciting energy to World Space Week this year, which is being celebrated internationally from 4 to 10 October. Hundreds of South African learners who participate in the I-Innovate programme implemented by Sakhikamva Foundation have been engaged in a range of World Space Week learning activities, including linking learners to experiments aboard the International Space Station through the renowned ExoLab programme. I-Innovate CEO, Trisha Crookes says, “This is the world’s largest space event with activities taking place in more than 95 countries. We wanted to give South African children the opportunity to join in this celebration of science and technology to learn more about how exploring space can inspire and improve the lives of our youth.” Highlights of the local event included a virtual talk and engagement with a veteran NASA astronaut and the hands-on launch of rockets at the Cape Academy of Mathematics, Science and Technology. I-Innovate partnered with leading global IT service provider, Tata Consulting Services (TCS) which has sponsored the SA World Space Week activities. “This has been a wonderful opportunity for our learners to explore science, technology and space, and be part of a worldwide pioneering movement,” says Nikhil Dabhole, HR Head of TCS South Africa. “Exciting space-related activities engage learners in STEAM learning, igniting their interest as they see the real-world value of science, Mathematics and technology. It’s the opportunity for young people across the range of South African communities to become inspired when it comes to the subjects that are driving transformations in our world.” Pilot and founder of Sakhikamva Foundation, Fatima Jakoet says, “Today was the launch of the Sakhikamva Space Agency for the Youth (SSAY) and it was wonderful to work with learners from our space programme which started in July this year at the school the Cape Academy of Mathematics, Science and Technology. The focus was on teaching them to build the rockets and giving them the opportunity to propel their own water rockets, which travelled between 20 to 25 metres high. A wonderful, hands-on way to both celebrate World Space Week and ignite a love of space and a curiosity about space travel. We are looking forward to launching a variety of rocket types with our rocket club.” The virtual talk with NASA Astronaut, Gregory H. Johnson was held at Goodwood College. Johnson piloted two famous space flights, the first of which delivered a logistics module and equipment to the International Space Station. Crookes says, “We’re excited that the learners were learning through sharing experiences. They not only got to hear the amazing, adventurous stories that Gregory Johnson had to share and listen to what truly resonated with them, but also had the opportunity to have their own voices highlighted by exhibiting their own inventions, innovations and ideas related to satellite theory, astrobotany and rocket theory face-to-face with an astronaut. To have conversations with a real astronaut and to be part of the team conducting their own rocket launches, has made the possibility of a career in science, technology and even space, much more tangible to them. We want young South Africans to be a part of the next generation to explore space.”

October 14, 2021

Preparing for final exams – emotional stress advice for learners and parents

The COVID-19 pandemic has caused major disruptions to daily life. Learners from Grade 1 to matric had to transition to online learning literally overnight when the hard lockdown began in March 2020, finding themselves disconnected from routines and support systems. A year and a half later, learners are still coping with these challenges as they prepare for their final exams. “Under normal circumstances, learners who may have prepared well for their exams can become overwhelmed by stress,’’ says Ms Nomalungelo Ntlokwana, the acting Director of Emthonjeni Student Wellness at Nelson Mandela University. “We can expect learners to show increased levels of stress and anxiety during these times, due to the challenges associated with lockdown,” says Ntlokwana. According to Ntlokwana, below are a few tips for learners to manage exam stress: Be prepared – start early and don’t cram everything in the night before Go with the study method that suits you best Work through past exam papers or example questions Take breaks – spend your time in between sessions doing physical activities Rest often – get enough sleep, especially before exams Know times, venues, procedures and what you can take into the exam venue Arrive well before the exam start time It can be equally distressing for parents to see their children go through exam-related stress. Many parents fail to comprehend the levels of anxiety and depression facing the learners of today, and can help by providing support at home. Here are five ways parents can support their child during exams: 1. Prioritise mental well-being Identify triggers of stress and feelings that cause fear and anxiety with your child. Help them deal with negativity by finding ways of coping with these feelings, so that they can regain focus and confidence. Ensuring that your home is a calm, productive, and supportive space in which your child can learn can make a big difference. 2. Proactively manage stress Be aware of the early warning signs, which can include lack of sleep, loss of appetite, and being easily distracted. Emphasise the importance of having a healthy mind and help your child to proactively relieve stress by taking regular breaks and even interacting with friends. 3. Promote a healthy lifestyle Studying for exams requires time and effort, but it should not be to the detriment of your child’s health. Ensure they get enough quality sleep and physical exercise, even if it’s walking the dogs around the block. Cook healthy meals, keep nutritional snacks in your pantry, and reduce screen time as much as possible. 4. Set realistic expectations As a parent, you want your child to do well, but it is important that your expectations – as well as your child’s own expectations – are realistic. Discuss what their goals are for the exams and help map out their study plan, so that they can get a sense of the desired expectations. 5. Be an example Keep cool and stay calm – this is the best way that you can manage your child’s stress. Be sure to take care of your own mental health too, as this will enable you to show feelings of care and understanding, and support them to effectively deal with their challenges. In these difficult times, it is vital to tackle challenges together with your child. By ensuring your behaviour and responses offer support, as opposed to creating conflict, getting through exam time can be so much easier to navigate.

October 7, 2021

What to do if your child’s educational needs changed over the past year

Over the past year and a half, the pandemic threw the educational journeys of learners into disarray. Many schools responded with mitigation measures that resulted in a variety of impacts and outcomes on learners. At the same time, the educational needs of many learners have also changed. Learners that seemed to be in the right place and on the right track at the start of the year are now finding that this may no longer be the case. As parents start considering their children’s educational options for next year, they must be aware of a variety of different offerings which may provide a better fit for their children’s current situation and needs. Education experts say that there are options available to learners requiring more tailored or niche offerings or environments. “Many parents often do not consider the idea that they have alternative choices instead of remaining in an environment that no longer serves their children to the degree it did before,” says Desiree Hugo, Academic Head at ADvTECH Schools, SA’s leading private education provider. She says the past year and a half has taken a tremendous toll on parents and students in various ways, and that many students who performed well and were doing well emotionally and developmentally before, are now struggling, necessitating the consideration of alternative approaches or specialist interventions. Dr Jacques Mostert, Academic Manager at Abbotts College, says whereas a child’s school and academic experience may have been suitable for them and made sense before, that may no longer be the case. “It could be that the environment changed because of the last year’s experiences, that the needs of your child have changed, or both. Where learners are no longer rising to their potential, particularly in the wake of observations over the past six months, and where mid-year reports indicate there are areas requiring attention, parents should review the existing conditions and, if need be, make changes in consultation with professionals,” Dr Mostert says. He says some learners may require smaller class sizes with more individual attention, a learning environment with a more rounded approach, mental and emotional health assistance, a less structured setting, or specialist support to ensure they overcome challenges and realise their potential in future. But making a move requires an understanding of what alternatives are on offer, he says. ASSISTED LEARNING Dr Greg Pienaar, Principal at The Bridge, South Africa’s leading assisted learning school, says that over the past year, parents may have noticed their children present with needs not seen before, such as ADHD, ADD, dyslexia, mild autism, or anxiety. Children also might have been through illness or trauma which affected their academic progress. “Many children of average and above-average intelligence face these kinds of challenges and require an environment with an understanding of and response to neurodiversity. Few mainstream schools, especially in the current environment, are in a position to provide the focused yet comprehensive support these learners require to perform to the best of their ability and become confident, empowered and self-actualised,” he says. “So if you have noticed or have had confirmed challenges that would require therapy, coaching, greater individual attention or the like, it is worth considering a school which will help your child deal with and overcome these challenges while continuing their academic journey.” ONLINE SCHOOL Some learners were fortunate enough to attend schools that could provide a high-quality online offering during lockdowns and continue the curriculum without interruption. Most of them were happy to return to in-person schooling when the time came. Some realised that the online learning environment was more suitable to their personality and needs and may now be considering a permanent move to online homeschooling. The consideration of online homeschooling has also become a reality for many families reviewing their futures and who may be considering a move elsewhere but would like to keep their child’s routine intact should circumstances change. “If you are considering homeschooling, you must do your homework thoroughly before choosing a curriculum provider, as the quality of offering varies substantially across the board, and so do outcomes,” says Colin Northmore, Principal at Evolve Online School. “Of course, it is non-negotiable that parents investigate the registration and accreditation status of an institution. That is not enough, however, as a school must also be able to show that it can provide the highest quality of academic excellence online, while supporting the integrated development of a child through providing ample interaction with peers and educators,” he says. Online learning that merely provides a paper-behind-glass style curriculum makes it extremely difficult for students, especially young ones, to get deeply involved in and excited about their learning journey. “So when deciding on an online homeschool offering, prospective parents must enquire about the efficiency of the technology and the logistics of an offering, as well as whether they will have access to qualified educators to step in and assist them should the need arise,” Northmore says. NON-TRADITIONAL SCHOOLS Dr Mostert says setting out on a new path may mean simply allowing a learner to continue within a differently structured and more nurturing environment. “If things are not going well for a learner, and parents are starting to get concerned about their current trajectory, it might be worth looking for a high school that will allow a learner to continue within a setting focused on progressive academic improvement. “Every student can develop and achieve academic success, but if you are feeling overwhelmed and in a rut, it is not easy to lift yourself out of this space or even to see the way forward. For these students, an environment that focuses on progressive academic improvement and individual support, instead of strict rules related to, for example, hair and uniform regulations, can mean the difference between continued sadness and success.” This time of year, in general, is an excellent time to review the educational options for the year ahead after reviewing progress and development over the previous six months. In 2021, that is more true than ever, says Hugo. “As we have

September 13, 2021

SACAP TEACHERS’ WEBINAR SPOTLIGHTS TEEN IDENTITY AND SOCIAL MEDIA

When it comes to social media and the youth, there’s no shortage of dire warnings and cautionary tales. Parents and teachers are all but hard-wired to view social media through the lens of threats and risks, and there’s little to provide balance and insights into how our teens can and do use social media and internet platforms for good. Social Media and Adolescent Identity is the topic for an upcoming SACAP (South African College of Applied Psychology) Teachers Webinar which will be hosted by Academic Dean and Counselling Psychologist, Dr Jaclyn Lotter. The free, one-hour webinar, to be held on Saturday, 18 September from 10h00 to 11h00 invites South African teachers to join the conversation and gain a deeper understanding into the appeal of social media, and the role it can play in supporting teens as they navigate their way towards adulthood. Dr Lotter says, “When we don’t fully understand something new and how it is being used, we have a fear-based response. It may seem quaint nowadays, but in the times of mass installation of telephone networks, there was a backlash at the potential threats this new technology could unleash on society, especially our vulnerable youth. Of course, there are risks, and awareness is so important. On the other hand, millions of young people are engaged safely over social media, and there are benefits too. As teachers understand this, they become far more effective at helping their teen students use social media in safe and responsible ways.” Dr Lotter points out that social media opens up a myriad of spaces for adolescents to find diverse communities where they can test out aspects of their burgeoning identities with minimal risks. For instance, teens grappling with non-heteronormative identities can connect to guidance and support that simply may not be available to them in person. “It also doesn’t necessarily have to be that serious,” says Dr Lotter, “Sometimes, young people want to explore sub-genres of music or youth activist causes or counter-cultural arts in safe, maybe non-committal ways as they build their identities. There’s far greater scope for this via the internet and social media.” The webinar will also explore the concept of digital citizenship which is very much part of the younger generations’ lives but did not exist in the youth of teachers and parents. Dr Lotter says, “Here we are talking about a set of skills including critical thinking, and a range of behaviours that help teens navigate the digital world in safe and wise ways. We’ll be highlighting the conversations that can happen in homes and classrooms that promote the development of these skills and empower our young generations because we can offer them meaningful guidelines about how to get the best and give their best through their online activity.” Teachers who join the free SACAP webinar will benefit from insights and practical tips including: Understanding media and social media literacy and how to include this learning in conversations with teens; Developing school social media policies that protect teens while also promoting development; Assisting teens in leveraging social media for positive impact such as the Greta Thunberg effect when it comes to responsible social activism; And, promoting mindfulness around social media use and screen time habits Join SACAP to explore this thought-provoking theme by registering here for free or go to www.sacap.edu.za/events/ Teacher’s Webinar – Social Media and Adolescent Identity Saturday, 18 September 10h00 to 11h00

September 13, 2021

Preparing our children for school or preparing school for our children?

“What if we prepared schools for children, instead of preparing children for schools? What would that look like?” I resonated with this question popping up on my social media feed the other day — many others did too. Who wouldn’t, right? Yes, why don’t we redesign our schools around the needs of our children? Consider some of the intrinsic needs a child may experience during school: physical and emotional safety, time to play, physical movement, creative expression, agency, inspiration, meaningful conversations, respect from adults and classmates, authentic human connection, empathy — indeed, how about simply a pervading celebration of life? Imagine a schooling system designed to meet such needs. Human beings are social animals: what we learn happens in community — by engaging with each other. With classmates, with teachers: internal shifts of a student’s understanding are stimulated through exploring and sharing ideas (and feelings about them). Imagine an educational ethos that conceives of learning as collaborative inquiry being normal in our society? Instead of conceptualising education around the individualised acquisition of facts and concepts, imagine purposefully acknowledging the broader reality that learning occurs across a multiplicity of “intelligences” or “literacies” Even if we don’t intend learning to happen that way, it always will. We are holistic beings, and learning is a whole-body, whole-brain experience. And this means learning will be most effective when multiple literacies are valued and celebrated. Multimodal learning is more enjoyable, helping achieve genuine understanding (rather than simply getting the correct answers), self-motivation (instead of the external motivation of tests) and self-initiative (instead of passive reproduction of facts). When education is done well, a child excels across multiple literacies — both where he/she is customarily strong as well as weak. The issues that hit the media — like high school initiations, intense exam stress, a pervasiveness of bullying, incidents of racism or sexism, and so on — are mere sirens of a deeper problem. At its core, there is a covert violence within the mass schooling system, as we know it. How can it not be so when “the child is being prepared for school” and not the other way around? Imagine a network of schooling communities that commit themselves to exploring ways of infusing empathy into our schools. Marshall Rosenberg, founder of the Centre for Non-Violent Communication, alerted his students to the covert violence that lies concealed in the way we relate to each other, including the way we have been accustomed to being educated. Rosenberg alerted us to various examples of covert violence in the way we communicate. Hiding or suppressing our true feelings and needs, neglecting to genuinely listen to the feelings and needs of others, making demands instead of requests, imposing rules and punishments instead of making agreements with others … Most of us have been schooled in this violent sort of communication culture: much unlearning is needed for a school community to acquire an ethos of empathy and non-violence. The democratic ethos of mutual respect between adults and children can be an adjustment for many teachers. But imagine a movement across schools where this is the case. Where we agree to remember the importance of listening to each other — properly. To hear everyone’s feelings and needs, and for everyone to be invited to express their own. An ethos where everyone remains open to what is alive in each other and themselves, from moment to moment. So let’s change the system, yes? Not so easy! Unfortunately, there is invariably a profound resistance to changing the system. Established schools struggle to meet these needs as it would require escaping the established conceptions of a “good school” within those communities . The communities of these schools are accustomed to ideas of a good school that go back generations. Established schools need their traditions. While I understand the inertia of well-established schools, I find it tragic how brand new schools fail to leapfrog over the intrinsic problems in the system. In South Africa, the public companies have created an abundance of new, for-profit schools that are invariably reproductions of the conventional system. Clearly our society colludes in the problem. We want what we know. We know the system is dated. The World Economic Forum (WEF) has alerted us to the new requirements for employability in the 21st Century — “character qualities” of curiosity, initiative, persistence, adaptability, social & cultural awareness and leadership, as well as “competencies” like critical thinking, creativity, communication and collaboration. This constitutes a new curriculum. Parents are beginning to recognise the need to create opportunities for their children to achieve these requirements outside school if the school doesn’t teach them, or to seek out a school that does. So much about the conventional school system emerges from a mindless obedience to traditional school rituals. Frequent testing with punitive consequences; a competitive win-lose ethos in both the classroom and the sports field; isolated archipelagoes of classrooms; rigid silos of schooling grades; disconnected school subjects that discourage cross-context learning: none of these are necessary to achieve the academic outcomes needed for a child’s future. None of them are intrinsically educational. None of them serve the WEF’s character qualities and competencies for the twenty first century. None of them serve to satisfy a child’s intrinsic needs mentioned above. And all of them are integral to the conventional schooling system. In Ancient Greece, people had three conceptions of time, and each represents a different sort of schooling system. We have Kronos (the time of the clock), Aeon (the time of eternity) and Kairos (the time of the moment). The conventional school orients itself firmly around Kronos: the timetable, the school calendar, the lesson plan. Then there are the deschoolers — the dispersed community of parents homeschooling (and “unschooling”) their kids. They orient themselves around Aeon time. And then there are those schools that endeavour to achieve the seemingly impossible, (and Madiba reminds us it always “seems impossible until it’s done”) and orient themselves around Kairos. That is: remain constantly adaptable to the moment: play the Kronos

September 1, 2021

How Can a Second Language Help in My Career or My Child’s Future Career?

Even within our 4 walls at home – the world has become large and accessible. It is no longer the reality that everyone speaks our language or everyone is from our background. The world is changing and progressing and we are more aware of globalization now more than ever. With technology developing as it is – we can be on one corner of the world communicating and doing business with someone in separate countries and different time zones. This means that many businesses are able to stretch out from those in their immediate proximity and the target audience is now international! How does an additional language help me in my career? Most simply – you have a skill that others around you do not have. Not only that – you will be a lot harder to replace. The most important thing about having an additional language is to think of your intention. There is no reason to think that learning Thai for example will help advance your career if you do not work for a Thai company, you aren’t planning on doing business with Thai businesses, or you aren’t planning on immigrating to Thailand (this is not saying that if you have a passion for Thai you shouldn’t learn it! Opportunity may come knocking in many ways!). You should think about what your career is – what your dream company is – and if that company is a foreign country, a foreign country, or if you know they are looking to do business with foreign companies. Immediately this will set you out from other candidates who do not have this additional skill that could seriously help the company with many of their foreign liaisons. What level do I need to be for it to be useful in my career? This is more difficult to answer – most likely most companies won’t really need someone who is just conversational in a language (though the thought is always appreciated!) however – being completely native probably also isn’t extremely needed. The sweet spot would be at a high intermediate level. It would also be good (if possible) to know what sort of company you are working for. If you are working in an import or exports company, knowing vocabulary and the sort of business questions and relations required to do this job would be sort of essential knowledge to know that otherwise wouldn’t be done in a course unless explicitly requested. Let your teacher know this is the sort of field you are going into and would like to do as much vocabulary and grammar etc associated with the field you are planning to work in. What about qualifications? Even if you do not know the field you are going into or what to know – or even if you are learning a language just for the joy of it – You should get some sort of certification behind you to prove you are actually the level you say you are in your application. It can be very difficult to prove to potential employers that you are able to do what you say you are able to do especially if they do not speak the language themselves to “test” you. How can this be done? Well, most simply is doing it either at school or if your tertiary education allows you to also study it. The main thing to remember here is that these qualifications may differ from international standards and may not hold the same weight as some internationally recognised qualifications. Alternatively – Fluent Panda offers courses where you can study towards an internationally recognised exam hosted by various embassies. These courses will prepare you for these international exams. The exam is externally marked and upon passing an exam, you will be issued with a certificate that is INTERNTAIONALLY recognised and certified by the various embassies. The test is also usually the same around the world so you will be tested at an international level. These tests are based on different curriculums as each country follows a different curriculum. Europe follows CEFR whilst places like Japan have their own grading system known as the JLPT. Usually – there are multiple exams to take (Beginner, intermediate, advanced etc). to prove your level of fluency. How do these exams help me? Most notably – these exams open the door of opportunity to different countries. By passing one of these exams – you immediately have an internationally recognised qualification that is recognised WORLDWIDE – not just in one or two countries. It is an indisputable certification to prove your level in any given language. Furthermore – the certification does not expire and can be valid throughout your life without worry of needing to renew at any point once received. These exams are also sometimes required when applying for passports when wanting to immigrate. Including this qualification with your passport submission is sometimes required by embassies for them to have evidence of your ability in the national language of the country you are immigrating to. These qualifications and skills do not only assist in your career but opens many international doors for general options throughout life. How to get started? Contact Fluent Panda for their course times and outlines. State that you are interested in taking the exam and we will help providing you with all relevant curriculum material as well as a teacher that is familiar with the exam in question and understands the different levels that have to be achieved. Fluent Panda has over 32 languages on offer – guaranteeing something for everyone and helping pave the way for future careers!

August 25, 2021

Can Adults Learn an Additional Language?

We already know that learning anything is easiest as child. But does that mean it is impossible for adults? Of course not! It is never too late to start learning! Our biggest barriers at learning a language as an adult can be attributed to a number of factors – such as not enough time or feelings of shyness or embarrassment. As an adult – our main set back is that unlike a child – we now have to focus on learning and also have a number of adult thoughts and emotions that we want to express outright. However, these are mere mental blocks and with a little perseverance can be overcome! How long does it take to learn an additional language? This is a question we offer get – and the short and simple answer is that it is unanswerable! Learning a language is not something that can be quantified – even in your home language – most likely you learn something new about it each day. It is also not easy to say “how long will it take me to be conversational?” because these are all averages. It is also highly dependent on the target language – are there new alphabets and phonetics to learn before getting to learn the language itself? These all factor into the length of a language When you see a course that says “it takes 2 months to complete this course and then you will be at X level” – what happens if you don’t pass? Then is it your own failure or the teacher’s failure? None. Learning something as fluid as a language is something that depends on you as an individual. If you study everyday and expose yourself to various other materials in your target language after your class lesson – naturally your ability will develop a lot quicker than if you only attend class and do not practice or expose yourself out of class – it is both the same amount of work – but your approach to it determines how you progress through the material. Unfortunately – language is a patient game. It is something that if you decide you want to become fluent in – you shouldn’t put a time limit on yourself – why make something long term pressured? The most important thing to define for yourself is what your goal in learning this language will be. Is it to advance in your career? Is it for immigration purposes? Do you want to just be conversational in another language? Once you clearly know what your goal is – set your sights and work towards it. Once achieved, it will be easier to decide if you are still interested in learning the language or actually you feel you have progressed enough and going any further will be unenjoyable. That sounds bleak – does that mean I shouldn’t learn another language if the road to fluency is rife? Of course not! The joy of learning a language is exactly that! It’s that feeling of progression and the feeling of communication and the breakthroughs – it’s the thrill of hearing someone else say something in a different language and understanding them. This is what connects us. The most important thing when learning an additional language is to decide WHY you are learning that language. If you are learning due to a passion, a love, a goal, greater opportunities, immigration, a holiday – WHATEVER the reason – as long as there is a MOTIVATOR that is enough to learn a second language. Because the thing about languages – is that it requires determination. Your motivation will lead your determination. The main thing to remember when learning a language in adulthood – is that it is much like any skill you need to start from scratch – before you can make an omelette – you probably should learn how to cook an egg first – and build from there. Maybe you won’t be able to express your thoughts and feelings immediately – but if you can begin by introducing yourself and your name – you have a basis to build on. There also is something to be said that as wonderful as fluency is – is it what you need? Would you ever need engage at a fluent level? The main thing should be that you are ENJOYING learning the language and seeing your progression. What is the best way to learn a new language? There are many schools of thoughts and ways to argue this – but something that everyone can agree on is the best way to learn a new language is through IMMERSION. You need to IMMERSE yourself in the target languages language, culture, show, music, books, media, ANYTHING. Even if you don’t understand everything – the more exposure the better! It is always said that you will learn quicker if you move to the country where the target language is the main language. Why? Because this FORCES you to engage in that language. You can no longer rely on your experience or knowledge of your home language – you quite literally have to figure out how to communicate. And this is where linguistic breakthroughs happen. Naturally not everyone can up and leave to a country every time they want to learn a new language (though we wish we could!) so the most important thing is to try and expose yourself to as much of your target lesson as possible. Ask your teacher for exercises to do at home – or a recommended show – or a popular band. The most important thing is working on the language everyday – even if just for a couple of minutes. The good starting point for every language is to be sure you understand their reading and writing system so that you can start reading texts and understanding their phonetics as soon as possible. This may be difficult with languages like Mandarin, but practice those characters given in class everyday until they

August 18, 2021

Things to look for when considering a school | ask the tough questions

While academics are often seen as the hallmark of any good school, a pupil will not achieve to his or her potential unless they are encouraged, believed-in and supported. At the outset, you should look for a school that will nurture and care for your child as a first priority, one that meets your child where they are at and encourages growth of their whole selves. A good school, a school worthy of your child will have teachers that go beyond the terms of a contact of employment. They will be women and men of character, who have empathy and a deep sense of commitment to the young people in their care. They should be people that take on the education of your child as something honourable, exciting and challenging, and will strive to give of their best in growing each and every student in their charge. Here is a simple tip: When scheduling a visit to a prospective school, ask when breaktimes are and plan your visit so that you have your feet on the ground at break. You can tell everything about a school from breaktimes: A snapshot of the sense of community; the way pupils engage with each other and their elders; and how happy, settled and included pupils are from how they act and behave when they are in the social times between lessons. Ask about the school’s support programme for the emotional wellbeing of the pupils. What systems do they have in place to provide for the pastoral care of the young people? Don’t ask about their Matric pass rate, but rather ask them about how they respond to a pupil who they see sitting alone at breaktime. Ask the Head taking the tour for a specific example of when he or she has made a decision that has put the wellbeing of a child as a matter of first priority. Put the Head on the spot. You need to know that the school you are handing your daughter or son to will look after your daughter or son. Ask the Head how they respond to teenagers who are programmed to challenge the system. Ask what they do specifically to ensure everyone feels welcome, everyone feels included, everyone feels supported and everyone feels deeply cared for. Most good schools will tell you about their academic performance and will showcase their top achievers and that is good. These pupils have done well. But what about the pupil who has improved their mark significantly and who has achieved a passing grade for the first time? What about the pupil who battles to make friends? What about the pupil who has a home life that is impossibly difficult? What about that precious child who just needs someone to believe in them? Ask the Head these questions because schools are not just about a few. They are about the many. Schools are so much more than places of academics and sport. They are places where learning happens and where lives are shaped and grown. They are places where untapped potential is tapped and where the individual within the group is seen and matters. Come and talk to us at HeronBridge about the care we will take of your daughter or son. Come and ask us these difficult questions and have a listen to how we approach education in a way that is creative, affirming and inclusive. Come and listen to what it is that we do that allows us to provide an education second to none. By Simon Crane | Deputy Head, HeronBridge College

August 17, 2021

Should My Child Learn a Second Language and When?

One of the magical things about children is their incredible ability to learn without even trying! There reaches an age where suddenly it seems you may have done the most minuscule thing and notice your child has picked this up. The same can be said for children and languages! So, just why are children so good at learning? The main attribute to this is a child’s neuroplasticity – more specifically – the brain being malleable! Although neuroplasticity can occur throughout our lives, children naturally have the most plasticity due to all the neurons making and forming new connections and thus being able to make those connections and stores in the brain much simpler than perhaps an individual over 25. What this malleability allows is for children to basically have an unlimited hard drive with almost very little effort (an ability we all wish we could keep into our adulthood!) The most rapid time for learning is from 2 years until around 10 years old (that is not to say that the brain stops being neuroplastic, just that it is less likely for you to create new connections organically without you focussing on this). It is during these sweet years that once a skill or ability is learned, the brain is able to remember it well into adulthood, easily pick up the skill again, easily grasp similar concepts and the like as the brain has already experienced this skill and more importantly, made the neural links to tap into when necessary. How does learning multiple languages work in children? There is a myth that learning multiple languages at a very young age causes confusion in a child. This is not so. A child can develop and learn multiple languages (and we really mean multiple – this is not restricted to one or two languages) simultaneously whilst growing up – and often leads to greater ability to codeswitch (the ability to switch between speaking one language and another language interchangeably). Why is this? As a child – when we are learning multiple languages – we learn it at the most fundamental basic level – which is by NOT having the ability to translate from a home language. This means – when speaking, a child does not need to first decide which language they want to respond in, and then translate from their home language, because they do not have one yet! They are developing crucial neural links without needing to draw from a reference, that being their home language! The key to teaching children languages is repetition in the target language as often as possible. Why is it better to learn a language as a child vs. as an adult? This is not to say that it is impossible for adults to learn a second language – it most definitely is! But it is unarguable that children are able to pick it up easier. Why is this? It can be attributed to 2 factors. The first was touched on above, as a child – everything we learn is new – that is the foundation of our experience and learning – so those make up our fundamental references – and if you do not have any references, you have to form a new one in order to learn that concept. Conversely to adults – we already speak a language fluently. Our thoughts and words are moulded by that language. So when we are learning a new language – we immediately want to make it relatable by knowing the translations of words. We don’t learn a word as a definition, we learn a word as reference to the word we already know in our language. This will lead us to need to translate in order to speak a second language vs. a child learning naturally and fluidly the definitions of multiple words in multiple languages without the need to translate. The second reason goes back to neuroplasticity. As an adult, although we still have some neuroplasticity, it is not as malleable and extreme as that of children. Our neural networks are pretty much formed and unless we really focus and study that topic, turning new knowledge into long term memory can be difficult. More interestingly, the language centre in our brain decides “ok – this is what we need to know for this language!” when we start learning a new language as an adult, our brain needs to decide where to store this information (our hard drive is no longer unlimited!) and will then decide that the place where the new neural connections will be made will be in the already existing language centre. Effectively, deleting some words that we may have previously known to make space for the new language. This is why most people who become fluent in a second language as an adult, may suddenly find they forget something in their home language that previously they knew. In children, this is not so! That neuroplasticity is so ready – that when the information is coming into our brains for language – the language centre then MOULDS to the number of languages that the child is learning – so instead of forgetting some things in a home language – a child is actually able to store up to double without it affecting either language conversely! Further to this – the brain at a young age is able to say “hey! There are different languages out there – maybe we should keep some neurons available if we ever encounter more” and thus bilingual children are able to learn a new language even as adults. What age should I start teaching my child? The simple answer is – from birth! As parents we mould our children’s experiences and starting to speak in multiple languages from as young as possible will only allow that malleability to really excel and grow. For formal lessons, here at Fluent Panda Language School, we recommend putting children in our kids classes from as young as 4 years old.

August 11, 2021

Hey moms and dads, did you know…?

85 percent of a child’s brain development has already taken place by the age of six. Children who participate in quality pre-school education reach higher levels of education, are less likely to drop out of school, and have lower chances of needing learner support later on in their school careers. Children aged three to five are in the crucial stages of developing self-regulation; learning how to focus, wait, and control their impulses. While these skills are built on into adolescence, the critical building blocks are formed during their early years. Children form attachment styles between the ages of two and three. This means that children need a safe and caring environment to learn how to interact and behave around others, paving the way for relational attachments later in life. During the early years of life, children have a natural curiosity to explore the world around them. Through play, they participate in nature’s way of learning, picking up on cues and experiences in their everyday. While children will continue to learn naturally, introducing young children to organised instruction outside of their family context supports their ability to learn both soft and hard skills. In a loving, creative and intentional environment, children are given more opportunities to develop their cognitive, physical, social and emotional skills which lays a solid foundation for future learning and school readiness. Enrolling your child into pre-school can be a big decision, but starting early helps your child to “learn how to learn” as they spend time in the classroom and on the playground, learning from their peers, their teachers, and their own experiences. A good-quality pre-school that allows for all the above to happen is one that puts the social and emotional wellbeing of a child at the forefront, includes perceptual motor development, a rich language environment and activities that stimulate cognitive development. At HeronBridge Pre-Preparatory, we provide a happy, safe and encouraging space for children, aged two to six, to grow and develop. All of our teachers are specialists in Early Childhood Development which means that while children spend the day “playing” their activities are specifically designed to facilitate learning in a way that is relevant and age-appropriate to each child. To find out more about HeronBridge, and why we believe in laying a solid foundation for learning through Pre-Prep education, visit our website www.heronbridge.co.za or book a tour on 079 508 7436.

August 10, 2021

Matric 2021 – How to Survive and Thrive

Join SACAP’s free Matric Student Study Hack Webinar Facing the challenges of writing matric this year? One of the best investments of your time will be taking out just an hour and half on the morning of Saturday, 14 August to join the experts at the upcoming SACAP (South African College of Applied Psychology) webinar. Taking a whole-person approach, the panel will include leaders in their fields who will teach you the all-important hacks you need to not just survive matric but thrive. The SACAP Student Study Hack webinar will offer tips and practical tools so that you can identify the study approach that will work best for you, learn simple ways to use diet and physical activity to boost your well-being and perform at your peak, and easily put in place strategies that will keep you motivated, on-track and positive about getting through your matric experience. Registered Counsellor, Kirsten Harrison who has a special interest in higher education as well as trauma, points out that writing matric today is a lot more pressured than it used to be, and this year’s cohort is under additional stresses brought about by the global pandemic. She says, “It’s a life-changing time, writing these final school exams marks the end of the school era, and the anticipation of a different life ahead which is filled with uncertainties. There’s a demand to perform at your peak in the midst of a storm of expectations, hopes and fears. The good news is that you don’t have to be at the mercy of all this. There are practical ways that you can manage your matric experience and putting these strategies into practice brings about growth and competence in facing challenges in life. In essence, getting through your matric exams is not just about the marks you achieve at the end; it also provides day-by-day opportunities to develop your personal self-mastery.” During the webinar Kirsten will highlight how repetitive learning is not enough to pass matric and she will unpack the importance of finding the study approach that best works for you. Learning about the different study approaches empowers you to learn more about how you learn best. Kirsten says, “Some of the short-term benefits to planning one’s study approach include increased focus, less anxiety-provoking thoughts, more effective use of your study time and increased confidence in how you approach exams. There are longer term benefits too, in that you will have a more positive experience of studying and writing exams which will help you achieve your goal grades going forward into higher education.” Setting yourself up for success in the matric exams is not only about the actual studying you need to do. Nutrition expert, Robyn-Leigh Mentor knows that you can’t think well if you don’t eat well. She will share top diet hacks and advice on how to buy healthy and delicious food on a budget. Qualified Biokineticist, Joshua De Hahn will explain how movement is a powerful tool that helps both your body and brain and give you practical tips on how you can use movement to boost your mind. You’re going to need more than higher levels of physical self-care to get you through matric challenges, you’re going to also need emotional stamina and resilience. Jogini Packery is a Counselling Psychologist who is passionate about youth development, and she will be talking about setting expectations and coping strategies – essential tools to help you manage your matric experience and prepare you for life after matric. Jogini says, “It’s important to understand that having a positive attitude towards your matric studies and exams is not about pretending it’s all going to be peachy and rosy. It’s about having the coping strategies to deal with the inevitable stresses that enable you to settle your emotions and focus on what needs to be done next. Jogini explains that we all have innate coping strategies that help us feel better in tough moments, but not all coping strategies return us quickly to a balanced state – they can lead us to being distracted or avoidant at a time when what we really need is to get back on track as quickly as possible. Learning how you cope in the face of adversity, and finding better ways is part of the matric journey. Jogini says, “You need to constantly reevaluate what is working for you and what is not. Mental agility and flexibility are at the core of resilience. If something that we are doing is not serving a healthy purpose, then we need to set healthy boundaries.” Becoming more aware of your emotional and physical states is also vital as it helps you to more quickly identify when you are not coping so that you can avoid a downward spiral into anxiety or hopelessness. Reaching out to your support system when you are feeling overwhelmed is taking a brave, strong step towards recovering, problem-solving and doing better. The one and half-hour webinar will include a Q&A session so that you can get into the conversation with the experts and your peers. Join SACAP’s Student Hack webinar on Saturday, 14 August 2021 from 10h00 to 11h30. Registration is free and you can sign up here. How to support your Matric child holistically Lean in? Stay away? It’s not easy knowing how best to support your child through the inevitable stresses of writing their matric exams. It’s an experience that can be as challenging to parents as it is to students, and you might need to be managing impacts on other family members too. As parents, you have a pivotal emotional support role to play and the experts at the upcoming, free SACAP (South African College of Applied Psychology) Parents’ Guide to Matric Support webinar will give you a holistic approach to not just surviving but thriving through your child’s matric experience. Getting the balance right between giving support while enabling your child to own their study and exam process can be tough, especially if we’re witnessing our child

August 10, 2021

Practical tips for developing your child’s social and emotional skills

As children grow and develop, certain milestones are used as a basic measurement tool. When they are babies, these milestones tend to be more physical in nature: is your child sitting, smiling, crawling, saying simple words? As children get older, parents and teachers look for things like reading and language skills, understanding numbers, catching a ball, tying shoelaces. The more a child grows and begins to understand the world around them, the more complex developmental progress becomes. They start to develop an understanding of relationships, who they are, how certain things make them feel and the consequences of their actions. As parents, it is our responsibility to help our children to grow into well-rounded and socially adept adults. We need to equip our kids with the skills to live successfully in the ‘everyday’, as good and kind human-beings who are able to think critically, cope when things don’t go as planned, and improve the lives of those around them. After living in a global pandemic for the past year and a half, social and emotional learning is now more important than ever. While normality has been turned on its head, our children have had to cope with things that even we, as adults, are finding incredibly difficult. The teachers and educational psychologists at HeronBridge College developed the GROW programme in the Preparatory school to focus on social and emotional learning as part of the school curriculum. GROW presents activities that encourage children to use their internal resources, question how they think about certain things, whether their actions are kind – to others as well as themselves – and walks them through coping mechanisms for moments of anxiety and stress. The curriculum in the GROW programme is flexible and changes depending on the specific needs of the children in each grade. Last year, as children faced the new challenges presented by the pandemic, GROW was adapted to respond to the anxieties that they were facing and assisted them with tools to navigate this space. Megan-Lee Spence-Ross, Educational Psychologist & Head of Learner Support at HeronBridge, offers the following activities to support social and emotional learning at home: Invent a heart-powered super-hero Ask your child what they believe to be their special ‘heart power.’ This could be kindness, generosity, caring for others, positivity, etc. Then carve out some time to talk about why this makes them special and what they would do with their super-power. Take it to the next step by drawing their super-hero, giving him/her a name, creating an outfit and presenting them to family with a story. This activity helps children to conceptualise and vocalise what makes them unique. Creating a super-hero allows them to look inward in a fun way that is relevant to them, and using their super-power for good encourages empathy. Make a worry jar For children that need help coping with anxiety, this is a great exercise that provides a tangible way to verbalise and control their worries. Find a glass or plastic jar, give your child some colourful paints or stickers and help them decorate it, and then label the jar. Work with your child to write down all their worries on strips of paper, place them in the jar for safe-keeping, and schedule ‘worry time.’ During your set ‘worry time’ – which can be after school or in the afternoon, but not right before bed – allow your child to open the jar, add some worries to it, or take some out to talk about with you. Use open-ended questions to help guide your child’s thinking, encouraging them to find solutions to their problems. To help your child learn the skill of compartmentalising, stick within a given timeframe for ‘worry time’. Having an end to this dedicated exercise also allows your child to move forward, even if something is bothering them. If your child finds that worries creep in during the day – as is natural for many of us – have them write it down and save it for worry time. You might find that your child doesn’t want to worry on a certain day, or has none – celebrate this – and even better, if something is no longer causing anxiety, find it in the jar and throw it away. Find the gifts Whether your family has been in a self-imposed lockdown, school has been closed, or parents have been working from home, work with your child to find the ‘gifts’ in your ‘pandemic situation.’ Ask your child to snap some pictures or make a video of the things that they have enjoyed or found special. This could be something as simple as being home with beloved pets, sleeping in late because of online school, or afternoon bike rides with dad. By shifting the focus onto positive things, children are encouraged to create their own narrative in a space or time that might be very difficult for them. You might find it helpful to print out the pictures and stick them on your child’s bedroom wall as an encouraging reminder of the things that they find joy in. Whatever tools you choose to assist your child in growing their social and emotional skills, the most important thing is to be there with them, actively engaging and showing them your love and care. Sometimes our children have feelings they can’t explain – that’s okay, so do adults – be their safe space and journey with them on figuring things out together.

August 5, 2021

TESOL – What is it and do you need it?

TESOL (Teaching English to Students of Other Languages) or TEFL (Teaching English as a Foreign Language) is a teaching certificate that qualifies you for teaching English to speakers of foreign languages. It is a course that allows anyone, regardless of their previous qualifications or fields, to have the ability to teach students – with the main requirement being that you are a native English speaker. However, is this qualification worth it and what should you choose? Important TESOL information Largely, the TESOL certification is very unregulated – with anyone able to advertise and offer TESOL courses without it being regulated or without them having an accredited TESOL course. This can lead to many people joining a course and receiving a certificate that is NOT internationally recognised. When choosing the TESOL course, try look out for the following: Pricing. Does it seem too good to be true/much less than any other services provided? Proper accredited TESOL courses do not come cheap – most of the time certificates have to be sent from overseas to South Africa and externally moderated before being granted. Accreditations. Ask the service provider who they are accredited with if you can’t find any details and check if the company is an actual TESOL course accreditor. This is very important as most times this is what foreign employers will look for. A certificate that does not have any accreditation or standing will seem very unreliable to future employers regardless of how good the course was. Beware of pop-up courses or schools. You should only consider TESOL institutes that have had a good number of students who recommend the course and that has been around for some time. It is not to say that there are no new schools that are accredited, but always be sure they are correctly accredited! Try choose the 140 hour course over the 120 hour course. The difference between the 2 is simply that the 120 hour course is JUST assignments and course materials. It does not include any teaching practice. The 140 hour course is the same content, but includes the extra 20 hours of teaching practice. This is generally better received by employers as they know you then have some sort of experience in a classroom vs. none. What are the prerequisites to studying TESOL? This varies from institution but most institutes require at least a matric certificate. You need to have completed high school studies in order do TESOL. The second pre-requisite is that you are a fluent / native English speaker. It should however be noted, that when applying for a job overseas, TESOL alone will not usually be their only pre-requisite. Most international schools in addition to TESOL also require completion of a tertiary education degree – at least an undergraduate degree but some also require up to honors level. Be sure to check with the program / country / place you are seeking employment at all the requirements they have. Naturally, if you are planning on teaching, a teachers degree or qualification is favoured over others. Who should get a TESOL degree? This is a difficult question to answer but in general it is best for people who are looking to immigrate to a foreign country. In this respect it is useful for matriculants or graduates who aren’t sure if they want to stay in South Africa, or for adults who are looking to relocate but are worried about finding employment overseas with their current qualification / job. If you are planning on staying in South Africa, TESOL will not be as useful a qualification and it will be very difficult (not impossible) to find a teaching job just on TESOL alone. This is the general rule with any English-speaking country. There will always be exceptions, but it is not the rule. This is because TESOL is to teach non-english speakers English – it won’t qualify you to teach any other subject locally or abroad. For people wanting to immigrate to non-English speaking countries, particularly European and Asian countries, then TESOL is an exceptional way to get your foot in the door of employment with many countries requiring TESOL as the main requirement for employment. Of course – it does always help if teaching is also a career path you are interested in pursuing. In general, the certificate itself never expires once passed – and as it is an internationally recognised qualification, if you have a young matriculant or graduate in your family, the course is worthwhile in helping them have foreign opportunities in addition to their qualifications. Why study TESOL with Fluent Panda? If you’ve decided TESOL is for you, then the next step is to register – and Fluent Panda Language School offers one of the best TESOL courses for the following reasons: INTERNATIONALLY ACCREDITED. Our TESOL courses are internationally accredited by the TESOL committee based in the United Kingdom. Certificates are internationally sent and assignments are externally moderated. This has led to many our students being granted jobs in foreign countries easily. 120 and 140 HOUR COURSES AVAILABLE We offer both the 120 hour and 140 hour course in order to complete your certification. IN CLASS OR SELF STUDY OPTIONS AVAILABLE Fluent Panda allows you the choice – you can choose to self study the course material and hand in assignments in your own time or have a teacher led class where the material will be taught to you FLEXIBLE STUDY HOURS We are aware life is busy and not everyone is able to commit to a 120 hours or 140 in class in order to complete their course. This is why we offer self study options where students can learn the material in their own time with certification being granted upon completion and marking of assignments. FURTHER STUDYING AVAILABLE In addition to this, Fluent Panda also has accredited courses in Business English for those requiring it for their employers or further self-development.

August 4, 2021

No mid-years? No problem. How to make the best of extra Matric teaching time

The Matric mid-year exams normally provide a valuable opportunity for Grade 12s to get in the right frame of mind for their all-important final exams later in the year, and for them to get a good idea of how far they’ve come and how much ground still needs to be covered. However the Department of Basic Education has announced that the Matric mid-year exams will once again fall away this year as a result of the impact of Covid, lockdowns and other mitigation measures, to allow for additional teaching time so that Matrics can complete the whole curriculum. An education expert says while it is unfortunate that Matrics will once again lose the opportunity to write an official mid-year exam as a result of our current circumstances, Matrics can, with the right approach, turn this negative into a positive and use the extra time to their advantage. “Unfortunately, like the Class of 2020 before them, the Class of 2021 are again facing the most important year of their school careers under very difficult and unusual circumstances,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “As pointed out by Minister Angie Motshekga, many Grade 12s would have lost as much as 60% of teaching time this year, on top of the fact that they didn’t finish last year’s curriculum. Additionally, they also had to sacrifice holiday time to make up for lost teaching days. All things considered, it is clear that this year’s Matrics are again under a lot of strain, and being called upon to perform to the best of their ability under rather difficult circumstances,” says Payne. However there are ways in which they can mitigate the impact of their circumstances, and ensure they make as much as possible with what they do have available before sitting for their final exams later this year, she says. “It is important to realise that you are not alone, and that it is okay to not feel okay all the time. But then also to make the choice that you are going to do the best that you can with the resources and support you do have available, and even to get a little creative in the process,” says Payne. STEP ONE: MAKE THE BEST OF TEACHING TIME “Get as much as possible from your contact classes, and be sure to do all you can to grasp key concepts. If you don’t understand something, keep asking for assistance and clarification until you do. If you are studying at home and you find there is something you don’t understand, keep a list of questions to ask your teachers when you are back in class again. “Don’t just move on to the next thing and think you are going to come back to challenging work later – steadfastly build on your knowledge so that you can continue with confidence.” STEP TWO: TAKE CARE OF YOUR MENTAL AND EMOTIONAL WELLBEING Matric is a tough year even under normal circumstances. This year’s Matrics didn’t only have to face the unprecedented challenges of last year, but have now had to contend with an environment filled with uncertainty, unusual requirements such as masking and interrupted teaching time, and fear of the future for close on a year and a half. “Unfortunately, things didn’t return to normal at the strike of midnight on December 31 2020, and the tough times continue to this day. The events of the past year have left their mark on the psyches of all, and Matrics should understand that it is okay to not be okay given the circumstances. “So if you are feeling overwhelmed or anxious, recognise and acknowledge this fact, and reach out to a trusted adult for support and assistance. Try to look after your physical wellbeing as much as possible, by getting enough sleep, fresh air, and exercise if you are up to it. When things get too much, take a timeout, practise deep breathing, and return to the task at hand when you are feeling better.” STEP 3: GET CREATIVE WITH YOUR LEARNING Payne says that even though most Matrics in South Africa won’t be writing their mid-year exams, anyone can still set up their own mock exams – alone or with friends. “Make a fun activity of it, by getting past exam papers from your school library, your teacher or online, and simulate an exam environment. Sit down with your clock and all the supplies necessary, and pretend you are in fact writing an exam within the allotted time. “This will give you a good framework from which to proceed with your learning, because you’ll be able to see whether you need to work faster, get a feel for the different formats of questions, and also insight into which work requires additional attention. After completing the paper, you and your study partners can go over the questions together, which is an additional learning opportunity.” STEP 4: FIND AND USE ADDITIONAL RESOURCES Last year, and continuing this year, the national and provincial education departments ensured that they loaded a host of additional resources on their websites – from exam and study tips to past papers and other resources. Additionally, the public broadcaster regularly schedules lectures which can be viewed for free. “Look further than just your own province’s website and see whether you can find additional resources on the websites of education departments in other provinces,” says Payne. “There is also a myriad of videos on YouTube which can assist with those subjects or concepts in which you need additional help.” STEP 5: KEEP THE END GOAL IN MIND Things are tough right now, and the circumstances not ideal for performing at your best. However, by keeping the future in mind and connecting that to your daily efforts, you’ll be able to keep the momentum while building on the small victories of each day, says Payne “Always remember what you are

July 15, 2021

Grade R – 12 textbooks and teacher’s guides

Optimi Publishing provides lesson material and books to over 150 schools. Here’s how Optimi Publishing can help you save time and money. Our books include the outcomes for each lesson. Our teacher’s guides include the annual planning for the year. Our assessments have already been moderated and can be used as is. Our lesson material allows learners to complete the work in their workbooks, saving money on printing costs and buying extra workbooks. Optimi booksfor Grades R to 12 Optimi Publishing develops lesson material for the Optimi Group including study guides, workbooks, and additional aids, with thorough teacher’s guides to facilitate learning. Our range of books are suitable for use in school or at home and covers a wide range of CAPS-aligned subject content for the Foundation-, Intermediate-, and Senior Phases, as well as further education. Development Over the years, we have refined our development processes and learned what works best for our learners. Our benchmark study- and teacher’s guides are based on the latest insights from the learning sciences. A team of education specialists, teachers, moderators, editors, and designers ensures that every aspect of the learning journey is considered. Our material provides learners and teachers with individualised guidance and empowers them to achieve their learning goals. What makes our books unique? Year plans to guide and track individualised learning, which allow learners to work at their own pace Easy-to-each daily lessons for the whole year, with easy navigation through lessons Comprehensive explanations of concepts in simple language Strategic use of colour, pictures, and graphs to reduce cognitive load Relevant content with real-life examples Learning activities are aimed at making progress visible and mastering content Interactive and practical activities that make use of everyday objects to help learners master concepts Exercises to test learners’ knowledge application and reasoning Activities during and at the end of each lesson to prompt reflection and recall Activity types are mixed to include both recent and older subject matter Language subjects include texts for comprehension exercises, speeches, and reading The teacher’s guides for Mathematics and Mathematical Literacy include step-by-step calculations and answers Get in Touch with Optimi Publishing [email protected] 087 405 2244

July 8, 2021

When to start applying at universities abroad

Matric students who want to study in the United States and United Kingdom next year need to start preparing their applications now. With global admission trends showing a record increase in applicants for the class of 2025, students competing for places at top universities abroad will be facing a tough admissions environment. “When it comes to applying to top universities, there’s no such thing as being too prepared. Ideally, you should give your application at least an 18-month lead time, but matrics who are only starting to think about their applications now, still have a chance of gaining admission – provided they stick to deadlines,” says Rebecca Pretorius, Country Manager at Crimson Education, a global mentorship company, which focuses on building the candidacy of high school students wanting to study at top-ranked universities in the United States, Canada, United Kingdom, Europe, Australia and New Zealand. According to data collected by Crimson Education, the 2020/2021 admissions season saw applications to universities increase by 30%. In the US, new standardised test policies meant that SAT(Scholastic Aptitude Test), and ACT (American College Testing) scores were not required for even Ivy-league schools, resulting in a huge jump in application numbers. At the same time, universities saw a 7% drop in admission rates overall, due to the number of students who had deferred their offers as a result of COVID-19 in the previous year. With the extension of test-optional policies at top universities, turbulent admissions are predicted to persist into the 2021/2022 admissions cycle. With applications for international universities opening as early as August, students need to be mindful that the application process for studying abroad takes up a lot of time. “A key component of the application process is deciding which universities to apply to. In between juggling Grade 12 exams and activities, and making decisions about courses, majors, and future careers, students will also need to sit for admissions tests, write personal statements, supplementary essays, and in some cases activity lists,” says Pretorius. Pretorius breaks down an admissions roadmap for US/UK admissions in 2022, for those who haven’t started yet: May 2021 – Familiarise yourself with the application process and research the universities you want to apply to. You should have a good idea of the various, course, accommodation deadlines, and fee requirements. July 2021 – Finalise your course and university choices and start your personal statement and essay writing. Secure your letters of recommendation from your teachers. June to September 2021 – Register and prepare for standardised admission tests including the SAT, the ACT for the US, the BMAT (BioMedical Admissions Test) for UK Medicine courses, and LNAT (Law National Aptitude Test) for applications to UK Law, among others. October 2021 to November 2021 – Submit applications to Oxford/Cambridge and UK medicine courses, and Early Action/Early Decision applications for US universities. December 2021 to January 2022 – Submit your Regular Decision applications by 1 to 15 January. Prepare for personal/video interviews which take place between January and March. December 2021 to April 2022 – Get your results! Once you’ve received your offer from a university, get the paperwork ready, apply for your student visa, book your flights, and you’re off! Through a team mentorship model, Crimson connects learners with admission strategists and tutors to assist them with the complex application process for overseas universities. In 2021, over 800 Crimson students received offers to the top 10 UK universities, with over 2 200 receiving offers to the top 50 US universities. Crimson offers regular online workshops and webinars to provide local students with information on how to apply internationally. For more information, visit www.crimsoneducation.org/za.

June 28, 2021

Choosing Agricultural Sciences & Agricultural Management Practices – everything you need to know

In a brand-new blog series, we will be exploring the various subjects offered by Impaq in the FET Phase (Grades 10 – 12). We spoke to education specialist Janet Zandberg and Impaq alumnus Carla Botha to learn more about Agricultural Sciences and Agricultural Management Practices as subjects. Agricultural Sciences vs Agricultural Management Practices While choosing subjects in Grade 9, many learners are unsure of the difference between Agricultural Sciences and Agricultural Management Practices. We asked Zandberg to explain the differences between these two subjects below. Agricultural Sciences “Agricultural Sciences (AGS) is a science,” Zandberg says. It is the study of the relationship between soils, plants, and animals in the production and processing of food, fibre, fuel, and other agricultural commodities with economic, aesthetic, and cultural value. Zandberg says that Agricultural Sciences is a subject that can be used when a learner wants to go to university to study for a bachelor’s degree or a diploma. Agricultural Sciences contains content such as: soil sciences, basic agricultural chemistry, animal nutrition, animal reproduction, and genetics. Agricultural Management Practices “Agricultural Management Practices (AMP) is a more practical subject,” Zandberg explains. It is the study and application of production, economic, and management principles used in the cultivation, transformation, and marketing of food and other agricultural products. Learners who take Agricultural Management Practices must complete a practical assessment task (PAT) on a farm for 40 hours in Grade 10, 11 and 12. Agricultural Management Practices contains content such as: crop production and management, animal management practices, plant reproduction, farm planning, and production management. “If a learner loves farming and animals, Agricultural Management Practices is a better choice,” Zandberg says. farming is a possible career option, Agricultural Management Practices will be the best choice,” Zandberg says. “For further study, Agricultural Sciences will be the best choice,” she adds. Life is better on the farm Carla Botha, who has been studying through Impaq since Grade 1, says that she had no doubt about the subjects she wanted to choose when making subject choices in Grade 9. “For as long as I can remember, I have wanted to be a farmer,” Botha explains. When she learned that Impaq offered two agricultural subjects in the FET Phase, she was overjoyed. “When the time came to choose my subjects there was no doubt that I would take both,” she adds. Completing her practical assessment tasks in Agricultural Management Practices was the highlight of Botha’s school year, three years in a row. “Getting to document every aspect of ‘my farm’ was so much fun. I had an excuse to take over 500 photos of everything farm related,” she explains. Botha also enjoyed the depth of the lesson material when it came to Agricultural Sciences. “The knowledge I obtained helps me in my everyday work,” she explains. Also read: How to easily complete practical subjects through home education What you plant now, you will harvest later Both Agricultural Sciences and Agricultural Management Practices requires hard work to complete the subjects successfully. “In both subjects, learners will have to put in a lot of effort,” Zandberg says. Agricultural Sciences Zandberg advises learners to only take Agricultural Sciences if they plan on going to a university or college for further training. “It is a challenging subject and must not be underestimated,” Zandberg says. Botha agrees and says that she had difficulty with the chemistry aspect of the subject in Grade 11. “This was my first encounter with chemistry, and I dreadfully struggled to master this part of the subject,” she explains. While taking Mathematics with Agricultural Sciences is not compulsory, Mathematics will be a requirement if a learner wants to study BSc Agricultural or Veterinary Sciences after completing Grade 12. Top tip: Ensure that you know what the requirements are for further study at tertiary institutions. Also read: How to change a learner’s perception of difficulty to achieve success Agricultural Management Practices Zandberg explains that if learners take Agricultural Management Practices, they will need access to a farm to complete their practical assessments tasks (PATs) successfully. “Learners must be part of the practical activities on a farm or an active production enterprise for at least 40 hours per year,” Zandberg says. A farmer or veterinarian must assess the PAT. If the assessor is a farmer, the farmer must have been operating the farming enterprise for at least five (5) years. If the assessor is a veterinarian, their qualification, practice number, and the number of years they have operated their practice must be submitted along with the PAT. Botha says that with Agricultural Management Practices, she did not struggle with the lesson material as it was her favourite subject. “There were a few of the assignments that were out of season for my area, Vanrhynsdorp in the Western Cape, and it brought forth a bit of a challenge but nevertheless it was fun,” Botha explains. Top tip: Ensure that you have access to a farm when choosing Agricultural Management Practices as a subject. Leaders in the field Agricultural Sciences and Agricultural Management Practices prepares learners for entry into further studies for a possible career in a variety of fields (pun intended). Typical career paths for Agricultural Sciences include: a veterinarian or veterinarian assistant, agricultural researcher, soil researcher, a career in animal or plant studies, and a biologist. Typical career paths for Agricultural Management Practices include practical work such as: farming, farm management, managing different plant crops, and caring for farm animals. Working in acres, not in hours Since Botha graduated as the top Impaq learner in Agricultural Sciences and Agricultural Management Practices in 2019, she has been working as a farm manager. “My focus has primarily been on animal health and reproduction,” Botha says. She, however, has ambitions to become a mega farmer. Also read: Life after matric – guiding your child during this next chapter Her advice to other young aspiring farmers is to work hard every day. “Use as many previous papers as possible when studying and use more than one study method

June 24, 2021

14-year-old mental health advocate Jess Robus shines a light on youth mental health in her inspiring debut book

A FEW SLIVERS OF LIGHT A collection of poetry By Jess Robus With a maturity that belies her 14-years, vibrant Jess Robus is already a singer, songwriter, debater and musical theatre aficionado. On 3 June 2021, she added ‘published author’ and ‘published poet’ to those accolades, with the release of her debut book A Few Slivers of Light, now available for purchase online on Amazon, on her own website or via PayStack. A Few Slivers of Light is a beautifully-written, vulnerable and emotive collection of poems of a teenager’s journey with anxiety and depression. Author Jess Robus hopes she will inspire other teens and young adults to speak up about their struggles and to reach parents who might have children experiencing these challenges. With May having just been Mental Health Awareness Month and June being Youth Month, there is no better time for Jess to release her poetry collection for the world to see. Starting to write poetry at the tender of age 8, Jess chose this medium as a means for her to process the world around her. Jess explains; “I’ve always loved writing, and poetry in particular I’ve found to be a very engaging medium both from the perspective of the reader and the writer. It’s an art form that can so eloquently capture emotions and thoughts and enables me to deal with them and process them constructively. Publishing this book is a way for me to share my struggles and recovery and hopefully show others that they are not alone.” Award-winning author & poet, Raashida Khan has written the Foreward to the book. An excerpt of that Foreward captures the essence of the book; “A few Slivers of Light is more than a collection of beautiful and evocative poetry. It is a revelation. An insight into the psyche of a young woman walking her journey of life while dealing with challenges, both internal and external. Jess Robus displays insight and talent that belie her young age. Her writing journey mirrors her personal journey so that as readers, we are drawn in and are captured by the turn of phrase, use of words, and interesting take on writing style. The imagery used in her descriptions are sometimes startling, but always concise and targeted. Jess fearlessly invites us to experience her thoughts, feelings and emotions in the most intimate way. That takes courage and is inspiring to see in one so young. As readers, we are more than observers being given a glimpse of the depths of despair and heights of triumph. The poems speak to the heart, mind and soul of the reader, taking us into deep recesses of our own consciousness.” Mental health and awareness around it is very important to Jess. She went through a two-year depressed anxiety spiral and has witnessed the struggles that her friends and fellow teenagers have experienced with their own mental health. Her poetry book as well as some of her music, chronicles her own journey of accepting and constructively dealing with the challenges she has faced. With A Few Slivers of Light, she gets to share her story and reassure others that whatever they may be going through, they are not alone. Jess is often asked what motivates her to put her thoughts into poetry; an unconventional medium for teenagers. She responds; “In terms of self-expression, poetry is honest, raw and real. It can truly capture the emotions of a moment and in doing so helps me to recognise them, express them and deal with them.” Jess had her guests captivated at her book launch held in Johannesburg on 3 June. Family, friends and members of the media were mesmerised as she shared her poetry with the group. This captivating teenager showed maturity beyond her years as she answered question after question by convenor Raashida Khan and then the audience. Says Jess; “It was really such a wonderful experience to get to share the book and my thoughts with people and to see how many are passionate about normalising discussions about mental health. If I can reach just one person and let them know that their feelings are real and valid and that they are not alone, then this book will have accomplished its purpose.” Jess concludes; “I’m so excited for my poetry to be out in the world and for people to have the opportunity to read it. I’m hopeful they’ll find some meaning from it.” A Few Slivers of Light is self-published, and now available for purchase online on Amazon, via Jess Robus’s website or via PayStack Follow Jess Robus on Social Media Website Instagram Facebook YouTube Wattpad JCDuValier For interview and photo requests, please contact Collett Dawson from The CoLab Network on [email protected] Publicity Photographs courtesy of Vivid Images Photography

June 23, 2021

How to cope with school closures amidst the third wave

As the number of COVID-19 cases continues its upward trend, more stringent lockdown regulations could follow, including the closure of schools and a return to more regular remote learning. Several schools have already taken the step to start closing partially or fully amid community or localised outbreaks. In addition, many parents may be taking their children out of school in a bid to protect themselves. For many parents, especially homeschoolers, this is familiar territory by now, but for others, they may need some extra advice on how to cope with learning at home. We look at five tips on how to cope with school closures. Talk about the current situation Firstly, have a conversation with your children to make sure that they are calm and understand what is going on regarding the current situation. By now, many children may have a better grip of this situation. However, it’s still important to try to reduce any possible anxiety while also communicating that learning will now occur at home for the next few weeks. Also read: How to help a child struggling with (coronavirus) anxiety Supplement learning with e-learning If your child’s school has handed out learning packs, make sure you have them on hand. If possible, look through the lesson material and search the internet to see if there are ways to supplement the learning topics with e-learning. There are many providers out there who offer free e-books. One local South African example is this e-book library from Optimi Classroom, which consists of 45 000 free e-books Stay organised Being organised is critical. Make a schedule that you and your children agree to and stick to it. You don’t have to follow a strict timetable to complete academic work throughout this period, but having a plan does help. If you need assistance with setting up a timetable, we have put together this simple daily schedule to guide you and your children with staying on track during school closures. Bear in mind that you might not be able to stick to a timetable if someone in your household is sick, needs to return to work, or do other activities. Your child will then have to adapt the schedule and complete the academic work at another time. However, even loosely sticking to a timetable will help everyone know what is expected while ensuring that learning takes place. Also read: Ten tips to help you cope with school closures Exercise It’s also critical to ensure your children engage in physical activities such as playing in the garden or even going for walks. You can add playtime into your timetable as a reward for completing academic work. Apart from this, you can also encourage your children to participate in hobbies or even certain extracurricular activities, where it is deemed safe from a social distancing perspective. Also read: Why exercise is important for good academic results Hire a tutor Finally, if you feel you need extra help and resources, look to credible homeschooling providers out there that follow the CAPS curriculum. Homeschooling providers, such as Impaq, can offer a structured approach to learning and guidance on what to teach and when. Learners can also continue their learning journey at home amidst school closures when registering with a home education provider. Plus, you do not have to do it alone. There are independent tutors across the country who can meet virtually to help guide you and your children during this time. Calling in a tutor is also a great option when you have children in multiple grades or at different levels; the tutor can work with one child while you help another. In addition, tutors are also a valuable resource for more challenging subjects, especially in the higher grades. by Louise Schoonwinkel, MD of Optimi Home

June 18, 2021

They’re back! How to make the best of (Covid-safe) Open Days

In coming weeks, several higher education institutions will again start hosting on-site Open Days following the virtual events held last year during the height of the Covid pandemic. But although these events will once more be held in-person, prospective students are urged to register as soon as possible, given that numbers will be limited due to Covid safety regulations. “Those who are serious about furthering their studies next year, and are investigating all their options regarding what the best qualification will be for them, and where they should study, will benefit tremendously from being able to attend these Open Days,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. Kriel says it is more important than ever before to carefully consider one’s options, given how the world of work has changed in the past year, and also because Covid and lockdowns really highlighted which institutions were able to continue delivering the highest quality academic excellence without losing academic days. Prospective students attending Open Days should specifically ask the question about how the learning experience was maintained during the lockdowns, says Kriel, given that it is not out of the question that there may be disruptions to in-person teaching again in future. “The days are long gone where Matrics and those who want to pursue a post-graduate qualification had to do little more than sign up at any university for a popular or traditionally prestigious degree. Anyone who wants to go study now, must ensure they are very clear about the connection their chosen qualification will have to real-world opportunities in a few years’ time, as well as the institution’s ability to continue in the face of external challenges,” says Kriel. He says the first step prospective students need to take, is to find the websites of respected private or public universities and higher education institutions, and then find details of upcoming Open Days. Then they need to register to attend at a number of institutions, so that they can compare their experiences of the campuses and their various offerings before making a decision. “The point of Open Days is to help prospective students make informed choices. Furthering your education is a significant investment of money and time, so the more you do your research before you embark on your future path, the more likely you are to make a success of your studies,” he says. While much of the investigations into further studies can be done online, attending Open Days gives young people the opportunity to speak to Student Advisors face-to-face, to view and experience campus facilities, to get a taste of campus life, and to speak to current students. Usually, Open Days include career and qualification guidance, campus tours, overviews of sport and social activities, and residence options. Kriel says those who are still uncertain about what path they want to pursue, can gain some clarity by speaking to Student Advisors. “They will be able to help you match your passions and strengths to those qualifications – some of which you may not yet even have heard of – that will put you on a path to a successful career in future. “Very importantly, you also need to ask Student Advisors about the role work-integrated learning plays in the institution’s qualifications, because employers today need to see that a new appointment is able to get the job done from day one, and won’t need months of training to align their academic knowledge to the actual day-to-day demands of the job.” Open Days also allow prospective students to get a broad overview of careers and career opportunities, as well as the details of the logistics that lie ahead should they decide to apply. “Matrics should not leave the decision about what to study and where until after their exams, or, even worse, until after they receive their results next year,” says Kriel. “Open Days provide a great, fun, and non-pressured opportunity to explore your options, and clarify and commit to the road ahead. Getting your plans for next year out of the way sooner rather than later will go a long way toward relieving your anxiety about the future in coming months, which will leave you with more of the mental and emotional energy you’ll need to make a success of your exams.”

June 11, 2021

Choosing a school — does size matter?

At this time of year, many parents are considering which school is the best fit for their child as they move from pre-primary into their primary school years. Ultimately, it is about the right fit for your child, as well as your personal views on educational methods, differences in ethos from school to school, and differences in facilities and services provided by the school. Covid19 has seen an increase in homeschooling and cottage schools as some parents opt for a smaller school environment. Some children thrive in a more intimate space, while others prefer the more traditional school system. Kairos School of Inquiry believes that, when life at school is happy and meaningful, children are able to go out and have a positive impact into the world. Based in Parkview, Gauteng, Kairos is a proud member of “small school movement”. They provide a full primary school service from Grade R to Grade7, and graduates flourish in a wide variety of mainstream, upmarket high schools around Joburg. Currently accommodating 42 children, Kairos will always be a small school, growing gradually to 80 in the future. Along with its ideals around its unique mix of Nonviolent Communication (NVC), inquiry based learning, integrated studies and whole-brain learning, Kairos enjoys the advantage of being small. Kairos head teacher ,Marc Loon , offers some insight into choosing a small school for your child. “Choosing a small school comes with advantages and disadvantages. Certainly, the economy of scale of a large school creates more choices of in-house extramural activities, and a small school requires more involvement from parents compared to larger schools. Fortunately, there are many significant advantages to compensate for the disadvantages,” says Marc. He offers four advantages of sending a child to a small school. 1. Relationships between children Small schools create closer relationships between people. When everyone knows everyone, the consequent emotional safety nurtures self-assurance. There is an inevitable friendliness in the social atmosphere. Also, in a small school, children are obliged to befriend children different to themselves, improving social skills such as tact and awareness of difference (unlike the norm of grade-specific friendships and social cliques in large schools). “At Kairos, friendships between grades are the norm, since everyone is implicitly pressed to get along with everyone else,” says Marc. “Moreover, tensions and conflicts are more easily addressed and resolved in a small school. This in turn brings about improved self-awareness in individuals and deep social harmony in the school community.” 2. Teacher-pupil relationships A similar principle applies with teacher-pupil relationships. Every child knows each staff member, and sees them as full human beings, not merely a repository of knowledge and test results. Teachers know each child in the school, the implications of which are educationally significant: all teachers can contribute collaboratively to a deep understanding of each pupil — including their whole school experience as well as their biographical background and home context. “Although some parents prefer the anonymity of the latter, this deeper knowledge of our children’s lives invariably enhances the educational effectiveness of the classroom,” continues Marc. 3. Systemic innovativeness and flexibility A small school means sudden changes are more possible than in a large school, for any change will affect fewer people. Taking advantage of opportunities that present themselves at short notice has huge educational value. “Our flexibility has been essential to much of our educational success in general, for innovations such as, inter alia, our ‘Rosses’ school currency and the associated weekly Market Day, our annual Cardboard Challenge, Partner Projects, our Pop-Up School days, our whole school birthday blessings and many other incidental experiences. These types of innovations would normally need to be planned long in advance in larger schools, but we can adapt easily to the need at the time. A small school enables us to be open to opportunities at hand, and maintains innovativeness as a sustained aspect of our small school,” says Marc. 4. Greater individual agency Linked closely with our innovativeness and flexibility, a small school also implies greater agency for individuals — both teachers and pupils. From a purely statistical perspective, each individual is a more significant member of the community than in a larger school community. Kairos’s size (combined with our particular ethos) allows teachers and pupils to consider new possibilities for innovation. The self-confidence, initiative and personal sense of agency children are encouraged to acquire in a small school such as ours has profound educational value for their futures. Acquiring such qualities are intrinsic to a small school, and such qualities are particularly relevant to the future requirements of society. In 2016, the World Economic Forum embarked on a study of what competencies and character qualities will be important for students to acquire in preparation for the rapidly changing society of their adulthoods. The “competencies” and “character qualities” are more likely acquired in a small school environment than a large one. “Certainly, it is not guaranteed that all small schools will achieve these educational objectives, but a small school community makes it more likely. In a large school, certain individuals will shine above the rest for reasons related to their academic and sports performance, or their innate capacity for social leadership. In a small school, everyone tends to shine — the particular “genius” in each individual child tends to be more noticeable in a small school community. And when the community values qualities in an individual, those individuals tend to value those qualities in themselves too,” concluded Marc. Admissions for 2022 are open. If you would like a tour, or more information, please contact Kairos on 011 646 6221 or [email protected].

June 2, 2021

Youth Month: Tackle Illiteracy One Book At A Time

With June being Youth Month, READ Educational Trust encourages all South Africans not to turn the page on our children’s fundamental freedom to learn and access to reading and literacy. For READ Educational Trust, a non-profit organisation that has spent nearly four decades promoting literacy among the poorest of the poor, this month is all about sharing in the love and value of books and empowering Early Childhood Development (ECD) caregivers with the tools required to teach little ones how to read with confidence. 1 Children who have never been exposed to the magic of books might perceive reading as boring, mundane, and futile. They don’t realise the beautiful impact that reading has on their brains, lifestyle, and future. READ is determined to change that. While you can’t judge a book by its cover, you can play a tangible role in shaping a child’s success by teaching them how to read and, in turn, cultivating a deep love for literature and books. And this starts at grassroots. Learning to decipher the code of how we use symbols to represent spoken language is a big part of why children go to school. They learn the distinctions between “b” and “d,” or “p” and “q.” They read about pirates, pigs, and pixies, as well as earthquakes and igloos, as they advance from letters and syllables to words and sentences. The possibilities are endless once children have “cracked the code”. This is the delight of being initiated into the world of literacy.2 As famed children author, Dr. Seuss so simply put it, “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Whether you were a fan of Alexander And The Terrible, Frog And Toad Are Friends, or Fantastic Mr. Fox, when you were a child, there’s no doubt that your favourite book helped to shape your creativity and imagination in some form or another. Books open doors into dreams of a world without limitations, and those dreams can inspire action to change the world as it is. Aside from magic in the act of reading itself, benefits of early reading habits for children include :3 Supported cognitive development Improved language skills Preparation for academic success Increased concentration and discipline Improved imagination and creativity Cultivating a lifelong love of reading While one would think that being able to read and write in today’s modern world is little more than being able to breathe, this is sadly far from the truth. More than half (58%) of South African children do not learn to read fluently and with comprehension in any language by the end of grade four, according to nationally representative surveys. A staggering 29% are completely illiterate.4 READ has successfully addressed some of these issues over the years, thanks to the implementation of ECD Programmes that assist caregivers, educators, and principals of ECD Centres in overcoming our country’s challenges. READ also provides practical training, hands-on support, and valuable resources that have been highly effective. The need, however, is both dire and vast. It takes time, dedication, a well-designed formula, and creative resources to instil a reading culture. A collective effort can change the face of South Africa. The only way to succeed is for governments, non-profit organisations, big businesses, and private individuals to stand together and do all they can to combat illiteracy by actively promoting and funding reading and educational incentives. What better time to act than during Youth Month? The message is loud and clear: Reading is fun, relevant, exciting, and has the power to transform lives! If you give a child a book and gift them with the skills to read it, you are giving them not just the world, but the universe, which is infinite in possibilities. Visit http://www.read.org.za/ to find out more and join the conversations on: Facebook: https://www.facebook.com/READEduTrust/, Twitter: https://twitter.com/READEduTrust, Instagram: https://www.instagram.com/read_educational_trust/.

June 2, 2021

Top universities seek ‘supercurricular’ students

South African students with dreams of studying at top universities abroad are swapping out traditional extracurriculars for ‘supercurriculars’ – activities that explore a student’s main area of interest and show a real-world impact. With steep competition from every corner of the globe, investing time in activities that go beyond normal schoolwork, both in and outside of the traditional classroom, can help local students to stand out among the best when applying internationally. “The ‘super’ in ‘supercurriculars’ talks to both achievement level and choice of activities. It’s important for students targeting top universities to not only have activities in their field of interest, but also high-level achievements on a national and even international level, in order to be competitive enough for spots at top universities, particularly in the United States,” says Rebecca Pretorius, Country Manager at global mentorship company Crimson Education. Ivy League and equivalent universities expect more than top grades and standard extracurriculars. “While academics remain a priority, students need to understand that all candidates applying to these universities have top marks. Supercurriculars give students an opportunity to demonstrate aptitude in key subjects, show commitment to their area of interest, and highlight their achievements at every level,” says Pretorius. Taking significant coursework outside of the local curriculum, such as additional A-level subjects or Advanced Placement (AP) courses, can help local students meet the expectations of admissions officers at Ivy League and similar top universities and compete with other international students. Students can also look at conducting independent research in their chosen field. “Overall, students should aim for depth, not just breadth. This means putting their focus into one or two main activities, and three to four secondary ones. South Africa has a strong culture of doing a wide range of extracurriculars. While a well-rounded list of activities is good, local students have room to improve when it comes to picking extracurriculars in their specific field of interest and looking further than traditional school activities,” says Pretorius. Beyond the classroom and the sports field, students can apply for internships or job shadowing opportunities, take online courses that interest them or teach them new skills, read books in their subject field, or implement an innovative leadership project. Putting in many hours of volunteering or participating in community service projects, while valuable, is less important than a focused effort to run an independent initiative that shows measurable change. Crimson Education is a global EdTech company which focuses on building the candidacy of high school students wanting to study at top-ranked universities in the United States, Canada, United Kingdom, Europe, and Australia/NZ. Through a team mentorship model, learners connect with admission strategists and tutors to assist them with the complex application process for overseas universities. Crimson, which launched in South Africa in 2018, offers regular information evenings and workshops around the country. For more information, visit www.crimsoneducation.org/za.

May 21, 2021

Education interrupted : time to talk about the future of our children

It is easy for middle- and upper-class South Africans with access to schools that can accommodate social distancing and Covid protocols to begin to believe that, on the whole, except for the inconveniences of screening, masks and sanitation, education is returning to normal. However nothing could be further from the truth, an education expert says. “Those of us with means are called to focus on the cost – the long-term cost and impact – to the children in South Africa. It is not dramatic to say that for most of the children ‘regular’ schooling has yet to resume,” says Dr Felicity Coughlan, Director at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. Dr Coughlan says that while schools and educators are doing the best they can, often with limited resources, too many children, including those in reasonable well-resourced public schools, are still attending school on a rotation basis instead of full-time, because of space constraints and the inability to ensure social distancing. “It is understood that children learn less when stressed and that in periods of social and civil unrest they are impacted not only by their lack of access to school, but also by what happens when they are at school and the ongoing and pervasive sense of uncertainty.” This is where all our children are impacted. The learning conditions all children face are not optimal for the confidence and calm needed to learn best. “We have a collective responsibility as society to think about and act upon this situation,” she says. Some of the challenges we face are less obvious than others. On the matter of masks, for instance, science is very clear that they are a major weapon in the fight against infection, but this is not coming without cost. “The experience of smiling and seeing the smiles of others is not just an emotional one – it changes the way our brains work as it releases hormones of pleasure. Smiling and seeing the smiles of others physically protects us against stress and its effects. Just not seeing the smiles of your classmates is a daily cost to children,” says Dr Coughlan. “Learning mathematics is another example. It is a cumulative process and missing a step has long term consequences. If you are only at school three days out of five or every second week, there is no consistency in the learning process. Schools are being innovative and restructuring so much of what they do to cope with this, and they need to be commended for it, but each solution we put in place in these times has a cost and consequence.” Dr Coughlan notes that to address the lack of in-person teaching time, some schools are using the hours children are at school in this disrupted manner to focus intensively on Maths and languages. “This is understandable, but there is a social cost to relegating social subjects to at-home learning,” she says. “Others are sending a great deal of work home which is fine if you understand the work to start with, but if not, that only compounds the problem. Others are making their teachers available for hours each day to respond on WhatsApp to children – depriving exhausted teachers of recuperation time. None of this is negligent and none of this is motivated by anything other than a desire to do the best possible. “The problem is that the best possible is simply not good enough for two reasons. One is that it is contrary to what we currently understand about the way people best learn and interact. This would not be so serious if these were solutions to short-term problems only. Sums and smiling – these seem such trivial issues that we can deal with when things return to normal. And therein lies the problem – these are just indicators of what makes us effective as humans. In our complicated world where what was, is never going to come back, they are anything but simple or trivial.” Dr Coughlan says we are not going back to a pre-COVID world – even if the vaccination programme does work, future pandemics are not the matter of doomsayers only. And even if we are eventually able to smile at each other again at school without masks, the experience of being deprived of the some of the essentials of human engagement is already etched in our bodies and our psyches. “We are already a violent and disconnected society plagued by poverty and despair. When we overlay that with the long-term impact of this current anxiety, the educational disruption of all our young people, a faltering economy and a global world reverting to nationalistic tendencies, the future is truly frightening.” Dr Coughlan notes it is common cause that counselling services and professionals are reporting increased loads. “Are we just going to add these numbers and the increased rate of youth suicide to our statistics of living in the pandemic? Are we just going to lower our literacy and numeracy expectations even further? Or can we work collectively to fill the gaps and fix the fissures? “We have to ask ourselves – as corporates, as parents, as the public broadcaster, as provincial departments and as universities – what role can we play to ameliorate the impact of this pandemic on the sums and smiles of all our children? We have long had an unequal playing field for South Africa’s less privileged children. Not only has the gap widened but the nature of the impact of this pandemic has put pressure on all parts of all systems all the time.” Approaching halfway through our second year of the pandemic, your average ten-year-old, even those who are at school every day, still is not actually at school pursuing their educational journey in the way we know it needs to be, she says. “Humans are ingenious – if we want to, we can figure it out. We need to listen with care and respect to the

May 19, 2021

Interested in a Finance Career? Here are seven great choices to consider!

Even if you’ve never worked in the industry, you might have a general idea of what a finance career looks like. Most people imagine people in suits, screaming numbers at the New York Stock Exchange. While that’s one career area, there are many others to explore, both inside and outside of investing. Before deciding which financial career to pursue, it makes sense to explore some of the alternatives. If you have a financial (or related) degree, consider the classes you enjoyed most and what aspects caused a few premature grey hairs to appear. The truth is that finance careers attract a lot of talent. And to stand out from the crowd of applicants, you’ll have to pick an option that plays to your strengths and interests. Online job aggregator Adzuna rounded up 7 of the widest-known financial job titles to help you understand your options and explore the possibilities! Top Finance Career Options #1 Accountant Average Salary: R445,821 per year Accountants interpret, examine, and maintain financial records to prepare financial and tax statements. They also find ways to reduce costs and increase profits by advising on business decisions. Although most entry-level auditors aim to land roles with big accounting firms, that’s not the end-all and be-all. All industries need accountants. Accountants can work for government, universities, and businesses across all fields. Auditors have a keen eye for detail and excellent problem-solving and analytical skills. They need a deep understanding of general accounting principles, practices, and laws, which they obtain through an accounting or related degree. #2 Credit Analyst Average Salary: R542,308 per year Credit analysts, as the name implies, analyse credit and financial data of companies and individuals to determine their risk factors for extending credit or loans. These professionals complete loan applications and analyse other financial data like income growth to determine a loan’s profitability. Although credit analysts primarily work for banks, they can also be employed by mortgage, investment, and insurance firms. If you have strong decision-making and critical thinking skills along with an analytical mind, this might be the right finance career for you. You’ll also need to be great at researching and have strong communication skills to back up your bachelor’s degree in finance, accounting, or any other related field to land your dream job. #3 Personal Financial Planner Average Salary: R309,603 per year Personal financial planners help individuals set up and work toward their financial goals. This includes educating them on investments, managing their portfolios and monitoring their finances. These professionals can work for banks and investment firms, and they can also be self-employed. Unlike financial advisors, financial planners form long-term working relationships with their clients. This means they need strong intrapersonal skills and have to be certified as professional financial planners. Along with investment knowledge and analytical skills, financial planners also need an entrepreneurial mindset to build and expand their client database. #4 Risk Specialist Average Salary: R680,000 per year Working for investment banks, mortgage, insurance companies, and corporate lenders, risk specialists use quantitative and qualitative approaches to analyse risks. These risks are related to existing and prospective investments, earning capacities, and the success of companies. These professionals must have the ability to spot problems before they arise. They also need inductive, deductive, and mathematical reasoning skills. In most cases, you’ll need a bachelor’s degree in economics, math, or finance to get your foot in the door of this industry. #5 Quantitative Analyst Average Salary: R572,667 per year Quants develop financial products that financial firms rely on to price, trade, and calculate risk for any tradable financial assets. Quantitative analysts can work for a variety of employers, including investment banks, depository banks, fintech companies, and trading firms. It goes without saying that quants need high-level math and reasoning skills. This work field is abstract and requires these professionals to spend more time behind their computer screens instead of interacting with colleagues. Entry requirements include a master’s degree in a quantitative field like finance, math, stats, or economics. #6 Actuary Average Salary: R717,408 per year Ever wondered who is in charge of evaluating probabilities and risks associated with car accidents and property damage? Actuaries! They use math and statistics to calculate costs related to events like these that form the building blocks of models like insurance policies. Although actuaries generally work for insurance companies, they can also work for investment firms and banks. This field of work is predicted to grow 18% by 2029. With relatively low-stress levels (compared to most other finance career options) and high average wages, becoming an actuary can help you build the perfect work-life balance. But to get in, you’ll need strong math and reasoning skills along with a degree in actuarial sciences, finance, accounting, or a related field. #7 Investment Banker Average Salary: R573,257 per year Investment bankers primarily deal with raising money for companies and governments through public offering, stocks, bonds, mergers, and venture capitalism. Average salaries might be high, but so is the level of stress associated with these roles. To land a job as an investment banker, you’ll need a finance or economics degree or another quantitative or business-focused degree. You will also need a master’s degree in finance and an internship. The good news is that if you have all of these qualifications, you could be earning MUCH more than the average salary. Investment bankers can earn salaries upward of R2 million per year if bonuses are included in the picture. Making the Right Choice To pursue jobs with the highest probability of success, you have to consider the role’s demand. Time spent uncovering the most exciting opportunities can be time saved working a job that just doesn’t fit. Different finance careers require different skills and come with vastly different working environments. Pick one that aligns with your interests and abilities. Every company in almost every industry needs the help of a finance professional. You can find a financial job by tapping into your professional network, leveraging the power of social platforms like LinkedIn,

May 19, 2021

Tech in our schools – goIT Challenge announces 2021 winners

After a successful launch last year of the goIT Challenge in South Africa, Tata Consultancy Services and STEAM education specialist, Sakhikamva Foundation have brought together 455 learners from nine high schools to participate in the worldwide school’s technology programme. Students were tasked with coming up with app ideas to solve real-world problems in their own communities, and six finalist teams had the opportunity to pitch their ideas to the judges on 5 May. The six 2021 SA goIT Challenge finalists were: WO-MEN created by Sinenjongo High School team – an app promoting gender equality and the acceptance of gender diversity which includes a conversation platform to highlight the impacts of gender inequality ‘Hope Away from Home’ created by Get Ahead College team – an app aligned to the #zerohungerworld Sustainable Development Goal that enables small food donations in one’s own neighbourhood EVOLVE created by Goodwood College team – an app offering physical workouts, healthy eating regimes and positive mindset texts to enable people in under-resourced communities to benefit from healthy body and mind education and support W.A.S.H. created by another Goodwood College team – an app to connect people in rural and homeless communities with nearby sources of clean drinking water and sanitation facilities ‘Building Confidence Lifestyle’ created by Modderdam High team – an app to help users improve self-image, self-esteem and self-motivation so that people in under-resourced communities are more empowered to live healthy and successful lives ‘Study Room’ created by Valhalla High team – an app that provides educational video resources to help boost learning among young people who are struggling to access classroom learning Founder of Sakhikamva Foundation, Fatima Jakoet says, “What we have seen in this second SA goIT Challenge is young people expressing their abilities to be problem-solvers who can contribute to a better world. Participants had no trouble identifying real challenges that they experience and see in their communities, and then align these to the UN Sustainable Development Goals. They got the opportunity to grapple with how technology offers the world opportunities to solve these problems in innovative ways that can also be brought to scale through tech platforms. The goIT Challenge gave them a rare opportunity to build their 21st Century skills, and it was wonderful to see how much they relished this and rose to the occasion.” The SA winners of the 2021 goIT Challenge are: First Place: WO-MEN app created by the Sinenjongo High School team (each team member received a tablet) Second Place: W.A.S.H. app team from Goodwood College (each team member received a drone) Third Place: EVOLVE app team from Goodwood College (each team member received a robotics kit) Over more than a decade, the TCS goIT Challenge has been rolled out in North and South America, Asia, Australia, the UK and Europe. In 2020, TCS expanded this footprint by bringing the innovative 21st Century learning programme to South Africa. Nikhil Dabhole, HR Head of TCS South Africa says, “We congratulate this year’s winners of the goIT Challenge and commend the finalists and all other participants. As an IT service provider, we are committed to providing opportunities for schools to bring their learners, educators, and school communities together in an exciting and relevant tech education programme. The goIT Challenge is a way to strengthen communities today, by empowering their own digital innovators of tomorrow. These participants are building their skills to contribute to the workforce of the future, and engaging with tech is vital to their education.” South Africa lags significantly in bringing a coding and robotics curriculum to schools, which means that a generation of our children is falling behind in developing the skills most needed by the changing 4IR world. The goIT Challenge brings tech to the forefront in schools and gives SA children a hands-on experience of how innovation can solve real-world problems.

May 7, 2021

Career tests and quizzes to help you find your calling

Regardless of whether you’re just starting to figure out what career to pursue or if you’re looking to make a complete career change, answering the “what career suits me best?” question can feel overwhelming. The good news is that there are many career tests and quizzes that can help you narrow down your options. We don’t want you to drift along in the sea of choices, which is why Adzuna, an online job aggregator, researched the best tests to help you determine the kind of job that’ll suit you best. While no single test can guarantee your “dream” job will be the career you pursue for the rest of your life, they can help you better understand your working style and the type of environment you’ll thrive in. What are career tests, and how do they work? Career aptitude tests cover a series of questions that, when answered truthfully, can help you uncover which jobs best suit your personality, needs, and goals. The kind of work environment that resonates with your personality will ultimately offer the most long- and short-term satisfaction. These tests help job seekers consider factors beyond just the obvious paycheck, commute time, and the like. Career quizzes are practical tools that offer insights into what makes you tick. They typically cover factors including: Skills Strengths Interests Emotional intelligence Values Personality traits Motivations Ready to discover the best kind of job for you? Here’s a list of perceptive quizzes that may lead you to the most rewarding career opportunities! Countdown of the best career tests #7 My Next Move: O*Net Interest Profiler The O*Net Interest Profiler is one of the many free career tests and is sponsored by the U.S. Department of Labor. It can help you identify where your career interests lie and what the future might hold. With the “Current Job Zone” section, you can explore opportunities related to your experience. The test’s “Future Job Zone” section lets you explore the education and experience you’ll have to gain to get to where you want to be in the future. #6 Truity: The Big Five Personality Test Truity’s Big Five Personality Test lets you discover how well you relate to others, and it takes just 10 minutes from start to finish. The results will help you understand whether you’re open to new experiences and how much self-discipline you have. It also details your personality type (introvert or extrovert) and how well you handle stress. Although this might not exactly fall under the category of career tests, it can help you understand the importance of your work style in the office environment. #5 123Test.com: Career Aptitude Test The free Career Aptitude Test sponsored by 123Test.com lets you pick your favourite (and least favourite) images which ultimately sum up your Holland Code result. This “code” is based on John Holland’s theory of personality types and careers. It also details suggested occupations that match your specific personality type. #4 MyPlan.com: Career Tests The range of career tests offered by MyPlan.com cover personality, career interest, skills, and career values that can all help measure your career personality. The career values test, for example, gives you an indication of what factors will make a career seem meaningful to you. The careers personality test, on the other hand, rank more than 700 professions based on how well they align with your personality. #3 Self-Directed Search SDS is a career assessment test that matches you with the best job opportunities based on your interests, activities, and aspirations. Results are personalised in a report that details how artistic, social, realistic, investigative, enterprising, or conventional you are. It’s also based on John Holland’s theory of personalities and focuses on his RIASEC theory. Along with a personalised summary, you’ll also be shown a list of potential careers and educational opportunities that best resonate with your results. #2 MAPP Career Assessment The second most prominent personality test next to MBTI is the MAPP Career Assessment. With results covering everything from your reasoning skills to the way you complete tasks, this bumper test is well worth taking. Like most tests on this list, MAPP gives you a list of job categories you’d be great in. #1 Myers-Briggs: MBTI Instrument MBTI is so much more than just a career test and is applicable across all areas of an individual’s life. It’s one of the most widely used assessments by hiring managers and recruitment firms alike. The results from this test detail where you get your energy from and how you like to learn new skills. It explains your decision-making patterns and the kind of structure you want in your life. Although your preferences can help you find your dream job, they’re also great for discovering your ideal workplace and your work preferences. The official test is quite pricey, but you can still take a free and pretty decent test here. Final Thoughts The better you understand yourself and your working style, the easier it’ll be to spot a satisfying career. Career tests help you focus on professional development and how you can keep your career moving forward. Need a little more guidance? With expert career advice and job search tips, plus industry insights and workplace trends, Adzuna is the perfect resource, here for you every step of the way!

May 7, 2021

Let’s Talk Left-Handedness

Just because you’re left-handed doesn’t mean you have to be left behind! As a qualified Occupational Therapist and lefty myself, I can help you and your child be the best lefty they can be! That’s why I designed the Lefty Kit! It’s a total myth that being left-handed means that you will automatically struggle with writing and cutting tasks and that it’s a given that a lefty’s writing will look and be awkward. There is really little to no difference in skills whether you’re left-handed or right-handed. It’s just that lefties are the minority and live in a right-handed world and therefore need to learn to adapt to it. They also need to be taught the correct left-handed principles as early as possible. Think about it this way – if you are right-handed, but someone taught you the writing and cutting principles of a lefty, how awkward and difficult would these tasks be for you?! Try to cut with a pair of left-handed scissors if you are right-handed – it will feel uncomfortable and your cutting accuracy will not be as good. It’s the same concept with lefties. If taught writing and cutting principles correctly from the get-go, a left-handed child will look no different to a right-handed child when working in class (other than the fact that they are using their left hand!). The Lefty Kit is designed to assist left-handed children to develop functional cutting and writing skills. As a left-handed occupational therapist, I created The Lefty Kit to assist parents, teachers and therapists navigate little lefties through this right-handed world. The Lefty Kit breaks down common issues that left-handed children encounter, and removes all the anxiety and stress often associated with it. ‘The Guide to Left Handedness’ includes misconceptions about left-handedness and then breaks down writing and cutting principles in a way that is simple, easy to understand and fun for children! It shows how the pencil should be held and how the hand, arm and page should be positioned, meaning that you can easily guide your child to write in the best way. Each kit includes: The Guide to Left Handedness 13 Activities Writing Mat FREE Delivery Nationwide Included in the Lefty Kit are 13 activities that can be done to develop, practice and apply the important aspects of left-handedness in a fun way! One of the activities included in the Lefty Kit is Pompom Flicks. This game requires pompoms (included in the kit) as well as goals (e.g. tape, tins, toilet rolls, etc.). Your child needs to flick the pompoms and try to score a goal by using their thumb and index finger or thumb and middle finger. This flicking movement places the wrist in an extended position. Wrist extension is therefore strengthened during this activity and will assist your little lefty in positioning their hand correctly when writing and will prevent them from developing a hook grasp! Order your Lefty Kit here for only R485! Occupational therapists can assist left-handed children by guiding them, teaching them the principles of left-handedness and helping them practice the application of these principles. They can also assist parents by educating them so that parents can assist their child at home, but can also advocate for them in this right-handed world. What is Occupational Therapy? Occupational Therapy (OT) is a client-centered health profession concerned with promoting health and well being through occupation. The primary goal of OT is to enable people to participate in the activities of everyday life. Occupational therapists achieve this outcome by working with people and communities to enhance their ability to engage in the occupations they want to, need to, or are expected to do. This outcome may also be achieved by modifying the occupation or environment to better support their occupational engagement. (https://wfot.org/about/about-occupational-therapy) How OT can help children A child’s life is also made up of occupations and daily activities. These include playing, learning, sleeping and resting, interacting with others, getting dressed, etc. OT’s can help and support children of all ages, from new-borns to teenagers. OT’s work with children and their families to help them succeed in activities of daily living by incorporating the occupations that are most important to them in the intervention process. The goal of OT is to help children become independent in all areas of life, for example, achieving age appropriate developmental milestones, interacting socially, play skills, gross motor and fine motor skills, sensory integration, coping at school, behaviour, etc. For more Lefty content, follow me on Instagram and Facebook @steadystridesot

May 4, 2021

Anxiety at school: helping your child survive and thrive

Anxiety at school is not a new phenomenon; however, educators and parents alike recognise that there has been a significant increase in the prevalence of anxiety among children in the past year, as a result of Covid-19, pandemic lockdowns, and measures to ensure the safety of children who are back at school or in the process of returning. Anxiety is not to be dismissed or taken lightly, but the good news is that parents and teachers can take steps to ensure they firstly, recognise red flags in children and then respond appropriately, should there be concerns that a child is taking strain emotionally, an education expert says. “Teachers and parents can recognise the onset of anxiety when a sudden change in behaviour becomes apparent and continues for at least three weeks or longer,” says Dr Jacques Mostert who holds a PhD in Psychology of Education and is Brand Academic Manager at ADvTECH, SA’s leading private education provider. Dr Mostert is globally renowned in his field, and has conducted experiential research in education in Denmark, the UK, South Africa and The Netherlands. He says some of the signs to look out for include inattention and restlessness; attendance problems and clingy kids; disruptive behaviour that is not typical of the young person; trouble answering questions in class; an increase in problems generally, which could include a marked downturn in academic performance in certain subjects where usually there wasn’t a problem and if non-neurotypical difficulties are ruled out, such as ADHD or dyslexia. Finally, if a child starts avoiding socialising or group work, attention must be paid. “Anxiety is your body’s normal reaction to perceived danger or important events,” says Dr Mostert. “It is like your body’s internal alarm system that is set to alert you of dangers that may be life threatening and it helps your body to prepare to deal with danger. However, your internal alarm is not very good at recognising whether the danger you may face is indeed life threatening or not. For example, your body reacts by becoming nervous about being late to school and seeing a big spider in the bathroom in the same way. Neither are likely to cause real damage, yet your body remains alert and ready to run away in either case.” Dr Mostert says anxiety or feeling nervous are normal emotions and can be expected during times of transition and change, especially during times of unprecedented disruption like the current Covid-19 pandemic. “The news and social media are filled with reports of the danger of Covid-19, the virility of the virus and how to stay safe from infection. This is especially true for children and teens going back to school after their normal routines have been disrupted. Even young children who don’t watch news still pick up on the concerns of the adults around them, and constantly have safety measures reinforced in a way they were not before 2020.” Many parents also remain concerned regarding children’s safety from the virus at school. “While you as parent may be stressed about safety and Covid-19 safety procedures, this can be put in context by considering the excellent track records of schools where children have returned.” If a parent has concerns about the anxiety of a child following the identification of symptoms which persist over weeks, they need to start tackling the problem at home, as the first line of response, says Dr Mostert. “Routine is key in this. The first important step is to reinstate regular routines, including in the morning and evening. Nobody copes well when they are tired or hungry. Anxious children often don’t feel like eating breakfast, they might not feel hungry, or become nauseous after eating breakfast, so start making sure that your child gets back in the habit of getting some nutrition before heading to school. “Also, make sure that your child wakes up early enough to avoid rushing to get to school. This of course means that you must ensure that your child goes to bed early enough, at a regular time. If your child spends hours before going to sleep on a device or social media, this is a habit that needs to end. It is not healthy for children or adults, for that matter.” Dr Mostert notes that if a child becomes unusually quiet, or starts to ramble, this can also be an indication that they are anxious about returning to school. “Children often seek reassurance that bad things won’t happen in order to reduce their worry. Rather than dismissing this behavior or becoming frustrated with them, acknowledge their fears. Avoid making light of their (and your own) anxiety by, for instance, saying there’s nothing to be worried about or that they’ll be fine. Instead, listen to them, acknowledge their feelings, and encourage your child to work through ways of solving their concerns with your assistance.” In addition, there are practical ways to deal with anxiety in the moment, which include: Practising deep breathing Taking a break and going outside Talking about anxiety openly and objectively Getting moving Walking and talking Practising positive thinking and keeping a gratitude journal Trying to eat as healthy as is possible and drinking enough water “When dealing with an anxious child, it is very important not to lecture or interrupt them, or to jump to conclusions or mock their fears. “Instead, practise being a good listener, remain positive and retain a sense of humour, give positive feedback and reinforcement, aim to see fears from the child’s perspective. Helping your child through anxious periods is possible and an important part of their growth towards maturity. And, if your own efforts to help them do not yield results, there are many qualified and compassionate professionals who can help child and family get back on track. “Adults should keep in mind that they play an important role in supporting children during this time to direct attention away from the concerns about friends, teachers, homework and Covid-19, by instead directing their thoughts toward the positives of seeing their friends,

May 3, 2021

How to start the 2021 school year with confidence

The new academic year has begun and, after a year like 2020, it’s no wonder stress levels are already high and confidence in the 2021 school year launching without a hitch is low. As learners, you’ll need to stay flexible in your outlook. “It is more important than ever to start your school year on a confident note and, although confidence does not come easy to everyone, these tips from our team at The Answer Series (TAS) should help learners to start the school year feeling more confident, in control and ready to take on any unexpected outcomes,” says George Eadie, CEO of TAS. Let’s dive straight into 7 ways to start the 2021 academic year with confidence. 1. Feel positive, think positive, act positive, be positive Set an intention for 2021 to be the year you adopt a positive mindset – or at least work on being mindful about any negative thoughts that, if left unmonitored, can start shaping how you feel and even who you think you are. 2. Be prepared for 2021 You cannot control how the academic year will take shape, but you can control how you behave, react and take responsibility for your learning. Have regular contact with your teachers and classmates about academic material and use study guides that are proven and trusted like The Answer Series. These sorts of comprehensive study guides will take the pressure off whilst you move between physical learning in the classroom and remote learning at home. 3. There’s nothing like a good friend Lean on your good friends for support and schedule time to check in with them too. Be a good friend by being real, honest, kind, and dependable, and don’t be shy to ask your friends for help if you feel anxious. Watch out for the warning signs of early depression and anxiety in your friends too, and act with care and compassion if you notice that they are struggling. 4. Forget about mistakes made in the past Everyone makes mistakes in life – it’s only human. Remember that you will not be able to please everyone. Of course, set high expectations for yourself and always do your best, but remember that half the road to success is failing and learning to bounce back from adversity. Learn from your mistakes and move on. 5. Don’t sweat the small stuff Ask yourself if what you are stressing over will matter tomorrow, next week or a month from now. If the answer is ‘no’ or even ‘maybe’, leave it behind you. If the answer is ‘yes’, set short-term and long-term milestones that are attainable and realistic to achieve within the time period you have set out for yourself. And remember, if you’re worried about your studies, additional textbooks, online resources and study guides from TAS are a great way to stay on top of your work, whether at home or in the classroom. 6. Face your fears It is natural that the uncertainty of the year ahead might instil fear in you. Remember that to be afraid of something is a state of mind. Every time you confront a fear you change that state of mind and, in the process, you gain courage and confidence. Control what you can. Ask your teachers for a breakdown of the term’s work and create a weekly study timetable as if you were studying for exams but adjust it to homework and day to day learning. 7. Dress for success Jenny Campbell, a mathematics author at TAS, suggests that teachers focus on looking after themselves, so they can continue to support their learners. Campbell said: “To function optimally at school and after school you need to ensure that you look after yourself by eating well, sleeping well, getting some form of exercise, switching your mind off school for a part of the day, and having me-time.” Learners can do the same. If you feel healthy and well kept, you will feel more confident and will in turn attract the same energy. Eat healthily, create an exercise routine – and make sure you stick to it – and put effort into how you look when you get ready for school. Remind yourself often: The most beautiful thing you can wear is confidence.

April 19, 2021

JUNIOR HIGH ROADMAP: TAKE THE LONG VIEW BUT MAKE EVERY DAY COUNT

High school is an exciting if sometimes scary and demanding stage of a young person’s life, and it requires of them to balance a daily focus on learning and academic work while also continuously considering their future and where they are headed. These competing considerations – the focus on now while also not losing sight of tomorrow – can cause uncertainty and anxiety, but using a framework on the way can have a significant impact on creating peace of mind and successful outcomes, says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “By getting into the right frame of mind, and armed with a daily plan of action, you can incrementally build your way towards great results in Matric, and opportunities that align with your vision thereafter,” she says. “What Covid has made clear, is that we need to use every day to our advantage. Small wins compound, but if you procrastinate, you might just find yourself in an impossible position down the line.” Dr Mooney says junior high school students should strategise for the long game, and combine that with short-term action plans so that they are able to start senior high in as strong a position as possible, by doing the following: KEEP ON TOP OF THINGS EVERY DAY “Make sure that you master the work done in class every day. Do your homework to the best of your ability, and if there are concepts you don’t understand, ask for help and assistance until you do. Don’t push things to the side and think you are going to deal with them later, because later you may just have too many things to deal with and then you’ll start feeling overwhelmed. “By doing a little bit every day to cement new knowledge, you are building a strong foundation for the future, and your learning muscles and confidence are strengthened.” DON’T GO OFF THE RAILS – ASK FOR HELP High school comes with a host of firsts – good ones and not so good ones, notes Dr Mooney. “You’ll be faced with exciting new opportunities but also temptations. Don’t lose sight of what you are building towards, and always consider how your choices will impact on your future. Your freedom will be increasing, but so will your responsibilities. Make wise choices and enjoy your journey towards adulthood, while also being careful not to make choices that can turn into hurdles down the line. In particular, be extremely circumspect where social media is concerned as small missteps can have huge consequences. “If you find yourself struggling – academically, mentally, emotionally, physically – know that there are many avenues you can turn to for help. There could be trusted adults in the community, teachers, organisations and even online resources to which you can turn. Don’t despair if you are finding yourself in a difficult spot. There are support and resources available, so keep looking for help until you find it.” CONSTANTLY EVALUATE WHERE YOU ARE HEADED You may have an idea of what you want to do when you Matriculate, or you may not. Whichever it is, junior high school provides the opportunity for you to consider your options while you still have plenty of time. “Keep in mind that you will need to make subject choices in Grade Nine, which will impact greatly on your options after you finish school,” says Dr Mooney. So as you progress through the days, weeks and months of junior high, consider where your strengths lie, and how these might match up to a future career. “This is why it is important to not leave your investigation of your future studies until Matric, because by then you may have dropped the subjects you would have needed to apply for your qualification of choice. If you think you are terrible at Maths and want to drop it as soon as you are able to, consider which careers you will be ruling out if you do so. “If you don’t know the answer to that, it is worth finding out by for instance doing online research, or speaking to student advisors at higher education institutions about fields that interest you, and what the entry requirements for those would be.” START TO BROADEN YOUR HORIZONS The world is evolving rapidly and by the time junior high learners matriculate, it will look completely different from the way it looks today. In junior high, young people should start developing themselves holistically, and start learning about things outside of their current field of experience and frame of reference. For instance, they can start keeping up with the daily news so that they know what’s going on in the country and the rest of the world. They could also start cultivating a hobby to develop their creative side and ensure they get regular exercise through group or individual sport. “You are now at the stage of your life where you are starting to develop into the adult you will become. As the saying goes – with some creative licence taken here – there are things we know, things we don’t know, and then things we don’t know we don’t know. Your school will be teaching you about the things you don’t know, but it is your responsibility to be curious about the world and start finding out about the things you didn’t even know you didn’t know. “You may find that there is a whole world of opportunities that get you excited in terms of your future, that you were never exposed to before. So every day, do your best to ensure you continue to grow academically, while also firmly considering where you are headed by researching where the world is moving and where your future opportunity might lie.”

April 13, 2021

Psychology major? Here are five non-psych career options!

If you are busy with or planning to pursue a psychology major, you don’t necessarily need to go all the way to graduate or doctorate level to start your career. If you decide not to pursue a clinical or academic career with this major, there are quite a few career paths you can consider with your psych degree. Why a psychology major can set you up for success A psychology degree comes in handy in a variety of careers. Having mastered psychology basics, you’re already rich in transferable skills, including communication and critical thinking. You also developed quantitative skills and open-ended thinking patterns. You understand human behaviour and how to use data in real-life settings. These valuable skills come in handy in many fields, including business, law, education, and social sciences. In short, your major taught you hard and soft skills and an understanding of yourself and those around you. This can be valuable in just about every career avenue. Just because you focused on human behaviour doesn’t mean you can’t take on a radically different role. What jobs can you do with a psychology degree? Marketing Analyst Average Salary: R433,001 per year Marketing analysts help businesses better understand their customers and their industry as a whole. In this role, you’ll dig into various data sets to gain insights that can help improve business initiatives. Perhaps you’ll help identify potential customers or opportunities for gaining market share. Because you understand customer behaviour, your background makes you ideal for this role. Sales Account Executive Average Salary: R350,000 per year Sales account executives identify new prospects, close new business, manage upselling accounts. Your psychology major already set you up for success since this role requires you to understand customer challenges and the solutions they’re looking for. UX Researcher Average Salary: R630,000 per year Companies need to ensure that their new products appeal to their target audience, and user experience researchers (UX researchers) are in charge of ensuring this happens. As a UX researcher, you’ll use data to understand the target audience and leverage those insights to guide the design process of any new product or service. To thrive in this role, you need quantitative research skills and the ability to influence your colleagues, skills you already mastered while studying psychology. H.R. Manager Average Salary: R670,000 per year Human resource managers – as the name implies – are responsible for managing the humans in the workplace. You might be in charge of recruiting new talent, developing training programs, dealing with employee complaints, rolling out wellness initiatives, and everything in between. Naturally, this career demands a knack for dealing with people, but you’ll also need to showcase your logistical skills. Academic Advisor Average Salary: R380,000 per year Colleges and universities employ academic advisors to guide and advise students during their years of study. Perhaps you’ll help prospective students determine if varsity is right for them. You’ll also help students figure out their options as far as majors are concerned. Students who struggle on an academic level will turn to you for guidance on resources they can use to improve their performance. Because you have a psychology major as a foundation, you’re already fantastic when it comes to communication, empathy, and other interpersonal skills, all of which are job requirements for this role. Final Thoughts As you can see, you don’t have to pursue a clinical or academic career with your psychology background. You also don’t have to study towards a master’s degree to have a fulfilling career path. The five job titles we’ve mentioned in this post are just the tip of the iceberg. If you’re ready to find the job of your dreams, start browsing Adzuna’s listings today. Your ideal role might just be one click away!

April 9, 2021

Is a university degree still worth it?

Amid mounting tuition fees and a global pandemic, parents and students may be reconsidering the value of a higher education. With Covid-19 closing campuses and moving lectures online, the high cost of a university degree may seem hard to justify in the current economic climate. However, as the job market becomes increasingly competitive, a degree from a top university can help young South Africans stand out from the crowd, setting them on the path to graduate level jobs and higher incomes. “The value of a university education goes beyond the degree itself. Additional benefits include peers who bring their own rich experiences and perspectives to campus; high-calibre staff; and a global network of alumni connections and employment opportunities,” says Rebecca Pretorius, Country Manager at global mentorship company Crimson Education. Despite an uncertain application year, during which students faced a number of Covid-19 related challenges, global admission trends show an increase in applicants competing for places at top universities abroad. Harvard University reported a record number of applications for the class of 2025, receiving 57 000 applications, up from approximately 40 000 in the previous year. This trend was seen across all the Ivy League and other top US universities. In the UK, 76 940 students applied to Oxford and Cambridge, as well as medicine, dentistry, and veterinary medicine and science courses – an increase of 23 670 applications from the previous year. “The increase in global admissions highlights the already high value of a world-class education. At the same time, it also demonstrates the necessity for students to differentiate themselves, especially in the current and post-pandemic economy,” says Pretorius. With Covid-19 and the subsequent lockdown causing businesses around the world to downscale, those entering the job market for the first time will be competing for fewer jobs overall. “In many cases, a bachelor’s degree is now considered to be a basic requirement across the board, especially in the fields of science and business. South Africans wanting to start a career abroad will need to consider how they can appeal to employers, many of whom historically hire graduates of top universities,” says Pretorius. For those wanting to pursue specialist degrees and professions, such as medicine, applicants will face even more competition when it comes to securing admission to a top university. 2020 has seen medical school applications in the US rise by 18% since last year — the greatest leap in over a decade — with some schools such as Stanford University’s School of Medicine seeing jumps as high as 50%. With Covid-19 demonstrating the importance of medicine, more and more young people are working towards making a difference. “South African students will find a lot of value in earning a university degree, whether from a top local or international university. Moving to study abroad offers the added opportunity to travel, to learn about new people and cultures first-hand, and set up professional networks that will help you get hired after graduation. Although the future is uncertain, it’s worth investing in now more than ever,” says Pretorius. Crimson Education is a global EdTech company which focuses on building the candidacy of high school students wanting to study at top-ranked universities in the United States, Canada, United Kingdom, Europe, and Australia. Through a team mentorship model, learners connect with admission strategists and tutors to assist them with the complex application process for overseas universities. With a presence in 28 cities, the company launched in South Africa in 2018. Crimson offers regular information evenings and workshops around the country. For more information, visit www.crimsoneducation.org/za.

March 30, 2021

The benefits of art therapy for children

“Art is a place for children to learn to trust their ideas, themselves, and to learn what is possible.”– MaryAnn F. Kohl Art has been a source of communication and recreation for centuries. Art therapy, which emerged as a distinct health discipline in the 1940s, is a form of therapy where creative materials and methods are used to help children explore their thoughts and feelings. Performed by art therapists and related professionals, it is particularly effective in helping children suffering from anxiety, depression, trauma, and grief. It has also been shown to help children who struggle with learning disabilities, behavioural issues, or developmental delays. Also read: ADHD: Setting the record straight The benefits of art therapy include: Helping children express their thoughts and feelings. Enhancing executive functions such as attention, memory, and spatial orientation. Improving language and communication. Encouraging exploration. Enhancing creativity. Promoting self-awareness and boosting self-esteem. Improving motor skills. Encouraging creative and constructive problem-solving. Art therapy encompasses visual arts, such as painting, drawing, sculpting, and music and movement, with each component offering specific benefits. Music, for example, can connect us to our deepest emotions, making it a wonderful therapy tool. Not only does it enhance attention and memory, but it also strengthens creativity, encourages socialisation, and helps children structure language. Through movement, which includes theatre and dancing, children can integrate the emotional, cognitive, and physical, which helps with spatial orientation and strengthens creativity. Being physically active also does wonders for their mood! Also read: Why exercise is important for good academic results Ten things to try at home Although art therapy is only considered actual therapy when directed by an art therapist, doing art projects at home can still be beneficial. Here are a few guidelines for practising ‘art therapy’ at home: Clay: Make or buy clay and let your children make a ‘monster’ to express their feelings or simply let them pound and mould the clay. Collage: The physical sensation of handling different materials and textures is very comforting. In addition, the creative process of putting things together in a new and different way helps organise and calm the brain. Dancing: Dancing has incredible therapeutic powers because it helps children channel their emotions. Through dance, body awareness is created, which allows children to connect to themselves. Drawing: Allow your children to draw what they are feeling, even if those feelings are negative. This allows free expression, especially for children who cannot verbalise their feelings. Also read: Can homeschoolers take part in extracurricular activities? Mandalas: Drawing figures with repeated patterns, such as mandalas, is good for regulating emotions and the nervous system. It can also help children focus their attention and calm down. Masks: Creating or decorating a mask can lead to discovering different aspects of our personality. Give children preformed masks or make some out of paper and let them decorate it however they like. When they are finished, let them tell you the story of the mask. Nature: Working with natural materials is soothing, and there are myriad items you can make. An added bonus is that children have to walk around outside to find useful materials, which is a natural mood booster. Painting: Children’s paintings offer a window into their world without them realising it. Finger painting, especially, is a great way to stimulate different parts of the brain at the same time. Puppets: Make puppets from old socks or paper bags, and let children use the puppets to tell you about their feelings and fears. Singing: Through song, children can express what they are feeling in a fun and creative way. Keep in mind that the goal is not necessarily to make something that is pretty because our feelings and emotions aren’t always pretty. Instead, try to focus on the benefits of being creative. *Please contact a professional art or related therapist if your child is unable to share his or her feelings or becomes behaviourally out of control. by Danielle Barfoot

March 5, 2021

6 EASY WAYS TO ACE THE SCHOOL YEAR

Settling in to the new school year and a classroom-ready mindset isn’t always easy. Beyond the excitement of physically going back to school full time (after the 2020 restrictions), new classes and even new friends, children and parents alike can get easily overwhelmed by the changes the new school year brings. Here are six tips that will help your family make this year the best school year yet! Stick to a Routine Children benefit from having a steady routine. Setting a consistent bedtime and wake-up time will ensure that your children are getting enough sleep. If they don’t, concentration and academic performance will suffer. Likewise, having a well-balanced breakfast each morning will ensure that the day starts off on a positive note. If your children spend a lot of time getting their uniforms out of the cupboard and preparing their school bags in the morning, add these activities to their night-time routine. Create a Distraction Free Study Area Completing homework at the same time each day will help create strong study habits. Establish a location in your home where your children will study and do homework throughout the year. Choose a location where you can keep an eye on them, but still minimize distractions like TV, phone and electronics. Support Homework Independence Once your children are able to read directions on their own, encourage them to complete their homework assignments by themselves. They may continue to ask for help primarily because they enjoy the parental attention, not because they truly need assistance. Support their independence by encouraging them to work through the problems on their own. When your children do their homework without a reminder, acknowledge their independence to reinforce the positive habit. Think Long-Term Children who set long-term goals often have increased motivation in school. Setting long-term goals with your children can help connect the relevancy of their daily activities with the future. It is also never too early to develop time management skills. Using time wisely by completing homework and chores efficiently allows children to have more time for fun activities. Have a Positive Learning Attitude Attitudes are infectious and an integral component to success. Parents who have a positive attitude towards learning and school can excite children with their enthusiasm. Show interest in your children’s studies by asking questions, which can help foster motivation and a positive learning attitude. Remember to reinforce a positive, growth mindset. Children who understand that hard-work is more important than natural intelligence are more likely succeed. Connect with the Teacher Parents who plan an active role in their children’s education make a huge difference in their success. Building a relationship with your children’s teachers can help you understand how your children are doing at school and how you can help your children at home. Try to meet with your children’s teachers at the beginning of the school year and set the expectation of working together as a team. Developing a strong, positive partnership with your children’s teachers can help the school year go more smoothly for you and your children. This article is from the KUMON NORTH AMERICA website: https://www.kumon.com/resources/6-easy-ways-to-ace-the-school-year/

February 26, 2021

Working around last year’s academic challenges or failures

Failing a year, or even just a subject, can be quite devastating for learner and parent alike. In this situation, many parents tend to experience guilt and blame themselves, wondering if they did enough to help their child. Other times, many parents experience deep disappointment in their child, sometimes even anger. And likewise, many learners are often disappointed in or angry at themselves. Regardless of what you and your child feel, it’s important to remember that repeating a subject or a grade isn’t the end of the world. Here’s how to go about repeating a subject or grade: Do damage control The first step is to sit down with your child and have an open and honest discussion about what both of you are feeling. While it may be difficult in the moment, it’s crucial to stay calm and non-judgmental. If you open this discussion by talking about how disappointed you are, the conversation is not going to be a productive one, and will probably cause an already bad situation to devolve further. The last thing you want is feelings of shame to grow. Instead, use this time to make a safe space where both you and your child can discuss your feelings about their failure so that both of you can feel ready to move forward with a mutual understanding. Read more: How to foster resilience in children Identify the problem(s) Teachers, tutors, and other education specialists will tell you that failing a subject or grade doesn’t happen overnight – it’s a steady series of small failures, and these failures don’t come out of the blue. Before you and your child can tackle repeating a subject or grade, you need to find out why they failed in the first place. While the list of possible reasons for failure is almost endless, most reasons can be reduced to a lack of understanding, a lack of motivation, or a personal/mental health issue. Lack of understanding: the most obvious reason for academic failure is that learners simply do not understand the lesson material and are thus reluctant to do the necessary practice or studying needed for passing the work. Perhaps the work is too hard, and your child didn’t feel comfortable asking for assistance. Read more: How do I choose a tutor for my child? Lack of motivation: many learners fail simply because they are not motivated to do the work needed to pass. This is a tricky one because apart from some learners simply just not enjoying learning and doing schoolwork; there is a whole host of reasons why learners might not feel motivated to study, which can include other reasons for failure discussed here. Personal/mental health issues: sometimes, learners fail because of issues outside of the lesson material. If learners are struggling with problems like anxiety, low self-esteem, or depression, this is likely to have a negative impact on their schoolwork if left untreated. Have a game plan Once you’ve identified the contributing factors to your child’s failures, you and your child will need to work in tandem to create a concrete strategy for repeating the subject or year successfully. If your child’s difficulty was understanding the work, it might be a good idea to use the services of a tutor. If a learner’s problem is more motivational/personal, it might be prudent to see a psychologist or counsellor to help your child work through their barriers to success. If you suspect your child’s issue might be mental-health related, seek out the help of a psychologist or psychiatrist. Learners’ grades often improve dramatically when they are treated for psychiatric problems that result in their previous failure. If you can work through your child’s issues without external help, sit down with them and draw up the approach both of you will follow to prevent future failure. Here are some tips on how to ensure success: Be proactive: if you see your child’s grades dropping again, call a time-out and discuss what’s going on (again, in a calm and judgement-free space) before marks become an issue again. Make your expectations clear and set defined, workable goals, as well as ways in which to achieve them. Read more: Helping your child set goals for the new year On a more pragmatic level, be sure to structure your learning day and ensure that your child has dedicated homework and study time. Stress the importance of organisation. Read more: 10 tips for home education success Remind your child that if they are struggling, they can ask for help at any time – there is no shame in asking for help! Drive home the notion that no one can do everything by themselves, and they shouldn’t feel embarrassed for requesting assistance. f a learner’s problem is motivation, find ways to motivate your child to complete tasks. Often, reward systems are a good way of having learners take responsibility for their learning. Everyone is different, so make sure the way you motivate your child works for them. Read more: How to reward your kids the right way

February 26, 2021

HOW IMPORTANT ARE MATHEMATICS AND ENGLISH FOR FUTURE SUCCESS?

Studying Mathematics and English can sometimes be so difficult and learners often find it hard to see how they are going to benefit from these or whether it has any relevance for their future lives. In fact, contrary to their feelings of how irrelevant these are, there are many benefits of developing an excellent ability in these two areas, both for their future studies and for their life in general. University admission and study1 First and foremost, in order to be considered for admission to university, a learner needs to obtain good marks in matric, obtaining a complete exemption (as opposed to a conditional exemption) at the end of their matric year. Without a complete exemption a student will in all probability not be eligible to apply to any of our top universities. According to the SA Matriculation Board, one of the criteria to be met in order to obtain a complete exemption is that a learner passes at least two languages, including at least one First Language and one university language of instruction. Most universities in South Africa have English as their language of instruction. The University of the Witwatersrand (Wits) and the University of Cape Town (UCT) require applicants to obtain a higher grade pass in English in order to be considered for admission to these institutions. So, already we can see that doing well in English is essential if a learner wishes to study at one of these universities post matric. Together with a matric exemption, universities in South Africa use a point system to decide whether or not a student is eligible to be admitted to their undergraduate programmes. Learners earn points for each subject that they pass. The better their symbols, the greater number of points they earn, and they will earn more points for subjects taken on higher grade. UCT recommends that ‘applicants writing the South African Senior Certificate are advised to take subjects on higher rather than standard grade. … This is especially true of Mathematics and physical science’. Each faculty has its own subject, symbol and grade requirements for admission to particular degrees or diplomas, so prospective applicants will need to find out what these requirements are for the particular course that they wish to study. However, we (Kumon) conducted some research into the minimum requirements for admission to the various faculties at Wits and UCT. Below is a brief summary, giving one an indication of how important and crucial Maths and English are should one wish to go to university. University Courses that require Maths HG (or a very high SG pass): Commerce Department [e.g. Financial Accounting (HG only), Auditing, Computer Science, Marketing, Politics and Economics (HG only)] Engineering and Built Environment Department [e.g. Architecture, Engineering (HG only), City Planning, Urban Design and Construction Management] Health Science Department (e.g. Physiotherapy, Occupational Therapy, Speech and Language Pathology, Audiology and Medicine) Science Faculty (e.g. Business Computing, Bachelor of Science (HG only): Atmospheric Science, Zoology, Marine Biology, Molecular and Cell Biology, Applied Mathematics, and Astronomy) University Courses that require English (First or Second language) HG Law (e.g. Commercial Law, Marine Law, Criminal Justice and Criminology, Human Rights Law and Environmental Law) Humanities (e.g. Drama, Film Studies, Media and Writing, Sociology, Archaeology, Politics, Design, Sculpture and Acting and Theatre Making) For full details, please refer to the admissions department of the respective universities. From all of this it is clear that obtaining excellent results in Mathematics and English can open doors for a learner to study at university so that they can pursue the career of their choice and realise their dreams. Train your brain2 But maybe a learner doesn’t want to go to university. They would rather pursue other dreams and ambitions. Or maybe they’re still a long way from university and right now admission requirements for tertiary institutions aren’t of interest to them. “So why should I study Mathematics and English?” they may ask. Well, a proficiency in these subjects is not only for those who wish to be admitted to university. Did you know that reading and writing, and solving mathematical calculations can exercise your brain and keep it healthy? The brain is a muscle, and like the other muscles in the body, it needs to be exercised and stimulated regularly to stay healthy and keep functioning at its optimum. Dr Ryuta Kawashima is a professor at Tohoku University in Japan and he is a leader in the field of Brain Imaging in Japan. He has conducted numerous experiments and research to discover what activities activate and stimulate the brain and what activities don’t. One activity that Dr Kawashima discovered that is excellent for stimulating the brain is performing mathematical calculations regularly, even simple ones. He conducted research to find out which activity exercised the brain more: playing very complex video games, or solving mathematical calculations of adding one digit numbers to each other e.g. 1 + 2 + 5 + 3 + 6 etc. Although at the outset he was sure that the video games would activate the brain more, when he measured activity using MRI scans, he saw that video games actually stimulated the brain very little, but that the arithmetical calculations had the brain firing on all cylinders. This surprising finding urged Dr Kawashima into further research and he has shown that mathematical calculations stimulate the brain, help to lay down neural pathways and keep the brain from degenerating. Dr Kawashima has this to say, “The prefrontal cortex, the area for thinking and learning, of both hemispheres [of the brain] is active during simple calculation. Dealing with numbers is an important and sophisticated activity for human beings. … From primary school to college, simple calculation triggers brain activity. … Calculation is extremely helpful in training and developing your brain.” (p.34). He goes on to make the following recommendation: ‘Before studying something difficult, do a little calculating for just a minute or two. You will be able to study more efficiently because various parts of your brain

February 19, 2021

GRADE 12 RESULTS: DON’T SETTLE FOR LESS IF YOU DIDN’T PERFORM AT YOUR BEST

As the Department of Basic Education prepares to release the Matric results of 2020 next week, many young people are nervously awaiting results, either knowing that they didn’t perform to the best of their ability, or with no idea of what to expect and what they would do if they didn’t do well. It is however important to know that there are various options available if things didn’t go as planned, and not worry about what came before, but rather focus on what actions can be taken going forward, an education expert says. “At the beginning of each year, we set ourselves goals and enthusiastically make New Year’s resolutions. For a significant number of young people, this also means embarking on a new adventure, transitioning from the structured life of school to the exciting world of adulthood,” says Dr Jacques Mostert, Academic Manager for ADvTECH’s Abbotts College. “This rite of passage usually goes along with making plans for further education and training. But what happens if things don’t go according to plan, and instead of going on to further study, you are faced with the reality that your Matric results were not good enough to start out on this new journey just yet?” Mostert says the enthusiasm of looking towards a future filled with potential and promise can sometimes be dampened by Grade 12 results that are not as good as what were expected. “Usually this results in a reshuffling of plans, a rush to come up with Plan B, or desperate calls to schools to enquire about re-marks or a second attempt to writing the exam. But these aren’t always the best approaches available and settling for second best need not be the way forward.” Before making instant decisions about what to do if things didn’t go as planned, there are a few things that parents and young adults must consider, says Mostert: Embracing the power of “yet”; making a mind-set change from feeling helpless towards taking control, and embracing a growth mindset geared towards the future. Embrace the power of “yet” Dwelling on the past, and constantly going over the ‘what ifs’, can be debilitating, says Mostert. “Notwithstanding the cliché of letting the past remain in the past, for a young adult with high expectations experiencing disappointment, letting bygones be bygones isn’t that easy. Accepting that a goal may not have been reached yet, and embracing the power of possibility, young people can develop a resilience that will inevitably become paramount in their personal and professional development.” From hopeless to taking back control The anxiety that goes hand in hand with making life-altering decisions without considering all the options is a considerable contributing factor of a sense of helplessness both parents and young adults experience, notes Mostert. “Deciding to change course and settle for less should not be an option. We tend to believe that in the modern world of the fourth industrial revolution and omnipresent social media, there exists a set timeline to reach arbitrary milestones. The reality is that there is no set end date for reaching any goal. Young people should look past peer pressure, and take action to get back on track towards fulfilling their goals.” Developing a growth mindset Mostert says that no matter how attractive moving out of the house, embracing independence and forging a new future may seem, there are two inevitabilities of life, other than paying tax, every young adult must face. The first is that change is ubiquitous and the second is that getting better never stops. Learning, especially in an ever-shrinking global market, never stops. “Disruption isn’t always as negative as we may think at first. Taking a moment to consider all the options available and considering an alternative that at first did not look like an option often allows a person to embark on a pathway towards success.” Mostert says apart from the usual avenues of rewrites and remarks young people might consider when receiving less than stellar results, they also have the option of redoing Matric or even just improving their subjects, to ensure they can still pursue their dreams, albeit a little bit later than initially planned. “At Abbotts College High School, students can enrol part-time to upgrade their subjects, for instance. This approach provides students the chance to increase their marks and that enables them to meet their tertiary Admission Point Score (APS) in order to be accepted to study in the field of their dreams.” He says while many students may not be keen to return to a school setting, institutions such as Abbotts College provide a different kind of environment which is more in line with a college campus, because the focus is on academic improvement, not rules and uniforms. “We believe that every student is able to develop and achieve academic success, wherever it is that they start from. Improving subjects or redoing Matric in an environment that treats you like a young adult while still following a structured and organised routine, enables students to put the disappointment behind them and become increasingly independent as they manage themselves and their learning. “Last year was an exceptionally difficult one for the Class of 2020, and for those whose results are not yet in a space which allows them to pursue their vision, our message is clear. If you take a little extra time now to invest in starting from a solid foundation, this temporary hurdle will soon be forgotten, as you embark on the path that you intended a few months down the line.”’

February 19, 2021

A STEP-BY-STEP GUIDE TO SETTING GOALS WITH YOUR CHILD FOR THIS NEW YEAR

The start of a new school year is a time when resolutions and goals are a trending topic for many — even for kids! Many kids have dreams and ideas on what they want to accomplish, but it can be hard to remember with so many other activities going on. That’s why creating a goals list with your child is a great way to start the new school year. Why create a list of goals with your child for the year? Creating lists in general allows for better structure, accountability, and productivity, regardless of the topic. That’s why for kids to turn their goals into a reality, it helps to have a list in one place to plan and serve as a reminder. To create a list, we put together this step-by-step guide on how to help your child set goals for the year. 1. Have a discussion as a family to learn more about your child’s ideas. Have a discussion as a family to start thinking about the things you’d like to tackle this year. This can be taking a family holiday, donating items around the house to those in need, or reconnecting with friends that you may not have seen in some time. Kids are often eager to add to the conversation, and it might even bring up some new ideas you haven’t considered. It’s also a great place to start as it will get them excited to consider what they want to do on their own. 2. Ask your child specific questions Prompt your child by asking specific questions. For example, if they want to go on holiday, find out where. Somewhere in the bush? A place where they can swim? Although some locations may not be as easy to get to as others, it can spark ideas to include on the list. You can also break down the questions into categories such as learning, giving, health and wellness, personal achievements, academics, or even seasonal. Here are some questions for inspiration: How many books do you want to read this year? What new sport do you want to try? What do you want to be when you grow up? Is there a meal or snack you’ve been wanting to make? Do you have items you don’t use anymore that you want to donate? How can you help someone in need this year? 3. Break down their answers into actionable steps. If your child wants to read 10 books this year, you can break it down to one book each month. You can also incorporate smaller related goals that are related to reading such as researching / drawing up a list of book titles they’d like to read, reading a book on holiday, or even creating a reading nook at home. The items will help make that big goal of reading 10 books achievable and a fun process along the way. This step will show them that there are so many possibilities that stem from one idea! 4. Help your child create the list on paper. Once you have talked through some of your child’s goals for the year, it’s time to create the list. You can have your child write these out, type a list on the computer to print out, or turn it into a vision board to show it in a fun and engaging way. Whichever list method you choose, make sure it can be hung in your home. 5. Hang up the list somewhere it’s seen daily. Now that the list is complete, hang it up in a spot that is seen frequently. Seeing it daily will be a consistent reminder and motivator to achieve these goals. They will be excited to see items that they can check off and work towards more on their list. 6. Revise, add, or remove. A goals list can always be revised. Once your child learns a new instrument, they may want to learn to play a song. Maybe they realize they don’t love swimming but want to try karate. Continue to discuss the list of goals with your child and revise or add to it. Your child’s goals list for the year is simply a tool to help them think more about what they want to achieve and take action to do it! 7. Recognize and reflect on achievements It’s exciting to accomplish goals, big or small! Instill a feeling of success by recognizing and celebrating these achievements with your child. Once the year comes to an end, it will be an amazing experience to reflect on everything that they accomplished and set even more goals moving forward! THE TAKEAWAY Your child has a lot of things they want to accomplish. The start of the new year is a great time to discuss these goals with them and help create a list they can refer to throughout the year. Taking the time to set goals with your child will help them get motivated to take action in all areas of their life. This article is from the KUMON NORTH AMERICA website: https://www.kumon.com/resources/a-step-by-step-guide-to-setting-goals-with-your-child-for-the-new-year/

February 18, 2021

Back to school safety for 2021

Parents and caregivers may feel some dread, especially those who are worried about the safety of their children while they make their way to school and back during this time of Covid-19. The Department of Basic Education confirmed this morning (Friday) that the restart of the new school year has been delayed for both public and private schools, and will now resume in February. “While at school, your children will follow the regulated PPE processes, but there are personal security tips we believe parents can follow to make a difference in the safety of their children and to give everyone peace of mind. It boils down to making sure your children know exactly how to avoid possible danger, and also what they must do in case something bad happens to them,” said Charnel Hattingh, Fidelity ADT’s head of marketing and communications. She recommends: Children must always walk to or from school with a friend or friends. If your child walks alone, it’s a good idea to ask a teacher or other parents if they know of other children from the area who do the same. Some towns have started “walking buses”, where local parents volunteer to walk to and from school with a group of schoolchildren to assure their safety. Stick to streets you know and never take shortcuts through unfamiliar or quiet areas. If you get picked up at school, always wait inside the grounds for your lift to arrive; do not leave the premises to go and look for them in the street. Remember, your parents would never send someone you don’t know to fetch you. Never get into a stranger’s car even if they claim someone you love is hurt and that they are supposed to pick you up. It is a good idea to consider using a password system to ensure the person collecting you is in fact a friend of your parents or someone you can trust. If a stranger approaches you, do not talk to them no matter how friendly they may seem. If someone tries to grab you, fight, kick and scream that they are not your mom or dad. In some cases, children have to see themselves to and from school and keep occupied until mom and dad return home in the evening. “It is extremely important that children know not to let anyone into the house without your permission. If you are going to be late, let your children know as soon as possible and give them an idea of when they can expect you to be home,” said Hattingh. She suggested drawing up a list of important telephone numbers. “This list must include emergency services and mom and dad’s work and cellphone numbers. Save it on your child’s cellphone and stick it on or near the landline. It’s also important to explain to them when these should be used,” she said. Hattingh added that everyone in the household should also know how to use your home security system, children included, and when and how to use the panic buttons.

February 12, 2021

The future is female – women in STEM in South Africa

When people think of science, technology, engineering, or maths, they tend to think only of bespectacled old, bearded men. The truth is, though, that women have been pioneers in STEM fields since humans invented them! While sadly often overlooked or forgotten in the annals of history, women have made invaluable contributions to science throughout the millennia and continue to do so to this day! As 11 February is the International Day of Women and Girls in Science, let’s look at what amazing things some South African women are doing in these fields today! Youngest working doctor in SA At the end of last year, Thakgalo Thibela received her Bachelor of Medicine and Surgery, which is already no mean feat. But what makes her achievement extraordinary is that Dr Thibela is only twenty-one years old, making her the youngest working doctor in South Africa today! Although she is currently on the frontlines of the COVID-19 pandemic at the Helen Joseph Hospital in Johannesburg, she aims to specialise in neurosurgery when she gets the opportunity to do so. Speaking of her incredible achievements, Dr Thibela has said: “It’s a reminder to all the young girls that we are capable of being whatever we want.” A princess AND a nuclear physicist A princess AND a nuclear physicist? Senamile Masango is proof that women can do it all! Born into Zulu royalty in Nongoma, Kwa-Zulu Natal, this phenomenal young woman soon developed a fascination with the starry skies and outer space. Having obtained her masters at the end of 2019, she is now working toward her doctorate in nuclear physics. Masango is the first African woman ever to have worked on a project at CERN, the European Organisation for Nuclear Research in Switzerland. She has also established a non-profit organisation, the Senamile Masango Foundation, which provides programmes to women and young schoolgirls, aimed at increasing the number of highly qualified and competent women in STEM across the continent. Breaking the glass ceiling Breaking the glass ceiling in any industry is tough, let alone a field as male-dominated as Mathematics, but in 2002, Professor Mamokgethi Phakeng became the first black woman to obtain her doctorate in mathematics education.Since then, she has been the vice-principal of research and innovation at UNISA, the acting executive dean at the College of Science, Engineering and Technology at UNISA, and is currently the vice-chancellor of the University of Cape Town. Last year, she was named one of Times Higher Education’s (THE) 10 People of the Year – the only African on the list! Dreaming big Tebogo Lebelo is a second-year PhD student in human genetics, focusing on prostate cancer research. Knowing that what she does will bring a significant change in people’s lives fuels Lebelo’s love for her work and drives her to work even harder to contribute to a better life for cancer patients. “I love cancer research because it helps us understand and tackle this global health burden. We look into ways to better diagnostics and contribute to treatment solutions, ways that can be translated from the lab to hospital [bench to bedside].” When she was in high school, a programme on SABC 2 called Women in Science played a considerable role in Lebelo’s career choice. It made her believe that she can dream big. “From that day, I just saw myself in a lab coat ‘making magic’ [creating solutions for issues in the health system]. I wanted to be ‘the hero in a lab coat’ because we all know that not all heroes wear capes. We need more of those shows for our young girls, to inspire and encourage them that science is for us. It is not something to shy away from but to engage in.” Morongoa Ngoasheng, who completed her MSc (majoring in atmospheric chemistry) with distinction, also encourages young women to dream big. “They are going to try to discourage you, make you question everything that you are going to do, don’t let them, focus on your dreams”. Ngoasheng is currently working as a chemistry graduate at a global mining company and says that her love of chemistry is growing the more she works in the field. “By Africans, for Africans” “By Africans, for Africans” – that’s the motto of Johannesburg software designer Charlette N’Guessan Desiree. As facial recognition technology becomes globally ubiquitous, N’Guessan Desiree noticed that many Africans are sceptical of this new advance in technology. The 27-year-old realised that people across the continent would be less suspicious of similar technology developed by someone from the continent. Thus she set out to design African-specific software with her company, BACE Group. Last year September, she won the Royal Academy of Engineering’s Africa prize for engineering innovation – the first woman ever to win the award! Sources: https://www.iol.co.za/saturday-star/news/at-just-21-dr-thakgalo-thibela-becomes-one-of-sas-youngest-doctors-ca2c9b5c-3dd9-4527-acdf-df919e6a35c7 https://www.iol.co.za/capeargus/news/how-senamile-masango-went-from-rural-nongoma-to-a-degree-in-nuclear-physics-20553543 by Jacqui Smit

February 12, 2021

The 2021 school year starts later… Don’t get caught out

With schools returning later than usual, now is the time to think about putting some money aside to cover the costs of starting the new school year. Nozizwe Fakude, Head of Customer Insights at DirectAxis, and a mother of one, says with schools starting later parents who haven’t planned ahead could find themselves under financial pressure when they need to fork out for uniforms, stationery and other back-to-school expenses. By anticipating back-to-school expenses parents can budget now and spread the costs rather than having to buy everything in January. Another advantage of thinking ahead is that you can shop when it suits you and when prices are best. DirectAxis spoke to some parents and teachers, who had the following suggestions to help manage back-to-school finances and avoid unnecessary expenses. Avoid last-minute surprises: Before the uniform gets bundled into the wash and hung back in the cupboard, check to see if it’ll last another term. Do the same with shoes, school bag and inventory the stationery. This ensures that you only buy what is really needed. Make a list: Studies show that people who shop without a list can spend up to 23% more. Find out from the school or other parents exactly what your child needs for the next year and by when. They may not need everything in the first term. Try to get as much detail as possible, so you don’t waste money buying the wrong thing. Cross off the list anything you already have. Set a budget: Unless your child is just starting school or moving from primary to high school you should have some idea of what you spent the previous year. Alternatively, ask other parents what they typically spend. Using this, your inventory of what they already have and the list of what is required should give you a good idea of how much you’ll need to spend. Once you’ve got a budget, stick to it. It may be an idea to involve your child. Agreeing the list of requirements and what the budget is may prevent them asking for everything they see when you go shopping. If they do, it makes it easier to say no. Score second-hand savings: Children can quickly grow out of jerseys and blazers. If the school has a second-hand shop you may be able to find good quality second-hand items there. Alternatively talk to other parents who have children who are older or leaving school and ask if they have any uniforms they want to sell. Seek out savings: Look for opportunities to save money. Some schools provide a discount on school fees if these are paid in a lump sum at the beginning of the year. The same may apply to bus fares. If you are able, try to take advantage of these savings. The recent increase to Level 3 lockdown, gives you a good reason to shop online, where it is often easier to compare prices and you have access to discount vouchers. Don’t be tricked by what’s trendy: Children can be very brand conscious and may want something because it’s trendy and consequently more expensive, rather than because they need it. This can be true of shoes, sports gear and particularly technology. Many schools require children to have tablets or laptops and most children want top-end technology that comes at a price. Rather find out the specifications of what is required and what the equipment is being used for. This will help you decide what’s most appropriate. If in doubt, ask the teachers or other parents, rather than a computer salesperson, what offers the best value or what most children use. If your child does require a tablet, laptop or other device or new sports equipment, consider buying it as an early birthday present. Set a little aside: Inevitably there’ll be some expenses that the school didn’t warn you about or which you forgot. If you can, put some money aside to cover these unexpected items. “Most of the people we spoke to agreed that planning ahead, making a list, setting a budget, actively looking for savings and spreading expenses over time are the best ways of reducing back-to-school stress,” says Nozizwe. For more information on how to manage your money visit: https://www.directaxis.co.za/make-a-plan/make-considered-financial-decisions

February 10, 2021

Waiting for matric results: focus on what you CAN control

As South Africa entered the new year, it quickly became clear that 2021 would not represent a return to the normal we knew before the pandemic, and that the country, like the rest of the world, would continue living with ongoing uncertainties for at least the near future. Following arguably the most tumultuous year a Matric class had to face in recent history, the Matric Class of 2020 now await their results, with many still not having a clear idea about what their future in general, or this year in particular will hold. “The one thing that these Matrics can do now, is to focus on those things that are within their control, rather than take a wait and see approach,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. He says there are still many unknowns about the coming year, and the only constant one can bargain on during these times is change. “However, waiting things out until normal returns one day is not an option. The world continues despite the challenges we continue to face, and there are things you can do to continue on your personal and professional journey to ensure you are not left behind,” he says. Kriel says one of the most important things 2020’s Matrics can do in the coming weeks, until results are released on February 23 (as currently scheduled) is to review their plans for the year and ensure that they will be able to continue on their chosen path regardless of any new and unforeseen circumstances that may arise to throw a spanner in the works. “So, if you have signed up to study somewhere, you can use these coming weeks to make sure that your institution will be able to continue seamlessly in the event of, for instance, another hard lockdown. The way to determine this is to ask an institution about their readiness and ability to quickly adapt their offering to a hybrid or online model,” he says. “Additionally, you should not just take an institution’s word for it, but also speak to students who experienced last year’s response. You need to ask questions to determine whether students last year were able to continue their learning journey seamlessly, whether they got the support they needed to do so effectively, and whether the learning was adapted in such a way that they continued to be engaged,” says Kriel. Kriel says that on-campus education is the preferred and most effective way to learn for many young people and it has strong advantages in terms of outcomes. So, if you want the campus experience don’t give up on that aim now – look for an in-contact institution that can move between online and face-to-face as circumstances change. For some students, distance education is a great alternative, but it is not right for everyone – it is a mistake to think that in current times it is a direct swop for contact. If contact is what you want, make sure your institution can move between the two so you can have the benefit of contact with lecturers and classmates in person when the pandemic allows. Kriel adds that those Matrics from the Class of 2020 who have not yet decided on their plans for the year, and are waiting for results before making a move, should seriously consider approaching an institution to talk through their options rather than leaving it too late. “Our world has changed forever and is becoming more and more competitive all the time, with technology constantly developing and giving rise to new and exciting career paths. Instead of waiting for your results and attempting to get clarity thereafter, use this time to contact respected registered and accredited institutions that have shown themselves to be up to the task during 2020, and speak to a student advisor about your options.” It also makes sense to ensure that your computer skills – including old-fashioned typing skills – are up to the task ahead of you. Anything you can do to make the transition easier will be very worth it in the long run, he says. “There is much that is outside all of our control right now. But there is still much that is within our control, and by focusing on what they can make happen instead of the many uncertainties that prevail, the Class of 2020 can continue to build on the resilience they displayed last year, and ensure the best possible outcomes for themselves in the face of any new or existing challenges we will face in the future.”

February 1, 2021

SACAP’S HIGHER CERTIFICATE IN COUNSELLING AND COMMUNICATION SKILLS HELPS BRIDGE PANDEMIC DISRUPTION

As we move into the second year of life upended by the global pandemic, SA’s school leavers are weighing their limited options. While some will forge onto their chosen tertiary education path, others may be set back by not achieving a bachelor’s pass or be uncertain about what they want to study. Travelling and gaining world experience before you make up your mind is off the cards for the time being, and probably for most of 2021. The challenge for these school leavers is how to make the best of these tough circumstances. There’s currently an increasing focus on short programmes offered by tertiary institutions. The best of these are typically one-year programmes offering an accredited Higher Certificate qualification that can improve a student’s readiness for tertiary education, make up for a Matric without a bachelor’s pass and enhance critical skills for success not only in their studies to come, but in their future work lives. Dr Jaclyn Lotter, SACAP’s (The South African College of Applied Psychology) Academic Dean, points out that parents and young people are anxious that 2021 ‘doesn’t go to waste’ as the education sector continues to grapple with how to master continuity during the pandemic. “After the disruptions of last year, which certainly did result in some SA school leavers underperforming, through no fault of their own, there’s a strong urge to move forward this year and overcome the disadvantage of the pandemic,” she says. “There will be close scrutiny of options such as Higher Certificate programmes to not just keep students busy, but to ensure that they have a meaningful education experience that helps them leapfrog over the pandemic years.” In line with its focus on Social Sciences education, SACAP offers a popular Higher Certificate in Counselling and Communication Skills. The one-year, nine-module programme, which is available online or on-campus (subject to COVID-19 restrictions), offers practical, work-related skills training set in an Applied Psychology framework that is relevant to students anticipating careers across all sectors. While it’s a notable gateway into the Social Sciences field, the application of interpersonal skills is equally critical in business, academia, education, medical, tech, science, government and non-government fields. As Dr Lotter puts it: “There isn’t an industry in which having a better understanding of human behaviour or the ability to communicate more effectively with others isn’t useful.” Is the Higher Certificate in Counselling and Communication Skills right for you? If you passed matric without exemption in 2021 You may have set your heart on studying for a degree but matric didn’t turn out how you hoped it would. You’re not alone. The pandemic wreaked havoc on the education system last year, and the Matrics faced the toughest challenges of any generation since World War 2. “Graduating from SACAP’s Higher Certificate this year can not only help you get back on track, but set you off with some important advantages,” says Dr Lotter. “You will not only meet the minimum entrance requirements for degree studies around the country, but you will lay the foundations for good academic literacy, setting you up for success in your further studies. You will also gain critical skills if you rather decide to enter the workforce in 2022. If you don’t feel sure you will be able to succeed at university Many school leavers might not feel confident with their ability to cope at a university level given the very disruptive matric year they experienced. Engaging in the Higher Certificate will give you this year to build confidence and empower you to continue your journey into higher education. If you wanted a gap year and really don’t want to start long-term tertiary studies instead Dreams of a gap year, especially for those who planned on travelling for self-exploration, are very compelling and hard to let go. It’s not easy to just set this aside and dive into tertiary education when you believe you need time and experience before committing to a study/career path. “The Higher Certificate is a one-year programme that introduces students to psychology and the Social Sciences,” says Dr Lotter. “It gives students a taste for the field of study without a long-term commitment and provides them with a registered qualification and practical skills at the end. Along with SACAP’s student-centred approach, it is also a voyage of self-discovery enabling greater awareness and understanding in relation to others as well as a deeper relationship with self”. If you’re interested in Social Sciences but not ready for degree studies The Higher Certificate is a gateway to further studies in Social Sciences, and some credits can even be carried over to SACAP’s Bachelor of Applied Social Sciences degrees when majoring in Psychology and Counselling, Business Management or Human Resource Management. If you need to improve your communications and interactions with others “The Higher Certificate is a great qualification for anyone who wants to develop their communication skills and improve their ability to interact and work with others,” says Dr Lotter. “There are key features of this qualification that offer invaluable knowledge and insight to graduates, including communication skills, counselling skills, academic literacy , as well as insight into human behaviour and better understanding of human diversity. Together these areas of focus lay the foundation for better understanding and insight into how people think and behave on an individual level as well as within society at large. The Higher Certificate develops relevant, useful and practical skills that are both transferrable and invaluable for a graduate’s personal and working life, as well as future studies they may choose to pursue.” Webinar: What you can do with a Higher Certificate Pass Not getting a matric exemption may be disappointing, but it is definitely not the end of the road. Join Dr Jaclyn Lotter, Claire Chester and Praneetha Jugdeo in a live webinar where they will discuss the many advantages that SACAP’s Higher Certificate in Counselling and Communication Skills has to offer matrics. This vocational programme is an excellent bridge to wherever students want to go next. It

January 22, 2021

Coping with stress while waiting for your matric exam results

You’ve written your final paper and now the long wait for the results begins. This is true for thousands of learners, especially the Class of 2020 who have finished their final exams on 15 December. Whilst most matriculates are celebrating the end of more than a decade of studying, others are nervous, anxious or afraid whilst waiting in anticipation for their final Matric Results to be released in January. Home Education Provider, Brainline, says many students struggle with the idea of disappointing their family and friends. ‘At this point you have done everything possible to ensure success; all the late night study sessions, extra classes and missed social events have to be worth the sacrifice. However, there’s about a month to get through before you know whether you’ve made the grade and those weeks can be even more stressful than the entire year that preceded it,’ says Liezel Bruwer, Brainline Mentor Bruwer says the build-up to the results can prove too much for many. ‘So many matriculants are worried about low results, a missed distinction or not getting enough points to further their studies. Newspapers are gearing up to publish all the matric results nationwide and all eyes are on the matrics, which makes the process very overwhelming and creates a lot of anticipation waiting for the dreaded unknown results,’ Bruwer explains. Bruwer has a number of tips for both students and parents during these coming weeks leading up to receiving the final results: For students: Over the next few weeks, try to occupy your time by catching up on lost sleep, exercise, eat well, take up a new hobby or a holiday job, get ready for the festive season, have fun and think about your future options. Remember that success looks different for everyone. It does not need to mean all ‘A’s’. If you are working towards a goal for yourself, you are on the right path. Talk about your fears and feelings with your parents or trusted advisor. The most important thing is to remain calm. Once you have received your report, take a deep breath, and don’t let a bad grade or two hold you back. If you did not receive the report you wanted, it may feel like the end of the world, however, it is important to remember that some of the world’s most successful people experienced setbacks. For parents: There are many ways to cope after receiving the results, parents need to be there for their children before and after exam result. Offer support and make an effort to show them that it is not the end and that there is so much that can be done after a bad result, missed distinction or points too low for University exemption. As a parent, one needs to validate a child on the importance of trying again, or striving to do better. We can only learn from our downfalls. Stay calm Plan the discussion Sit down together as a family, without distractions. Let your child share their thoughts, comments and worries Help to rephrase complaints and end up with more positive outlook ‘It is also important that student and parent work together to set goals, identify areas to focus on and to track future progress. Learners must also know that failing matric isn’t the end of the road. They can apply for remarking, write supplementary exams or redo matric via a college,’ Bruwer says.

January 13, 2021

Considering a gap year? Here’s a quick guide on what you need to know

The popularity of gap year programs has been on a steady rise in South Africa, and it’s not only popular with graduates any longer, but professionals are also leveraging the power of these ‘sabbaticals’ as well. Whether you’re planning on taking on an Au Pair job in the UK or a TEFL program in Asia, the opportunities for living and working abroad are virtually endless. In this post, we’ll be taking a closer look at the benefits of taking a gap year, the disadvantages that may come from taking a year off, and finally, discuss what you should be focusing on during your gap year experience. What are the benefits of taking a gap year? According to the American Gap Association, taking a gap year can be beneficial to your career. When you take some time off to re-centre yourself, you’re better able to concentrate on your interests and hobbies, which also helps boost that inspirational mindset you’ll need to develop your career in the long run. Because you’re not just loafing around – but actually working – during your gap year, you’ll get to add some valuable experience to your CV, which might boost your chances of getting employed once you get back home. According to US Gap’s data and statistics, students that take a gap year before they enter the workforce gain a lot of valuable life experience, something which their non-gap counterparts might not have. Since they spend most of their time travelling during their gap year, students tend to mature much faster, find their independence, and learn responsibility much sooner in life when compared to students that enter the workforce straight after graduating. If you’re considering the idea of taking a gap year, you’ll probably find that you’ll be developing new skills at a fast-paced rate since you’ll be challenged on a daily basis while working and living abroad. Not only does a gap year provide you with the opportunity to meet new friends, but it also helps connect you with others, boosting your networking skills. What are the drawbacks of taking a gap year? Obviously, one of the first and most noteworthy disadvantages of gap years is that they are often accompanied by homesickness. Missing your loved ones back home is one of the most significant drawbacks of the gap year experience, and for some, taking a full year off from their studies or their careers can seem like yet another massive risk. Gap years aren’t exactly the best option for individuals that prefer more structured routines. What to do with your gap year? A lot of students (and professionals) that consider gap years aren’t sure about where they need to start looking for gap year jobs. The good news is that there are plenty of great opportunities out there; you just need to find one that meets your personal needs and interests. You could try teaching English in Asia, or perhaps the idea of becoming an Au Pair in Italy or America sounds more appealing to you. Maybe you’re a world traveller who prefers the finer things in life, in which case a job onboard a luxury yacht might be your ideal fit. Australia is where you should be looking to find a job if you feel up for the challenge of an agricultural career, but if the Outback isn’t your ideal scene; you might also want to consider the USA or New Zealand for farming jobs. Are you considering the idea of going into the hospitality industry after your gap year? Why not take up a gap-year job in the USA or Mauritius, which are well-known for their impeccable offerings across their hospitality sectors. This post should have cleared up any fog that might have been clouding your mind as far as gap years go. Now that you know the basics of taking a gap year, all that’s left for you to do is to find an opportunity that matches your preferences and then, it’s time to embark on a working holiday you’ll never forget!

December 23, 2020

“Dad, do you have a spare R1.5m for me?”

As a parent, one of the best gifts you can give your child is a solid education but do you have any idea about how much it will cost to fund this education down the line and can you start setting aside money for it? Here is a quick example using the OUTvest Education Calculator, which is a popular tool with forward-thinking parents who want to ensure that they have set something aside for when their children need it. If you have a child today and you want them to start a 4-year University degree on the 1st of January 2041, you will need to have saved up R1 586 000 to fund this degree. The assumptions here would be that you would start with a lumpsum of R10 000 and inflation was running at about 6%. It is also working on the assumption that you would not be setting aside any money for residence and your child would be living at home. When you start seeing numbers like R1.5m, it can be incredibly daunting but a key message when it comes to saving is that compounding is one of the most powerful forces around and real wealth gets built when you stick to a plan. Let’s break it down and assume that you start with R10 000. You will need to save roughly R1483 per month up-front. If we assume that you will be generating an average investment return each year and you will be increasing your monthly premium by 7% per annum in line with inflation, suddenly R1.5m doesn’t seem that far away. The problem with theoretical calculations like this is that life invariably gets in the way and keeping up monthly contributions may not always be practical and this is where the OUTvest team have something quite novel to bring to young parents in the form of its Crowdvest functionality. The Crowdvest offering allows people to contribute toward specific savings goals that other people have started. Taking advantage of the power of the crowd, you can then have friends and family contribute toward your savings goals and share the responsibility of helping your child get ready for university. Giving your child the gift of a high quality education is one of the best ways you can set them up for success in the future and adopting a structured plan will take a big number like R1.5m and break it down into a bite-sized goal. OUTvest is an authorised FSP. All investments are exposed to risk, not guaranteed and dependent on the performance of the underlying assets. The examples used are for illustrative purposes only and depend on various factors. T’s & C’s apply.

December 18, 2020

goIT CHALLENGES SCHOOLS TO SOLVE WORLD PROBLEMS

South African learners, especially those attending under-resourced schools have precious little opportunity to engage with 21st Century tech learning. While their counterparts in many other countries are engaged with coding and robotics from primary school years, South Africa is still currently battling with launching a curriculum. In essence, this lack means that a generation of our children haven’t had the chance to develop the skills most needed by our changing 4IR world. However, learners from twelve schools in the Western and Eastern Cape provinces entered the country’s first goIT Challenge to come up with app ideas that could change the world for the better. A technology awareness programme of Tata Consultancy Services (TCS), the goIT Challenge has been designed to inspire the workforce of the future. Over more than a decade, the TCS goIT challenge has been rolled out in North and South America, Asia, Australia, the UK and Europe. Partnering with STEM education specialist, Sakhikamva Foundation, TCS brought the innovative 21st Century learning programme to South Africa. 393 learners, from nine high schools and three primary schools engaged in the programme which involved teams coming up with ideas for apps that can help solve real-life problems. Set in the context of the United Nation’s Sustainable Development Goals (SDGs), the learners, who are from disadvantaged communities, grappled with the question of how science and technology could help to solve challenges that have real impacts on their lives. The TCS goIT Challenge, ran from October into November, culminating in a virtual judging event which took place last week. The winning high school team was made up of Grade 9 – 11 learners from Goodwood College in Cape Town. The team of four took top honours with their app called ‘Tech-U-cation’, under the SDG theme of Quality Education. Their app provides free textbooks, mathematics tutorials and career advice for those not sure which paths they’d like to pursue after school. A team of four Grade 7 learners, from De Wavaren Primary in Ruyterwacht, won first place in the Primary School category, with their app called ‘Baunk It’. As part of the SDG theme of No Poverty, they created an app to help provide shelter to those in need, either who are about to be evicted from their homes or to assist the homeless. Anyone in need of a place to stay, can register on the app and Baunk It will provide shelter options, relevant to the user’s GPS location. Nikhil Dabhole, HR Head of TCS South Africa says, “As an IT service provider, the goIT Challenge is close to our hearts. It’s an opportunity for these schools, which traditionally have had few resources to build 4IR skills, to get their learners, educators, parents and their community at large involved in an exciting, relatable and relevant tech education programme. The goIT Challenge will strengthen their communities today, by empowering their own digital innovators of tomorrow.” Past goIT Challenges have resulted in the development of remarkable apps by students who see the challenges in their communities and grapple with how situations can be improved. Examples include a helping hands location app that connects vulnerable people such as seniors to young people who can help them with shopping and chores; and a sustainable living app that enables a community to buy and sell more responsibly, rating the carbon footprints, ethical production values and resource use of a wide range of products. This was an opportunity for South African learners to unleash their creativity and ingenuity in the country’s first TCS goIT Challenge. Twelve teams of learners got to present their app ideas to a team of judges, who choose the top three in each category.The challenge included four in-depth training sessions and ongoing mentoring, which led up to a shark-tank-style entrepreneurial pitch event which was held via ZOOM. As they progressed through the programme, learners developed prototypes of their ideas on paper and used the MIT App Inventor in a hands-on experience of how science, technology, engineering and mathematics intersect with our daily lives. Founder of Sakhikamva Foundation, Fatima Jakoet says, “Children and young people are all natural-born scientists, full of curiosity and problem-solving abilities. All they need is the chance; knowledge and resources to come up with world-changing solutions. We are delighted that TCS has brought the goIT Challenge to South Africa, and we are thrilled to partner with them to launch the first programme in the schools where we work with fantastic educators and principals dedicated to 4IR learning. If we want our South African communities to achieve the milestones of sustainable living, we must engage our school children now in the development goals, and let them be change agents while they are building their 21st Century skills.”

December 4, 2020

Start 2021 Smart with Smart Nutrition and a Great Education

Stand a chance to win a year’s worth of school fees FUTURELIFE®, in partnership with Pick n Pay Smart Shopper, are thrilled to launch their Start Smart Campaign, an opportunity for one lucky child to win a year worth of school fees for 2021. “FUTURELIFE® was built on the vision to improve the lives of South African families through Smart Nutrition, and this exciting initiative is merely an extension of that commitment so that we can help future leaders start smart,” says Mark Bunn, FUTURELIFE®’s Managing Director. He adds that education is key to unlocking future success, “Education empowers our youth with the knowledge, skills and values they need to build a better society, and it all starts with the foundation built during pre-, primary- and high-school. Much like Smart Nutrition, which also is fundamental for good health and development during the early years.” How Start Smart will work: 1. Buy any 2 FUTURELIFE® bread and/or FUTURELIFE® cereal bars at any Pick n Pay across South Africa between 16 November 2020 – 10 January 2021 and swipe your Smart Shopper card. 2. You will then automatically be entered into a draw to stand a chance to win school fees for your child in 2021. 3. Winner will be drawn within four weeks of the competition closure date and will be contacted directly. FUTURELIFE® has been using and leveraging the knowledge, expertise and experience, of a multi-disciplinary team of science and nutritional experts for over 13 years. This together with a proprietary manufacturing process, and a unique combination of essential nutrients and ingredients, in a specially formulated recipe, is of nutritionally superior smart food products. “Our vision all those years ago has made a real impact. We have witnessed how far a little can go and appreciate how even the smallest action can make a huge difference. So, purchase your two participating products today and help your child to start 2021 smart with Smart Nutrition and a great education!” Bunn concludes. Buy any two of the following participating products: Futurelife High Protein Low GI Brown Bread Futurelife High Protein Honey and Oats Bread Futurelife High Protein Ancient Grains Brown Bread Futurelife High Protein Bar 50 g Futurelife High Protein Lite Bar 40g Futurelife High Energy Bar 40g Futurelife High Protein Crunch Bar 40g Futurelife Granola Bar 40g Products are available from all leading Pick n Pay Retail Outlets. For more information on the Start Smart Campaign, please go to www.futurelife.co.za or https://www.pnp.co.za/campaign/win-with-futurelife

December 4, 2020

Bursary to empower the next generation of marketing professional

A successful applicant will be awarded a Nnete Modise Bursary, to study at The AAA School of Advertising. The AAA School of Advertising is proud to partner with Alumnus, Abey Mokgwatsane and The Association for Communication and Advertising (ACA) to empower the next generation of marketing professional. Abey Mokgwatsane is a very successful communications and business professional. He is currently the Managing Executive of Brand, Communications and Sponsorships at Vodacom. He believes in revolutionising the industry as we know it, by taking a stand to bridge the gap of inclusivity and equality opportunities for women in the communications industry. The contribution and role of African women in the development of the marketing industry is visibly missing. Multiple conversations are had about bridging this gap and giving opportunities to women of colour within the industry, but not much is being done about it. Thus, inspired by his late grandmother, an extraordinary woman, Nnete Modise, the Nnete Modise Bursary was born. This bursary will provide funding for a young talented and driven African female towards a marketing degree at the AAA School of Advertising. “AAA was my ad school of choice because of its combination of theory and practical approaches to teaching marketing. The bursary on offer is for study from first year through to completion of the marketing degree. This is part of my personal commitment to be a light in the fight against Gender Based Violence as I believe the economic emancipation of women can go a long way in the fight against GBV,” adds Abey Mokgwatsane. “Having our alumni thrive and contribute to empowering talent makes us as an institution so proud. Abey is working in the industry that sees first-hand the potential of an amazing career path. He is very passionate about developing young people’s potential, and together our aim with this bursary is to facilitate the empowerment and talent of young people to succeed and grow in this industry”, says Dr. Ludi Koekemoer, Acting CEO of AAA School of Advertising. The requirements of the bursary for applicants include the following: the successful applicant needs to reside outside of the main commercial centres of South Africa. A written motivation of 500-words from the applicant’s educator accompanied by their matric prelim results. Also, to be included is an additional motivation letter from the student detailing their economic status and proof of residence. The bursary will also cover accommodation, ensuring that the prospective bursar’s ability to register and complete the three-year degree is further supported. It is important to note that The ACA will coordinate the applications, short-listing of the students and administer the entire process on behalf of the Nnete Modise Bursary. All submissions must be sent to: [email protected] Closing date for applications is 13 November, 2020.

October 30, 2020

MATRICS 2020, NOW IS YOUR TIME TO THRIVE!

“Part of being optimistic is keeping one’s head pointed toward the sun, one’s feet moving forward.” (Nelson Mandela) Final examinations can be a significant time of stress for any student, no matter what school year they are in. For Matrics, the 2020 year has been especially challenging in many ways, including having to adapt to new modes and methodologies of teaching and learning, at a time when marks really count. To the Matrics of 2020, spending too much time worrying about your studies and exams, having feelings of low confidence, low self-esteem and experiencing depressed and anxious thoughts, will ensure that you will not be in a good learning space. These troubled feelings and symptoms in relation to your studies and writing your exams are caused by stress. It is a warning sign that your wellbeing needs attention. Don’t let the pressure of the final examination period affect your performance now. Be optimistic, keep moving forward and choose to thrive in your quest to conquer your final examinations! Draw up a study timetable and stick to it Time management is key to helping you feel focused and in control. Create a plan and stick to it. Include a routine that you can manage, focusing on the times of day that you are most alert. Put up your study timetable for everyone in your household to see. It is important for them to support you in your studies and you to learn effectively. Eat well and feel wellThe food that you put into your body can have a huge impact on how your brain works. As tempting as it is to eat the local takeaways or even worse, skip a meal, it is not the way to supercharge your brain. Make a point of taking in foods that can improve your memory, fuel your brain, and help you master your studies. The best way to feed your brain is to eat a wide range of foods from all food groups and to drink lots of water. Take regular breaks and reach out to those you can talk to Learn to recognise when you are stressed out. Don’t be afraid to take a break and have a conversation with someone who knows about the pressure you’re under. This will allow you to put things into perspective. Sleep routine is important Ensure that you get eight hours of sleep every night over the period of the examinations. Wind down completely before you go to bed and don’t revise under the duvet on your bed – your bed is your sanctuary, not your desk. Limit social media and build rewards and treats into your study timetable Incorporate small rewards and treats that you can look forward to, for sticking to your study timetable. You need to ditch all social media while you are studying. Put your phone out of sight and on silent when you are studying. Once you have met your study goals for each day, treat yourself to just 30 minutes on your phone to catch up on what you missed out on. Access free online resources to enhance your preparation Ensure that you capitalise on and use the many free, excellent online resources created by national education departments, higher education, and corporate institutions. Visit their websites to access academic and other forms of support. During these unusual times, extra help will go a long way. The AAA School of Advertising has put together a sound, online matric revision programme which will enhance the already excellent work being done by Matric Educators in secondary schools. Students can register on https://www.aaaschool.ac.za/matric-revision-courses-2 for the following subjects: Date Subject Mon 26 Oct Business Studies Tues 27 Oct Life Sciences Wed 28 Oct English Home Language Wed 28 Oct Afrikaans Home Language Thurs 29 Oct English Additional language Thurs 29 Oct Afrikaans Additional Language Friday 30 Oct Accounting Ultimately, don’t lose sight of the fact that there is life after your examinations. Things might seem intense right now, but it won’t last forever. “We wish all Matrics huge success for the 2020 end year exams!” By Debbie Lees: Foundation Programme Manager, The AAA School of Advertising

October 29, 2020

Grade 11s: don’t leave the Matric focus until next year

The saying “don’t leave for tomorrow what you can do today” has never been more apt for this year’s Grade 11s, as Covid-19, the lockdowns and their impact on education have shown. While many learners wait until their final year of school to put in the hard work, Grade 11 results can make an important impact on the future options of learners, an education expert says. “This has been a tremendously disruptive year for all learners, and in particular for Matrics,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “Yet while most of the attention was focused on Grade 12s to ensure they can complete their last year of school and continue their educational journey thereafter, Grade 11 is a very important year – usually a year considered intrinsically linked to the final year of school – and these learners should attempt to do as well as possible during these last few months,” she says. Payne says it may be tempting to wait until next year to get back in the swing of things, particularly now after an unprecedentedly hard and tumultuous 7 months, but that it should be kept in mind that there is no guarantee that everything will just go back to the pre-pandemic normal as the clock strikes 12 on December 31. “Therefore Grade 11 learners must use their time optimally, and put in the hard work with dedication so that they can enter 2021 from a position of strength… And also to hedge against any other unforeseen disruptions that may in future impact their educational journey – whether they be personal or external,” she says. Payne says that doing well in Grade 11 serves as a kind of insurance for the future because many higher education institutions will make provisional offers based on a learner’s performance in this year. “Therefore, if you put in the work now, you will have something to fall back on next year if needed, even if only because you didn’t perform to the best of your ability in Matric,” she says. “There is still enough time left this year for you to counteract some of the impact the past year’s disruption had on your education and, indeed, to dramatically improve your academic performance.” In addition to having good marks to fall back on in Matric, performing well in Grade 11 also means that learners can apply to their higher education institution earlier in their Matric year, which takes at least one weight off their shoulders for the remaining part of Grade 12. “As things stand, the academic year for 2021 will already look different from previous years because of the delay in the release of Matric results and the later than usual start date of universities. With many logistics still needing ironing out across the board, having a solid bird in hand by way of Grade 11 results will only make these prepared learners’ road smoother down the line,” Payne says.

October 28, 2020

How to help a learner prepare for university

University presents learners with a range of challenges whether they will be moving out or staying at home, so prepare well ahead of time to avoid any nasty surprises! When living in residence or off-campus accommodation Living away from home can be nerve-racking for even the most adventurous of learners. Here are some tips on how to prepare for living away from home: If the student accommodation doesn’t provide food, learners should learn how to cook easy, nutritious meals if they don’t know how to do so already. Also, very rarely does student accommodation offer laundry service, so learners should make sure they know how to do their own laundry if they’ll be doing it for the first time. Read more about teaching children life skills. Ensure the accommodation has a working internet connection. While Wi-Fi is widely available on campus and most campuses have 24/7 libraries, having internet access at ‘home’ will make completing your studies a lot easier. Learners should try to get to their new home well ahead of time to familiarise themselves with the surroundings, particularly places like grocery stores and bookstores. Also find a local GP and hospital – if there is an emergency, better to be safe than sorry (and invest in a first aid kit)! Arriving early will also give learners time to buy any things they may need, like cutlery, crockery, and so on. If the student accommodation is shared, learners should set boundaries with their new roommate(s) regarding socialising hours, cleaning up, quiet time, and so forth. Also, invest in a pair of shower slippers as communal showers are often a breeding ground for nasty fungal infections. Make a list of things to pack, and tick them off as you pack. Most critical will be paperwork, legal documentation, and a bank card. If necessary, learners should ensure they have all the necessary medication they need and make sure they have a new prescription ready for when refills run out. When living at home Living at home as a varsity student might be even more challenging than living away from home for the first time. Here are some tips on how to survive: Join societies to help make friends. If a learner is not living in student accommodation, it will inevitably be more difficult to socialise and meet new people. University sports and cultural clubs are a great way to socialise with fellow students outside of lecture halls. Learners and their family members absolutely must set boundaries well ahead of time. These boundaries include: Leisure time: it is vital to give learners some time to rest when they have come home after a long day of lectures. Don’t harass them as soon as they set foot in the door, they’re tired and need rest. Decide on agreeable ‘relaxation time’. Socialising: agree on rules like curfew, staying over at friends’ houses, keeping in contact with parents while out on the town, and so forth. Attending lectures and tutorials: while not ideal, often students will need to skip one or two to study for a test or complete an assignment. Start managing expectations surrounding class attendance ahead of time. These boundaries must be seen as compromises rather than forced stipulations. Your child is an adult now – treat them as such. Keep the lines of communication open and have regular open and honest conversations. Learners need to know that they can count on their parents if something goes wrong, whether academically or in their personal lives. Making mistakes is a part of growing up, and if your child is staying at home for the duration of their studies, you are on this journey with them. Read more about managing failures. General tips Irrespective of whether a learner will be living at home or not, there are some general guidelines to prepare learners: Take a tour of the campus and make notes of where different buildings are – this will make navigating them easier when lectures begin. Have a look at the orientation week programme as soon as you receive it. Choose which events you would like to attend, or which you think will be helpful. Participating in ‘O-week’ is a fantastic way to get to know the campus and new people. Purchase your learning material as soon as you get your book list and get stuck into the recommended reading before lectures even start. University involves a lot of self-studying, and often, having done the reading ahead of time is a prerequisite for attending the class, so get into the habit now. Read more about how Impaq learners have achieved success at university. Varsity is often a once-in-a-lifetime experience for students. With the parents’ help, support, and guidance, these can be some of the best years of a learner’s life! Read more on how to help prepare your child for life after matric. by Jacqui Smit

October 19, 2020

Forward to matric: getting your head in the game, in a game changer year

The clock is ticking for an estimated 1.1 million Matrics from the Class of 2020, who will sit for their final exams in two months’ time after arguably the most challenging year they would have faced during their school careers. With uncertainty still lingering about much of what is to come, these students now have to ensure they get in the right frame of mind to perform to the best of their ability despite the unprecedented circumstances and novel logistical arrangements they will face, an education expert says. “Learners must now take stock of where they are academically, and determine what ground still needs to be covered so that they are fully prepared,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. “On top of this, they need to work through any concerns around the rest of the year, exam logistics, and their future plans so that they can put aside those issues causing anxiety and focus solely on their revision,” he says. Ntshinga says while this year’s Matrics face additional stressors on top of the regular challenges associated with Matric finals, they should know that there are more additional resources than ever before to ensure they complete their final year of school as well as possible. “Now is the time to assess your performance to date – possibly based on your preliminary exams if your school wrote them – and see how much ground you still need to cover before exams start. And very importantly, learners need to draw up a comprehensive study schedule and stick to it. Don’t just get up every morning and wing it. You have to keep track every day to ensure you stay on schedule, and if you are not, you need to adapt your approach.” Ntshinga says Matrics need to come to terms with the fact that things will feel strange in the exam room, so that they are fully prepared and not distracted by the logistics, such as writing while wearing a mask. “Taking control now for your own performance is the most powerful approach to take. And remember that there are many people and organisations out there from where you can obtain additional support if you need it. By claiming your focus, you can and will make a positive difference to your results,” he says. It is also worth remembering that the way learning happens now is the way it is likely to be for some time still. “Even when going into higher education next year, there is likely to still be restrictions and safety precautions in place, so don’t waste precious energy fretting about the unusual nature of things, and rather embrace the situation and hone your independent learning skills.” Ntshinga says learners can access additional help and resources quite easily in the following places: WEBSITES OF PROVINCIAL AND NATIONAL EDUCATION DEPARTMENTS “There are some excellent resources available in the public sector, including study and revision advice, past papers, exam dates and concept lists for specific subjects. Remember that it doesn’t matter where you live, you can access the advice on the websites of other provincial departments as well.” HIGHER EDUCATION INSTITUTIONS “Institutions such as The IIE’s Varsity College, Rosebank College and IIE MSA have gone all out to ensure they provide additional assistance to Matrics, such as through bootcamps, subject revision, past paper provision and so forth. Contact an institution near you to hear about any additional Matric support they provide, or follow them on social media to receive regular updates and support.” GENERAL ONLINE RESOURCES “There is a wealth of advice freely available on the internet that can help you with your studies. Just be sure to access information from a reputable and credible source.” Ntshinga says that while everyone must remain vigilant about the virus by maintaining the necessary social distancing and safety protocols, learners must push on with positivity and work toward the future. “Everyone is aware of the unique challenges facing this year’s Matrics, so it is important not to panic but rather to exert control within your sphere of influence – your own mindset. Even though the current circumstances are difficult, there is a wealth of support available, and even if you are not yet on track, you have enough time if you start right now to make a success of your final year.”

October 6, 2020

Play Based Learning in the Heart of Bryanston

Why Play based learning? Simply put, children (and adults) learn through play, developing the whole child holistically. Play based learning is a type of early childhood education based on child-led and open-ended play. This provides a framework for learning where children can organise and make sense of the world around them. It is a voluntary and enjoyable activity with no purpose or end goal. If you are thinking ‘mud kitchens’ or fantasy play or finger painting, you are on the right track. Children engage in play on their own and explore different materials; they play with each other and use materials to represent other objects (symbolic play) which holds great value in developing imagination, cognitive skills and social competence. One of the elements of play based learning is it encourages the development of language skills. By interacting with their peers they develop their vocabulary and comprehension skills. The context of play allows this to happen in a natural way and learning is amplified as it is enjoyable and relevant to the child’s interests. Music and rhyme supports the development of pre-literacy skills such as listening skills and sound recognition, laying the foundations for reading and basic literacy. It also helps to develop their memorisation skills and their ability to differentiate sounds. The development of social and emotional skills is crucial to the development and learning of a child. Engagement in play is closely associated to the development of these skills as children share social experiences and play co-operative games. Think team work and cooperation, collaborative planning, expressing ideas. It develops a sense of belonging. Emotional competence and empathy are developed through play as they learn about feelings, emotions and motivation of others. Engaging in dramatized play demonstrates ways of caring and showing empathy. Fantasy play is a vehicle for a child to make sense of the world around them and to try to understand their emotions. It fosters creativity and imagination, traits that are vital in the modern world. Using their imagination, they are able to problem solve and find solutions to a variety of problems. This in turn develops a natural curiosity and improved potential for learning in later life. Imagination is all about symbols; laundry baskets become a car or a stick a sword and so on. Understanding symbols is key to reading and writing as letters are symbols. The same would apply to mathematical concepts and numbers. Playing in the mud kitchen or baking; imagine all the measuring and filling and emptying, too much or too little, how many, too thick or too thin, too big or too small and so on; Thus developing all the pre-maths skills. Basic scientific concepts are developed through play, for example, what happens when you stack block on top of another or balancing one side with the other to make it stand or what does the feather or a bird feel like or the shell of a tortoise. Physical development refers to both fine and gross motor development and how a child uses their body. Through play children build physical strength, coordination, balance, position of their bodies in space, fine motor coordination and manipulation, hand eye coordination and foot eye coordination. Running, jumping, climbing, swinging, ball games and so on. They get a healthy amount of exercise. Children are exposed to so many different tactile experiences through their play; The feeling of wood, sand, soft toys, water, paint and more. These sensory experiences are important for the development of the neural pathways and their sensory integration system. Art and play also include many sensory experiences. Creative activities which are process focused, have no rules to guide the children as there is no ‘right’ or ‘wrong’ way to create thereby allowing them to express their ideas in a way they want to and they feel successful no matter what they make. During this process there is problem solving, sequential organising, logical thinking visual perceptual and many more skills being developed. “A considerable amount of research in the field of play-based learning is indicative of the profound importance of play on the overall development of a child. Playing helps the brain develop cognitive abilities, establish new neural connections, and make us more intelligent in multiple aspects at once. It improves the ability to perceive others emotional states and adapt to ever changing circumstances” It’s important that when a child gets to school they are comfortable in a school setting, comfortable engaging with other children and excited to learn. Emotional learning is as important, if not more, as academic skills learning. This is what they will acquire in a play-based program.

October 5, 2020

PARENTS GUIDE TO MATRIC SUPPORT IN 2020

At the best of times matric exams throw the entire household into chaos. As the parent of a 2020 matric student, you’d be forgiven for asking: Why me? Why this year?! Matric is such an important rite of passage for both teens and their parents, and the global pandemic has played havoc with this special year in your child’s life. It can be incredibly hard to hold the space for your matric’s anxieties, disappointments and stresses, while dealing with your own fears, expectations and emotions about this tumultuous time. The good news is that parents are actually far from helpless bystanders, and research shows that there is a lot that parents can do to provide much-needed support that will help your teen manage the stresses of writing matric in 2020. “Helping your child be emotionally, physically and mentally prepared is the greatest thing that you can do in this exceptional year,” says Counselling Psychologist, Lauren Martin who is on the panel at an upcoming SACAP (the South African College of Applied Psychology) webinar, Parents’ Guide to Matric Support. “Understanding the impact of emotional well-being on their performance and coming up with practical ways to guide them through their studies and exam time will help you, your matric student, and the whole family navigate the experience with far less stress and chaos, and with better outcomes.” Joining Lauren Martin on the webinar panel is Esmarie Cilliers, a registered Counsellor in private practice with a special interest in Developmental Psychology and Personal Growth. She says, “Studying for success is not a question of luck or talent alone. Researchers agree that students who have a strategy or a plan for how they are going to study, achieve the best outcomes. Students who follow a plan and scientific methods learn more easily, retain information for longer periods of time, and save themselves hours of study time which enables them to have more balance in their lives.” One of the key aspects of how matrics and their parents approach the matric exams rests in their attitudes and perspectives on the challenges, which have been amplified by all the disruptions of the pandemic. On the one hand, it has served up anxieties and disappointments, and on the other it has provided an extraordinary life experience where the matric student can embrace their growing independence and tap into their inner characteristics such as resilience and courage. There is the choice to view this incredibly challenging time as an opportunity to improve self-discipline, time management and study skills. Drawing on our own inner attributes can help us to harness the motivation, will power, creativity and coping skills that will unlock the 2020 matric cohorts’ potential and empower them to succeed. Martin adds, “I would encourage every matric student and their parents to practice flexibility in planning and thinking about the future – especially this year, with all the additional stressors and challenges matric students have encountered. Every matric student is wondering about the next steps for them, whether that’s finding work, studying further or volunteering to gain experience. Rigid thinking around believing there is only one set way to achieve your goals exacerbates anxiety and pressure and often leaves students depressed and demobilized when they aren’t able to follow this specific, rigid plan. Rather, mapping out various pathways to your goal leaves students with options and possibilities, regardless of matric examination results. Other options come in to perspective such as, upgrading matric results; attaining a higher certificate prior to a degree programme; volunteering prior to work applications; considering trade qualifications or entrepreneurship opportunities. The mapping of possible routes to a fulfilling future is really endless, and matrics, and their parents, need to be reminded of the many possibilities they have.” With a broader perspective, parents can also help in promoting and supporting practical, daily ways of taking physical, mental and emotional care of oneself. Sufficient sleep, supportive nutrition and being physically active every day too often fall by the wayside when study pressures mount. Yet, these are the very activities that support emotional well-being and optimal intellectual performance. To find out more about how easy it can be for your child to get physically, mentally and emotionally in shape for the exams, parents can tune into SACAP’s free webinar Parents’ Guide to Matric Support on Saturday, 26 September at 10:00 am. There will be two presentations by the experts focused on the importance of emotional well-being and planning for matric. There will also be a Q&A session so that you can address any personal challenges in a supportive and caring environment. Join SACAP’s Parents’ Guide to Matric Support session on how to help your matric take control of exams with less stress. Join the Zoom webinar on Saturday, 26 September at 10:00 – 11:00. Visit https://www.sacap.edu.za/events/parents-guide-to-matric-support-26-september-2020/ to RSVP and save your seat for the Parents’ Guide to Matric Support webinar. For any matriculant who is interested in the field of psychology, counselling, Human Resource Management or Business Management, SACAP offers a wide range of qualifications, including Higher Certificate, Advances Certificate, BAppSocSci (Majoring in Psychology and Counselling), BAppSocSci (Majoring in Psychology and Human Resource Management), BappSocSci (Majoring in Psychology and Business Managemet), BPsych, and a one-of-a-kind approach to learning: academic rigour and applied skills. Graduating confident skilled practitioners is key, which is why SACAP combines an academically rigorous curriculum with a strong emphasis on the ability to apply knowledge through the training of relevant skills. Registration for 2021 Term One, is now open and class space is limited. For further information, visit: www.sacap.edu.za

September 22, 2020

Making the most of time: To save for education

If you’re planning to save for your child’s tertiary studies, doing so early is the best way to do it. The exciting news of welcoming a child into the world changes your life, and time can go by so quickly. Planning for tertiary education costs early, will make all the difference to affording the best education and opportunities available. You generally have at least 18 years to save towards university costs as a new parent. So, let’s assume for a 4-year bachelor’s degree, you’ll need as much as R85 000 per year for university tuition alone. This added up seems staggering, but will be more manageable to achieve over time, thanks to compound interest (provided you start saving early). It is important to personalise your goals to know where you are going. One way is to define which university you are most likely to send your child to so that you can better quantify your savings goal. It might be difficult to picture it now, but this will allow you to more accurately ensure that your level of monthly savings matches the future costs of tertiary studies, to avoid a shortfall. It is important to note there is a large disparity between university costs in different provinces. The cost of residence or accommodation should you want your child to attend a university out of town should also be defined as this can be more than double the cost of tuition, which changes the savings requirement dramatically. There are a few key savings vehicles to consider using for these savings: 1. Tax-Free Savings Account (TFSA).This has the benefit of allowing you to save up to R36 000 per tax year (capped at R500 000 over your lifetime) without any taxation on the growth of the investment. So this mean you’ll pay no tax on interest, dividends or capital gains. This should be in your name and not your child’s, as you could be removing their right to have their own TFSA later in life, due to the contribution maximum limits. 2. Discretionary unit trust or ETF (Exchange traded fund)This is similar to a TFSA, but without the tax benefits. This should be considered if you are already using a TFSA in your personal portfolio. An ETF is an alternative to a unit trust fund, and usually tracks an index. 3. Endowment / Sinking fund policy.This should only be considered if you are already using a TFSA in your personal portfolio and your marginal tax rate is above 30%. As it is estimated that education inflation runs at around 9% per year, it is imperative to invest your money in the selected vehicle above in a high-growth portfolio that will target long-term capital growth at inflation plus 5% to 7% per year. This type of mandate should invest the majority of your savings in local or offshore shares. As you will be investing monthly, you gain the benefit of rand cost averaging (averaging your entry into volatile stock markets), which will smooth your return over time. As always this advice is assumptive and generic and you should always work with a Certified Financial Planner® to tailor a financial plan to your unique circumstances, and consider the appropriate investment mandate and tax structure that may impact you. Alexi Coutsoudis, CFP at PSG Wealth Umhlanga Ridge

September 10, 2020

Grade 9’s: let the 3 P’s guide you when choosing your subjects

Choosing the subjects they will sit for during the National Senior Certificate exam three years from now is an important and challenging task facing Grade Nines at the moment, because this combination of subjects will influence their choices down the line, and impact on performance and motivation over the next three years and beyond. Therefore Grade Nines should, with the help of their parents, guardians, teachers and outside experts, give careful consideration to the factors at play before settling on their final subject combination, an education expert says. “Trying to cover all your bases taking into account all eventualities can become quite confusing, particularly if you don’t yet know what you want to do after school, so we advise Grade Nines to consider the holistic 3-P approach when weighing the pros and cons of various subject combinations,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. She says Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen after careful consideration. “When considering your options for this balance of subjects, you should take into account your Passion, your Performance, as well as the Potential options available to you in future,” she says. PASSION Dr Mooney says one of the benefits of the current situation, where much work is done independently at home by learners and therefore without peers or teachers influencing perceptions, is that learners will be able to get a better idea of which subjects they are passionate about. “If you find yourself drawn to a particular subject, or that you have a natural feel for it, that’s a definite sign that you should consider it as part of your subject choice bundle. Of course it may be that you are good at something but have no idea how that can translate into a possible career down the line. “In that case, it would be a great idea to approach career centres and student counsellors – online for now of course – at higher education institutions, and discuss with them potential fields in which this subject may play a role. That will have the double benefit of revealing careers you may not have been aware of, as well as providing a boost of motivation to commit to doing even better because now you know where your passion might take you in future.” POTENTIAL Even if you already have an idea of what you want to study after school, you should still leave as many doors as possible open to allow for a change of heart later, and that is where so-called ‘gateway’ subjects enter the picture. “Certain subjects such as Maths and Science allow you to keep your options open, as many areas of further study require them. If you are one of the many who struggle with precisely these subjects, it may be worth keeping only one of them so that you can focus your efforts,” says Mooney. “The aim is to ensure that your choice positions you well to pursue as wide a range of qualifications as possible, that will allow you to demonstrate a well-rounded foundation when you leave school.” Mooney adds that learners struggling with a particular subject now because of the changed circumstances of lockdown should not just give up and walk away from it. “Things may be harder now, but it is worth persevering and getting additional help if necessary,” she says. PERFORMANCE It is important to also include subjects that will boost your Matric aggregate, Dr Mooney says. “Because of the greater academic demands at higher education level, and the limited space at public universities and private higher education institutions, admission to higher education is performance-based – meaning simply that those with better marks stand a better chance of landing a space. “So it makes sense to choose one or two subjects which will boost your aggregate and improve your chances of being accepted into the higher education institution and qualification of your choice,” she says. Mooney says although our current environment is challenging due to Covid-19 and the resultant lockdowns, Grade Nines should still look to the future and focus on what they can do now to broaden their options in future. “We don’t know what the future will look like, not in the short term nor the long term. Yes, we are facing unprecedented challenges, but with that, we will also be facing new opportunities and different ways of doing in future. Where in the past the road after school was pretty standard for many, who opted to pursue historically prestigious degrees without giving it much thought, the world of work has been changing and will change dramatically. “So be sure you are aware of emerging careers, and that you position yourself in such a way that you’ll be prepared for the workplace of the future, not the workplace of the past.

August 25, 2020

What is being lost in the arena of online classroom teaching?

The need for co-curricular activities in a digital world As our national lockdown ticks by it is reasonable to assume that schools are well into their 70th day of actual remote teaching. Taking breaktimes into account, a 6-hour school day multiplied over 70 school days and it is reasonable to assume that pupils in South Africa have just been exposed to their 420th hour of facing a screen instead of a teacher. Quite possibly that is also 420 hours of sitting down in an isolation bubble at home with 70 less breaks, assemblies and opportunities for corridor conversations, all while being away from friends with no discernible end yet in sight for the intrinsically social teenager. A number of healthy things have been removed and a fair number of unhealthy things inserted into the life of today’s young person, and it is fair to say that we do not yet know what long-term effect this will have on them. One is painfully aware that this is also the unique problem of a minority of South African school pupils who have the privilege of being taught online. In a typical school day, children have time together in the morning before school. During the day they repeatedly get up, push their chairs in, leave classes and walk to the next class. They engage with others during this in-between time, bounce off each other during breaks and experience a physicality and a social landscape during the offered co-curricular program which has now been lost and is not due back anytime soon. What happens between lessons and what happens outside of the classroom is often where the real learning happens. This is the place where behaviours and EQ is acquired. Mark Twain said, “I never let my schooling interfere with my education.” The difference between school and education is the difference between formal lessons and all the things that happen outside of those classrooms. The informal part of the school day, the part that has now been abandoned, is where social norms are acquired. These outside classroom times are where we learn to turn-take in conversation, where we learn to stand-up for ourselves and where we learn to stand-down. While academic programmes are vital to the educational development of today’s young girl or boy and tomorrow’s high-functioning adult, what is learned outside the classroom is often just as, if not more, important. So how can this gap be plugged? What can schools do to mitigate and ameliorate this lack? Part of the answer lies in the maintaining of a synchronous and live co-curricular programme. While the arena of competitive sports cannot be replicated, many of the components of the traditional co-curricular offerings can be. Certainly, an environment where social engagement can happen while being complemented by the physicality of skills-training is achievable online. Schools need to bookmark this. Allowing co-curriculars to fall away is non-negotiable in a school that has the capacity and resources to offer this. Not only as an extension to the school day, but for the sanity and reprieve that physical learning and healthy competition offers to young people. Ofentse Moeng, Head of Sports’ Development at HeronBridge College says that co-curricular needs to form part of the school timetable – just as it would on a normal school day. “It is completely possible to run sports’ and cultural practices as they would normally have run and have these sessions focus on physical skills acquisition while generating a place where this can be done online together.” And so, if hockey practice would normally be on the astro on Mondays and debating on Thursdays, it can still be on Mondays and Thursdays at home, with the coach and full team. The emotional, physical and mental well-being of young people is intrinsically bound to the participation in a co-curricular programme, especially today. The hardest part of lockdown is the isolation, for a generation for whom isolation is an anathema. Mr Moeng continues by drilling into the focus of these online practices. “Our sessions have been dedicated enrichment sessions scheduled once a week. This was also a prime opportunity to have external specialists such as nutritionists, professional coaches and players drawn-in for virtual engagements with our pupils and coaches.” Schools are places where learning happens, both inside and outside the classroom. It is about all components working in harmony to produce an environment fit for learning and which is worthy of the young minds that experience it. Allowing co-curriculars to be the collateral damage of the coronavirus is unacceptable in our educational framework. Young people are losing more than we realise. By Simon Crane, Deputy Head of HeronBridge College High School

August 18, 2020

Minding the Gap – Matric to international universities

South African matriculants who wish to study at universities overseas will be able to enroll in a bridging programme, for international universities, as of January 2021. Reddam House is the first and only local educational institution to offer the International Foundation Year (IFY) – a modular bridging course between a matric qualification and the first year of an international university. The partnership is between Inspired Education’s Reddam House and Northern Consortium UK (NCUK) – a consortium of leading UK universities dedicated to providing international students with guaranteed access to universities and helping them succeed when they get there. Other schools under the umbrella of Inspired Education in Africa offering the IFY, includes Brookhouse in Kenya, having done so for over a decade. The qualification is designed with university partners and students are taught in small classes, in their own country, before beginning their undergraduate course. Sheena Crawford-Kempster, MD of Reddam House says, ‘Even though we offer an internationally respected curriculum up to matric level, an additional foundation qualification affords students a valuable bridge during the seven months prior to studies in the northern hemisphere. Should a student pass the course, they are guaranteed a place at an NCUK affiliated university. ‘The cornerstone of our schools’ education is to ensure that students are adequately equipped to meet life’s challenges in a globally competitive world. We are proud to partner with NCUK to take that one step further by offering a syllabus to mind the gap between matric and the first year of university study. ‘The IFY bridging course will initially be offered on site at Reddam House Constantia in Cape Town and Waterfall in Gauteng. Both campuses are well-located to serve the main metropolitan population and we will welcome our first students in January 2021’. To be accepted for the IFY course at Reddam, students require a University exemption in their National Senior School Certificate (awarded by State or IEB). The UK university year begins in September, which is ideal for South African matriculants who receive their matric results at the beginning of January. The IFY bridging course is seven months – from January to July, ending prior to commencing studies in the UK in September. Successful candidates are guaranteed entry to a group of universities in the UK, as well as Australia, New Zealand, Canada and the USA. NCUK’s CEO, Professor John Brewer says, ‘NCUK has been establishing education partnerships since 1987 and these have led to tens of thousands of success stories amongst our Alumni. This partnership is an extension of NCUK’s provision within Africa, which has been in place for over 16 years and we are very much looking forward to welcoming ambitious and talented students from across South Africa onto our NCUK programmes and ultimately to our partner universities around the world.’ ‘Reddam House demonstrates all of the crucial attributes that NCUK demands from any partnership: Quality education in an optimal learning environment for students which will guarantee access to over 4 000 degrees across the global NCUK University network. ‘We recruitstudents from over 100 nationalities each year and 90% get into their first choice university. Since 1987, NCUK has helped over 30 000 international students gain access to leading universities and we are extremely proud of our track record.’ NCUK offers excellent student integration support and prospective students are able to interact with current and previous students. The list of student testimonials is long and from all over the world. Closer to home, two testimonials say it all. Nigerian, Ayomikun Sonuga who studied a BA (Hons) in Communications and Media at the University of Leeds, says, ‘NCUK is fantastic! Studying abroad has exposed me to various types of cultures and enabled me to become more independent.’ Kenyan, James Kairu Kneya, MEng (Hons) Mechanical Engineering at the University of Bristol. ‘The greatest achievement I’ve had would be receiving my NCUK results. This opened doors for a whole new myriad of opportunities, beginning with university.’ Crawford-Kempster says, ‘It’s our first year of offering NCUK and we anticipate an intake of around 20 students, which means subject modules will be limited. At this stage there is a great deal of flexibility, as NCUK insists that there are minimum figures, per academic module, to enable students to enjoy a positive learning environment with good levels of peer-to-peer interaction. ‘The minimum requirement is score of 5.0 in The International English language Testing System (IELTS),’ explains Crawford- Kempster. ‘The vast majority of students will have achieved this so we are looking to implement English for Academic Purposes for Proficient Users (EAPPU) which will further develop a student’s academic English while providing them with the proficiency in English Certificate required for visa purposes. Students can demonstrate this equivalency in a number of ways but an online test, taken at Reddam, can be used to determine this, giving students an almost immediate result and at a very low cost – this streamlining the enrolment process’. Crawford-Kempster says there are ‘discussions to introduce a pure science route for Medicine and Medical Sciences.’ Teachers will be externally approved by NCUK, based on their academic qualifications and teaching experience. Training and support will be provided between NCUK academics and Reddam House colleagues, if required. Scholarships are exclusively available for enrolled NCUK students across the network. Some are based on academic merit, others are automatic. Full guidance and support, with applications, will be provided by NCUK’s Student Support Team during a student’s time on the IFY. Reddam will be hosting info-webinars for interested students, parents, school heads and counsellors. For further information contact [email protected] or go to http://reddamhouse.com/ncuk

July 31, 2020

Lockdown lessons for futureproofing education

Online learning has provided many South African students with the opportunity to stay on top of their schoolwork during the Covid-19 lockdown. This has shifted the responsibility of learning from teachers and schools, to students and families. With the planned phasing in of the school year, following on from Covid-19 restrictions, the lessons learned from lockdown will influence education moving forward. “This is an opportunity to use this time to relook at the way we do things; to determine the good things we want to keep and the things that aren’t working that we should stop doing,” says Rebecca Pretorius, country manager for Crimson Education, a university admissions support consultancy. Pretorius believes that schools will continue with forms of blended learning for the foreseeable future. “The lockdown has forced the education sector to rethink its strategies for remote and digital learning going forward. By using distance learning tools, we’ll see students, teachers, parents, and carers develop new skills to communicate and collaborate differently.” She highlights some of the valuable lessons from the lockdown that parents and students can carry forward as schools return: Individualised learning: School classrooms are designed to go at the pace of an average student, not considering individualised learning styles and pace. Those learning online are working at their own pace, covering additional work, and using newfound time to learn new skills not previously covered in class. Digital literacy: A major part of the shift in education is the integration of technology. Digital literacy is an essential skill moving forward. With social media completely embedded in their lives as a way of both communicating, accessing, and putting out information, learning online is a way to build safety into their everyday online usage. Flexibility in the curriculum: Students and families have seen the value of a flexible education approach with students able to work at their own pace; cover additional work, focus more on their interests and passions, and even take more challenging subjects and curricula. Schools, businesses, and institutions then that can support this approach will be well positioned for the future. The role of teachers: With students being able to gain access to knowledge, and even learn a technical skill, through a few clicks on their phones, tablets and computers, the role of the educator in the classroom and lecture room is redefined. The role of educators will move towards facilitating young people’s development as contributing members of society. Crimson Education will launch the local arm of their online high school in September. The Crimson Global Academy will help students meet their individual needs and achieve their full potential through the internationally recognised, academically rigorous A-level qualification with, world class teachers; small classes; synchronous learning; flexible class scheduling; one-to-one support, and a wide variety of examination and testing options. With a presence in 30 cities, the company launched in South Africa in 2018. Crimson supports students applying to universities in the US, UK, Europe and China. They also offer regular webinars with experts, former Ivy League admissions officers, and Crimson alumni on a range of relevant admission topics. For more information, visit www.crimsoneducation.org or [email protected].

July 31, 2020

Grade 12s : the 3 factors to consider when deciding on future studies

The world looks very different today compared to when the Matric Class of 2020 entered their final year of school six months ago. Covid-19 and the resultant lockdown have caused much upheaval for this year’s Matrics, not least in terms of the way their educational journey has changed. But while much of their experience is different for this year’s Grade 12s, one thing has not changed – the need for them to decide what they will study and where when they progress to higher education next year. “Your journey might seem tough right now, and the future uncertain. But although things are different, you must continue to work towards realising your dreams, and this includes weighing your options carefully before deciding on the best course of action for you, for continuing your education in 2021,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. Payne says the process and considerations involved in making higher education decisions have changed as a result of the way the world has changed, and Matriculants and their parents need to take that into consideration. “For example, in previous years, we would advise students to attend Open Days at various institutions, visit campuses to speak to student advisors and faculty staff, and connect with current and former students. It goes without saying that this physical legwork is no longer an option in the form that it used to be in the past.” The good news however, is that quality institutions will now be hosting Virtual Open Days, which allow prospective students to actually ‘visit’ more campuses, and give them quicker access to advisors by scheduling online appointments. Additionally, some institutions will allow on-campus visits, by appointment. “In addition to getting a feel for institutions via online meet-ups, the considerations for determining the quality of offering and an institution’s ability to provide seamless, sustainable education have also irrevocably changed in recent months,” Payne notes. She says when considering higher education options now, prospective students have to assess the following 3 factors: THE ABILITY OF AN INSTITUTION TO PROVIDE A SUPERIOR ONLINE OFFERING As many students realised during lockdown learning, a good contact education does not necessarily translate to a good online education, says Payne. “This means that historic ideas of what made a good, ‘prestigious’ institution have been turned on their head. You have to ensure that any institution for which you opt will be able to offer a superior education regardless of delivery method. So this year’s Matrics are, for the first time, able to get a real insight into how institutions actually managed to do this over the past few months, regardless of whether they are a public university or private higher education institution.” Payne says some of the questions to ask in an effort to determine an institution’s competence in terms or their online offering, include: Whether the institution has an online learning platform, How the institution uses the platform for teaching and learning, How lecturers teach using the online platform, What students are expected to do on the online platform, What resources students need for online learning; and What statistics show in relation to attendance, submission of assignments, and student progress during lockdown. “Obviously if an institution doesn’t have an online platform, or if their online platform did not effectively support the continuation of learning, one should think twice about opting for such an institution going forward,” Payne says. “So be sure to interrogate all your choices to get a clear sense of what they did for their existing students these past few months, how they assisted those students whose circumstances required additional support, and whether their students were able to adapt to the new environment.” AN INSTITUTION’S FOCUS ON WORK-INTEGRATED LEARNING A focus on work-integrated learning and industry alignment was important in the past, but now it is more important than ever, says Payne. “Given the massive loss of jobs in the wake of Covid-19 and global lockdowns, opportunities are going to be limited in coming years. When hiring picks up again, employers will want to be very clear that they are appointing graduates who are able to do the job and not just have paper credentials to show for their time at university. “This means that you should ask of institutions how their curricula are connected to the real world of work, how closely they work with industry to ensure you engage with relevant, updated learning material, and how work-integrated learning is incorporated in the curriculum.” The additional benefit of work-integrated learning, is that this also provides students with a portfolio of evidence upon graduation, which gives them additional collateral during the job hunt, Payne says. THE REGISTRATION AND ACCREDITATION STATUS OF AN INSTITUTION AND QUALIFICATION One thing that has not changed, is the need to ensure an institution is properly registered and accredited, Payne says. “Bogus colleges and qualifications have been a challenge in South Africa in the past, and one expects unscrupulous operators will continue to prey on the most vulnerable in future. This is why you need to start considering your options now, and not leave your decisions about your future too late, when you might be desperate to further your studies but find yourself with fewer options. “Give yourself sufficient time to investigate the institutions and qualifications that interest you, so you’ll be better positioned to investigate them thoroughly, and weed out those which will cost you time and money without providing the required return on investment.” Payne advises Matrics must start investigating their options without delay, and to spend a little time every week working on their higher education checklist. “At this stage, you may not yet be sure what you want to register for, or how to connect with institutions. But the fact is that higher education continues, and good institutions will have the systems and advisors in place to help you on this exciting journey – you just

July 31, 2020

Tips to keep schools clean and students and teachers safe

When schools are back – albeit staggered over the rest of the year – it is critical that school management teams have plans in place to keep their staff and learners safe from the coronavirus. “They must develop this plan, implement the plan, and make sure they maintain the plan,” according to Emma Corder, Managing Director of industrial cleaning manfucaturer Industroclean. Schools across the country have varying degrees of access to proper sanitation and other assets needed to protect learners. It might certainly be a daunting prospect for any school principal to try and prevent the spread of the coronavirus if, for example, the school does not even have access to running water. Corder says there are thankfully basic safety measures that can be implemented almost anywhere, which she recommends. The essential first step she says is to stick to the basics. “This being hand hygiene, correct mask usage, respiratory etiquette and physical distancing.” When it comes to smaller children, it might be less easy to remind them to not share their lunch, stationery or even climbing structures, playgrounds swings and slides.” Unfortunately, the above is just the basics and schools are going to need to develop a checklist that they can abide by on a daily basis. General engineering and administrative measures need to be implemented, to ensure that all classrooms have proper ventilation e.g. cleaning of air-conditioners with correct filter installed beforehand, or during school hours all windows are opened. All schools must have a dedicated isolation room; this is needed should a pupil or staff member show any symptoms of Covid-19. “I strongly recommend that all staff and teachers be put through the correct training to make sure they understand and properly implement health measures. They will need to be intimately familiar with the basics such as the difference between cleaning and disinfecting a surface, as well as the safe disposing of any potentially hazardous medical waste,” adds Corder. But there is also a responsibility on all parents and caregivers to ensure students are fully prepared, by creating a “Covid-19 Back to School Pack”. The use of a big sized pencil box is perfect to pack two clean masks, pack of wet wipes and hand sanitizer. It’s also advised that the learners take their own water bottles so as to not fill them at the school or use public water taps, and especially to not drink directly from the mouthpiece of a tap. Remember the three best cleaning practices: Prepare for cleaning and disinfecting. Correct PPE for cleaning Use all chemicals correctly Cleaning equipment must be clean e.g. mop sleeves must be soaked in cleaning solution before being used. Disinfectants should be freshly prepared and NRCS registered. Do the Job. Top to bottom from clean to dirty. For normal cleaning use the spray and wipe method. And colour code all cleaning materials to prevent cross contamination. End of Task Dispose of dirty water and waste according to safe procedures. Wash and dry all equipment before storing it in a clean space. Dispose of all PPE wear before washing up. “If headmasters or members of staff need any assistance or have any questions about measures that are planned for a school, they must get in touch with the Departments of Health or Education immediately. Proper disinfection and preparation must be completed, before learners return,” says Corder.

July 17, 2020

Language Stimulation is a Piece of Cake!

Fun, easy and practical ways to stimulate your child’s language development by a speech therapist and mother. We find ourselves in a situation, where our children are with us for a longer duration than the school holidays. In discussion with other mums, many are making the best of the current situation. We need to focus on the positives with an attitude of gratitude. Children learn a great amount from observing others and is especially true when it comes to language learning. Your child’s vocabulary increases at a rapid rate. An average 2-year-old has a vocabulary of 50 words while a 4-year-old has a vocabulary of over 1000 words. Your child may use phrases which you or other family members commonly say – even if it is not in the correct context. For example, my husband and I switch from speaking English to Afrikaans when we don’t want our 4-year-old to understand what we are say. When she recognizes that we are speaking a different language, she says “Asseblief!” with great excitement. This is most likely due to “Asseblief” being the most common Afrikaans word that we use. If the thought has crossed your mind, “I wonder how I can stimulate my child’s language development without going bananas”, we present to you a recipe for success. Read until the end where we share with you a detailed explanation how to incorporate language stimulation while making a quick, simple and easy chocolate cake. This recipe is tried and tested – a definite winner in many homes. In the end, you may also say that language stimulation is indeed a piece of cake! Each child may not have the same morning routine but we all do the same activities daily. These include waking up, brushing teeth, having breakfast, taking a shower and getting dressed. Let’s examine each routine activity in greater depth. The main idea is to incorporate language stimulation in your routine so that you do not need to set aside specific time in the day. Let’s be honest, many of us don’t have free time or extra mental energy to add on to our daily routine. This does not mean that you need to be talking to your child the whole day. Use meaningful and language – rich sentences with a goal in mind. If you aim to teach your child their colours, let learning occur without making the process seem like a chore. Read further for fun, easy and practical ways to stimulate your child’s language while going about your normal daily routine. Waking up Upon awakening, your child may come out of his or her room in a range of moods. A typical child aged 4 years old may not remember exactly what day it is hence it would be beneficial to speak about the day, date etc. If your child is anticipating a certain date – explain how many sleeps / days more to go before a particular date or day of the week is reached e.g. Today is Wednesday, 4th September, tomorrow is Thursday 5th September and then it will be Friday 6th September and the day after will be Saturday 7th September. Use your fingers to count how many days away the anticipated date is – you can count forwards (Saturday is 3 days away) and backwards (tomorrow will be 2 days away and Friday will be 1 day away). For your child/ren to visualize the days of the week, a better option is to make your own monthly calendar and change the date each morning with your child/ren. Basics to include are days of the week, dates of the month, name of the month, year, season and weather. A ready-made DIY magnetic calendar is available online from www.thespeechbubbleco.co.za There are innumerable benefits of using a calendar or visual schedule which include: Understanding concepts before, after and sequence of events. Enhance mathematics skills (counting forwards, backwards, addition, subtraction). Learning days of the week and months of the year in a practical manner has great meaning and will be remembered easily. Note – some experts believe that the ability to understand how many days there are from now until an event in future will only be fully understood when a child is between the ages of 7 and 10 years. Brushing teeth From personal experience with my 4-year-old daughter, getting her to brush her teeth is a hard nut to crack. I often need to butter her up by making teeth brushing seem exciting or explaining to her the consequences of not brushing teeth. While in the bathroom with toddlers, the concept of colours can be taught in a meaningful way. A basic colour chart can be stuck on the mirror. The adult chooses a particular colour and the child says what other items in the bathroom match the chosen colour. Since the child’s mouth, the toothbrush and the toothpaste are essential components of teeth brushing – colours related to these can be emphasized first e.g. your teeth are white, what else can you see on your body that is white, what else in the bathroom is white. Having breakfast Mealtimes are exciting for many reasons – many people are together which means food & fun. The excitement can begin before everyone is seated. Ask your child/ren to assist in preparing meals, setting the table etc. Duties can be assigned according to their ages. For fussy eaters, studies have shown that if children participate in the preparing of food, they are more likely to eat it. While chocolate cake isn’t a common daily breakfast menu, our 6 Minute Microwave Cake at the end of this article will provide much fun for the whole family – many husbands have made it independently too! The concept of time can be paired with meals and visibility of the sun. By this we mean, breakfast is associated with the beginning of the cake, lunch in the middle of the day and dinner after the sun has set (i.e. when it is dark). Taking a shower / having a bath During summer months, we may shower twice a day, while in winter – once a day is sufficient. With children, they may often require

July 10, 2020

Communication is key to helping your child navigate the new normal at school

With more grades returning to school in coming weeks, in line with South Africa’s phased back-to-school approach, parents and guardians should keep the lines of communication open through frank conversations and feedback, an education expert says.

July 3, 2020

Back to school with a difference

As the lockdown curtain slowly begins to rise, endless thoughts and emotions engulf our minds. There is an overwhelming urge to return to life as we know it, coupled with the uncertainty and disappointment in our minds regarding the rhetorical question, ‘Is this how it’s always going to be from now on?’ ‘For how long will we continue having to wear masks?’ ‘When will social distancing end?’ There is an overwhelming need to feel the certainty of safety, from that which we cannot see and cannot feel. The terms Covid 19 and Corona virus seems to remain on our minds all the time as we all try to create a life as normal as abnormally possible for ourselves and our children under extremely abnormal circumstances. Some have already begun re-exploring the outdoors; malls are starting to fill up once again. Although it can be understood that being under lockdown has affected all of us in so many ways. This includes having a natural need to enjoy the outdoors and start doing ‘normal’ activities of daily living once again which excludes being at home. With the South African regulations of level 3 of lockdown settling in, there seems to be a slight sense of excitement yet an undertone of fear and loss. This is coupled with a stronger sense of understanding and acceptance of the notion and magnitude of the fact that we are living within a pandemic. Is this advisable though to start going out again? Whilst the need for nature’s best source of vitamin D is long overdue for all of us, it still is not safe for us to go out to public spaces where we are among so many people gathering. Social distancing and physical distancing will still be a compulsory requirement for months to come. Regardless of whether others are doing it or not, hospital wards are filling up, infection rates continue to be on the rise and more and more deaths are being reported daily. We live in an era of self-gratification, where we want what we want and we make sure that we get it. Now that we do not have control, it is so important that we do not let our feelings of frustration and helplessness result in us losing sight of the bigger picture, which is that we have to continue to practice short term sacrifices for our very own long term benefit. New Zealand has managed to combat the virus by maintaining adequate social distancing and isolation. If they can do it, so can we South Africa! This needs to be regarded for ourselves and especially for the sake of our most vulnerable ones, namely our elderly and our children especially as we prepare them for the next phase, school reintegration. Some schools have recently begun with the phasing in of children getting back to school for the first time since lockdown, much to the dismay of parents. Although studies in China and Russia have shown that children are at low risk of fatalities of this disease. How do we know that our kids will be safe and will not contract the virus? The sad reality is that we do not know. Therefore we can only ensure that we maintain the regulations of social distancing and required precautions so that we are able to enjoy a meaningful quality of life with our children as well as our parents and grandparents long term, as opposed to short term gains and possibly not being around long enough to live a fulfilling life due to a virus. So how do we protect our kids who will have to go to school? Here are a few tips I have put together to enable as far as possible comfort and safety for our children: Begin with the mental state of mind: It is vital to ensure that one’s children remain calm and collected. This can only be achieved by parents remaining calm, despite how difficult this may be. Ensure that children are able to express their fears and emotions about returning to school and be there to comfort them Knowledge is power: Parents have to ensure that children are adequately informed and educated regarding the necessary precautionary measures to help them feel in control and more at ease regarding being at school. These measures include the constant wearing of masks, not touching their faces, constantly sanitising and maintaining a constant 1.8 metre distance between them and other children. A good suggestion is taking double precaution with a regular mask as well as a shield mask, as children can easily forget not to touch their face and that is where the shield mask being worn over the regular mouth and nose mask comes in handy. It is also important to remember that the Covid19 virus is also spread through touching the eyes, nose and mouth with a contaminated hand as well as should saliva droplets simply through conversation enter the eyes. Hence enabling your child to wear the face shield is important. If possible, single seated desks are extremely important to enable distancing between children. If not possible, then it is imperative where possible that partitioning be placed between children in double desk seating. Ensure that your child has a pocket sized sanitizer with them to ensure that they are constantly sanitising themselves. Limit the handling of money for your children by ensuring that you have packed adequate lunch and healthy snacks for your children in their lunch bags. It is important to remember that should you or your child touch a surface which has been previously been handled by a virus carrier or even sneezed upon by a virus carrier, it can result in you or them contracting the virus. If your child or a member of your family has tested Covid19 positive, please ensure that they remain at home in isolation for at least 2 full weeks or more. Try to arrange with teachers for work to be typed and handed in online, thereby

July 2, 2020

Four ways to boost your academic portfolio during lockdown

Schools across South Africa opened on June 1 in a phased approach, starting with grades 12 and 7. However, strict social distancing measures will prevent most sporting and cultural extracurricular activities from taking place, and some parents may decide to keep their children at home altogether. Students who have set their sights on top universities, both locally and overseas, must demonstrate innovation in order to stand out and build impressive application portfolios.

June 30, 2020

Managing Matric in a time of turmoil

For the majority or learners, Matric is the most challenging year of their school careers – even under normal circumstances. The current circumstances facing the Class of 2020 are unprecedented, and have caused massive upheaval and uncertainty on top of the challenges they would ordinarily have faced. Even so, there are ways learners can adjust and respond to ensure they still make a success of the year, an education expert says.

June 26, 2020

Teaching remotely: less is more

The temptation to do it all as if it is possible to maintain the pace and volume of contact education remotely must be resisted, an education expert says.

June 19, 2020

Matric mid-year exams: create your own lockdown stimulation

Under normal circumstances, Matric mid-year exams provide a valuable benchmark from which to launch the final push towards the finals. Because of the Covid-19 lockdown, there will be no official mid-year exams this year, but learners should still aim to re-create their own exam experience at home as this provides valuable practise and insights, and an opportunity to improve their performance later this year, an education expert says.

June 18, 2020

Lockdown learning: how to maintain a positive environment

South African families are going through tremendously challenging times as most continue to stay at home during the country’s extended lockdown. While it is not yet clear when schools will start to re-open, thousands upon thousands of learners are working hard to stay on top of their educational journeys, while those parents who can do so are still working from home. External pressures combined with fear and anxiety about the future are taking their toll on parents who are, at the same time, tasked with ensuring their children don’t fall behind. These, and other factors, are exacting an undeniable emotional toll in homes during this time, an educational expert says.

June 12, 2020

THE IMPORTANCE OF LEARNING AN ADDITIONAL LANGUAGE

The incentive for learning any additional language is distinctive to every household. However, in the South African context, given the vast social, cultural, historical and practical benefits, isiZulu is a great language to choose and learning it has many advantages and benefits.

April 29, 2020

Uncharted Waters – Education

Navigating through uncharted waters during this stressful time is very overwhelming for many of us and leads to anxiety and sleeplessness. Keep in mind that this is new territory for teachers, parents and our children. Find peace in knowing that we are all in the same boat. Steer your ship into calmness when there is a storm and choose the rules of your ship together as a family.

April 24, 2020

Parents’ Role in the Online Learning Journey

As we start our online learning journey, there are so many things to consider. Schools are social environments and as such function on the interaction between all the role-players, the pupils, parents and the staff. This has been disrupted, so we are working hard at ensuring that everyone remains positive and embraces whatever may come our way.

April 15, 2020

2020 MATRICS: PROCRASTINATION IS THE ENEMY OF PERFORMANCE

“Looking at the year from the vantage point of January, Matric finals seem a long way down the road, and eight months feels like ample time to get to grips with your work before you have to sit for your finals,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider.

March 27, 2020

ESSENTIAL STUDY HACKS FOR DISTANCE LEARNING STUDENTS

With all eyes directed at 2020’s first-year students as they start their journeys at various tertiary and higher education institutions across South Africa, it is also important to remember those tens of thousands of students who are starting out on a learning journey of another kind — studying from home via distance learning, an education expert says.

March 17, 2020

Teach your child to learn independently with these useful tips

The human baby is born with an innate curiosity and a seemingly insatiable need to learn. Toddlers and young children seem to find anything and everything interesting and they never run out of questions! Why is that…? How does…? Where is the…? What is…..? They are also determined to ‘do- it-by-myself!’ In fact, they insist on it!

March 2, 2020

Are you Serious about your child’s future?

With an automated future ahead of us, the workplace will require a different way of thinking with an emphasis on problem solving, through mathematics as a vehicle, we can cultivate this skill in children from an early age.

February 24, 2020

GREAT MATRIC RESULTS? ENSURE YOU FIND A GREAT HIGHER ED INSTITUTION TO MATCH

With South Africa’s Matric pass rate at an historical high, many thousands of learners are in the unexpectedly happy position of having received a Bachelor’s pass, and therefore qualifying for further study. Those who didn’t make provision for this eventuality, may now find themselves in a situation where they no longer need to settle for their Plan B, but can in fact go for Plan A – realising their dreams of pursuing a degree – but with no place at university yet.

February 7, 2020

Back-to-school blues? Here’s what you can do…

Holidays are like cats! They creep into your lap for a cuddle and just when you start feeling all warm and fuzzy inside, they jet off to some unknown place, leaving you feeling disappointed and perhaps a little cold! Is this not true of these school holidays? They crept in, had a cuddle and left – just like that!

January 16, 2020

Education Safety- Schools are being targeted by criminals for equipment

While school violence is prevalent and widespread, schools are also being targeted by criminals for electronic devices such as computers and IT equipment.

January 14, 2020

GRADE 11s: 3 MONTHS, 3 FLEXES TO SET YOU UP FOR MATRIC SUCCESS

Although the focus is firmly on the Matric Class of 2019 currently writing their NSC exams, their successors in Grade 11 are also now heading to exam rooms across the nation, and they should not underestimate the importance of these assessments, an education expert says. “The last two years of school should not be viewed in isolation. Rather, Grade 11 should be approached as the foundation upon which Matric success is built,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “So any idea that your performance in Grade 11 doesn’t count, and that you can chill and make up for it next year, should be discarded,” he says. “Apart from the obvious benefit of doing well in these exams, it should be kept in mind that these marks can be submitted to gain provisional access to public universities or private higher education institutions, which means you can get in the gates before the flood of applications come streaming in next year,” he says. Kriel says although the thought of getting the exams over with and then taking a well-deserved break in December will no doubt be appealing to Grade 11s at this stage, there are 3 things they can take care of during the next 3 months which will see them start their final year of school with a distinct advantage over their peers, and with optimal chances of ending Matric on a successful note. 1) DO AS WELL AS POSSIBLE IN YOUR EXAMS “As mentioned before, your Grade 11 results can be used to gain provisional access to university,” he says, “which means that your performance could mean the difference between having a wide range vs a restricted range of options. “But more than that, if you put in your best effort now, and invest in getting to grips with the study methods that work for you while ditching those which do not, you’ll start to get a good idea of your current capability. If you find that, despite your best efforts, you don’t do well, you’ll know that something needs to be tweaked or adjusted going forward. “However not putting in your best effort, means that you will enter your Matric year not understanding your potential, so the lessons you could have learned during these exams will have to be learnt during your final year at school, when you could have directed your focus to something more productive.” 2) REVIEW YOUR RESULTS & STRATEGISE Kriel says the next step, after the exams are done and the results are in, is to honestly assess your situation. “Did you do your best? Could you have worked harder? Could you have worked smarter? Are there subjects that you know are going to need extra attention, or even extra resources in the form of, for instance, tutors or supplementary materials? “The key here is to look at how you performed, and your experience writing these important exams, and then use that information to plan your final year. Sometimes, if you identify serious red flags, it may even be necessary to consider your subject choices. But keep in mind thatonly one subject can be changed in Grade 12, and it must be done within a few weeks of school opening.” 3) SORT OUT THE UNIVERSITY ADMIN Too often, the decision about what to study and where is left until way too late, because it seems like such a straightforward thing to decide and apply, says Kriel. “Nothing could be further from the truth, however. Choices about qualification and institution are major ones, which will have a substantial impact on your life after school, and your future prospects. “These are not decisions that can be left until June next year, and then you wake up and start to scramble to secure a place somewhere, anywhere. That is an ineffective approach and a potentially costly life and financial mistake, not to mention the fact that you simply won’t have the time or energy to do the groundwork next year,” he says. Grade 11 learners should therefore take a week or so timeout to rest after their exams, but then get to planning their post-school life. “The benefit of doing it now, during your holidays before you enter Grade 12, is that time is on your side. So you will be able to do extensive research about the job market and opportunities in the field or fields that interest you. You’ll be able to visit campuses and speak to career counsellors, you’ll also likely find careers and qualifications you’ve never even heard about. “Doing proper research now means you’ll be able to make an informed choice about your future, and, should you come to a decision, you’ll be able to get the extensive and exhaustive admin of the application process out of the way. Then on to Matric where you will start out on your strongest foot, and without the mountain of planning and additional stress that will be waiting for those who decided they’ll cross these bridges when they get there next year.”

November 19, 2019

How to study for Languages

Many learners place very little emphasis on studying for a language exam – after all, we use language every day so how difficult can an exam be, right? Wrong!

November 5, 2019

Environmental Education

Education in any realm is important for changing oneself as well as the community in which we live. Education is the only way that people can build the knowledge to affect any change. I am not merely referring to the learning of facts and theorems but more critically, learning how to effectively question, explore and think about issues, change one’s mind (and the minds of others), innovate and create.

October 30, 2019

Brands on-board to help SA families build bursaries for school

As any parent knows, when it comes to affording quality education for our children, we need all the help we can get. Escalating school fees, continual costs of uniforms and many extras make educating our children a significant, long-term family expense. Quality education features high on the UN’s list of 17 sustainable development goals, and South Africa is a signatory to the UN 2030 Agenda for Sustainable Development which recognises the vital role that education plays in improving lives.

October 28, 2019

Choosing Life Sciences in High School

The study of the Life Sciences gives important insight into disease processes and allows the development of novel therapeutic and innovative medical devices, thereby directly improving human health. Life Sciences also enables an understanding of the environment and the other living species with which we share the earth. This knowledge guides conservation efforts and helps us to save our shared planet.

September 27, 2019

Choosing Engineering Graphics and Design in High School

Choosing Engineering Graphics and Design as a subject for Grade 10 provides fundamental knowledge and drawing skills required for several career opportunities, namely architecture, engineering, medical technician, industrial designer, interior designer, city planner, graphic illustrator and artisan.

September 24, 2019

Choosing Hospitality in High School

If you’re a people’s person and thrive in environments that are geared towards customer satisfaction, then choosing hospitality studies in high school is great opportunity to consider various career paths in the entertainment, recreation, food service and hotel management industries.

September 20, 2019

The importance of music in preschool

Music has been made and enjoyed throughout history, it is a powerful and effective way to spread a message, tell a story or express your feelings.

September 16, 2019

Choosing Visual Arts in High School

Visual Arts at high school level offers a multi-disciplinary programme that trains the hand and the eye, while engaging the intellect and the imagination in conceptualising and creating two-dimensional and three-dimensional artworks. This subject is about self-expression and helps students to engage meaningfully with, and respond to, their world in a non-verbal way. Students come into the art lessons often with a sense of relief, where they can be themselves, talk about all sorts of things and feel safe to do so.

September 16, 2019

Choosing History in High School

History helps one understand the world by examining the struggles, failures and successes of our predecessors. Through this we learn how to examine ourselves and improve the world we live in. Studying History, equips us with all the qualities we require in a modern society: understanding, compassion & tolerance.

September 12, 2019

KEEP CALM & STUDY ON: DON’T LET FEAR OF FAILURE RUIN YOUR FOCUS

Many of South Africa’s Matric learners are approaching their looming final examinations filled with dread and anxiety, in anticipation that they won’t do very well or, even worse, fail the most important assessment in their academic life so far.

September 4, 2019

MATRICS: A PAST PAPER A WEEK KEEPS YOUR FINALS RESULTS ON FLEEK

The moment of truth has arrived for this year’s Grade 12s. With fewer than 100 days until the start of their final examinations, the Class of 2019 now has to pull out all the stops to ensure they achieve to their full potential, as their final results will play a decisive role in the options open to them in years to come.

August 30, 2019

Matric learners: Top tips for exam success

Matric learners all over South Africa have the finish line in sight as the race to complete their schooling career nears its end. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “There is no doubt that the upcoming Trial and Final exams can be a source of anxiety and stress for most, if not all, Grade 12 learners-and their parents! The task ahead can feel overwhelmingly challenging and the resulting fear-of-failure can and, too-often, does become counter-productive in the learning process.”

August 29, 2019

FIRST YEAR FEAR: FACING UP TO STUDY CHOICE DOUBT & CONFUSION

After their first semester and first major university exams, many first years are sitting with an unenviable conundrum – the realisation that they may not have made the best choice about what to study for the next 3 years of their life.

August 23, 2019

The importance of reading at home

Of all the important learning activities we can do with young children, reading probably trumps the rest. The importance of elementary literacy skill development has been well documented. In reality, early literacy influences every aspect of learning and thinking. As the organization, ProLiteracy states, “Every important social issue is impacted by low literacy.” Decades of research shows the direct correlation between early literacy skills and long term student success. Shockingly it is said that “students not reading well in third grade are four times more likely to drop out” (Students First, Statistics about Education in America). In most curricula, children learn to read and receive reading instruction in the foundation phase. Hereafter they are expected to read to learn. Therefore, it is imperative that children be afforded every possible support to ensure early reading success.

July 23, 2019

WHAT IS INQUIRY BASED LEARNING?

One need only watch a young child spending a day at the beach to realise how fundamental curiosity is as a core trait in natural learning. Feeding the desire to delve into discovering things should be at the centre of all of our planning as teachers of learners of all ages. In a constantly changing world, preparing individuals for future careers is a moot point so we re-focus our efforts on skill, creativity and versatility in a yet unknown landscape in which they will spend their lives.

July 9, 2019

Art is Fundamental

What is art? Art is the “expression or application of human creative skill and imagination” thus may be brought through in a child in many forms: Music, Dance, Literature or Visual Creative Arts. Art is a fundamental; this could almost be considered part of a vital milestone in the pre-school child’s learning. In my experiences with visual arts, the atelier is a place of research and experimentation where the child can express themselves through the stimulation of their own creativity. The experience is one of enjoyment and plays a role in shaping their own sense of personal, social and cultural identity. The art activities set out are of great importance as: They help develop fine motor, gross motor and hand-eye co-ordination skills. Problem solving abilities develop as they explore a huge variety of new materials and tools around them. Art is one of the many languages of the world, discussions and conversations lead in different directions building on vocabulary and then where children of a limited vocabulary also have an outlet to express themselves. The stages of art from scribbling to consciously drawing shapes, form a foundation for school readiness. They teach children about cause and effect appealing to the child’s sense of curiosity. Therefore, open–ended art is essential as it helps children not to be afraid of change and allows for a higher order thinking. A sense of pride is developed, through the planning of an activity to the final outcome, it all has a purpose. The child’s self-esteem develops through activities where they can express their own thinking through the freedom of choice. Independence is encouraged and taking responsibility for an activity boosts self-confidence. Working in groups at times, spark collaboration, socialising and compromise, which are all life skills that are crucial for development. Cultural identity and differences are built on through the introduction of various artists and their art works. Art should no longer just take on the form of using only some or other mark-making tool onto paper. Art is the discovery of building, fitting, fixing, breaking and composing of loose parts, using old things to become new things. Thus, repurposing and upcycling. Our mind sets have been shifted from the traditional ridged and somewhat constricted views of what constitutes art or an artist. I think we as teachers are only scrapping the tip of the iceberg of the possibilities available worldwide. So, when teaching, we should then take on the opportunity to explore and expose our children to the wealth of resources available. Once we take on this ‘new age’ way of thinking we can then understand the full rich meaning of why art is so fundamental in learning, in the classroom and beyond. By Charlene Lang (Teacher at Maragon Ruimsig Pre-Primary)

June 26, 2019

START YOUR CHILD ON THE CODING PATH, EVEN IF THEIR SCHOOL ISN’T THERE YET – EXPERT

There is a lot of talk in South Africa about the Fourth Industrial Revolution (4IR) and the need for education in the country to start preparing learners for the future world of work from a young age. Unfortunately in South Africa, resources are often lacking and many teachers are not yet equipped to teach coding. However this shouldn’t stop parents from encouraging their children to start with the basics of coding from a young age, an expert says. “As we teach our children to read and speak our mother tongue language so we should start with coding at an early age,” says John Luis, Head of Academics at ADvTECH Schools, a division of South Africa’s largest private education provider. “Parents who are not tech savvy may find this daunting, so the easiest way to start the children off will be to download some apps to their mobile devices which will use games to kick off the coding thought processes. Learning to code is like learning how to speak, read and write in a different language. Children are very good at learning a variety of languages from a young age so teaching them coding will be no different,” he says. Luis says that the importance of preparing children for a technologically-enabled future cannot be overstated. “Technology changes rapidly and our children must be able to adapt, be agile minded and most importantly prepared for the future working world. The 4IR should not be dismissed as a buzzword – it is real, and it is here where our lives will become intertwined with technology, the edges between reality and virtual worlds will blur and we need to ensure our children will be effective workers in this rapidly changing environment. “This means that in the future world of work, coding will be a fundamental digital skill which our children will need to be literate in much the same way we prepare our children with language, numeracy and physical skills. Coding is no longer a skill reserved for scientists, engineers and IT geeks.” Luis explains that the fourth industrial revolution is characterised by a rapidly developing technological environment in which disruptive technologies, the Internet of Things, virtual and augmented reality, robotics and artificial intelligence are changing the way we exercise, play, study, live and work. “Behind this technology, functionality is achieved using code. It is how we communicate with computers, build websites, mobile apps, computer games and instruct robots. The Internet of Things (IoT) is already becoming more integrated into our homes. Smart TVs and watches, automated home management and security are only some of the examples where IoT is already used.” Like mathematics, becoming competent in the language of coding has many advantages beyond the obvious, he says. “Coding also helps with maths skills, it fosters creativity, improves problem solving abilities and can improve language and writing skills,” he says. Internationally coding has long been recognised as a future life skill and is offered as part of the normal primary school curriculum. In South Africa, high schools have had the subject from Grade 10 to 12 as a subject choice (Information Technology) for many years, but it was mostly offered to select learners based on their mathematics marks. Still, only a small percentage of schools have been able to offer the subject as it requires dedicated infrastructure and highly competent teachers. The situation looks better at progressive private schools, where coding has been introduced as part of the mainstream offering, from as early as pre-prep, where children are introduced via simple techniques and readily available software. “While many schools are still in the starting blocks, and most haven’t even arrived for the race yet, parents must realise that academic excellence and individual competitiveness in future will require a solid grasp of the language of technology. So the question of a school’s offering in this regard should be one they take very seriously before enrolling their child. “And where they do not yet have the option of enrolling their child in a school that incorporates coding as part of the mainstream offering – which is the reality for the majority of the country – they should ensure that their child isn’t left behind, by assisting them independently,” says Luis. One of the options available to these parents, is to search for holiday camps in their area. And where those are not offered, parents can start by helping their child download some of the various free mobile applications and software (listed below) which help young children to start coding, he says. * Scratch (https://scratch.mit.edu/educators) is a very effective free coding language that is designed specifically for ages 8 to 16 but can be used by people of all ages. * Alice (https://www.alice.org/) is a block-based programming environment that makes it easy to create animations, build interactive narratives, or program simple games in 3D. *Microsoft Minecraft Education an educational version of Minecraft, the game popular with children all over the world. (https://education.minecraft.net/) . * Roblox (https://developer.roblox.com/resources/education/Resources) caters for children from the ages of 8 to 14.

June 11, 2019

GRADE 9 SUBJECT CHOICES – MORE OPTIONS REQUIRE GREATER THOUGHT

Grade Nine learners will soon have the exciting task of selecting the subjects they want to pursue for the next 3 years, on which they will be tested during the final exams. Because of the withdrawal of the designated subject list by the Department of Basic Education last year, they are truly spoilt for choice, but this also means they need to be more focused than ever, because their decision now can have far-reaching and even life-altering consequences, an education expert says. “It’s a tough ask of teenagers to make a commitment now which will affect their ability to gain access to higher education and potentially their qualification of choice in four years’ time, when many are not even yet sure what they want to study after school,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. “It is therefore very important for them to firstly realise the gravity of the potential consequences of the choices they make now, and then, to really consider the strategy which will keep as many doors as possible open down the line,” she says. Mooney explains that Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen carefully. “Because there are no longer so-called designated subjects, learners may be tempted to choose subjects they envision will be comparatively easier than others, in order to gain the best possible Matric marks,” she says. “However they need to consider not only which subjects will ensure they get admission to higher education, but also which subjects will allow them admission into their chosen qualification. If they don’t yet know what they want to do, they need to make sure that their choice positions them well to access a wide range of qualifications. Their selection must also ensure they can claim a well-rounded education upon completion of their schooling.” Mooney says Grade Nines – with the help of their parents or guardians, and ideally even with the help of career and student counsellors from a respected higher education institution – need to carefully weigh up their various options, and the various combinations of subjects that are suitable for them. “The aim is to choose those subjects that will leave you with a wide range of options, while at the same time also positioning you optimally to perform well in your last three years of school,” she says. “Your subject choice must enable you to demonstrate proficiency in critical thinking and numeracy, and particularly important is the choice between Maths and Maths Literacy, as many university courses still require core maths,” she says. Choosing three relatively easy subjects as electives might help a learner achieve good aggregate marks, but their options will be limited if their education doesn’t incorporate those subjects that teach logic and argumentation, and scientific and reasoning skills as found in for instance History, Accountancy and Maths, and Physical and Life Sciences, says Mooney. “So it would not be wise to go for the short-term gain of spectacular marks, instead of implementing a long-term vision which will support an holistic academic development, as the impact on the future student’s studies – which require higher reasoning than what is expected at school – will be significant, even if they do qualify for study,” she says. “The best way to future-proof your study options and therefore career choices, as well as your ability to be resilient and adapt to currently unpredictable changes in the world of work – is to get as solid a grounding during your last three years of school as possible, even if it is going to be more challenging. “Before making your choice, make an effort to gain as much information about admission requirements for potential career paths from a wide range of higher education institutions, and then to work back to ensure that your subjects will enable you to enter those fields. Very importantly however, ensure that your choices reflect a wide enough range to develop an extended skills base which will serve you well into the future.”

June 10, 2019

Prepare now to study abroad in 2020

Matrics who want to study in the United States and United Kingdom next year need to start preparing for their applications now. According to a study conducted by the Institute of International Education, 90% of employers believe that students with international accreditation possess desirable traits and skills, such as maturity, superior communication skills, flexibility, cross-cultural awareness and independence. “When it comes to applying to study in the US or UK you should ideally give your application an 18-month lead time,” says Rebecca Pretorius, Country Manager for Crimson Education. The global company offers a plan of assistance and mentorship to students who wish to gain admission into top-ranked universities. “Matrics still have a chance of gaining admission, but they haven’t left much room for error.” On top of juggling Grade 12, making decisions on future careers and universities and managing deadlines, the application process for studying abroad takes up a lot of time. “With high expectations and low acceptance rates, applications can’t be left to the night before,” says Pretorius. “While applications for international universities open in October, you need to plan well in advance to make sure that you’ve got all the areas of your application covered, not just academics. The earlier you start preparing, the better”. Pretorius breaks down the admissions roadmap for US/UK admissions in 2020,for those who haven’t started yet: May 2019 to September 2019 – Familiarise yourself with the application process and the universities you want to apply to. You should have a good idea of the various financing, accommodation and deadline requirements for each of your shortlisted universities. June 2019 to December 2019 – Start preparing for the required admission tests like the Scholastic Aptitude Test, more commonly known as the SAT, for the US, this is throughout the year. Programme and / or university admission tests for the UK run from July to October. July 2019 to September 2019 – Prepare for October/November applications. Contact teachers and counsellors for reference letters. Give yourself enough time to write, edit and proofread your application and essays before sending them through. November 2019 to January 2020 – Prepare for personal/video interviews which take place between January and March. You should start hearing back from universities during this time. Make your decision as soon as possible. May 2020 to July 2020 – Search for possible scholarships and student loan options if necessary. Gather your paperwork for a student visa and apply as soon as you can. July 2020 to August 2020 – Book your flights, arrange for an international debit/credit card and photocopy all important documentation before you set off! Pretorius and her South African team regularly host information evenings for parents and learners interested in studying overseas. For more information, visit www.crimsoneducation.org, email [email protected]. or join the Crimson Education Facebook community.

June 6, 2019

Dealing with different personalities in a classroom

One of the first lessons every teacher learns is that, in every classroom there is a kaleidoscope of different personalities present. At any one moment, the teacher is navigating a minefield of different characters, each of which requires specific attention and handling. No two students are the same, and a good teacher is skilled enough to bounce from one student to the next, to tailor their delivery and approach to suit individual character types while remaining uniform and neutral across the board. It is not easy to accomplish and requires a lot of patience. While the individual personalities can fall anywhere on a broad scale, there are a few traits that are bound to be in every classroom. You will not fail to pick out the naturally gifted child in a classroom, or the popular kid, the shy one, the bully, the attention seeker. In this regard, teaching becomes a lot like diplomacy; it calls for a skilled and patient juggling of complex personalities that must somehow coexist together in one setting. For most teachers, dealing with most students is easy enough. There is often no need to even single out specific personalities as you teach, however there are a few personalities that are especially challenging to handle. These test the teacher, push them to the limit. The question now is, how do you deal with the bully who says mean things about other children and even to you? How can you reach that little girl who never wants to be called upon to answer a question? Here are a few tips on how to survive and indeed master the complex characters in your classroom. Put yourself in their shoes It is a universally accepted truth that interpersonal relationships are important, especially between a teacher and their student. Once a good relationship is established, barriers are broken down. Not only can the personal touch help in teaching, but it allows for the relationship to go beyond the classroom. Getting to know your students will help reveal their character to you. Subsequently, you will be able to determine what works for them. Knowing you have a genius on your hands for example, you will know to tweak the material so that they, too, feel challenged and not bored. This is why Abbotts college relies so much on the mentoring system. This enables teachers to give their own personal touch in getting to know students as individuals and to know what their future aspirations are and how we can help with them achieving their goals. If a student is acting out, the immediate reaction is anger and resentment. They are interrupting your class after all and making your life more difficult. But try and think about what it must be like for them. Put yourself in their shoes. Maybe they have problems at home and are lashing out at school. Maybe the reason Mary is not participating is because she is being bullied. Take the time to understand your students. It will help you deal better with their behavior. Master your poker face When dealing with a difficult student, try and keep a cool head. Put away the extreme emotions you are undoubtedly experiencing like frustration and anger. This will help you see the situation clearly, helping you handle it effectively. Students are very smart; they will pick up subtle indicators of your response to their actions. Often, they are testing you and pushing your buttons. They will do so until they determine your breaking point. You must therefore remain composed throughout. Speak in a soft voice that reflects your demeanor but communicate clearly and firmly. Focus on dealing with the issue at hand, and when it’s done, move on. Do not linger over it or hold a grudge. This way, your students learn a thing or two about handling conflict which will be an attitude they themselves will apply in future. Be firm, but fair Always remember that you are their teacher and guardian first, never their friend. It is a fine line to walk, having them respect you but letting them know they can approach you if they need anything. In case of doubt, it is better to stumble on the side of certainty. Your students understand that there are rules, which you must enforce. Do not let anyone get away with rule breaking, no matter how insignificant it seems. If you let just one slip, you lose control over the classroom, and you become infinitely less effective. This will not endear you to them, but they will respect you, and they will do what is right. This does not mean, however, that you adopt a hard, unyielding stance. To err is human. Let your students know that it is okay to make a mistake, because it is a learning opportunity. This way, the punishment won’t feel like a personal slight. You should expect manipulation and bargaining and know how to deal with it. In return, reward good behavior. Be fair in your application of the rules. If you must, enlist the help of another teacher or even their parent. At the end of the day, the objective is to teach them to be responsible adults. It is important to remember that with students, no shoe fits all, so approach each student as a unique individual. Listen to them, empathize with them, and you can discipline them. Written by: James Messian, Life Sciences teacher at Abbotts Colleges Centurion

June 3, 2019

The critical link between extra mural activities and effective learning

Let’s consider what it takes to transform rough diamonds into the magnificence that we admire in beautifully polished, sought-after stones. Taking a ‘rock’ and making it into a thing of beauty involves processes that take place in several stages. At each stage, the diamond cutter or jeweler uses specific tools and applies different methods to bring out the unique diamond waiting within. Cindy Glass, Owner and Co-Founder of Step Up Education Centres says, “Just imagine what we would achieve if we allowed multifaceted opportunities of learning to shape and mold our children into the magnificent, unique beings they were born to be!” The very essence of being human means that we are not one-dimensional beings. We have bodies that move and an ability to think, act creatively and with great imagination, if we are allowed and encouraged to do so. “Why is it, then, that we define education in terms of academics and academic achievement alone? Why do we place so much emphasis on sitting quietly and learning from texts? What would become of a diamond’s potential if only one of the many processes was prioritised over the others?” Cindy asks. She adds that extra mural activities that involve the arts, drama, music or sports are essential to the holistic development of young minds and bodies. She emphasises the fact that children who participate in extra mural activities benefit from making new friends, finding their talents, developing self-confidence, learning social skills and increasing problem-solving and critical thinking skills. In addition, exercise ensures a healthier lifestyle, greater body confidence, a more positive outlook on life and learning, and reduced anxiety and stress. “Children who are relaxed, confident and happy are more effective learners!” says Cindy. She gives 6 helpful tips to encourage your child to participate in extra mural activities: Be excited about the available opportunities: Help your child to choose an activity that they would enjoy. Consider your child’s strengths and weaknesses and choose an activity that would add value to your child’s positive growth and development. Allow your child to make the decision: This is not about what YOU would enjoy or what you THINK your child would enjoy. Respecting differences and preferences in our families will go a long way to fostering an environment of holistic education. Encourage and insist on commitment: Unless there is a solid reason for needing to pull out of an activity (the activity is not adding any positive value). This will teach your child valuable skills in responsibility, determination and resilience. Practice makes perfect: Remind your child that learning anything new can take time and patience. Encourage creativity and imagination, determination and effort: Never forget that extra mural activities are there to encourage growth and learning. Your child is not a professional actor, artist, musician or sportsperson. Encourage fun and participation, sportsmanship and integrity. Balance is key to effective holistic learning: Academic and extra mural activities go hand-in-hand. Do NOT expect your children to do more than they are able to. This is just counter-productive and will lead to a negative learning experience. Each child is different, but nobody can keep up a schedule that leaves no room to just rest and breathe. “Just like a diamond needs a variety of processes to become a polished gem. So our children need to participate in a variety of activities to reach their full potential. Go for it!” Cindy concludes.

May 16, 2019

Avoid the Procrastination

Having a plan is always a good idea, however not everything goes according to plan, therefore considering the everchanging world we live in, adaptability becomes more important every day. The need for planning remains imperative to avoid procrastination, discourse and discouragement. The 6 steps below can provide guidance on creating a plan that suits your lifestyle: Step 1 – Organise your living/working space This will not only with assist with decluttering your space but also your mind. Having an organised space will motivate you to accomplish other tasks. Step 2 – What needs to be done? Write down all the tasks you need to complete. At this stage the focus is the end game, what you want to achieve. Priority of tasks, scheduling and resources needed to accomplish these tasks are not important at this stage. Step 3 – Prioritise your tasks and resources Assign a deadline to completing each task, this will assist with prioritising your attention to what needs to be accomplished first. Be aware of what resources are needed to accomplish these tasks efficiently and effectively. This will also assist with prioritising the completion of tasks. Display your tasks as a reminder of what needs to be achieved. Example: Matriculate Cum Laude Step 4 – Set SMART goals Creating SMART goals will assist with achieving every goal set. Below is a framework of what should be included in a goal. Specific Don’t generalise what needs to be achieved, the more specific the task the easier it is to achieve. Measurable How can a task be completed if there’s nothing to measure it against? Including a measurement aspect to a goal assists with knowing how much you’ve achieved. Attainable Is this goal physically and mentally attainable? Do you have the capabilities to achieve this goal? Relevant The goal created needs to assist with achieving the ultimate task mentioned in step 2. Time Include a period as to when this goal needs to be completed. This assists with scheduling and integrating other tasks that must be achieved. Write your goals down and display it as a reminder of the tasks ahead. Example: To Achieve 90% in English every school term. Step 5 – How to achieve your goals? Create as many tactics that work together needed to achieve the set goal. Example: Read over English work covered in class as homework. Read over work that will be covered in the next class. Step 6 – Visual schedule Create a visual schedule to look at as a reminder of what needs to be done and to tick off tasks to create a sense of accomplishment. Include free/leisure time into your schedule and ensure that enough time is planned to complete a task incase the “unpredictable” happens and you need to adapt your plan to suit these changes. Technology has blessed us with applications that provide some of these steps however the act of writing your tasks down and displaying it in your working space can be more motivating to complete these desired tasks. It creates a greater sense of order and achievement. Remember to always enjoy what you do as there is no point to doing something that creates stress and unhappiness. This however goes hand in hand with a good plan that balances your time fairly and realistically. Written by: Abbotts Colleges

May 7, 2019

UNIVERSITY OPEN DAYS: LOOK BEYOND BANNERS & BALLOONS TO MAKE THE BEST CHOICE

In coming weeks, public universities and private institutions across South Africa will host a series of Open Days – events meant to showcase their offering to prospective students from the Matric Class of 2019. An education expert says it is essential that learners intending to study next year attend as many Open Days as possible to ensure they make an informed study choice, but more than that, they need to go with a strategy in hand to ensure they look beneath the surface to understand what their likely experience may be at a particular institution or campus. “This is a very exciting time for Matrics, who for the first time will be able to get some real-life insights about life on campus and what their future might be like in coming years after school,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. “So we advise Grade 12s to determine without delay when various institutions will be hosting Open Days – an online search will suffice – and then make the effort to attend as many as possible.” Ntshinga says there are many benefits to attending an open day, including 1) to get greater clarity on an institution’s offering 2) to visit different faculties at an institution 3) to speak to representatives of the institution who will be able to help you determine which qualification is a good fit if you are still uncertain 4) to get a feeling of life on a specific campus and 5) to weigh up the offering – academic and otherwise – of different institutions. But he says there is one thing that prospective students must remember when attending Open Days, and that is to keep a level head and not get too starry-eyed by the fanfare of the day. “Open Days are the perfect opportunity to get first-hand experience of a campus and its students, staff and academics. But the first rule of Open Day is to remember that Open Day might not be representative of every other day. Universities put their best foot forward to impress and attract future students, but you have to be savvy and ask the right questions, as well as make the observations that will help you with this major decision.” Ntshinga says prospective students should spend enough time on a campus to get a good look around, and listen to their gut feel while doing so. “Look at the campus grounds, visit the library and the IT lab, note the condition of sports facilities, lecture rooms and even the toilets. If, for instance, an institution’s restrooms are questionable on an Open Day, chances are that they will be the same or worse during the rest of the year. “If lecture rooms and the general environment look tired, dilapidated and unkept on this day, it is unlikely they will look better any other day of the year.” If you get a good feeling about what you observe on campus, the Open Day then presents an opportunity to ask the important questions of university representatives, to gauge whether your degree will help you make a smooth transition to the workplace post-graduation, Ntshinga says. To make that determination, learners should ask the following: 1) WORK-READINESS: How much practical, work-integrated experience is incorporated into the curriculum? Any good institution, whether public university or private, must have adequate practical learning integrated into the curriculum, and not focus purely on academics. 2) INDUSTRY-RELEVANCE: Is there close cooperation between the faculty and lecturers, and is current industry practice reflected in the curriculum? Employers look for graduates who they know will be able to make a contribution from the first day on the job, which is why they recruit at those institutions that best prepare students for the real world of work. 3) STUDENT SUPPORT: What can you expect in terms of support – administratively, academically and post-qualification? Good institutions will have excellent student support from before you sign up until after you graduate, and this support can make a real difference in your higher education experience as well as your career. “Doing your groundwork in the coming month, by identifying and attending Open Days at institutions you’ve been considering, as well as others you may not yet have considered but which may well turn out to be the right fit, will make a huge contribution to your ability to evaluate your options properly,” Ntshinga says. “Additionally, you may be exposed to opportunities and qualifications you have not considered before, and which may resonate with you. Open Days are essential to making the best choice for your aspirations and provide insights that desktop research rarely does, so make the best of this limited window of opportunity.”

May 2, 2019

Educational opportunities for brilliant young minds

This time of the year is an exciting period for learners who have dared to dream of studying in the United States of America. From December to March, universities like Yale, Princeton and Duke send out feedback to hundreds of thousands of students who have applied for a spot on their prestigious campuses. Harvard alone received a record 42 743 applications this year, of which it typically accepts less than 5%. More and more South Africans are setting their sights on an exclusive overseas education. The internet has broken down many of the barriers to information that previous generations faced, while the desire for diverse student pools has made top-ranked campuses increasingly cosmopolitan. The trend is also in part due to the arrival in the country of educational mentoring companies such as Crimson Education, who assist high school students to navigate unfamiliar and rigorous applications processes successfully. “The key to a strong application is to prepare well, understand what makes a great application, and to demonstrate passion and initiative. Understanding what makes you unique will help you stand out,” says Rebecca Pretorius, Country Manager of Crimson Education in South Africa. The company employs strategy consultants, tutors and mentors, who are graduates and students from top-ranked universities, to help gear a student’s high school years towards landing a spot at their dream campus. Top-ranked universities offer excellent facilities, educators, alumni networks and opportunities to work on cutting-edge research projects, or intern at global companies. They also have the resources to provide substantial financial aid to those who need it. Some universities, including the Massachusetts Institute of Technology (MIT) and Princeton, use a need-blind acceptance system. They send out acceptance letters without knowing the financial resources of the applicant; “All accepted candidates are seen as deserving of a spot, and the institution undertakes to help fund them,” says Pretorius. “Young people are very pragmatic about education in this globalised world. They realise that a top-ranked degree is a great launching pad for achieving their career goals – which are often entrepreneurial and geared towards solving a problem back home that they care about,” says Pretorius. For Crimson Education, a big name is less important than finding the right fit for each learner. Their consultants use a specialised algorithm developed in-house to help students to successfully navigate a pool of over 4 000 institutions, the top 100 of which are all considered world-class. “We create a balanced shortlist of universities for each student to apply to, maximising the chance of acceptance to your dream school, while minimising the risk of rejection,” says Pretorius. The company itself has unexpected roots that explain its reverence for youthful ambition and brilliance. It was founded in New Zealand in 2013 by two high school students, Jamie Beaton and South-African born Sharndre Kushor. Now, aged 23 and 24 respectively, they oversee operations in 24 cities worldwide. Beaton is a Rhodes Scholar at Oxford, having completed his undergraduate and a double masters at Stanford Business School in a mere four years. Kushor studied Population Health while steadily growing the company and honing its model for team-led mentorship. “The model developed by Jamie and Sharndre, with its focus on individual interests and passions, has achieved a 100% success rate – with all of our students landing a spot at least one of their top eight university choices,” says Pretorius. The company has helped to secure over 330 offers to the top 50 universities in the United States, 133 of which are Ivy League. Over the years, their students have secured $45.7-million in scholarships. South African students and parents who are inspired by the idea can attend one of the company’s information sessions by emailing [email protected].

April 30, 2019

HOW TO IMPROVE YOUR CHILD’S ACADEMICS

Believe in yourself. Assess your current academic performance and set appropriate academic goals. Make a commitment to your goals by creating a dream board and displaying it on your mirror. Get organised. Set up a study schedule/timetable and keep to it. You should study in a well-equipped area (proper desk and chair) with sufficient light and ventilation. Avoid distractions, such as smartphones, tablets, computers, computer games, game consoles and TV. Ensure that your workbooks for each subject is as neat (as possible), organised, dated and up to date. Do not fall behind. File all extra notes, papers and memo’s immediately by pasting them into your workbook. Drafting a schedule/timetable. It is important to allocate time for Homework time. Study breaks – Rule of thumb is a break of 10 – 15 minutes after each 45-minute study session. However, everyone has a different attention span. Do not use this as an excuse to procrastinate. Do not “cram” – you will probably soon forget the content. Your goal. should be to study for long term memory effect throughout the year. Allocate time for relaxation, family and friends. Preparation for ANY subject includes: Completing your homework, yourself. If possible, try to mark it before you go to class. This way you already know what to ask the teacher. Do complete corrections during class discussions. Albert Einstein (is broadly credited to have) exclaimed: “The definition of insanity is doing the same thing over and over again but expecting different results” .Learn from your mistakes. If you are still confused, make sure to visit the teacher during compulsory homework. Then try it on your own, until you are proficient. Studying is not a spectator sport. To become the best, you need to partake and practice. How to get better at Math If you struggle with a specific calculation, try to break it down into simpler more manageable concepts. Memorise the theory, such as formulas, theorems, properties, definitions, proves, rules, sketches etc. You should know all of these by heart. If you struggle to remember these, try to connect the new unfamiliar concept to something that is already familiar to you, for example a rhyme, a parody or sketch. When revising/preparing for exams and tests, return to worked examples and activities in your workbook. Practise these before you move on to past papers. Practice past papers. Not one or two, but as many as you can lay your hands on!! Use a search engine, such as Google to download past papers. If you can only find a few past papers, practice these until you are completely proficient in the calculations and time management. Humans are complex. Memory includes visual, auditory and tactile memory. When studying you should SAY it, WRITE it and SKETCH it. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams and tests. Revise, revise, revise… DO NOT rewrite the textbook. Use effective tools such as mind maps, flow diagrams or mnemonic devices (memory games). You need to find a tool or tools that work for you. Revise the previous day’s work before you go to class the next day. You should PRACTICE and REVISE subject content on a CONTINUOUS and DAILY basis! How to prepare for practical subjects such as CAT, IT, Drama, Visual Arts and Design? PRACTICING new skills daily. You will not become proficient if you do not practice. REVISE your theory by breaking it up into smaller, manageable sections and spreading it over time. Pay attention to the glossary in the back of the textbook and summaries at the end of each chapter. Pay attention to new trends and technology features in the daily news. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams. Keep to deadlines for Practical Assessment Tasks. Do not procrastinate. These need time to develop, grow on you and take shape. The teacher cannot help you, if you are not at school! To do your best, you must get enough sleep, eat nutritious meals and drink water. DO NOT drink caffeine laden energy drinks. It is bad for your health and your brain! Do not work into the early hours of the morning, you will not be able to concentrate in class or perform well in tests – sleep enough. Reward yourself between study breaks with activities you love. Get your priorities in order – what is your dream for your future? (If you do not have a dream it is high time you get one!) Implement the plan – do not procrastinate. Eat little bits of the elephant (a big task) by prioritising, setting goals and rewarding yourself for completing steps. Written by: Sanet van Rensburg, Principal at Abbotts College Centurion

April 10, 2019

GRADE 11s: WHAT YOU SHOULD DO NOW TO ACE MATRIC NEXT YEAR

Grade 11s who are serious about bringing their best game to their Matric finals next year should, like performance athletes, start their preparation now so that they enter the home straight in pole position when 2020 arrives, an education expert says. “The temptation will be there to put off thinking about Grade 12 until next year, but Grade 11s have the most powerful weapon in their arsenal right now – that of time,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, South Africa’s largest and most accredited private higher education provider. “As a Grade 11 learner, you need to understand how competitive the landscape will be after school, and that it is not in your best interest to wait until exam prep starts next year to start exercising your academic muscles. You have to train, prepare and lay the groundwork now, so that you can build on your performance next year, rather than try and get the basics in place while the clock is ticking,” she says. Madhav says learners must also approach each assessment this year as if it is going to be the deciding one, and learn from and correct their approach when problems are identified. “Doing well now could also pay off pre-emptively, as many higher education institutions will allow provisional placement based on your Grade 11 marks, which will dramatically lift the pressure next year,” she says. DRAFT A 2-YEAR PLANNING OVERVIEW Senior learners should look at their last two years of school holistically, rather than as two distinct years, Madhav says. “Take some time to draft a two-year global overview of key dates that will arise this year and next,” she advises, adding that this calendar will include actual or estimated dates for all assignments, tests and exams. “You may think you have a lot of time ahead of you, but when drafting this calendar, you’ll quickly see the reality of how demanding and time-intensive these next two years will be. The good news accompanying the realisation of the challenge ahead, is that you can now accurately determine how much time you’ll have to prepare for each assessment, and not be tempted to procrastinate.” USE ANY “DOWNTIME” WISELY TO MAKE LIFE EASIER DOWN THE LINE While there won’t be much free time going around in the run-up to Matric, Grade 11s should use any time they do have on their hands wisely. “So we are not saying you should be sitting in front of your books 24/7,” says Madhav. “But when you do have time to spare, say during the holidays or weekends, do a little bit every day to strengthen your actual ability to handle the workload which will progressively increase not only this year and next, but also when you enter higher education.” Madhav says learners can use the time they have to watch YouTube videos of cool study hacks, different ways of learning and revising, learning to touch type or even doing some volunteer or internship work. “These are all fun activities which, when compounded, can make a notable difference to your academic performance as well as the strength of your study or work applications in relation to those of your peers. “Now is a great time to make a commitment to lifelong learning, and vowing to yourself to do something every day that makes you stronger, wiser and more resilient. These are skills that you need to craft and hone on an ongoing basis, as you can’t summon them out of the blue when needed.” UNDERSTAND YOUR SUBJECT CHOICES & THEIR IMPACT ON POST-SCHOOL OPTIONS Madhav advises Grade 11s to take some time to look closely at what they intend to do after school, and particularly to investigate their options broadly and thoroughly, and then ensure that the subjects will allow them to pursue their chosen path. “There are a number of reasons why you should consider where you are now compared to where you were when you first decided on your current subjects, as well as where you are going to go in future,” says Madhav. “Maybe when you made your choice you did so based on the idea that you might go into communication or design. Perhaps now you are more inclined to pursue a career in accounting or law. Whatever it is, ensure that your subject choices are still aligned to your current vision for your future, and the entry requirements at your higher education institution of choice.” She says where students see they are going to fall short of entry requirements based on their subject selection, they could consider taking an additional subject, or should circumstances allow, change subjects – although this should not be done without serious consideration of consequences and discussion with the school. But apart from ensuring you are on the right path, the exercise of considering how your subjects support further study has the added benefit of reminding you of how your subjects will enable you to realise your dreams after school. “This is likely to provide you with fresh motivation to tackle even those ones you’ve been finding dreary or challenging,” says Madhav, “and help you not only understand your work, but also get to grips with it in such a way that you can apply what you’ve learned.” Madhav says that next year, when learners enter their final year of school, it will no longer only be about the amount of time they spend in front of their books, but also about the quality of that time. “You are in a position right now to influence the quality of that time, and effectively the trajectory of your post-school education and career. So use this time wisely to get in the right frame of mind so that you will be able to perform to the very best of your ability next year and beyond.”

April 4, 2019

Is homework still relevant

A student’s high school career is far more than mastering subjects. The goal is to facilitate the development and transformation of adolescents into independent young adults, prepared to deal with the 21st century challenges. The adult world demands self-study, discipline and independent thought. Entrenched behavioural patterns are difficult to change; hence, instilling a good work routine whilst at school is essential for future success. • It teaches a student to work independently. Engaging with the content on their own allows them to find solutions and formulate opinions without the prompts or cues from teachers, peers or parents. • It teaches a student to take responsibility for his or her work. The student must be an active participant: it is conducive to confidence building and encourages self-reliance. • It allows a student to review and practise what has been covered during the lesson. Extensive research has been done on the memory retention of information over a period. Regular reviewing allows a broader knowledge base when applying the minds to new content. Any potential misunderstandings or lack of comprehension can be addressed far sooner. • It helps a student to get ready for the next day’s lesson. Being prepared for the lessons allows the student to feel more in control and this in turn boosts their confidence and aids the development of a positive self-image. • It encourages a student to explore the subject content far more thoroughly than class time permits. This is vital for giving depth to the work they are grappling with and leads to discoveries, making connections and problem solving. • It allows a student to extend learning by applying skills to new situations. Doing their homework properly establishes a strong foundation. Successful attempts to solving higher order questions are only possible once the content has clearly crystallised in their mind. • It is part of the revision and consolidation process in adequately preparing for tests and examinations. Practice makes perfect! Clichés are clichés because they hold a lot of truth. Author: Andre Moolman, Principal at Abbotts College Century City.

April 4, 2019

How to teach children to respect their teachers

It is common knowledge that teachers are some of the most stressed professionals in our country. They face abuse of various kinds on a daily basis and one cannot deny that this is having a profound impact on an education system that is already struggling. In addition, and perhaps even more worrying is the steady increase in incidents of verbal and emotional disrespect shown toward teachers by the learners in their care. Education in South Africa is being compromised and it is time for parents to step in and step up to help rectify the problem before it becomes completely unmanageable. According to Cindy Glass, Owner and Founder of Step Up Education Centres, “Education is the root of success. It is an essential tool which, when delivered and received correctly, could change the face of poverty and other challenges that face our country at this time. The benefits of a good education can never be underestimated and ensuring that learners respect their teachers is an essential and most necessary step if we are to make positive progress in learning”. She gives the following things to consider when teaching your child to respect their teachers: You are your child’s first and longest-lasting teacher. Your child needs your guidance and assistance in learning the value of respecting self and others. It is important to remember that our children are likely to do what we do, rather than what we say. Encourage respect of teachers by respecting your child’s teachers. Avoid teacher-bashing conversations and seek to find positive solutions to challenges that present themselves. Teach your child that, no matter the circumstance, there is always a way to find a solution. Teachers are human too. They have an enormous responsibility to assist your child in becoming the best version of themselves. Teachers make mistakes. Disrespectful comments and abusive behaviors are not the solution. Open communication is needed to find ways of assisting both parties in achieving the desired outcomes in learning. Every choice that we make defines the path of our lives. All negative behaviours are based on fear, low self-esteem, self-defeating and destructive self-talk and low self-value. We need to teach our children to own their mistakes and choices and to avoid blaming others for their shortfalls. Taking frustrations out on their teachers only exasperates their difficulties whereas they could find wisdom and assistance with their teacher instead. Learners need to recognise and acknowledge that challenges are a part of growth and learning. There are always ways to seek and receive the help that they need, without a show of disrespect to anyone. Disrespect reflects their character, not the teachers. Teach your children that disrespecting & abusing teachers is an indication of who THEY are, not of who their teachers are. Negative behavioural choices reflect on the giver, not the receiver. It is a clear indication that the person does not respect and honour themselves. It certainly does not engender admiration from his peers. Seek to develop positive self-respect and self-value in your children and this will ensure that they give the same to others.

April 1, 2019

MATRIC FAILURE: GETTING BACK ON TRACK WITHOUT LOSING HOPE

The future may look bleak and uncertain to the more than 170 000 Grade 12s who failed their 2018 National Senior Certificate exams, but it would be a huge mistake for them to throw in the towel and resign themselves to the idea that no Matric means no hope for the future, an education expert says. “Of course it is preferable to obtain your Matric certificate, and we will always encourage young people to continue working towards doing so, but that doesn’t mean your life has to stand still in the meantime,” says Alvino Hartley, Team Leader at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. He says many people don’t realise that there are various study options, particularly vocational ones that are in high demand in the workplace, that don’t require a Matric certificate. “If you can be resilient in the face of this setback, and vow to not put your education on the backburner but rather work hard towards a goal you can become passionate about, you have a recipe for success on your hands,” he says. Hartley says that no matter what the outcome of one’s final exams were, there are always options, and sometimes finding the right way forward just requires some research. “You may want to redo a subject or two, complete failed subjects via distance learning, redo Matric in a year or two, or perhaps even find a qualification that doesn’t require an NSC for enrolment,” he says. “Find what you are passionate about, and then determine how you can still reach your goal within the next three to four years. Yes, it is not ideal if you didn’t pass, but it also does not mean that this ‘failure’ needs to define who you are and what you can achieve for the rest of your life.” Hartley says that instead of allowing ‘failure’ to define you, the experience should be used as a learning opportunity and inspiration to do better in future. Additionally, Matric failure should not serve as a limit check on one’s aspirations for the future. “You can and must still dream big. If you didn’t before, do so now. Once you have a vision for your future, you start building it. Like a house – one brick at a time.” For many who failed Matric, heading right back to school to redo the year may not be an option, for various reasons. In these instances, the Matric goal can be pursued in parallel with other goals, or postponed until after achieving a vocational qualification, says Hartley. “A vocational qualification makes you more employable, by providing the specific skills and theoretical knowledge required in fields such as, for instance, project management, health and safety, logistics and supply chain management, and contact centre operations. All of the aforementioned qualifications can be completed without having a Matric certificate and via distance learning, which means that you can even start earning while you’re learning,” he says. Another option is to do an Introductory N4. “Also called a bridging course, this will give you access to N4 National Qualifications. Students who haven’t completed Matric do the Intro N4 courses and, once they pass the examinations, they cross over to the N4 courses. Once they have passed N4, they can progress to N5 and N6, after which they can apply to the Department of Higher Education and Training for a National Diploma, provided that they have gained 18 months of relevant practical experience,” says Hartley. Passing an N4 level qualification is comparable to Matric. And persevering through N4 to N5 will make you more employable than someone who only has a Matric certificate, says Hartley. “The message is this: You have your whole life ahead of you and you still have time on your side. If you act now to start building your vision brick by brick, investing in your future and believing in yourself, the time will arrive when you look back at your Matric disappointment and see that it wasn’t a brick wall barring you from a successful life, but rather an unexpected door to new and exciting opportunities to turn your dreams into reality.”

March 19, 2019

DIFFERENT ROUTES FOR TACKLING MATRIC THROUGH DISTANCE LEARNING

Thousands upon thousands of learners who fail Matric every year are either unable or unwilling to return to school to complete their National Senior Certificate examinations, forcing them to join the relentlessly growing pool of South Africans who have little prospect of landing even an entry-level position. Some of the reasons for not returning to school include a lack of funds, an unwillingness to go back to the benches with younger learners, the stigma some may feel as a result of failing, and a sense of futility over one’s ability to successfully complete Grade 12. “There is hope, and good news for young people facing these circumstances, as well as those who had long ago given up hope,” says Nomawabo May, Team Leader: Student Advisor Department at Oxbridge Academy. She says young people who either failed or didn’t gain university exemption in the past three years, still qualify to do rewrites of papers this year – provided they move quickly to meet registration deadlines. “If you’ve been sitting at home since receiving bad news about your results last month, and don’t know where to from here, you should seriously consider heading back to the books sooner rather than later, as you are still in a great position to earn your Matric despite your earlier setback,” she says. May says the benefit of doing Matric subject rewrites via distance learning, is that it is affordable, that it can be done via the comfort of one’s own home, that learning materials are user-friendly and easy to understand, and that there will be excellent tutor support available both telephonically and online if one is signed up with a respected institution. “If your attempt to finish school in 2016, 2017 or 2018 was unsuccessful, you are still well positioned to grasp the bull by the horns this year, and we’ll advise anyone falling into this category to consider their vision for their future and to turn their goals and dreams into reality,” she says. May says those who were unsuccessful in completing Matric during or before 2015 should also not despair, as there is a range of options available to them, including completing a bridging course or equivalent qualification or attempting the Senior Certificate (as amended). “Unfortunately, people are not always aware of their options, which means that they may become despondent too early, and give up because they simply don’t know that there are routes to qualifying that will suit their pocket and their circumstances. “Some people still think going to school is the only way to finish Matric, and if you weren’t successful, you have to resign yourself to this outcome. Nothing can be further from the truth, as a home study – distance learning – is recognised worldwide as an effective way in which to further your education. It is the ideal option for older students, those who live outside of the main metros or even in rural areas, those who have work or family responsibilities preventing them from attending full-time contact classes, and those whose budgets don’t allow for travel and high accommodation costs.” May says one of the big inhibitors for these students, however, is the fear of failing again. “That is why you need to ensure you speak to a student counsellor at a respected institution, who will help you devise the best strategy for you and your studies. These advisors will be able to help you determine exactly what the best course or courses are for you, how you need to pace your studies, and also what additional support you may need. “Our message to the hundreds of thousands of South Africans sitting at home, unable to see a light at the end of the tunnel, is that there is indeed hope. All it takes is for them to take the first step, and to make contact with the people whose mission in life it is to help people like them realise their dreams and aspirations. Then, to take the next baby step and the next baby step, until these dreams start taking shape and are realised.”

March 13, 2019

1ST YEAR EARLY WARNING SIGNS: HOW TO AVOID BECOMING A DROPOUT STATISTIC

Across the country, hundreds of thousands of young people recently entered Higher Education hoping to graduate in a few years so that they are qualified to enter the workplace. The reality, however, is that first-year dropout rates are extremely high in South Africa, which means many first years won’t complete their studies. But the good news is that there are a number of early alarm bells which, if needed, can help students manage their risk and prevent them from abandoning their studies, an education expert says. “While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some would argue that this figure is as high as 60%,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private Higher Education provider. “Not being successful as a first-year student in Higher Education, is a process that begins well before a student actually drops out of Higher Education, as there are various early signs of potential failure that can predict if a student may run into trouble later,” he says. Kriel says parents and students should note that factors influencing study success can be broadly divided into three categories: Broader socio-economic or personal factors, not properly doing one’s homework before deciding what to study and where, and most importantly, one’s approach and actions as a first-year student. For students who are already in Higher Education, the third category is the one they need to address now, says Kriel. He says that students should carefully consider the questions below. If the answer to any of these questions is “NO”, they need to take action as recommended in the solution to each problem, as they might be at risk. Q1: Did I meaningfully participate in my institution’s orientation programme? Any good institution of Higher Education should have a first-year orientation programme, says Kriel. He says the information provided during orientation is intended to guide students logistically, so they can focus on academic work without being overwhelmed by admin. “If you missed out on orientation, particularly academic onboarding programmes, you will now have to acquire these skills on your own on top of the day-to-day academic demands.” Solution: Speak to someone to find out what the orientation programme included. If your institution of choice is offering an extended first-year onboarding programme, make sure you get involved immediately. Make time to specifically focus on trying to gather the information you missed out on – logistical information is especially easy to gather. Academic preparedness will be a little more challenging, but it is worth catching up on what you missed early on. Q2: Am I attending most of my classes? Class attendance is probably the single most important contributing factor to success, says Kriel. “Of course, reasons beyond your control may cause you to occasionally miss a lecture or tutorial, but if you miss class simply because you don’t feel like it or you had a late night and feel like sleeping in, you are at risk,” he says. “If you miss class because you are working on an assignment or task in another module – you may need to plan better. Missing class to do assignments becomes a vicious circle as you miss more classes to do other assignments. This is a recipe for failure.” Solution: Undertake to miss no more classes going forward, and draw up a roster for future assignments so you can complete these without needing to skip class. Prioritise your classes and schedule all other activities so there is no conflict. If something comes up which prevents you from attending a specific lecture, catch up as soon as you can. Q3: Did I pass all my assessments to date? It is still early in the academic year, but your performance in any assessment you may have had, be it a formal test or assignment or a task completed in class, is already a clear indicator of your outcomes profile, says Kriel. Solution: Determine why you failed an assessment. Did you work hard enough? If not, you know you need to work harder. Are there parts of the work you don’t understand because you missed class? If so, follow the advice in point 2 above. Did you do everything possible and simply do not understand certain concepts? If this is the case, speak to your lecturer sooner rather than later about how to approach the issue. Q4: Did I acquire all the prescribed text for my modules? For many reasons, not least financial pressures, many students don’t buy prescribed textbooks. “Unfortunately, your chances of success are diminished if you don’t have textbooks. Textbooks guide students through the syllabus of a specific module like a roadmap and are often accompanied by additional resources, questions and activities that will enhance the mastering of the required material,” says Kriel. Solution: If you can afford to buy the prescribed text, get it as soon as possible. If not, know that student-centred Higher Education institutions will be acutely aware of the challenges some students face and may have e-book alternatives. Often these are available for free to registered students. Speak to the librarian on your campus to find out if there is an e-book alternative for the textbooks you don’t have. There may also be copies of the textbooks in the campus library, and while these are often on the reserve shelf, spending time in the library will definitely be advantageous. Q5: Do I feel part of a Community of Practice? Moving from a comparatively protective school environment to Higher Education may mean that you find it hard to adapt from the start. This may unsettle you if you subconsciously feel that you are not at the same level of performance as your fellow students. The reality is that these feelings are quite normal and that many of your classmates probably feel the same. Solution: Talk to someone you trust about your experience and feelings. Good institutions will have academic support and counselling facilities. Having

March 8, 2019

MATRICS: USE THE NEXT 6 WEEKS TO LAY THE FOUNDATION FOR STUDY SUCCESS

University choices may feel like a distant priority for this year’s Matrics who are currently settling into the rhythm of their final year at school. But now is, in fact, the optimal time to be investigating what they want to study and where, because making the right choice takes time, and will ultimately impact on study success and employability 4 years from now, an expert says. “Prospective students will start applying from around the April holidays onwards, whereafter the applications will start coming in thick and fast, and the rush to secure a place will intensify. Once your fellow learners start applying, you will really start to feel the pressure to do so as well, which could lead to you settling for a generic qualification or taking the traditional route that others in the same boat as you are following just to make sure you don’t miss your chance,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “The gravity of the choice you need to make about your future in coming weeks can’t be overstated. The right study choice at the right institution is a solid foundation for future success, but the wrong choice can exact a costly financial and emotional toll for a long time. It, therefore, makes sense to use the relative calm of the coming weeks – a calm that will not again be repeated in your Matric year – to make absolutely sure about what you want to do next year,” says Payne. She says there are two main questions around which Matrics should focus their investigations: 1) What should I study and 2) Where should I study. 1) WHAT SHOULD I STUDY? “If you have more or less of an idea of your strengths and ideal work, that’s a great start,” notes Payne. “However many people have no idea of what they want to do with their life after school. These learners should start by investigating potential careers that interest them, and importantly, investigate the demand for suitably qualified professionals in these fields.” Payne advises Matrics to scour job advertisements, see which positions excite them and devour any media they can lay their hands on to get an idea of the kinds of careers that are out there. “Remember that new careers exist today that are vastly different from the careers of the past, and you may even land upon something you’ve never heard of before. Once you’ve identified your ideal career, you should then investigate what you would need to study to do the kind of work that excites you.” A major consideration is whether to opt for a traditional academic degree or a work-focused one, says Payne. “In our tough job market, the closer a degree is aligned to the realities of the world of work, and the greater a qualification’s ability to make you land on your feet from the first day on the job, the better your chances of success. So ask institutions about their lecturers and curricula – are they still involved in their profession beyond teaching, and does the institution have close ties with companies and industry professionals? “The days of academic ivory towers disconnected from the demands and requirements of the real world are numbered, and prospective students must endeavour to find an institution that understands and responds to what is needed in today’s workplaces.” 2) WHERE SHOULD I STUDY? With South Africa’s 26 public universities and countless private higher education institutions, prospective students have their work cut out for them in determining where their goals and ambitions would be best realised. Because if an institution is registered and accredited, its qualifications will be valid and recognised in the workplace, regardless of whether they originate from a private institution or a state-funded one. But there are other important issues to consider. These include proximity to where one currently lives, class sizes, student support and career guidance services, and the degree to which the curriculum is aligned and able to adapt to modern workplaces. “Opting for a uni closer to home means savings on the financial front, as well as proximity to your existing support structures which can be helpful when the going gets tough,” says Payne. “Large class sizes can make you feel invisible and like a number, while smaller class sizes mean more attention and a greater feeling of belonging. Getting real-life work experience and assignments prepare you for the workplace in a way theory only can never do, while student support services can make a crucial difference in your success. “Make sure you get satisfactory feedback on all these issues before signing up with an institution,” she says. Payne says making the right choice, based on thorough research and investigation of all options, has a huge role to play in student outcomes. “Many students drop out of their first year because they made their study choice under pressure, or because they realise after a few weeks or months that there are other qualifications more suited to their aspirations. Some only get exposed to interesting fields and other higher education institutions once they leave school and are already studying – a situation that can be avoided if proper time and attention is given now to exploring what’s out there. “We urge teachers, parents and guardians too, in coming weeks, guide the young people in their care to enable them to make informed choices calmly and with clarity. This will allow learners to put the anxiety of their 2020 plans behind them, and focus fully on doing their best in the important series of exams that lie ahead this year.”

March 8, 2019

Want a second chance at matric? Distance education can help you

Thousands of learners who finished their matric studies last year have already started 2019 in earnest with many beginning tertiary education or embarking on a new job. While the majority of these matriculants have moved on from their schooling careers already, there are those who would like a second chance. Some matric learners may have obtained their National Senior Certificate but are unhappy with their final pass results. In many instances, it isn’t always possible for these learners to return to their school and rewrite one or more subjects the year afterwards. Additionally, there are thousands of learners who unfortunately didn’t meet the pass requirements for matric. “In light of this, most people in South Africa would probably have the perception that once you’ve done your matric – you’re done. But this isn’t true,” says Louise Schoonwinkel, GM of Impaq, a subsidiary of FutureLearn group. “You can always go back through a distance education provider such as Impaq and redo one or all of your subjects to improve your marks and get the pass you want. Moreover, you can do this with a high degree of flexibility from home, during your own time,” Schoonwinkel. With over 16 000 registered learners in 2018, Impaq is well known as being South Africa’s leading provider of home and distance education solutions for learners from Grade R – Grade 12. Impaq is also well-suited to helping learners redo matric in South Africa because it follows the Curriculum Assessment Policy Statements (CAPS) and is registered with the assessment body, SACAI, which is quality assured by Umalusi. SACAI is also one of the national assessment bodies that manage the National Senior Certificate examination along with the IEB and Department of Basic Education. How it works Regardless of the assessment body that learners were previously registered with, any matric candidate who had a final examination sitting – either last year or even in previous years – can register with Impaq to improve or repeat Grade 12. The final deadline to do this is 15 February 2019. When it comes to Grade 12 candidates who register as repeaters, there are two options. 1. Learners who are repeating their school-based assessment portfolio and the final examination. For this option, the candidate has to redo all the tasks and tests, as well as the June exam and the preliminary and final examinations. The candidate may redo all their subjects or only certain subjects. 2. Learners who are only repeating the final examination. For this option, the candidate should have had a sitting for the NSC Final Examination and should have a complete and valid School-Based Assessment, or SBA (this involves tasks and tests as well as the June and preliminary examination). In this instance, the candidate will only rewrite the final examination at the end of the academic year and their current SBA will be submitted as part of the final mark. (It’s important to bear in mind that the SBA is only valid for three years.) In both options, learners have access to 25 subjects (including the likes of IT and Religion Studies). “If you’re looking to improve upon your matric, there is hope for you and the tools for you to achieve this. Experts at Impaq are also available to assist you with any queries you may have,” says Schoonwinkel. For learners who are interested in finding out more and registering, they can do so by clicking this link: https://www.impaq.co.za/improve-matric-results/

March 2, 2019

The link between emotional challenges and poor academic performance

Have you ever considered that your child’s struggles at school may be because of emotional challenges? The academic year, as we are already aware, hold many stressors for children. What we are not always conscious of is that a child’s emotional state can directly affect the need to perform academically. In fact, according to Kerry De Jager, Head Franchisor at Step Up Education Centres, South Africa says, “Children who are experiencing emotional challenges (pain, uncertainty, family challenges, low self-esteem and fear) are more likely to struggle with the academic demands of formal schooling.” Think of a time as an adult, for example, where you have had an emotional challenge. “It is incredibly difficult to focus on our jobs and careers when our emotional state is one of pain, blame or demotivation. As an adult we have developed the skills needed to cope with stress and anxiety and yet our emotional state sometimes hinders our ability to function in the workplace,” Kerry explains. She adds that developmentally some children are not yet ready to deal with these stresses and furthermore an emotional immature child will not have the coping skills to deal with the way their emotions make them feel. As the stresses of the year creep up on them, their emotional state will have a greater and greater impact on their ability to concentrate on their academic work. “An emotionally stable learner is able to take in and retain new information more effectively. Concentration skills are better and social relationships are a great deal more positive.” Kerry gives the following tips to parents who you have a child who is struggling at school: It is important to look at your child as a unique individual and realise that academic performance cannot be looked at in isolation. If your child has not performed as well as what you expected, try and find out why. Aim at honest non-judgemental conversations that will enable you to understand the emotional state that your child has been in during the academic year. Are they emotionally able to cope with the grade that they are in? Has it been a particularly difficult year at home? Has your child had a significant change in their lives like a new sibling or perhaps a divorce? Has there been a change in friends at school or at social clubs? All these questions may provide some insight into why they have not performed as well as you anticipated. They will also afford you an opportunity to work together to find positive solutions. Remember that everyone wants to achieve success, whether they are willing to admit it or not! It is not in their nature to want to fail. Our role as parents is to guide, support, encourage and motivate our children to rise above the challenges of life to achieve the best version of themselves! “Each child is unique and their needs all differ. If you take the time to try and understand why a child is performing the way they are, it is a huge step in the right direction. Be patient with your children as they navigate the world with you at their side!” Kerry Concludes.

February 28, 2019

Helping your child make the most of repeating a Grade

When babies are learning to walk, they fall (or fail) many times over. Babies need to repeat the process (of learning to walk) over and over again, until they get it right and are able to move on to greater movement such as running, jumping and skipping. According to Cindy Glass, Owner and Founder of Step Up Education Centres, “These ‘failures’ are normal and natural processes in the act of learning to walk. In fact, they are expected and hailed as signs of effort and future success!” She adds that as we grow older, our fear of failing and falling down tends to slow our progress and in some cases, even stop it altogether. “Children who ‘fail’ a grade, for example, often feel humiliated, ashamed, embarrassed and depressed. Their self-worth plummets and they often find it difficult to accept the fact that they will not be moving up to a new grade with their classmates.” Parents, too, struggle with a ‘failed’ grade as, so often, they see it as an indictment on their parenting. “And yet, if you think about it, ‘failing’ a grade is not all that different to trying to walk for the first time. Some skills need more time and attention to master and not all children learn at the same rate or even in the same way.” If your child is repeating a grade in 2019, Cindy gives you some tips to help him/her in understanding and embracing the gift of being given this opportunity to learn more effectively: There is no such thing as failing a grade. It is time to speak a different language. Your child has not yet mastered the building blocks needed to move on to a new grade. He/she is being given an opportunity to REPEAT a grade in order to master these important skills. Address the elephant in the room through open and honest communication. Speak to your child about them having to repeat the grade. Find out how they feel and what they will need from you in order to move forward with a positive outlook. Non-judgmental conversations are essential at this time. Help your child to own and embrace the repeat. Help them to see it as a learning opportunity. Senior learners who may not have worked to their potential (resulting in having to repeat) need to identify and OWN the mistakes that they had made and look to the future knowing that they can and must make better choices for themselves. Extra tuition at this time is highly recommended. Choose an environment that focuses on building self-esteem and emotional intelligence skills as well as academic skill. Teach your child that they are not LESS of a person for having to repeat their grade- they have simply taken a different path to their classmates. Keeping your child’s self-esteem intact while still teaching them to take responsibility for their learning is going to be your biggest challenge as a parent. “Having to repeat the grade can be a tough experience for parents and learners, but it need not be the end of the world. YOU are your child’s greatest teacher. How you choose to move forward will set the tone for how well your child is able to adapt to the situation,” concludes Cindy.

February 22, 2019

MATRIC 2019 ROADMAP: TAKE CONTROL OF YOUR YEAR RIGHT FROM THE START

The first few weeks of a learner’s final school year is like a rollercoaster ride – lots of excitement, a little bit of fear and a good dose of disorientation. The start of Matric can be overwhelming, but learners would do well to get things under control as soon as possible by devising a roadmap for the months ahead, an expert says. “Matric is a short year compared to previous school years, and before you know it, you’ll be sitting down for your final exams. The good news is that in January you still have time on your side to put in place a strategy for not only worker harder than before – which you definitely should be doing – but also working smarter,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution. Mooney says that in addition to the demands of preparing for the most important exam in their school careers, Grade 12s also have a plethora of once-in-a-lifetime events coming up. “So right now you need to consider everything that will require your time and attention this year, and figure out exactly how you will make provision for all these demands.” Mooney says taking care of the life and academic admin now, will free up precious energy allowing learners to focus on the task at hand when the time comes. “Remember that the better you perform, the higher your chances of landing a spot in the higher education institution and programme of your choice. This will in turn have a knock-on effect on your career prospects. Competition is tough, and every mark that you can earn this year could be the difference between going the route you want right away, or having to spend more getting where you want to be,” says Mooney. She says in the next few weeks, learners should create a single calendar incorporating all the important matters they need to attend to in the coming year, which includes the following: ACADEMIC YEAR Note down the dates of all the important tests and exams, and draft your study and revision timetable. “A year sounds pretty long, but in Matric, the year is shorter and the final exams sooner than you are used to, so the best time to start revising is right away. Consistency is key, and by doing your bit every day, you won’t need to deal with a seemingly insurmountable volume of work ahead of your exams. Instead, you’ll be able to use revision time to solidify concepts and complete old papers,” says Mooney. SOCIAL EVENTS “While it is obviously exciting to look forward to and plan your Matric dance, 40 days-celebration and so forth, you can’t afford to spend too much time and energy on this during the year,” says Mooney. “So note down the important dates, note down when you will take some time out to plan for them, and then let it go until the time arrives.” FUTURE PLANS On top of all the academic, social and life demands Matrics will face this year, they also need to decide what they are going to do after school. “The world of work today looks completely different to the way it looked when your parents, guardians and teachers left school, so you have to do your own research. New jobs are being created all the time, and by the time you finish your studies, there will be careers that we can’t even predict right now,” says Mooney. “Leaving the decision about higher education until later, means you won’t have time to properly research your options. This is why we suggest learners do a bit of work on their future plans every week, so that they can thoroughly investigate what is on offer at both public universities and private, by doing online research, visiting campuses, and speaking to people who work in their prospective fields or who have studied at one of the institutions on their shortlist.” If learners timeously narrow down their options, they can avoid the rush when everyone else wakes up. EXTRA-CURRICULAR ACTIVITIES Sport and cultural activities, volunteering and part-time work are important for maintaining balance in your Matric year, but can take up a lot of time. Try not to add more to your plate this year. Take these activities into account in your start-of-year planning, and if you find yourself too squeezed for time later, consider lightening the load on your schedule. OTHER MILESTONES Many learners will turn 18 during their Matric year, which means there is some additional life admin to be done. For instance, those who turn 18 before the country’s general elections in May, need to ensure that their ID is in order and that they are registered to vote if they intend to do so. Some may also wish to obtain their Driver’s Licence, which means some time needs to be factored in for lessons and the actual test. “Think about which other issues you want or need to sort out this year, and note that down in your year-at-a-glance calendar as well,” says Mooney. “When you look back at your school career, make the memory one of having taken charge of your future on the cusp of adulthood. Too many learners arrive in Matric and think they’ve reached the finishing line. What will set you apart from your peers – when applying for further study and applying for your first position, when Matric marks are still very important – is if you resolve to keep your head in the game now,” says Mooney. “There is a lot to be said for choosing an approach of delayed gratification during this year. If you use your time wisely and maturely, you will be able to both enjoy this significant period in your life, as well as optimally position yourself for future success.”

February 15, 2019

Consider all the costs before committing to a tertiary course

Deciding to get a tertiary qualification is a big commitment, both financially and in terms of the time and effort you’ll need to invest to get your degree or diploma. According to a Department of Higher Education 2015 report 47.9% of South African university students do not complete their degrees. This high drop-out rate is not only due to poor academic performance but also because many students run out of money before they graduate, even with government funding for some students. Starting a course if you can’t afford to complete it, makes it much less likely you’ll ever go back and get the qualification. Whether you’re able to obtain a NASFAS loan or bursary or your parents or relatives apply for a loan to help you, here are some things to think about: Can you afford the university, technicon or college you want to attend? You may have your sights set on a particular institution, but it’s worth doing some research. First year university fees for a BA-degree in 2017 varied from R34 254 to R49 440 – a difference of over R15 000. Also, bear in mind that in South Africa only public institutions can call themselves universities. Private higher education institutions can offer exactly the same range of qualifications up to doctoral degree level, but may not use the term ‘university’ even though they are subject to the same regulation and quality assurance. It’s sensible to research all the options that are available before deciding which is the best for you. You can find a list of accredited institutions on the website of the South African Qualifications Authority and follow the Qualifications and Part Qualification link. Remember, the most expensive may not always be the best option for you. Other than tuition fees, what other costs should you consider? Remember that in addition to the course fees you’ll have to pay application and registration fees. Some bursaries and funders do not pay these costs. If the institution is far from home you’ll have to budget for food, accommodation and possibly even data or wifi connectivity. If you’re staying at home, you may be lucky enough not to have to worry about rent, food or data, but may need to pay for transport to and from campus. It’s a choice that television and radio personality, Carissa Cupido, faced. Her dream university was Rhodes, but because she could not afford the tuition and student accommodation, she chose UCT so she could stay at home and save on some costs. She says that even if you save on accommodation you will always have to pay for books, other course material, stationery and possibly a laptop or other electronic device. Most reputable institutions will provide information on what you’ll need, where to get it and what it will cost. If you can, it’s also worth speaking to students or lecturers to check this information and find out if you can buy second-hand books or other equipment you’ll need. Carissa was able to save money by downloading textbooks that were available online or finding second-hand copies. Her other tips for managing your finances while you’re studying are: Get a part-time job. Ideally look for options that fit your studies, such as tutoring school children or your fellow students. Keep an eye out for student discounts. Many shops have student specials and discount days. Take advantage of these whenever you can. Work out a budget and stick to it. Ask someone with experience to help figure out a weekly or monthly budget and then make sure you stay within it. To find out more about Carissa’s university experience click here: https://www.directaxis.co.za/direct-talk/how-to-save-money-as-a-student Are you getting value for money? There’s more to tertiary institutions than just academic life, particularly if you’re planning to spend three or more years of your life earning a qualification. If you can, visit the campus beforehand to get a feel for it and to check out the facilities. Ask about student support such as tutoring, guidance or career counselling. You won’t spend all your time studying, so also consider what non-academic activities and facilities are provided. Find out what sports are offered and if there are other clubs and societies that interest you. “Education can bring great rewards, but registering for a tertiary qualification is a big financial commitment,” says Marlies Kappers, head of marketing at DirectAxis. “That’s why you should think carefully about what you want to do and how the qualification will help you achieve this, before deciding on the best course and institution.” To find out more about funding your education visit: https://www.directaxis.co.za/imagine/education

February 10, 2019

GREAT RESULTS, NO UNI: STUDY OPTIONS IF YOU PERFORMED BETTER THAN EXPECTED

Many Matrics from the Class of 2018 currently find themselves in the fortunate position of having performed better than anticipated in their National Senior Certificate examination, achieving a Bachelor’s pass and qualifying for higher education access. But while they are now in a position to apply for further study, these prospective students need to ensure they do their homework before signing up with institutions still accepting applications for study in 2019, an expert says. “In particular, parents and Matriculants must ensure they don’t fall prey to institutions that are either not registered and accredited, or whose qualifications are not recognised,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “The good news however, is that there are still exciting study options available, particularly in the private sector, where good institutions have a strong focus on work-ready programmes,” she says. Payne says now is also a good time for even those prospective students already accepted into a programme, to consider whether they have chosen the right study path. If there are any doubts, they should have another look at available options rather than adopting a potentially expensive wait-and-see approach in their first year. “This coming month provides an opportunity for prospective students to investigate all their options and sign up for a quality qualification with an accredited institution, whether they left it too late, or performed better than envisioned. And those who have already signed up, should honestly assess whether they are excited about the degree on which they will soon embark, as well as the institution they will attend. “It is better to change course now, before spending time and money trying to make the wrong thing work, and becoming part of SA’s high first year dropout statistics,” says Payne. “Make sure that you are studying for the right reasons, and that your qualification will provide clear access to a specific career, whether it be a professional qualification such as accounting, law or teaching, or in a new exciting career path such as brand management, digital marketing, network engineering, game design and development, and application and cloud development. Don’t just apply for any degree at any institution for the sake of earning a qualification,” she says. Payne says South Africa’s single quality assurance system and one National Qualifications Framework means that any institution offering a registered and accredited qualification – whether public or private – is offering a qualification of equal standing. She says all registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF). “To look up a qualification on the NQF, search for it on the SAQA website, or ask the institution for its SAQA identity number, which should be readily available. If the institution is recognised by the DHET and the programme is listed on the NQF, prospective students and their parents can be confident about the bona fides of any qualification they want to pursue,” says Payne. She says that as the world of work changes and evolves, new programmes are constantly developed in response to workplace demands. “This means there will regularly be new and more exciting options on offer compared to the past, and potentially fields of qualification that are more aligned with the career aspirations of prospective students. However, it is imperative that one does one’s homework carefully, because unscrupulous operators have become increasingly sophisticated in their methodology. Fraudsters are making the most of the often hard-to-understand language related to legitimate private higher education, which means that they are able to present offers that appear legitimate, but are not. “It is good to have more choices, but make sure you make smart decisions,” says Payne.

February 10, 2019

Finding the best learning environment for the Gen-Z student

With matric complete, a new cohort of Generation Z (Gen-Z) is now in search of optimum learning environments that will support their pursuit of knowledge and help them prepare themselves for the world of work. Often referred to as ‘digital natives’, Gen-Z’s stand out for growing up with a complete immersion in technology which has shaped the ways they find, process, learn and engage with content. As they enter our universities and colleges they also bring with them their generational worldview and traits. Across the world, traditional higher education is challenged to adapt to provide learning environments that will set Gen-Z on pathways to success. Gen-Z’s have been raised in an inter-connected world with unprecedented amounts of information immediately accessible to them through their devices. The world’s problems are more apparent and visceral to them, and they tend to be innovative problem-solvers who are often driven by the need for social change. There may well be many among them who are specifically looking for study programmes that will support their aspirations to make an impactful contribution to an ever-changing and uncertain world. Notable for their adaptability, Gen-Z’s want to be equipped with skills that do not confine them to a single field of work. Rather, they prefer to develop universal skills that will help them to solve challenges in different work environments. Another impact on Gen-Z has been growing up in a world that has been more protective of childhood and children, with parents more aware of parenting and aiming to turn out young adults with healthy self-esteem. As a consequence, Gen-Z’s have expectations of being engaged with as worthwhile individuals, whether that’s online, at home or in their study environment. They value close personalised attention, recognition of their uniqueness and tailor-made plans to help them get to where they want to be in the most optimal ways. They do better with regular, constructive feedback from those in charge, and are more open than any other generation to mentoring, coaching and counselling. For many of Generation Z, the traditional Western university model, with its sprawling, anonymous campus, vast lecture halls and cloistered academics, is not the optimal route for their further education. Their preferences are shaping higher education across the globe, but it’s not that easy for long-standing institutions to transform in radical ways. Lauren Martin, Clinical Psychologist and Head of Teaching and Learning at SACAP (South African College of Applied Psychology) believes this is one of the reasons there has been a steady rise in private higher education institutions across the world. “Private institutions have had the benefit of offering personalised, tailored educational experiences which allows them to remain agile in meeting the changing needs of students who enrol,” she says. “Private institutions like SACAP are specifically geared to provide 21st Century learning environments that best suit the current generation.” Lauren points out that the optimal higher education learning environment for Gen-Z, must include: Providing social learning environments where Gen-Z can engage seamlessly with diverse content, educators, mentors and peers. Their learning environment needs to provide opportunities for sharing, engaging and debating. Smaller classes that allow for robust discussions on relevant world issues are important for Gen-Z’s. “They need to be hands-on when it comes to their learning,” Lauren says. “Their learning environment needs to enable them to be directly and deeply involved in their learning process.” Providing on demand services so that Gen-Z can at any time and with great ease access a variety of services that help them optimise their study experiences. Gen-Z’s are adaptable and can easily access information to assist with their own learning. Their needs rapidly change as they are exposed to new information and contexts, and they require a personalised set of support services to meet their needs. Their learning environment needs to be agile in developing and offering new and diverse support services, delivered flexibly and efficiently. Providing career guidance, planning and focused learning opportunities because Gen-Z’s want to be involved in making a meaningful difference in the world. Providing opportunities for students to gain experience in various work environments or volunteer options during their studies exposes them to the needs in the community and allows them to practically think about meaningful career trajectories. Also, they value developing universal skills that allow them to create careers that perhaps have not even been thought of yet. Their learning environment needs to foster flexibility, autonomy and innovation. Deeply integrating digital learning tools and engagement channels so that Gen-Z can learn the way they learn best – through technology and multimedia devices. “Gen-Z’s are accustomed to communication and learning through various technology platforms such as social media, smart phones and apps, Lauren concludes. “Their learning environments need to incorporate creative technology platforms, applications and in-class integration to keep Gen-Z’s thriving as they study.”

January 24, 2019

Former Springboks to offer up their expertise to schools

OPPORTUNITY TO SPEND THE HOLIDAYS WITH RUGBY ROLE-MODELS Former Springboks, professional coaches and provincial players are offering parents a solution to the dilemma of keeping the kids entertained during the school holidays with fun, educational courses. Taking place from 13 to 19 December at St Charles College, players aged 7 to 17 and coaches of all levels will have the opportunity to learn from these role models as part of the Investec International Rugby Academy’s December holiday courses. Grounded in the belief that a solid knowledge of the basic elements of rugby are essential components to the development, safety and success of the game, the Academy will include former Springboks Bryan Habana, Braam van Straaten, John Smit, André Pretorius and Ian MacDonald, as well as iconic international coaches’ Ian McIntosh, Dick Muir and many more. “Together we all have a great deal of specialisation and by bringing this sort of expertise together sets a certain standard. We aim to give players the right knowledge for the right start,” says former All Black Captain and Academy mental toughness coach, Murray Mexted. Regardless of team, school or level of the game, these greats hope to inspire a passion for the game in young players and teach them valuable life skills, while fast-tracking their abilities by transferring an understanding of what it takes mentally, behind-the-scenes and on field to become a professional. “We put players in pressure situations to learn to make decisions and, also, not to be scared when they make mistakes. A platform like the Academy is a great way to enhance yourself as an individual and as a player or coach, and to be able to be taught by players who have experienced the professional game – you can’t get a better area to learn from,” says current Sharks consultant coach and former Springbok Assistant Coach, Dick Muir. Understanding that school coaching goes hand-in-hand with developing future talent, the Investec International Rugby Academy also focuses on keeping coaches up-to-date with the latest, international coaching methods to maintain the professional standard from an early age. “Knowledge-sharing, especially amongst coaches, is one of the most important things in the game. If we can introduce an environment or culture of knowledge-sharing by creating a network amongst players and coaches, it makes everyone comfortable to, not only learn something new, but to be able to impart something that has worked for them,” says former Springbok Captain, John Smit. Position-specific coaching, skills work and mental toughness are high on the learning agenda for all age groups. High school players (ages 13 to 17) are offered two options – a 5-Day Players Course and an Advanced Players’ Course (seven days), while primary school players (ages 10 to 12) spend four days in the Intermediate Players’ Course, and junior primary players (ages seven to 9), three days focusing on the building blocks of playing a safe game in the Prestige Players’ Course. “There’s always a feeling of character on the Academy’s courses; character players and coaches that you meet here,” says former Springbok, André Pretorius. For more information about The Investec International Rugby Academy’s Courses, taking place during the school holidays from 13 to 19 December at St Charles College in Pietermaritzburg, visit www.investecacademy.com or contact Greg or Bernadine Miller on (031) 940 5565.

December 10, 2018

Individualism and learning synergy

The traditional educational system generally expects students to all act, think and talk the same. This challenges individualism. School’s need to understand what being an individual means to students and their learning. Creating a learning environment that allows students to embrace their individualistic views and interests is a platform provided to create self-confident citizens that think outside the box and make connections beyond content alone. Allowing a student to express their individualism provides opportunities for self-realisation. This assists with decision making when students are choosing subjects and career paths. As lifelong learners, students should not only be encouraged to study subjects offered in schools but also consider authentic, real life learning related to the changing world we are apart of. Students need to be challenged with self-discipline; a simple school tradition that challenges this are school bells that indicate time allocated to classes. Teaching students to keep track of their own time creates a sense of autonomy, time and self-management. Life after school does not include bells that help guide time allocated to tasks. A school like Abbotts College provides a variety of situations students manage and are responsible for their own time-management. A typical day at school is very structured and time bound where generally students only have access to teachers during school time. This means that if students have queries about their studies, it will often have to wait for the next day. This creates frustration and loss of interest by students. Abbotts College students have the unique privilege of engaging with their teachers till 7pm every evening during the week. This gives students extended time to consult. Another factor that enhances individualism is social independence which teenagers find challenging to practice. Students continuously feel the pressure to conform to social norms and are often searching for a sense of acceptance. Policies are implemented to conduct the successful operation of a school however some of the rules and regulations that form part of these policies challenge individualism which could limit a student’s potential as a balanced individual. Students want to be accepted as unique individuals and this should be encouraged in schools. Every student has their own way of interacting, connecting, understanding and learning, and this should be integrated into the teaching and learning experiences taking place at schools. Individualism and learning are two complimentary factors that encourage self-actualisation and allow a student to flourish academically, socially, mentally and physically through more confidently expressing and accepting themselves as evolving and unique young adults. Written by: Kumari Lewis, Public Relations assistant at ADvTECH Schools

December 6, 2018

The conversations we need to be having with our school-leavers

The face of parenting changes year by year, as our children grow and develop their own personalities, interests and expectations of life! Cindy Glass, Director and Co-founder of Step Up Education Centres elaborates by explaining “We have been there from the new-born phase – supporting, encouraging, nurturing and guiding them as best we can – in a world that is rapidly changing and in communities that have challenges all of their own. Many parents are entering yet another phase of their children’s development – the excited, anxious, energised, slightly stressed school-leaver! Life, as we know it, can be a cruel adventure!” So what conversations should we be having with our children as they prepare to face life as ‘new-born’ adults? You can only give to others how you feel about yourself. Negative behavioural choices are rooted in fear and a lack of self confidence and self-esteem! Self-awareness and self-respect are key elements in ensuring that you treat others as you wish to be treated! Honour yourself and never stop trying to be the very best version of who you are! Mistakes and failures are inevitable! USE these experiences as learning opportunities to grow in confidence and skill! OWN your mistakes and look for ways to find positive solutions! Choices have a buddy called Consequences! Life is about making choices-every second of every day and facing the consequences of those choices. Don’t blame others for the choices that you have made! Seek to learn from negative choices and use the opportunity to find ways to lift yourself up again. As you learn to honour and respect yourself, aim to pour this into the world. Use every opportunity to be kind to others-remembering that we are all on this earth to learn and grow. Kindness, gentleness and friendliness don’t cost a cent, but they have immeasurable value! It is ok to say NO! You do not have to get involved in anything that does not feel right and good to you. Protect your energy and happiness by saying no to circumstances and pressures that do not add value to your life! Again, saying no in a respectful manner costs nothing. It will show others the strength of character that you have and that is valuable! Think big! Be determined! Be courageous! BUT, allow yourself to be vulnerable and human as well. You may feel sad, angry, despondent, frustrated or lonely from time to time. That is ok. Just do not let these moments define who you are! Feel them, own them and then rise again! Cindy concludes up by saying “Life is a woven tapestry of experiences, adventures, hurts and joys! Embrace every opportunity and choose to LIVE the best life possible, no matter what challenges may come your way! Happiness comes from within and there IS a solution for every challenge!”

December 5, 2018

Dealing with first year failure- temporary setback, not lifelong failure

Thousands of first year students receiving their end of year results are having to face up to the fact that their dreams for the future are not materialising quite as they expected when they walked through the doors of higher learning at the start of the year. And while many of these students may consider throwing in the towel, that would be a mistake, an education expert says. “First-year dropout rates are sky-high in South Africa,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private higher education provider, “but students who don’t successfully make the transition from school to university on their first attempt shouldn’t be discouraged. Instead, they should re-assess their situation and continue on their higher learning path with a new strategy.” While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some put the figure as high as 60%. “If you failed or performed badly in your first year, you should not view this as an eternal pronouncement on your ability (or lack thereof) to make a success of your studies and ultimately earn a degree,” says Kriel. “There are many, many young people who don’t achieve optimally right from the start, and by asking yourself a few questions about your direction and looking clearly at your options, you can still go forth confidently and make a success of higher learning,” he says. Kriel says while there are many underlying issues which contribute to first year failure, including factors such as difficulty adapting to the new environment and workload, as well as socio-economic or personal factors, a major contributor to first-year dropout is the fact that many students didn’t thoroughly do their homework before deciding what to study and where. Too often, prospective students simply go the traditional and some would say outdated route of signing up for a generic degree at their nearest public university, and then find themselves having to burn the midnight oil trying to digest information in which they have little interest, and which doesn’t seem to correlate closely to anything practical that can be applied in the workplace. “As a result, there is this disconnect between what the student is required to engage in day in and day out, and what they envision will be necessary to get their foot in the door in the ‘real world’ of work. “So the first step for students who either failed their first year, or who passed but just can’t see themselves continuing on their current path, is to take a step back and re-assess what they want and where they are going.” Importantly, they need to approach this with the commitment that they will continue and see through their studies, even if it means finding a different approach that makes more sense for them personally, Kriel says. Then they should do one (or a combination of) the following: WORK HARDER The volume and complexity of the workload increases exponentially between school and higher education. If it is simply a case of you having misjudged what is required of you, undertake to start afresh next year and put in the effort consistently, from day one. WORK SMARTER Sometimes too much time and attention are given to one or two areas of work, while others are neglected. Sometimes the way you approach certain tasks is not as efficient as it could be. Here is it helpful to ask your institution’s career centre or student advisors (a good institution must offer these services), for help and guidance with your study strategy. FIND WHAT WORKS FOR YOU If a student isn’t pursuing a field that makes them excited about their learning and ultimately their future career, they are bound to lose momentum and interest in completing their studies. If it is clear at this stage that a first year’s chosen qualification isn’t working out, it is better to pursue a new path, rather than spending time and money trying to make the wrong one work. But very importantly, when considering a different qualification, students must ensure they properly research all available offerings. There are many new and exciting fields with work-focused qualifications that students may not even have been aware of in the past. FIND AN INSTITUTION THAT WORKS FOR YOU Higher education is no walk in the park, and making the transition from being assisted by teachers who know your name at school, to being a number sitting in front of a lecturer who needs to get hundreds of students through the year’s curriculum, can be daunting. That is why it makes sense to find a higher education institution which is able to offer smaller class sizes and individual attention, which makes a marked difference to individual student outcomes. “Our message to discouraged first years is to not give up. Don’t view your past year as a wasted one – no education is ever wasted. Take the lesson and make the corrections where needed, and build on what you’ve achieved thus far,” says Kriel.

December 5, 2018

Matric results scenario planning – know your options for any outcome

The period between the last exam paper and the release of Matric results are some of the most anxiety-inducing, nail-biting weeks of school-leavers’ lives. What should be a period of rest and relaxation as young people make the transition between school and further studies, is often marred by questions about “what if”. “It’s important to be able to use this time to reflect and look forward to future plans, but because there are so many possible scenarios that may arise from one’s Matric results, this time is too often spent stressing – both on the part of learners and their parents or guardians,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution. “Instead of stressing, now is the time to consider what you can control and to let go of what you cannot control. For example, the exams are over – you cannot change the outcome, or the exam results. What you can control is how you react to this outcome, and you can start to plan for a range of possible outcomes,” she says. Mooney says that there are established potential scenarios for which Matriculants can and should plan after writing their last paper. “If you know what to do after receiving your results, regardless of what the outcome may be, you’ll be able to relax and regroup so that you enter the new year refreshed and ready to take on the next phase of your life,” she says. She adds that parents and guardians in particular need to get in the right frame of mind ahead of the release of the results, so that whatever happens, they are well-positioned to either help their child make a successful transition, or deal constructively with any challenges that may arise. “Parents who are concerned that their child may not have performed as well as hoped, need to be particularly cognisant of how their reaction to results may impact on the ability of their child to bounce back should results be disappointing,” she says. “For these parents and learners, it will be particularly helpful to discuss potential scenarios in coming weeks, and be ready with a plan of action on how to manage the situation if indeed the learner’s results were below par. In addition, parents must manage their own emotions while remembering an over-the-top reaction may make an unnecessary but long-term impact.” So at this stage, it is helpful to stand back and objectively consider what options are open to both successful and not-so-successful Matriculants, Mooney says. “Always keep in mind that there are indeed options, no matter what your results.” SCENARIO 1: OPTIONS IF YOU RECEIVE A FAIL MARK Sit for the supplementary examinations. Send papers for either a re-mark or re-check. Return to school and re-register for matric. Register at another school to complete matric. Complete matric via distance learning. SCENARIO 2: OPTIONS IF YOU PASS, BUT NOT WELL ENOUGH FOR DEGREE STUDY Send papers for either a re-mark or re-check. Enrol for a Higher Certificate at a higher education institution, which can give access to degree study. Enrol for a Diploma which can give access to degree study. SCENARIO 3: OPTIONS IF YOU PASS, BUT NOT WELL ENOUGH TO ACCESS YOUR FIRST CHOICE OF DEGREE OR INSTITUTION Re-do the relevant subjects to attain the required marks. Investigate other options – look at different public universities or private higher education institutions. Whether public or private, all institutions set their own minimum criteria. An institution where the demand outweighs the availability of space as often occurs in the public sector, may set this bar quite high regardless of the objective quality of the education and qualification at that institution. Look at different qualifications within your field of interest, as there may be countless exciting offerings at institutions you may not have considered before. Other institutions may also have made provision for students who require more support, and will therefore have more accommodating admission requirements. SCENARIO 4: BETTER THAN EXPECTED RESULTS Great results mean greater options, so use the opportunity to review whether you are really on board with your chosen qualification and institution, before spending precious time and money pursuing a path that isn’t perfect for you. Investigate further than the road everyone is travelling, by researching niche offerings that may be a better fit and provide greater access to high-growth, high-demand career paths. “No matter what happens in January when results are announced, knowing now how you will handle any eventuality will make for a more peaceful, less stressful December, and will go a long way towards averting unhelpful tension within families and for young adults as the moment of truth nears,” says Mooney.

December 3, 2018

Surviving matric results- a parent’s guide

I have a friend who used to work at the BBC going through the raw footage of all the horrors happening around the world and picking out the bits that were acceptable for the public to see. Her job was intense, but she was ok with it… until she became pregnant. There is something about being a parent that makes us more sensitive to the terrible things happening out there and heightens our empathy for other parents. Every year we hear about students who have committed suicide over their matric results, and we can’t help but put ourselves in the shoes of those parents and imagine the grief and regrets that they must be experiencing. That instinct to protect our offspring that wells up during pregnancy (and never leaves) goes into overdrive wondering how we can stop ourselves from ever being in the position of these unfortunate parents. The truth is, not matter what you do, this can still happen. But there are some things you can focus on to reduce the likelihood and to teach your kids some important life skills at the same time. Number one is to be a role model for failure. Yes, go out and fail at things! Do things that challenge you… push yourself a bit… and then when you fail show your children how to do it well. What does that mean? It means having a cry or expressing your disappointment that things didn’t work out the way you’d wanted and then openly (so that your kids can see the process) looking at the good that came out of the situation – what did you learn? Be proud of yourself for trying. Then take what you’ve learned, see where you need to improve or adapt or readjust your goal… and try again…. And again…. And again. Our kids have no idea how wonderful it is to learn through failure because we never do it ourselves. We live little safe lives where we don’t push ourselves beyond our current capabilities. And this gives them the impression that everything must be done right first time or that everything is easy. Secondly, communicate, communicate, communicate. Know what is going on in your child’s life. Discuss feelings and practical things and life lessons and anything else you can think of. Have family meals that are non-negotiable and do not involve electronics at the table. Set aside time to connect. You need to look for signs of depression (changes in appetite or sleeping habits, loss of interest in activities, social withdrawal, irritability, fatigue, etc), but also know that many suicides are not preempted by depression. So if your child is not showing these typical signs it does not mean that they are safe. In these chats with your kids tell them about your own past. Give them a reference point by sharing times when you have had to adjust course or make a plan B. Teach them how to explore alternatives. And lastly, never ever ever equate who your child is with the marks that they get on a test. Always be the champion of your child – the one who acknowledges their disappointment and helps them to find the learnings without lambasting them for their failures. Help your children to differentiate who they are with what they do. Help them to discover who they are and the connection between following your heart and success (which often is not part of the school curriculum). Lay off the pressure to do well in matric. Matric is one year out of a potential 100 or more years of life that your children have on this earth. It is not the make or break for the rest of their lives. There are ample opportunities to redo matric, to discover another path, to find success. Remember that nurturing instinct that arrives with your baby and reconnect with that now. Your baby might be a 6-foot teen, but your child still needs that love and care and support and protection that you offered them so easily when they were born. It is love, kindness and communication that will help our kids through matric and beyond, not pressure, threats, bribes or stern motivational talks. Make absolutely sure that your children know that whatever their results you will always be there for them and will help them to navigate this difficult time.

November 15, 2018

Making the most of your Child’s Education

Education is not merely about improving one’s memory and spitting out facts but rather, it is about developing the intellect. The intellect and conceptualisation are sparked when an atmosphere of expansion is created. In essence, when learners are allowed freedom of thought, movement and creativity they are can connect with their true potential… Learning is an individual process, and what works for one person may not necessarily work for another. It is a process which involves all your senses, intellect, emotional, cognitive ability to learn, adjust, problem solve and succeed. Your child deserves to experience an education system that aligns with core strengths and reinforces other skills necessary for personal and professional growth. It is also very important to make sure that all the building blocks are in place for learning to occur However, many classrooms teach only through either a visual or an auditory medium and yet sight and hearing are just two of the senses. What about the other 5 senses? Most people know the obvious senses such as sight, hearing, touch, smell, taste. However, did you know that the two hidden senses, which are not visible, are the most essential learning systems in the body? They are called the body systems – vestibular system (based in the inner ear) as well as the proprioceptive system (located in every muscle spindle, joint receptor, and ligament). As your child moves throughout their environment, so does the fluid in their inner ear canals. As the fluid in their inner ear moves, your child’s brain is receiving information as to the position of their head in space. These two systems are vital for the integrative learning through all the senses and help the other systems to process information sufficiently as a whole. Without these two systems, whole body learning will be possible. Let’s have a look at the important functions of the vestibular system (inner ear system): It regulates your sleep patterns It tells you about position, time, space It gives you a sense of balance It helps the body to activate muscle contraction for sufficient postural control It assists co-ordination of the body to perform functions such as dressing, tying shoelaces, cooking, sport and ultimately brain co-ordination in scholastic tasks such as maths, reading and spelling. Together with the muscle receptor system and the touch sense, it is vital for the optimal learning through all the senses and therefore to plan ahead of time or use clues to adjust our actions Together with the eyes, the vestibular system helps us to track moving objects, plan the timing of moving objects such as when you want to catch a ball, cross the street or driving your car It plays an important role together with the hearing system to develop language and speech It keeps us alert and focused to support memory, retention of work and ultimately interpret and process information. The vestibular system regulates our autonomic nervous system to boost immune systems and keep the nervous system balanced Just imagine yourself in space. Gravity is gone, and you are relying on your visual and hearing system to know which way is up, down, forwards, backwards. Just think if you have to manoeuvre your way in a shopping centre without gravity and only using your eyes and ears. Imagine that you are not in tune with your body and feel like you are flying in the air, you are feeling off balance, you are not sure if you are standing or hanging upside down, you might be bumping into people and objects which are either moving or standing still, you try to determine if you are in the front or the back of the store, you uncertain how to move your body to get to the door and your are feeling nauseous. How do you make plans if you are not getting any feedback from your body? The job of the inner ear and the receptors in your muscles and joint help you to orientate yourself in this world, it helps you to move and experience, it helps you to problem-solve and understand because you are experiencing it through your body. It keeps your sensitivities at bay and keeps you regulated and content. These two systems together with the touch system (tactile system) are very important for optimal learning. It is so sad that our children are moving less and are exposed to more and more visual and hearing stimuli to learn. One parent even commented to say “Soon our kids will not be required to write as we have voice activating system doing the writing for us.” The kids are less active not as experimental and not as independent in solving problems relying on their bodies. Our children have become more static in their play as well as in their interaction with the outside world. Technology and screen time is taking away valuable time from our children physical play which is supposed to feed the vestibular system. Our clothing ranges are opting for easier options such as Velcro fasteners instead of shoelaces or buttons which limits motor sequences from developing. Our caretakers are doing most of the dressing, bathing, cooking, and cleaning. There are not enough trees to climb to teach our children valuable moving skills in space. The children are becoming more sensitive to movement because they are less exposed to movement. I am seeing more and more children in my practice with fear of heights, fear of movement backwards in space, fear of falling, fear of climbing, high levels of anxiety, overweight and sluggish, poor concentration, hyperactivity and learning difficulties. And now the question: Why do we have so many children with concentration difficulties? Children need to move to stay alert. They will seek it even though it is not appropriate to the situation OR they will just sit and “veg”. Then they are labelled as hyperactive, ADHD, ADD, disruptive, not concentrating, day dreaming; but in fact some of these children are trying to stay alert as their

November 9, 2018

What to do if your parents don’t agree with your study choices

Many Matrics considering their study options for next year are finding themselves in the difficult position of being at odds with their parents or guardians about their preferred direction. While this conundrum has always been around, it is even more pronounced today, given that there are a myriad qualifications and careers that didn’t exist even a few years ago. “Parents often have expectations of the potential careers they see their children pursuing, and it can be hard for them and their children to get on the same page when the parents are in favour of the more traditional qualifications, while the child would prefer to pursue a qualification the parents don’t know much about,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. She says it is important for families to have a respectful dialogue based on facts and research when they find themselves in this position. “If you are the young adult who would like to pursue a career in, for instance, digital marketing or game design and development, but your parents would rather you do a BCom at a public university, there are ways to get them to see your side of things,” she says. “And if you are the concerned parent, worried that your child’s preferred qualification is lightyears away from what you think they should be doing, there are also a few ways you can set your mind at ease,” says Payne. She says it can be helpful for parents and future students finding themselves at loggerheads to approach the situation as follows: DO THE RESEARCH AND UNDERSTAND THE OPTIONS There are many more study options today than in the past. The range of qualifications on offer has grown exponentially, while the institutions offering them have also multiplied. All registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF). Looking up a qualification on the NQF is as easy as going to the SAQA website and typing in a few words. An institution should also be able to give you the SAQA identity number immediately. This means that prospective students and their parents can be confident about the bona fides of any qualification they want to pursue, provided that the institution is recognised by DHET and the programme is listed on the NQF which can be found on the SAQA website. FACE REALITY The world of work looks a lot different today than it did a decade ago, with numerous new and emerging careers on offer, such as brand management, big data analysis, app development, and digital design, to name a few. The traditional, generic 3-year degree is no longer a golden ticket to landing a job. Prospective students would do well to pursue a career-focused qualification which fits well with their talents and interests, and which will prepare them to step into the workplace with confidence. Career-focused qualifications will often also include work-integrated learning, which allows students to build a portfolio of work throughout their time at varsity. This puts them in a much stronger position after graduation when applying for a position. UNDERSTAND THE MARKETPLACE What can you do with your qualification after graduation? That is an important question to ask before committing to a programme. A great way to determine the demand for a qualification and your future earning potential, is to look at career sites and job ads, to see how much demand there is in marketplace. Speaking to an advisor at a higher education institution’s career centre can also go a long way to clarifying your prospects post-graduation. UNDERSTAND THE MOTIVATION FOR STUDYING Pursuing a degree requires a substantial investment of time and money. And handling the demands of higher education and young adulthood is not a walk in the park. The dropout rate among first years is very high, in part because the reason for heading to university wasn’t sound. So if the motivation for further study is for the sake of status rather than to lay the foundations for a specific and successful career, or if a student is only studying to fulfil the wishes of their parents, it would be better to wait, investigate all the options, and only apply when they have found something that gets them really excited about your future. “Parents need to understand that the best approach now is to study and prepare for a world that’s changing, and that the traditional way and ‘safe’ careers may not be the best course of action,” says Payne. “And prospective students need to understand that while the difference in opinion may be frustrating, it is up to them to present their case calmly, clearly and respectfully, with the research to back up the viability and prospects of their choice.”

October 25, 2018

Curating your career starts in school

Teenagers are accustomed to curating their personal image on social media. They select what to share, who to tag and how to display their interests and activities in a snapshot, or a few hash tags. The next step for Generation Z, those born after 1995, is to start curating their career. Whether preparing to apply for a competitive university programme or starting an entrepreneurial venture, there is great value in starting to think about how to express one’s professional interests from an early age. “Your extra-curricular activities during high school help you stand out from the crowd when applying for universities, especially top-ranked international ones,” says Duncan Parsons, Regional Manager for Crimson Education, a mentoring company that helps build high-schoolers’ candidacy to apply for universities in the States and United Kingdom. “Admissions boards are looking for well-rounded candidates with interesting personal stories – not just top marks.” A report by brand management specialists, QWERTY found that nearly 70% of South Africans’ weekly activities are spent on social media channels. Growing up with the internet, Gen Zs have become accustomed to plugging hours into Facebook, Instagram and Snapchat. They’re great at capturing their personal image online; which brands they associate with and which moments they share. Applying some of this time and skill to thinking about their careers can be hugely beneficial for when they finish school. “Demonstrating a variety of skills and interests is a crucial part of an applicant’s success. Universities are increasingly interested in personal stories and motivations,” says Parsons. Crimson Education’s research indicates that about 30% of an application to an American university is based on activities outside of academic curricula; “Colleges look for and fund students who demonstrate that they’ll use the university’s resources to the fullest – they want to see initiative and the potential to become a leader in your field.” Teachers, parents and school counsellors also play an important role in encouraging students to explore exciting career and study opportunities; “With the right guidance and support, students can start a small business or launch a social initiative before they even matriculate. Doing so will help them refine their interests and ultimately select the best fit programme at university, regardless of whether they study locally or abroad,” says Parsons. A great university education, at an institution with leading research groups, lecturers and students from around the world can be a powerful starting point for future change makers. According to Parsons, landing that opportunity is challenging, but not impossible, for driven South African students who apply their finely tuned social media curating skills to their careers. Crimson Education launched in South Africa earlier this year, making the company operational in 17 cities around the world. Parsons and his team regularly host information evenings for parents and learners interested in studying overseas and have recently introduced a career exploration service. For more information, visit www.crimsoneducation.org or email [email protected].

October 15, 2018

Maths Matter: Why it’s worth sticking it out when the going gets tough

In senior high school, the Mathematics syllabus becomes more challenging than ever, and many learners may be tempted to ditch the subject in favour of something less taxing, particularly if they intend to pursue a career that ostensibly doesn’t require Maths. But an expert advises learners and parents to think very carefully before doing so, as a solid grounding in the subject can make a lifelong difference not only to one’s career prospects, but also to those areas of life which seemingly have nothing to do with numbers. “At school we are told regularly that if we do not keep Mathematics as a subject we will not gain access to a Commerce or Science degree of our choice. What we often do not hear is that apart from providing access to limited enrolment degrees, sticking with Maths provides important life skills and a competitive advantage you won’t find anywhere else,” says Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider. Koopman says that even those learners opting for Maths Literacy should continue to take the mathematical steps and processes seriously, as a solid grounding in Maths truly sets one up for life. “Maths teaches you so much – from the memory and recall skills you gained from learning your times tables, to the focus and concentration that mental arithmetic calculations strengthen, through to the most important skills of all related logic, reason and problem-solving,” he says. “Sure, you may never have to solve a quadratic equation again if you pursue a career in communication, but you will be required to understand a problem and the correct sequence of steps required to solve it, and there is no better place to get that discipline and expertise than from Maths.” Koopman says Maths also enables you to understand sequencing and planning – starting at the right point and working methodically to get the right answer. And when it does not work out the way it should, it is one’s mathematical and analytical skills that help you to work through each step and figure out why things did not turn out the way they should have. “Furthermore, Mathematics is believed to encourage creativity. Not only does it teach clear and sensible thought, but it exposes learners to challenging concepts and unresolved problems. Through this experience, learners can apply themselves in resolving these problems, often in a creative manner.” It is also now well understood that nature follows many mathematical rules – and proportion, balance and pattern are all mathematical concepts, notes Koopman. “That balance between creative freedom and leveraging the repetitive sequence of patterns that results in things humans see as beautiful is at the heart of much art that has continued to appeal over the centuries. “Maths also helps you develop persistence as you apply and discard solutions while trying to make sense of a problem. Maths is the bridge between the world we live in – think of the ‘story sums’ we started in our early grades – and the creative and brilliant solutions that lie behind the world’s best inventions.” And very importantly, companies are increasingly looking for graduates with powerful thinking and troubleshooting capacity – just the competencies that are developed and nurtured through mathematics. “A young person who is mathematically proficient and has honed these skills will find that the world of work is a flexible and engaging space where how you learn is recognised as so much more valuable than what you learned. From understanding numbers and statistics – the ‘hard skills’ that Maths gives you – to applying systematic and logical reasoning or solving a human resource problem, a mind that has been exercised by Maths will reach strong conclusions quickly and have the skills to test itself,” Koopman says. “The systematic nature of Mathematics develops clear and coherent thought of students. This results in the ability to understand how and why things work in a certain way. In a business environment that is characterised by constant change, the analysis of one’s environment becomes fundamentally important and through Mathematics, analytical skills and critical thinking is promoted. Mathematics equips learners with the ability to be proactive, detect problems and to develop suitable solutions earlier, which provides a competitive advantage regardless of one’s field.” As we move into the fourth industrial revolution, in which technological innovation is at the forefront, graduates who did not necessarily study Maths but retained an engagement and respect for it will be well positioned to propel their organisations and respective divisions in the right direction, says Koopman. Additionally, anyone leading a team or department regardless of industry will need to be financially literate and able to manage sometimes substantial budgets. “Therefore we encourage learners to persevere and if necessary get additional help to master Maths, even if they feel they may not ‘need’ Maths in future. Regardless of what you are planning to do career-wise, a solid grounding in Maths will empower you for the rest of your life,” Koopman says.

October 12, 2018

Getting your Gen Z child through the stresses of Matric

As parents, we often think that because we once wrote Matric exams ourselves, we are perfectly capable of supporting our child through the biggest trial of their education so far. The trick however, is to be mindful of the vast generational gap that exists between our children and ourselves. Our kids are going to experience the upcoming Matric exams quite differently from the way we did. And if we’re going to be able to help them, we need to understand their generation as well as we possibly can. The ABCs of Gen Z Gen Z refers to those children/teenagers born between 1995 and 2009 and as with all other generations, this cohort has distinct strengths and weaknesses. In broad strokes: the positive traits that Gen Z have on their side include higher IQs than Baby Boomers, greater ambition than Millennials and a well-developed sense of responsibility. Gen Z are also the first generation to be been entirely digitally immersed and are often referred to as ‘Digital Natives’. They simply can’t imagine a world without smartphones, Google and WiFi (a kid with a device permanently in hand is something every Gen Z parent can relate to). Gen Z’ers prefer almost everything that is digitally presented and are highly adept at discovering and learning on their own. A different kind of learning For most parents, learning means sitting diligently at a desk poring over textbooks. However, your Gen Z child will most probably prefer to do a lot of studying for their Matric exams sprawled on the couch and watching videos of their favourite YouTube teachers. Gen Z’ers also have a tendency towards social learning and can readily turn an online chat with friends into a peer-learning classroom. “Parents of the current Matric cohort need a real understanding of how their child learns best,” says Lauren Martin, Counselling Psychologist and Head of Teaching and Learning at SACAP (The South African College of Applied Psychology). “You don’t want to make the mistake of shutting down or getting in the way of what is highly effective learning for them because you have misinterpreted what they might be doing on YouTube or on FaceTime. Gen Z learns differently from other generations, and they need different parental awareness and support. If a parent is helping or monitoring their child’s study plan, they need to support space in the timetable for digital and social learning.” Digital multi-taskers Another generational anomaly (and potential minefield) is Gen Z’s uncanny ability to digitally multi-task. They can watch TV, quickly post on Instagram while having a WhatsApp conversation with five friends, Google something on their laptop and make long-hand notes simultaneously. It’s the kind of multi-tasking that brings on anxiety and despair for other generations, but Gen Z – with their short attention spans and tech-savviness – take it in their cyber stride. The upshot is that parents, who for the most part view multitasking as a negative, try to curb their teen’s many-at-once habits. “During the Matric exams, parents typically want to limit distractions to sharpen the focus on studying,” says Martin. “This is a challenge for Gen Z students who have a different perception of what constitutes a ‘distraction’. It’s important for parents to have a clear view of their child’s real competencies and allow them to plan for their Matric study time in the ways that work best for them. You can’t forget that they will most likely prepare best by doing some things very differently to the way you did them.” The weak spots to watch Gen Z reports higher levels of anxiety and depression. This is a generation shaped by being born into a perilous world of economic recession, rising terrorism and major global environmental threats. They are predisposed to worry and feeling chronically unsafe. Mental health issues amongst Gen Z are prevalent. “Helping to manage stress might well be the greatest thing a parent can do support their child through this Matric year,” says Jogini Packery, Counselling Psychologist and Head of Student Services at SACAP. “This starts with managing their own stress so that they can model dealing well with strong emotions and a tense life circumstance. Maintaining balance and facilitating effective stress relief will go a long way to soothe high anxiety. Often Gen Z does not get out enough. All of their screen time means less time on the beach or going for a run, cycle or a walk with the dogs. Physical activity stimulates the endorphins that help to keep anxiety and depression in check. If a parent is giving input on a study plan they should check out the downtime and see where they can encourage and share in healthy physical activities that deliver important stress relief.” For any matriculant who is interested in the field of psychology, counselling or Human Resource Management, SACAP offers a wide range of qualifications (including Higher Certificate, Diploma, BAppSocSci (Majoring in Psychology and counselling), BAppSocSci (Majoring in Psychology and Human Resource Management) BPsych, BSocSci Honours and BPsych Equivalent) and a one-of-a-kind approach to learning: academic rigour and applied skills. Graduating confident skilled practitioners is key, which is why SACAP combines an academically rigorous curriculum with a strong emphasis on the ability to apply knowledge through the training of relevant skills. Registration for 2019 term one, closes at the end of January 2019. For further information, visit: https://www.sacap.edu.za/matric-campaign/

October 12, 2018

Gearing university education for employability

More young people have university degrees than ever before. Between 1995 to 2016, the percentage of people with tertiary qualifications grew by 20%, this is according to the Organisation for Economic Co-operation and Development. As a result, competition for skilled positions is steeper, particularly when entering a workplace that is increasingly pressured, globalised, diverse and fast-paced. Checking the boxes for a qualification no longer guarantees a job, and employers scan their applicant pools for individuals that stand out. “Employers are looking for graduates with well-rounded knowledge, fresh perspectives, the ability to upskill and take on diverse roles. The specialised knowledge offered by traditional curricula is becoming less relevant to a workforce that requires adaptability and critical thinking skills,” says Rebecca Pretorius, Country Manager for Crimson Education, an education and mentoring company that works with high-schoolers to gain entry to top universities in the States and the United Kingdom. According to Pretorius, the South African tertiary curriculum is still geared towards specialised faculty-based education, with little overlap across different fields of study. Meeting the needs of the modern workplace requires a shift towards interdisciplinary studies, with the United States’ Liberal Arts curriculums offering a good example; “A liberal arts degree develops both soft and hard skills. At graduation, students have a broad knowledge base and skill-set to bring to the working world.” In the United States, the tertiary education system is geared towards fostering well-rounded knowledge, actively seeking to meet what employers are looking for. A survey by the Association of American Colleges and Universities found that 80% of employers think that students should acquire broad knowledge at university that stretches across the sciences and arts. In line with this, universities tailor their admission procedures towards finding candidates with diverse skills and interests. “While South African and UK application processes rely largely on academic results, US universities want to know a student’s passions, experience, extra-curricular projects and leadership abilities,” says Pretorius. A key determinant of securing a place is demonstrating a drive to take full advantage of the opportunities offered by the campus in question – from cultural clubs to top internships and research groups. Developed by graduates of some of the world’s top universities, Crimson Education’s mentorship combines academic tutoring with extra-curricular guidance and support, even encouraging students to launch a small business or develop a project. “Encouraging diversity from a young age equips a student with the tools they need to take on a changing working world,” says Pretorius.

October 4, 2018

Public university or private: Choose the right institution for you

There have been many developments in the higher education sector in past decades, notably a rise in the number of institutions from which prospective students can choose when considering their further education. Along with the increase in public universities, there has also been substantial growth in the private higher education sector. Faced with this increase in choice, it is natural for young people to be anxious about their decision – should I go to a public university, or should I opt for a private higher education institution? A massive part of this concern, is whether the qualification you receive after 3 or 4 years of study, will be respected in the world of work, whether it will position you well to land your first job, and whether it will help you build the career of your dreams. “It is so important that future students don’t base their decision on their gut feel or vague perceptions,” says Dr Felicity Coughlan, Director of The Independent Institute of Education and Group Academic Director at ADvTECH, Africa’s largest private education provider. She says there is a concrete checklist that prospective students should measure their chosen institution against and, if all the boxes are checked, they can rest assured that their choice of institution can help them achieve their dreams. “Ultimately, you have to make an informed choice based on your personal vision and circumstances, and you should not blindly follow a direction just because everyone else is going that route, or because you think that’s the way to go,” Coughlan says. She advises prospective students, and their parents or guardians, to look at the following when considering or reviewing higher education institutions: ACCREDITATION Most importantly, your institution must be registered and accredited. South Africa has a single quality assurance system and one National Qualifications Framework, which means that any institution offering a registered and accredited qualification – whether public university or private – is offering a qualification of equal standing. So if your institution is listed on the Department of Higher Education and Training’s list* of registered higher education institutions and colleges, you don’t need to be concerned about whether the institution is called a university, a college, or a private higher education institution. This is because the only difference between public (University) institutions and private higher education institutions – which purely as a result of regulations may not refer to themselves as private universities – is that the public institutions get some subsidy from the government while the private institutions don’t. EMPLOYER RECOGNITION The world of work has changed dramatically over the past decade, and the economic climate is tough. That means prospective students should make sure that their qualification and their choice of institution is well respected by employers and in the market. Generic 3-year degrees with no practical experience do not provide a strong competitive advantage after graduation. This means that young people should interrogate their institution about the following: curriculum, industry relationships, lecturer activity in the industry, and practical experience that form part of the studies. The strongest qualifications today are the ones that are closely linked to specific careers and fields, and whose curricula are based on the competencies required to be work-ready from day one. One way of determining industry recognition of your institution, is to ask about its career fairs, when the country’s top companies visit campuses to meet students. If employers are lining up to meet the leaders of tomorrow at your institution, you can be assured that you are signing up for a quality education that is respected in the workplace. INTERNATIONAL RECOGNITION Many students want to know that their qualifications will be internationally recognised. If this is important for you, you should ask your institution about international links and accreditation. Does your institution have links with international exchange programmes, or is it accredited by an independent international accreditation council? All good institutions should be able to provide satisfactory answers to your questions about your potential international opportunities. CLASS SIZES & STUDENT SUPPORT Class sizes and student support are crucial for ensuring student success and successful transition into the world of work. Individual attention, and being more than a number, can dramatically influence student outcomes. But an institution’s involvement should go further than quality lectures and success at exam time. Good institutions will have career centres which assist students and alumni beyond academics. “The higher education landscape looks entirely different today from the way things were even a decade ago. These days, prospective students have a lot more choice in terms of institution and qualification,” says Coughlan. “To really make the right choice in terms of the best grounding for your career dreams, you have to look beyond historical perceptions and gut feelings about which way is ‘the best’ way, and make sure your choice is based on the facts about what makes one institution and qualification stand out from the next one,” she says. *www.dhet.gov.za/SitePages/DocRegisters.aspx

October 1, 2018

Conversations to have with your young adult before University life

By Tracey Terespolsky (English Teacher and Parent at Crawford College Sandton) As I sit before you on the eve of your departure, I am swamped by a plethora of emotions. You are embarking on such a life changing adventure – one that will shape your life and have a far greater impact on you than anything else that you have experienced to date. To this end, there are some thoughts that I want to share with you that I believe will ease the transition. There is such a huge gap between the school system and University life. You have been blessed to attend a school where the emphasis has been on forging the students into independent, feisty, free thinking individuals. However, as you enter the portals of the University, the element of personal interaction is diminished to a point where it barely exists. The challenges of “adulting” that you have been chomping at the bit to embrace, are about to become a harsh reality. So, from day one my advice to you is go to your lectures. It may be cool to chill on Campus with friends who are studying different degrees, but once you fall behind, the volume and level of difficulty is such that you can just never catch up. It may be tempting that your lectures are online. Let’s be honest, though, the likelihood of you actually watching those lectures that you have missed, are close to zero!! Campus life is vibrant. Embrace it fully – join societies that interest you and make an effort to meet other people. It is fantastic that so many of your school mates are going to be there, but part of the University experience is learning to expand your horizons. Sport is such an awesome way to integrate into a new environment so use your sporting prowess to full advantage. Possibly the best advice that I can give you is to strike a balance in your life. At school, that was pretty easy to achieve. Now, however, with the sheer volume of work, adjusting to living away from home – both from an emotional and a practical point of view – the challenge is both real and daunting. In order to achieve a balance, your organisational skills are going to be tested and need to be on point!! Remember though, that these skills are a work in progress. I am still trying many years later to hone them. The bottom line is this – you are about to enter a phenomenal phase of your life. You get to test your mettle with regards to living as an adult but the consequences are not nearly as onerous as they become once you enter the world of the working person. Make the most of the incredible opportunities that are about to come your way and, in and amongst all the heightened responsibilities that I have painstakingly pointed out to you, have FUN. This is still a very carefree time of your life. Work hard, play hard…….

September 28, 2018

Hands-on Learning

Hands-on learning: is a practical learning experience students are actively involved allows for free exploration of the environment requires personal involvement by the student The importance of hands-on learning: it allows for investigation and self-discovery it stimulates curiosity allows for problem solving students are engaged and active allows learning through exploration develops thinking skills it builds self-confidence provides motivation for continued learning allows for collaboration develops communication and social skills The role of the adult: to provide a safe environment ask questions act as a guide and facilitator have respect for the students provide encouragement ask questions participate in discussions ask open-ended questions What to avoid doing: control the learning experience dictate what must be done take-over overload the students with instructions overwhelm the students A few ideas to explore: Creative art explorations: provide a variety of materials and allow the students to explore and experiment with creating their own masterpieces. This helps to build creative expression, fine motor skills, and a sense of self-worth Block play: set out a variety of blocks of different sizes and shapes. See what the students create on their own. Provide a challenge, “Build a tower that can support the weight of this doll/ action figure/ book.” Block play is good at helping to develop basic geometry skills and an understanding of physics. Sensory play: create a sensory area with different materials and textures. Watch how the students explore this area. Ask questions, “What does the bark feel like? What can you do with it? Can you change it in any way?” Ask students to explain what they are doing. This helps to develop language skills and provide an introduction to scientific concepts, such as how materials can be changed into something new. Nature area: Collect a variety of leaves, seeds, stones and sea shells. Allow students time to handle these objects. “What are you holding in your hand? What does it feel like? Where did it come from? What does it do?” Students can further their general knowledge of the natural world through their explorations and by asking meaningful questions. Sand and water play: set out different sized containers, cups, colanders, funnels, spoons etc. Watch how the students play. Do they fill the containers? Do they pour the sand/ water into bigger containers? Mathematical concepts such as measurement, volume and capacity, number skills and fine motor skills are developed, as well as introducing them to physics. by Karen Vidiluch, Crawford Pre-Primary North Coast

September 27, 2018

‘Gap it’ to success!

Matriculant, not sure what you want to do with your life? Or perhaps you do know, BUT you simply don’t have enough money to pursue the career of your dreams next year? Don’t despair, Tiffiny Thomas, Owner and Founder of Blue Bird Aupairs has a solution! “A Gap Year,” says Tiffiny “is the perfect opportunity for young adults to not only find their feet in the world, but to also earn money at the same time!” Whilst traditional trips abroad may not be an affordable Gap-Year option for most young South Africans, Tiffiny says that it doesn’t mean that they can’t ‘Gap it’ in their own backyard. “Taking a year off to discover yourself doesn’t have to cost and arm and a leg. In fact, if you do it right, you can actually make money to travel AND save towards your studies!” Plus, the opportunity to get real-life experience is something that you simply can’t pass up “You will be updating your CV with valuable experience that will give you an edge over other young adults once you hit the job market and officially start your career,” Tiffiny explains. From being an in-store promoter or waitressing at a restaurant to tutoring younger children after school, these are the kinds of jobs that are available to students who are reliable and willing to work hard, says Tiffiny. She adds that there has been a rise in the demand for young au pairs who are passionate and responsible. “More and more, working parents are turning to young role models to take care of their children in the afternoon instead of leaving them at the school aftercare,” Tiffiny explains. The best part? Studies have shown that Students who take a gap year have improved academics compared to students who didn’t take a gap year!

September 25, 2018

The PROVES Method – the perfect strategy for mastering your matric mock exams

Matrics from the Class of 2018 should now be deep into preparing for their upcoming mock exams – which are only a few weeks away – and ultimately the final exams of their school careers in two months’ time. With only a handful of weeks left to revise, they now need to up the ante to ensure they get the best marks possible on their prelims. Doing so will enable them firstly to see which areas need more work before they write their finals, and will also ensure that they get the very best marks to allow them access to the higher education institution and qualification of their choice. “Learners now need to go beyond reading and re-reading their textbooks and notes, and employ a more holistic strategy which will position them to bring their very best to the exam room,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. Ntshinga says that at this stage of the game, the PROVES method is a great approach to follow, as it helps to cement the academic work in the learner’s mind, while expanding understanding from different angles. Additionally, it gets learners in the right frame of mind, to withstand the anxiety and stress which can negatively impact performance. The PROVES method can be broken down as follows: PRACTISE by writing past papers or example questions rather than just reading. Most schools should make past papers available to their learners, but it is also a good idea to get ones in addition to those provided by your school. Good higher education institutions also help matric learners by providing past papers, so go visit a registered and accredited one in your area, and ask a student advisor to assist. As a bonus, the student advisor might even be able to talk through some of your concerns about the exams and your post-matric options, which will further help to mitigate any anxiety you may have. REFRESH by making sure you are eating, sleeping and exercising enough. Cramming into the early hours of the morning before an exam will leave you stressed, exhausted and unable to focus. It is important now to look after your physical and mental health as well as throwing your weight behind your books. Learners still have enough time to cover what they need to cover ahead of the exams, but then the plan needs to be put into motion right away, to avoid last-minute panic and the resultant impact on their physical wellbeing. ORGANISE yourself, your time and your work. Having a neat working environment and a clear plan for what you need to do and study every day, as well as having the relevant materials sorted and on hand, will go a long way to reduce anxiety and optimise learning. Follow the plan closely but avoid spending hours every day on the plan rather than the implementation of the plan. Don’t allow yourself to feel overwhelmed, but focus on the small efforts – hour after hour, day after day – which, when compounded, will ultimately make a big impact. VISUALISE by using colour and mind maps and other strategies rather than just words, so that you can use more of your brain. EXPLAIN by answering questions or telling friends or relatives about your work. It is not until you have tried to explain what you know that you can assess if you know enough to answer the questions. SOCIAL MEDIA can be used as an academic tool to expand your understanding and grasp of your work. This can best be done by getting together a study group of equally dedicated and committed peers, and using the various platforms for specific purposes. Being part of a study group helps you track your progress, can quickly help you clarify your understanding of issues or set you on the right track if you have misunderstood something, and it also acts as an early warning system if you are falling behind. The various channels and apps can be used as follows: GOOGLE to find a wealth of online resources. From how to handle exam stress, to self-marking mock papers, study timetable templates and content/concept lists. Do a search for “Matric Exams 2018” which will provide many excellent results which can assist you in your preparation and motivation. A dedicated WHATSAPP study group enables discussion, last minute clarifications and sharing of notes. It is best to align study breaks within the group, and put your mobile on airplane mode while you’re hitting the books. When taking a break, connect with your peers via WhatsApp to share your understanding, successes and concerns. FACEBOOK groups for specific subjects is a great way to share materials and visuals, while enabling group discussions. When it’s time to take a break from the written word, go to YOUTUBE to find videos related to the content you are studying. Sometimes seeing something explained in video format will clarify things you just weren’t able to pin down while going through your textbooks. “The next few weeks and months are going to be taxing for learners preparing for their final exams, but by following a strict study strategy and doing what needs to be done every day – without allowing panic and procrastination to set in – there is still sufficient time even for learners who aren’t quite where they should be at the moment,” Ntshinga says. “And by incorporating this strategy into their approach right now, many learners will also find a new feeling of empowerment to take on the additional burden that higher education will bring.”

September 18, 2018

Mind the gap- why you should think twice before taking a year off after school

Matrics who are tempted to take a year off after their school careers – whether it is because they feel they just need a break, or because they don’t yet know if or what they want to study – should think twice about their decision, an education expert says. “There are significant implications to taking a so-called gap year instead of directly entering studies,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private higher education provider. Chief among these, is the fact that graduates who went to study straight after school, and who completed their qualification within the required timeframe, are significantly better off than matriculants who elected to enter the workplace right away or who opted for a gap year, particularly if that gap year is unproductive. “A gap year doesn’t necessarily mean that you take off a year to travel the world and pretty much do nothing as the term was understood in the past. The concept has evolved to include other activities, such as getting a job after Matric to earn some money or gain work experience, or volunteering or even undergoing a structured programme,” says Kriel. However, while these options are still better than just relaxing for a year before entering studies, they may still put you behind your peers in terms of studying and earning potential, he says. Another risk with taking a gap year, is that one loses one’s “study muscles”, says Kriel. “It is completely understandable that the idea of getting away from the books after the demands of one’s final year at school is a very attractive idea for many. However after that year, getting back into the habit of studying and focusing on academics are major challenges which are best avoided.” But Kriel adds that there are ways to make a gap year work, which will lessen its impact on a person’s long-term success in the workplace. And obviously, where a young person is really not sure what they want to study, a gap year as long as it is productive is a better investment than a failed year of post-school study. “If you do decide to take a gap year, it is crucial that you at least do something to improve your skills and competencies during that time. A great option in this instance, is to do some distance or part-time courses.” This is a particularly attractive option for those Matriculants who are hesitant to sign up for a full degree straight away because they are still uncertain of what they want to do with their life. “Doing some short or distance courses allows you to investigate your options and interests without the financial and time commitments required of full-time degree study,” notes Kriel. “This means that you can get a better idea of where your passion and talents lie, while at the same time earning some certification that will make your gap year less of a ‘hole’ in your CV. “And finally, staying with the books, even without the commitment of having to study full-time and the ability to study at your own pace, means that you keep your brain working and geared for when you do sign up for full qualification study later.” It is important to also note that some higher education institutions will not keep your “offer” warm for you, so if you get in to the qualification of your dreams it is rarely prudent to delay taking up the place, says Kriel. “But for those who have legitimate reasons for not going straight into further studies, our advice is definitely to ensure that you don’t lose sight of the long game, and that you keep learning even if you are already earning.” Kriel says the time should also be used to actively investigate future study options to limit time-wasting later. “Look at all the higher education institutions, whether it be a public university or private, and their offerings. Find a qualification that will make you employable – one that is recognised by employers and has a curriculum that is relevant in the workplace of today. “You must also choose an institution whose curricula and learning processes enable you to master work-ready skills so that you have a competitive ‘hit the ground running’ advantage. Having a portfolio of work at graduation, for example, allows you to instantly showcase what you have learnt and what makes you an attractive prospect to potential employers. “Finally, you must choose an institution that will give you the best possible chance of succeeding and completing your qualification in the minimum time. Every additional year of study leaves a long-term financial impact, so consider things such as student support, class sizes, and the quality of lecturing and facilities.”

September 7, 2018

Homework or no Homework for South African schools?

The paradigm around learning in South Africa is changing rapidly. If, like most parents of this generation, you grew up with homework, then this might not seem like such a big deal. However, schools around the world, including South Africa, are changing their views on homework. This is largely thanks to the revolutionary approach to education that Finland has adopted – with stunning results. Where did it all start? The Finnish Phenomenon In 2006 the Programme for International Student Assessment (PISA) conducted a survey of 15-year-olds’ academic skills from 57 nations. Finland placed first in science by a whopping 5% margin, and dropped a bomb in the world’s schooling narrative. Here is what’s so different about Finland’s preschools and primary schools: Preschool is not academically focused in any way but focuses more on play, fostering healthy socialising, increasing independence, and growing maturity. Children don’t start school until they are seven years old. They have less homework than their peers in other countries – at most a half an hour a day, which is often completed during school anyway. There are no private schools in Finland, so children from wealthy and middle- to low-income homes melt together. This also means better schools all round, as the whole neighbourhood is invested in making the local schools of a high standard for everyone. Finland determined that education is the way to climb out of their economic hole. Education became more than just another point on a child’s long to-do list; it became a beacon for the future of an entire country’s success. There is only one standardised test, which is administered in the final year of high school. At many schools, teachers don’t grade students until the fifth grade, and teachers aren’t forced to organise curriculum around standardised testing. After ninth grade, students attend either an academic program (53%) or vocational one (47%) — this flexibility results in a 96% graduation rate, dwarfing South Africa’s cohort pass rate of 39.25%. Finally, play constitutes a significant part of individual growth and learning in Finnish schools. Every class must be followed by a 15-minute recess break so children can spend time outside on their own activities to ‘reset’ their minds. What about South Africa? We hear people argue that, because South Africa is bigger, more diverse, and more unequal, it’s harder to reach higher quality education. However, there are some shining examples of what we can accomplish when our public and private schools start embracing change. In 2015, Gavin Keller – principal of Sun Valley Primary and CEO of The Sun Valley Group of Schools – implemented a no-homework policy for their primary school and up to Grade 9 in their high school, assigning learners 20 minutes’ reading time a day instead. Keller says. “When we started assessing our school, what became very clear was that school is a high-stress, anxiety-based environment and children have no time to be innovative and creative. They need nine hours of sleep and their school day is six-and-a-half hours long, so there’s no time to play – and play drives creativity.’ They’ve since seen improved academic results, increased motivation and a significant increase in reading. “Schools are changing how they approach learning,” says Janine Hammond, MD of Sherpa Kids Western Cape, an aftercare and holiday care solutions provider for many preschools and primary schools in the Western Cape, “and it’s time that aftercare is considered in the same light as well. Most of our children will go into jobs that don’t currently exists. They need problem solving skills, time management, and programs that stimulate intellectual capacity building. This does not happen by accident, but through careful, thoughtful education and aftercare systems that are based on sound parenting principles like routine, discipline, boundaries, and reward.” “We’ve seen the benefits of play for learning,” says Janine. “We need to remember that what happens after the school day is as important as what happens during the school day. It truly does ‘take a village’ to raise a child, so the aftercare team needs to be the ‘fresh legs’ so desperately needed to constructively support our children during the second half of the school day.” Sinai Academy in Bloubergrant – a private school that uses the South African CAPS curriculum – has long since adopted the approach of independent learning. “Students are self directed and become lifelong learners,” says the school. Students are given the month’s curriculum at the start of the month, and then each learner can choose what they’d like to complete and by when, as long as all of it is completed by month’s end. This allows them to energetically complete their favourite things, before tackling the more difficult lessons. This fosters a love for learning, and allows more time for play. What can I do as a Parent? If you child’s school does insist on homework, here are some great tips from Janine Hammond of Sherpa Kids on how to manage homework with success: Do homework early in the afternoon – right after lunch if possible – while your child’s minds is still fresh. This also allows them to close the ‘school day’ file in their minds, and releases them to exhale into their afternoon’s fun activities. If you can only help your child with homework when you come home from work, try not to do it directly before bed time. Studies show that children need to wind down before bed in order to sleep well. A good night’s sleep means better memory capabilities, which means a brighter, happier child. So after homework, allow a little play time, then read a story in bed, then it is lights out. If your child does go to an aftercare, find out if they include structured time that allows your child to learn independently (not provide another teaching lesson, but also not abandon them to attempt the tasks alone), and that facilitators are available to guide and support your child in their homework, and in play. Most schools in the Western

September 6, 2018

NQF explained: What prospective students should know before they sign up

Terminology related to education in South Africa can often be very confusing, particularly when learners and prospective students need to consider the National Qualifications Framework (NQF) and talk of accreditation and registration. It is however very important that prospective students get to grips with the terminology, as not doing so can have serious implications down the line, an education expert says. Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider, says one of the most important aims of the NQF is to protect the general public from abuse by bogus education providers. She also says that by developing an understanding of the NQF, you can make assumptions about registration and accreditation, which makes it all much easier to understand because a qualification that is not registered or accredited is not on the NQF, so it really is your shortcut to working out what is real and what is not. “South Africa has a register of all qualifications which is managed by the South African Qualifications Authority (SAQA), and this register is referred to as the NQF,” she explains. “We are fortunate in South Africa to have some really strict rules that educational institutions and training providers have to adhere to, so if you want to study there are a few simple questions to ask to which there are very clear answers. If an institution is not clear with you on the answers, the chances are you should be cautious about registering.” Coughlan says that something can only be called a “qualification” if: 1) It has a credit value of 120 as a minimum, and 2) is registered on the NQF with an NQF ID (sometimes called a SAQA ID) number. “The shortest possible qualification is therefore normally one year as it takes about a year of study to do 120 credits. A degree is normally at least 360 credits and so on. Without these two being in place, what you are studying is considered a short course and not a qualification, so it cannot be called a diploma or degree. So, if a South African institution is offering you a diploma for three weeks of study, it is not legitimate and warning lights should start flashing about that institution.” Coughlan adds that if an education institution cannot provide a prospective student with a programme’s NQF ID, caution should be exercised as it is then not a South African qualification. However, even when an institution does provide an NQF ID, one should still verify it independently by searching for it on http://regqs.saqa.org.za/ . “Look up the qualification and check its level and credit value, as well as information about what it covers. You can then compare that information to the marketing material given to you by the training provider to make sure that the promises and reality match.” Coughlan says that qualifications will only get registered on the NQF if they have been checked for quality and accredited by the Quality Council with the statutory responsibility for doing this. South Africa has three of these Quality Councils, she explains. 1) Umalusi is responsible for “school level” qualifications which are on the first four levels of the NQF – Levels 1 to 4. 2) The Council on Higher Education (CHE) is responsible for higher education (post- secondary school) qualifications which are the ones on level 5 to 10 offered by registered private higher education institutions and public Universities. 3) The QCTO (Quality Council for Trades and Occupations) manages vocational training and education from Level 1 through to level 6. The level overlaps with Umalusi and the CHE, but the area of focus is very much the trades and occupations, from plumbing through to being a chef or even some areas of accounting. These colleges are called TVET – Technical Vocational Education and Training Colleges. (In the past called FET (Further Education and Training) Colleges. Coughlan says the level on the NQF gives one an indication of how complicated the subject matter is. Level 10 is where Doctorates are pitched, for instance, while Level 4 is the level of Grade 12. “Only registered private and public institutions can offer qualifications that are on the NQF, while both private and public institutions can offer on all levels and through approval from all the Quality Councils. This means that the only difference between public (University) institutions and private higher education institutions – which may as a result of regulations not refer to themselves as private universities – is that the public institutions get some subsidy from the government while the private institutions don’t.” Coughlan says when one has a clear understanding of the NQF, that information will assist you in deciding what to study and where. “If, for instance, you want to follow a trade or vocation such as becoming a Chef, you need to find a college (public or private) accredited by the QCTO and registered as a private or public TVET College with a qualification on the NQF. “If however you want to pursue a higher education qualification such as a Higher Certificate, Degree or Diploma, you can investigate your options among any of the country’s 26 public Universities or 116 registered private higher education institutions. “As always, it is crucial for prospective students to thoroughly investigate all their options, to ensure they find the best fit for themselves in terms of location, campus, and offering.” * Prospective students can find a complete list of all registered private colleges and higher education institutions at: www.dhet.gov.za/SitePages/DocRegisters.aspx . ** GRAPHIC: NQF level breakdown Sub Framework NQF level Qualification types General and Further Education and Training Qualifications Sub Framework (GFETQSF) Occupational Qualifications Sub Framework (OQSF) 1 Grade 9 2 Grade 10/ National (vocational) Certificates level 2/ Occupational Certificates 3 Grade 11/ National (vocational) Certificates level 3/ Occupational Certificates 4 Grade 12/ National (vocational) Certificates level 4/ Occupational Certificates Higher Education Qualification Sub Framework (HEQSF) 5 Higher Certificate/ Advanced National (vocational) Certificates/ Occupational Certificates 6 Diploma/ Advanced Certificate/

August 22, 2018

Parenting your star athlete

By Keri Gallan, Sports Co-Ordinator of Crawford Preparatory North Coast What do Tiger Woods, Serena Williams and Lewis Hamilton have in common? Apart from dominating their sports, earning millions of dollars and producing world class performances over the years, all three of these elite athletes specialised in their particular sport when they were very young. They’re not alone. Many superstar athletes latch on to one unique code and run with it. They are often supported by parents and private coaches who push these child prodigies to heights few of us could ever dream of. Of course, we all want the best for our children and when we spot a bit of talent, either through our own rose-tinted glasses or with a little help from a learned tutor, we understandably might be tempted to narrow our child’s gaze towards one sport. This is perhaps the single greatest mistake one can make when it comes to youth development. In a 2011 study called ‘Late Specialisation: The Key to Success in Centimetres, Grams or Seconds (CGS) Sports’, Danish scientists examined the training hours of professional athletes in their chose sport through their development, starting at 9 and finishing at 21. They wanted to see if more training hours early on in childhood (as was the case for athletes such as Williams and Woods) had a direct correlation to success in adulthood. Athletes were divided into two groups: 148 Elite and 95 Near-Elites. Elite athletes were those who had achieved a top 10 placing in either World or Olympic competition, or a podium place in European competition. Near-Elite athletes had not achieved as well, but were still part of the Danish national sport programme. Between the ages of 9 and 15, Near-Elite athletes put in 158.32 more hours on average than those who would go on to reach European, World and Olympic glory. However, by the time they reached 21, the Elite athletes were putting in an average of 1 130.1 more hours than those who hadn’t reached the pinnacle of their sport. The Near-Elite athletes had a head start on the Elite athletes but flagged well behind at an age where professionalism and world recognition could be attained. Why is that? The answer it two-fold. One explanation is that the Near-Elite athletes were being driven by someone else; perhaps a pushy parent or coach who ignored the holistic well-being of the child. The other explanation is that the Near-Elites were responding more to what they were good at because of their early physical development. Both explanations are pertinent to our discussion. The first can be viewed as a cautionary tale against secondary parties (coaches, parents, peers) pushing young people down one path. The great tennis star Andre Agassi once admitted, “I play tennis for a living even though I hate tennis. I hate it with a dark secret passion and always have.” Like Woods and Williams, Agassi’s father pushed him in to the sport, ignoring his please to give it up. Agassi was the number 1 player in the world, earned over $31 million dollars and won 60 career titles including eight Grand Slams. How many people around the world followed a similar path as Agassi, betting all their athletic abilities on a single sport, and came up with nothing? When mentoring young children who display talent in a particular field, it is crucial to discourage them from ignoring all other avenues and instead open them up to pursuing different paths. That is not to say that a child who demonstrates talent in one particular code should not view that code as their primary sport, but by ignoring all others there is no telling what other avenues of enjoyment may be missed. You wouldn’t feed your child his or her favourite food every day of the week, would you? The same could be said with extra-curricular activities. That is not limited to sport. Your athletically talented child should be encouraged to explore drama, chess, art and debate. Their academic grades should of course be kept at a high standard and not dismissed as a branch of school life that simply gets in the way of his or her athletic exploits. A holistic upbringing will not only lead to the formation of a holistic adult but will inadvertently help with the athletic abilities in your child’s chosen sport. What was it about placing all of one’s eggs in one basket? This brings us to the second explanation. We all can think of that one child in primary school who hit a growth spurt early in his or her life and simply steamrolled the opposition. Be it swimming, athletics or any ball sport, natural athletic abilities are an obvious advantage to have. This can lead to parents mistakenly assuming that early dominance in a particular code will see their child emerge as the next Woods or Williams. Athletic talent is not linear and should rather be thought of as a stock market with ebbs and flows. What you’re seeing could be a small rise in an otherwise uneventful progression. Just as your broker would discourage you from investing all your money in a single stock, the same could be said for investing all your child’s abilities in a single code. In the fantastic book, The Sports Gene (2013), David Epstein shows how certain sports require a particular genetic composition in order to be successful at an elite level. Lionel Messi may be one of the greatest footballers of all time, but no amount of training would turn his diminutive frame in to the next 100m Olympic champion. That is why developing a holistic and well-rounded physical literacy is crucial in the training of young athletes. Early specialisation is a risk because you can only say with any certainty what body type a child will have once adolescence has been reached. If that is the case, it makes no sense to invest whatever talent the young athlete has in only one sport. Rather than looking at

August 20, 2018

Sports in Education: Core Skills Addressed

By: Zelda Varela (Crawford Preparatory Fourways Sports Coordinator) Can you remember that elated feeling of being part of a team, or maybe not making the A- team and then being so determined that you put in the extra hard work to improve to be selected? Can you remember being forced to run around the field five times, doing push-ups for days at end, because you thought the PE teacher disliked children and was trying to make you suffer? Whether you have good or bad memories related to sport or any physical activity, one thing is for sure, that physical activity promotes not only your health but instils good personal attributes required throughout life. Team sports boost self-confidence and self-esteem. Being part of a team helps children to find a sense of belonging. It teaches acceptable ways to interact with others and how to be considerate and respectful of teammates. Physical activity promotes agility and coordination. It supports healthy growth of muscles and bones, which is critical in schooling years while children are still growing and can help to reduce stress and anxiety levels, especially with the highly pressurized society that we find ourselves living in. Through participation in sport your child will gain five different skills including research skills; social skills; thinking skills; communication skills and self-management skills. Social & Communication skills: it teaches acceptable ways to interact with others and how to be considerate and respectful of teammates. Thinking Skills: In a team sport situation, children learn to think and perform under pressure, critical basic thinking skills are promoted, which in turn can help in coping with everyday life. (http://thinkingforsuccess.com/cognition-sports.html) Self-management & Research skills: Be on time for practises/matches. Remember sport clothes and equipment needed for a sport. Children build self-confidence by participating and feeling good about themselves and their achievements. Physical activity helps children set goals for themselves which leads to learning how to deal with failure and success, and to have a positive attitude no matter what the outcome of an event. Encourage your children to get active and uncover any potential opportunities and skills that young people may find useful not only in the sport sector but other sectors of their lives.

August 17, 2018

Matrics: use the calm before the storm to get your study options sorted

With the holidays almost over and preliminary exams on the horizon, Grade 12s are on the cusp of entering one of the most stressful periods in their school careers. The relatively calm few weeks they still have ahead of them should therefore be used to plan their post-school options, which will free up their physical and emotional energy so that they can wholly focus on doing their best in their final exams. “Deciding what to study and where to study can be hugely stressful, particularly when you don’t have a clear idea of what you want to do with your life, which is the case for many thousands of learners,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider. “It is therefore important that learners don’t add this burden of anxiety when trying to prepare for exams. This can be avoided by taking the time right now to investigate their options and, ideally, already submitting their applications for the qualifications and institutions of their choice,” she says. She says the most important advice she has for prospective students, given the difficult economic climate and associated challenges of finding suitable employment after graduation, is to look at qualifications and institutions that will prepare them for a specific career and the world of work. Additionally, they should ideally line up at least one or two additional options, as they may find their circumstances and preferences having changed by the end of the year. “The worst courses of action, are to sign up for an arbitrary qualification with no real understanding of how you can leverage it post-graduation, spending valuable time and money on something that may not lead to a career, or following your friends’ lead because you are not clear on your own aspirations,” she says. Madhav says learners who don’t know what to study, should consider what kind of work they would find interesting, and then work backwards to determine a suitable qualification. “It is also worth remembering that there are literally new fields and careers opening up every year – things that your teachers, parents and friends may not even have heard about,” she says. “So don’t settle on a university and then only investigate what they offer in terms of qualifications. Do it the other way around – determine what you would like to do, determine what qualification would enable you to do that, and then find out which institutions offer that.” If, for instance, a learner is interested in Game Design, it makes sense to find an institution that offers that qualification rather than doing a generic 3-year degree and then attempting to break into the industry thereafter. Or if they are interested in brand management, to determine the best place where they can study this, rather than doing a general business undergraduate degree. The same principle goes for a host of other career-focused fields, such as copywriting and communications, digital design and marketing, IT and networking qualifications, and business qualifications. “The world of work is rapidly evolving, and to be competitive in the job market, candidates must try and match their qualification as closely as possible to the work they would want to do one day,” says Madhav. “Making that determination takes time and clarity of thought in the face of all the options out there, which is why Matrics should make the best of the few weeks of grace they have left and get their future plans sorted now.”

August 13, 2018

Bullying: What parents and schools can do

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

August 9, 2018

School’s back – time for a refresher on being safe at home, on your way to school, and on the WWW

With the second half of the school year about to start, a local private security company has reminded parents of the safety measures their children should follow when walking to and from school. Verena Hulme, District Manager for Fidelity ADT (Cape Town North), has some advice that can help increase peace of mind. “We could look at the start of the second part of the year as the perfect chance for a refresher course, to make sure our kids know what to do and what to avoid.” She suggests the following tips are shared with the kids, and that they are encouraged to practise them every day: Children must always walk to or from school with a friend or friends. If your child walks alone, it’s a good idea to ask a teacher or other parents if they know of other kids from the area who do the same. Stick to streets you know and never take short cuts through unfamiliar or quiet areas. If you get picked up at school, always wait inside the grounds for your lift to arrive; do not leave the premises to go and look for them in the street. Remember, your parents would never send someone you don’t know to fetch you. Never get into a stranger’s car even if they claim that someone you love is hurt and that they are supposed to pick you up. If a stranger approaches you, do not talk to them no matter how friendly they may seem. If someone tries to grab you, fight, kick and scream that they are not your mom or dad. Hulme recommends that parents also talk to their children about being safe when they are alone at home: It is important that they know to always keep entry and exit doors locked, and that nobody is to enter the property without your permission. If you have a home security system installed teach them how to activate and de-activate it and how and when to use other security devices like panic buttons. It is a good idea to have a list of emergency contacts – including the 10111 number – near the telephone and to explain to children when and how it must be used. Any conversation about safety should also include a talk about online safety, says Hulme: Never post any personal information online – like an address, email address or mobile number. Think carefully before posting pictures or videos of yourself. Once you’ve put a picture of yourself online most people can see it and may be able to download it, it’s not just yours anymore. Keep your privacy settings as high as possible. Never give out your passwords. Don’t befriend people you don’t know. Don’t meet up with people you’ve met online. Your child should always tell you if an online contact they have never met suggests they meet up. Remember that not everyone online is who they say they are. Think carefully about what you say before you post something online. Respect other people’s views, even if you don’t agree with someone else’s views doesn’t mean you need to be rude. If a child sees something online that makes them feel uncomfortable, unsafe or worried: they should leave the website, turn off their computer and tell someone immediately. “Safety should ideally be something we talk about all year long. Let’s not waste this chance to again have this important talk with our kids,” says Hulme.

August 2, 2018

Some helpful tips on making subject choices for all Grade 9 learners

Our Grade 9 learners are currently standing at the crossroad of having to make subject-choices. This, in itself, does not seem to be too big a deal… EXCEPT that the subject choices that they make now will impact their path into the future. In addition, many, if not most, Grade 9 learners are not yet sure of what they want to do when they have finished school.

July 25, 2018

Help! My child is writing exams for the first time

The idea of writing exams rarely brings about emotions of excitement and happy anticipation! In fact, feelings of anxiety, panic and outright fear are what most parents and learners experience when exam time comes knocking at their door! Cindy Glass, Director and Co-founder of Step Up Education Centres says “Generation after generation, people have passed on the baton of fear, anxiety and dread when it comes to exams. The stories are familiar to us all:

July 25, 2018

Chasing academic A’s limits possibilities

Education, as we have known it for the past 100 years, is fixated on academic prowess. The percentage on the report card has always been the benchmark by which we believe we can determine if a child will become a successful adult, or not. Cindy Glass, Director and Co-founder of Step Up Education Centres says “Self-worth is too often determined by academic assessments. Emotional walls are built, intelligence is defined, negative behaviours are acted upon, anxieties and depression are pandemic in young people – all because of society’s fixation on that percentage on the report.”

July 25, 2018

Education Resources For Parents

A Tough Job Being a parent might be one of the most difficult occupations on the planet, but it is also the most rewarding. The thing about parenting though, is you don’t get a lot of praise for doing it, but people definitely take notice if you start doing it poorly. It is a tough job to say the least, but with the right resources it can be a little easier. One of the things that many people with kids often worry about is how they can be more involved in their child’s education. A parent is the most involved teacher of a child whether they realize it or not, and many parents want to make sure that their child is learning at full capacity and taking advantage of every resource available. Thankfully, today there are plenty of options to do just that. The Great Google Is there anything that Google doesn’t do? For decades now, what started as a humble search engine and internet browser has turned into a titan of industry that pervades nearly every kind of subject matter you can think of. Whether it is data management, storage, search engines, technology, the great Google does it all. One of their more exciting recent additions has been Google’s expansion into education. If you are a fan of Google and a parent, then this is a great option for you. Google has recently introduced a school program meant to help kids who may live in areas where it is difficult to get a good education. Many parents agonize over where to live for months and years to make sure their children go to a good school. So Google has put together an outreach program to ensure that rural community kids can get a better education. Discovery Education Thankfully in this day and age, if you have a reliable internet connection, you have a great avenue to properly educate your children. If you want to be more hands on with your approach for educating your kids, Discovery Education offers many free resources. Discovery is a well-established education network that has experience working with children, this is what makes them an excellent option for parents. The internet is a big place, and anyone can put content up. That is why it is important to go with a trusted name like Discovery that has been educating youthful minds for generations. Talk to Teacher Tech Another excellent way for a parent to get involved in their child’s education is to establish more regular communication with the teachers. While this was once a lot more difficult, there are plenty of apps out there today that allow parents to chat with a teacher in real time. Tech tools for parent-teacher communication are becoming more and more popular. Many times a parent wants an update, and through typical programs they have to wait until scheduled parent-teacher conferences to get them. With messaging apps and tools, parents can even get regularly scheduled updates right to their phone about the progress their child is making.

July 8, 2018

Back off your Matrics

I will be 42 this year, and I still from time to time have nightmares about my matric exams. I’ve dealt with a lot of stressful situations since then, but nothing quite compares to that feeling that what happens in those few weeks will determine the rest of your life. The truth? It won’t. And it doesn’t matter even half as much as we make out that it does. I had months of sleepless nights and tears and panic attacks to get those good results that in the end have had absolutely no impact on the course of my life. My brother, in opposition to me, did absolutely no work, dropped out of school in Standard 9 and went on to technikon and is doing brilliantly as a computer programmer. We’ve both done just fine in our lives and matric had nothing to do with it. Added to this, my first high school I attended had one matric for every year I was there who committed suicide during the matric exams. Why? Because of the unnecessary pressure that we put on our kids to perform and the false assumptions that we fill them with that if they don’t do well at this they will be a failure. This is not ok. Not ok at all. In calm, rational reality, if a child fails their matric, or even doesn’t do as well as they would have liked, they can always repeat it later. If they don’t take the right subjects for a chosen career, they can always catch them up later too. It may even be that what they really want to do with their lives (not what we have decided they should do) may not even require a matric at all. My kids spent 5 years in a homeschooling environment where I have watched countless kids who have been homeschooled or unschooled getting their matric without any stress, drama, tears or terror. They simply write their subjects as and when they are ready; they focus on things they enjoy; and they have support but not pressure. Some of them complete their matric when they are 9, some when they are 19, and some at 29. Without the erroneously prescribed timeframes they simply do it when they are ready and when they feel comfortable tackling the challenge. Of course we all want our kids to succeed. But what does their success actually mean to you? And what are you prepared to do to them to get them to achieve it? Does it mean straight A’s even though your child hates you, school and themselves by the end of it? Does it mean pushing kids beyond their limits until they run away, retreat into drugs, or commit suicide? Do you really care about what is right for your child or do you care about what looks good for you? Who are they actually getting those marks for? And why? These are tough questions and they may have the hairs on your neck standing up, but I have watched children die trying to achieve the lost dreams of their parents. A child who grows up happy and with a somewhat ‘mediocre’ life is infinitely more successful that a dead child who failed to live up to their parents’ expectations. We have to redefine what is important and what success actually means. There is no report card on the planet that justifies alienating your children, pushing them beyond their limits or creating lifelong anxieties. We need to start putting matric in perspective. It is one round of exams, that in no way defines who you are or what you are capable of. What they really measure is how well you fit into the system, and 90% of people don’t. And I’m not saying you shouldn’t encourage your kids to do their best. Please do. But include in that helping them to see how well they can do while still keeping their lives in balance. Are your matrics eating well, sleeping well, getting some exercise, keeping their stress levels under control, enjoying their relationships with family and friends, finding time for spiritual and creative pursuits, and having some fun? If not, it’s time to back off with the pressure and help them to get their studies in line with the rest of their lives.

July 6, 2018

School yourself on feeder zones: A parent’s guide

South Africa, 13 June 2018: “If I buy in Kensington will my kids get into Jeppe?” “Will owning a house in Mowbray get Tanya into Rustenburg?” “Is that Lansdowne house in Livingstone’s catchment area?” Online property company PropertyFox gets asked questions like these daily. Most parents are preoccupied with whether to buy property in an area that may secure a spot at one of the country’s best schools. To assist buyers with better decision making, PropertyFox commissioned research into South Africa’s feeder zones and catchment area policies. Today it released the first ‘PropertyFox School Feeder Zones guide. The company’s research ring-fenced 65 of the top public high schools according to academic success at matriculation level. It found that: 6 specified their preferred suburbs (9%) 6 specified their preferred primary feeder schools (9%) 29 gave preference to learners who lived close to the school (44%) 25 had no explicit zones (38%) Crispin Inglis, co-founder and CEO of PropertyFox – which sells houses at a low commission to ensure customers get the best deal – says, “It is hard for parents to get to grips with exactly where to buy property so that they have the best chance of being accepted into a specific school. And it is a catch-22 because until you have an address and apply, you won’t know if you will get in.” “Catchment area information is extremely hard to find so our aim was to give parents some direction as to how to approach their property search, or how to find a school near their home. We’ve shared as much information as possible – from provincial legislation around policies through to hints as to which suburbs are viable options near schools.” PropertyFox also researched average house prices in some of the top school suburbs in the country – from Rondebosch and Durbanville in the Cape, to Northcliff in Jozi, Glenwood in Durban and Selborne in East London. Inglis continued that the feeder zone guide is aimed squarely at property buyers in the market for a house in the R1.5-million and above level who want to buy near their school of choice. Some of the key take-outs: Although guided by the province, each school has jurisdiction over its admission policy as set by the school governing body (SGB). Living in a feeder catchment area is never a guarantee of admission, it’s rather a contributing criterion. Legislation varies from province to province about feeder zones. In 2018, a default 5km radius for feeder zones applied in Gauteng. The updated 2019 policy gives preference to learners based in feeder zones, along with siblings, and pupils from primary schools that are closest to the high schools in the area. In the Western Cape, there’s no explicit provincial feeder zone policy, but the research shows some SGBs do sway preference towards certain areas. KwaZulu-Natal and the Eastern Cape also don’t have explicit provincial feeder zone policies, but many schools have SGB-determined catchment areas. In the Free State, provincial policy gives preference to learners living near a certain school. Competition for SA’s top public schools is high. Research for the guide revealed that some parents put their kids’ names down for school when they’re still in utero. Others camp outside desired schools all night and some change address, moving as close as possible to their coveted educational institute. PropertyFox partnered with independent education researcher Kerry Petrie on the project. She made personal contact with the person responsible for admissions at each of the public schools listed to compile the guide. Petrie says that public education in South Africa is complex as a result of the country’s history, “It is heartening that many schools have expanded – or are planning to expand – their radius to make sure they accept learners from further afield, giving people from diverse, less affluent suburbs access to the country’s top schools.” Some private schools were also included from a property location perspective. To download the report and for more information on PropertyFox, visitPropertyfox.co.za.

July 6, 2018

Help! My child does not want to go to school

The academic year can be a challenging time for families. It becomes even more so when a child resists or tries to avoid going to school. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “Emotions tend to run high, panic may set in and too often, parents feel quite helpless in these stressful situations. Children may feign illness, throw temper tantrums or act out in other negative ways in order to force their parents to let them stay at home. The reasons why are varied. Children who are being bullied, are constantly being yelled at, who battle with the academic programme or who feel lonely or depressed may insist on staying home instead of attending the regular school day. Exhaustion, fear of an upcoming test or assignment or fears of a wrongdoing may also contribute to school avoidance. Dealing with these situations is never easy and, as with all challenges in bringing up our children, there is no one-size-fits-all solutions.” Cindy suggests the following helpful tips if you have a child who no longer wants to go to school: Don’t panic and let fear-filled emotions (such as anger and critical judgement) cloud your vision in finding positive, helpful solutions. Remember that all negative behavioural choices are based on some sort of fear. Make it your mission to find out what it is that your child is afraid of and then decide on how best to give your child the tools needed to face and overcome those fears. Don’t allow staying at home to become a ‘fun’ alternative to going to school. Be firm in not allowing activities such as watching TV or playing computer games when a child stays home on a school day. There need to be consequences to not going to school-be it catching up on missed work, learning for the missed test or just being bored! Teach your children not to avoid their fears, but to face them and to find solutions that work for them. Keep the lines of communication between yourself and your children and yourself and your children’s teachers, wide open! Honest, non-judgemental communication can lead to many valuable life lessons being learned. Choose to be supportive, but firm in your resolve to ensure that your child attends school. It is essential to allow your child to tell you (without fear) why he/she is avoiding school. If any abuse (from peers or teachers) is the cause of school avoidance, it is essential that you take the matter up with the appropriate authorities within a school. No child should be staying at home for fear of abuse of any kind. Cindy concludes by saying “There are no easy, one-stop solutions to dealing with the challenges of a child who refuses to go to school. Remember that, as a parent, how you choose to handle the situation will set the tone for how your child will handle challenges in his life. Be consistently loving and firm while you aim at finding positive, sustainable solutions.”

July 6, 2018

Preparing youth for the workplace of the future

Entering the working world can be daunting for graduates, and even more so when the workplace is not what they expected. With the pace of mushrooming disruptive technologies, artificial intelligence (AI) and machine-driven learning, even the youth are feeling a sense of uncertainty. A recent study entitled “The Future of Skills: Employment in 2030” http://futureskills.pearson.com forecast that one in five workers are in professions today that will shrink worldwide. This means today more than ever before students need to make the right decision when it comes to selecting a course to study. To ensure the youth are selecting a career that offers longevity the study indicates that jobs involving knowledge, creation, and innovation are what to search for. While machines get down to the nitty-gritty manual tasks this will mean people are freed up to explore, knowledge share, and find interesting solutions collaboratively to some of the world’s complex problems. Managing Director for Pearson South Africa, Ebrahim Matthews says, “The study highlighted that while many jobs today will still be in demand by 2030 – the skills required for success in these roles are changing. When it comes to the daunting topic of ‘Jobs of the Future’ we are already doing the research to prepare our students for careers that don’t yet exist! There will be jobs that require certain human skills in the future, these cannot be replaced by the automated world – human skill, and experience that ultimately matter to learning.” Tertiary career options need to be taken seriously, for example institutions should forge close ties with various South African corporates and they should become involved in the induction and readiness workshops for students. Mid-year intakes are also a great option for students who didn’t quite know what to study straight after school. The first 6 months of the year could have solidified a career path, and given them more time to save toward studying. Matthews concludes, “Everything we; we do with employability in mind. All our academic programmes are focused on getting our students ready for the world of work. Our courses have been carefully selected to include academic fields that will give students the opportunity to exit with a qualification that is highly desirable in the market.” The full report: Jobs 2030 can be viewed here: http://futureskills.pearson.com.

July 5, 2018

How can parents be more involved in their children’s education?

Being a parent is the toughest job on the planet! Besides ensuring that your children are cared for, loved and that their emotional and physical needs are met, the very act of being a parent makes YOU, your children’s first and longest-standing teacher! Cindy Glass, Director and Co-founder of Step Up Education Centres says “It is impossible to compartmentalise learning. Children are born with an innate need to learn. Parents are their first point-of-call as their first and most influential teachers! Learning that takes place at a school is called ‘education’, yet, education starts on the day that we are born! Parents cannot separate the learning taking place at school to the even greater learning taking place every day in our homes, on the sports-field or within our family, cultural and religious structures.” It seems necessary, then, that parents involve themselves in the extension- of- education that we call school. But, how? Cindy shares these helpful tips that you may want to consider: 1. Be an example of positive, productive learning and positive behavioural choices. Your children are one- hundred- percent more likely to do what you do rather than what you say. Avoid degrading teachers when facing challenges. Seek to find positive solutions which ensure that your children feel valued, yet respectful towards those who teach them at school. 2. Show sincere interest in what happens at school-on a daily basis. Ask questions and be willing to listen-to-understand when answers are shared. Find out how the day went. What was best/worst about the day? Who did your child hang out with? 3. Be excited about ANY positive news or progress-whether academic or social. All children seek acknowledgement and purpose. Acknowledged progress will result in greater progress! 4. Teach the art of determination, courage, a positive work ethic, resilience, self-responsibility and motivation by being these yourself! Challenges, frustrations, anxieties and fears are inevitable. It is how we choose to react to these that will ensure success! 5. Allow for error. Mistakes and some failures are inevitable. Teach your children to own these and to see them as opportunities to learn. A child who is willing to acknowledge his mistakes, own them and seek positive ways to learn from them will live a life without limitations! 6. Seek to build and maintain a positive working relationship with your children’s teachers. Attend meetings and activities whenever possible and be open to suggestions of support and additional aid where needed. 7. Wherever possible, find the time to look at the work that your child brings home. Do this with the aim of finding the best ways to support, encourage and motivate your children to become the best version of themselves. Cindy sums up by reiterating “Celebrate ALL learning, from academic to cultural to the arts. Your child’s positive sense of self is your most important priority. A child with a healthy sense of self is not afraid to try new things and make mistakes. They believe in themselves enough to stand firm in positive life values, despite obstacles along the way!”

June 28, 2018

The problem with labelling children in primary school

Labelling children, positively or negatively, in any phase of their lives, has a very direct effect on how they view themselves, as well as how they experience the world around them. A useful tool for exploring the effects of social labels on children is, “Erikson’s Stages of Psychosocial Development”. Approximate Age Psycho Social Crises Infant – 18 months Trust vs Mistrust 18 months – 3 years Autonomy vs Shame & Doubt 3 – 5 years Initiative vs Guilt 5 – 13 years Industry vs Inferiority 13 – 21 years Identity vs Role Confusion 21 – 39 years Intimacy vs Isolation 40 – 65 years Ego Integrity vs Despair Erikson’s Stages of Psychosocial Development The developmental phases where children are most affected by social labels would be their schooling years, when they have high frequency interactions with not only their parents, but also other children, teachers, coaches and the like. These would, therefore, be the phases of 5 – 13 years and of 13 – 21 years in age, where their psycho social development hinges on being industrious versus feeling inferior, and establishing identity versus role confusion respectively. This article focuses on the 5 to 13-year-old phase, which is the contemporary Primary School years of a child. The main and desirable outcome of development in this phase is industriousness. The positive and helpful labels would, therefore, relate to promoting a sense of confidence within children, that they are capable to do “real” things, and do them well if they are prepared to put some effort into it. Helpful areas to work towards would be establishing healthy work ethic habits at home and at school, and then attaching positive social labels to this. For example, assisting a child with a realistic study roster for exams and then positively reinforcing their commitment, dedication and work ethic related to this. I.e. “I love your commitment to your school work”, or “You seem very dedicated to doing well this term”, etc. It is, however, important to note that the initiative to create opportunities for this kind of “industry” in this age group lies mostly with teachers and parents. My wife, for example, recently tasked our 11-year-old daughter to cook for the family once a week. She was very excited at the opportunity to engage this challenging task, and with some “industriousness” and support from my wife, she now successfully “cooks” for the family once a week. This initiative, taken by my wife, then creates the context for excellent verbal and experiential positive affirmations, related to a very “real” thing. We, as parents and teachers, would therefore do well to create these types of opportunities, and then follow the experiences through with positive affirmations. The negative labels to avoid in this phase, has to do with verbal affirmations or experiences that may lead to feelings of inferiority. Children in this age group are literally, in body and mind, changing daily as they grow and develop. These kids are well aware of the fact that they are changing, learning and growing. To them, there are very few absolute truths with regards to what they can and can’t do, because after all, they are still learning. Parents and teachers will, therefore, do well to steer away from labels aimed at pointing out areas of inferiority, such as, “You are pathetic”, “You are lazy”, “You are all over the place”, etc. These kind of comments will stifle growth and could become self – fulfilling prophesies if internalised by the child. We need to learn how to put some spin the negative, and find ways to address areas of concern in a manner that honours the developmental aspirations of the child, even if it sometimes feels like an exercise in diplomacy. For example, instead of saying, “You are pathetic”, maybe spin it a bit to something like, “This is not the way I know you, you can do much better”. That will potentially reset the child and allows them a chance to redeem themselves as someone more “industrious”, and possibly even successful in the end. Authentic parenting, and truthful feedback to our children about their behaviour and the consequences thereof, are critical in raising well-balanced, successful adults. We, as parents and teachers, will however, do well to sharpen our pencils from time-to-time, to ensure that the labels we impress upon our youngsters are geared towards empowering them towards success. This may take a bit of thinking, and a lot of restraint, but they are certainly worth it in the end.

June 15, 2018

Hidden costs & their impact on study options

Grade 12s should already be well into researching their study options for 2019 and should aim to beat the rush and submit their applications sooner rather than later, whether it be for a public university or private higher education institution, an expert says. “But before you settle on a degree or institution, it is important to make sure that you considered all your options thoroughly, including those closer to home, which will allow you to avoid the hidden costs unrelated to the actual cost of the course,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “Of course it is exciting to think about moving to the other side of the country and starting a whole new chapter of your life outside of your familiar environment, but there are some solid reasons for opting to choose an institution close to home,” she says. Payne says apart from the usual advice of how to apply for admission, what you should consider, and which courses you would like to do, the financial impact of studies beyond fees, and the role this should play in your decision, are rarely discussed. She says prospective students should remember to also consider the following when determining how to structure their budget: Prescribed textbooks and supplementary material.This could include art material, laptops, and field-specific equipment, to mention but a few. Students will need to budget for two semesters, each of which will contain different modules with their own resource requirements. Depending on the nature of your course, there are also costs associated with printing and copying. Accommodation.Will you be applying at an institution that would require you to live in student residence, on off-campus accommodation or will you be staying at home? If you’re not going to be at home there are costs such as rent, meals, airtime and laundry that need to be budgeted for as well. Travelling costs. This would not only include the daily commute to the campus from nearby student residences or off-campus accommodation, but your budget should include extra costs involved in the longer journeys to return home during the recess periods. Travelling to and from the campus would also incur expenses and this can add up quite quickly. Tickets for taxis, buses and trains or the cost of petrol for your own private vehicle should also be considered. “There are sound financial reasons for considering studying at an institution close to your home. On top of that, the value of your support structure should not be underestimated. South African first year dropout rates are high, and lack of support is one of the reasons,” says Payne. “There is a huge gap between the demands placed on you at school, and what you’ll need to deal with in your first year studying. The workload is much greater, and there are also additional emotional pressures associated with this new stage of life. We therefore urge the Class of 2018 to carefully investigate all their options, and all the factors that will impact on their emotional and financial wellbeing during their first year at varsity.” Payne says prospective students should remember that there are many options for higher education besides public universities, and that registered private institutions are subjected to exactly the same regulations, accreditation requirements and oversight. “Considering a local higher education institution will almost always be more economical than one situated far away, because you then have the option of staying at home and saving costs on those extras that come with rental accommodation, plus you will have your support system around you when times get tough. Given the challenges that first year students face it makes sense to consider delaying living independently until that hurdle is overcome. Also remember that some institutions have more than one campus, so you could perhaps consider transferring at a later stage when you have found your feet.”

June 13, 2018

Second term at a new school and still no friends – What to do?

By Dalit Segal, Education Psychologist of Southdowns College Joining a new school and making new friends can be tough for some teenagers whether it be on entry into High School in Grade 8 or in higher grades when transferring in the middle of their High School career. “One of the hardest things for a parent to watch is their teenage child seemingly having no friends,” says Dalit Segal, Educational Psychologist at Southdowns College Academic Enrichment Centre. Segal points out that there are numerous reasons why a child may not have many, or any, friends. “For one, a teenager who is an introvert, an ‘outside the box’ thinker or someone who may not share the same interests as their peers, will often find it more challenging to make meaningful friendships.” “Likewise, if they lack the necessary social skills or have started a new school, breaking into any social group may be awkward,” she adds. So, what can parents do? According to Segal, as a parent, you have an extremely important and very useful role. “You need to deal with your own pain at seeing your teen’s dilemma. Grieve, feel their pain – but privately, never communicate these feelings to your teenager as this will only make them feel worse,” she says. “In addition, you must recognise that them being alone is not necessarily a catastrophe, and in doing so, you can help them realise that although they may not always like being alone, they can still build a life that that can feel good about.” “It is extremely important,” she adds, “that you help your teen feel good about themselves intrinsically, so whether they have friends or not, they are happy with who they are.” It is important to reflect on the positives in your teenager’s life, help them reframe their situation so that they may see the positives too. There are other ways of looking at kids who are often alone. Being able to have a good time by yourself is a strength. It’s being self-sufficient. Segal advises when looking at new schools, enquire what integration programmes are in place to assist new students. “For example at Southdowns College, in addition to the support provided for by teachers and S-Cubed, we provide a mentoring programme where our grade 11s are partnered individually with grade 8 pupils for the year.” “The grade 11s not only step in as a new friend but also provide support in academic, sport and cultural activities,” she says.

June 8, 2018

Schools must adapts approach for education and engaging generation Alpha

The traditional approach to education must be revolutionised in order to ensure the best outcomes for the current generation of school children, who are increasingly being called Generation Alpha, and whose world differs materially from the world in which their Millennial parents grew up, an education expert says. “Generation Alpha represents those children who were born after 2010, who are now at the beginning stages of their school careers,” says Jenny Coetzee, career educator and founding member of the ADvTECH Group’s prestigious Crawford School La Lucia. Coetzee, currently MD of the soon to be opened Crawford International School in Kenya, has in the course of her decades-long career forged an exceptional reputation as a visionary pioneer and leader in the education space. She says each generation – whether they be Generation X, Y or Z – grew up in a world different to that of their parents and the generations before them. Just as each of these generations were exposed to unique circumstances, challenges and opportunities, so are the newest generation, whose labelling as Generation Alpha is fast gaining traction. “These children are the most connected, educated and sophisticated generation ever, so when educating, a school should provide an environment that enhances learning for these digital integrators,” she says. “These children live in an open-book environment – just a few clicks away from any information, they connect in a borderless world – across countries and cultures, and they communicate in a post-literate community where texts and tweets are brief, and where visuals and videos have the greatest impact.” She says schools should be putting special emphasis on developing critical thinking and problem-solving skills, so that students are equipped to see problems from different angles and formulate their own solutions. “Regardless of the field they choose to enter for their careers, the ability to think, be creative and act quickly is an indispensable tool for the future, particularly in view of increasing automation and the expectation of the workplace of the future, as identified by the World Economic Forum. “It goes without saying that technology must be embraced in today’s schools, but what is of crucial importance, is that it is effectively used to enhance pedagogy and improve learning. In order to achieve this, schools must be equipped with high speed internet and embrace the value of social platforms.” Students must also be exposed to new technologies, such as 3D printing, drones and robotics, and schools should articulate the possibilities these new technologies create. They must also expose students to new fields such as user experience design, and the latest schools of thinking such as design thinking modelsas a scaffold for project work. “Just like Generation Z before them, schools looking after Generation Alpha must cultivate the spirit of entrepreneurship. Entrepreneurial thinking and leadership are imperative and entrepreneurship courses must form part of the curriculum where collaboration between subject disciplines is encouraged.” Coetzee says it is imperative that schools nurture a global outlook, and that students are able to benefit from strong networks formed with international education bodies. And teachers must be trained in the latest strategies and teaching techniques. “Children come to us naturally curious about their world and wanting to explore it. Their imaginations are vast and untamed, creating endless amounts of practical and impractical things. As teachers we need to continue to nurture them to develop their curiosity and imagination, as well as teach them how to apply them creatively and purposefully using technology as a tool. “We may not know exactly what lies ahead for our students in the future, but we know what skills and tools they will need once they get there: to think critically, to work as a team, but most of all to be curious and excited about learning in this world that is so different from the world in which we were raised.”

June 6, 2018

Technical Matric opens door to practical careers desperate for skilled workers

Despite thousands of South Africans struggling to find employment because they never finished school, few are aware of the option of completing a Technical Matric, which allows them to access a myriad of careers where employers are desperately seeking skilled staff. “If your lack of a Matric Certificate is holding you back, it is important to know that it is never too late to get your qualification, and also that there are more options open to you than a regular matric,” says Zabo Mhleli, senior Student Advisor at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. He says the Technical Matric qualification is a great option for those who never completed their Matric Certificate, but who are neither in a position nor inclined to return to school. “This qualification focuses on technical subjects as well as business languages, and also provides more hands-on experience than the National Senior Certificate curriculum. Once passed, the Technical Matric qualification allows students to continue with any N4 qualification because it is considered equivalent to a regular Matric,” he says. The Technical Matric is a Department of Higher Education qualification, and students are required to complete four technical and two business language subjects in order to graduate. An added bonus is the fact that it can be studied via distance learning, Mhleli notes. He says while the Technical Matric Certificate won’t grant a student access to university, it does provide access to a range of solid opportunities, including furthering one’s studies at N4-level and providing a qualification that one can rely on when applying for apprenticeships and entry-level technical positions. “This qualification is a particularly good option for those with good numerical skills who also enjoy working with their hands. It is equally appropriate for people who have a passion for designing, conducting experiments or doing other types of practical projects. “We also have many students who signed up because they already work in a technical field, but now need a Matric to qualify for promotion,” he says. Mhleli says the local job market is tough, and not having a Matric makes it substantially more difficult to find work and build a career. However there continues to be a huge demand for qualified vocational professionals, with employers desperate for workers with technical knowledge and experience. “We want to urge those who have given up hope to investigate their options particularly on the technical front, and to not resign themselves to never living up to their potential. A Technical Matric can be completed on a part-time basis from home, which also means saving on transport, accommodation and all the related costs associated with furthering one’s studies. There are thousands of technical positions waiting to be filled, and a Technical Matric is an excellent way to gain the qualification you’ll need to be able to supply in this demand.”

May 8, 2018

When screens replace teachers: danger of introducing tech in the classroom

Technology has taken the world by storm and its use now pervades arguably all fields. The education sector is also embracing the potential that technology offers, with good schools and universities incorporating tech to strengthen educational outcomes. But with devices and applications now ubiquitous across generations of learning – from infants to doctoral candidates – an expert has warned that teachers and lecturers must be strategic and judicious about technology, so that it supports learning rather than sabotages it. Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider, says being cautious is particularly important at school level, where habits for lifelong learning are either adopted or abandoned. “One of the most important areas of risk, is where technology hinders the development of social and collaborative skills,” he notes. “Collaboration and teamwork are global competencies and rely on the ability of learners to engage with others to reach shared outcomes. While there are ways in which technology can be used, such as online engagement with people on another continent, a document sharing process or a blog, it is also critical to promote collaboration, which means teachers must ensure that the face-to-face engagement skills of young learners in particular are developed,” he says. Another area of concern, is where the convenience (for educators) and addictiveness (for learners) of technology lead to a situation where it effectively replaces teachers, similar to home environments where screens become de factobabysitters. “The most effective way to use technology is to support, extend, reinforce and enhance teaching. It becomes a risk however when one assumes that children can learn independently via technology, particularly when it is not at all interactive or responsive.” It is also problematic when technology is passive, for instance when learners and students use e-books that cannot be annotated. “This renders them less supportive of learning than hard copy books that can underlined,” says Koopman. A significant danger arises where technology is not managed, he adds. “Over and above the obvious risks when young people access inappropriate material online, classroom management of devices is critical. If a distracted young person can virtually wander off and play a game or spend time on social media during class time because of a lack of environmental management, valuable teaching time is lost. “It is therefore necessary for good schools and institutions to put in place measures whereby they can lock down what can be accessed during class time, or through other management approaches. Having a management strategy is, however, non-negotiable.” Finally, tech fails can make for major teaching headaches. “While it makes sense to allow learners and students to bring their own devices, that can cause problems when time is wasted on incompatible operating systems or devices that are not properly charged. Good schools and institutions must specify standards for devices and have sufficient plugs and charging stations to assist with this. Good connectivity on campus is also crucial. “Having said that, technology should not take over to such degree that learning stops when devices drop us. Good teachers should be able to keep the class learning even if half or all their devices fail. They should be able to transition into a collaborative lesson or even abandon devices completely and still be able achieve the same outcomes without tech.” Koopman says that technology’s advantages cannot be overstressed. But that equally, the importance of good real-life teachers should never be under-estimated. “Excellent teachers stimulate interest, they create excitement in the classroom, they engage with learners and they broaden the thinking of learners. They are able to relate concepts and principles to learners and customise the learning experience to the needs of the individual learners who all have different styles,” he says. “Quality teaching is in fact technology independent – if schools genuinely believe in the centrality of teaching as the magic of a learning process they will make technology decisions that support learning and teaching, not undermine it.”

April 27, 2018

Which building blocks in the Foundation Phase can ensure my child’s future?

Every parent dreams that their child will have a good job in the future. The engineer dreams that her child will be good at mathematics in order to start a successful career, while the author hopes that his child will also publish books one day, but their dreams are shattered when their child does not know how to solve a simple math problem or how to read fluently. As a last resort, the child is sent for extra classes and more pressure is put on the child in an attempt to get him/her to perform. At the end of the day, the child is burned out and the parents abandon their dreams for their child’s future. There are two basic principles that must be properly embedded in the Foundation Phase. Learners nowadays are bombarded with worksheets and computer programs that promise to teach them everything they need to know, but when further investigation is done about what is really needed to embed these principles, no worksheet or computer program can teach it to the learner. Languages In languages, a learner must be able to read comprehensively. This skill will enable the learner to read questions in tests or examinations. If we want to achieve this, the learner should at least be able to read without getting stuck or using his/her fingers. In order to read fluently, the learner must know all his sounds very well and practise regularly. When learning sounds, it must be done as practically as possible. The learner must build the sounds out of clay, practice it out loud, write it in the sand, etc. The learner must associate the letter with the explosive sound and practice it on a daily basis. If the sounds are shown to the learner, they must be able to say it out loud as quickly as possible. As soon as the learner has learned enough sounds, words and sentences can be built. Give the learner enough time and enough easy-to-read material. A learner who knows his/her sounds will read very quickly. Make sure that the learner has enough books that suit their reading ability. Books that are too difficult will demotivate the learner, but easy-to-read books will nurture a love for reading. Mathematics In mathematics, everything comes down to numerical comprehension. This means that the learner can play with a number in his head, e.g. the number 5, we can break it up into a 2 and a 3, if we double it, it’s a 10, it’s an even number and we can halve it without a remainder. The learner can immediately show 5 fingers without counting it. A learner who can count does not necessarily have numerical comprehension, counting is nothing but a rhyme learned early on. The basic principle of mathematics is to embed numerical comprehension in a learner. Numerical comprehension also leads to mental calculations that enable a learner to work faster and develop a better logical understanding of numbers. If a learner in Grade 3 still counts on his/her fingers or find ways to get answers by drawing pictures, it means that numerical comprehension is not embedded. Numeracy is learned by representing numbers visually. Collect 5 pebbles, break them up into different groups and help the learner to visualise the amounts in their head. If the building blocks for these two basic principles are well-established, the learner will have a head start in learning more difficult concepts in languages and mathematics.

April 26, 2018

Five ways to crush first year

It’s time to pack your bags and head off to varsity – a whole different world to the one you’ve been used to at school. There’s loads more people to meet, places to go, and things to do… which could all be a little intimidating as you take your first step toward young adulthood and independence. Respublica, South Africa’s leading student accommodation provider, has welcomed thousands of first years to its halls over the last nine years, and offers the following tips to crushing your first year at varsity! Dare to dive right in Carpe the heck out of that diem and take part in as many activities and events as you can. While you may feel safe signing up for activities similar to those you aced in high school, now’s the time to try something different! Stretch your skills across the arts and culture, student traditions or even new sports that you’ve always wanted to try. There are also many different ways to serve your fellow students through fundraising or Students Representative Council activities. Friends are the family you get to choose They say the friends you meet at varsity will stick with you through life, and while it may be easy to stick with that one person you know from home who’s at varsity with you, take the chance to broaden your friendship circle and meet new friends from all walks of life! Strike up a conversation with the person you probably wouldn’t have spoken to at school, socialise with class mates, hang out with other students in your res who are studying completely different degrees. If you’re a gamer, chat to a rugby player, if you’re an arts major, chat to an accounting or law major– you’ll be surprised just how much you have in common! Varsity is the place where lifelong friendships are built, most often through chance encounters in unexpected places Work hard and play hard While you’ve been looking forward to the varsity social scene since you first filled in your application, don’t forget that your studies are the main reason you’re here – and you need to give them as much (if not more) attention. When you’re looking for accommodation, choose a res that gives you the perfect combination of entertainment areas and study spaces and academic support – with the best being those that offer a res-life programme to help you achieve that perfect balance between work and play. Avoid the budget blues If you’ve moved away from home for your studies, chances are that this is the first time you’ll be completely responsible for your own budget. Now’s the time to make sure you’re fully aware of all your costs, so that unexpected surprises like laundry costs or Wi-Fi in res don’t break the bank. Better yet, choose a residence that offers all-inclusive packages that cover all the essentials (including uncapped WiFi, on-site gym, laundry service and weekly housekeeping) in the monthly cost, and you’ll avoid having to choose between food and clean clothes at the end of the month. Healthy body = healthy mind The mythical first year fifteen is more of reality than many expect as many students find themselves stopping all physical activity once they get to varsity to attend classes, study and embrace newfound social lives. Remember to keep up with your exercise regime, even it’s an early-morning run around campus a few times a week. Alternately, choose a res that has an in-house gym with no extra membership fees, and you can make sure that you get a full-body workout, when it suits you. All Respublica residences include free uncapped WiFi, a computer lab and study rooms, a gym, a games room, a chill room, laundry facilities and a swimming pool, making sure that there is space to do anything you choose – whether it’s socialising, studying, or keeping fit and healthy.

April 20, 2018

Don’t let your year go to waste- there are still great options for study in 2018

With the academic year now in full swing, many prospective students who missed out on a space at their chosen institution, or those who considered furthering their studies but left it too late, mistakenly think that their chance will only come around again next year. But education experts say there are quite a few options still open to people who find themselves sitting at home while their peers are studying, and to those who want to earn while they learn. “There are actually so many fantastic opportunities still out there,” says Renee Hill, Managing Director of Capsicum Culinary Studio and The Private Hotel School, both brands of ADvTECH, Africa’s largest private education provider. “Prospective candidates should know that some top institutions accept enrolments throughout the year, while others offer mid-year enrolments around June and July,” she says. Additionally, distance learning – which often has courses for which you can enrol at any time – is always an attractive option for those people who want to boost their career prospects, but who have to juggle a job, a family or both. Another group of people who may benefit from mid-year enrolments, are those students who realise soon into their first year of study that they made the wrong choice about course or institution. But Hill says prospective students who are considering signing up for a qualification in coming months should be as careful about their decision as they would be if they signed up at the start of the year. “Always check that the institution and the course you want to follow is respected in the industry, and that they are registered and accredited. Do not, out of desperation, be tempted to sign up with just anyone who printed some fliers and rented some office space in your town. You have to do your homework to ensure that the time and money you spend on gaining your qualification will be recognised and respected in the workplace,” she says. In addition, those who are considering the distance learning route should ensure that they are prepared for the increased demands that will be placed on them, and get in the right headspace before they start their studies, adds Sanet Nel of Oxbridge Academy, ADvTECH’s distance learning institution which serves more than 20 000 students annually. “Distance learning can make a tremendous difference to your career prospects and is great because it is quite flexible so you can study at your own pace. But it also comes with very unique challenges, and anyone considering it should make sure that they tackle this life-changing project with a strategy that will ensure their ultimate success,” she says. “You have to make sure that you have the right structures in place that will enable you to balance the demands of your studies with your personal and work life. So it is very important to get organised, with a daily schedule that takes into account all your responsibilities. You also need to become very disciplined, so that you don’t fall behind on assignments or studying for assessments.” Nel says distance learning students should also remember that they are not alone, even though they might feel like it sometimes. “Just like at contact institutions, good distance learning providers will have ample resources to assist you in making a success of your studies, and we encourage our students to get involved and make use of these opportunities for collaboration, discussion and support,” she says. Regardless of the reason why someone wants to embark on studies during the course of the year, it remains important for them to consider all their options and ensure a good fit between where they want to go and how the studies can help them get there, says Hill. Signing up with a contact institution will, for instance, provide benefits of gaining valuable experience while also making contacts in the industry which could open doors in future. Signing up with a distance institution on the other hand, will have the benefit of a person being able to remain in their current position while potentially gaining a valuable qualification to complement an existing one, or to provide the academic qualification to match their existing experience which increases earning prospects. “Most importantly, you have to decide what you want to do first. Then do your research of all your options and the institutions that offer them. Ultimately, those who would like to study should know that they don’t need to write off the entire year just because things didn’t work out right from the start. And also that there is no need to compromise on academic excellence, as there are many options of the highest standard out there, even at this late stage.”

April 18, 2018

Help! My child is being bullied at school

Navigating a world of people can be more challenging that climbing the most treacherous of mountains! Cindy Glass, Director and Co-founder of Step Up Education Centres says “As people, we are governed by emotions, and, unless kept in check, negative emotions can lead to negative behaviours that are detrimental to others as well as to ourselves. Bullying is a national epidemic and the harmful effects on a bullied child can last a lifetime. If you can remember that we can only give to others how we feel about ourselves, we will understand that someone who has a need to hurt another is hurting himself!” Cindy goes onto say “As people, we are also like magnets. We unconsciously attract into our lives, people who reinforce how we feel about ourselves! Bullies, who have low self-esteem, tend to target children who have low self-esteem! Both parties deal with a lack of self-esteem or self-worth in their own way and both need assistance in changing this! And, herein, lies the first and most important key to stamping out bullying- improving confidence and self- value!” Cindy’s top tips for dealing with bullying: Help your child by becoming his safe-place. Ensure that you always have a non-judgemental ear to listen and a supportive shoulder to lean on! Help your child to reclaim his/her power. Within each of us is the power to make positive choices. We can choose to internalise the words or actions of a bully or we can choose to stay detached and not allow these negative behaviours to determine who we are! Teach your child that it is not ok to be treated badly by others. Do not ignore incidents of bullying in the hope that it will just go away. The lower your child’s sense of self becomes, the more intensely he/she is likely to be bullied! Remember that we cannot control the behavioural choices of others but we can control how we react to them. Consider enrolling your child into activities which build confidence. A confident child is less likely to be preyed upon by a bully. Try drama, sports, scouts, dancing, art, debating etc. If your child shows signs of being physically hurt by bullies, you will need to ask the teacher or even principal for help. Do not confront the bully yourself. This will most likely fuel the bully into expanding his attack on your child. Confronting the parents of the bully can lead to negative outcomes because of the intense emotions that both parties are likely to feel. Schools need to focus on teaching children emotional intelligence skills. Remember, it is the bullied child as well as the bully who need support in developing positive self-worth. Cindy concludes by stating “Bullying is never ok. There are no one-stop-shop solutions to the problem. We cannot ignore these destructive behaviours. Building self-worth is the key to long-term success!”

April 16, 2018

All about Reading

by Mrs Debbie Warschkuhl, Gr 0 teacher of Trinityhouse Pre-Primary Heritage Hill Pre-Primary school teachers hold a key role in determining future reading and spelling success of their students. Leading brain research confirms: Future reading & spelling success can be expected when neural pathways, which are malleable at this critical age of learning, are stimulated correctly. At this early age, the focus of instruction should be on developing the vital skills which underpin the prevention of later reading and spelling disabilities. There are numerous reading courses available to help teachers with this vital task. One that stands out is the Time2Read system. The focus of this course will be to gain a concise understanding of: Reading & spelling development: Why do some children struggle to read & write while others don’t? Brain research: Why the Pre-Primary ages are so critical to future reading and spelling success. Detecting early signs of potential reading/spelling failure before formal reading and spelling is taught. A multi-sensory approach to facilitate the learning of symbols. Specific age norms for the 3-6 year old child relating to reading & spelling development. Synergy across the Pre-Primary years – specific, systematic and explicit skill building during specific grades. Informal assessments aimed at tracking individual learners as they develop. Practical implementation ideas for your Pre-school classroom. Engaged activities: Developing pre-reading and writing skills through play. In the age-groups 3-4 years and 4-5 years the focus strongly falls on Auditory Perception skills. Auditory Perception refers to the ability of the brain to interpret and create a clear impression of sounds. Good auditory skills enable children to distinguish between different pitches, volumes, rhythms and sources of sounds and words, which have amongst others, significant benefits for learning to read. The learners start with lessons that include syllables and compound words. Teachers only work with visual cues like pictures and never the written words. All the focus falls on the auditory skills. Sound awareness is an important link in breaking the code of the alphabetic writing system. Training sound awareness before and during beginner reading produces significant advantages in reading achievement, influencing reading comprehension and predicting later reading achievement. Children can’t simply be taught to memorize words, because languages simply have too many words. A reading method that is based on partial or total memorization of sight words is presently resulting in failure for many children. It is vitally important to teach children that sounds are represented by different symbols/letters in print. Eventually children need to manipulate the individual sounds in words. Reading is not a natural skill but an acquired skill, deciphering this human invented writing system demands expertise and is a fundamental component of reading instruction. Reading written language requires children to consciously think of the sounds present in different words (e.g., the word ‘cat’ is made up of 3 different sounds, ‘c’ – ‘a -’ and ‘t’). Here are some practical tips on how to practice “reading” with your preschooler at home: Read together every day Read to your child every day. Make this a warm and loving time when the two of you can cuddle close. Give everything a name Build your child’s vocabulary by talking about interesting words and objects. For example, “Look at that airplane! Those are the wings of the plane. Why do you think they are called wings?” Say how much you enjoy reading Tell your child how much you enjoy reading with him or her. Talk about “story time” as the favorite part of your day. Read with fun in your voice Read to your child with humor and expression. Use different voices. Ham it up! Know when to stop Put the book away for a while if your child loses interest or is having trouble paying attention. Be interactive Discuss what’s happening in the book, point out things on the page, and ask questions. Read it again and again Go ahead and read your child’s favorite book for the 100th time! Talk about writing, too Mention to your child how we read from left to right and how words are separated by spaces. Point out print everywhere Talk about the written words you see in the world around you. Ask your child to find a new word on each outing. In conclusion, accepting accountability is a challenge every reading teacher and parent should commit to. If we instill a love for reading in our children from a young age, halve of the battle is already won. References: Time2Read,2017. http://www.time2read.co.za/teacher-support/

March 26, 2018

Matrics: 6 Steps to making one of your most important decisions ever

As the Matric Class of 2018 settle into their final year of school and get to grips with the challenges of the year ahead, an education expert has warned that they need to start thinking about their plans for next year sooner rather than later. “One of the most important decisions young people will ever need to take, is what they will study after school. Following closely on that one, is the decision about where to study,” says Tammy Oppenheim, Head of Programme: Faculty of Humanities at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. She says the options available in terms of institution, field and qualification today are so much wider than ever before. Despite this, prospective students often still don’t investigate the full array of what is on offer, opting at the last minute for a traditional 3-year degree at a public institution. “This is why we urge Matrics to start investigating and considering the pros and cons of various qualifications and institutions right away, so that when the time comes, they opt for the route which is most likely to see them succeed in a field which really excites them,” she says. Oppenheim says the process of narrowing down options should take into account: 1) FIELD OF STUDY Offerings differ across and between public universities and private. Find an institution that specialises in your chosen field of work or that has a faculty or department with a significant reputation in the industry you have chosen. Studying with a niche institution if you are targeting a niche industry may be a smart way to show that you understand that industry. Do your research and ensure that you are choosing an accredited institution that has a good reputation in the field. 2) QUALIFICATION Find the institution that offers a qualification that speaks directly to your ambitions. Qualifications are not always named after the field they are supporting, so you should look in some depth at the actual curriculum. This is easily available on most websites or from the institution. 3) AFFORDABILITY Choosing an institution because it is conveniently located and is affordable makes sense. There are costs associated with studying beyond fees, and it would not make sense to have your dream scuppered because you can’t sustain the cost of a residence or transport. Be realistic about what is achievable and give yourself breathing room to focus on your studies. That said, spend some time researching bursaries and payment options and do your math – a cost-benefit analysis of your study options will also help you make peace with whatever decision you make. An oft ignored fact is the graduation rate at an institution. If most students do not graduate in minimum time (three years for degrees for instance) then lower fees are not a real saving as you might need to pay for an extra year. 4) CULTURE Many institutions have a long heritage and history. Maybe one of your parents is an alumnus at the university you always imagined attending. But remember that while tradition is important, it is more important for your future employability to find an institution that has kept pace with the changing requirements of the working world. On the other hand, perhaps you know you need to study in a free and creative environment. To determine the best fit for you, spend some time talking to past and current students at your earmarked institutions. 5) SIZE Some institutions cater to tens of thousands of students. If you are introverted, find academics to be challenging, or have become used to smaller groups in your secondary education, then you should research your study options at smaller institutions. This option may be less overwhelming with a closer ratio of lecturers to students, which will likely lead to more individual attention and guidance that may be of benefit to you. 6) INTERESTS If you are an avid athlete or have a niche hobby or interest, you may want to make sure that your studies are located in an environment that facilitates this. Just make sure that you are not basing your entire future on a sport or hobby alone. Remember that your hobbies and sporting interests can often be better met through clubs and leagues and that campus is not the only place to continue to participate. “If you slowly start investigating your options rights away, you’ll take a lot of stress off your shoulders in months to come,” says Oppenheim. “By being pro-active right off the bat, you’ll be able to make an informed choice later in the year, about which qualification and which institution will best make your career dreams a reality in the shortest period of time. Before signing on the dotted line, you have to be sure that your chosen institution is credible, that your qualification prepares you for the demands of the modern world of work, and that it will support your long-term goals.”

March 19, 2018

Help! My child is struggling and it is only the beginning of the year.

The December holidays seem like a distant memory and early morning school runs, homework and sport has become the focus of thousands of families across South Africa. Teachers and learners are settled into the school routines and, as with each new year, parents have expectations and hopes of academic success. But, for some parents, hope is short-lived as they are forced to notice and acknowledge that their child is struggling despite it being so early into a new year. “Panic, frustration, blame and even anger can leave parents and learners feeling helpless or even humiliated! This should not be the case at all” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Why not consider some of these helpful tips from Cindy to coping with a child who is struggling so early in the year. 1. Know that mistakes and challenges are inevitable. Children are not robots and neither do they enter this world with an operating-manual in their hand. Effective learning can only take place when we accept that mistakes are simply opportunities for growth. Teach this to your children! 2. Don’t panic! You cannot find effective solutions when you are focused on what could and is going ‘wrong’. Panic will add to your stress as a parent and, even more so, it will most likely be internalised by the struggling child. Remember that, despite outward appearances of negative ‘I don’t care’ attitudes, there is a child who fears failure and dreams of success! Acknowledging that there is a problem and choosing to seek positive solutions will be a far more effective approach! 3. Aim at developing a positive working relationship with the teacher. Listen to understand and focus on working as a team to find workable solutions in assisting your child. 4. Be careful of putting too much pressure on your child. This can be counter-productive and cause your child to shut down and even give up. Blaming and punishing a struggling child will only add to the child’s already diminishing self-esteem and positive results are unlikely. Children who are forced to add hours of extra study time to their already pressured programmes run the risk of becoming resentful, frustrated, exhausted and unproductive! 5. Set realistic goals and realistic learning times. Minimise distractions by agreeing to TV and cell phone downtimes. 6. Seek help in the form of extra tuition. 7. Enrol your child in a study skills course that is rooted in emotional intelligence skills. Skills in self-awareness, self-regulation, motivation, empathy and social interaction have been proven to increase one’s ability to learn more effectively. Cindy concludes by saying “Learning is a process. Challenges and obstacles are inevitable. Acknowledge and embrace these as you seek to sincerely praise and encourage any progress or positive work ethic. As a parent, your biggest challenge is to help your child to recognise his value and purpose as a human being!”

March 16, 2018

WHY DOES MY CHILD NOT HAVE FRIENDS?

We all have a need to love and be loved. Our lives feel happier and more fulfilled when we enjoy positive human relationships. Having friends who we can laugh and cry with, be serious or a little crazy with, and with whom we can feel completely comfortable is one of the most fundamentally important needs of the human race. This is why it feels so heart-breaking when we discover that our children may be struggling to make friends at school. Cindy Glass, Co-founder and Director of after-school remediation franchise, Step Up Education Centre says “There are a number of reasons why a child may struggle to form positive friendships – negative behavioural choices, low self-esteem, personality differences, differing belief systems and unintentionally negative body language or tone of voice. Escapism from social interactions through over-use of technology also plays a big role in this!” “We need to note that all behavioural choices are based on how we feel about ourselves as a person and the inevitable fears that dominate these beliefs. Creating meaningful personal relationships is rooted in positive self-belief. Negative, self-defeating thoughts and behaviours often repel friendships and, unfortunately, this re-enforces the feelings of unworthiness and low self-value that created the negative behaviours in the first place” Cindy goes on to say. If your child is struggling to form friendships, you may want to consider the following helpful tips: 1. Ensure that you keep the lines of non-judgemental communication open. Chat about what happens at school, openly and honestly. Emotional intelligence skills of self-awareness and self-regulation are key here! Make sure that you do not re-enforce your child’s belief that he/she is less! Focus on their strengths and what others will like about them. They may, indeed, be a little different, but never less! 2. Chat to your child’s teacher with the aim of gaining a deeper understanding of your child’s behaviours at school. 3. Friendships cannot be forced. It takes positive mind-set and behavioural changes in your child if changes are to be enjoyed at school. Teach your child to focus on his/her choices and not on the choices of others. It takes patience and time but you will be amazed at the results! 4. People enjoy the company of positive happy individuals. Teach your child the joys of uplifting others. This will change the energy that your child gives off and other children will start looking to your child for a friendship that feels good to be in. 5. Emotional intelligence’s empathy and social skills will play a vital role in changing the way your child perceives himself/herself to be. Invest in these courses! “Finally, remember that children copy your actions, not your words! Set the example of how to treat others in positive, uplifting ways. Teach your children to own who they are-mistakes and all- and to value others because they value themselves first!” Cindy concludes.

March 7, 2018

First Years: With great opportunity comes great responsibility

As thousands of First Year students head off to varsity in coming weeks, education experts say they should embrace the excitement and opportunity, but also ensure they start off on the right track to ensure they make a success of their studies right from the get-go. “The demands of school and the demands of higher education are worlds apart, and new students need to understand what new challenges will come their way, and how to handle these,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. “Most importantly, and especially for those students who excelled at school with not too much effort, they need to understand that ‘winging it’ is no longer an option,” she says. “Some people managed to attain good marks at school with very little work, but this will not be possible at university. There is a big jump up from high school in the expectations on students in terms of the volume and complexity of the work, and there is simply no substitute for long hours spent in the library.” Tshidi Mathibe, Head of Programme: IIE Faculty of Commerce, says going to university is an opportunity for amazing growth and there will be no other time in life when a person has such freedom to discover who they are and where they want to go in life. “However your higher education experience is unlikely to be like anything that you have seen on television and in films. Yet while this new world can be intimidating, there are a few things you can almost certainly expect, and being prepared to respond to these in an informed and mature manner will dramatically increase your chances of success.” Mathibe says to make the most of the opportunity, First Years should take note of the following: It is important to attend Orientation Week Orientation Week, or O-Week, is typically held a week before classes start. It is not compulsory to attend O-Week, but it is a great chance to meet new people, obtain information about your campus and all the activities offered, and just have some fun. Every new student is just as anxious as you are to make friends You can feel quite anxious when you are new to a campus and don’t know anyone. It may also seem like everybody else already has friends. This is probably not the case, and many students are in a similar boat. “You will meet lots of people who may be very different from you,” says Mathibe. “There will be people from different cultures, economic backgrounds and academic levels. This is an opportunity for you to have new experiences, and broaden your frame of reference.” Make a friend in every class It is a very good idea to make a friend in each class that you have. This will allow you to discuss the course material and have someone to take notes for you if you have to miss a class (but don’t make a habit of it). Understand the difference between lectures and tutorials Lectures are generally large classes, often with hundreds of people in large venues, particularly if you are attending a public university. “In lectures, you may feel like you are just a lonely student in a vast sea of bodies. Tutorials however are generally smaller classes, and students often feel less intimidated in tutorials which means they are a good opportunity to ask questions and make new friends. Make an effort to attend every lecture and tutorial, as lecturers and tutors are there to explain difficult concepts and to assist you with your learning,” says Mooney. You may feel anonymous At school, your teacher knew your name – and probably a lot more – about you. At a university with large classes it will not be possible for the lecturer to learn all the names of hundreds of students, or to have insight into their unique circumstances. In private higher education institutions, the situation may be different because of smaller class sizes. Whatever the case may be, ensure you get to know your student number by heart, as this is the way you will be identified. “The most important thing to remember as you enter higher education, is that there will be no spoon-feeding and that you are in charge of your own learning,” says Mooney. “If you miss a lecture, or do not submit an assignment, no-one will care. Teachers at school would nag you about your homework, but at university you need to know when assignments are due, and when and where tests are being written. So right from the start, commit to taking responsibility for yourself, your learning and success.” Finally, do not be afraid to ask for help, Mathibe says. “A good higher education institution will always have support structures in place, such as student guidance and career centres. Make use of these support structures, as they will have trained and experienced counsellors to guide you and help you make a success of your studies.”

February 26, 2018

Get a second chance at success

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

February 15, 2018

Headaches associated with impaired learning ability and negative mood

Research has shown that headaches can have many adverse effects on our lives: from diminished concentration in class or at work to irritability in general. There have, however, been few studies on the effect on learning ability and mood. Two recent studies filled this gap and found that tension-type headaches are associated with negative mood and impaired learning ability. Both studies were summarised in Frontiers of Neurology and both involved one group of participants completing a battery of tasks when they had a tension-type headache and again when they had no headache. Another group (the control group) was headache free on both occasions. In the “no headache” condition, the participants had not reported a headache for 24 hours prior to the assessment. In the first study, 12 participants (6 with tension-type headache and 6 in the control group) completed a computerised battery measuring mood and aspects of learning ability. In the second study, 22 participants (7 tension-type headaches, 5 after tension-type headaches and 10 people from the control group) completed mood and learning tasks. In the first study, having a headache was associated with an increase in negative mood both before and after the tasks. Three performance tasks showed impairments when the participants had headaches: logical reasoning was slower and less accurate and retrieval from memory was slower. According to Dr Elliot Shevel, South Africa’s pioneer in the field of migraine surgery and the medical director of The Headache Clinic, results from the studies confirmed the increase in negative mood when a person has a tension-type headache, as well as impaired learning ability. “The results confirmed impairments in the logical reasoning, and also showed that those with a tension-type headache were more easily distracted and experienced irritability. Effects did not continue after the headache had gone.” These findings can have an impact on the performance of students and workers, as well as their relationships with colleagues and team members. “Negative mood and impaired learning ability adversely affect the quality of work,” says Dr. Shevel. “It is important to take note of these effects that reduce quality of life and ensure early diagnosis and effective treatment takes place.”

February 13, 2018

Have a prosperous Back-to-School Journey

The metamorphosis from one year to another always entails a transition for children. Whether the shift is from preschool to “big school,” primary school to high school, moving to a school in a different location or simply progressing to a new grade – some kind of adjustment is bound to happen as the digits on the calendar changes. A similar process takes place when one travels from one country to another. You board a plane in your homeland and after a period in No Man’s Land, you enter foreign territory. Likewise, children exit familiar terrain and after a “transit period” known as the sunny summer holiday, they land in an unfamiliar space where they will need to find their feet again. Here are some “travelling tips” to make this transitioning from one educational setting to another more smoothly for your little passenger: Go through passport control Just like you will need to present your alien passport at customs, allow your child to face the fact that they are bearing a “foreign passport” for a while. Acknowledge that they feel strange and stressed. Talk about their emotions before and after the new season begins. Do not get irritated or angry when they act out emotionally or behaviourally. Address their manners, but support them to see the connection between the stressful situation and their mood. Take time to acclimate Help your newbie with age-appropriate coping activities while they adapt to the novel circumstances. For example: have them draw, write or talk about their feelings; or help them channel the emotional energy into exercise or a hobby. Most importantly, support them by providing a loving and caring home environment as a safe escape. Shake off the jetlag Moving between time zones requires some adjusting for your body, especially after a period on a plane where you were not following a natural schedule. Always remember that it will take some time for your child too to “catch up” with their new situation and to “recover” from the summer break. For children, new routines (or even the re-establishment of old ones after a holiday break) can be quite hard on their systems. Be gentle, but firm (and do not delay!) when you re-apply normal bedtimes, meal times, chore schedules, diet restrictions, house rules, etc. Read here and here for more hints regarding snapping out of holiday mode into real-world mode. Learn the new customs Like travellers need to familiarise themselves with the new culture in which they now operate, just so children will also need to get acquainted with their new environment and learn to navigate their way in their strange new country. When you go to a foreign country, you have at least some knowledge of it – you have seen a picture or two, you know what language the inhabitants speak and more or less what the climate is like. Communicate information and prepare your children by: Taking small children to see the new school and, if possible, meet the new teacher. Informing children if they are going to attend more days in a week than before and if the school times or aftercare arrangements have changed. Doing role play if it is your child’s first time at school where you take turns to be the teacher and student to prepare them for the classroom scenario. Involving them in the back-to-school preparations regarding their uniforms, stationery and other school necessities to get a better feel for the new school year. Getting them excited about some sort of mascot item that can accompany them, like a special ‘super pen’ or a new water bottle with cool pictures on it. Letting older children browse the school’s website. Arranging play dates with some of your child’s new classmates if you are in a new location before the school starts to help them feel less alone on their first day. Focus on the fun! Traveling does not come without its perils. Yet, if you choose to indulge in the amazing experience of being in a completely new place, it becomes enchanting and exciting. Try to help your children to see their new circumstances in the same light by directing their attention to the positive aspects of the new season: Does the new school offer a different sport or extracurricular activity that he would like to try out? Is she now such a big girl that she can attend the same school as her older brother? Will he get to play with a new friend? Find incentives too, like making a special breakfast on the first morning or going on a fun outing after the end of the first school week. Transitions are never easy for anyone and can be especially taxing on children. Remember, that they have not mastered mature coping strategies yet and are therefore more emotionally vulnerable. Do your best to help them make their journey into a new school year as adventurous and painless as possible and enjoy the ride. Bon voyage!

February 9, 2018

Back to school – here’s how to deal with 1st term jitters

Dissolve those first term jitters fast and ensure your child is emotionally ready for school and adapts well to his/her new routine with top tips by creative parenting expert in partnership with Toy Kingdom, Nikki Bush. The first bell of 2018 academic year has rung and first term jitters are still a real thing for some kids, especially those who have entered the classroom for the very first time. Bush says the change in a child’s usual environment; in this case a new school – pre-primary, primary and high school, and even moving onto the next grade mean kids find it daunting and stressful to adapt. “And parents the world over agree, when kids are fretful and uneasy, mom and dad are too,” she says. Here’s what Bush advises to help kids cope better. A movement matter: Bush says activities that involve movement are highly beneficial, it raises endorphins and puts kids in a better move. She suggests the following fun, interactive movement games: Rough and tumble Hide and seek Family time is fun time: Quality time with mom, dad also eliminate stress and is ‘”extremely important” to help kids relax. Bush says there are a few entertaining games fit for the whole family. Cricket Soccer Hopscotch “Parent-child interaction has a calming effect on kids and helps to minimise stress. It means bonding as a family, which also acts as a channel of support for children, they feel safe and secure and are reminded that mom and dad are there for them every step of the way,” Bush says. Say play: Since play is a universal language, Bush says “play your sillies away”, it has a calming effect on kids and helps to minimise stress. A few of the games she recommends. Board games Bikes and scooters Lego “Mom and dad, haul out all sorts of games and toys and let them play to their heart’s content. It does wonders,” she says. Drop-off deal: If children are more anxious with one parent than with the other, simply swap drop-off roles and “don’t feel guilty about it”. Bush advises parents to be: Flexible Adaptable

February 8, 2018

How to create the ideal parent-teacher relationship

“It takes a village to raise a child” is a proverb which essentially means that it takes an entire community of different people interacting with children in order for them to grow and develop successfully. Each year, parents entrust their children into the hands of their teachers for the greater part of each school day. Children will begin to develop relationships with their teachers from the first day and these relationships will grow as the year progresses. “As parents, it is essential that we, too, begin developing a healthy relationship with our children’s teachers. Studies have shown that children whose teachers and parents enjoyed solid, trusting, synergetic relationships were significantly more likely to make positive progress throughout the year,” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Cindy gives the following tips to consider on how to create and sustain a healthy relationship with your child’s teacher: 1. Communication is key: Take a moment to meet your child’s teacher. This is, of course, is easier done in the younger grades as most often, a younger child will have one ‘main’ teacher. It will be a lot easier to meet and connect with your older child’s teachers if you make the effort to attend the teacher-parent information evenings that are offered at their school in the beginning of the academic year. Teachers will use these meetings to explain their expectations of learners and their parents. Remember, teachers will not know what YOUR expectations are unless you communicate these. Information that will affect the learning of your child needs to be communicated as soon as these arise. 2. See yourself in partnership with the teacher in your child’s learning: You and your child’s teacher have a common goal; the personal an academic development of your child. Keep an open mind and always remember that the best interests of your child need to be the core focus of any conversation. 3. Remember that your child’s teacher is as human as you are: This means that mistakes are possible and that things may go wrong from time-to-time. Misunderstandings and challenges can severely damage a teacher-parent relationship if not handled swiftly and correctly. Negative teacher-bashing-comments are a sure-way to build walls instead of keeping the lines of communication open. Focus instead on finding positive, amicable solutions as a partnership-with-a-common-goal. 4. Try and get involved in assisting with school activities: This is not always possible for many working parents, but, there may be the rare occasion that an opportunity presents itself to be actively present in supporting the teacher and school. This is a wonderful way to get to know each other better. “Creating strong inter-personal relationships can take time,” Cindy explains. “How we choose to react to challenges and negative situations in a school setting will influence the outcomes of these essential relationships. Never forget that it takes a village to raise a child. Teachers play a very big role in the lives of all children. Choose to enjoy a positive working relationship with your child’s teacher this year and you will be creating a happier learning experience for all,” Cindy concludes.

February 6, 2018

Great Careers that don’t require Degree Study (or even Matric)

As hundreds of thousands of prospective students attempt to secure a place at public universities, with only a fraction of them likely to be accommodated due to limited capacity, education experts have highlighted the need for school-leavers to consider the many exciting careers that are accessible without degree study. “Apart from the options available to these young people in the private higher education sector, there are also a myriad of options in the broader tertiary sector, where they can study towards workplace-geared qualifications that are in high demand,” says Elbie Liebenberg, Principal at Oxbridge Academy, a brand of ADvTECH, Africa’s largest private education provider. She says there is still too much of a fixation on degree study as the only solid path towards a sustainable career, when the reality is quite the opposite. “Our economy has many sectors, and businesses across all these sectors are desperate for young people who are technically qualified and experienced to fill a host of positions. Many of these positions don’t require someone who studied towards a degree, but rather someone who studied towards a qualification that gave them the technical expertise and the workplace readiness to be an asset from day one,” she says. Deon Roets, Academic Head at Capsicum Culinary School, agrees, saying that the tourism and hospitality industries, for instance, are growing apace, and constantly require new recruits. He says there are a number of programmes that young people can pursue to access the industry, even if they do not hold a matric certificate yet. “For instance, you only need to be 18 years old with Grade 10 to pursue an Occupational Certificate as Chef, or an International City and Guilds IVQ Level 2 in Patisserie,” he says. He says while for some qualifications it is necessary to already have knowledge or the basic principles of kitchen work, Capsicum has built the necessary basics into their programmes to assist learners, which means that on completion of any of the programmes, learners can progress into employment. “However it must be noted that while a Matric certificate isn’t always a necessity, this competitive industry requires a high level of commitment to excellence and training, particularly when culinary professionals intend to pursue high-level positions. It is therefore essential to ensure that those who are interested in pursuing such a career throw their all behind their professional development.” In the broader hospitality industry, there are also numerous career paths open to young people who don’t hold a Bachelor’s pass, says Erika Theron, Academic Dean at The Private Hotel School. She says Matriculants who are interested in the field have choices including a Diploma in Event Management and a Higher Certificate in Hospitality Management, among others. “These qualifications are intensive, work-focused ones which cover a broad spectrum of competencies, including accounting, sales and marketing, leadership, and HR Management and Business Communications, and will set you up for a successful future in the industry,” she says. There are also fantastic options outside of the hospitality and culinary industries, notes Liebenberg. She says at Oxbridge Academy, which serves more than 20 000 distance learning students every year, many opt to work while studying, gaining the necessary qualifications as well as experience at the same time. Fields of study include a wide spectrum of vocations, from Business Management, Educare, Financial Management, Human Resource Management, Marketing Management, and Tourism Management, to Public Management and Engineering courses. Students can start their studies at Oxbridge Academy without having completed Matric, and can end their study journey at National Diploma level upon successful completion of work based integrated learning. “It is imperative for those who didn’t pass Matric, those who didn’t achieve Bachelor’s passes, and those who weren’t able to secure a place for degree study to understand that getting a degree is only one of the paths to career success. Not only our country, but countries across the world, are filled with opportunities for those who are qualified in specific vocations. And the opportunity for success really is out there for those who identify their passions and interests, and pursue them, even if their route doesn’t include degree study.”

February 5, 2018

Disappointing Martic Results: Don’t Catastrophise – Strategise!

With the imminent release of the matric results of the Class of 2017, thousands of parents and learners who expect they may not have done as well as required are feeling anxious and uncertain about the future. While many of them will indeed have to come to terms with disappointing results, an education expert says it is important to know that there are a number of options that can get learners back on track. “The most important thing for both parents and learners having sleepless nights over their results, is to not panic,” says Fathima Razack, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider. “While it might feel like the end of the world at the moment, clear heads and a pragmatic approach are required to make the right decisions for the future,” she says. It is particularly important for adults to manage their response, as their emotional state could impact on the resilience of learners in the wake of the release of results. “Although parents and guardians may feel deeply disappointed, they should know that their first words and reactions may leave a lasting impact. “They should take stock and consider their unified position so that the energy can be focused on the learner and their next steps,” says Razack. The options open to learners who failed, but who are determined to still earn their National Senior Certificate, include: Sitting for the supplementary examinations. Sending papers for either a re-mark or re-check. Returning to school and re-registering for matric. Registering at another school to complete matric. Completing matric via distance learning. Those learners who passed, but didn’t achieve the marks required for entrance into degree study, have the following options: Sending papers for either a re-mark or re-check. Enrolling for a Higher Certificate at a higher education institution, which can give access to degree study. Enrolling for a Diploma which can give access to degree study. “It is also important to remember that while your marks may not have been good enough to get access to your first choice of course or institution, that doesn’t mean you have no other study options left. Quite the opposite in fact, so parents and prospective students should ensure that they have really investigated the offerings at both public universities and private higher education institutions. “Each university and private higher education provider set their own minimum criteria, and these requirements vary between institutions. An institution where the demand outweighs the availability of space may set this bar quite high, which means they are likely to accept only students who are very strong academically. Other institutions may have made provision for students who require more support, and will therefore have more accommodating admission requirements. “That means it may not be necessary to repeat Grade 12 or rewrite a subject, as there could be alternatives available in your chosen field of study,” says Razack. The most important thing to remember is that below par matric results don’t have to mean giving up on one’s dreams and aspirations, she says. “If parents and learners can handle this situation maturely, and strategise their next steps instead of getting stuck in a catastrophising mindset, disappointing performance could be just the catalyst needed to propel a learner in a new and better direction, with more determination and resolve than before.”

February 1, 2018

1st Year Failure: Review your options, but don’t check out of your dreams

With the release of university results in coming weeks, many first years have to face up to the fact that their transition from school to higher education was less successful than planned, and that they need to re-evaluate their current path. While it might seem that there are no options but to throw in the towel, those who failed or under-performed in their first year actually have a number of ways to still realise their dream career, an education expert says. “It is not a pleasant position to be in if you just finished your first year of study and you didn’t pass as well as you had hoped to, or as well as your family and friends have expected you to. Now is the time though to be courageous and honest with yourself and others by re-assessing the situation, and making the changes required to get back on track,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider. “It is very important for both students and parents to realise that not getting it right the first time doesn’t make one a failure. Instead, the situation should be regarded as a temporary – if inconvenient and costly – hurdle, and a wake-up call for thoughtful reflection.” Madhav says the transition from school to higher education is a very challenging one on many fronts, but that those who didn’t rise to the occasion on the first try have a number of steps they can take to start their new year with new direction and determination. She advises students to: MAKE SURE OF YOUR FACTS It is important that you work out the facts of your situation – are you eligible for a supplementary assessment or a re-mark on any of the subjects? How will this impact on you graduating? What is the best way to re-organise your curriculum to still graduate as soon as possible? If you really need to change course can you take any credits with you? What are the cost implications of all of this information and how can you fund it? “While these facts feel overwhelming to gather and organise, the reality is that you will make better decisions if you are more certain about the absolute reality of what you need to manage,” says Madhav. MEET WITH A STUDENT OR CAREER COUNSELLOR “The transition from school to college or university can cause many students to feel isolated and overwhelmed during their first year,” she notes. “For many students, failure in the first year is not necessarily a reflection of their academic ability, but rather an indication of an underlying issue. It is perfectly normal to need time to adjust to the social, emotional, and mental hurdles of university or college life. Even if you feel emotionally sound, talking with a counsellor about ways to achieve academic success can help keep you on track.” Madhav says that student and career counsellors will take students through different options to ensure that they have chosen the right qualification and, if not, to identify fields better suited to the student’s personality and career aspirations. It may, for instance, be a good idea to first pursue a Higher Certificate, before pursuing degree studies. It may also be that there is a more suited qualification within the chosen field. “Knowing what your options are – and making sure you are on the right track before continuing – is an important part of ensuring future success,” says Madhav. SPEAK TO THE LECTURERS OF THE COURSES YOU FOUND MOST CHALLENGING “Identifying those subjects that were most challenging, and potentially had a decisive impact on your results, is an important step,” says Madhav. She says that seeking advice from lecturers can help students to overcome past challenges and identify new approaches to areas they found particularly discouraging. “Asking your lecturers for additional resources that you can engage with over the holidays can also help better you prepare for success next year,” she says. SET UP A NEW STUDY PLAN “To ensure success in the new year, devise a plan to help you stay on track and succeed the second time around. Better note-taking in class and using your smartphone to record your lectures can make it easier to study for exams in future. “Social collaboration can also improve learning,” says Madhav. She suggests creating a blog or Facebook group where students can invite other students to share notes and engage, to keep motivated and learn from peers. TAKE ADVANTAGE OF THE RESOURCES AVAILABLE TO YOU Madhav says that any good public university or private institution is filled with resources to ensure student success, including online. “Identify online lectures, video labs and tutorials that are relevant to the course you are studying. Also enquire about individual tutoring or assistance available on campus. One-on- one learning, whether in person or online, is a great way to go over tougher subject matter that might not get addressed during class time,” she says. IDENTIFY A MENTOR Making a connection with a mentor that you respect can help you feel less isolated, optimise your educational experience and provide you with ongoing guidance and support. “A good mentoring relationship is often characterised by mutual respect, trust, understanding, and empathy. A good mentor will also be able to share life experiences as well as technical expertise. In the end, they create an atmosphere in which the student’s talent is nurtured and fostered. Seeking help from an expert will make your studies seem less scary and more attainable,” says Madhav. COMMIT TO YOUR MENTAL AND PHYSICAL WELLBEING “Don’t allow what should be a temporary setback to impact on your health,” says Madhav. “While you may feel very down at this stage, commit to keeping fit and eating healthy foods. Not only will this positively influence your ability to handle this challenging time, but it will also ensure your brain is in tip-top shape when you resume your studies.” Sharing our content

January 26, 2018

“Help, my child is behaving badly at school!”

The trouble with bringing children into the world is that they do not arrive with user manuals! How much easier would it be if we could troubleshoot in a manual and find the solution that would solve their problems with minimal mess and fuss! As parents, one of our deep-rooted fears is that our children may behave badly whilst at school, upset their teacher, classmates or, worse, the Principal (whom we have learnt to fear from our own childhood misdemeanours)! As a mom and teacher, Cindy Glass Co-Founder and Owner of Step Up Education Centres can relate. She offers some advice and a new perspective to parents who are navigating the world of not-so-perfect kids. She starts out by acknowledging that negative behaviour at school can affect all who associate with the individual who has behaved badly. Parents, in particular, can feel angry, frustrated and even helpless when their child consistently chooses negative, self-harming behaviours. “It is very easy for a parent to slip into ‘reaction’ mode and punish the child in ways that they may have experienced as a child. It takes great courage, however, to choose to understand these behaviours and find positive, creative solutions,” says Cindy. She adds, “Consider this: Every choice we make, every action we take is based on how we feel about ourselves as a person! Negative behaviours at school have a solid and powerful root – FEAR. Fear of rejection, fear of not being good enough, fear that the teacher will notice that he is struggling to understand the work, fear of being alone and fear of not being noticed and acknowledged. Think about it! Many children would rather get into trouble for negative behaviours than it be discovered that they are not coping with the pressures of school!” So what can you do? Cindy says that children need to understand that all actions have consequences. “Positive choices result in positive consequences and the same applies to negative choices. Being consistent in your expectations and consequences is essential.” “Fair, dependable boundaries are key to establishing a sense of stability within children. It takes courage not to shout, get excessively angry or perhaps even physically harmful toward a child who consistently misbehaves. I STRONGLY recommend that you read the book: ‘Have a new kid by Friday”, by Dr Kevin Leman. I did and it completely changed my approach to dealing with my children!” Cindy exclaims. Most of all she reminds parents that harmful words and actions destroy children and says that you should try teaching your child to value WHO HE IS and is so doing, overcome his fears. How? “Do this by choosing to value who YOU are!” says Cindy. There are no easy solutions, but with determination, patience and tons of love, you will be rewarded with more positive behaviours and it will be worth it! Sharing our content with parents you know will go a long way to making us smile for the day

January 18, 2018

Make Maths marvellous at home

Cindy Glass, Founder and Owner of after-school remediation franchise, Step Up Education Centres says that Maths is an interesting subject that is directly linked to one’s emotions, “Our children either love it or fear it and there is very little to be found in between!” She adds that the good news is that there are ways to promote Maths at home, “Your child will improve in Maths when he sees the value of fun, real-time application of the subject in his life.” In fact, she says that the holidays are the perfect opportunity for you to do exactly and share her tips on how you can re-ignite your child’s passion for Maths in time for Term 3: 1. Get creative in the kitchen Measurement and capacity are concrete concepts often taught in abstract ways. By simply encouraging your child to help you weigh and measure ingredients in the kitchen, the understanding of measurement in Maths is easily mastered! Concepts such as millilitres and litres are better understood when DOING rather than on a sheet of paper! 2. Eat pizza! The concept of fractions is difficult to master if your child cannot see the fraction in action! One of the best ways of explaining fractions is by simply ordering and eating a pizza! Remember, a pizza is almost always cut into eight equal pieces – each piece is one eighth of the whole pizza. Two pieces is the same size as one quarter and so on! 3. Go shopping together Younger children battle to understand the concept of Rands, cents, totals and change. Every moment is a teachable moment. Using a calculator to add the values of the till slip and working out how much change you received can be done at home. You could vary the scenarios. “What if I paid with R100?”, or “Would I have enough money to pay for the groceries if I had two R10 notes and one R20 note?” 4. Mental Maths in the car Play maths games in the car. Add the digits of the number plate in front of you as quickly as possible. Multiply the first and last digits together. Have fun! Road signs are wonderful opportunities to identify shapes as well. 5. Mistakes are ok! Finally, remember that mistakes are okay! The quickest way to block your child’s enjoyment and learning in Maths is to be impatient with mistakes. A child who does not fear mistakes is more likely to pursue and solve problems effectively! Fear of making mistakes is the number one cause of children battling in Maths! Mistakes are the only way we can learn anything. So embrace the process of learning Maths, warts and all, and watch your child blossom! Sharing our content with parents you know will go a long way to making us smile for the day

January 18, 2018

How to ignite a passion for reading in children who resist books

Imagine for a moment what it must be like to be a child growing up in a time where technology seems to overrun just about every aspect of our lives. Smart TV’s, smart cell phones, social media, 3D games, YouTube, Google – the list seems endless. It is no wonder that it is becoming increasingly difficult to instil a love of reading books in our children. Yet, according to Cindy Glass, ex-teacher and Co-founder of Step Up Education Centres, reading remains one of the most important skills for your child to master. “Reading develops the mind, the imagination and language skills. Reading is key to discovering new things and it assists in mastering the essential skill of comprehension (understanding and applying what is being read). In addition, reading is fundamental to developing creativity, self-confidence and independence,” Cindy says. It’s no secret that both parents and teachers alike want their children to reach their full potential and reading plays a massive part in that. So, how do you ignite a passion for reading in your child? Cindy provides the following tips that will help foster a love for books: Set the example: Children who resist and defy what we say are more likely to do what we do. You will achieve greater success in encouraging your children to read books, if you read books. Take some time to get to know your child: Find out what he/she finds interesting and exciting. Then, help him/her seek out books that align with these interests. Your child is more likely to read and enjoy books that support his/her interests. Show a sincere interest in what your child is reading: Ask questions. What is your book about? What is the best part so far? Do you think I would enjoy reading this book? Bedtime stories: Remember the days when you looked forward to being read to? Read to younger children. Be enthusiastic. Have fun! Be patient: Every child is different. Children who struggle to read will benefit from audio books –they can follow along in the book while listening to the story. Visit a library together: Being surrounded by so many books sparks curiosity – few children can resist exploring what a library has to offer! Don’t force it: Avoid the temptation to force your child into reading books. This inevitably creates dissention and may build walls of resistance that will be difficult to change. We cannot build our children up by breaking them down. It is far more effective to encourage your child to read by being a positive, enthusiastic, excited reading role-model. “The benefits of reading books are clear and to be encouraged. Patience, enthusiasm and being a positive example will win the race,” Cindy concludes. Sharing our content with parents you know will go a long way to making us smile for the day

January 15, 2018

How to adapt to a new school and year

By Dr Claire Symington, Educational Psychologist and head of the Academic Enrichment Centre at Southdowns College Preparatory “But plants grow again,” She murmured, focusing on the verdant beauty around her. “They put down new roots, create room for themselves in foreign soil.” – Nalini Singh. Starting at a new school or even moving from one grade to the next can, at first, be a rather daunting experience for a child. Your child may be worried about fitting in, making new friends and/or managing the academic demands. The anticipation may be making them feel irritable, short-tempered and even physically ill. Here are a few points to help your children find their feet when they have been bumped out of their comfort zone. Check your own anxiety: Parents often project their own anxiety about change onto their children which only serves to further exasperate the situation. It is therefore important that your own anxieties about change are reigned in. If you happen to feel very anxious feel free to express your emotions to your child provided you also ensure that you are actively working towards resolving this emotion by focusing on the positive aspects and promoting excitement about the new opportunities that lie ahead. Don’t dismiss their worries: it is important that you empathise with your child about the possible “what if’s” that may be running through their head. Perhaps they are concerned that they may not be able to make a friend, or that the work may be too hard for them or that they are not going to fit in. It is sometimes easy to dismiss these worries as irrational or ramble off a cliché of sorts to ease their minds – but that offers them very little comfort. Rather focus on practical solutions to empower them. If they are worried about the school work suggest that you will be prepared to organise extra tutoring or if they are worried about fitting in remind them of strategies that they could use to promote contact such as finding something that they may have in common with someone else or encouraging them to try out for a sports team. Get your ducks in a row: Smoothing out any potential and unnecessary complications helps to keep the anxiety levels low. Familiarise your child as much as possible with the school’s expectations and culture by visiting the website, visiting the school beforehand and paging through previous yearbooks. Make sure that all the communication regarding school rules, the uniform, bell times etc. is read and understood so that any embarrassment can be avoided. Little things like making sure that they are on time in the mornings or having the right stationery goes a long way in helping them feel more settled. Encourage social interactions: Get involved with other parents at the school by attending parent meetings, joining the PTA or volunteering as a class parent. Encourage your child to do the same by signing up for extra-curricular activities or inviting friends over. Embrace change: Change is inevitable and transitioning from one grade to the next or to a new school serves as an exercise in teaching them how to navigate their way in uncertain circumstances. By exposing your children to new situations they are in a better position to improve their degree of adaptability. By offering your support and encouragement, your children will be able to experiment with strategies that will serve them well when they come across unfamiliar situations in the future. Be patient: Settling in takes longer for some than others. It is only natural that some parents may feel guilty about their decision to move their child to a new school and it may begin to seem as if your efforts have been futile … remind yourself and your child to be patient. If it does however appear as though they are experiencing severe anxiety or signs of school refusal, it may be a good time to ask your child’s teacher for additional support or contact a professional to assist your child with the transition.

January 11, 2018

Parent Involvement: Stretch your vision for a long-term parenting role – Raising Free Range Children

Written by: Justin Kistan, English & Information Science teacher at Crawford College North Coast Traveler, there is no path. The path is made by walking. ~Antonio Machado It is not that the Way broadens humans; it is that humans broaden the Way. ~ Confucius, the Analects Where did the term ‘helicopter parents’ originate? Is it from the way they hover over their kids or is it because of the deafening sound they produce when their parental rotors are in a tizzy? Either way, it’s something of a spectacle to behold. We can’t blame parents for wanting the best for their children. It’s something we can all easily identify with. We want the people we care about to be looked after. We want to help them be happy, healthy and successful. But sometimes our help can be a hindrance. We need to ask ourselves difficult questions. When do our concern and best intentions become an obstacle to our loved ones continued evolution instead of an advantage? How do we empower our children so that they are strong enough to live without us? And perhaps most importantly how do we go about making sure that our children will be amply prepared for the struggles of the 21st century and have the faculties about them to gain from its many opportunities? So where do we start? As the proverb goes, “the best time to plant a tree is twenty years ago, but the second-best time is now.” So, let’s begin with ideas we can nurture and grow now… · Parenting styles differ greatly. Julie Lythcott-Haims in her book, “How to Raise an Adult – Break Free of the Over-Parenting Trap and Prepare your Kid for Success”, mentions her preferred style, “AUTHORITATIVE, which is demanding and responsive. These parents set high standards, expectations, and limits, which they uphold with consequences. They are also emotionally warm and responsive to their child’s emotional needs. They reason with their kids, engaging in a give-and-take for the sake of learning. They give their child freedom to explore, to fail, and to make their own choices.” This style with its balance of strictness and warmth helps engender a child’s trust and respect. We need to help our kids build self-efficacy. They need to see that success comes from doing work that matters and that it requires effort. They need to have faith in their own ability to complete tasks (without help from their parents!) and reach set goals. Foster grit and perseverance. They need to realize that while there will be challenges in life, they possess the tenacity to meet and overcome them. Encourage in them a Stoic mindset. As Marcus Aurelius said, “What stands in the Way, becomes the Way. The obstacle is the path.’ the world will constantly test them. Can they get past the things that inevitably fall in their way? Will they stand up and show the world what they’re made of? While we’re talking about the self, help your kids develop THE meta-skill of the 21st Century, SELF-AWARENESS, which is the ability to see ourselves for who we are, appreciate how others see us and to begin to understand our place in the world. Self-esteem which is the belief in one’s worth and value is important and must be appropriately nurtured but it is self-awareness that removes the blinkers from our kid’s eyes and allows them the vision to accurately tune into their current station in life. Our children will never get to where they want to go in the future if they don’t know where they are now. Help them develop their will and skill. Teach them to build their competence and with that, they will deserve their confidence. Give them opportunities to enter Flow – “the zone” in which we achieve optimal performance and feel our best. Gaining access to flow means being completely engaged with a task, preferably something you love to do and setting achievable goals. The task is normally something beyond your current level of skill and this requires you to stretch your skill set and reach to ascend to new levels. Kids should find a hobby or seek meaning in their learning which could give them a chance to enter flow. The more they operate in flow, the greater and more spectacular the accomplishments that our kids will accomplish. This is by no means an exhaustive list. But it is a place to start. We need to raise 21st Century Citizens. Future adults who are critical and creative thinkers, resilient and gritty in their approach and most importantly purpose driven. Children who are taught not just to survive life’s hardships but who will seek out and thrive on its challenges.

January 11, 2018

Help your Child Play (right) to lay the Foundation for Future Academic Success

Giving their children a head start is something parents want to do. Unfortunately, the way this is done in our hyper-competitive, over structured world may in fact be working against exactly these intentions. More and more research is showing that the most critical activity for the development of little children’s brains and their social and cognitive skills, before they go to school, is good old-fashioned play. Far less is gained when little children have full schedules of structured activities, from basic maths classes to early reading, gymnastics, kiddy music and mini-soccer. “When it comes to brain development, time spent in the classroom and at other structured activities is less important than time on the playground,” says Barbara Eaton, Academic Development Advisor for the Pre-Primary Schools Division at ADvTECH, Africa’s largest private education provider. She says that research by Sergio Pellis, from the University of Lethbridge in Canada, showed that the experience of play changed the connections of the neurons in the pre-frontal section of a child’s brain, and that without play experience, those neurons remained unchanged. “Pellis found that it was those changes in the prefrontal cortex during childhood that helped wire up the brain’s executive control centre, which has a critical role in regulating emotions, making plans and solving problems. In other words, play prepares a young brain for life, love and even schoolwork,” Eaton says. But she warns parents whose children’s rooms look like toyshops that they need to get things back to basics, because the kind of play that is beneficial is primarily the kind of play that requires creativity, imagination and problem-solving. “In the pre-school phase children need basic toys, not those with roles defined by the media, as the latter limits imagination and the opportunities to plan and create. Provide the child with a good set of plain wooden bricks, a few non-battery-operated cars, a soft doll or two, a teddy, some plastic plates and cups and a big ball. “Old blankets or sheets for making houses and tents, and some boxes and crates will provide the basics for endless creative and imaginative play. Playdough, some crayons and big sheets of paper – not colouring books – as well as some paint will amply provide for creativity,” says Eaton. She says that parents need to appreciate that in allowing their children plenty of opportunities to play, with others and alone, they are laying the foundations for academic success. “Young children work hard at play, and it is not for nothing that play is considered a child’s work. They invent scenes and stories, solve problems and negotiate their way through social roadblocks. They know what they want to do and they work and plan to do it. “We as adults must not be too quick to interfere in this process, but allow them to work things out for themselves.” Parents who want to ensure their children are exposed to the right kind of free play (which ironically is also the least expensive kind) should ensure that they provide, from an early age, access to materials that will stimulate their sensory systems. These include water, sand, things that make a noise, books with pictures they can relate to and toys of different textures. “The contents of your saucepan and plastics cupboard will give hours of creative play while teaching concepts of matching, size, shape, texture and sound. Things that bounce, roll and change shape when pressed or pulled help develop spatial skills and visual acuity,” says Eaton. “Children must be free to move around once they are mobile, obviously with safety in mind, but do not fear the odd mouthful of grass or your child being dirty. Allow them to dig in the garden, pick flowers and when they are older, make mud cakes and grass ‘soup’ for their fantasy games.” The Russian psychologist Lev Vygotsky found that children are able to rise above their average behaviour through play, notes Eaton. “It is through fantasy play that children make sense of their world. They must pretend and take on roles in order to understand. The more time children spend in dramatic play, the more they advance in terms of intellectual development and their ability to concentrate. “As a parent, it is best to curb the growing fashionable trend of extra murals for little children and allow uninterrupted time and space for fantasy play. Choose a pre-school that believes passionately in play based learning. This allows children to work through emotions such as anger, fear and jealousy, to become more self-disciplined, and to develop resilience. All these skills are essential to the development of individuals who can in future master academic challenges and live comfortably in their society.”

December 15, 2017

Deciding whether to keep a child back at school

Imagine that you are observing from the side of a swimming pool and are watching children learn how to swim. As you watch, you notice the different variety of abilities, confidence levels and fears that they display in the water. Some children seem to grasp these new skills with ease while others seem to struggle and need a bit of extra assistance and encouragement along the way. With a swimming gala looming ahead, the decision has to be made as to who is competent enough to compete at the next level, and who may need extra practice in mastering the skills that are needed. “In a scenario such as this one, it is without a doubt that any child who has not sufficiently mastered the skills at this level will become more fearful, less confident and progress slower if they were forced on to a more challenging level. They may even risk drowning in the process!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. She adds that while learning to swim is not quite the same as learning to read, write and progress academically, the principal of learning any new skill is the same. “It is best to achieve sufficient mastery of each level of study before progressing to more challenging levels of learning.” Sadly, for generations, the need to repeat a school grade has been classified as a failure, leaving scores of parents and learners struggling to embrace the idea of repeating a grade to better master the necessary skills needed for the next level! “Yet, forcing a child, who is not ready, into the next grade could have a significantly negative impact on the child’s self- esteem and, worse, it could slow the learning process or even stop it altogether as the child’s struggles worsen with the pressures of the new grade!” Cindy explains. Cindy gives the following advice to parents facing the decision of whether to allow their child to repeat a grade or not: Repeating a grade is NOT a failure. It is an opportunity for a struggling learner to better master the skills he needs! If you speak of failure, your child will feel like he has, indeed, failed! Your approach to a child repeating the grade will determine your child’s reaction toward it! Discuss all available options with your child’s teachers before making a final decision. Have an open mind – remember that this is about what is best for your child. Discuss any concerns that you may have openly and honestly. Consider your child’s level of competency in the current grade. If your child is struggling significantly, he is most likely going to struggle even more so in the next grade. Consider your child’s age and physical development. Remember, always, that YOU need to decide what is BEST for your child. A child who is significantly taller or older than his upcoming classmates may feel too embarrassed for a repeat to be of any help! Make a list of all the pros and cons of your child repeating the grade or going on. Ask yourself: What is best for my child? What are the long-term benefits or harms? What would happen if I do/do not allow the repeat? “There is no denying that the decision to repeat a struggling learner is an emotionally tough one to make. Take your time and do what you feel is best for your child. Remember, how you react to the situation will set the tone for how your child responds to it!” Cindy concludes.

November 29, 2017

Grade 11’s – Now (not next year) is the best time to consider your study options

With three months left before they enter their final year of school, Grade 11 learners could be tempted to make relaxing their only priority before the whirlwind year that is Matric. However now is precisely the time they should be investigating and even pinning down their further study plans, an education expert says. “Once you’ve started your Matric year, you will have very little time to focus on ensuring you choose the right course and the right institution for you, because of the workload, endless rounds of revision and exams, and all the fun and functions that go with your last year at school,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. Kriel says many Grade 12s get so caught up in the social and academic demands of their final year, that they don’t spend enough time ensuring they investigate all their options and apply timeously to university or private higher education. This could lead to them missing out on a space, settling for second best, and diluting their Matric study efforts with stress and anxiety about what they are going to do after school. “Another thing that Grade 11s are often not aware of, is that they can submit applications on the basis of their Grade 11 marks, which means that they can then focus wholely and completely on Grade 12, without further concern or distraction about what happens the year after. In addition, knowing what you want and where you are going at the start of the year, will also help you focus your study efforts, as you’ll know exactly what you need to achieve during the year and at your final exams.” Kriel says that the changed Higher Education landscape in South Africa means that prospective students now have many more options than what they had in the past, when the default approach was to enter a public university for a 3-year degree. But he warns that because there are so many more options now, prospective students also have more work to do to ensure that they find the right course and right institution for their unique goals. “Finding the right study direction should be on top of your priority list when finding out about what and where to study,” he says. “In addition, selecting an institution that will meet your needs is the most important aspect of helping you prepare for your future.” Kriel warns that while the websites and brochures of institutions may provide one with the basic information about which programmes are on offer, the process of applying and cost, merely looking at brochures and websites may not give you the type of information that would really allow you to make an informed decision. “In fact, all institutions would provide you with course information, but no institution will state that the size of the Business Management 1 class is over 500 or that it is really challenging getting academic support on campus. Therefore, the only way to find out about such underlying aspects is to ask the right questions. And to do so thoroughly takes time – time which you are not likely to have next year.” Kriel says when evaluating institutions, future students should attend open days, physically visit the campus, and make telephonic or written contact. “These actions and the way your inquiries are handled will provide a solid indication of what you can expect from an institution going forward.” For Grade 11s who are serious about getting their ducks in a row before jumping in the Matric pond, Kriel has a handy checklist that will help them determine which institutions will be able to provide them with the highest quality education. He says prospective students should ask institutions the following questions: How do your class sizes in this particular programme compare to other institutions or universities? (Keep in mind that the institution may not have in-depth information about the class sizes at other institutions, but you want to hear about this particular institution). How is classroom contact time and self-directed study balanced? (Self-directed study is an integral part of higher education and therefore as important as classroom contact). How is technology supporting the learning experience of students at this institution? (Merely having a data projector in classrooms or lecturers making presentations available electronically is not the response you are looking for). How important is employability of students after studying at your institution? (You want to listen out for responses that relate to industry ties, industry input into curricula, work readiness programmes, career centres, as well as the lecturing staff’s industry experience and relationships with industry). If I get stuck with an assignment or project, which resources and courses of action are available to me? (Only talking to your lecturer is not an ideal response. You want to listen for reference to, for example, library support and resources, writing centers and other forms of student support). Even if not applicable to you, it may also be a good idea to ask about the institution’s policy and support for students with special needs, for example needing extra time in assessments. (If they stumble in answering this question, it may be an indication that they are not really focused on this aspect of student support, which may be a sign about their overall student centeredness).

November 24, 2017

Exams: Study Time vs Screen Time – Striking the Balance

Helping children to build a healthy relationship with technology, and knowing how much of what is enough, is challenging for parents under the best of circumstances. Exam time however throws a whole new spanner in the works, an education expert warns. “While some parents might want to introduce new house rules or impose a total ban on screen time during important periods such as exams, that approach could be counter-productive,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education provider. “However it is necessary to review and agree on how devices and especially social media will be used during this period,” she says, “and parents and guardians should play an active role in assisting young people to strike the right balance.” Payne warns that parents will face a lot of resistance if they implement a total ban on social media interaction, which will not be conducive to a positive studying environment. “Matric and other exams are already very stressful, and social media can help learners and students unwind and let off steam by sharing their concerns, clearing up study material confusion and encouraging each other. “A better approach would be to rather restrict social media during focussed 1-2 hour study sessions so concentration is not interrupted, and allow it during breaks – preferably away from the desk – in conjunction with a healthy snack and some fresh air.” Payne says that in general, parents should assist their children to build a healthy relationship with technology from an early age, noting that technology has become an integral part of children’s lives. “While there are of course dangers and concerns, technology has also brought many advantages and opportunities. Our children need to build a set of skills – hard skills and common sense ones – around technology as it will always be a huge part of their lives, whether when researching school work, investigating higher education options or searching for career opportunities, or whether for entertainment or engaging with social media contacts.” She says that approaching technology positively and pragmatically right from the start can help families engage better. “It can improve their resourcefulness, open up new avenues for learning and help them better understand how to manage social interactions. Parents need to be honest about their own concerns and should support and mentor their children by creating the right environment in the online world, as they would in the offline world. “Encourage the learning, whether it is online or offline, but set boundaries and time limits on digital engagement, study methods (which should also include pen and paper and not just digital learning) and also digital social interactions during exam time. There are thousands of mobile apps and software applications that support learning in a fun and constructive way, and that can ensure that study time is in fact study time, and not Facebook time in disguise.” Payne says there are 4 simple things parents can do to ensure healthy technology habits for life: Create and schedule fun offline activities and spaces where the family can interact without technology. Spend time with your younger children sharing your “tech time”. You can sit with them and create study notes or play an educational game together. This form of interaction can open up interesting discussions, in a natural way, and not feel like it is a forced conversation. The interest you show in your young child’s technology interactions will build a feeling of trust between yourselves and technology will be seen as a constructive tool for learning. Respect your children’s privacy. This could be as simple as asking for their permission before you share and tag pictures of them online. If they don’t want you to do it, then respect their wishes. Set boundaries (which the adults need to adhere to as well), for instance not interacting with technology during dinner or if someone is talking to you. “Parents need to embrace our changed world and work with their children to encourage a balance between technology and the physical world,” says Payne.

November 6, 2017

Gap Year: Benefits of working at a summer camp

Making a career choice at the age of seventeen and committing to it for a lifetime is a pivotal decision that comes with a lot of pressure. However, times have evolved and we are no longer restricted to working one specific profession for the rest of our career. During a staff training meeting held at Sugar Bay Resort, young adults were given a career guiding lecture by the Director, Zoe Ellender, who said, “Unlike in the past, you no longer have to serve in one position at one company until you retire and get yourself a golden watch for your services. These days, you are allowed to change your career choice as many times as you want to. The diversity in occupation allows for a variation in skills, which plays a significant role in creating outstanding résumés.” Her encouraging discussion with the youngsters opened their minds to realize that it really is okay to make the wrong decisions and start over, as nothing goes to waste. She also explained the importance of taking a gap year and not rushing into a career choice, especially, if you are doubtful. Ellender shared her story of how she spent her college years working long hours to obtain her Law Degree, and one day realized that it simply wasn’t for her. “I looked around one day and realized that everyone around me was miserable. All we had to deal with as lawyers were people’s problems. This wasn’t a happy environment,” said Ellender. Soon enough, Ellender realised her dream to run an American-styled kids camp, a place that was happy and safe for children in a way that also nurtured their development. Ellender quit her career as a lawyer, and her husband Nicholas, who was an engineer at the time did the same. Together, they worked to build their dream, which is now a running success sixteen years on. Members of her audience were given the opportunity to share their experiences. Here’s what some of them had to say: “Sugar Bay appealed to me as an ideal place to work, build experience in working with young people and at the same time learn to be responsible, develop myself and gain life experiences. Sugar Bay is a great place to learn during a gap year. On both my previous visits, the counselors were true role models and I was inspired by them to be the happiest and most positive version of myself that I could be. They were always super positive and uplifting. They are also easy to relate to and I have been able to do so in my short time here. I feel Sugar Bay can be a great place for many adults.” – Emilio (high school graduate – Sandton) “I had left school and always wanted to take a gap year, but didn’t know what to do. I ended up applying to varsity and got accepted for B. Com. Marketing which was something I was excited to do. However, two years into studying, I found myself extremely bored and unmotivated, with no interest in continuing. So, this year, I set out looking into summer camps in America, and while doing this, I came across Sugar Bay. I sent my application and got accepted. Before arriving at Sugar Bay, I found it extremely hard to step out of my comfort zone and was very scared of change. After 3 weeks of being at camp, I have seen my confidence grow; my ability to approach change has grown and is also still growing with every passing day. I wake up every morning excited to take on a new day working with the children at camp. I feel that the children and the counselors are the reason why I have grown while working at Sugar Bay. I am loving every day here and I am extremely happy I have found something that interests me.” – Rourke (high school graduate – Johannesburg) Many youngsters between the ages of eighteen and twenty-six join Sugar Bay during their gap year as a camp counselor often in pursuit of becoming a camp counselor in the United States, or as an opportunity to learn more about themselves and what passion and skills might warrant a future career. The two-week staff training program allows young adults to not only gain experience working with children, but they will also be trained in Emergency First Aid and CPR, as well as be introduced to child psychology, theory and practice of teaching, activity instruction and leadership training. The significance of this experience is that it allows young adults to learn more about their strengths and weaknesses while preparing them for making important career decisions. For more information about being a camp counselor at Sugar Bay Camp, and about the application process please visit www.sugarbay.co.za/work-for-us, or email [email protected].

November 1, 2017

Child writing matric? Here’s what the experts say…

You’ve almost seen your child through 12 or so years of school; and now, over the next weeks, it’s going to be time for them prepare for, and write those final Matric exams. Matric is that bridge linking the closing of the protected child chapter of their life and their beginning as a young adult of the world. It’s a particular milestone that can heighten and intensify a parent’s hopes and fears; and impel that natural urge to want the very best for our children into overdrive. However, experts advise that parents need to be aware of, and also manage their stress and strong emotions at this time so that they can appropriately support their child in reaching their potential in a highly charged circumstance. Dr Jaclyn Lotter, Counselling Psychologist and Head of Academic Programmes at SACAP(The South African College of Applied Psychology) says, “It is really important for us, as parents to recognize that our children are highly reactive to our emotions. At this time of increased stress, we want to be as calm, confident and contained as possible; as a role model, and because they are very sensitive to our emotions. If we go into a state of high anxiety because of the exams, they will feed off that stress, which is counter-productive to the outcomes we want. As parents, we have to make sure that our stress doesn’t become their stress. While we are currently advising Matric students to maintain balance and manage stress, exactly the same applies to parents. We also need to self-reflect, adjust our perspectives and focus on engaging in healthy activities and interventions that support our balance.” Actually, what is your role as the parent of a Matric student? This is an important question for parents to consider. As Jaclyn points out: “As much as we want the best for our children and will do just about anything to ensure this, these are their exams. It’s our children’s unique 2017 Matric experience and their performance is entirely in their own hands. You cannot write these exams for them; you cannot secure any kind of pass for them and you cannot achieve any distinctions on their behalf. The critical role that you have to play is being their main supporter. The key to that is taking an interest, being available to them, keeping the lines of communication always open and being encouraging, rather than critical. It is really important to give our children the space and responsibility to set their own goals for their Matric exams, to achieve these for themselves and their future.” Are you a motivational parent? Having someone believe in you, encourage you and even, champion you is a powerful, confidence-boosting and motivating force for good. While fear can effectively provoke short-term action to achieve a goal, it also evokes stress and anxiety which impact negatively on performance, especially over the long term. On the other hand, motivation based on good sense and warm encouragement is a more sustainable way of getting through the inevitable good and bad days that Matric exams present. Claudia Raats, Research Psychologist and Academic Programme Developer at SACAP says: “We need to be aware that our Matric children are likely to have some ‘bad’ days over the course of the exams. It is likely that they will not always come home to report that they have written a good exam. They may well come home despondent. It is important for parents to be aware of not being reactive to this, and to rather normalize this feeling for them. It can help a lot if you engage in a motivational conversation where you help them accept the reality of their bad day and help them put this into perspective so that they can focus with confidence on their next exam challenge.” Should home and family life change to support a child writing Matric? Jaclyn says: “Drastic changes probably won’t be helpful. As parents, we will want to maintain as much of our constructive routine and consistency as possible. It might be necessary to make some adjustments to ensure that the home is as conducive as possible to studying. We might want to find ways to keep noisy younger siblings at bay, or minimize the time our Matric student is expected to spend on household chores and responsibilities so they can keep their focus on studying and well-being. And, that’s an important point. As their supporter-in-chief, you can really play an important role in helping your child maintain balance. They cannot spend all their time studying. Sitting non-stop in front of your books does not equate to better results. They still need their time for exercise, sufficient sleep and healthy eating; as well as reasonable time for socialising, relaxation and the enjoyment of life that ensures their well-being. Claudia agrees: “The home needs to temporarily adapt to being an environment conducive to focused study. This doesn’t have to be radical: A quiet, private, comfortable space to study Perhaps, less chores and responsibilities may be necessary Healthy meals and snacks Your study plan for them, or theirs? “We’re not going to be able to sit in the exam venue with our children when they write their exams. Our support is different. It needs to foster a sense of independence, confidence and self-reliance in our child. If you draw up the study plan, they don’t have ownership of it. By all means offer interest, support, gentle guidance and encouragement if that’s what your child wants from you. But you might well find that your child can devise the optimum study plan all by themselves, after all, they are young adults now. From time to time, during the Matric exam experience, you might find yourself gently encouraging your teen to resume studying after a break, but constant nagging and checking up on them is counter-productive. It only sends the message that we don’t have confidence they can do this for themselves.” Claudia adds: “Keep communication open and

October 24, 2017

Turn Prelim Panic into Finals Advantage

Writing Matric prelim exams and receiving your results can be a distressing eye-opener, but learners who perform worse than they would have hoped still have time to use the experience to their advantage before the final exams, an education expert says. “Time is fast running out, and some learners may feel things went so badly with their prelims that they might as well throw in the study towel. However prelims are there for a reason – to serve as a test run for the finals, and to guide learners in their last week of studies. If that is kept in mind, and learners actively take control over their preparation in coming weeks, dire prelims don’t have to be the forerunner to disastrous final marks,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. Mooney says learners should also keep in mind that prelims are often pitched at a slightly more difficult level on purpose, to serve as a wakeup call, and that the most important steps to take right now are firstly to avoid panic, and secondly to take back power by putting in place a winning strategy for the weeks to come. She says the following steps can turn a poor performance into a good one, and a mediocre one into a great one: REVIEW YOUR FINALS STUDY ROSTER Your prelims will have given you a good indication of how much time you require to master your various subjects, which in turn will help you with drawing up an accurate and effective study roster. See where you can save or create time, and where you can put in an extra hour or two every day. Every little bit helps, and the time you took to do a mock paper could mean the difference between being accepted into your course or institution of choice next year or not. Very importantly, stick to your roster and don’t fall victim to procrastination and constant re-arranging of said roster. Right now, you DO still have enough time to get through and master all your work. At the end of the month, that picture would have changed quite substantially. FIND ALTERNATIVE STUDY METHODS AND GET EXCITED ABOUT YOUR SUBJECT If you’ve left room for a movie on a Friday night, why not make that movie one which covers your setwork? You’ll be approaching the subject from a different angle (and use even your downtime efficiently), which deepens your understanding of it. For other subjects, you can find TED talks about topics you find particularly challenging, for instance. These will not only help you to better understand something, but are quite likely to also increase your enthusiasm and inject some much-needed inspiration into the study process. GET A TUTOR It is not too late to get someone to help you master your most frustrating subjects. There might be a retired teacher or recent graduate in your community who can help, or you can enquire at your school whether such assistance is available. Getting the insight and assistance of someone who is not your regular subject teacher can provide fresh perspective and approaches you may not have been aware of before. ROPE IN RESOURCES FROM YOUR FUTURE HIGHER EDUCATION INSTITUTION Whether you are going to study at a public university or a private higher education institution, any good institution will be able to provide guidance and resources to their future students. Student counsellors will be able to provide insights into how current performance matches future options, and what is required in terms of intervention to ensure you can access your choice of qualification. Additionally, good institutions will be able to provide you with practical resources, such as papers from previous years. “The importance of prelims should not be underestimated, because they may very well influence your options down the line. For instance, a higher education institution may decide to withdraw a conditional offer if you did not perform well,” says Mooney. “However, using the learning from your prelims if things didn’t go to plan is one of the major reasons these exams exist in the first place. So if you resolve right now to take stock and take action, and throw yourself into preparing for your finals, there is a very good chance that you can turn things around and put in a final performance that will render unfortunate prelim results almost inconsequential.”

October 11, 2017

How to Replace Screen Time with Foundational Reading Skills

Most parents are very aware that too much screen time for young children isn’t a good thing, but many are just as uncertain about what exactly the problem is and, importantly, how time can be more constructively spent without it becoming an additional daily burden adding to the stress of the adults. “Taking the guesswork out of quality family interaction, which also assists in the development of the child, is half the battle won,” says Barbara Eaton, Academic Development Advisor for the Pre-Primary Schools Division at ADvTECH, Africa’s largest private education provider. Eaton says parents who rely on some screen time to get a bit of a breather shouldn’t feel guilty, but adds that they should ensure they also spend time every day connecting with their children through activities. Activities, which are both fun and will aid the cementing of the skills they will require for reading success in future, can be woven into the daily routine. “We are constantly researching improved methods of teaching foundational reading skills from Grade 000,” says Eaton. “Research into the reading brain indicates that 40% of children learn to read easily, but 40% of children are at risk and 20% at severe risk. Over twenty thousand studies of children failing at reading in the USA indicated that the bottom 40% of readers lack phonemic awareness, which is the ability to hear, identify and manipulate individual phonemes – the smallest unit of sound in the spoken word.” Eaton says the human brain is wired for developing spoken language which is why, with good personal interaction, babies develop speech from an early age without intentional teaching. “But there is no automatic brain wiring for reading and spelling, so all aspects of these skills need to be taught systematically and explicitly. Modern life has increasingly seen young children spend significant amounts of time in front of screens, which focus their brains on visual more than auditory content. “The major problem with screen time is that much of the spoken content of what they watch is too fast and often indistinct, making them less likely to concentrate on it. This has impacted on the development of accurate listening skills.” This all sounds quite negative, but the good news is that brain repair and the re-routing and development of neurons are possible and that with correct teaching, the children who would have learned to read easily will read at a higher level while the ‘at risk’ children will be able to read well. So how can parents help their children? 1 – BY TALKING AND LISTENING “In these days of digital media, we are talking less to each other and much of the communication taking place is instructive: ‘It’s time to bath. Pick up your clothes” etc. Instead, try to focus on generating discussions, for instance talk about the highs and lows of your day; introduce topics such as, ‘if you could do anything you wanted, what would it be and why’, ‘tell us about the best thing you saw today’.” Eaton says it is important to ask open-ended questions (which don’t have a yes or no response), to elicit full answers. Dads are especially good at this! 2 – BY READING TO THEIR CHILD Read both fiction and factual books from a very young age and join the library to give a wider choice. Choose quality stories that link to your child’s interests, not just Disney ones, Eaton advises. “Let your child see you reading books and magazines. When you read a menu, shopping list, or road sign, involve your child and discuss how wonderful it is to be able to read and understand the information around you.” 3 – BY SINGING AND RECITING Sing songs, recite rhymes together and read poems. “Rhyming is such an important pre-reading skill, but fewer and fewer children learn any rhymes at home. Nursery rhymes are basically historical nonsense but children love them and they are easy to memorise,” Eaton says. 4 – PLAY WITH WORDS Play with compound words – breaking popcorn into pop and corn, fishtank into fish and tank etc. They make good car games, and make a walk to the shops shorter and more fun. I Spy is another fun favourite but use the sound at the beginning of the word, not the name of the letter. Cat starts with ‘c’ not CEE. Eaton says activities as listed above should be fun for adults and child, and should not become another chore for parents, but rather an easy, entertaining way to connect as they go through their usual routine in the morning and the evening. Additionally, to build solid listening skills, parents should not repeat instructions and comments, as this programmes a child not to listen the first time. “Parents should make eye contact (lower the phone!), and pay attention to what their child is saying so that they model the desired listening behaviour. Above all, be excited about your child’s developing language and literacy skills. “Investing quality time in your children can be achieved by including them in daily routines. Complementing this time with activities such as the above can make a tremendous impact on setting a child on the path to their own personal academic excellence,” she says.

October 10, 2017

Help, my child is behaving badly at school!

The trouble with bringing children into the world is that they do not arrive with user manuals! How much easier would it be if we could troubleshoot in a manual and find the solution that would solve their problems with minimal mess and fuss! As parents, one of our deep-rooted fears is that our children may behave badly whilst at school, upset their teacher, classmates or, worse, the Principal (whom we have learnt to fear from our own childhood misdemeanours)! As a mom and teacher, Cindy Glass Co-Founder and Owner of Step Up Education Centres can relate. She offers some advice and a new perspective to parents who are navigating the world of not-so-perfect kids. She starts out by acknowledging that negative behaviour at school can affect all who associate with the individual who has behaved badly. Parents, in particular, can feel angry, frustrated and even helpless when their child consistently chooses negative, self-harming behaviours. “It is very easy for a parent to slip into ‘reaction’ mode and punish the child in ways that they may have experienced as a child. It takes great courage, however, to choose to understand these behaviours and find positive, creative solutions,” says Cindy. She adds, “Consider this: Every choice we make, every action we take is based on how we feel about ourselves as a person! Negative behaviours at school have a solid and powerful root – FEAR. Fear of rejection, fear of not being good enough, fear that the teacher will notice that he is struggling to understand the work, fear of being alone and fear of not being noticed and acknowledged. Think about it! Many children would rather get into trouble for negative behaviours than it be discovered that they are not coping with the pressures of school!” So what can you do? Cindy says that children need to understand that all actions have consequences. “Positive choices result in positive consequences and the same applies to negative choices. Being consistent in your expectations and consequences is essential.” “Fair, dependable boundaries are key to establishing a sense of stability within children. It takes courage not to shout, get excessively angry or perhaps even physically harmful toward a child who consistently misbehaves. I STRONGLY recommend that you read the book: ‘Have a new kid by Friday”, by Dr Kevin Leman. I did and it completely changed my approach to dealing with my children!” Cindy exclaims. Most of all she reminds parents that harmful words and actions destroy children and says that you should try teaching your child to value WHO HE IS and is so doing, overcome his fears. How? “Do this by choosing to value who YOU are!” says Cindy. There are no easy solutions, but with determination, patience and tons of love, you will be rewarded with more positive behaviours and it will be worth it! About Step Up Established in 2016, Step Up Education Centres is a dynamic after-school remediation and tutoring franchise with a difference. Step Up offers children an opportunity to succeed in a schooling system that is, at times, very unsympathetic. From the moment, a child walks through a Step Up Education Centre doors they feel different. They no longer feel silly or stupid. They no longer feel misunderstood. They no longer feel judged. After just one lesson they feel hope. They see possibility. After a few sessions, they walk taller, feel smarter, do better. Why? Because Step Up believes that every child has potential…And our passionate educators will not give up until they reach it!

October 3, 2017

Why kids prefer camp over school

Camp and school are very similar in that both are learning environments for children. However, the differences between the academic and experiential learning context explains why many children not only prefer camp, but also why they gain more personal growth in the camp environment. Here are 8 differences between camp & school: 1. Experiential learning method Learning is practiced on a daily basis at both camp and school. While school is more about textbook learning and studying for exams, camp promotes learning via experiential education. At camp, children get to physically participate in an activity and attain a skill from it. This method of learning seems to be what many children prefer. 2. Informal atmosphere School provides a formal environment, which children may find intimidating and conformist. Camp, on the other hand, is a very casual environment which allows kids to learn while still having fun and without too much restriction. The quote, “What we learn in fun, we never forget” is all too true for the camp environment. 3. Supervisors are role models Learners at school are supervised by their teachers with whom they often cannot develop a friendship, nor are they offered any opportunities to do so. At camp, kids are cared for by young adults called camp counselors. These counselors are specifically trained in child psychology, and as young adults with a passion for children they easily become role models and friends to the children in their care. 4. Diverse friendships Some schools restrict their learners from making friends beyond their age group, and the class barriers often prevent kids from different grades and schools from mixing with one another. Whereas, holiday camps accommodate children from around the world of all ages, of all cultures and races. This exposure to diversity is healthy for children, and it allows kids to make friendships freely and to expand their worldview – all with appropriate supervision. 5. Bullying prevention Schools have become the prime ground where bullies are born and begin terrorizing other children. The reason for this is probably because teachers are expected to spend more time teaching and performing administrative duties, rather than paying careful attention to their learners and their individual needs. At camp, the counselors supervise the children around the clock which allows them to deal with bullying as it happens and it also allows them to spend quality time with each child to attend to their personal needs. Additionally, many camps have a higher staff to child ratio than schools, which helps to create a bully-free environment. 6. Fostering Independence Learners at school are controlled by their school rules which promote discipline and order, and understandably so. However, kids also love the freedom to choose, of which there is little opportunity at school. Camp, on the other hand promotes independence and balances this with discipline. Children may choose the clothes they wear, the activities they want to participate in, the friendships they make and the food they eat. 7. Physical activity is promoted Learners spend most of their school day behind a desk rather than outdoors, which many children find frustrating and uninspiring. At camp, kids are always on the go, out and about, having fun and being active without the distraction of technology. Not to mention that the increased exercise they receive at camp benefits their ability to learn, concentrate and the quality of their sleep. 8. Less anxiety and more stress management Mention exams and assessments and watch how quickly children develop anxiety. The schooling environment can put a lot of pressure on kids, whether it is peer pressure to do well, or the usual exam stress. Camp is a more anxiety-free environment, and when children to do express their anxiety, they are encouraged to communicate with a counselor and also taught coping mechanisms to help them handle their stress. Obviously, school cannot be avoided, but the camp environment is a child’s sanctuary when school closes for the holidays. Together, both school and camp experiences provide many opportunities for a child’s academic and personal growth. Therefore, camp is well worth considering for your child to receive the benefits of both experiential and academic education.

October 2, 2017

Crossing The Midline

August 28, 2017

Setting your child up for Term 3 success!

The much-anticipated July school holidays seem to have flown by. Alarm clocks have been quiet and daily homework seems to be a distant memory. School uniforms have been hibernating and lunch boxes, shelved. It is almost time to oil the gears and get ready to start the school run once again. It can be a stressful time for parents and learners. Cindy Glass, Founder and Owner of after school remediation franchise, Step Up Education Centres, gives the following helpful hints to parents to ensure that the holiday-school transition is a positive experience for all. 1. Choose your words and actions carefully Your child will look forward to going back to school if you create a feeling of positive anticipation for him. Chat about friends and new experiences that lie in wait. Be positive about your expectations for the term, assure your child that you are there for him and that, together, you will face any challenges that may arise. 2. Set positive goals Take some time to dust off the term 2 report. Look at each subject and, together with your child, decide on realistic goals for term 3. Remember, you cannot build your child up by breaking him down, so make this exercise a positive one. Decide if he needs extra assistance and be open to understanding what he may need to achieve his goals. All negative behaviours or attitudes towards academic work stem from fear! Fear of failure, fear of consequences. Use this time to seek to understand your child. Be excited about his potential to achieve his goals 3. Get the bits and pieces sorted Check that uniforms are clean and ready. Label anything that may still need it. Stationery, sport gear, exercise and text books need to be sorted and ready-to-roll. It is important to do this in good time to avoid a stressful rush at the last minute. 4. Start making healthy lifestyle choices A healthy diet and exercise routine go a long way to ensure a positive academic experience. Start going to bed a little earlier as well. Sleep is as important as healthy food choices. 5. Reinstate routine Nobody enjoys routine during the holidays. Spontaneity is enjoyed, and so it should be. The school term, however, places demands and expectations on every learner and a positive routine is needed to ensure that your child is able to cope effectively with the pressures of school life. Life is not a straight road and sticking to routines can be challenging. If you focus on following a routine as much as possible, you will all reap the benefits. hilst you enjoy the last few days of the school holiday, do yourself a favour and start preparing for the beginning of a new term. It will be worth it!” Cindy concludes. About Step Up Established in 2016, Step Up Education Centres is a dynamic after-school remediation and tutoring franchise with a difference. Step Up offers children an opportunity to succeed in a schooling system that is, at times, very unsympathetic. From the moment, a child walks through a Step Up Education Centre doors they feel different. They no longer feel silly or stupid. They no longer feel misunderstood. They no longer feel judged. After just one lesson they feel hope. They see possibility. After a few sessions, they walk taller, feel smarter, do better. Why? Because Step Up believes that every child has potential…And our passionate educators will not give up until they reach it!

August 7, 2017

University Application Survival Kit

With university application season now in full swing for Matrics who want to pursue further studies next year, stress levels in homes across the country are rising as a result of the demanding administrative requirements associated with the process. But it can be made significantly smoother and less onerous if learners take some time to put together an application survival kit before starting to complete their applications, an education expert says. “When applying for a place at a higher education institution – whether online or in hard copy, whether at a public university or a private institution – there are a number of things you will need and can get ready before you even look at the application forms,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider. Coughlan says learners should prepare hard copies as well as an electronic folder containing all the documents and information they are going to require, as well as keep a log to track applications and all the log in credentials and passwords they will amass to application portals if they are applying to more than one institution. Learners need to make it easy for an institution to accept them by ensuring their applications are complete. “Given limited spaces at universities and fierce competition for popular courses, it is of course imperative that learners keep their options open for next year, by applying to more than one institution and for more than one course. Putting all your eggs in one basket may mean that come 2018, you find that your marks just didn’t make the grade to ensure you get access into your first choice of course or institution, or that you just missed the cut for admission due to high demand for limited space. “But while it is highly advised to have a Plan B, C and even D in place, this means that you need to keep quite a few balls in the air during the application stage. Your application survival kit will help you not to drop them,” she says. Coughlan says that once learners have prepared all their documents and information, they will be able to respond to application requirements in one sitting. “Additionally, you need to ensure that scanned copies of documents are as small as possible to ensure they are not rejected due to an institution’s mail server settings, so do not save them as image files. Also ensure that the names of all documents tie back to you, by including your name, ID number and descriptor of the document in the file name.” Coughlan says that most applications to reputable institutions will require the following: A certified copy of your identity document. Ensure that in the scanned copy the document, the picture, certification stamp and writing are all very clear and easy to read. A certified copy of your Grade 11 school results as well as your April or Prelim Matric results. Your NBT number or results or both. A certified copy of the fee payer’s identity document as well as proof of banking details and residence. A certified testimonial from a school or equivalent if you are applying for residence. Application letters, forms and portfolios for those programmes that require them. All your contact details – telephone numbers, residential and postal addresses as well as a reliable mobile number and e-mail address (consider using your parent or guardian’s details if you are not good at responding to texts and mails). All the contact details of your next of kin, parents, guardians or sponsors – you will need telephone and residential, postal and e-mail details. Coughlan says the application process can further be streamlined and made more manageable if learners also ensure that they: Use easy to remember passwords and login details for online applications and keep records of all of them for each institution. Keep a record of reference numbers sent to them. Carefully track dates and requirements and keep to them, so that they don’t lose out on a place because they forgot, for instance, to pay the application fee. Complete the forms in absolute and correct detail, because mistakes can lead to them losing out on a place if it looks like they were trying to mislead the institution. Have all the information close at hand when filling in applications, so that they are not logged out while searching for something. Use the correct codes for courses as provided, so that there is no misunderstanding of exactly what is being applied for. “The higher education application process is a job in itself, and a matriculant’s first taste of the new responsibilities and challenges that will come after their school years,” says Coughlan. “It is a great opportunity to start taking responsibility for and control of one’s future, and can be an empowering adventure if tackled correctly. And of course, most importantly, learners should start the process right now and ensure they have left their options open, and definitely not leave things until later in the year or even next year, when their chances of acceptance into a programme or institution will be significantly diminished.”

July 19, 2017

Ditching Maths Myths

The best start parents can give children to ensure they master maths throughout their school careers, is to ensure they banish negative attitudes towards the subject right from the start, an education expert says. “Parents and caregivers must ensure they don’t pass on their own negative feelings about maths, or any other subject, because they themselves struggled in the past,” says Barbara Eaton, Academic Development Co-ordinator for the Schools Division at ADvTECH, Africa’s largest private education provider. “Children should be allowed to embark on their maths learning in the secure understanding that they are competent and capable, without any kind of pre-emptive fear for the subject,” she says. Eaton notes South Africans regularly hear about our country’s dismal performance in international maths and science benchmarking tests. “Those of us who work at the Pre-Primary level are well aware that the results of the children at prep and college levels will not improve if we do not focus on the correct teaching of maths concepts within the three to six-year age group,” she says. But she warns that early learning should be age-appropriate and concentrate on ‘hands-on, brains-on’ activities. “Early mathematical experiences have to be presented in kinaesthetic and concrete ways, leading to semi-abstract activities in Grade 0. We certainly do not favour worksheets for children at this young age,” she says. Eaton adds that while many young children enter Pre-Primary school with knowledge of counting, numbers and shapes, it is also important to expose them to more challenging content. “Young children are ready to learn more advanced concepts as long as they are presented in an engaging and developmentally appropriate manner. This does not equate with ‘pushing down’ the curriculum content to younger and younger children, as that could have the opposite of the intended effect.” Eaton advises parents to take a keen and active part in getting their children excited about maths, and says that the foundations of later maths mastery can be achieved through play-based activities in the early years. Activities which promote the acquisition of maths concepts include: Singing number songs and rhymes. Counting out everyday items such as plates and cutlery for supper, potatoes for cooking, biscuits for tea. Matching how many times you clap with items such as bottle tops. Baking, which involves counting and measuring of ingredients. Drawing attention to numerals on gates, cars, busses – anywhere in the immediate environment. Sharing out sweets amongst the family or the teddies at the play tea party, which teaches division. Dividing fruit, veg and cakes into pieces and talk about halves and quarters, which teaches the concept of fractions. Working out how many sweets we need if everyone is to get two, which teaches multiplication. Matching, identifying and counting coins, and giving coins to spend on small items in the shop. Comparing the sizes of clothes and shoes that the family members wear and arranging them in ascending and descending order. “Research tracking American, British and Canadian children found that children who entered pre-school with a strong grasp of numeracy, counting, relative magnitudes and ordinality achieved better maths scores in later years, and that these skills were more predictive of general scholastic achievement than were language, attention or social skills,” says Eaton. “But parents should not, in an attempt to ensure their child’s future maths mastery, try to get them to learn something now, with difficulty, which they will manage more easily later. Helping your child at this stage does not entail the teaching of isolated maths skills through memorisation, rote or the reliance on worksheets. “Parents and guardians who want to make a substantial contribution to their children’s performance later in life can ensure they lay a solid and positive foundation in the early years, simply by making maths meaningful and relevant to everyday situations. Quite simply, maths should become child’s play.”

July 13, 2017

Subject Choices: Plotting Your Future Options in Grade 9

In coming months, Grade 9’s will have to select the subjects they want to pursue from next year until they write their final Matric exams. While making the call is an exciting exercise for some, others struggle with the commitment, especially when they are not yet sure what they want to study after school. “Subject choice season requires some serious soul searching and big decisions, which are too important to leave until the day when you are presented with a checklist to indicate your choices. It should already be top of mind now for learners who want to give themselves the best chance for success in Grade 12 and beyond,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. Payne says time really is a learners’ friend at this stage, and it is important that the subject choice conversations should start between them, their parents, guardians, teachers and friends. It is also important to not try and make decisions based on crystal-ball gazing, but to use the various resources available to assist with this choice – particularly when learners are unsure about their vision (or lack thereof) for their future, she says. These resources include: 1) EDUCATIONAL PSYCHOLOGISTS “An educational psychologist associated with a higher education institution, whether public university or private, or even a professional in private practice, can be approached to do an aptitude test,” says Payne. “These professionals are trained to use reliable assessments to gauge where the learner’s talents, interests and strengths lie, and can be used as a strong indicator of the career directions and options the learner should consider.” 2) INSTITUTIONAL ADVISORS By spending time speaking to advisors at higher education institutions, learners will get a good idea of the range of potential qualifications they can pursue, and what the entrance requirements are. “Your first stop is to visit the websites of various institutions of higher learning, and thereafter, you can further discuss your options with an advisor at the University or Private Higher Education institution’s careers centre,” says Payne. She says that once the learner has an idea of what qualifications or careers excite them, they will be able to make informed matric subject choices. “Your subjects should be very carefully selected and the decision must not be based on doing what your peers are doing or choosing all the easier subjects in the hope of scoring better marks,” she says. Instead, the following factors need to be taken into consideration: IF YOU ALREADY KNOW WHAT YOU WANT TO STUDY Look at a range of different institutions and courses within your field of interest to allow yourself some choice and a Plan B after matric. Always consider a second option to avoid disappointment should you not be successful in your application for your first choice of a qualification. IF YOU DON’T KNOW WHAT YOU WANT TO DO AFTER MATRIC Choose subject combinations that will leave you with options and room to manoeuvre. If you struggle with Maths and Science, consider keeping only one of them so that you can focus your efforts and achieve good results. Maths Literacy should only be considered as a last resort, as many courses require Maths and you could be rejected based on the choice you made in Grade 9. FIGURE OUT WHAT MAKES YOU HAPPY As you spend time at your desk every day, going from class to class, and completing your homework, be alert to which subjects you feel most comfortable with. Do your research and find out how your favourite subjects manifest in the working world, because they might be relevant to a field that you are not yet even aware of. DETERMINE YOUR STRENGTHS Choose at least two subjects that will boost your average. Admission to higher education is performance-based, so it makes sense to do very well in some subjects rather than badly in all of them because you chose only gateway subjects in an effort to keep your options as open as possible. UNDERSTAND THE DIFFERENT ROUTES TO SUCCESS You may think you won’t stand a chance of getting good enough grades to enter higher education after matric, but there are now many options for further study. The South African National Senior Certificate and the Independent Examinations Board (IEB) have four levels of pass, so even if you do not get a degree pass, you could still qualify for diploma or higher certificate study. Diplomas and higher certificates are normally vocationally or career-focused, and give you access straight to the world of work and even degree study. “The key to making the best matric subject choices for your future self is to ensure you do your research thoroughly, and at a comfortable pace so you don’t have to rush the decision,” says Payne. “These choices will have a profound impact on access to preferred qualifications and the career possibilities thereafter. This is one of the first opportunities teenage learners will have to practise strategic decision-making that will have a lasting effect on their lives, and it should be looked at as an exciting first step into their future as adults, and also a valuable learning and problem-solving lesson.”

June 27, 2017

Grade 11: The Year that TRULY holds the Keys to your future options

With mid-year exams only a few weeks away, an education expert has warned Grade 11 learners to take this year, and their preparation for it, just as seriously as Grade 12 – if not more so. “Parents, learners and even teachers mistakenly think that Matric is the most important year of schooling, yet Grade 11 is just as important and these years should not be considered as separate milestones, but rather as a 2-year event,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education provider. The reason for this is because many institutions – whether public universities or private institutions – make provisional offers for admission based on Grade 11 results, she says. Therefore, learners should give Grade 11 their best effort, and not wait until next year to throw their hats into the application ring. “Applications for university open in the March of your matric year, but because this is too early for you to have any meaningful matric marks, institutions often use the exam marks from your Grade 11 year as an indicator of your ability to succeed in the course,” says Payne. “Therefore, if you did not put enough effort into your Grade 11 exams and have the mindset that you will delay the hard work and study until Matric, you may be unpleasantly surprised to find out that it is already too late.” Payne says that many learners have in the past been disappointed when they receive rejection letters in their Matric year, which would then require them to put in even more effort to improve their marks to a level where they might have a better shot at acceptance. Additionally, learners often underestimate the difficulty of Grade 11, under the mistaken impression that the real challenges will only follow a year later. “The work is just as – if not more – challenging than Grade 12, which is often regarded as a revision year. A lot of content is delivered in Grade 11 and can become overwhelming if you don’t resolve early on to keep up and master things as soon as possible,” she says. Payne notes that higher education institutions usually give one of three replies to applications submitted based on Grade 11 marks: Provisionally accepted Waiting list Rejected “Once rejected, it is very difficult to have your application re-evaluated, even if your Grade 12 marks have improved dramatically, and especially for those courses which are in high demand,” she says. However learners whose applications in their Grade 11 year are rejected do have some options left to them, notes Payne. These include: Applying for the same or similar course at a different institution which may still have space available; Applying for a different type of qualification at the same institution, for instance instead of applying for a degree course, applying for higher certificate or diploma in the same field, or a degree qualification in a similar field, and Working on improving school marks, particularly when placed on a waiting list. “The waiting list is often a ‘cream of the crop’ selection which is applied once results are known. So if there are 100 people on the waiting list and your marks are in the top 10, you have a better chance of being accepted,” says Payne. She warns that Grade 11 is usually not identified early enough as the year when delivery of content assessed in the Matric exams begins, and that Matric final exams often contain more Grade 11 content than that which is covered in Grade 12. “Learners will find that many of their Grade 12 months are spent practising and revising Grade 11 work. Additionally, exams throughout Grade 11 will mirror the types of assessments one can expect in the final assessment. “In addition to ensuring timeous placement in a field of study at one’s institution of choice, working hard in Grade 11 also means that learners are able to make the best of the opportunity to practise the study and exam writing skills that will allow them to give the performance of their lifetime when the Matric exams roll around.”

June 10, 2017

The Importance of Spelling and Handwriting in a Digital Age

It’s a fair question for parents to consider: why should my child learn to master the skills of spelling and handwriting in a world governed by spellcheckers and keyboards? Isn’t the mere notion of teaching these skills as archaic as attempting to master trigonometry without the use of a scientific calculator? Edublox reading, maths and learning clinic investigates the importance of handwriting and spelling in the learning process and shares some tips on how to identify problems that children may be experiencing. “Over the last 30 years, we have witnessed many technological changes in the educational landscape. Certain skills, like spelling correctly and being able to write legibly by hand, however, still remain universally relevant,” says Susan du Plessis, Director of Educational Programmes at Edublox. “Although various spell checkers and autocorrect functions may serve as proofing tools in order to communicate clearer messages, it should not deter children from learning the skills in the first place,” she adds. Du Plessis’s view is one that many educators agree on. In an article published in The Guardian, Edouard Gentaz, Professor of Developmental Psychology at the University of Geneva, articulates how pens and keyboards bring into play vastly different cognitive processes. “Handwriting is a complex task which requires various skills – feeling the pen and paper, moving the writing implement, and directing movement by thought. Children take several years to master this precise motor exercise: you need to hold the scripting tool firmly while moving it in such a way as to leave a different mark for each letter*.” If children do not master these skills, their spelling is likely to suffer as a result. According to the authors of the book Introduction to Learning Disabilities**, handwriting errors can cause a word to look like another word, where slow, laboured writing of letters may cause a student to forget the word he or she is trying to write. Du Plessis continues: “The skill of spelling embraces many subskills – the ability to perceive the whole in its individual parts, auditory perception of letter sounds and auditory memory, and decoding skills. Together, spelling and handwriting are important foundational skills in the learning process.” According to Du Plessis, the problem with teaching spelling in a digital age is that good language and strong spelling skills have become optional in the way that we communicate on social media and through the various devices available to us. Search engines are also incredibly forgiving and simply suggests the correct spelling of search terms without even prompting the user to consider where they went wrong. “Traditionally, spelling does not allow any room for ‘creative’ answers or ‘style’; a word is either spelled correctly or it is misspelled. It’s important that parents encourage their children to learn to spell correctly and to use spelling applications and emoticons as secondary tools in the communication process,” she explains. If parents notice that their children are struggling to spell despite an effort to do so without the help of digital tools, there might be underlying shortcomings that a reputable learning clinic can help to resolve. If the problems are caused by poor handwriting, which includes illegible or exceptionally slow writing, a child might be struggling with dysgraphia (a Greek term that encapsulates symptoms like trouble with pencil grip, mixing up cursive and print, and inconsistent spacing between words). “Ironically, there are many online programs that are wonderful tools in a reputable learning clinics’ toolkit when it comes to reading and consequently spelling,” adds du Plessis. “Parents must look out for programs that aim to resolve learning and spelling problems and not simply enable the child to manage them better. Search for something that is visually engaging and fun to work with and one that tracks progress so that parents are aware of the child’s improvement.” “Proper spelling and neat handwriting have definitely not become outdated skills. Especially with the rise of the digital age, parents should pursue solutions if their children are struggling and to value these ‘manual’ skills; without it, we may see language take a back seat in years to come,” concludes du Plessis. *Chemin, A. (2014). Handwriting vs typing: is the pen still mightier than the keyboard? [Online] Available from: https://www.theguardian.com/science/2014/dec/16/cognitive-benefits-handwriting-decline-typing [Accessed: 2017-04-04]. ** Hallahan, D. P., Kauffman, J., & Lloyd, J., Introduction to Learning Disabilities (Englewood Cliffs, NJ: Prentice Hall)

June 9, 2017

Your Child’s Language Development and How it Affects Later Success

I recently attended a fascinating lecture by Suzy Styles, who is a professor of Psychology and Linguistics at the Nanyang Technological University in Singapore. Her research is all around how language modulates brain development, shapes sensation and co-creates our conscious experiences. There were a number of things she discussed that are fundamental bits of wisdom for parents and educators to be aware of. Babies’ sensory systems are already in place before birth, and by the time the baby is born they have already been primed for the kind of auditory world they are going to emerge into including large amounts of information about their native language. Babies at birth can already recognize a story that has been told to them in the womb, can tell the difference between different languages and can recognize their mother’s voice. The sounds that they hear in the womb and in early life are literally changing the structure of their brains as they make new connections. Prem babies often have difficulty with language later on. This is due to the nature of the sounds that they are hearing outside of the womb when they should still be in it… The sound of the mother’s voice and heartbeat are replaced by aircons and ICU noises and unfiltered speech. Prem babies need to have the sounds of the womb simulated in order to have optimal auditory development. When we speak to babies we naturally hyperarticulate vowel sounds (we do this when we speak to foreigners and Siri too!). Babies LOVE this! It matches the way they are hearing at this developmental stage and is linked to faster hearing skills later on. Even the toys that we give to children can make a difference to their language acquisition. For example, babies who have teething toys that get in the way of their tongues are unable to recognize sounds like “t” that use the tongue tip. Between around 6-12 months babies lose the ability to distinguish sounds that they don’t hear regularly. For example, Japanese babies can no longer tell the difference between “ra” and “la”, and Spanish speakers can’t tell the difference between “ba” and “va”. This means that these early years are the optimal time for a baby to be exposed to another language. However, babies only learn a new language (or even words in their own language) in interaction with real live people. Television and radio do not count, no matter how good the program they might be watching. The only time that babies learn from a recorded sound is when they are exposed to it together with an adult who discusses it with them or interacts with them and the show – using the TV or radio as a prop for interaction. Up to six years old children still have some neural sensitivity to adapt to new languages. The benefits of learning a second language go beyond just social convenience. Studies have shown that bilingual people (and only those who have learned their second language early in life) recover better from strokes and don’t show early symptoms of Alzheimers. The more you talk to a baby and the more interactive and fun this is, the more their hearing is increased. Whenever emotion is involved in learning there is more consolidation of the learning. Their studies show that children of professional class parents are exposed to around 30 million more words than a working class child by the time they reach school. And this directly correlates with school performance later on. Hearing more words has a protective effect against later learning disabilities. It is not enough for the child to just be around chatty adults – the speech actually has to be directed at the child and needs to be fun. Even reading to a baby only makes a real difference if the reading is fun and interactive (NOT instructional). It needs to be like a game, for example making jokes that violate expectation. The book is more like a prop for some kind of linguistic interaction with the child. The more fun the experience, the more the language ‘sticks’. Children are affected by our attitudes to learning and how much fun is involved at all ages. Children who are judged on what they say in class will disengage and have lower grades. In terms of language development, the greatest predictors of whether children will do well in school are: Interaction. How much and how fun and how child-directed the experiences are. The number of words they are exposed to. Whether their caregivers use instructional speech (tie your shoe, put on your clothes, eat your food) or expanding type speech (ooh, I see you’re putting on your shoes. Those are the same shoes you wore yesterday. And the ones you nearly left at the beach last week. You love those shoes, don’t you? You would have missed them if we hadn’t found them…) The core lesson for me that comes out of all this research is that we need to be present with our babies and children – engaging them in fun, interactive ways and exposing them to as much of our linguistic worlds as we are able. KEY ACTION POINTS: Speak to your baby in utero. Sing to her, read to him, tell them what you’re thinking and feeling. If you have a multi-lingual family, have the other parent or grandparents chat to the child in a different language while they are still in the womb and beyond. If you want your baby to learn another language make sure they are exposed to it before 12 months old (or definitely before 6 years old) in fun, interactive ways with a caring adult. Prem babies can have improved language skills later on if you are able to simulate womb sounds in the hospital – filter the mother’s voice, expose the baby to a recording of her heartbeat, and cut out as many of the sounds of the hospital as possible. If this is done for

June 9, 2017

Private Doesn’t Always Mean Perfect: How to Choose the Right School for your Child

With registrations for the new school year now open, thousands of parents are considering sending their children to private schools. While many of them would not have considered this option before, the rapid expansion of the private offering is seeing an influx into this sector. However an education expert warns that just as they would do with public schools and higher education, parents must do their homework before simply signing up with any school by virtue of it being a private one. “Just as with public schools, quality and performance vary from school to school, and it is incorrect to assume that just because a school is private, it is automatically the best choice for your child,” says John Luis, Head of Academics at ADvTECH Schools, home of 91 private schools across South and Southern Africa, including Trinity House and Crawford Schools. He says the philosophy, approach and capacity of various private schools are vastly different, and that a school should be selected only after consideration of the specific needs of the child to see how they match to potential schools. Additionally, parents should carefully scrutinise promises against track record. “Parents must firstly make sure that the overall ethos of the school is a good match to the family and the child,” he says. “When visiting schools – a non-negotiable part of the process of selection – parents should observe the learners and their interactions among each other and with teachers. One should ideally get a good sense that the environment is safe and stimulating, and that the school has all the resources and facilities one expects from an environment in which academic excellence can become possible.” Luis adds that parents should also look at the long-term performance of schools and their students, to ensure that learners are equipped not just to excel at school, but also to flourish in higher education and beyond. Very importantly, parents should find out from the school how they are incorporating the very important 21st Century Skills as identified by the World Economic Forum into their teaching methodology and curricula, says Luis. “Schools should no longer be operating in the way they did ten or even five years ago, with the approach of imparting knowledge top-down, and learners being exam-focused parrots. That does not serve us in the real world out there anymore, and will do so even less in future. Globally schools are moving towards empowering learners with the kinds of skills they need for our new workplaces – skills such as being able to creatively problem-solve, research, communicate and self-manage.” STEPS FOR CHOOSING A PRE-SCHOOL Trudie Gilmore, Assistant General Manager at ADvTECH Junior Colleges, says there are few things that instil more anxiety and apprehension in parents than the task of finding the right school for their child’s first foray into education. “The choices can be overwhelming, the deadlines are impossibly early, and the pressure to get it right is huge,” she says. She advises parents to structure their search as follows: Start your search at least one school year prior to attending, and note that many schools take applications as early as just after a child’s birth.Schools should have viewings scheduled throughout the year, and you should attend these at all of the schools you have identified. If you missed the boat on timing, call around and arrange as many visits as you can. Most have waiting lists, and there are often last-minute openings. Be persistent by checking back in and being proactive. The Viewing. You can attend an Open Day or Expo to hear about the philosophy, admission process and much more, then submit the application and registration fee. You can view the school while classes are in session, and we recommend that you bring your child to spend time in the classroom. Be ready with a notebook on the viewing, and bring a list of all your questions to be answered. Know how often and how long you’d like your child to attend. Children usually attend preschool anytime from 3 months to 6 years of age. Most schools should offer half-day and full-day programmes. Check that you are happy with the programmes for both the morning and the afternoon if your child will be there for the full day. Gilmore says parents should check for the following to ensure that a pre-school programme is well-run: Assess the quality of children’s relationships with the staff. Pay close attention to the language used in the classroom and the friendliness of the staff. View a few different classrooms while school is in session to see how the teachers interact with the children. Home-to-school connections are important. Preschools that have high family involvement are often the schools with the strongest programmes. When families are involved, children do better, teachers feel supported and everyone works together for the children’s learning and development. High-quality preschools have structure: They follow a specific philosophy or model and have specific guidelines for addressing challenging behaviour. Discipline policies should emphasise positive approaches to teaching children new skills and proactive strategies for behaviour management such as classroom rules, routines and social-emotional lessons or curriculum. STEPS FOR CHOOSING PRIMARY AND HIGH SCHOOLS Morag Rees, Principal of Crawford College Sandton, says that to be academically excellent, a school should not only provide enriching, empowering and meaningful learning opportunities which challenge students’ thinking, assumptions and abilities, but should also ensure that these learning opportunities provide a foundation for further study and successful future lives. She advises parents to consider the following when looking at schools: The culture of the school, which includes things such as diversity, community awareness, priorities (e.g. academics, leadership development, cultural activities and/or sports), student interaction, and commitment to learning. Travelling distance is also a consideration – especially if the child and parents want to be fully involved. Teaching philosophy and school ethos should align with the learner and parents’ expectations. The school’s track record over the long term, which means not just looking at last year’s matric results. The options available to learners

June 9, 2017

Matrics: Public University or Private Institution?

With the rapid growth of private higher education in South Africa, prospective students now have a wealth of options when choosing not only what to study, but also where. But these students must do their homework before they settle on a course or university, to ensure that they select the best path which is most likely to lead to success for them as individuals, an expert says. Dr Felicity Coughlan, Director of The Independent Institute of Education, says the general public is increasingly becoming more aware of the benefits of pursuing a degree or other qualification through a private higher education institution, despite the fact these institutions are legally not allowed to call themselves private universities. “People are beginning to understand that public universities and private institutions are subject to the same oversight and regulation, which means that you will be getting the same quality education regardless of whether you opt for a state-funded university or a private institution. “Having said that, it is of course very important to still check on individual institutions and choose yours wisely, because just like the quality varies between universities, with some ranked top in Africa and even the world, while others are beset with serious challenges, in the same way quality varies between the offering at different private institutions,” she says. Coughlan points out that with the realisation that prospective students can pursue the same qualifications and degrees at private institutions, registered and accredited in the same way as those at public universities, there has been a consistent and substantial increase in students who opt for private higher education over the past five years. “Although some have ascribed this to the challenges in the public sector, students are specifically choosing private study for a number of pull reasons, rather than push factors from the public sector.” Coughlan says that while some prospective students have very specific reasons for electing to study at a university, based on their unique needs, requirements or background, others are increasingly opting for private study due to one (or a combination of) the following factors: Not needing to relocate to a new city in order to pursue their dreams is a big drawcard for some, while also being easier on the pocket. With smaller campuses and classes, access to support and staff is vastly improved, as is interaction with fellow students. Because a large percentage of lecturers are not only academics but actively working in their industries, students get up close and personal with the real world of work and opportunities while still studying. As private higher education institutions receive no state subsidies, they are reliant on student fees, which means that students are treated as valued customers, and generally receive good service. Additionally, if they do not offer value for money and a credible, quality educational offering, they face having to close their doors. Many private institutions offer niche qualifications that are not available elsewhere, and equip students for emerging careers such as game development. “Success rates are generally much better in smaller environments, because it is easier to access help and support timeously when needed,” says Coughlan, “which means that students usually complete their degrees within the prescribed period, and enter the workplace sooner than others who may have to repeat one or more years.” She adds that because employability is a key success factor for private higher education institutions, most qualifications offered are closely related to the requirements of the career in the real world of work, and an increasing number of career focused postgraduate qualifications are becoming available. The tools of the higher learning trade also look different in the private sector. “Assessments can be more interesting, because the marking load on lecturers is lower so there is less reliance on things like multiple choice questions. Additionally, technology use is often flexible and tailored to student needs, because it is possible to do that in flexible environments.” In the end, prospective students must ensure they investigate all their options – in the public sector, in the private sector and by course offering. “Things have moved on significantly from the days when the only credible qualification was a 3-year degree from a public university,” says Coughlan. “Parents, schools and teachers should assist learners in their process of identifying everything offered on the higher educational buffet before making one of the most important decisions they will ever make.”

May 12, 2017

When children read well, yet lack comprehension

A common reading disorder goes undiagnosed until it becomes problematic, according to the results of a five-year study published online in the journal Brain Connectivity. Dyslexia, a reading disorder in which a child confuses letters and struggles with sounding out words, has been the focus of much research into reading. That is not the case, however, with the lesser known disorder Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but does not sufficiently comprehend the meaning of the words According to lead investigator Laurie Cutting at Vanderbilt’s Peabody College of Education and Human development, a person with S-RCD will explain it like this: “I can read Spanish, because I know what sounds the letters make and how the words are pronounced, but I couldn’t tell you what the words actually mean.” “When a child is a good reader, it’s assumed their comprehension is on track. But three to ten percent of those children don’t understand most of what they’re reading. By the time the problem is recognised, often closer to third or fourth grade, the disorder is disrupting their learning process,” Cutting said. Researchers have been able to pinpoint brain activity and understand its role in dyslexia, but no functional magnetic resonance imaging or fMRI studies, until now, have examined the neurobiological profile of those who exhibit poor reading comprehension despite intact word-level abilities. Neuro-imaging of children showed that, while reading, the brain function of those with S-RCD is quite different and distinct from those with dyslexia. Those with dyslexia exhibited abnormalities in a specific region in the occipital-temporal cortex, a part of the brain that is associated with successfully recognising words on a page. Those with S-RCD, on the other hand, did not show abnormalities in this region, instead showing specific abnormalities in regions typically associated with memory. “That there will be defects in the brain areas concerned with memory makes sense,” says Susan du Plessis, director of educational programs at Edublox Reading and Learning Clinic. “Several studies have confirmed that reading comprehension relies heavily upon both working memory and long-term memory. “Short-term memory holds information in the mind for only a few seconds while it is being processed. Long-term memory is where such processed information is permanently stored. Working memory is an intermediary and active memory system in the information processing area of the brain. It is an important memory system and one that most of us use every day,” explains Susan. Sentence comprehension depends heavily upon adequate working memory. For example, working memory is required to comprehend sentences that are complex in structure such as, “The clown that is hugging the boy is kissing the girl.” It helps us interpret sentences that are lengthy, “Do every other problem on page fifteen and all of the problems on page sixteen before checking your answers in the back of the book.” We use working memory when preservation of word order (syntax) is important to correctly understand a sentence like; “It was the boy’s ball and not the girl’s that was dirty.” “The good news is that weaknesses in cognitive skills can be attacked head-on,” says Susan. “The key is to identify the specific weaknesses, such as a poor working memory, and to strengthen these mental skills through training and practice.” If you suspect that your child has a cognitive deficiency, Susan suggests that you get appropriate help as soon as possible. “The gap between children with and those without cognitive deficits gets wider and wider and may become more difficult, and later impossible to close,” she says.

April 28, 2017

Is your child coping in class?

We’re a couple of weeks into the new school year, this is a good time to assess how your child is coping at school. A child who is struggling to grasp new concepts or cope with the workload could be challenged in one or more developmental areas. There are three areas of human develop that can influence a child’s ability to learn, namely physical, emotional and cognitive development. While these three areas are distinctly different they are connected in many ways. Due to this interconnectedness, your child might present with a problem in one area, but its cause actually lies in another. It is important to understand these development areas in order to assess where your child is excelling and where they may need help. Your child’s physical health can influence how they perform at school. Children are naturally exuberant; a child that is exhibiting signs of listlessness or lethargy could be experiencing health problems. A healthy diet, moderate exercise and good sleeping patterns are tantamount to the health of your child. General practitioner, Dr Linda Baigent, says that the human body needs a good balance of carbohydrates, protein and fats as well as vitamins and minerals to develop and function properly. “Many vitamin deficiencies result in poor functioning of our nervous system and an inability to concentrate,” Baigent adds. “Children require more sleep than adults and a good night’s sleep is extremely important; nine to ten hours is vital for primary school learners. If your child is going to bed early but still seems tired, they may be a restless sleeper and may be suffering from allergies, post nasal drip, an iron deficiency or ear problems” advises Dr Baigent. “This warrants a trip to the family doctor.” Your child’s emotional development relates to their feelings, how they handle situations and processes their emotional reaction to them. Emotional intelligence or EQ is a person’s ability to measure, identify and control their emotions. When your child reaches a maturity level where they are able to control their emotions, they are likely to be able to handle times of stress or disappointment better, show empathy to peers in difficult times and feel more confident about themselves and their abilities. Educational psychologist Annemi Scheepers says, “Problems at home can be challenging for your child to handle and may filter across to affecting their performance at school. Sibling rivalry, fighting between parents, divorce, the death of a close relative or an emotionally unavailable parent (though physical or mental illness) are just some of the problems which may occur in the home environment and affect your child in the classroom.” Within the school environment, an emotional problem may be a school yard bully, lack of social skills (no friends) or teacher/child conflict. Scheepers also notes that a physical illness which has not yet been diagnosed could also affect a child emotionally. Cognitive development refers to your child’s ability to learn, reason and solve problems. Cognitive skills like concentration, perception, memory and logical thinking are mental skills which are used to acquire knowledge. “These can be described as a child’s tools for learning,” explains Susan du Plessis, Director of Educational Programs at Edublox. “When a child struggles to acquire knowledge in certain areas, it may indicate a cognitive skill deficit.” If you know what to look for, cognitive problems are easy to spot. Does your child reverse letters like b and d or confuse numbers like 65 and 56? Do they have trouble with sequencing and putting letters in the incorrect order, for example write ‘act’ instead of ‘cat’? Speak to your child’s teacher to find out if your child struggles to copy correctly from the board or if they battle with story sums. If you suspect a cognitive deficit, du Plessis suggests that you get appropriate help for your child as soon as possible. “The gap between children with and without cognitive deficits gets wider and wider and may become more difficult or even impossible to close,” du Plessis says. Du Plessis offers the following advice to parents when selecting a clinic to help their child’s cognitive development: Have your child assessed, but budget wisely. The assessment is the first step; your budget should go towards helping your child. Go to your first appointment with a critical mind and ask questions such as, “What method will be used to help my child? What is the theory behind the method? Can you show proof of success? Will my child be safe? Will my child enjoy it?” If they hate going, they won’t learn anything. Get your full money’s worth. While tutoring your child, the teacher or therapist should not answer calls or leave the room to check on dinner. Assess the help. You should see visible results and ultimately an improvement in schoolwork. If this isn’t evident, the method may not be working for your child.

April 26, 2017

Are You Allowing Your Child’s Creativity To Flow?

Our creativity is directly linked to the way that we think and is a direct expression of who we are. In terms of being creative from an art perspective, some of us are more creative than others. However, we do need to understand that every one of us is creative in one or other form, from being able to problem-solve, through to our ability to connect with people, all the way through to expressing ourselves on canvas or building and making things with our hands. There are a number of ways in which you can encourage and strengthen your child’s creativity : Encourage independence. Independent thinking and freedom of expression will carry through into your child’s drawings and will interpret into everything that they do. Constantly being entertained by television without being encouraged to find things to do on their own only stifles their creativity. Teach them how to set aside time for themselves to do whatever they want to (obviously within the confines of your house-rules) – this could be playing outside just running around, riding bicycles, playing dress-up, putting on a play for their parents or drawing and colouring in pictures. Allow your child to make their own decisions : being allowed to think for themselves and come up with a solution that suits their immediate needs, builds your child’s confidence and encourages them to think out of the box, instead of merely following instructions. Provide your children with a creativity corner if at all possible, equipped with everything that they may need to get their creative juices flowing – colouring in pens, paints, paint brushes, sponges, coloured paper, scissors, glue, ribbons, string and any materials that allow them to experience various textures such as fabric, tree bark, pine cones, acorns, dried flowers and leaves. There is no end to what they can use to express their creativity in a natural way. Work with them to come up with ideas on what they can make with these materials and encourage any ideas that they come up with. A small reward system, such as a gold star or place of pride for displaying the best drawing of the week, will also encourage them to produce their finest work, even if drawing and creating is something they don’t really want to do. Of course, playing with your child even if for just an hour or two a day will certainly develop their ability to come up with their own creative ideas and build up their self-confidence as you praise and encourage them to use their ideas. Telling stories is another way of expressing and developing their creativity. Setting aside time before bed at night where everyone gets a turn to tell a story or expand on a segment of a theme that is set aside for that night, not only encourages family time, but extends on your child’s ability to express their ideas in a fun and safe environment. Encouraging creativity from an early age cannot be emphasised strongly enough. Through independent thinking and enhanced problem-solving, we can only strengthen every aspect of our children’s development as we love and nurture them into free-thinking, self confident adults.

April 25, 2017

Helping Your Teen Decide on Their Future

Any parent that has been through a matric exam with their child will be able to tell you that it’s a stressful time. Not only do parent and teen have to cope with an enormous workload, but the teen is now also expected to be able to answer the “what are you studying next year?” question posed by friends, family, teachers and everyone else they know. While some teenagers have been preparing for this day, and know exactly where their life will take them next, many teens have no idea as to what they are supposed to do once they close their school text books for the last time. For these teens, a seemingly innocent question is the source of sleepless nights. As a parent, you don’t want to see your child suffer – you want to help them; guide them through life’s many obstacles. And while you only mean well, you could very easily stress out your already stressed-out teen even further if the situation isn’t approached in the correct manner. To help alleviate some of your teen’s worries, and to help them make the best choices for their future, be sure to heed the following advice: Don’t put any pressure on them The worst thing you can do right now is to put pressure on your teen to make life-changing choices. The first and foremost reason is that they could resent you for it. They could also decide to not make a decision, simply to spite you. An even worse alternative is that they choose a course in haste, only to regret their decision later. And unless they’re paying their own way, keep in mind that you’ll be the one who would’ve flushed thousands of Rands down the drain should they decide to drop out. Consider career guidance Guidance from an outside party won’t only be objective, it might also bring to light career options that neither you nor your teen has ever considered. There are a few options available to you – you could either go to any of South Africa’s universities that offer aptitude tests, or do an aptitude test online. The alternative would be to sit with your teen to help them decide on their passion; that one thing they excel in and love to do. This might not lead to a career choice, but it will help steer them in the right direction at the very least. Educate your teen Have you considered that your teen is simply overwhelmed by the wealth of information at their disposal? Perhaps they are familiar with what a university, business college, university of technology or specialist school is, but they don’t know which one is right for them. Sit them down, find out what they know, then fill in the gaps. Map it out for them, so that the information is presented in bite sizes and easily digestible. Tell them about their options Studying isn’t the only option open to school leavers. And even if further studies is your preferred choice, you have to let your teen know there are other options. Being aware of them might be enough to free up your teen’s mind to help him or her decide on a career path. So what are these options? Volunteering, travelling, interning and working while travelling. Some of these can be done from home; others would require flying the nest. Interning would be most helpful when trying to decide on a career, because it’s basically ‘trying out’ a career. Whatever you do, remember that this is not your future – it is your teen’s future. It’s their dreams and aspirations. They are the only person who would need to deal with their decision in five or 10 years’ time. So keep it about them; don’t make it about you. This advice was brought to you by Boston City Campus & Business College.

April 21, 2017

Confessions of an Educational Advocate

When I graduated with my MA my favorite job was working in a program as an educational advocate for children who were wards of the state of Missouri. Once trained by the state I oversaw the education of 40 children for a period of three years. Half of the children were early childhood age and were enrolled in our on-site program, a local Head Start and an early intervention program run by the local school district. The other 20 were school age and attended the local public school, a magnet school, or were transferred out to the district they came from to maintain some level of consistency. As the children’s advocate I spent many days in the schools. In addition it is a favorite saying of mine is that you have not been to a Parent-Teacher Conference until you have been to 15 in a row. I want to share with you what I did that I feel made me successful as an advocate. First I contacted school personnel before school started. This included each child’s teacher for the year and all of the other professional staff including: Principal, School Secretary, the Ancillary teachers PE, Art, Music and Title I, Nurse, School Social Worker, the Psychologist, Librarian, School Chef, and the head Janitor. I gave each of them a business card and told them the best way to reach me was via telephone; on the back of each card were the names of the children. Secondly, I kept in touch with the teacher regularly. For me as an advocate that was weekly. However for the average parent monthly should suffice. I also let teachers know if something was happening that could cause mental, emotional, or physical distress to the child in their class. These things could include that the child was worried about something, the house pet was sick at the Vet, or they had fell down the stairs. This gives teachers a heads up that something is wrong and helps them to meet needs they otherwise may not have anticipated. Thirdly. I helped supervise homework time. As an educator I realize that a child’s time in school is not so much about learning as it is about instruction. Learning actually takes place as children take the instruction and put it into practice on their own which is the purpose of homework. I set up with my fellow co-workers a set homework time that stayed consistent. They and I would move around the room and help children to process what the teacher had instructed them on in class. We did this by asking open ended questions such as:” What are the steps the teacher talked about in class today?”. This helped children to tie what they did in school back to what they were doing then. Lastly, I attended Parent-Teacher Conferences. I approached these conferences as a chance for the teacher and I to get on the same page when it came to the children’s expectations. I knew what homework had be hardest for them so I sought information on how to help them to process better. I came with a list of five questions I wanted answered about that particular child’s classroom performance, peer interactions, and overall school well-being. Then I took notes regarding our discussion and used these notes to inform my co-workers of the school progress of each child. We then worked as a team to help each child with their areas of challenge and weakness. This helped both homework and school progress improve. Educational advocacy is all about being supportive of both your child and the teacher. Teachers are your team members. It is their job to instruct the children. As parents and caregivers it is our job to ensure children are learning what the teachers are laying out for them. It is also our job to ensure the educators are doing a good job making sure their instruction is meeting the needs of the children. Parents need to work hard not to take sides between children and teachers but, instead find a way to mediate. I loved my time as an educational advocate and I hope these steps help you to feel confident as you advocate for your children. Please let me know what you think of this article and the steps that are outlined here.

March 15, 2017

How to make “back-to-school” activities a breeze.

It’s never too late to start planning for a productive school year ahead. With a little creativity and a range of helpful back-to-school tools at your disposal, you can take the stress out of family scheduling and ensure weekday routines stay on track throughout the school year. Epson, the global leader in printing technology, provides some useful tips to get the ball rolling in the right direction. Put a name on it – Replacing lost school clothes, books and other items can be an expensive process. Help your kids keep their belongings safe throughout the school year and beyond by using iron-on name tags to label clothes, and adhesive labels for stationery and books. The Epson LW-400 label maker allows you to print and save custom labels to your choice of different fonts, colours and sizes . Best of all, Epson’s label tapes are water-resistant and highly durable. Create a ‘drop station’ – Avoid the hassle of last minute homework surprises and parent notices crumpled at the bottom of school bags by creating a family ‘drop station’ – a designated area in the home where the kids can hang up their school bags and place any important letters or homework to be done in wall mounted folders, along with a white board for jotting down to-do lists and goals for the week. Get the kids to tick off completed tasks on the white board, which helps get them into a routine of getting things done on time while instilling a sense of responsibility. You can find ready-made calendars and goal planners here, or simply design your own using basic software already available on your PC. Make vision boards – Along with goal charts, vision boards will help kids to visualise what they would like to achieve over the next three, six and 11 months – whether at school, at home or in their social lives. Gather everyone around a large table or on the floor, get the kids to print and cut out pictures and words from the Internet, or from magazines, that represent specific things they want to happen over the next year. Provide each child with a large empty canvas or board to stick their pictures on to, and hang these up where they will be seen and reflected on every day. Creating a space for the kids to display what they really want in life will help make their goals a reality. Give them something to look forward to at lunchtime – Getting kids to eat healthily is no easy task, especially with junk food options readily available at school tuck shops and in vending machines. You can easily turn boring fruits and veggies into fun characters, simply by getting a little crafty in the kitchen. You can also save precious minutes on school mornings by preparing everything you need the night before. Encourage them to think positively through the day by including printed notes with inspirational quotes and sayings for them to read during their lunch breaks. Design a custom on-the-go homework kit – Make sure homework is done no matter where the kids go after school – whether it’s after care or even a friend’s house – by giving them a homework kit stocked with everything they might need to get their work done – pens and colouring pencils, rulers, scissors, erasers, extra paper, calculators, and even times table charts. You can find beautiful printable charts online, as well as free printable motivational pages to use as a decorative feature for the inside of the kits. Epson’s Ink Tank System printers, like the Epson L382, offer low-cost printing with high-quality results, allowing you to print over 13,000 pages in black and 6,500 pages in colour, before needing to refill the ink. Get back into the swing of things with these nifty #BacktoSchool tips from Epson. With a little help from your Epson label maker and home printer, there’s no limit to what’s possible in the year ahead. Visit www.epson.co.za for more information about Epson’s innovative range of printing, scanning and labelling products. The Epson L382 printer is available in selected retail and e-tail outlets at a recommended retail price of R3 179.82 excluding VAT. The Epson LW-400 label maker is available in selected retail outlets and e-tail outlets at a recommended retail price of R1 130.70 excluding VAT. For more information about this product and other Epson printers visit www.epson.co.za

February 7, 2017

Starting Tertiary Education…What’s to Know?

The prospect of finishing high school and starting tertiary education is a daunting one for many students. They’re forced to leave the friends, teachers and surroundings they have spent years with for a whole new environment. Although this can be a little overwhelming, it can also be an exciting and rewarding time. If your child is starting tertiary education, give them a chance to read over this and see if anything strikes a chord. You will need to be more independent With the move into post-compulsory education comes more freedom: uniforms are a thing of the past, you can come and go when you please and can choose subjects that interest you. But keep in mind that greater freedom brings about greater responsibility, which means that you are responsible for staying on top of assessments and turning up to classes — and no one will chase you up if you miss a class or forget to hand in an assignment. You might also need to manage competing priorities such as your part-time job and new social circle. Bear in mind that many institutions also keep attendance registers. If you’re not paying for it yourself, it can be very easy to justify “taking a day off”, especially if there is no detention to fear. Heed the warning though, someone will be taking note and you owe it to yourselves and those counting on you, to succeed! Learn to budget Depending on your circumstances, you may be working off a very tight budget. Get into the habit of budgeting for travel, food and the “occasional” social event, as it can be very easy to spend your money when you’re studying. You may become familiar with the term “student food”, which is what people often resort to when on a budget. This usually incorporates some combination of beans on toast, instant noodles, terrible coffee and lots of tap water! You will have to adjust to a new learning and teaching style There are a number of different class structures at tertiary level, including lectures, tutorials, laboratories, practical workshops and field work. Lectures consist of the lecturer speaking to a room full of students. Tutorials are much smaller and feature a more interactive and personal style of learning. Workshops, laboratories and field work allow students time to obtain certain practical skills and knowledge. Instead of studying the same subjects for a full year, subjects change each study period. You will also find that learning is more self-directed, which means that you will be expected to do a significant amount of independent study and research in addition to attending classes. Get out ahead of it. Unfortunately this is a lesson often learned too late. When you have to read 2 Jane Austen novels in one night, you’ll realise how important it is to systematically get through your reading material, ahead of time. At this level, entire forests are felled to provide reading material for each student, so be prepared and don’t get snowed under by a pile of paper. Get used to being around different people. In school, your classmates were all roughly the same age and mostly from the same area. At tertiary level, students of all different ages and backgrounds will form your peer group. Some may come straight from high school while others will be mature age students returning to study. There are ways of behaving and talking that once applied to high school and may not translate too well into tertiary level. Learn to ask questions of each other and respect (not necessarily agree with) the opinions of others. Yours is not the only answer that may be relevant. Speak up! This level of education can cost a lot of money, especially if your college is an independent organisation. If you are unhappy with your experience, speak up, but go through the right channels. At this point in your life, you’re bridging the gap between being a learner and being a participant in society. This is a great chance to learn how to work within an organisation and to ensure that your right to a quality education is respected! Be an adult as often as you can In South Africa, we are considered an adult by the time we are 18 years of age. Most of us are well aware of this long before that age, but it is a difficult thing to navigate still being dependant on your family for food, shelter and education, while asserting your independence as a young adult. Prepare to encounter this conundrum at some point in your tertiary education and handle it maturely. Understand that they will still have expectations of you, if they are still supporting you. Measure your autonomy and independent mind-set with responsibility and respect and hopefully it will help reduce the impact of any conflict that may arise.

February 2, 2017

Children Suffering From Migraines In Sport

“A new fact on migraines and participating in sport” Claims that participating in sporting activities is detrimental for migraine patients are untrue – a new study found that participating in sporting activities actually has health benefits for migraine patients. The study, recently published in the Sports Neurology Journal ascertains that under Neurological supervision sporting activities can be safely integrated into the lives of migraine patients. This is the first time empirical research has been done to review known risks involved with participating in sporting activities by migraine patients. “It was a study that sampled patients with; epilepsy, migraines, and multiple sclerosis”, says Dr. Elliot Shevel, South Africa’S migraine research pioneer and the medical director of The Headache Clinic. Shevel confirmed that as long as there is proper supervision in place for migraine patients, playing sport is not harmful. Dr. Elliot Shevel says that migraine patients are often discouraged from participating in sports based on theoretical detrimental effects, when in actual fact they can and should be encouraged to participate in sports provided that the exercise does not trigger the pain. Where exposure to prolonged sun triggers the pain indoor sports should be pursued. With schools re-opening and sporting activities being part of the academic experience, children that suffer with migraine should take the time with parents and teachers to work out which sporting activities suit them best. To find out more about how migraines affect your child, call 0861 678 911 or visit www.theheadacheclinic.net

January 20, 2017

Ambidextrous kids – disorder or gift?

I watched a film once where the main character was completely ambidextrous – he could write a poem with one hand while drawing a picture with the other. How I would have loved to have a skill like that. So why is it that teachers push kids to choose a dominant hand? The reason teachers and OTs will encourage a child into one-handed dominance is predominantly for practical reasons in the classroom – the sooner they choose a hand, the sooner they perfect their control with that hand, and the sooner they will learn to write quickly and efficiently. I strongly disagree with this. The majority of children will naturally slip into right or left dominance at around 7 or 8 years of age and shouldn’t be forced into writing exercises before the body is naturally ready. Unfortunately this doesn’t fit in with the school curriculum, which requires kids to be practicing pre-writing skills from as early as 3 or 4. Very very few children are truly ambidextrous (and usually this only happens when one hand is injured for a period of time or some other environmental factor), but there are a fair amount who are mixed-handed (i.e. They will tend to use one hand for certain tasks and another hand for different tasks e.g. Writing with the right hand and cutting with the left hand). The schools will try to discourage this as sometimes it slows kids down as they’re still trying to decide which hand to use for what and not getting on with the task at hand. There are some things that will be helped by choosing a dominant hand – for example crossing the midline or bilateral integration, but these can easily be included in a child’s life with some simple exercises to ensure that they don’t miss out on any brain integration that may come from choosing one hand as dominant and using the other as a helper. For example, pushing a car round a track, holding the car with one hand and the track with the other; reaching over the body to grab something on the opposite side of the body; holding paper with one hand and cutting it with the other; or my personal favourite, playing “Twister”. In OT they will essentially do these kinds of exercises with a child, but it will cost you. If you hop onto Google you can find plenty of exercises like these and do them yourself. You can have a lot of fun and your child never needs to wonder about why he/she is in “therapy”. Most researchers on the subject agree that it is useful for everyone to sometimes try using their less-preferred hand for tasks normally done with the dominant hand as it improves brain function and dexterity! Being mixed-handed can also have great advantages in sports like baseball and snooker where you can switch hands to get a better shot. The only real concern with a child who isn’t naturally finding a dominant hand is a learning disorder known as dysgraphia, which involves problems with motor skills. This disorder would not only affect their ability to choose a hand to write with, but would also manifest with other noticeable problems such as struggling with the concepts of right and left, difficulty catching a ball or skipping or even basic motor movements like walking and jumping. It is unlikely that your child would have problems of this nature without you noticing them and they definitely would be picked up in an assessment with an OT if you choose to have one. The other thing to consider is that your child may be gifted. Around 48% of gifted children are ambidextrous at some stage of their development. Take a look at some of the other criteria for gifted kids and if you think your child is, then it is definitely worth getting an IQ test done as gifted children do need additional stimulation in order for them to develop optimally. · Unusual alertness, even in infancy · Excellent memory · Learn to speak early and have an unusually large vocabulary and complex sentence structure for their age · Understand word nuances, metaphors and abstract ideas · Enjoy solving problems, especially with numbers and puzzles · Often self-taught reading and writing skills as preschooler · Highly sensitive · Thinking is abstract, complex, logical, and insightful · Idealism and sense of justice at early age · Longer attention span and intense concentration if something interest them · Preoccupied with own thoughts—daydreamer · Learn basic skills quickly and with little practice (1-3 repetitions) · Asks probing questions · Wide range of interests (or extreme focus in one area) · Highly developed curiosity · Interest in experimenting and doing things differently · Puts idea or things together that are not typical · Keen and/or unusual sense of humor · Desire to organize people/things through games or complex schemas · Vivid imaginations (and imaginary playmates when in preschool) If your child is still in preschool, he/she may just not be ready to choose a dominant hand and making a child ‘wrong’ for this seems unfair and unnecessary. Ultimately you will have to make a decision based on your own child whether your child would benefit from having an assessment or if it is worth waiting to see what naturally develops. Please remember to trust yourself. You know your child better than any teacher or therapist and if you feel that their opinion is incorrect, trust that. You can always get a second opinion or even just hold off on getting an opinion at all. Whether your child’s ambidexterity is a gift or a disorder is often determined by how it is handled, and that is up to you as the parent.

December 15, 2016

Matric Stress – When is enough, enough?

As hundreds of thousands of young South Africans are busy writing their Matric exams this month, they have entered into what is, for the majority, the most stressful, charged and demanding experience of their schooling experiences. A certain measure of pressure to perform can certainly be highly motivating. But the line is thin, and it is all too easy for the pressures of writing these final schooling exams to mount unbearably, putting matriculants at risk of being overwhelmed just at the time when they most need to feel confident, alert and focused. People react to stress differently, and students experience different kinds of stresses. Some have high expectations of themselves and may become anxious and fearful that they won’t achieve their own goals. Others may feel extreme pressure from others to perform, such as from parents or teachers they really want to please. What is important for both parents and students to understand is that stress is going to be a factor over the next few months, and it needs to be consciously managed so that it does not derail the efforts of our current Grade 12’s. We asked Claudia Raats, Research Psychologist and Academic Development Manager from SACAP (the South African College of Applied Psychology) to provide some essential tips on monitoring and managing stress: 1. Know Yourself “The question of when is Matric stress, too much stress, needs to be answered individually. It helps for both parents and students to reflect on this. Naming the fears and anxieties, and identifying the sources of the pressures the student feels brings important awareness to particular danger areas for the individual. When the triggers are known, they are easier to anticipate, monitor and manage. It’s also helpful identify the individual’s habitual reactions and behaviours when they are under stress. What works to help relieve stress for you? What makes stressful situations worse for you? If this is clear to you then it is easier to identify when you need to take a different action such as going for a run or whether you need to temporarily avoid engagement with a particular person. Some people react to stress by trying to distract themselves by getting involved in an absorbing activity such as watching TV or playing digital games. While it may result in temporary relief from the stress in the short term, it can potentially create more stress if it causes the student to get behind on their study plan. If this is the case, a different way to release stress needs to be found.” 2. Look After Yourself “A balanced mental and emotional state provides us with resilience in the face of stress, enabling us to manage our reactions better and recover quicker when the stakes have got too high. Our mental and emotional well-being is inextricably linked to the state of our physical health. It is vital for students to get enough restful sleep every night, to be physically active regularly, to eat healthily and to have some time set aside in their busy study schedule for relaxing and socialising with supportive, encouraging people. Parents can play a vital role in helping their child to achieve this balance over the next months. They can ensure that healthy foods and drinks are available in the house. They can encourage their child to get out and take a walk with them when they’ve had long hours at their desk. They can help to promote healthy sleeping habits, and also provide a loving, compassionate connection full of encouragement.” 3. Avoid Stressing Yourself Out by Listening to Your Inner Critic We all have an inner critic which is the negative internal voice that often comes out when you are stressed and anxious. It is very important to be highly aware of negative self-talk that only inflames your fears, anxieties and stresses. It is also helpful to have strategies to quickly and effectively silence this inner critic so that you can restore a state of balance. When you find yourself aware of running thoughts like ‘You will never pass Matric’ or ‘There’s no way you’re going to get an A’ or ‘You’re just not bright enough’ or ‘You won’t amount to anything’, you will have identified the voice of your inner critic. It often echoes the voice of a critical parent, or an intolerant teacher or a bully who has impacted on you. The best way to deal with this downer-character is to become aware of it, gain insights into where it came from and then challenge it with evidence from your real life that it is wrong. For example, if you are busy studying Maths and your inner critic pipes up with: ‘You can’t do Maths, you’re going to fail this’ you can challenge this negative thought it with the reality that since you are busy studying Maths at Matric level, you have passed a lots of Maths tests and exams, and therefore you can do it. Don’t hesitate to talk back to your inner critic and show it the proof of your success. You can also dilute the impact of your inner critic when you engage in positive self-talk. Regularly affirming that you are smart and that you can do it builds confidence, increases your energy and puts you on the road to success – after all, everything starts with an idea. Let your Matric exam experience start with the idea that you can ace it. Find success quotes and ‘can-do’ statements that inspire you and make you feel motivated, and put them up in places where you see them often during a day. Another effective tactic to take power away from your inner critic is to externalise it. It might seem silly in the written word but in practice this works well. If you are battling an inner critic, disempower it by giving it a silly name and calling it out. ‘Hmmm, Negative Nancy is at it again’ or ‘Oh look, Pessimistic Pete has come out to play’. Of course, you

November 11, 2016

Reading and writing: Confidence is the key

Many parents find themselves in a daily battle with their little ones over reading and writing homework. It seems like no matter how much you try to correct your kids they just don’t seem to be improving and they don’t appear to want to learn. Homework often ends up in a screaming match or at least a battle of wills. Let me tell you about a research study that I read recently. It was about kids with really bad handwriting. They took a group of kids with terrible writing and divided them into two groups – one group got the usual teacher feedback of red lines through their work, admonitions, and pleas to try harder. With the other group, the teachers were told to ONLY focus on what the kids did right – so to underline their good words and praise them for these, to point out what they had done well – even if all they could find was one letter that was formed nicely the teacher would tell the child – look at that “a” over there, now that is a beautiful “a”. They were not to comment AT ALL on their poor performance. Within two weeks the group with positive feedback had improved by 100% and the other group had degenerated. So the moral of the story is this… Kids cannot learn under stressful situations (such as a shouting or even disapproving parent). When we are stressed, the blood vessels to our prefrontal cortex (the part of our brain used for thinking, problem solving and learning) constrict and all the blood is redirected to our hindbrains (which are purely for fight and flight reflexes). So a child who is shouted at literally CANNOT learn. It is impossible. They don’t even have enough blood in the part of their brain necessary for learning. In order for your kids to improve in reading and writing what they needs most is not extra practice or more instruction or help, but a better learning environment. 90% of reading ability is not skill but confidence. The kids who read and write well are the ones who believe that they can. As a parent, you need to focus on the relationship with your child – on who your child is as a person, not on what he/she can do. We will all have areas of strength and weakness, but what everyone wants most is to be heard and understood. So next time you sit down with your little one to work on homework, think about what he/she might be going through. Homework may have become something that their brain automatically associates with stress and so they’re stressed before you even get going which makes them more likely to get it wrong. Discuss this with your children. Tell them that you realise they must be stressed about it and it isn’t easy to learn to read and write, particularly at a young age. Apologise for shouting in the past and let them know that you’re human and also lose your temper and get frustrated, but that you’re going to try to do better, just like them. Then take some time for both of you to do some stress-relieving exercises –do some breathing or visualisation, go for a short walk, have a cup of chamomile tea, and make sure you’re both feeling relaxed to start. Your child WILL learn to read and write, but at what cost. Let them learn a little more slowly if necessary, in their own time, and focus on caring about your child and what he/she is going through. Studies show that whether a child learns to read at age 4 or age 9, their reading and comprehension levels by age 11 are exactly the same. There really is no rush, other than the unnecessary pressure that the school may be putting on them. A child who learns slowly, but with love, care and confidence will go on to become an adult who loves reading. One who learns under stress will always associate reading with pain and this is much more likely to squash their overall educational achievements in the long run. And be gentle and kind to yourself too – new parenting doesn’t happen overnight and you will find times when you have other things on your mind and your stress levels are higher and you crack. This is normal. Stop. Take a few deep breaths. And apologise. Children learn a lot from our mistakes and how we handle them!

November 3, 2016

Setting the stage for a successful Matric

At the end of this month, the country’s latest cohort of aspiring matriculants will begin to write the 2016 National Senior Certificate examinations, the most important, and probably the most ‘knife-edge’ experience of their education so far. It is a six-week event that doesn’t just test what these South African teens have learnt and mastered over the past years; it also puts their self-esteem, their outlook on life, their courage and their resilience on trial. We asked Raydene Naidoo, Counselling Psychologist and Head of Work Integrated Learning at SACAP (the South African College of Applied Psychology) to provide some essential tips on how the current Grade 12’s can prepare themselves optimally for the mental, physical and emotional rigours ahead: Know Yourself “Before you plan, before you draw up your study schedule, it’s important to take the time to do some self-reflection. You need to think about things like how much sleep you need, the activities that are important to supporting your well-being and whatever else you need to operate at your best academically. Think about, and then also make a list of your strengths and your weaknesses. This is very important because you want to make study plans and devise a schedule that optimizes your strengths and mitigates your weaknesses. For instance, it doesn’t help to decide to follow a recommended study schedule that involves four-hour blocks of dedicated study time if you are prone to get restless after an hour. It might work well for your friend, but if you do that, you are likely to study effectively for just one hour, and then waste three hours of every four-hour block you have scheduled with your struggles to keep focused and still. You need to know yourself well, so that you are empowered to customize a study schedule that works optimally for you. If you know that you are distracted after an hour, you can devise a schedule that gives you regular short breaks that enable you to return to your desk and effectively pick up when you left off.” Identify your peak times “We all have particular times of day when we are most effective, and this differs from person to person. For instance, some people are raring to go in the mornings while others struggle to get themselves started. Some fade in the evenings and others find that they are highly productive at night when life around them is quieter and still. Once you know your peak times, schedule your most challenging studies exactly then, while topics and subjects that are much easier for you can be scheduled during your off-peak hours.” Don’t just think about it, create your study timetable, share it and commit to it “Give real form to your study timetable. Map it out in a graphic form. Make sure it includes your study breaks and covers all the work you need to do. Stick it up prominently in your study space so that you can see where you are at any moment, at a glance. Think of it as your trusty guide over the next weeks – there to help ensure you don’t get any last-minute surprises or setbacks that feel like disasters. Sharing it with your peers and family members can also help to keep you on a committed track. Monitor your progress on a daily basis. Some shifts and adjustments may be necessary in practice, but you need to make sure at all times that you have got all your topics and subjects covered according to the priorities.” Plan for balance “Yes, the most important thing you need to do over the upcoming weeks is study and it does take precedence over a lot of other things in your life at this time. However, you still need some balance in your life, and you can plan for this. It is important to look after your mental and emotional well-being as this affects your intellectual performance. Even though you need to be very focused on your studies, you will still need time to relax, time for physical activity and time for socializing. While you will probably have to cut back on those times, you shouldn’t eliminate them completely. While you may not be able to spend three hours playing soccer four times a week, you can find the ways to schedule four ten minute runs around your neighbourhood that will help you to keep active, relieve stress and re-energise you. While you won’t be able to ‘binge-watch’ the latest TV series, you can still make the time to watch a favourite programme every now and then. And while, late-night parties are probably not the best idea while you are studying for matric, you can still schedule shorter, lower-key occasions in the company of friends that give perspective and provide support.” Commit to your well-being “Studying for, and writing your matric exams will probably rate as one of the most stressful experiences of your life. There’s no better time than to care deeply and well about yourself. The upside is that in being tested this way, you have the opportunity to discover new and deeper aspects of your strength and resilience. You can think of the experience as being on a ‘Hero’s Journey’ where you want to be facing challenges with all your wits about you so that you can achieve the best results possible. For that to happen, you need to ensure your physical and emotional health. It’s important to eat healthily, get enough sleep, be physically active and feel connected to the people who support your success in life.” Parents play an important role in supporting their matriculants and ensuring that they go into the exams in the best frame of mind possible. Naidoo has some tips to help parents best support their matriculant: When facing a stressed and anxious matriculant, replace a ‘been there, done that, now you can too’ approach with ‘I understand’ and encouragement; Acknowledge your child’s efforts. Noticing and affirming their choices such as turning down

October 26, 2016

Help your child become an ‘Academic Olympian’

As the 2016 Olympic Games came to an end, we can reflect on the achievements, camaraderie and celebration of sport on the global stage. In addition to the great successes, Edublox reading, maths and learning clinic, highlights important lessons that can be learned from the Olympic athletes, which is applicable to a child’s academic and sporting performance. The Olympic Games is a prestigious sporting event and the highlight of any Olympian’s career. No athlete wins a medal or even qualifies to participate at the world’s largest sporting event without committing the majority of their time to perfecting their craft. It takes years of preparation to build a strong physical foundation and develop the necessary skills to compete on the highest level. “The same goes for a child’s academic performance,” says Susan du Plessis, director of educational programmes at Edublox. “Children have to be able to read and concentrate in order to grow and develop academically. For children to learn how to read or improve their reading, they have to understand the language, as well as master the foundational skills of perception, memory and logical thinking. Children have to work hard and train their learning abilities with as much vigour and determination as athletes in order to become ‘Olympic students’,” says Du Plessis. Another characteristic of an ‘Academic Olympian’ is the ability to concentrate. Concentration is a skill that can be taught, just like riding a bike. “Concentration and memory go hand in hand and play a major role in a child’s all-round development. These two aspects not only affect a child’s academic accomplishments, but also influence the performance of young and upcoming sportsmen and women on the sport field,” explains Du Plessis. After his enrolment at Edublox, Stelios Charalambous, a Grade 3 learner experiencing learning challenges, surprised everyone with a dramatic improvement in all of his subjects on his second report card of the year. “When we received Stelios’ report card, we were ecstatic! His marks had jumped by 20% in all of his subjects,” says Christa Charalambous, Stelios’s mother. “Another big change we’ve noticed is that he is more confident and had improved significantly on both the rugby field and the tennis court,” she adds. Du Plessis shares a few easy tips for parents looking to help their children become ‘Academic Olympians’ from a young age: Improve reading Your child’s fluency in language is a key determinant of his reading ability. Talk to your child and explain to them what you are busy doing while shopping, cooking and working in and around the house or even while taking a walk. This will help enhance your child’s vocabulary. Read to your child as often as possible. Language develops through repetition. You can read the same book over and over again before moving to another book. Teach your children nursery rhymes to stimulate their brain and improve memory. Improve concentration Let your child build age-appropriate puzzles from a young age. Progressively read longer and more in-depth stories to your children. Let your child play outside. This often improves the child’s ability to concentrate more than when playing indoors. “Mastering the fundamental skills of reading and concentration is important for every child’s academic growth and development,” says Du Plessis. “Regardless of whether they find it difficult to read and concentrate or not, it is essential that all children work hard, similar to Olympic athletes, so that they can transform into great Academic Olympians,” she concludes.

September 2, 2016

The real price of not addressing your child’s learning problems

Failing or delaying to address a child’s learning difficulties has far-reaching implications for both parents and children alike. Edublox reading, maths and learning clinic, warns that the real cost of withholding learning intervention programs from children with learning difficulties should not be underestimated. This could result in long-term financial burdens when learners have to repeat a grade, while they often pay the price academically, emotionally and socially. “While parents tend to spend money on exciting hobbies, or sporting activities in areas where their child is flourishing, they often find it difficult to acknowledge and prioritise resolving their child’s immediate academic issues,” says Susan du Plessis, Director of Educational Programs at Edublox. “Parents put off addressing their child’s academic problems as they tend to hold on to the hope that the next report will be better. Their child’s busy schedule, full of extracurricular activities, also leaves no time for homework or attending extra classes” says du Plessis. “Children often pay a steep price for not being able to learn at a level that is expected of them,” says du Plessis. “Besides not being able to pursue a career of their choice one day, children with learning difficulties often develop emotional issues that can cause long-term psychological damage,” she adds. Research by Dr. Marianna Alesi, published in the Journal of Psychological Abnormalities, found that students who experience repeated failure, such as those with learning disabilities, are more likely to have anxious symptoms and to use avoidant behaviours. This, explains Alesi, creates a vicious circle where a learner’s self-esteem is negatively impacted by their learning ability and it can affect all aspects of their future development.* Parents often underestimate the true value for money that effective, solution-driven and scientifically proven educational intervention programs provide for children with learning difficulties. Recent research by Old Mutual indicates that if a learner repeats a year at a state school it could cost an estimated R 37 500 for school-related expenses alone; excluding additional food, recreation and transport costs.** “When looking at the cost of an additional year of school fees, the economic choice to invest a marginal amount in solving an academic issue early on becomes much simpler,” says du Plessis. Parents concerned about the affordability of getting specialised help for their child’s learning woes are encouraged to take a look at their monthly expenditure, and prioritise their expenses by making use of various budgeting tools available online or to consult a financial advisor.*** Alida Smit is a parent that can attest to the psychological and financial benefits of early intervention at a reputable and professional reading clinic. Today an owner of such an establishment herself, she once struggled to find help for her son, who was diagnosed with dyslexia. “My son’s confidence blossomed and his attitude towards learning changed completely when he was exposed to the right intervention and development programs. If I got to the clinic sooner, I am sure the cost would be less and the emotional impact far less significant. When my daughter started experiencing some of the same challenges, I was able to help her immediately without having to exhaust many options. Not only was the cost significantly less in this process, but she benefitted much sooner, and did not go through the emotional and psychological roller coaster of emotions,” she says. Today’s challenging economic environment is forcing parents to cut down on costs wherever possible. The financial implications of an academically struggling learner are, therefore, often overlooked as parents feel they cannot afford professional help for their children. Du Plessis advises that parents who want to save money should do research to evaluate various learning support programs available based on their track record, quality control measures, and the realistic timeframe of improvement. “By temporarily reducing little luxury expenses such as restaurant meals and pricy entertainment, parents can provide their child with the opportunity to excel at school,” says du Plessis. “The best solution for parents is to get help for their children as soon as possible. Nip learning difficulties in the bud; it makes sense from a financial perspective and helps build your child’s self-confidence,” says du Plessis. “As parents, we have a responsibility to not only provide our children with an education, but to ensure that they have a wide array of choices when it comes to possible career paths after school. The temporary financial sacrifice for resolving your child’s learning difficulties is actually a long term, emotional and educational investment towards your child’s future success,” du Plessis concludes.

August 3, 2016

Questions To Ask Your Child’s Teacher

The third term is upon us and meeting with professionals working with your child is a priority. It can be very daunting, especially for parents whose children may have learning challenges. Frequently, the professionals end up talking and the parents try desperately to follow the conversation and very often only pick up on the negative information. A small but interesting fact: it takes 9 or more positive remarks to cancel out the effects of a negative one. Sadly, many parents leave these meetings feeling overwhelmed and too often, disappointed. Being prepared is one of the best steps one can take. Here are some questions to help you find out your child’s strengths, where their difficulties lie and how you can help your child. Hopefully, this will allow you to leave these meetings with ideas, empathy and positive information about your child and what you can do. Of course there will be areas of concern, but as a parent you will feel more confident in how to handle them. What does my child enjoy? Who are my child’s friends? How is he/she socially? Interactions and communication? Is she/he liked by her/his peers? What are my child’s strengths (socially, emotionally, physically and mentally)? What value does my child bring to the class/sessions? Are there areas in which my child shows a particular interest or possible talent? What are my child’s differences – instead of saying ‘problems’ or ‘difficulties’ – (socially, emotionally, physically and mentally)? Does my child participate? (This can mean anything from being a team leader, team player, active member, dedicated, diligent, a motivator. Remember, an extroverted and an introverted child will play different roles in these situations. What is important is that they are involved.) How is my child learning and functioning in a classroom environment or sessions (individual or group) – does their behaviour differ in different subjects (P.E, music, computers, languages, maths, etc.)? What will you be teaching my child? Areas of focus. How will you do this? What methods or approaches will you use? Can I implement these at home? Expectations (i.e. homework – time, assistance and outcomes) What type of homework will you give, and what are the deadlines? (what is due weekly/daily or projects/exams/assessments) Is my child managing to complete the work (in class and homework)? Do they have the current abilities to work in class or in sessions effectively? How can I, as a parent, be involved and assist? How can I check up on grades, assignments? (Remember you are entitled to see ALL of your child’s work). Bring up your own concerns, observations and ask questions related to your child. Remember your child will be different in different environments. It is important to know about any major discrepancies. What is the best way and time to contact you (the teacher or professional)? I hope with this information you and your child can gear yourselves for the forthcoming term. I suggest scheduling a meeting with your child’s teacher and other professionals as soon as possible. I wish you all the best for your upcoming meetings.

August 1, 2016

Could you be the reason for your child cheating?

Mrs M, with her short straight black hair and angular face, peered suspiciously at us, pacing the grade five class, blurting out English words at timed intervals. It was our job to translate these into Afrikaans and spell them correctly within the allocated time. I’d studied for the test as I always did and I probably could have aced it. But I was afraid. You see, I’d confused praise with love and I believed that if I failed that love would be withdrawn. Love: The lifeblood of every child. And so I cheated. The vocab for the week was posted up at the back of the class and I snuck a look at every opportunity. I thought I got away with it. Then the next day, there she was pacing the class again, this time calling out the marks for everyone to hear as she handed back test papers. Starting from the highest mark to the lowest. Full marks. Not me. Ok, I must be next. Nine out of ten. Not my name. Come on, come one. 8 7 6 5 4 3 2 1. Zero. Slam, my paper lands on my desk. The whole class goes silent. Somebody gasps. She grabs my wrist and pulls me out of the class to discuss my crime in privacy. ‘Why?’ I wonder after she has already humiliated me. I start to cry. I don’t stop for hours. By the end of the day she calls me back into her class, says she thinks I have learned my lesson and tears up the paper. I never cheat again. But not because I’ve somehow become more moral from the experience, but because my terror at losing that love has just intensified. It’s one thing to not do well but cheating and getting zero would definitely be the end of me. I wondered later what those teachers must have thought of my parents. They probably thought that if I went home to get my test signed I’d have had a beating. But the beating I believed I would’ve gotten was way worse than any physical pain. It was the beating of rejection of my being. There was no way I could stand that. No child could. And so I empathize with children who cheat. I wonder what fear has brought them to that point. I wonder why parents and the schooling system are so focused on marks that they forget the real reason for testing a skill – To see if the work has been taught properly and understood. I wonder why nobody explains this to children, and why report cards and test scores are held up as measures of self worth. I wonder too why we berate children for cheating without acknowledging this trait in ourselves. How we ignore our own failures when we cheat on our diet or cheat on our spouse, cheat our employers out of time as we scour Facebook or cheat the tax man to save a few bucks. How is it that we expect our children to have higher moral standards than ourselves. Why are we are unable to look past their misdemeanors and see the fear and pain and panic just below the surface? What are we teaching them really? The brain is a very efficient organ. It will always find the quickest path to a desired result. If it perceives that the quickest way to get love and approval is to cheat (rather than to risk trying the honest way and possibly failing) then cheating will happen. Is your child’s fastest way to love and approval through good marks? Then you’re setting them up for cheating at some point in their lives. Think about the messages that you are giving with your praise or bribery, or with your withholding of affection when kids don’t do well. If we want our children to pass honestly, then we need to change the messages that we’re giving them around what testing means, around their true worth regardless of performance, and around the unwavering love that we have for them regardless of their behavior.

July 28, 2016

Handwriting Problems

Handwriting is the most obvious feature of “the second R,” and is a means to an end. Students who can write legibly and with reasonable speed are not deterred by weak handwriting skills from expressing themselves. Thus it is obvious that handwriting should become routine as rapidly and efficiently as possible. It should not be stressed at the expense of more important skills, such as those necessary to speak, listen, read, spell, or compose well. What is a Handwriting Problem? A handwriting problem exists when a student writes illegibly or extremely slowly. Everyone occasionally produces some illegible letters, but some students do so frequently enough that understanding what they have written is difficult; at this point, the difficulty would be considered a problem. Also, most children write quite slowly when they are first learning to print or write in cursive; slow handwriting should be considered a problem, however, when a student’s writing speed interfered with his or her other work. Problems with handwriting are also known as dysgraphia, a term coined from the Greek words dys meaning ill or difficult and graphein meaning to write, and is used to describe a severe problem with handwriting. Synonyms for dysgraphia include motor agraphia, developmental motor agraphia, special writing disability, specific handwriting disability, specific learning disability in handwriting. Problems Related to Handwriting Though IQ is not related to handwriting, spelling apparently is, according to Introduction to Learning Disabilities by Hallahan et al. Students with poor handwriting are likely to have poor spelling skills. Two ways in which handwriting may contribute to misspellings are: Handwriting errors may make a word look like another word; Slow, laboured writing of letters may cause a student to forget the word he or she is trying to spell. The first problem is one of legibility and the second is one of speed. Handwriting skill is also related to some perceptual and perceptual-motor skills. Wedell found that young students with handwriting problems had greater difficulties with position in space, drew poorly when drawing required crossing from one side of their bodies to the other, and did not benefit from handwriting tasks as much as other students. In her book Learning Disabilities: Theories, Diagnosis, and Teaching Strategies, Janet Lerner states that some of the underlying shortcomings that interfere with handwriting performance are (1.) poor motor skills, (2) faulty visual perception of letters and words, and (3.) difficulty in retaining visual impressions. The student’s problem may also be in cross-modal transfer from the visual to motor modalities.

June 9, 2016

Are your kids getting too much homework?

Homework is an essential part of learning independent work and self-discipline… and I think that kids are getting far too much of it. Homework should be given out with this specific purpose in mind and not because there is so much schoolwork that it can’t fit in to the school day. If kids are getting too much, it is your responsibility as a parent to take a stand. Get together with other parents in your child’s class and have something to say about it. Play, fresh air, fun and down-time are as important to a child’s development as formalised learning and discipline, particularly in the Foundation and Intersen Phases. This fits in to what I have said before about too many extra murals: Children, like all human beings, need time to be – not busy performing or excelling or proving their worth, just being. So how much is too much? If you look logically at the typical day of a school child this should become obvious: 6am-7am Waking and getting ready for school 7am-2pm School time 2pm-3pm Sport / extra murals 5pm-7pm Dinner, bathing etc. 7pm-8pm Story time or quiet time 8pm-6am Sleep (children of 7-10 years need around 10-11 hours per night) This only leaves between 3pm-5pm for homework AND games, TV time, outdoor time, playdates etc. I would say that anything more than around half an hour per day is unreasonable at Primary School level, and certainly not more than an hour. Look logically at your child’s day and make sure there is always down-time, unscheduled time, time to just be. Life needs to be in balance and we need to help our kids with this by not overscheduling their time, by taking a stand on homework and by modeling this for our kids by getting enough rest and down-time ourselves.

June 2, 2016

Grade 9’s: Don’t leave subject choice decisions to the last minute

Grade Nines preparing to enter their final phase of schooling next year will in coming months be expected to select the subjects that will see them through to matric. But that decision is too important to shelve away until the time comes, an expert says, and it should already be top of mind for learners who want to give themselves the best chance for success in Grade 12 and beyond. “Towards the end of the year, Grade 9-learners will be given the opportunity to select which subjects they will take in their last three years of school and be tested on during the National Senior Certificate Exams in 2019,” notes Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. “It is an exceptionally hard choice to make, and many factors need to be taken into consideration,” says Payne, adding that these choices will have a profound impact on the qualifications to which learners will have access and, as a result, the careers they will be able to follow. “Choosing subjects should not be based on a gut feel or a kneejerk towards easier subjects. They must be chosen very carefully, and only after proper research about the implications of choosing certain subjects and not others. The best way to go about making subject choices later this year, is to immediately start considering one’s options constantly, and refining them in the coming months. “This is one of the first opportunities learners of this age will have to practice strategic decision-making that will have a major impact on their lives. It should be looked at as an exciting first step into their future as adults, and also a valuable learning tool.” Payne says the process can be made much less intimidating by sticking to the following guidelines: ALREADY KNOW WHAT YOU WANT TO STUDY? THEN STUDY UP ON ENTRANCE REQUIREMENTS. If you are clear about what you want to do, check out the websites of both public and private higher education institutions to verify their requirements, and let that guide your subject choices. Very importantly, look at a range of different institutions and courses within your field to allow yourself some choice and a Plan B after matric. DON’T KNOW? THEN LEAVE AS MANY OPTIONS AVAILABLE AS POSSIBLE. Those who are not yet sure about their future direction should choose subject combinations that will leave them with options and room to manoeuvre later, including Maths and Science. Learners who struggle with precisely these subjects, should consider keeping only one of them to focus their efforts. And Maths Literacy should only be considered as a last resort, Payne says. CONSIDER WHAT MAKES YOU HAPPY. As you spend time at your desk every day, going from class to class, and completing your homework, be alert to which subjects make you come alive a little more than others. Determine which subjects mirror your interests and career dreams, and include them. And carefully research how your favourite subjects manifest in the working world, as you may potentially have more – and more interesting – options than you are currently aware of. CONSIDER WHAT YOU ARE GOOD AT. Choose at least two subjects in which you can do really well. Admission to higher education is performance-based, so it makes sense to do very well in some subjects rather than badly in all of them because you chose only gateway subjects. DON’T SELL YOURSELF SHORT. You may think you won’t stand a chance of getting good sufficient grades to enter higher education post matric. But remember that the South African National Senior Certificate has four levels of pass. While one of them is the degree pass, you could also qualify for diploma or higher certificate study. These two qualifications, which are normally vocationally or career-focused, could give you access straight to the world of work and even degree study if you wanted to do it later. There are also options in public and private FET Colleges, or you may even be entrepreneurial and want to start your own business. “The key to making the best subject choices for your future self is to ensure you do your research thoroughly, and at a comfortable pace so you don’t have to rush the decision. Don’t leave it until the end of the year, when you might be tempted to just tick the same boxes your friends are ticking, and in the process set yourself up for frustration and disappointment,” says Payne.

May 3, 2016

Why It Pays To take Grade 11 As Seriously As Matric

Throughout one’s school career Grade 12 – Matric – is viewed as the ultimate year, the year in which you have to account for what you learned in the decade before, and the year whose results will follow you for the rest of your life. But what learners and parents don’t realise, is that Grade 11 can arguably be considered as important, if not more so, than one’s final year, an education expert says. “There are at least five reasons why Grade 11 learners should take this year very seriously, and put as much effort into it as they will next year,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest and most accredited private higher education provider. She says the penultimate school year is a significant one because it provides: 1) INSURANCE “The effort you put into Grade 11 can be considered as insurance should something go awry in the future,” says Dr Coughlan. “There are an increasing number of institutions that make provisional offers based on your Grade 11 results, and many will still admit you even if your Grade 12 is a little less strong. But if your results in Grade 11 are weak, you have nothing to fall back on.” 2) EXAM FOCUS Teachers set Grade 11 exams to mimic the format and complexity of grade 12, says Dr Coughlan. “That means that taking your Grade 11 exams seriously will help you understand how you are doing and how ready you will be for your final exams. It helps you to work out where you need to apply more focus. “This year’s exams provide a measure of where you are, and should be treated as part of your preparation for your finals.” 3) OPPORTUNITY TO EXPERIMENT Dr Coughlan says that Grade 11 allows some time for experimenting before crunch-time arrives. “Learn new study methods and stress management methods, and experiment with things you have not done before, like study groups and mind maps. Finding a variety of study techniques and approaches that work for you will allow you to enter Grade 12 with a revision system that will make you perform at your best.” 4) OPPORTUNITY TO TEST TIMING If you keep good track of how long it takes you to master different kinds of work, that will allow you to draw up an accurate study plan next year. “Knowing your pace of work means you will be able to revise with enough time allocated right from the start, so that you don’t run out of days before you run out of work to revise.” 5) A CHANCE TO CAREFULLY EVALUATE POST-MATRIC OPTIONS Assessing their Grade 11 results and performance empower learners to make better decisions about their post-school direction, including about which options are available to them, what courses to apply for and where. “Learners should start working out their ‘points’ for higher education entrance from Grade 10,” says Dr Coughlan. “This means they should thoroughly research the courses they want to study and the results they need for their application to be accepted. In Grade 11, learners are then able to monitor how realistic their aspirations are and where they need to do more work, which will reduce uncertainty when applying.” Matric does not start in your last year of school, Dr Coughlan says. “Matric is not a year-long event, but rather a two-year long project. If you start applying your mind to your final exams right now and take the long view coupled with a strategy, you will be able to deliver your absolute best when you sit for your finals in a year and a half’s time, and significantly improve your chances of being able to follow your dream post-Matric.” Notes: The Independent Institute of Education (IIE) is the largest, most accredited registered private higher education institute in South Africa. It has a history in education and training since 1909, and its brands – Rosebank College, Varsity College, Design School Southern Africa (DSSA) and Vega – are widely recognised and respected for producing workplace-ready graduates, many of whom become industry-leaders in their chosen fields. The IIE offers a wide range of qualifications, from post-graduate degrees to short courses, on 20 registered higher education campuses across South Africa.

April 21, 2016

Don’t Be PENalised For Not Being Able To Write

You helped your child prepare for his history test. He could recite all the answers and there was no question that he was going to ace it. And yet, when he received back his test results, he barely made the grade as he wrote down only half of the answers! Why? Thanks to the e-age we live in, children have sadly lost their ability to literally put down pen to paper and write. Step into a class these days and you are more likely to find e-books and tablets than pen and paper. Pupils can type faster than they can write and apps and online learning devices are the norm. “You must get on with the times.” “If you are not online, you’re doomed.” “Your child will miss out.” While there is some truth in these statements, one cannot ignore the fact that pupils will (for the foreseeable future at least) still have to write their exams manually – that is: putting pen to paper. It’s like Master Chef – if the food is not on the plate it cannot be judged. Likewise, if your child does not write down all he or she has learnt, it cannot be assessed. And, while we’re on the Master Chef analogy: if the plating of the dish is messy – i.e. if your child’s handwriting is illegible, it will also be penalised. So, go and buy more pens and pencils next time you go to the iStore. Not only will your child practice his/her critical hand-eye-co-ordination skills, but stand a better chance of acing his/her next exam. Reasons why many people think hand writing skills are a thing of the past: Children need to practice typing skills as all learning will eventually be computerised Schools are switching to e-books, tablets are used in classrooms, homework tasks are given on tablets There are many apps available for online learning, assessments, note taking – replacing the pen and exercise book Reasons why children still have to practice writing: It has been proven that reading and spelling are linked to the formation of letters in the early years Study notes, class work and assessment are all still done on paper with a pen It will still take some time before all learning will be computerised Illegible handwriting costs marks: “labored handwriting creates a drain on mental resources needed for higher-level aspects of writing, such as attention to content, elaboration of details, and organization of ideas.” * * Spear-Swelling, L. The Importance of Teaching Handwriting. Retrieved from http://www.readingrockets.org/article/importance-teaching-handwriting

April 6, 2016

Help Your Kids Get Organised

The new year has started and we are already well into the first term. This term is normally filled with meet the teacher meetings, class photos, book covering, sports tours, school camps, athletics day, inter-house swimming and so many other things. All this before we have even mentioned normal day to day school work, projects, orals and homework. I don’t remember school ever being this intense when I was growing up! As with adults, being disorganised has a severe effect on learners as anxiety will set in if they don’t feel prepared. Knowing and planning ahead will ensure that learners are prepared, and will help them achieve the best results that they can. If your child is battling to keep up with homework and tasks, please share this 6 STEP simple video demonstrated blog with them! STEP 1 – HOW MUCH TIME Kids need to know how much time they have available to do homework, projects, assignments and to study. This will depend on what sports and extramural activities they have on and what your family weekends look like. Using the downloaded time sheet, help them work out their time availability. Block off the chunk of time from the morning until the end of their school day. Block off time for any weekday or weekend sport or extra murals. Block off the time spent eating dinner, preparing for bed, showering, etc. Block of any other set commitments that they have during the week or weekend. Look at the gaps and decide how many hours they could dedicate to homework, studying & projects each day, bearing in mind that they also need some time to relax. Add up the number of hours available to study per week. Click to download the time sheet STEP 2 – BEING PREPARED Knowing that everything is done and ready by the time kids go to bed the evening before, will leave your child feeling far calmer, and will save them from getting into unnecessary trouble at school. A good idea is to have a check list for them so that they never forget anything. Check their timetable for the next day. Make sure all homework has been done. Make sure all required books are in their bags. Pack in sports and PE clothes. Check if there are any orals, projects, tests or assignments coming up soon. Get mom or dad to sign the homework diary. Any notices for parents to be given and signed. Click to download the checklist STEP 3 – MANAGING PROJECTS, ORALS AND ASSIGNMENTS Because projects and assignments are given a couple of weeks in advance, they often get forgotten or left to the last minute and then rushed through. Sometimes when there is a big task to do, they leave it because it feels overwhelming. Write down each step needed to complete the project, oral or assignment. Estimate how long each step will take. Check the time sheet to see which days are best to work on various parts of the task. Weekends are a great time to put in extra work for things like projects, orals & assignments. Work backwards in your diary from the last step & put a date that you are going to complete each part of the task. Always aim to finish at least 48 hours before the due date. This gives you time for anything that may come up at the last minute. Click to download the Project Management Checklist STEP 4 – TAKING RESPONSIBILITY When children are younger, as parents, we email, write notes and call their teachers and friends parents for them. As they get older, it is more likely to become their responsibility to do any of the following: Excuse themselves from sport. Call a friend to find out about homework. Send their teacher a message. Anything else school related. STEP 5 – ACHIEVING GOALS One of the fundamental skills for success is goal setting. Kids are never too young to learn this skill, as long as we keep it age appropriate and make it about bettering themselves and not about being overly competitive. This creates a platform for great bonding with your child, a time to find out what their dreams and aspirations are. It is also a good time to talk about their goals from the previous year and encourage them in the areas where they did not reach their personal targets and help them deal with disappointment they may be feeling as a result of this. They can use goal setting to do well in school, sports or any other areas that they wish. The long term benefit is that kids who learn to set goals while they are young, will grow up knowing how to set and reach goals. As adults this could help them in areas of finance, work and personal achievements. Know what they want to achieve. Pick several goals for the coming year. Write them down. Work out their steps to achieve them. Put dates to the various steps. Write the steps in their diary so that they don’t forget to do them. Refer back to their goals on a regular basis. Reward themselves when they achieve them. Click to download the Goal Sheet STEP 6 – USING A GOOD HOMEWORK SYSTEM It is essential to be organised at school or college. Most working people, even top managers use some form of diary or organisational system. Learning a good system now will help your child later in life. There are various different formats of homework diaries available and most do the job, but an effective system will make all the difference. The School / Student Sorted™ Planner is a system that can be used at school, college, university or even kept on their desk at home to help your child manage their time. Here are some of the features of the School / Student Sorted™ Planners: Homework is viewed one week at a time – this gives the learner a good idea of what is needed each week. There is a key on the left hand side of the diary page, which can be broken down into different subjects and sport or extramural activities. This means the daily pages can include sport, extra murals, breakdown of projects, assignments & studying, personal commitments, goal steps and any other school activities like camps, tours, school photos, etc. and is flexible enough to customise to suite each individual. It has time sheets for summer, winter and exam times. School time table. Year planners for the current and following year. Sheets to break down

March 15, 2016

Handy Tech Tips For The Back To School Run

Faryal Sacoor, Merchandising Buying Manager at Incredible Connection The back to school season is officially in full swing and many parents are still scratching their heads trying to find the best technology to help with their children’s education and learning. To help relieve you of any potential headaches, here’s a list of pointers. Many schools throughout the country are jumping on the digital age bandwagon and are now starting to embrace tablets and their associated benefits. But for some, it is still quite unnerving to say goodbye to traditional handbooks and embrace everything in electronic format. Without sounding too Borg-like, resistance seems to be futile. In fact, today’s learners are embracing a medium they have grown comfortable with given the growth of digital music and video, games, apps, and instant messaging. It’s often hard to believe that the younger generation are comfortable with tablets – even from as young as 2 – 3 years of age. A great example of this is the ClickTab Kids. This 7” 3G enabled tablet caters specifically for children between the ages of 3 and 10 years. The tablet comes pre-loaded with over 25 Apps and age appropriate Games for children with access to an App store with hundreds more. And for those inevitable drops and falls, the unit also comes fitted with a durable silicone rubber sleeve built to absorb the potential falls. Most importantly, is the built in parental controls that allow parents to limit the time that children can spend on the tablets, the time of day that play is allowed and even WhatsApp and games they can access. Parents can even set up profiles for different children of different ages and manage each child’s profile separately. For those with older kids, there is another tablet option with features such as voice calling, dual sim, FM radio and 3G embedded – and of course a front and rear camera to cater for the “selfie” generation, just to name a few. And in addition to a tablet, instead of relying on fingers that can very easily get dirty, consider buying a stylus. It helps with the transition from pen and paper to the screen and also enables really fine work for creative types who love drawing on their tablets. This makes a great birthday gift as well because it is so cost-effective and comes in a number of colours and styles. But tablets aside, there are also other gadgets on the market that can benefit children and do not necessarily cost an arm and a leg E-reader – there is something to be said for reading on a display that is designed to be as natural to the printed paper as possible. Factor in amazing storage and incredible battery life that potentially spans weeks and you have a more than functional device for the avid bookworm. What’s more – there are so many versions and options available that will not only meet your requirements and budget but one that the whole family can enjoy. Fitness Band – Another great gadget to consider is a fitness band like the Fitbit for example. With the rising trend of childhood obesity in South Africa, being active is vital to children growing up and this handy little device is a great way to motivate you and keep track of fitness goals which can then be incorporated where relevant across the family – ensuring that you have fun and exercise with your kids. There are a variety of fitness bands available on the market today are really great for basic use and most of them work very well in practise. In the end, your buying decision needs to be based around comfort and aesthetics. Of course, parents also should never lose sight of safety and security. This means for whatever technology you choose an anti-virus or internet security programme is a must. Most feature parental controls to help with internet monitoring as well as time restrictions when it comes to surfing the internet or playing games. Fortunately, many of the more well-known solutions come with multiple licenses so parents can install them on a tablet, laptop, and smartphone without any hassles. And of course you don’t want the hassle if something goes wrong with your products – so make sure you check warranties and return policies. Go for a technology outlet that offers a no-nonsense warranty 1 year swop out and even better, if they have a rental options or trade in options available, where you can bring in your old tech and get a great deal on new models then even better! Technology is a great aid for children and parents alike. While it might be intimidating at times, using the internet for research or asking staff at a retail outlet for advice and assistance should make the transition that much easier to ensure you get a fun and educational device for your kids, but one that is also safe and provides peace of mind for mom and dad.

February 12, 2016

When Do You Know Your Child Is Ready For Chapter Books?

We often think that pushing our kids to read chapter books and away from picture books is a sign that they are more advanced readers. Being the first to learn to read in the class may look impressive but you run the risk that that same pressure will in fact diminish a child’s independent love of reading and hold her back from achieving later on. Do not think that just because chapter books have more text, full paragraphs and fewer pictures, they are therefore more complex than picture books. Children learn certain critical comprehension skills from picture books that cannot be taught through chapter books, such as: interpreting pictures based on the information given in the text; understanding that there is more to a story than what the words convey; and visualizing a story in their own mind. Furthermore a well-chosen picture book is rich in language and vocabulary which promotes better reading comprehension. As your young child starts becoming a reader do not be tempted to throw away all the picture books on the shelf. In the transition phase the parent should alternate reading chapter books and picture books to their child. In our house my 7 year old daughter practises her aloud reading as she reads her reader from school and any other picture book she wants. At the same time I read to her at night. At the moment I am busy reading “James and the Giant Peach” by Roald Dahl to her. However, some nights she wants me to read one of her favourite picture books and I do that without question. I know she is still developing vital reading skills from the picture book. Parent tip: Simply spend time enjoying (all kinds of) books with your children

November 17, 2015

Avoid the January financial slump – get into gear for the school run!

By 1Life In between convincing your child to do their homework and fetching them on time for their extra mural activity, the cost of schooling and education may not be at the top of every parent’s mind – however, the cost of schooling can often be trying on the monthly budgets as you battle everything from text books to school clothes for children that seem to grow faster every year. Did you know that according to Stats SA the cost of education in South Africa rose by 9.3%* in March 2015 compared to March last year. Added to that, the rand/dollar exchange rate contributed to a rising costs in school textbooks and materials, resulting in South African families having to make more room in their already-tight budgets to afford the rising education costs. In light of these rising costs, 1Life provides helpful tips and advice to parents in preparation for the financial commitments ahead for 2016 and encourages parents not to wait for January, but to rather start now and avoid the post festive season rush. Use these simple, yet effective, tips to make the 2016 school run, your best yet: Start looking around for what your child needs Use the last few months of the year to start looking around for school supplies that your child may need going into the new school year. Compare prices, opt for the more affordable options and include these into your monthly budget planning – even buy some of it now, to avoid having to fork out too much later, and all at once. Start with stationery supplies such as pens, pencils, erasers, rulers, a pencil case or three – if you buy these now, you’ll save money before the beginning of the year rush and price increases. Only buy brand new, if you need to While you may want your child to have brand new school supplies going into their new grade, do they really need a brand new school jersey or can they use the one from the previous year? Always ask yourself these questions before purchasing school items: does it need to be brand new or can one from the school second hand shop do just fine? You can also speak to parents of children in higher grades than yours to see if they are prepared to hand their old clothes down, particularly for expensive items such as jerseys, blazers, dri-macs etc. This will free up some extra cash within your budget for other necessities. If your child has expressed an interest in a certain sport, avoid buying all the top line equipment, rather go second hand or less expensive initially so that if he or she loses interest, you won’t be too badly out of pocket. Try not to overspend during the festive season Although it may be easy to get carried away during the festive season, getting lured into your favourite shops to buy at your heart’s desire and spoil your loved ones – remember that your child’s education should remain a priority. Spend within your means and always make provision for extra things that pop up during the school year – school trips, cake and candy sales, Valentine’s Day celebrations, civvies days etc. It is also a good idea to put any additional money such as bonuses, or even part of your December salary away before the festive season gets into full swing – to make sure you have the money you need when the school run starts. Become money savvy this year, to help you for next year Why not register for a money management and education course which will provide practical guidance on how to best manage your money. In fact, this can be done easily and for free through 1Life’s Truth About Money initiative. Here, you can learn about sound money management through a free 8-hour online financial education course. You are also able to take advantage of debt management should you currently feel overwhelmed by your existing debt as well as plan for your family’s future with will and estate planning. In fact, 1Life are giving away 10 Truth About Money online courses (each course valued at R1 500) to 10 lucky readers who would like to get their finances on track, not just for the January school run but for the rest of their lives. To stand a chance of winning this life-changing financial literacy course simply answer the below question: Which long term insurance company started the Truth About Money initiative? We encourage parents to develop good money management habits and pass these onto your children from a young age to help them develop a good perception of managing money, as early as possible for a stable and promising financial future. Planning for the new school year ahead can be both expensive and stressful for parents – but it doesn’t have to be. Start putting effective financial measures in place as early as possible, both for the school run and the rest of the year, giving yourself the peace of mind that your child’s school needs are covered! *http://www.bdlive.co.za/national/education/2015/04/28/cost-of-education-rises-double-that-of-inflation

November 12, 2015

Life After Matric – How To Decide

This month, hundreds of thousands of young South African are sitting the most important exams of their schooling years. But the pressures at this time are a lot more than the stresses of studying and the anxieties about how they are going to perform. It is also a time of facing incredible uncertainties about the huge life-changes that are looming up ahead and the big decisions that need to be made about their lives after matric. We put Samantha Pretorius, Counselling Psychologist and Head of Programme at SACAP (the South African College of Applied Psychology) on the couch to answer burning questions from South African matriculants and parents about how best to make these all-important decisions: How can a parent support their matriculant to make a career decision that might not be what the parent imagined? Parents need to be as open-minded as possible so that they can acknowledge and support the individuality of their child. You can’t assume that your career path would be good for your child; or that it wouldn’t just because you did not enjoy it. Conflict with someone as influential as a parent about what to do after matric, can prevent your child from getting on a path to success that is right for them. If you have high hopes for a doctor or a lawyer in the family, and your child is passionate about graphic design, pushing your agenda can have a seriously negative impact. You have to remember that the impact of your perspective is huge. Children care what their parents think of them throughout their lives, whether they admit it or not. It is a great time to let go of the authoritarian role and instead become a fellow explorer and collaborator. Showing an interest helps so much, as does practical support such as taking them to open days at potential higher educational institutions. Parents can help with the research of different careers fields and types of jobs. They can activate their networks to find work shadow opportunities and help find bursary options. What they need to avoid at this sensitive stage is getting into power struggles. It is not helpful to be saying: ‘I’m paying for this, so you will…’ Keeping your focus on your unique child’s life satisfaction and future happiness will be a reliable guide for you as to what to do and say. It is also very important to realise that your child is part of the fast-moving, quickest-changing generation known in history. Career expectations, opportunities and trajectories have fundamentally changed over the last few decades. The goal of 3-decade long career with one company, in one industry has been completely overturned. The rate of tech-driven change is so fast that there will even be a host of different careers available straight after your child has graduated from post-school studies. The wise choice at this time is to be open-minded and collaborative. What’s the best way to make a decision that will affect the rest of my life? It is incredibly daunting for a 17 or 18 year old to think that they are making a decision that will affect the rest of their life. It helps to settle the fears by going through the process of making a holistic decision that takes into account everything that you know about yourself. To begin that process you need to gather all the information you can about yourself; consider, reflect on and know your skills, values, passions, talents and abilities really well. During this information-gathering phase it also helps to consult with people you trust and have your best interests at heart. Those might be your parents, teachers, other family members or select peers. Find out from them what they perceive about your skills, values, passions, talents and abilities and consider their feedback. You can then start to identify career fields that you are aligned to. Make sure you have an understanding of the different kinds of career opportunities that may be available to you in those fields once you have graduated from further studies. If you struggle to find the resources to go through this process alone you can go through a career counselling process with a psychologist who will collaborate with you and help you through this process. This could include psychometric testing which can be a reassuring confirmation of what you already know or provide new insights that you have not considered before. What if I make the wrong choice? It may seem right now that your life itself hangs in the balance with the answer to the question: ‘What will you do after matric?’ It is important to remember that while it is possible that you may not make the so-called ‘perfect’ choice initially, even a ‘wrong’ decision results in invaluable learning. For instance, if you now choose a particular degree and after your first year of study you are sure it is not for you, you have still gained a great year of new knowledge, skills and experience through the one year of training you have undergone. You will have still grown as a person. You need to try and see this not as a ‘waste’ of your time or of finances. More often than not, our greatest learning and most vigorous personal growth come from our ‘mistakes’. It helps to take the heat off your decision-making process to take on the perspective that a ‘wrong’ choice at this stage can be rectified in time, and you still would have gained many other skills from your experience, such as study skills, self-management skills, perhaps leadership and time management skills. There’s no doubt you would have improved your self-knowledge. This helps you to take on a more positive approach where you are willing to explore and open to changing course when you realise you need something different. What if I don’t know what I want to do after Matric? Should I be taking a gap year? What is the advantage of taking one? Gap

November 9, 2015

Tech Solutions Can’t Solve Learning Problems

As technology becomes an ever increasing element of our daily lives, educational specialists will gather to discuss how best to incorporate it in schools. However, technology cannot solve learning problems, caution Edublox. On Friday 28 August 2015 teachers and education specialists will gather with IT personnel at the Technology in Education Conference in Johannesburg to explore technology in the education sector and discuss ways to improve outcomes in the classroom, particularly for Mathematics and Science. Edublox Educational Practitioner, Louna Spies will discuss the relationship between technology and cognitive skills in Maths education. “There’s no doubt that technology is a valuable tool for learning and there are many associated educational benefits, but teachers and parents should be careful to introduce technology as a learning tool at the right time and place according to a child’s needs and ability,” says Susan du Plessis, Director of Educational Programmes at Edublox. Calculators, considered to be the most basic technology used in classrooms for many years, are not included in Grade 1 or Grade 2 school stationary lists. This, says du Plessis, is because children first need a foundational understanding of numbers, counting, addition and subtraction before technology can be used as a ‘short-cut.’ “Parents and teachers should note that technology cannot replace educational support for children with learning problems,” says du Plessis. Computer programs designed to improve eye movement are now widely used as an intervention tool for reading difficulties. While eye movements are important for reading, Paarl-based optometrist Lizelle Loock warns that improving eye movements will not solve a reading problem. “Vocabulary, letter sounds and knowledge of spelling rules must first be established before reading can improve; only after these elements have been dealt with can we introduce computer reading programs to increase reading speed,” says Loock. Du Plessis adds that cognitive skills such as focused attention, visual and auditory processing, memory and logical thinking also need to be developed before effective reading can take place. Computer-based reading assessments can give parents a false sense of security regarding their child’s reading ability, says du Plessis who has noted that attention and memory have been negatively affected by technology. “Children do not have the memory capability they used to have and technology plays a role in this. Given the ease with which information can be found these days, knowing where to look is becoming more important for children than actually memorising something.” Studies have found that reading from a book is more beneficial for long-term memory and comprehension than reading off a screen.* “Parts of the brain are developed through handwriting practice, something that touch-screen technology cannot provide. “There is value in writing by hand,” says du Plessis, “it helps fire up our brains to generate more ideas than typing does and it assists with conceptual understanding.” A $10 million dollar study** involving 15 computer-based reading and Maths programs, 9424 learners and 439 teachers at 132 schools in the United States found no difference in academic achievement between students who used the technology in their classrooms and youngsters who used other methods. Tips for parents Do not rely on a computer program to assess your child’s reading ability, speed and comprehension. Look for scientific reading assessments conducted by a qualified specialist. Ensure your child reads aloud to you regularly from a book they select for themselves. Ask them questions to gauge their level of understanding of what they have just read. Monitor the time your child spends looking at a screen for educational or recreational purposes, whether it is a TV, computer, iPad or cell phone. School can be very boring for a child who is exposed to technology all the time. Light from screens in the evening suppresses melatonin levels, a hormone that helps control your sleep and wake cycles. Let your child read an actual, printed book before bedtime. When your child is a good reader, use computer technology to broaden their horizons and teach them to speed read. Edublox are leading specialists in cognitive development with 22 reading and learning clinics across Southern Africa. Edublox offers multi-sensory cognitive training, aimed at developing and automatising the foundational skills of reading, spelling and mathematics. For more information about Edublox visit www.edublox.co.za. *http://mic.com/articles/99408/science-has-great-news-for-people-who-read-actual-books ** http://ies.ed.gov/ncee/pubs/20094041/pdf/20094042.pdf

September 17, 2015

Rethinking The Way We Plan Our Children’s Diaries

As schools reopen for the second half of the academic year, parents will once again be forced to make decisions about what extramural activities their children will take in Term 3. Be it horse riding, piano, rugby, tennis, gymnastics, squash or choir – their carefree winter holidays will soon become a distant memory. “It’s time to rethink the way we plan our children’s diaries,” says Edublox Director of Educational programmes, Susan du Plessis. “Too many children are busy going from one afternoon activity to the next, every day. They hardly have enough time to enjoy unstructured play or complete their homework, let alone succeed academically.” Parents take great pride in their children’s busy schedules without considering the effects, says du Plessis. “They sign their children up for private coaching sessions while ignoring the average school results on their children’s report cards. The likelihood of one’s child representing South Africa at the Olympics, for example, is very small, while educational success is an absolute requirement for their future.” Without excellent school results, a child’s employment opportunities are severely limited. Of 100 learners who start school, only 50 will make it to Grade 12, 40 will pass, and only 12 will qualify for university.* Of those entering university only 15 percent will get a degree or diploma.** “One cannot emphasize enough the importance of academic success for a child’s future prospects,” says du Plessis. Du Plessis said some parents also fill their children’s diaries excessively because they feel guilty that their child is not excelling in the classroom and their afternoon activities are a pleasant distraction. “There is a very long list of nice to have activities but if a child’s academic performance is of concern, this needs to be resolved first. If one doesn’t address foundational educational problems early on they only become more pronounced the longer they are ignored.” The cost of postponing learning support intervention is both financial and emotional if a child must repeat a grade. While sporting activities are recommended for physical wellbeing, du Plessis said that a balance is required. “When planning after-school activities, parents need to act in the best interests of their child, even if this means temporarily withdrawing their child from compulsory school sport activities in favour of educational intervention support.” “A coach is naturally interested in winning the next match and a teacher’s main concern is to ensure that a child passes the grade at the end of the year. Parents however have the responsibility to consider the long-term future for their child and that is to help them have as many future career choices as possible with excellent school results.” Educational intervention programmes that help children improve academically need not be life-long. “Most children need only 240 hours, or ten 24-hour days to resolve their learning problems. If this time is split over an 18-month or two-year period, it is manageable but it requires a careful look from parents at priorities and what is important and urgent,” said du Plessis. She added that as little as 100 hours of extra educational support could also transform an average student from passing comfortably to scoring well above 80%. Five practical steps for parents who want to prioritise their child’s academic success Review your child’s after-school schedule and prioritise what is urgent and important above what is a ‘nice to have.’ Ensure your child has enough time for free play outdoors. Seek a successful learning intervention programme based on substantial proof of improved school results. Include your child in the process. Explain why an academic intervention programme will help them in the long term. Inform everyone including the class teacher, grandparents and sports coach exactly how you are prioritising your child’s academic success and ask them to support you. This is very important, especially if parents have divorced, that both agree to support this process. Reward and recognise your child’s efforts to improve academically.

August 11, 2015

When should a child be referred to an occupational therapist?

Following is a few easy questions that could help you to determine if a child should be referred to an O.T. What is fine eye-hand coordination? This is the ability to use eyes and hands together to perform a task. We all use this skill every day in all different kinds of situation: tying shoe-laces, writing, cutting, dressing, the list is endless. How will I know if a child has a problem? Drawing shows poor orientation on the page and the child is unable to stay within the lines when colouring/writing. Your child will struggle with activities that kids the same age finds easy e.g. buttoning small buttons when dressing, picking up small objects Your child will rather get involved in gross motor activities e.g. swinging than doing colouring, pegboard tasks, etc. Threading activities will be difficult or avoided Child will find it difficult to cut neatly on a line Handwriting won’t be neat. Muscle tone Muscle tone refers to the natural stress in the muscle when at rest. It is not the same as muscle strength. A child with a natural lower tone in his muscle will use his muscles with more effort than a child with a natural higher muscle tone. How will I know if a child has a problem? Tires easily / or moves around the whole time to maintain muscle tone Appear clumsy / uncoordinated Child will over emphasize movement / use exaggerated movement patterns Lean on to objects Find it difficult to maintain one position for a long time Slouch in chair Use broad base of support when sitting Drool Fidgety – uses this to build up tone when sitting for long periods of time Usually doesn’t part-take in endurance sport What are visual perceptual skills? These skills are necessary to interpret seen information in the brain. These skills are the building blocks for reading, writing and maths. How will I know if a child has a problem? Kids who struggle with foreground-background will ‘steals’ words/letters from other sentences/words and add it to the word/sentence they are busy reading. They also find it difficult to find specific words/numbers on a page. Kids with a limitation in position in space and/or spatial-relationships will confuse p/b/d, switching of words in a sentence or switching of syllables. Kids with a limitation in form-constancy will struggle to read different types of fonts/hand writing and to copy writing from the black board. Kids with closure impairment will confuse letters with each another when different fonts of writing are used e.g. a/d; u/a; c/e. Kids with impairment in discrimination will for example struggle to find words/numbers that is the same. Kids that struggle with analysis and synthesis finds it difficult to read words that they have to spell Kids with a limitation in memory will for example struggle to copy work from the black board Kids that struggle with consecutive memory will for example find it problematic to copy words/sentences/numbers correctly from the black board. What is bilateral integration? That is the ability of both sides of the body to work together to perform a task. How will I know if a child has a problem? Appears to be uncoordinated when doing tasks Difficulty in performing gross motor tasks e.g. skipping, galloping, jumping-jacks, etc. Prefers not to cross the imaginary midline of the body Not choosing a dominant hand to write/draw/colour (after age 5) Swapping hands when doing tasks What is dyspraxia? Praxis (a.k.a motor planning) is the ability of the brain to conceive, organize, and carry out a sequence of tasks/actions. Praxis is the ability to self-organize. Praxis includes motor planning, cognitive events and communication. The child may present with the following: Appear clumsy Poor balance Difficulty with riding a bike Poor handwriting Difficulty with remembering instructions and copying from the blackboard May have difficulty with speech and the ability to express themselves Bumping into objects Late establishment of laterality (right- or left-handedness) Poor sense of direction Difficulty in learning new motor skills (crawling, using utensils and tools, catching a ball, penmanship) Difficulty in completing tasks with multiple steps (playing board games, sports, solving puzzles and learning math skills) Difficulty in doing tasks in the proper sequence (dressing, or following directions with multiple steps, putting together words and sentences in the right order) Difficulty copying designs, imitating sounds, whistling, imitating movements Difficulty in adjusting to new situations or new routines Difficulty in judging distance in activities (riding bicycles, placing objects) or with others (standing too close or too far away) Present with delayed skills – remaining in the early stages of skill acquisition Poor at holding a pencil Forgetful and disorganized Have a poor attention span Need to go right back and begin again at the very beginning of the task when experiencing difficulty, instead of just ‘getting on with it’ Have difficulty using tools – cutlery, scissors, pencils – lots of handwriting problems (although not all handwriting difficulties are the result of motor Dyspraxia) poor balance; Have poor fine and gross motor co-ordination Have poor awareness of body position in space Have difficulty with reading, writing, speech and maths Other signs/symptoms Child acts immature (cries easily, separation anxiety, etc.). Concentration difficulties / easily distracted by things/people/sounds around himself/herself. If a child is struggling with reading, writing, spelling, maths. If a child’s school progress is behind the other kids in the class. If a child has a physical impairment that is influencing his/her playing, walking, running, etc. Hurts himself or other children / appear to be aggressive – when children struggle with certain developmental skills they may become angry easily because of frustration. Kids who have poor self-control/impulsivity often cannot control themselves physically when angry. Hyperactive child / child who fidgets / cannot sit still / talks non-stop – this child may have ADD or ADHD Children who turn the paper when drawing/colouring/writing – this may be because the child is avoiding to cross the imaginary midline of the body A complete occupational therapy assessment will be

June 12, 2015

Understanding Your Child’s Concentration Problems

As the mid-year exams loom, children will write tests to measure how much they remember what they have learnt. Being able to concentrate in class is a critical step in the learning process and is fundamental for success at school. When a child struggles to concentrate, a worried teacher may approach parents to discuss types of intervention. “When it comes to lack of concentration in the classroom, there are various options available to help learners to focus their attention better. The difficulty however, is knowing which one will really help your child,” says Susan du Plessis, Director of Educational Programmes at Edublox. A research study to test treatment of Attention Deficit Hyperactivity Disorder (ADHD) with prescription medication showed that “only 56% of the patients in the medication group met the definition of success at the end of treatment.”* Researchers list concerns about the use of such medication in children: side effects have been reported, for some serious and life-threatening; insufficient evidence of long-term efficacy of medication; and “symptoms of ADHD reappear after discontinuing drug treatment.” There are a variety of neurofeedback approaches offered for children with attention problems which claim to enhance concentration and optimise brain performance after multiple consultation sessions. In some cases devices like headbands are worn to measure blood oxygen levels in the brain; if these levels decrease below optimal performance when watching a DVD, the volume or brightness of the screen is reduced, sending feedback to the viewer that their concentration is waning. In 2013 the Journal of Clinical Psychiatry published the results of a clinical trial** that tested the efficacy of electroencephalographic (EEG) neurofeedback in reducing ADHD symptoms. Forty-one children between the ages of 8 and 15 years who were diagnosed with ADHD participated; one group received EEG neurofeedback treatment while a placebo group were given treatment with random feedback. If the results achieved in the placebo group are similar to the results achieved with the group who had proper treatment, it means that it was not the treatment that made them better. This was the result in the research study, and the researchers concluded that “EEG-neurofeedback was not superior to placebo-neurofeedback in improving ADHD.” Du Plessis explains that there are three types of attention: “When a child is easily distracted by a pencil falling off their desk or sounds outside the classroom window, they lack focused attention. Sustained attention is required to focus for long periods of time. Then there is divided attention,” says du Plessis, “which is quite similar to multi-tasking. It’s a higher-level skill where you have to perform two of more tasks at the same time. If the task is to write a story, a learner must be able to think about their characters and plot, as well as spelling and punctuation rules that apply.” Lack of concentration is often linked to poor memory, says du Plessis. Parents may think that their child has a concentration problem, du Plessis however cautions that the root cause is often a memory problem. Working memory is the cognitive system responsible for the temporary storage and manipulation of information. Du Plessis describes three other types of memory: “If a child struggles to copy work from the board into their workbook, they struggle with visual memory. If they find it difficult to remember a number of verbal instructions, their auditory memory may be weak.” Sequential memory, says du Plessis, is remembering the order in which events take place. There are practical cognitive development exercises that can be introduced in the context of a learning environment, which can help improve one’s memory and ability to concentrate with long-term results, says du Plessis. A research study conducted last year, sponsored by natural medicines company Flordis SA, and analysed by the Centre for Evaluation and Assessment at the University of Pretoria, showed a significant increase in focused attention among children who had participated in a five day cognitive development training course. The effect of such training on visual memory has also been examined in an unpublished study by Dr Jaiden May from the University of Johannesburg where children’s visual memory increased by 1.3 years after 22 hours of cognitive training. Du Plessis offers tips for parents looking for intervention programmes for their child: “Solve the cause of the concentration problem. Avoid programmes that operate in a secluded environment. Rather choose a programme that replicates a classroom because it is at school that your child’s concentration will eventually be tested.” In-house measures that track intervention performance are not sufficient, says du Plessis. “Intervention programmes should be based upon scientific research with proven results. Improved grades on a school report card are an excellent, unbiased indicator to show that an intervention programme is working.” There are a variety of ways to help your child improve their attention and memory at home, says du Plessis. “Parents can help their child improve sequential memory by asking them to re-tell a story that they have just listened to.” The Stroop Test helps improve divided attention. Du Plessis explains, “The test is to look at the words and say the colour of each word. You will struggle at first because you’re more likely to read the word.” Images for the ‘Stroop Test’ can be found by conducting an online search, an example of one is illustrated below. Edublox are leading specialists in cognitive development with 22 reading and learning clinics across the country. Edublox offers multisensory cognitive training, aimed at developing and automatising the foundational skills of reading, spelling and Mathematics. For more information about Edublox visit www.edublox.co.za. * http://repository.ubn.ru.nl/bitstream/handle/2066/125153/125153.pdf ** http://www.ncbi.nlm.nih.gov/m/pubmed/24021501/

June 9, 2015

Your Role In Your Child’s Education

from Foundation Phase to Intermediate Phase The Parent: The first step, as a parent, is realising that your child is not an independent learner during foundation and intermediate phase. This implies that your child needs to be taught and helped in their learning. The second step is to realise that your role is to teach, guide and assist your child in their educational, physical, emotional and social development. This role is critical to your child’s growth. Your child cannot progress positively without your assistance. The third step is acknowledging that it is vital that you work with the teacher so that your child progresses successfully through school. Homework should be guided and checked by you. If your child is battling with concepts, you should work with them until they understand the concepts and can work with them independently. The parent, the phases and the teacher: Foundation phase: this phase is about developing a solid base of knowledge for your child and helping them further themselves in the school environment and life. Foundation phase is all about the basics in educational knowledge. Remember that your child has never been exposed to these concepts. They need to learn them and learn how to apply them. They need to be assisted at home to build a strong foundational knowledge that will assist them through school and later lead them to becoming independent learners. It is your job to reinforce the knowledge taught at school and to ensure that your child understands, and can apply, the concepts introduced by the teacher. Intermediate phase: this phase is about using foundational concepts to build their knowledge and learn new concepts. A child with strong foundational skills is more likely to succeed in this phase, and to develop a sense of independent learning. Your role as a parent in this phase is to guide and instruct your child, and for them to attempt the work individually without your continuous involvement. This does not mean your child is expected to work unassisted, but that they are required to work for periods independently, knowing that you are available should they get stuck. This phase teaches them how to use their previous knowledge to learn new concepts. Your child is now at a stage where they are learning to work independently and develop their skills, but they are still reliant on the teacher and yourself to teach, instruct, and help them. The parent and the teacher: The teacher’s role is to introduce and practice new concepts in school. It is your role to practice these at home, and to bring to the teachers attention any concepts your child cannot grasp. This is followed by a teamwork approach between the teacher and yourself. This may include extra lessons or extra work to do at home. This is time consuming but essential. The teacher cannot do this individually and relies on you as a parent to be involved in your child’s education. Some tips for Parents: If you are unsure of the concepts yourself ask the teacher to show you – remember the teacher works with these concepts constantly. If you are unsure how to teach or reinforce concepts at home, ask the teacher for tips, methods or recommendations. If your child is struggling, make notes and bring these to the teachers attention. Do not leave concepts that your child does not understand for the teacher to address – work with the teacher. If your child is struggling, invest in extra lessons – do not wait until the later grades for tutoring, because then the child has to return to the basics in order to understand the current concepts. Homework should be done in the afternoon. Do not wait until the evenings – most children are tired and unable to focus. If you are unable to do this ask a relative or friend. Another option is to hire someone who can assist your child. Also look into aftercare facilities that offer homework assistance. Do not ignore or underestimate the importance of the foundation phase. Intermediate phase homework should be guided, and the child should be able to do some of the work independently. By the end of grade 6 a child should be able to do the majority of their homework independently, but may still require some assistance.

June 4, 2015

Why Is Vocabulary So Important For Reading

Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear out loud to make sense of the words they see in print. Children who have a wide vocabulary learn to read more easily as they can figure out unfamiliar words based on the knowledge of words related to the context. It is harder for a beginning reader to figure out words that are not already part of their speaking vocabulary. Consider this: when your little one starts learning to read and comes to the word cat in a book. She begins to figure out the sounds represented by the letters c – a – t and then very quickly realises that the sounds make up a very familiar word that she has heard and said many times. Thus the instant recognition is quicker and her recall of this word is better as she has the association reading strategy to use: all because the word is in her speaking vocabulary. Imagine now that there are hundreds of words in your child’s vocabulary so by the time learning to read comes along it is plain sailing. That’s what all parents want so BUILD VOCABULARY and you will BUILD A READER. Vocabulary also is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. Therefore the more words a reader knows, the more they are able to understand what they’re reading or listening to. Talking to and reading to children are the two best way to develop vocabulary. As you introduce new words to your children, keep this in mind: Define the word in a child friendly manner: for e.g. ’enormous’ means really really big. Relate the word to the child’s life experience, ‘remember the big watermelon we bought in the shop, it was enormous’ Ask children to develop their own example of ‘enormous’ Use the word ‘enormous’ often over the next few weeks Parents please continue to read to your child long past the time they learn to read. The reason is that a parent is the fluent reader and can read vocabulary-rich text that a grade 1 learner is not yet able to read but is able to listen to and understand. Just because your child has starting reading, do not stop reading to him or her. Conversations are vital for vocabulary development, which in turn is one of the keys to unlocking reading. Are we talking enough to our children or are our hectic driven lifestyles and too much screen time creating an environment with less one on one dialogue between parent and child? With this in mind consider the following: The consequence of less verbal interaction between adult and child is a child with reduced vocabulary and the consequence of that is a poor reader! No parent wants that so I will say it again, BUILD VOCABULARY and you will BUILD A READER.

April 28, 2015

The Benefits Of Learning Sight Words

“One of the most important ways for a beginner reader to become a fluent reader is to be able to read & recognize sight words” What are sight words? Sight words refer to the words that are most frequently used and repeated in books. Emerging readers need to be able to identify words automatically (sight words) and have effective strategies for decoding unknown words (the reading toolbox). What are the benefits of a child learning sight words? Sight word recognition builds confidence When a child is able to recognise over half the words in a sentence their confidence starts to soar. Sight word recognition improves fluency When a child is able to recognise over half the words in a sentence their reading fluency improves. Sight word recognition assists the decoding process Once a child can recognise many sight words they can spend energy on decoding the more difficult words using their ‘reading toolbox’. Sight words are not easy to phonetically decode Some sight words are not phonetically regular and it is better for a child to memorise these words to aid reading fluency and pronunciation. The following 11 sight words appear frequently in sentences and are phonetically irregular – ‘the’ ‘of’ ‘a’ ‘to’ ‘you’ ’was’ ‘on’ ‘are’ ‘they’ ‘have’ ‘from’. Sight words benefit second language learners. The more sight words an English second language learner knows the better their reading chances. How does a child learn sight words? Sight word retention requires practise and repetition. The best way to achieve this without boring a young child is through games and sensory play. It’s repetition using diversity.

April 21, 2015

Solving The Math Problem

Shockingly low Mathematics results at Senior School level are cause for concern: the average score for Grade 9 learners who wrote the 2014 Annual National Assessment (ANA) Mathematics test was 10% and only 35.1% of last year’s Matric students obtained a final mark of 40% or above in Mathematics.* “These results are worrying, but there is hope. The key to solving the national Maths problem is in early intervention programmes for children in the Foundation Phase,” says Edublox Director of Educational Programmes Susan du Plessis. Poor results have been blamed on overcrowded classrooms, lack of scholar transport and underqualified teachers. While the Department of Basic Education plans to run training workshops for Grade 8 and 9 Mathematics teachers** and invests in school infrastructure, educational experts say that lasting solutions lie in the Foundation Phase. “It’s completely wrong to say that if there is a huge drop out in Grade 10 or 11 then the problem must be in Grade 9 or Grade 8. That’s not the case,” says Education Economist Nicholas Spaull. “We know that children aren’t acquiring these foundational skills in Grades 1 to 3 and therefore that’s where the focus needs to be. Matric starts in Grade 1.”*** Du Plessis agrees with Spaull and says, “The Mathematics problems seen at Senior School level are due to a weak foundational understanding of the subject in Primary School. Parents should not become despondent about the problem. If they are aware and look out for signs that their child is struggling with the subject, early intervention in Primary School can help to ensure learning problems do not persist to High School level. The saying, ‘Prevention is better than cure’ really is true.” “Before revision worksheets can be of any use, one needs to establish an in-depth understanding of Mathematical terminology. Foundational skills can then improve a learner’s ability at focussed, sustained and divided attention. Children need help in developing the cognitive tools for visual processing and deductive and inductive reasoning. Curriculum-based exercises including mental arithmetic, reading and word sums can further improve understanding. Children who struggle to learn require support in mastering visual, sequential and working memory,” says du Plessis. Working memory is described as “the engine of learning” because it has shown to be the primary indicator of academic performance. It is the cognitive system responsible for the temporary storage and manipulation of information. For example: to solve a problem like (3 X 3) + (4 X 2) in your head, you need to keep the intermediate results in mind (i.e., 3 X 3 = 9) to be able to solve the entire problem. Working memory is necessary when staying focused on a task and blocking out distractions. Learning Mathematics is a stratified process, explained du Plessis. “Certain skills have to be mastered first, before it becomes possible to master subsequent skills. Excelling at Mathematics can unlock many career opportunities in the future.” Parents with children in the foundation phase can easily identify if their child requires additional Mathematics support with this simple checklist: Does my child obtain low Mathematics results? Does my child struggle to do mental calculations? Does my child count using fingers? Du Plessis says that children still using their fingers to count in Grade 4 were at risk of missing out on learning more complicated elements of the subject, affecting their long-term chances of Mathematics success in the High School. It is commonly accepted that children should be able to count before they start Grade 1. To teach your child to count, du Plessis recommends that parents count forwards and backwards from one to 11 with their child. Once this has been mastered, a child should count forwards and backwards from 11 to 21 and then from 21 to 31. This technique should steadily progress up to 100. “Counting backwards demonstrates a thorough understanding of the order in which numbers are placed. Mathematics is all about counting. If a child cannot count properly they will not be able to move on to more complicated sums,” said du Plessis. “Mathematics is important for whatever career you want to do, if you cannot grasp the content then your choices are limited. It is critical to get the basics right from Grade 1. Once you have built a strong Mathematical foundation, it remains forever.”

April 16, 2015

Learning Difficulties Linked To Headaches

It is the start of the school year and many children are refreshed after the summer holidays. Unfortunately some children are frustrated by learning difficulties or Attention Deficient Hyperactivity Disorder (ADHD). A recent study found something noteworthy: There is an association between headache diagnosis and school achievements. The study, published in Pediatric Nursing, found that learning disabilities and ADHD are more common in children and adolescents who are referred for neurological assessment due to primary headaches than is described in the general pediatric population. Dr. Elliot Shevel, a South African migraine surgery pioneer and the medical director of The Headache Clinic, says the research shows poor to average school academic performance were more prevalent among children with headaches. “We should look deeper at poor performance. It might be more complicated than parents think,” says Shevel. A retrospective review of medical records of children and adolescents who presented with headache to outpatient pediatric neurology clinics during a one year period was done. Demographics, Headache type, attention deficit disorder (ADHD), learning disabilities and academic achievements were assessed. A total of 243 patients met the inclusion criteria and were assessed: 135 (55.6%) females and 108 (44.4%) males. 44% were diagnosed with migraine (35.8% of the males and 64.2% of the females), 47.7% were diagnosed with tension type headache (50.4% of the males and 49.6% of the females). Among patients presenting with headache for the first time, 24% were formerly diagnosed with learning disabilities and 28% were diagnosed with ADHD. When to see a doctor It is crucial that if your headaches persist, you should get to the root of the problem. The longer the headache persists, the more damage will be done to the underlying structures. “A multidisciplinary assessment will need to be done,” is Shevel’s advice. Contact The Headache Clinic for help in this regard.

April 8, 2015

The Benefits Of Multi-Sensory Learning

As human beings we rely heavily on our senses to process information. If children use more than one sense when they are playing and engaging with materials they will grasp and retain the concepts being learnt quicker and more easily. In other words young children learn best if they are feeling, seeing, hearing, touching and moving. Using multiple senses allows more cognitive connections and associations to be made with a concept. This means it is more easily accessible to a child as there are more ways the information can be triggered and retrieved from their cognitive learning centre in the brain. Children have different learning styles. There are 3 different types of learners: Visual learners and like bright colours, graphic organisers, highlighting material and fancy pens to scribble with. Auditory learners do well listening to material presented audibly. Kinesthetic learners need to be moving around as they learn – bouncing on the trampoline as they recite their times table, sitting on a pilates ball at a desk to do homework, throwing the ball at a target as they recite spelling words. The movement (no matter how incremental) helps them concentrate and learn. For very young children (under age 8), who have not established their learning style yet, it is important to use a multisensory experience to help children remember and retain information more effectively. The Raising Readers sensory kits were designed by Marian Bailey, a Remedial Therapist & Mom with just that principle in mind. Get in touch with Raising Readers by visiting their website – click here

April 3, 2015

The Importance Of Career Assessment

Psychological career assessment and vocational guidance are often a last resort for many individuals at a critical career cross-roads in their lives. Often the choice of a particular career path is considered an innate or “given” factor for many people and, consequently, something which they shouldn’t have to think about especially hard. This assumed attitude of “I should already know” can stand to cause a great deal of anxiety for an individual, especially if they are uncertain of their career path, their aptitudes or their personal employment preferences. The importance of career assessment and vocational guidance cannot be overstated and, considering recent data, it seems that although assessment and guidance are not the norm, they really should be. A survey from the University of the Western Cape (UWC), conducted across the 1990’s revealed that there is a direct correlation between career guidance services and job satisfaction. Of the individuals surveyed, the study found that approximately two thirds of the students surveyed were dissatisfied with career guidance services they received. The study also indicated that a very similar number of students experienced problems with their career choices after their time at tertiary education. It seems then that, once an individual works through a career assessment and guidance process, they tend to find a career which is satisfying to them. Given the prohibitive expense of a university degree, coupled with the amount of time it takes to complete, one might suggest that the choice of educational field, institution and career path might be better served by a thorough and rigorous assessment of the individual followed by supportive, pro-active guidance rather than taking a shot in the dark and simply hoping for the best. This strategy, it seems only works in around 40% of cases. But when should one engage in the process of vocational assessment and guidance and, what should one expect from this process? A vocational assessment battery can be performed at almost any time, from early adulthood through to late career. With this said, the Sandton Psychology Centre works with school-aged learners choosing subject fields for the first time (approx. 16 years and typically in grade 10), through matriculants choosing a field of study at a tertiary institution and finally to working adults experiencing a career-crossroads or need to re-examine their career choices in later life. In any career assessment one should expect a range of assessments which test an individual’s ability or interest in a certain area. For example, an interest evaluation such as the Self-Directed Search (SDS) helps an individual to isolate specific areas or fields of interest which have a special significance for them. It also allows for the ranking of these interests so that the individual can see which are the most important and which are least important to them. The simple exercise of noting these preferences can serve to greatly reduce the anxiety of career choice. Although the career assessment process should not, strictly speaking, be prescriptive, a great deal can be gained from the confirmation that individual “X” has a strong preference for art, social affairs and writing. It is highly likely that X, was already aware of this preference but the psychometric confirmation of this can go a long way to helping them recognize their dominant traits and preferences. This, in turn, raises the question of what should a career evaluation consist of? Although many methods exist and many more are currently being developed, a general rule of thumb specifies interest surveys such as the SDS, Jackson Vocational Interest Survey, or Values Scales; as well as some personality assessment tool such as the 16 Personality Factor Questionnaire or Myers-Briggs Type Indicator. When combined these results can paint a very useful picture of preference and personality type. This is incredibly useful in ascertaining the degree of “fit” an individual may have for a particular occupation. For example, “John” shows a clear preference for outdoors work and a love of animals. His personality traits indicate that his is an extrovert who prefers giving instructions to receiving them. From this it is clear that John’s career path does not lie in a highly structured, hierarchical office environment; working as a game ranger might be a closer fit for this particular individual. Each career assessment case is unique in this regard and it is only through a systematic process such as this that a skilled psychologist can assist an individual to recognize that their specific set of abilities, knowledge and personality traits may work well in one area or another. Career assessments are not prescriptive either, that is, one should not expect to take an assessment and to be told, “Go and work in accounting.” Again, with each individual being so unique and specialized by their abilities and experiences, the assessment only serves to point a useful, general direction forward, eliminating potentially poor career options and preferencing “best fit” choices for the individual. However, it remains up to the individual to chose their own path. With an ongoing, therapeutic understanding of this process and its development, working closely with a psychologist can greatly enhance an individual’s ability to mount the typical obstacles of working life as well as to assist the individual in creating a meaningful understanding of their career and the path it is on. Ongoing vocational guidance is essential to this process and is especially useful in the creation of enduring and thoroughgoing life and work choices.

February 27, 2015

Dealing With Report Cards

I guess I was lucky at school to be one of those straight A students, as I can still remember the absolute dread with which many of my friends received their report cards at the end of the year. Not that they cared too much about the marks themselves – it was the fear of facing their disappointed parents that caused the term-end blues. So heading towards that dreaded day, what can we do as parents to help our kids to address any problem areas without damaging their self-esteem or love of learning? I think the answer to this comes in looking at what a report card really is. First off, it is NOT a measure of who your child is as a person. They may have failed the year, but they are not a failure. As parents we really have to help our kids to make the distinction between who they are and what they do, and the best way to do this is to express our unconditional love for them no matter what the report card says. A report is simply a measure of how a child managed to perform on certain standardized tests. If they come back with a low mark, it does not help to attack them for their “laziness” or anything else. What we need to do is assess what went wrong where. And this may even have nothing to do with the child themselves – it may be that the teacher was incompetent, or the test was not an accurate measure of what was learned, or it may be a reflection of other issues – family problems, changes at home or at school, bullying… there are so many things going on in our children’s lives that we will miss if we simply blame them without digging deeper. On the other hand, we also need to be careful of over-praising a child with a “good” report. Once again, the report is not a measure of who the child is or their worthiness of our love and attention. Many over-achievers get the idea early on that they are only loved if they perform well and this sets them up for a life of stress and workaholism! The opposite may also be true, with children who are praised for good work giving up sooner or never even trying things that they may not be good at for fear of losing this “good girl/boy” status. The appropriate response to a report card, in my opinion, is to ask the child what they think about their own report. Ask them how they feel about areas they struggled in and how you could assist them. Ask them how they feel about areas they did well in and if they need any additional stimulation. Use the report card as a discussion around what is going on in their lives and at school, and not as a measure of their self worth. If they have failed something, it is a great opportunity to discuss some of the great failures in history and how they never gave up. And regardless of what it says, give them as big hug and a kiss and tell them you love them no matter what.

December 4, 2014

Why Do Some Children Struggle To Write Neatly?

Causes of poor handwriting Poor visual perceptual skills Poor muscle tone Poor postural contro Poor fine eye-hand coordination Poor hand function Poor motor planning Poor sensory integration Poor visio-motor integration Poor concentration ADHD/ADD Cognitive and psychological factors Dysgraphia: this is a neurological disorder resulting in problematic handwriting. This disorder sometimes accompanies ADHD, Asperger’s, learning disabilities, trauma and physical disabilities. Criteria for diagnosis include the absence of intellectual impairment and the ability to read according to your age level. What will help? First it is important to find the cause of the poor handwriting. If it is one of the many causes listed above then yes, therapy will help. Take your child to an occupational therapist to determine the underlying cause of the poor handwriting. Addressing the cause/causes will improve the handwriting. Weekly therapy may be necessary or a home program could be followed. Some children struggle a lot with poor handwriting and are diagnosed with dysgraphia. Causes of dysgraphia Visual-spatial difficulties Language processing difficulties The causes listed under ‘poor handwriting’ may also apply here Signs of dysgraphia Mixing upper and lower case Awkward positioning of the body while writing Inconsistent shape and size of letters/numbers Struggles to form letters/numbers Unfinished letters Talks to self while writing Increased/decreased copying speed A lot of spelling errors Poor use of lines and spacing Experiences stress when having to write (e.g. crying) Pain in hand/arm when writing Clumsy pencil grip Sometimes mixes cursive and print writing Types of dysgraphia Dyslexic dysgraphia – Spontaneous writing is poor, copying is good and spelling is bad. This diagnosis doesn’t mean that your child is dyslexic as well. Motor dysgraphia – This is usually due to poor fine eye-hand coordination/motor incoordination/dexterity/muscle-tone. The child cannot sustain writing for long periods of time and often writes with a slant. Spatial dysgraphia – These kids often struggle to stay inside the lines as well as with spacing of the letters and words. Phonological dysgraphia – These kids struggle to write non-words, unknown words and phonetically irregular words are problematic. Lexical dysgraphia (rare in kids) – Kids will struggle to write words that are phonetically irregular, especially in English as spelling is not always phonetically. Will therapy help? If the therapist suspects dysgraphia your child needs to be referred to a neurologist for diagnosis. Therapy may/or may not be of value as the underlying causes need to be investigated when dysgraphia is diagnosed. Classroom tips It doesn’t help to let a child with dysgraphia repeat untidy work or illegible writing. Practising won’t improve his handwriting. Don’t always judge the child or harp on his untidy handwriting. This will affect the child’s attitude towards school and may cause emotional stress and can lead to a negative self-image and depression. The best is to offer alternatives to writing e.g. using a tablet/computer when completing homework or completing exams/tests orally. It sometimes helps to supply the child with a slant board as it positions the body ergonomically correctly. Allow the child more time to copy work/complete writing tasks. Let the child experiment with different pens/pencils (thickness/ resistance on the paper) – all of us prefer a different kind of pen and this may also make it easier for the child. Practise writing letters in the sand/salt/in the air to practise gross motor shaping of the letters. Let the child choose if he wants to write print or cursive. Decrease the amount of work that the child has to copy and rather focus on important writing tasks – have the copied work ready for the child. References www.ncld.org/types-learning-disabilities/dysgraphia/what-is-dysgraphia www.handwriting-solutions.com/dysgraphia.asp www.occupationaltherapychildren.com.au/information/dysgraphia-handwriting-difficulties

November 23, 2014

Taking Action On the School Dilemma

Many people are having difficulty finding a school for Grade 1, which can add a lot of additional stress at this time of year. It is natural to feel a sense of helplessness and hopelessness at the current lack of schools, and yet the best solution I have found to these feelings has always been taking action. Here are some ideas to get you going… Homeschooling is always one option to look at, and if you spend some time online you will find many homeschooling groups where mother’s get together and support each other and help their kids to socialize. A private tutor is another option, and while this may at first seem outside of your financial reach, if there are so many mothers in the same situation (and it certainly sounds like there are) why not join together and hire someone for a group of kids – look for a retired teacher or two looking for part-time work. Look up and support local NPOs who are working to resolve this problem. A great one that I found recently is 2Enable.org, who are looking at setting up free educational programs that can be accessed online, specifically with the aim of alleviating the current lack of good teachers in the country. Speak to local businesses and schools about joining together in initiatives to create new classrooms and sponsor more teachers. Raise awareness of the issue – speak to your local radio stations, newspapers, and magazines. Write to the relevant governmental departments. Protest. Call the government to task on this and on the general issue of how your tax money is being spent. Start a petition. Email them daily. When local and national elections come around, make sure you are in the voting queue. I can’t tell you how many times I’ve heard people complain about the state of the roads/schools/healthcare and yet they chose not to vote when the time came. If you’re not happy with what the current government is doing, vote them out. Contact your Ward Councilor, explain the problem you’re having and brainstorm solutions. Call a meeting in your area. These are just a few ideas to get you going, but chat with your friends in the same situation and see what other ideas you can come up with. Share them here too and get this conversation going. Remember that complaining about an issue takes time and energy – the same time and energy can be spent in working towards solutions. There is a lovely quote by Lily Tomlin that is quite apt in this situation: “I said, ‘Somebody should do something about that’. Then I realized, I am somebody”.

November 10, 2014

Matric Stress: Who Am I And Where Am I Going?

Late October marked the start of the 2014 National Senior Certificate Exams. With over 500 000 matriculants writing their final school exams, the next five weeks are a stressful time for them and their families. Part of the pressure of being a matriculant is being told by everyone ‘how important’ your matric exams are, while at the same time having to make major decisions around your future education and career. Many matriculants will enter a period of drastic transition after the exams, moving out of home to study or work, becoming responsible for their own well being, having to find work to support themselves and their studies. SACAP’s (South African College of Applied Psychology) Motivation Expert, Dr Yaseen Ally has worked with many teenagers and says: “There are recurring questions that come up when I work with matriculants no matter what their background or plans for the future are, the stress around the time of the final exams can be overwhelming.” These questions include: How do I learn to say no? How do I create balance? How do I effectively plan and manage my time? How do I better understand who I am and where I am going? What is my self-worth? How do I silence my inner critic? Why does peer pressure affect me? How do I make a decision that affects the rest of my life? Here Dr Ally shares advice on how to deal with some of these questions. For more advice on how to study and cope during this important life stage, visit www.sacap.edu.za : How do I learn to say NO? This is a very tricky skill to master and many people (including adults!) struggle with this. Most of us feel that saying “no” may be interpreted in a bad way by the person asking and are filled with guilt when we say “no”. Sometimes saying “yes’ can bring us great joy, as a key component to successful living is the ability to work well with other people. After all, we are social beings and do not live in isolation. In many instances though the inability to say “no” results in added pressure, more tasks, more stress and definitely a shift in the focus from your needs. Not being able to say “no” would mean that everything we do is based on what other people expect us to do. Learning to say “no” to requests that don’t meet your needs may result in you having more time for yourself, your studying, and things that are important to you. Evaluate what the request is and whom it is coming from. Ask yourself: do you have the time to do this? Saying ‘no’ doesn’t mean that you do not say ‘yes’ to those around you, but you also have to take your needs into account. How do I create balance? It is important to understand that ‘balance in life’ includes having fun! A balanced life includes time for work, studying, chores, friends, family, music, sport, recreation, holidays, time-out and very importantly – time for you! We are often so ‘busy’ that we fail to realise that we need to give our ‘self’ some attention. Working on a routine and a timetable enables better planning for the things that are most important to you. Dr Ally suggests making a list of everything you find important in life and then ask yourself how much of attention you are giving to these areas? Chances are, you may be placing too much attention on certain areas over others. Creating balance is about giving enough attention to all the important areas that make up who you are, even while you are going through your final exams! How do I effectively plan and manage my time? The answer to this question varies. Some people prefer to work with a diary, others a day-to-day planner and some thrive on being told what to do with their time. If you want to have control and power over your days and your time, find a way that will enable you to structure your days well. Especially during this time of intense exams – find ways of structuring your time well enough, so that you can study, eat, sleep, get some fresh air and time to socialise. Many students sit the whole day and then burn the midnight oil in an attempt to cram in as much information as possible. This is not an effective way to study. Your brain needs to rest otherwise it will not be able to process the information you are feeding it. Don’t use ‘resting my brain’ as an excuse to lounge around for hours. Take short breaks to get some fresh air, go for a short walk, eat something, and chat to a friend. As difficult as it may be to stick to a study timetable, create a weekly routine roster including study break activities… and then stick to it! How do I better understand who I am and where I am going? Matriculants are at the intersection of many paths that lead to many wonderful destinations. Choosing which way to go is not a simple task. In order to understand where you are going, you need to understand yourself. Matriculants are faced with difficult study and career decisions and ‘advice’ comes from everyone including parents, family, neighbours, teachers, siblings, and friends! Write a letter to yourself, explaining who you are, what you like and dislike and where you see yourself in a few years. Read this back aloud and ask yourself: does this sound like me? Remember; choose a study path that is in line with what you are passionate about as well as what you are good at. What is my self-worth? Self-worth is the value that we place on who we are. Comments, attitudes and expectations that others may have of us can affect the value we place on our abilities and ourselves. As learners faced with ‘the most important exams of their life’ an immense pressure

November 3, 2014

Changing The Homework Blues Into A Success Story

I have recently been asked to give a talk to parents on how to survive and indeed avoid, the “Homework Blues”. Homework is often a time of stress and frustration in the home. As parents struggle to get their children to focus and complete the homework arguments can erupt, leaving both the parent and child feeling angry and frustrated. This puts a very negative strain on the parent-child relationship and removes the intended benefits of doing homework; which is one of the reasons some schools avoid giving homework to junior primary school children. The main purpose of homework in junior primary is to reinforce the learning that took place in school that day. Practice done soon after learning new material helps establish it in the long term memory. As children get older and have more skills, the role of homework changes to developing skills for working unassisted, developing thinking, planning and research skills. When homework is done with the parent, it allows other benefits to come into play. As a parent, you can see exactly where your child is struggling and where he is thriving. You can help develop good work skills and when you show your enthusiasm and pride in his achievements, you will be building a stronger love of learning. So we need to remove the stress from homework and allow the positives to come into play. Here are some tips to change the homework blues into a success story: As a parent, you do not have to teach your child the work; your primary job during homework is to reward, reinforce and develop a love of learning. If you do know how to help and can teach your child the correct way to do the task he has been given, that is wonderful. But remember that you teach best by letting the child do the thinking (you ask cleverly planned questions which he has to answer) and you do the praising. Praise good effort and good approach; do not only praise success. Develop a routine. It is best to do homework after a light lunch and before he goes out to play. When homework can only be done in the evening, do it before supper and not directly before bed-time; let him enjoy a relaxing bath after homework, before having supper. In this way, homework comes to be associated with a pleasant time directly after it and the stresses of thinking and working have dissipated before he goes to sleep. Your relationship with your child is more important than getting the homework done. This means: Keep your role as a “guide” a “facilitator” and give praise for good work, rather than criticism of poor work. Some children prefer you to sit with them while they work; some prefer to do it alone or the homework session becomes a fight-zone if you stay (even if they want you to stay). Both types of children can get praise and attention for work well done; both can be shown ways to improve the quality of their work. If your child does not want you to be near, or there is increased friction when you sit with him, go away and return after every few minutes to support him (approximately 5 minutes for young children, 10 minutes as they move into grade 3). The quality of your child’s work is not your responsibility. He must take responsibility for his work and then he can truly enjoy the sense of pride when he does well. Remind him that you are always proud when he does his best (this is not the same as saying that you want him to do well). If he is clearly in no mood to try to produce good work, you might need to remove yourself, saying that he should call you when he can show you better quality work. Then return and praise him. This is a way of using Behaviour Modification: you reward the behaviour you want and you withhold reward from unacceptable behaviour. On days when you can see it just cannot be done without trauma or excessive struggle, stop. Write a note to the teacher that you will try to catch up on another day. Set up a “homework station”. Make sure that his desk and chair are at a good work height for him. His feet should be able to rest on the floor and the desk should be at elbow height when he is sitting. If you have to use a large table or he has to sit on a high chair, use a small stool for him to rest his feet on (or a pile of telephone directories) and give him a firm cushion to sit on to correct his height. Keep a pencil case with his pencils, pencil grips, sharpeners, a ruler, an eraser etc. Keep this at or very near the homework station, so that he never has to begin homework by searching for the necessary equipment. Have an analogue clock available for checking time. This helps your child develop a sense of time and begin to learn to monitor their work speed. Many children struggle with time awareness; this is often a main cause for homework stretching out too long. Homework in the early grades should only take about 20 minutes per day; many children take a little longer; but no more than 30 minutes should be allocated in grades 1 and 2. Show your child how the clock is divided into 5 minute periods. Show him that the amount of time you would like to both be finished the work is four of those time periods. Show him how much of the work should therefore be done by the first 5 minute period. You might have to do this in the same detail for the first few weeks; thereafter, you will be able to look at 10 minute periods. Older children should begin with 15 minute periods. Have a glass of water available. People forget that

October 22, 2014

When Children Are anxious About Making Mistakes It Inhibits Their Learning

I often see children who are anxious when faced with new challenges, worrying that they might make a mistake. The fear of making a mistake over-powers and inhibits their ability to think clearly, listen to instructions and plan how they actually will do the task. Therefore, they do worse in the task than they actually can do. Probably the most important lesson to teach our children is that it is acceptable to make mistakes. Yes, it is acceptable to get things wrong! There is so much a child can learn from his mistakes. Teach your child that if he never makes a mistake, he is not learning anything new. I regularly tell this to the children I work with, explaining that if they don’t make any mistakes it means they already know how to do the task; there’s nothing new being learnt. I love to see the smiles of relief on their faces, when they make this realisation! Their anxiety drops and they become energised to take the risk of making mistakes which is such an important part of learning. Children often think of mistakes as being something negative, to be avoided at all costs. Corrections are given as homework tasks with the result that it feels like punishment. A big red cross through incorrect work gives very negative feedback about mistakes. In my work I often see the more diligent children struggle the most with this; becoming immobilised in their learning through fear of making mistakes. We cannot allow that; we have to maintain and cultivate their diligence and turn it into the rewarding sense of success. One of my first tasks with these children is to remove the anxiety of failure and replace it with a sense of challenge. A chance to make a mistake is a chance to learn something new. Here are some helpful tips: When you present a new learning challenge to a child who is anxious about making mistakes, be calm and supportive. Tell him “here is a new challenge, something new to learn. Let me show you how and then you can try it yourself.” When you see that he is about to make a mistake let him make the mistake. Watch his reaction. If he has not noticed his mistake, say to him “look and check, there might be something you want to change”. This shows him that you are comfortable that he made the mistake and also that you believe he will be able to deal with it. If he is unable to correct his mistake or becomes anxious say to him “let’s see how we can fix this mistake and then you’ll have learnt something new.” Teaching children strategies for finding and correcting their own mistakes is powerful teaching. It teaches them planning and organisation in their approach to tasks. It also develops meta-cognitive thinking processes of analysis and making connections in our thinking. Most of all, it teaches them that mistakes are not a problem; we find them, correct them and learn something new!

October 9, 2014

Is Homework Becoming the Be-All and End-All?

Let me paint a picture… Sarah, a career driven woman, is climbing the corporate ladder with two degrees behind her name and is about to get her third. As she works full time in a large corporation, she has no choice but to leave her children in after care until 5:30pm because her husband owns his own business and does not get home before 7pm. Sarah’s day does not end there because, even though her children go to possibly one of the top private schools in the country, they always come home with incomplete homework, assignments due for the following day, and a test thrown in just to make life a little more interesting. All this divulged to her while she is trying to put a semi-nutritional dinner together for her hungry family. Sarah has no choice but to hurry them all through dinner and bath time just to settle in to all the homework that her children have not managed to complete during their time in after care. Somewhere around midnight and after many tears and tired yawns Sarah has managed to get her two children aged 8 and 10 into bed with just the bare minimum of spelling words learnt and a very average project on volcanoes completed, which Sarah did all the research for herself. Too late and too tired to spend time with her husband who couldn’t take the arguing and tears and already surrendered himself to bed, Sarah falls into bed herself only to be kept awake by the thought that she is not spending enough time with her kids and asking herself WHY? “Why is there so much homework and why can’t my children do their homework on their own?” For many parents like Sarah, homework really is the be-all and end-all. But let’s take a moment to look at this issue from the child’s perspective: They are lumped with their week’s sum of homework which might include mathematics revision and reading for every day, a project or an oral on the theme of the particular module that they are on and a weekly test to prepare for. Simple really, when looked at on paper, however, some children look at this giant lump and don’t know where to begin: perhaps they don’t know what the teacher is asking or they don’t know how to plan their week or they simply need a firm but guiding hand to get going. All of this comes down to the child learning to work independently, a skill that will need to be acquired by high school and most definitely by adulthood. But for one to be able to work independently, he or she will need a certain amount of confidence in their academic ability. For something as fragile as “academic self-esteem” to be healthy, a child will need to have an organised method of tackling their daily work so that they feel that they are in control of their work. If you have a child that suffers with a low “academic self-esteem”, your child’s road to working independently and confidently starts with you! First of all speak to your child’s teacher because having an open and understanding relationship with your child’s educators will allow all parties concerned insight as to what the main root of child’s low academic self-esteem is and how to go about tackling it. Secondly, provide a space where your child is comfortable to work in with no distractions and enough space to organize him/herself. Thirdly and most importantly have a facilitator, YOU! And if you lead a busy life like Sarah get someone who can do it in your place. This facilitator must not simply do the homework for your child, because, believe it or not, homework is there to reiterate and therefore refine what has already been taught in the classroom, but merely provide the tools that the child can use to complete his/her work independently. These tools may be assisting the child with understanding what is expected of them and providing the child with guidelines as to how to complete the work as well as providing the child with the tools to plan, organize and prioritize his/her daily homework. Once the child is able to do this on their own, one can take a step back and observe how the child utilises these tools on his own and therefore will begin to acquire a confident attitude towards their work. If you recognise that your child may need help with their homework, don’t delay!! From being unable to complete homework independently there can be a dangerous downward spiral towards a low “academic self-esteem” which can be pretty difficult to come out of and if YOU can’t do it then contact someone who can…

May 4, 2014

School Need Not Be a Nightmare

Dumb, stupid. Definitely two of the most repugnant words in the English language; words that ought to be regarded as swear words! Still, that is how children label themselves when they experience school as a nightmare. A reading lesson means hours of struggle, the confusion between letters like b and d is a frightening reality, words are being reversed and everything needs to be sounded out. Whereas Sis passes her afternoons in the pleasant company of bulky books, little brother prefers paging through comics — that is, if you can get him so far as to actually open one. Words are few and pictures tell the stories: one sure way to avoid reading… Sounds familiar? Do we hear a sigh of despondency escape from your lips? Yes, the two of you practise spelling late into the night, but somehow everything is misspelt during the next day’s test. You as parent are at your wit’s end and the teacher is worried: he is falling behind because he writes too s-l-o-w-l-y. From our own childhood we remember how cruel children can be, and that has not changed. Classmates are quick to tease the slow, under average performers. That is, if the child who struggles with reading and spelling is not already burdened by a self-imposed label, the forerunner of a negative self-esteem that can become so entrenched in his psyche that he may live his entire adult life under the misconception of his own inadequacy. Misconception, yes, because this worrisome plodding does not paint the true picture of your child’s intelligence. You may find that there is a brilliant mind hidden behind those low test scores, someone who will one day proudly graduate in his field. The possibility of a professional career is definitely not ruled out. Richard Branson comes to mind. A dyslexia sufferer, he did not achieve academically but that did not stop him from becoming a brilliant businessman. He compensated for his reading problem and today his wealth is estimated at well over 4.6 billion American dollars. Fortunately, help is available these days. It is unthinkable that a child is doomed to struggle. Even dyslexia is no longer the academic death penalty of years gone by. It is no longer regarded as a learning disability, but simply as an inability that can be turned into an area of strength with the right intervention. Research results recently published in the Journal of Neuroscience show that brain differences between dyslexic people and ordinary readers are the result, not the cause, of their reading problems. Research also tells us that the brain constantly forms new pathways or neurons, and this means that children with dyslexia can be helped to overcome it. Surely it is every parent’s dream to provide only the best for his/her child, and when you see your young one struggling with reading and spelling, it is time to call for help. The opportunity is available — give your child a fair chance.

April 21, 2014

Cognitive Skills Determine Learning Ability

Research has shown that cognitive skills are a determining factor of an individual’s learning ability. Cognitive skills are mental skills that are used in the process of acquiring knowledge; according to Oxfordlearning.com the skills that “separate the good learners from the so-so learners.” In essence, when cognitive skills are strong, learning is fast and easy. When cognitive skills are weak, learning becomes a struggle. Many children become frustrated and find schoolwork difficult because they do not have the cognitive skills required to process information properly. Many employees find themselves stuck in dead-end jobs that do not tap into their true vocational potential due to weak cognitive skills. In the later years of life, a lack of cognitive skills — poor concentration, the inability to focus, and memory loss — is a common problem that accompanies us. It should be noted that, irrespective of age, cognitive skills can be improved with the right training. Weak cognitive skills can be strengthened, and normal cognitive skills can be enhanced to increase ease and performance in learning. The following cognitive skills are the most important: Concentration Concentration is the ability to focus the attention on one single thought or subject, excluding everything else from the field of awareness. It is one of the most important abilities one should possess, as nothing great can be achieved without it. Students need to concentrate and focus on completing a homework assignment, a project, or review for a test in order to excel in school, learn the subject, and get good grades. Athletes need to concentrate on performance, execution, and strategy in order to do their best and overcome their opponent. Entrepreneurs need to concentrate on all the factors involved in starting a new business and promoting their product or service. They need to do this in order to get their idea off the ground and make their enterprise into a profitable entity. Business leaders need to concentrate on their company mission, vision, and strategies, as well as the work at hand, in order to stay ahead of their competitors. Workers need to concentrate on their jobs and fulfilling their supervisor’s goals, in order to complete projects and advance in their careers. Improving the ability to concentrate allows a person to avoid the problems, embarrassment, and difficulties that occur when the mind wanders. Better concentration makes studying easier and speeds up comprehension. It enables one to take advantage of the social and business opportunities that arise when individuals are fully attuned to the world around them. It helps one to focus on one’s goals and achieve them more easily. Perception Sensation is the pickup of information by our sensory receptors, for example the eyes, ears, skin, nostrils, and tongue. In vision, sensation occurs as rays of light are collected by the two eyes and focused on the retina. In hearing, sensation occurs as waves of pulsating air are collected by the outer ear and transmitted through the bones of the middle ear to the cochlear nerve. Perception, on the other hand, is the interpretation of what is sensed. The physical events transmitted to the retina may be interpreted as a particular color, pattern, or shape. The physical events picked up by the ear may be interpreted as musical sounds, a human voice, noise, and so forth. Lack of experience may cause a person to misinterpret what he has sensed. In other words, perception represents our apprehension of a present situation in terms of our past experiences, or, as stated by the philosopher Immanuel Kant (1724-1804): “We see things not as they are but as we are.” Deficits in visual perception can hinder a person’s ability to make sense of information received through the eyes, while deficits in auditory perception interferes with an individual’s ability to analyze or make sense of information received through the ears. A classic example of a deficit in visual perception is the child who confuses letters such as b, d, p and q. Many adults find their reading speed to be inadequate as a result of underlying perceptual deficits. By improving accuracy and speed of perception, one is able to absorb and process information accurately and quickly. Reading speed will also improve and reading problems can be overcome. Memory Memory is probably the most important of all cognitive functions. Roughly speaking, the sensory register concerns memories that last no more than about a second or two. If a line of print were flashed at you very rapidly, say, for one-tenth of a second, all the letters you can visualize for a brief moment after that presentation constitute the sensory register. When you are trying to recall a telephone number that was heard a few seconds earlier, the name of a person who has just been introduced, or the substance of the remarks just made by a teacher in class, you are calling on short-term memory, or working memory. This lasts from a few seconds to a minute; the exact amount of time may vary somewhat. You need this kind of memory to retain ideas and thoughts as you work on problems. In writing a letter, for example, you must be able to keep the last sentence in mind as you compose the next. To solve an arithmetic problem like (3 X 3) + (4 X 2) in your head, you need to keep the intermediate results in mind (i.e., 3 X 3 = 9) to be able to solve the entire problem. A poor short-term memory may lead to difficulties in processing, understanding and organization. By improving one’s short-term memory, one is better able to process, understand and organize incoming information. Long-term memory is the ability to store information and later retrieve it, and lasts from a minute or so to weeks or even years. From long-term memory you can recall general information about the world that you learned on previous occasions, memory for specific past experiences, specific rules previously learned, and the like. Research has shown that, on average, within 24 hours

April 13, 2014

Reading Comprehension Problems

Reading comprehension is the heart and goal of reading, since the purpose of all reading is to gather meaning from the printed page. If a student says words in a passage without gathering their meaning, one would hesitate to call that reading. By age six to seven children should be sensitive to such characteristics of stories as the main character, sequence of events, inferences, the motives and feelings of characters, and sentence order. As they get older, children should be more efficient at recognizing and recalling facts, recognizing and inferring main themes and relationships, drawing conclusions, making judgments and generalizations, predicting outcomes, applying what has been learned, and following directions. The comprehension goals of the intermediate grades address these abilities as well as those required for independent study: skimming, using reference materials, outlining, summarizing, altering reading rate and focus as the purpose of reading changes, use of headings, note taking, and so on. For many learning-disabled students, reading comprehension is a major problem. There are mainly three causes for poor reading comprehension: 1.) The person has a language problem: Language plays a vital role in reading. Its role in reading can be compared to the role of running in the game of soccer or ice-skating in the game of ice hockey. One cannot play soccer if one cannot run, and one cannot play ice hockey if one cannot skate. One cannot read a book in a language unless one knows that particular language. If a child’s knowledge of English is poor, then his reading will also be poor, and naturally also his reading comprehension. 2.) The foundational skills of reading have not been automatized: When a person attempts to speak a language in which he has not become automatic yet, he will necessarily have to divide his attention between the content of his message and the language itself. He will therefore speak haltingly and with great difficulty. As Yap and Van der Leij explained in the Journal of Learning Disabilities, “if the skill on the primary task is automatized, it will not be disrupted by concurrent processing on the secondary task because automatic processing does not take up attentional resources. If, on the contrary, the skill is not automatized, it will be disrupted by concurrent processing of a second skill because two skills are then competing for limited attentional resources.” This also applies to the act of reading. The person, in whom the foundational skills of reading have not yet become automatic, will read haltingly and with great difficulty. The poor reader is forced to apply all his concentration to word recognition, and therefore has “no concentration left” to decode the written word, and as a result he will not be able to read with comprehension. 3.) The reader is unable to decode the written word: The decoding of the written word is a very important aspect of the reading act. Without being able to decode the written word, reading comprehension is impossible. This explains why some children can “read” without understanding what they are reading. To decode the written word the reader must be able to integrate what he is reading with his foreknowledge. Foreknowledge can be defined as the range of one’s existing knowledge and past experiences. If one reads something that cannot directly be connected to or tied in with knowledge that one already possesses, one cannot decode or decipher the contents of the message. As Harris et al. state in Learning Disabilities: Nature, Theory, and Treatment, “What a child gets from a book will often be determined by what the child brings to the book.” A decoding skill that is closely related to that of integration is classification. When a person sees a chair, although he may never have seen a chair exactly like this one, he will nevertheless immediately recognize it as a chair, because he is familiar with the class of objects we call “chair.” This implies that, whenever a name is ascribed to an object, it is thereby put into a specific class of objects, i.e. it is classified. The Gestalt principle of closure means that the mind is able to derive meaning from objects or pictures that are not perceived in full. W- -re s-re th-t y– w-ll b- -ble to und-rsta-d th-s s-ntenc-, although more than 25 percent of the letters have been omitted. The mind is quite able to bridge the gaps that were left in the sentence. The idea of closure is, however, more than just seeing parts of a word and amplifying them. It also entails the amplification of the author’s message. No author can put all his thoughts into words. This stresses the importance of foreknowledge. If it were possible for an author to put everything related to the subject he is dealing with on paper, the possession of foreknowledge would not have been necessary. That, however, is impossible, as an author can at most present a very limited cross-section of reality and the reader must be able to expand on this before comprehension becomes possible. Poetry is a good example of the importance of foreknowledge. Any person, who is unfamiliar with the Arthurian legend, will probably derive little meaning from a reading of Morte d’Arthur by Alfred Lord Tennyson. Lastly, imagination plays a role in decoding. It is doubtful whether a person really understands something unless he is able to think about it in terms of pictures. When we read, the words and thoughts comprising the message call up images in our mind’s eye. If this does not occur, the message will not make any sense. If you read or hear a sentence in an unfamiliar language, it will not make any sense to you, simply because none of the words will call up any pictures in your mind’s eye. This ability plays a very important role in the decoding of the written word. Furthermore, by using one’s imagination while reading, one’s emotions can be addressed during the reading act.

April 7, 2014

What happens when you can’t sound out a word?

“Help Mom, I am stuck on this word?” What is your first reaction, “just sound it out”. Good advice? Actually, not that good. Sounding it out is not always the best strategy for figuring out a word. Learning to read individual words is hard work and not always as easy as parents may think. There are words that a child can memorize: these are called sight words. But there are a whole lot more words that children have to decode or figure out. So what should a parent do when their child comes across a word he doesn’t know or may have seen it once or twice but has not committed to memory yet? Tell them to sound it out, NOT ALWAYS. I am not saying phonics is not useful. It is imperative that children know their letters and the sounds they make, but as a strategy or way to figure out unfamiliar words it doesn’t always work. I suggest you read on and see how many more strategies you can try use to help your child attack those tricky words. Here are some more useful word attack strategies: Picture clues – ‘look at the picture; it will help you figure out this tricky word.’ Beginning Sounds – look at the first letter together, ‘do you know that letter, do you know a word that starts with that letter, what sound does it make’? Chunking – ‘can you find a small word in this big word?’ Let’s read that small word. Cover the first part of the word, read, cover the last part of the word and read. Now put the words together and read’ Context – Use the meaning of the sentence to try figure out the unfamiliar word, e.g. “Peter is reading the ……. Answer: book”. Let your child predict or ‘guess’ the word ‘book’ based on the context of the sentence. Helpful Hint: build vocabulary to maximize this strategy. Stretching the word – ‘use your finger as you try read the word. Look at it slowly’ Rhyming – ‘this word is tricky but it does rhyme with another word on this page. Can you read this word (parent points to other rhyming word), well done, now swop the first letter and read the other word. They rhyme, well done, can you hear the rhyme.’ Go over the rhyming set together to practice. Use the squiggles around the words as clues (Literacy conventions = question mark and capital letters) e.g. if there is a question mark at the end of the sentence, the unfamiliar word could be ‘what’ ‘where’ ‘how’ ‘when’ or ‘why’; if there is a capital letter in the middle of the sentence the unfamiliar word could be a name of a person/place ) Miss it out and come back – ‘this word is tricky, leave it out for now and keep on reading. Come back to this tricky word once you have finished reading the sentence.’ Ask someone – do not let your child struggle too much, encourage him to ask for HELP if he can’t figure it out. Helpful Hint: It takes practice to use these strategies, so give help as it is required, however, instead of just giving the answer straight away model a strategy your child can use and read it together using this strategy. As children gain confidence they will use a strategy on their own next time. Keep a balance of you helping your child and your child helping himself! It needs to sense – ‘Did that sentence make sense?’ Repeat the sentence to your child using his mistake let him tell you which word doesn’t sound right. ‘As you read this time listen to your words and make sure they make sense’. Helpful Hint: this is a fairly advanced strategy, comes with lots of practice. Keep modeling it as the fluent reader. Try these out; you will be surprised as to how well they work. I call it giving your kid a READING TOOLBOX. Best thing you can do for your beginner reader. Actually it’s the second best thing, the BEST THING you can do for your beginner reader is read to/with or him every day.

February 25, 2014

My Son Wants to Quit an Activity… Should I Force Him to Play?

This was the question I received from a mother who told me that her son suddenly wanted to quit the sports team he was on, right in the middle of the season. She asked me if she should allow him to quit or force him to continue. I suggested that she have him finish out the season by attending the games to support his team, but not force him to play. After sitting on the bench for a few games, he suddenly wanted back on the team. Understanding why your child’s sudden decision is important but is not always easy to figure out. Asking him why may only result in the response “I don’t Know.” A child’s or teen’s sudden desire to quit a team can be a result of a number of things; a peer relationship issue, bullying, a fear of failing, competition, a lack of confidence or sights set on another activity that he or she likes better. It can even be a result of a change in the family dynamics, such as the loss of a parent or other family member, or even divorce. It’s not always best to force a child to participate, but instead, find out what he or she is willing to do within the activity for the remainder of the season. Take notice of when your child is in a great mood and ask open ended questions about the situation to get him or her to open up and talk about it. Give them some space and time to mull it over and avoid drilling them to find out why. One day my tween-age son announced that he wanted to quit the school marching band (he had been playing since third grade and had held first chair for the past few years). He came in, tossed his trumpet in the case into the closet, and declared that he didn’t want to play in the band anymore and marched off. I was not happy about this since we had recently upgraded his trumpet to a much more expensive SILVER trumpet, at his request. I did not respond to his declaration but later that day tried to engage him in conversation about why he had made that decision. His response with full disdain was that the trumpet was a stupid instrument. He then asked if he could get a set of drums. I told him that I was into the silver trumpet for quite a bit of money and because of what I paid out for it, I might be willing to consider buying a different instrument in about two years. That response got him mad. So for the next few days he left for school without taking his trumpet to school. I said nothing about it, but on a few occasions I again tried to engage him in conversation about why he was no longer playing his trumpet. On each of those occasions he offered up a different excuse; the teacher was stupid, the trumpet was dumb, etc. Then, on the last day that he could not bring his trumpet to school without being removed from the band, he took the trumpet to school. I was relieved that he was back playing the trumpet in the school band. What I later found out as the reason for this sudden dislike for an instrument he loved so much, was that he become careless and lost first chair. If I had forced him to bring the trumpet to school, he might have retaliated in other ways and may have never owned up to the real problem. If I had been one of those parents that did go out and buy him the drums, again, he may have been unable to learn what he needed to learn about himself and the consequences of not working hard. Giving children space and time to learn from experiences is key to their emotional development.

November 19, 2013

7 Things to Prepare Your Kids for School

Shut Down Summertime Leniencies. As school approaches or starts, set up a family meeting (whether you have a significant other or not) to discuss the rules that will change at home: bedtimes, shutting TVs off, removing entertainment electronics from bedrooms, having to turn in social media devices and “friend sleep over rules.” Allow your child to voice his or her concerns over these changes, adopt the policies, and implement them on a specified date. It’s also a good idea to document the changes and post them where all can see them; sometimes children become forgetful of what they agreed to. School Supply Shopping. Sit down with your children and allow them to help you determine what supplies they are going to need for the coming school year. You are the parent and have final say over what is on the list, but use that authority with kindness and respect. Take your children shopping and let them be in charge as they carry the hand baskets and retrieve all the items on the list. Give them a set amount of money to spend to accommodate all that’s on the list and allow them to pay for the items at the checkout. The Work Space at Home. Collaborate with your children as to where homework will be done. Create a list with her and then go back through to review it and eliminate any locations that you’re not OK with. Remember, collaborating with your children is a way of helping them feel respected, but you’re still the boss. Set up the space that was decided on and help your children organize the supplies that were purchased at the store. The Homework Schedule. Each child is different when it comes to doing homework, so this next exercise will require your greatest level of patience. Help each of your children determine when they feel that they are best able to work on homework. Some children can do it as soon as they get home and others need a break before starting it. Coach each child into establishing their own schedule, make it clear and defined, and then document it. Your job will be to help reinforce what is decided. Control of Entertainment and Distractions. Announce a rule that any and all entertainment electronics and hand-held social media devices are to remain off or better yet, be turned in to the parents during the established homework times. This new rule should be in effect on school days, Monday thru Thursday and even on days when there is no homework. I’ve heard too many stories from parents who did not implement this rule and had their children come home after school reporting they had no homework, only to suddenly and mysteriously remember a homework assignment later that night or at bedtime. The Bedtime Schedule. I’ll tell you now that it is NOT your responsibility to get your children to fall asleep. That must happen naturally and your children are more in charge of that than you are. Your job is to create an environment and an atmosphere that is conducive to your children getting sleepy and eventually falling asleep. Your direct role is to define when bedtime will occur, enforcing it, and removing all distractions from their bedrooms, such as video games, televisions, cell phones, and computer.

September 23, 2013

Homework Hell: How to Turn It Around

Are you nagging your kids to do their assignments and fighting with them over each maths problem? If you and your child are battling nightly over schoolwork, read on to hear some solutions that can help you. Parents get stuck in homework battles with their kids all the time. Either their children get distracted halfway through and want to give up, or they resist doing the work in the first place. As many parents know all too well, this resistance can often take the form of acting out behaviour: kids will yell, start fights with you, or even throw a tantrum to avoid doing their work. Sometimes they start their homework and then throw their hands up in the air and say, “This is too hard,” or “I’m bored,” or “Why do I have to do this stupid stuff anyway?” As hard as it can be to not take that bait, my advice to you is to avoid getting sucked into power struggles with your child at all costs. So why is homework time often so difficult? In my opinion, one of the major reasons is because it can be hard for kids to focus at home. Look at it this way: when your child is in school, he’s in a classroom where there aren’t a lot of distractions. The learning is structured and organized, and all the students are focusing on the same thing. But when your child comes home, his brain clicks over to “free time” mode. In his mind, home is a place to relax, have a snack, listen to music, and maybe watch TV and play video games. So for better or worse, kids often simply don’t view home as the place to do schoolwork. The good news is that there are effective techniques you can use to end the nightly battle over homework: Start Early I always tell parents that the earlier they can begin to indoctrinate their children with the idea that schoolwork is a part of home life—just as chores are—the more their kids will internalize the concept of homework as being a regular part of life. Make Night time Structured Time When your kids come home, there should be a structure and a schedule set up each night. I recommend that you write this up and post it on the refrigerator or in some central location in the house. Kids need to know that there is a time to eat, a time to do homework and also that there is free time. And remember, free time starts after homework is done. By the way, when it’s homework time, it should be quiet time in your whole house. If your child doesn’t have homework some nights, it still should be a time when there is no Facebook, TV or video games. They can read a book or a magazine in their room, but there should be no electronics. In our house, homework time was usually after dinner, from seven to eight o’clock. The whole idea is to take away distractions. The message to your child is, “You’re not going to do anything anyway, so you might as well do your homework.”</p> Don’t Fight with Your Child Make it very clear that if they don’t do their homework, then the next part of their night does not begin. And don’t get sucked into arguments with them. Just keep it simple: “Right now is homework time. The sooner you get it done, the sooner you can have free time.” And when you establish a nightly structure, it will be easier to avoid power struggles over homework.</p> Know Your Child’s Homework List I think it’s very important to know what your child’s homework is—parents need to make sure it doesn’t get lost in the shuffle. Having good communication with your child’s teachers is key, because your child will have homework every night as he or she gets older. If your child is not handing in their work on time, you can set it up so the teacher will send you any assignments that your child didn’t get done each week. And the bottom line is that you want to hold your child accountable for doing their work. </p> Establish a Token Economy in Your Home Don’t forget, we want to pay kids in a currency that they desire. Extra carrots are not going to get much out of your child, but an extra fifteen minutes before bedtime or extending their curfew by half-an-hour on Friday night will. (call out This kind of system is called a “token economy”. The “tokens” become the currency, and in this case, the extra time playing video games, watching TV, and using the computer is the money. You want to withhold it or give it out according to how your child is earning it. Map out a List of Rewards and Consequences Parents should have a list of rewards and consequences mapped out for all their kids. It should be a pretty big list, and might include things like going to the park or to the movies. I have parents sit down with their kids and say, “All right, when you do well and I want to reward you, what kinds of things would you like to do?” Be sure to include activities that don’t cost money, too, like going to the beach, taking a ride in the car, or playing board games. Then, if your child is able to finish his homework on time for a whole week, at the end of the week he gets rewarded from the list you’ve compiled.</p Keep in mind that our job as parents is to help guide and coach our children with their schoolwork, but it’s also our job to let them experience the natural consequences when they don’t get it done. That might mean that they get a poor grade, which is the result of not following through on their responsibilities. It’s so important to let your child experience the disappointment

February 18, 2013

Cookie	Duration	Description
cookielawinfo-checkbox-advertisement	1 year	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Advertisement".
cookielawinfo-checkbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Cookie	Duration	Description
_ga	2 years	This cookie is installed by Google Analytics. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. The cookies store information anonymously and assign a randomly generated number to identify unique visitors.
_gid	1 day	This cookie is installed by Google Analytics. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. The data collected including the number visitors, the source where they have come from, and the pages visted in an anonymous form.

Cookie	Duration	Description
_gat_gtag_UA_18530557_4	1 minute	No description
pron_ip	session	No description
pvc_visits[0]	1 day	This cookie is created by post-views-counter. This cookie is used to count the number of visits to a post. It also helps in preventing repeat views of a post by a visitor.
tk_ai	session	Gathers information for WordPress by themselves, first party analytics tool about how WP services are used. A collection of internal metrics for user activity, used to improve user experience.