Leading Educational Advice from Wingu Academy
Wingu Academy

Bok van Blerk’s Hanna Foundation benefits from Wingu Academy and Umma Afrika’s fundraising drive

The money raised by Wingu Academy and Mahala Loyalty during Mandela Month towards the Umma Afrika Charity Trust was donated to Bok van Blerk’s Hanna Charity and Empowerment Foundation to support families in need. The initial aim was to raise R6 700 between 16 – 30 July 2021, but the Back-a-buddy initiative raised over R7 000! Through the kind donations by Wingu Academy and Mahala Loyalty supporters, Umma Afrika Charity Trust was able to donate 240 Umma Pot Meals (each Umma Pot Meal feeds up to 6 people), as well as care packages to the Hanna Charity and Empowerment Foundation. Thank you to everyone who participated in this worthy cause during a time when communities need it the most!

Wingu Academy

Eating Disorders – Food for thought

Eating disorders is one subject that is very important to address, especially since it usually has its onset during the teenage years but can even develop at a younger age and continue well into the adolescent years. Eating disorders can cause a lot of conflict, stress and even death in families and thus it’s important to understand the types, causes and treatment. Types There are various types of eating disorders. The most common ones according to the South African College of Applied Psychology include binge eating disorder, where the sufferer overeats; anorexia nervosa, where the sufferer eats too little; bulimia nervosa, where the sufferer attempts to rid themselves of food they’ve consumed; and even rumination disorders where the sufferer regurgitates food.  “The most common factors that come into play are that the person is anxious about their physical appearance, and how it appears to others around them. This also includes that the image that they have of their own bodies, are distorted. Subsequently, they also have eating behaviours that are maladaptive. Research has further shown that eating disorders affect both genders, although they occur more frequently among females,” says Dr Serahni Symington, Child and Adolescent Play Therapist. Causes Dr Symington says that the causes of eating disorders must be understood from an integrative model, because there is not a single causal factor that leads to the development of it. Multiple factors could lead to the development of an eating disorder and is often also accompanied by other diseases like manic depression, anxiety, possessive compulsiveness disorder and substance abuse. According to reports by psychologytoday.com, researchers have long been probing the underlying causes and nature of eating disorders. Unlike a neurological disorder, which generally can be pinpointed to a specific lesion on the brain, an eating disorder likely involves abnormal activity distributed across multiple neural systems. Eating disorders appear to run in families, and there is ongoing research on genetic contributions to the conditions. Other factors—psychological, interpersonal, and social—can play a role in eating disorders. Among identified psychological factors are low self-esteem, feelings of inadequacy and lack of control in life, depression, anxiety, anger, and loneliness. Interpersonal factors include troubled family and personal relationships, difficulty expressing emotions and feelings, a history of being teased or ridiculed based on size and weight, or a history of physical or sexual abuse. Social factors that can contribute include cultural pressures that glorify thinness and place value on obtaining the “perfect” body, narrow societal definitions of beauty that include only those people of specific body weights and shapes, or cultural norms that value people on the basis of physical appearance and not inner qualities and strengths. People with anorexia nervosa see themselves as overweight even though they may be dangerously thin. In bulimia nervosa, despite usually weighing within the normal range for their age and height, sufferers, like individuals with anorexia, may fear gaining weight, desire to lose weight, and feel intensely dissatisfied with their bodies. Many with binge-eating disorders are overweight for their age and height. Feelings of self-disgust and shame associated can lead to bingeing again, creating a cycle of binge-eating. Treatment Because of their complexity, eating disorders require a comprehensive treatment plan involving medical care and monitoring, professional interventions, nutritional counselling, psychotherapy, and, when appropriate, medication management. Treatment for eating disorders lies in recognizing and overcoming underlying triggers. Depending on the type of eating disorder and its associated underlying triggers; medications can be used to ease symptoms of co-occurring disorders such as depression and anxiety. Selective serotonin reuptake inhibitors (SSRI) are known to help reduce binging and purging and is specifically used in some cases of bulimia nervosa. The first-line treatment for all eating disorders is psychotherapy, which encompasses a broad range of therapy approaches such as cognitive behavioural therapy (CBT) and dialectal behavioural therapy (DBT) which aim to recognize and reduce the harmful thoughts and emotions associated with the eating disorder and works to develop productive coping mechanisms and tools to help the individual engage in positive thoughts, emotions, and behaviours in order to overcome their past traumas and low self-esteem. Other skills and tools learned in therapy include mindfulness, relapse prevention skills, meditation, nutrition counselling, art therapy, and relationship building. The good news Eating disorders can be treated, and a healthy weight can be restored. The sooner an eating disorder is diagnosed and treated, the better the outcome is likely to be.  Wingu Wellness Hub Parents who have any concerns about eating disorders and wellbeing of their children can contact the Wingu Wellness Hub to assist with guidance to get the help they need. Sources:  https://www.psychologytoday.com/za/conditions/eating-disorders, https://www.psychologytoday.com/za/blog/happiness-is-state-mind/201703/eating-disorders-it-s-not-all-about-food

Wingu Academy

Wingu Academy’s Wellness Hub takes the lead in providing a safe online learning environment

Student well-being is a core focus area for Wingu Academy, especially due to the increase in mental health awareness in the online environment.  In fact, Wingu Academy takes this so seriously that they have a dedicated wellness hub, called Wingu Wellness. The vision is to collaborate with students, guardians, and parents, as well as the valued staff of the Academy, to build a safe online learning environment. “Wingu Wellness provides up to date information on mental health issues, learning barriers, coping mechanisms and stress management, to mention a few. Working alongside top names in the field, like Dr Serahni Symington, counsellor and play therapist specialist, we will be providing counselling and mediation sessions and webinars free of charge, to anyone in the Wingu Family.” says Ian Strydom, Wingu Academy’s Managing Director. Services offered by Wingu Wellness Hub Current services include:  Organising concessions for learners with learning barriers; Wellness consultations with a wellness coach or qualified counsellor;  Monthly webinars; Sensitivity training; Resolution of behaviour misconduct; Assisting students and parents with day-to-day educational needs, i.e. study assistance, identifying learning styles, etc. Diagnostic Testing facilitated by Educationist, Dr Belinda van der Westhuizen Family mediation offered through Dr Serahni Symington How does Wingu Wellness assist students? The Wingu Wellness Hub will be assisting students by offering free consultation sessions with either the Wellness Coach or a trained psychologist. This will act as a safe space for learners to talk about what is weighing on them. We also provide learners applicable content to assist them in matter that they do not feel comfortable coming forward about. We also provide external coaching in the form of play therapy for the younger learners, by referring them to Dr. Symington.  Wingu Wellness will also act as a means to further promote the many social clubs within the Academy to assist learners in still benefitting from the social aspects that are sometimes lacking in the cyber world.   How does Wingu Wellness assist parents/guardians? Assistance includes the same support as to students, but on top of that also offering family mediation through Dr Symington. “We offer comprehensive and professionally verified content to assist in matters dealing with how to cope with situations such as moving a learner from a mainstream school into an online learning environment or to things like dealing with family trauma.” says Panashe Tiffany Saungweme, Associate Director of Human Capital.  How does Wingu Wellness assist staff members? Not only do the teachers and staff have access to the Wingu Wellness Hub through the Academy’s platform, which gives them the opportunity take full advantage of the consultations, posted contented and the many services offered by Dr Symington, they also have access and can benefit from the internal wellness check-ins aimed at reminding the Wingu staff to ensure they keep in mind the importance of their own well-being. The staff benefit from life coaching through the Hub in order to thrive in their personal and professional lives.   Aiming to assist the Wingu Family with their overall well-being. “Wingu Wellness is not just an initiative to create awareness of mental barriers we may all have, but rather a platform providing a safe space to find solutions and encourage positive well-being behaviour for everyone part of the Wingu Family.” Strydom concludes.

Wingu Academy

Wingu Academy – challenging expectations about schooling from home through excellence and innovation.

Due to the global pandemic and the subsequent disruptions in the traditional schooling environment, home-schooling, and specifically online schooling, has seen a significant rise. With the concern for their children’s health, coupled with the flexibility and convenience that online home-schooling offers, it has become a viable option for many parents. Wingu Academy arguably has the most advanced distance and blended learning platform in the online space in Africa. Our platform gives educational support to home-schoolers all over Africa between the ages of 5 – 19 years. Live classes and tutorials are presented along with interactive online content. The platform aims to enrich learners with 4th industrial revolution (4IR) skills such as critical thinking, creativity, complex problem solving and online collaboration. Housed at TuksNovation (University of Pretoria’s High Tech Business Accelerator), it has been developed by teachers, UP alumni, and postgraduate students who are experts in their respective fields with additional collaboration with researchers from the Wits School of Education. The ever-evolving Wingu platform provides the internationally recognised British curricula and as of January 2022 Wingu Academy will extend their high-school offering to include the South African CAPS curriculum.  Enrolments are now open for the January 2022 intake! Wingu Academy focuses on a blended learning approach that includes asynchronous (self-paced, student-led) and synchronous (interactive live classes) learning, enriched with animations, video content, infographics, gamification and simulations to cater for the major types of learning styles (visual, auditory, reading/writing, kinaesthetic learning styles)  and implementing constructive feedback in continuous assessments providing a wide variety of choices to support individual learning at home. The learners are exposed to computation thinking from as early as grade 1, and the coding and robotics courses culminate into industry relevant software development certificates for the high school learners, increasing their employability and readiness for the Future of Work. Wingu is also very proud to announce the launch of WinguNet. “The launch of WinguNet has been much anticipated and serves to address the need of stable, high-speed internet in areas where there is poor or no coverage,” says Ian Strydom, Wingu Academy Managing Director. The introduction of WinguNet to the range of services delivered by Wingu Academy further indicates how in tune we are with the needs of parents and students. “This will be introduced to the existing parents and students first on the platform who struggle with connectivity, thereafter being rolled out with the mission of connecting and educating students in difficult-to-reach, isolated areas. This satellite initiative is the first of its kind – just another way that Wingu stays true to their principles of advancing education and enabling excellence,” Strydom concludes. The platform is well suited for full-time learners, global citizens that travel frequently, star athletes that need to focus on training but still want an internationally recognised education, and students that would like to obtain entrance to university degrees either locally or abroad. ‘’We decided to homeschool four years ago when we were wanting to relocate. Although we did not relocate we continued with homeschooling because of the freedom it gave us. The cost and distance of “good” private schools were extremely high and exhausting. With homeschooling we didn’t have to leave home early and spend hours in traffic, the money we saved on school fees, travel expenses and uniforms were spent on extracurricular activities and family outings”, says Melissa Dhunraj, a Wingu parent. Many parents may be worried that their children will miss out on social interaction, but they still get to meet friends and even form study groups as they are not bound by geographical borders.  In fact, Wingu also offers a variety of Clubs varying from fitness, chess to photography and parents have the opportunity to become involved too. “We have been home schooling for a few years and decided to go a more formal route with our children this year. We have been pleasantly surprised with the support and structure that Wingu Academy has offered us, whilst still allowing us the flexibility of being able to travel, to continue our homeschooling friendships and still allow our kids the time to follow their passions. Our children enjoy the social events offered by the school, the staff who make every effort to ensure lessons are fun and interactive, and the new friends that they are making,” says Marlene van der Colf, another happy Wingu Parent. But what do our students say? “My favourite part about Wingu is that we can do school anywhere and we don’t have to wear a mask. I like the homework and announcements so I can be ready before class,” says Ariana age 8, Stage 3. “I enjoy the fact that we can learn online with less pressure and no unnecessary subjects and inapplicable projects.  It gives me more flexi time during the day,” says Conrad, age 13, Stage 8. Student well-being, particularly mental health, is at the heart of Wingu’s core foundation. Our Wellness Hub is expanding to offer professional guidance to both students and parents in areas of concern, as well as leadership initiatives for the learners. Another addition to the Wingu offering is the establishment of Learning Centres. We have identified that there are certain towns, rural or lower-income areas where there is a need for learning centres. The aim is thus to assist these learning centres with developing and growing their business into small independent schools or becoming registered Cambridge Assessments International Education schools. We do so with a special Incubation Programme which offers business development, management and operational support. Wingu Academy’s innovative strategy is at the forefront of equipping students for the 4IR with a forward-thinking strategy of anywhere, anytime, staying connected and offering the future classroom today! Enrolments to start schooling in January 2022 are officially open. There is limited space, so reach out soon. Go to https://wingu-academy.com/book-now/ to book a FREE consultation now!

Wingu Academy

Self-care tips for teens and young adults

Stress, anxiousness, depression and loneliness are now even more prevalent under teens and young adults than ever before. No one really knows the root cause, but it seems to be a perfect storm of several factors. Some experts believe teens now are being raised with unrealistic expectations. Modern media — and social media — also tells teens they should always feel good and show the “perfect” aspects of their lives. As a result, parents neglect teaching their teens the kind of coping skills they need to survive during chaotic and pressure-filled times. Adding to these complexities is that the adolescent brain is still developing, which means a large centre of functionality within the brain has not fully matured. The parts of the brain responsible for emotion and reward develop first. Anna Sidis, a clinical child psychologist, talks about why self-care is critical for adolescents. “The parts of the brain responsible for understanding the consequences of your behaviour – like the frontal lobes – develop much later, possibly not until 20 or 25,” she explains. “So what that means for adolescents is they’re struggling with really big emotions they haven’t had before. They might be sensitive to emotional stimuli and to nonverbal communication, and have difficulty making decisions because their frontal lobes aren’t yet developed.” This results in teenagers making decisions that don’t make sense, or being overly impulsive and not thinking of long-term consequences of their actions. Suffice it to say, this is why making self-care activities a habit or cultivating an actual self-care practice for teenagers is so important to their overall health and well-being. Tools for Self-Care 1. Carve out time. This is the basic pre-requisite for just about all the ways to take of yourself. You need time, and it has to be part of a daily routine. It’s not always easy to set time aside with everything going on in life, but learning to carve it into your schedule is necessary. 2. Meditation. We’ve come a long way from meditation being considered hocus pocus. Mindful meditation has proven to change the structure and function of the brain, and it’s a fabulous way to promote relaxation while reducing anxiety, depression, and stress. It can be learned in-person with an expert, or online (there are plenty of YouTube instructional videos or smartphone apps). This is something you can do anytime in any place, whenever you need it! 3. Yoga. Yoga and other types of Eastern methods of activity involve stretching, improving flexibility, connecting mind and body – all of which are helpful for stress reduction and wellness, and have been used extensively for thousands of years. The best way to learn Yoga is through a studio, but you can also do so from videos online. 4. Exercise. Working out comes in many forms. There’s training for strength, endurance, and aerobic activity (getting your heart beat up). But simply walking 3 km a day is great exercise – plus it gets you outside! Exercise not only gets you physically fit, but it’s a natural way to help decrease depression and anxiety. 5. Get some sleep. Easier said than done, but sleep deprivation is detrimental to a person’s thinking, and their physical and emotional state. Most young people need eight to nine hours of restful sleep to function at their best. It’s not easy fitting this into a schedule filled with academic, social and recreational activities, but it sure has a big payoff. Try to have as regular a sleep schedule as possible, and you’ll generally find that your “biological clock” will remember when to fall asleep and wake up. 6. Creative expression. Choose a creative outlet to convey your thoughts and feelings. This could be journaling, writing poetry, painting or drawing, doing photography, dancing, or playing music. The key here is channelling your emotional state through an art form. And, don’t strive for perfection! Simply immersing yourself in creative arts can ward off adverse thoughts and feelings. 7. Play with a pet. If you are lucky and can have a pet, there may be few better ways to foster self-care. If you have one, you know what I mean. Cuddling with a pet, taking care of them, and feeling their unconditional love is something we rarely experience on such a consistent basis. 8. Meet and communicate with friends. Research has found that meeting with peers and talking about what’s going on with you — including past events you’re still processing — prevents burnout and promotes well-being. Group connections are so important for fostering resilience and releasing chemicals in the brain that support well-being. And the activities don’t have to be just talking. Things like doing art projects together or gaming all work. And despite the pressure to have huge numbers of “friends” or “followers,” it only takes a few special friends to make a big difference in your life. 9. Appreciate nature. Research has repeatedly shown a link between being outdoors and lower levels of stress, depression and anxiety. Time in nature also helps counteract the mood disturbance caused by too much screen time. 10. Turn off smart phones (at least for part of the day). It’s hard. But really, you don’t need it on constantly, as if it’s stitched to your side. You can take a break, even for just part of the day. There may be some withdrawal or anxiety about not being right there for what you think is critical, but just stop and think. How many texts, Instagram stories or other digital communications do you need to see immediately? Very few! Once you try it, you may actually find it refreshing to have a break from the constant notifications. 11. Do something for someone else. Our brains are wired for giving. In fact, the chemicals released by the brain during the process of giving is far more rewarding than when we receive gifts. 12. Have a DIY Spa Day at Home. Teens with a busy schedule can stop and indulge in self-love by having a DIY spa day at home. You don’t have to spend a lot of money to enjoy a spa day, either. All you need are

Wingu Academy

Don’t worry, be happy – avoiding anxiety!

We all experience moments of feeling stressed and overwhelmed.  Teenagers, especially, feel under pressure which could be caused by deadlines, exams or conflict with fellow students and parents. That’s normal. Anxiety though, is a whole different matter all-together.  Sometimes it’s hard to distinguish between the two, as the lines can easily be blurred. So, what is the difference between stress and anxiety? Stress is when situations can be managed. It can also have an upside when it motivates you to meet expectations, perform better and provide an energy to be more productive. It can improve focus, concentration and build your capacity to cope with stress. Anxiety is when you experience a bodily response and shift in energy. It’s often referred to as the fight, flight and freeze response. Symptoms include: Feeling helpless. Feelings of panic, fear, and uneasiness. Mood swings. Restlessness and agitation. Change in eating and sleeping habits. Having a rapid heart rate and fast breathing. Many parents are also worried that their child may be suffering from an anxiety disorder, but in actual fact most of the time it’s rather episodes of anxiety.  This is good news, because if managed correctly it will pass. If you are worried as a parent, the obvious questions are, what are the signs to look out for and when should you be concerned? According to medical journals anxiety disorder include prolonged periods of excessive fear and anxiety and related behavioural disturbances like worrying about events that will likely not happen. It could also consist of constant panic attacks and feelings of hopelessness. Should these symptoms persist for a period of 6 months or longer, it would be best to seek professional help from a psychiatrist and phycologist. The first step would be to identify the type of anxiety and intensity the child is experiencing.  The two main forms of anxiety experienced by teens are social or general anxiety. This could be treated with practicing mindfulness, cognitive restrictive management and dialectical therapy. In some instances, medication can be prescribed to help your child cope. How can you support a child with anxiety? According to Dr Serahni Symington, counsellor and play therapist specialist, she would advise parents to do the following: Assist your child to verbalise and accept the situation which is causing anxiety. Determine what your child needs in that immediate moment.  Is it comfort or solutions? Practice deep breathing exercises to help your child relax. Identify and try to avoid triggers that will agitate anxiety. Assist your child to transition from having an emotional to a logical mind response which will then result in a “wise mind” response. “Something that can’t be stressed enough is to practice selfcare.  Taking time off to relax and take care of yourself gives you the capacity to face what lies ahead and look at things with a new perspective” says Dr Symington. Managing Director, Ian Strydom also adds: “At Wingu Academy we have a Wellness Hub of trained professionals that can guide parents and students in attaining routine, structure and planning which in most cases will avoid anxiety.”

Advice from the experts
Future Nation Schools

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.

Kumon

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

Parenting Hub

Glenoaks Paired Reading Program helps children struggling to read

Reading is a multifaceted process involving word recognition, comprehension, fluency and motivation. Reading in its fullest sense involves weaving together each of these aspects and each is important. Our brains were not wired for reading – therefore it needs to be taught. Dr Seuss put it quite simply – Reading opens the door to the world. It is essential to just about every aspect of life from cooking to driving and everything in between. One of the areas of reading that we incorporate into our teaching programme at Glenoaks Remedial and Vocational School is Paired Reading. What is paired reading? It is a simple technique that parents can use to improve their child’s oral reading and comprehension ability. It only takes ten minutes a day and it is a non-stressful way of supporting your child. The benefits include improved self-esteem and teachers often comment on an improvement in fluency and enjoyment in reading. We promote this method as it creates a bond between the reader (child) and the reading partner (adult). This bond enables the reader to develop a love for reading and books and encourages them to read with confidence and understanding. Paired Reading is like a child learning to ride a bicycle. In the early stages you give the child encouragement, confidence and control, by holding the bicycle. Your own instinct will tell you when to let go. So you can gradually disengage for longer periods until your child is able to ride without help. The same applies with Paired Reading. It is an ideal way of helping your child become an independent reader. It works on building up the positives and successes rather than concentrating on mistakes. In 2017, Glenoaks School partnered with Wits University to run a pilot project into the value of the Paired Reading method. A group of Wits students and a group of school staff underwent a training programme and then committed to a nine week commitment of reading three times a week with a class of Grade 2 children. In addition the children read the same books with their parents. Prior to the start of the project, the children underwent testing and they were also tested at the end of the nine week period. They were assessed in two aspects of reading; word recognition and comprehension. The results were very positive and on average the learners’ word recognition reading age improved by 5 months and their comprehension age by 2 years and 5 months. The positive results of this project have encouraged us to continue to promote this method of reading.  The method for Paired Reading is so simple and you only need 10 minutes a day.  Step 1 – Reading Together Read aloud with the child, both of you reading at the same pace The child can point to each word with their finger, and this helps to control the pace If a mistake is made allow 4 seconds for the child to correct If the word is not corrected, say the word and the child must  repeat it correctly Use lots of praise! Ask questions and discuss what you are reading Step 2 – Reading Alone Start reading together. Child gives agreed signal when ready to read alone (can be a knock or tap, it shouldn’t be verbal) Child reads alone Give praise for reading alone If or when the child makes an error, give 4 seconds to self-correct If not self-corrected, say the word correctly which the child repeats Read again together until the child signals to read alone Reading together at home is one of the easiest but most important ways in which you can help your child. As you share books you are helping to improve your child’s reading skills and showing them how enjoyable reading can be. It is also the perfect way to spend quality time together! Glenoaks School offers Paired Reading training workshops to parents and schools. Please contact us for more information. Written by Margie Turner (Remedial Specialist at Glenoaks School)

Clamber Club

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

Future Nation Schools

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. 

Glenoaks Remedial and Special Needs School

Phonological Awareness is critical for developing literacy

What is Phonological Awareness? Phonological awareness refers to the ability to recognize and manipulate the sounds or phonemes in spoken language.  Having good phonological awareness skills means that a child can ‘play’ with sounds and words.  For example, a teacher or speech therapist might ask a child to break the word ‘dog’ into its individual sounds: d-o-g. Phonological awareness includes the following skills: Why is it important? Phonological awareness is a crucial component of early literacy development. It is considered an important precursor to reading and writing skills because it helps children develop an understanding of how sounds and letters are related.  Children who have strong phonological awareness skills are more likely to learn to read and write quickly and accurately, and to become proficient readers and writers in the long term.   Phonological awareness helps children to understand the sound structure of words and how to decode them.  When children can recognize the sounds in words, they can sound out unfamiliar words and read them accurately.  Phonological awareness also helps children to spell words correctly, because it allows them to understand the sound structure of words and how letters correspond to those sounds. Phonological awareness is also important for the development of vocabulary and comprehension skills.  When children have a strong foundation in phonological awareness, they are better able to understand the meaning of words and make connections between words that share common sounds. Phonological awareness warning signs There are several signs you can look out for if you suspect that your child may have phonological awareness difficulties. Here are some common signs that may indicate challenges in this area: Difficulty with rhyming: Your child may struggle to identify and produce words that rhyme, such as cat, rat, and mat. Trouble segmenting words: Your child may have difficulty breaking words into individual sounds or syllables. For example, they may struggle to separate the sounds in the word “cat” (c-a-t). Challenges with blending sounds: Your child may find it hard to combine individual sounds to form words. For instance, they might have trouble blending the sounds /d/-/o/-/g/ to make the word “dog.” Difficulty identifying beginning or ending sounds: Your child may struggle to isolate the initial or final sounds in words. For example, they might have trouble identifying the starting sound in the word “sun” or the ending sound in the word “cat.” Problems with manipulating sounds: Your child may find it challenging to substitute, add, or delete sounds in words. They might struggle to change the sound /r/ in “rat” to /b/ to make the word “bat.” Slow progress in learning letter-sound correspondence: Your child may have difficulty connecting letters with their corresponding sounds. They might struggle to recognize the sounds associated with specific letters or letter combinations. Struggles with spelling: Phonological awareness difficulties can often lead to challenges in spelling, as your child may have trouble identifying and manipulating the sounds in words. It’s important to note that these signs alone do not provide a definitive diagnosis of phonological awareness difficulties. If you notice several of these signs or have concerns about your child’s language development, it’s recommended to consult with a qualified speech-language therapist who can assess your child’s skills and provide appropriate guidance and support. How can I help develop my child’s Phonological Awareness skills? There are many fun and engaging activities that parents can do with their children to help develop phonological awareness skills. Here are some ideas: Rhyming games: Play games that involve finding words that rhyme. You can start by saying a word, such as “cat”, and ask your child to come up with a word that rhymes, such as “bat”. You can also play rhyming bingo, where you call out a word and your child marks off a picture of a word that rhymes with it. Sound matching: Play games that involve matching words with the same beginning or ending sounds. You can start by saying a word, such as “cat”, and ask your child to come up with another word that starts with the same sound, such as “cup”. You can also play sound scavenger hunt, where you go around the house or outside and ask your child to find objects that start with a certain sound. Syllable counting: Play games that involve counting the number of syllables in words. You can start by saying a word, such as “butterfly”, and ask your child to clap or tap the number of syllables in the word. You can also play syllable sorting, where you give your child a few objects and ask them to sort them into piles based on how many syllables they have. Sound segmenting and blending: Play games that involve segmenting words into their individual sounds and blending sounds together to form words. You can start by saying a word, such as “cat”, and asking your child to say each sound in the word, such as “c-a-t”. You can also play sound hopscotch, where you draw a hopscotch board on the ground and your child jumps on each square while saying a sound, then jumps on the last square while saying the whole word. Phonological and Phonemic awareness is the foundation upon which all other layers of literacy are built and, unless it is solid, the other layers will most definitely suffer, and the child will struggle to read. It is however important that parents and educators continue to motivate children to view reading as a positive experience despite their challenges. Kate Dicamillo expressed this beautifully when she wrote “Reading should not be presented to children as a chore, or a duty. It should be offered as a gift”. Written by Angela Pouroullis (Speech-Language Therapist at Glenoaks School)

Junior Colleges

Developing confidence in young children

Self-esteem stems from a sense of competence — or, to put it another way, children gain confidence due to their successes, not because of the recognition they receive from family and friends. As a preschool teacher, I saw many children gain trust and self-assurance as they learned and achieved new tasks and objectives. As parents, it’s normal to want to instill trust in your children. Here are some suggestions for how to do that: 1. Make time to have fun Playtime is one of the most significant investments you can make in your child. Playing with your children for hours demonstrates to them that they are important and worthy of your attention. 2. Give them small tasks to do Children deserve opportunities to show their talents and believe their efforts are respected. At home, this means enlisting their assistance with tasks such as: Putting the table together for dinner or lunch Organising their toys Dusting, vacuuming, and sweeping Dishwashing Performing laundry sorting or folding Car washing Gardening  Remember your child’s passions and allocate them a job that helps them feel useful. 3.  Always pay attention I can’t emphasize enough how important it is to set aside time to give your child your undivided attention. It boosts your child’s self-worth by sending the message that you think they’re important and valuable to you.  4. Frequently encourage your child Consider the last time anyone complimented your efforts and told you they believed in you. This kind of motivation gives people the trust boost they need to keep going and helps children develop the best type of confidence possible. But remember that too much praise can pressure you to succeed and generate a constant need for other people’s approval. It’s preferable to teach your child that the effort—and seeing everything through to completion—is what matters most.

Koa Academy

Why ‘soft skills’ are today’s key skills

With the world facing an uncertain future of work, there’s a question on many parents’ minds: “Is my child actually learning the skills they need for the 21st Century?”  AI models are increasingly taking over a wide range of routine tasks and vast resources of facts and know-how are now available to us in a matter of seconds.  This means that workplaces are shifting focus from looking for people with hard skills to those with ‘human’ skills. Traditionally called ‘soft skills’ because during the industrial era they were considered nothing more than ‘nice to have’, these are now the key skills of our time.  Principal of Koa Academy, Mark Anderson says, “The trouble is that our schools are still dominated by the teaching and learning of hard skills.  While there’s widespread recognition of how important soft or key skills are, there are few intentional efforts to ensure kids build and develop them during their schooling years.” So, what’s the difference between hard and key skills? Anderson says, “Hard skills are gained by learning a series of procedures, operations, or steps, as well as rules and information that enables you to solve a specific problem.  An example would be learning how to do long division.  You learn the steps and the conventions, and then you can divide one number into another.  The thing about hard skills is that they are not transferrable from one problem to the next. Hard skills can only solve the problem they were designed to solve. For instance, you can learn the series of actions and the tools you will need to change a car tyre, and this skill will help you when you have a flat wheel.  But you can’t use it to solve anything else.” Key skills, which are also referred to as human skills and soft skills, are capabilities that are developed through reflection and feedback, experiences and practice.  They include communication and leadership skills, collaboration and teamwork, creative and critical thinking, empathy and cultural competency.  It’s naturally more complex to both develop and assess key skills.  Anderson says, “These are powerful and dynamic skills, and the beauty of them is that unlike hard skills they are transferrable and can be applied in successfully solving a wide range of problems.  This is why hiring managers are prioritising key skills in today’s workplaces.” How can developing key skills help your child? According to the USA’s National Soft Skills Association, research from Harvard University, the Carnegie Foundation and Stanford Research all concluded that soft skills contribute a whopping 85% to career success. In other words, your child’s level of skills is hardly just ‘nice to have’; it’s a fundamental success factor in life.  In a 2019 LinkedIn Talent Trends survey, 91% of employers ranked soft skills as their top requirement in the recruitment process. Anderson says, “The challenge for schools is that key skills aren’t required by curriculum, and can’t necessarily be taught in a traditional classroom learning environment, and they can’t be assessed by a traditional test.  Schools need new ways to build opportunities for kids to develop key skills – this comes through modelling, practising, feedback and reflection. For Koa, this is a priority of our online school experience.  Our high-engagement environment, with 8 kids in a Pod working with a dedicated teacher, enables critical thinking and reflection every step of the way.  Communication skills are developed through showcases and presentations, as well as ongoing conversations and interactions with peers, educators and the real-world experts we bring in to engage with our learners.  Kids get experience in collaborating and working in teams within their Pods, and by developing their innovative projects for our annual science, business and creative expos.  Self-mastery and time management are developed through being accountable to meeting your learning targets and participating in weekly scheduled events such as Masterclasses and Pod Connects.  While progress in developing key skills may not feature on school reports, we do regular parent-child-teacher reviews, where the learner guides the meeting, reporting on their reflections about their schoolwork and learning and social experiences.” What’s important is that schools are cognisant of the importance of key skills, and also intentional about giving children opportunities to develop them in the learning environment, rather than it be left to happenstance.  Key skills can be integrated in the curriculum, and activities and assignments can be designed so that learners get to practice capabilities such as leadership, teamwork and communication. Schools can make use of the latest technology platforms, apps and interactive tools that teach communication, collaboration and problem-solving skills.  They can also model key skills by creating and maintaining a positive school culture where respect and empathy are highly valued.  This is what will set our agile and adaptable children on a path to career success, whatever the vagaries of the future work. Discover Koa Academy, visit Koaacademy.com

Abbotts Colleges

ARTIFICIAL INTELLIGENCE IN EDUCATION: GAMECHANGER TO EMBRACE OR DISRUPTOR TO BAN?

I recently attended a principal’s conference where Professor Benjamin Rosman, who is a Professor at the School of Computer Science and Applied Mathematics at the University of the Witwatersrand, presented a talk on the Power of AI-Language Models. He demonstrated ChatGPT writing code and generating personalised images. Seriously impressive!  I’ve always considered myself to be a pretty good writer, but writing is time-intensive, so I started experimenting with Chat GPT and it changed my life overnight! In my experimentations, it wrote me a superb speech, with quotes, the theme I wanted, and the exact length I asked it for. This was a game-changer! Barring a few small, personalised changes from my side, I used the speech in a presentation. Queue immediate feelings of guilt and wondering if I have, in some way, cheated. After a discussion with my 15-year-old son about AI, he summarily introduced me to Quillbot, an online paraphrasing tool. Another game-changer! He copied a paragraph from Wikipedia and inserted it into Quillbot which paraphrased the paragraph beautifully, taking into account a 15-year-old’s language skills and, voila! there was his authentic work that no plagiarism checker would notice.  As stunned as I was that my teenager already knew how to buck the system, I took it a step further with ChatGPT by asking it to generate a paragraph about assessment in education. I wanted to see if the new AI trackers could detect this ChatGPT-generated text. I fed the paragraph into ZeroGPT which is an AI text decoder, written by a student named Edward Tian at Princeton University.  The prompt came back as “Your text is AI/GPT Generated” which took exactly 5 seconds. This was encouraging that at least we teachers could perhaps detect AI-generated text. But lo and behold, I then inserted the same text into Quillbot which paraphrased the AI text beautifully, where I then put it back into ZeroGPT which then coded it as “Your Text is Most Likely Human Written”.  When you see it working for yourself, you realise the implications for education and educators. My 15-year-old had already worked this out and it did not take long for me of Generation X to figure it out either. This is powerful stuff and will change how we assess our students in the future.  But firstly, what is an AI Language model? Let’s see what ChatGPT gives me: “ChatGPT is a large language model designed to simulate human conversation and generate responses based on the input provided. Using advanced natural language processing techniques and machine learning algorithms, ChatGPT can understand and interpret human language, and generate relevant and coherent responses in real-time. It can answer a wide range of questions, engage in small talk, offer advice, and even tell jokes or stories. Whether you’re looking for information, seeking help, or just want to chat, ChatGPT is always ready to engage in a natural and intelligent conversation.” I couldn’t have done that better myself and it took exactly 5 seconds to write.  So, the obvious question is, how do we embrace this new technology in the classroom, as this is not going away but improving rapidly? Professor Rosman gave some good ideas to promote critical thinking, such as generating text with errors and having students find them; generating text and having students support or refute with references; having students generate different sides of debates for class discussions; having students find flaws in arguments (Rosman, 2023).  ChatGPT also gives some sage advice as to how it can be used in education: Personalised Learning: Chat GPT can help create personalised learning experiences for students by providing tailored feedback and guidance based on their individual learning needs and preferences. Language Learning: Chat GPT can be used to teach and practise language skills, such as reading, writing, listening, and speaking. It can also provide instant translations and help students learn new vocabulary and grammar rules. Virtual Tutoring: Chat GPT can be used as a virtual tutor to answer students’ questions, explain difficult concepts, and provide feedback on assignments. Research Assistance: Chat GPT can help students with their research by providing relevant information and sources for their papers and projects. Assessment and Feedback: Chat GPT can be used to assess student learning and provide feedback on their progress. It can also help teachers track student performance and identify areas where they need additional support. OK ChatGPT, we will keep you to your word. We need to decide whether this dichotomy of potential benefits and drawbacks is a game-changer to embrace or a disruptor to ban in the classroom. So at Abbotts College, we will be experimenting and coming up with solutions as to how we utilise this tool of the future to support our students and teachers alike. Marion Kohler, Principal: Abbotts College Johannesburg South

Junior Colleges

The sensitive period of a child

A sensitive period is a block of time in a child’s life where they show intense interest in particular objects and experiences surrounding them in their environment. Children go through many sensitive periods for a certain time. They don’t all peak, develop or end simultaneously but can overlap each other. Sensitive periods urge the child to focus on specific aspects of their environment, creating a need for interest to develop characteristics. They do not happen by chance, and they cannot be recaptured again, causing a disruption in the learning process. Once its purpose is fulfilled, it disappears, leaving the child refreshed and content. Sensitive period learning is spontaneous, joyful, and easy learning.  Co-ordinated movement appears in the womb and continues throughout life. The developmental aim is to explore the environment and to perfect personality through exploration. The inner work focuses on the child’s attention on learning to move and balance. The signs are each milestone of the child’s motor skills. The help they require from adults around them understand the desperate need to move, handle, and manipulate objects, space, and opportunity to explore their environment.  The rhythm and flow of the sounds of words without necessarily understanding what they mean from the human voice stimulate the sensitive period for language. The child is exposed to at every given opportunity. The signs we see are each milestone in language development, watching the mouth, babbling, syllables, and love for songs stories, and poems. The child will listen carefully to sounds around them and try to copy them. The child will learn new words easily. The child will try to read and write long before they have the skills to do so. Once this is fulfilled, the child loves to talk and contributes to groups and activities. If this is not fulfilled, the child withdraws, finds it difficult to settle to work and concentrate may not join in activities. Rich exposure to language and seeing adults talking, singing, reading, and writing is the best exposure for the child to gain access to this. The more exciting this is made, the more interested they will be. It is as if a particular time has been set aside for exploring and appreciating the mysteries of creation and nature, which an adult often overlooks. The child needs this time to explore the world. Attention to detail is this particular time. The child will focus on the finest details in every aspect of life. They notice and are highly interested in tiny objects and the fine detail in objects, pictures, movements, and sounds. The aim of this is to develop attention and concentration. The child may sit for hours in joyful contemplation and be very observant of the fine details that an adult may miss. The child will sometimes point this fine detail out. For example, the child may see a chip on a mug and not use it or become distressed if something is replaced and does not match. Respect for this need needs to be given time to look at. Allow the time to stop and explore something they have noticed with the child. The need to see, touch, taste, smell, hear and manipulate everything around them is the block in time for the refinement of sensory impressions. This is the need to explore the surrounding environment with all the senses. The child learns only through their senses and personal experiences being hands-on. This aims to gain information, order impressions, pair and classify, grade or categorise, and consolidate knowledge. The signs we see daily are an overwhelming interest to touch and manipulate everything. This should be encouraged at every given moment. Refinement of sensorial impressions lays a firm foundation for future learning.  The child attempts to learn the manners and customs of their environment and to serve others and themselves; therefore, it is food to involve them in daily life as much as possible. The child is intensely interested in the customs, habits, and culture of the surrounding community, which is known as an interest in social relations. Mothers usually recognise the child’s need for more comprehensive social experiences, and this is typically the age children start playgroups or daycare. The child is acutely observant of the social group, especially in the family unit. The child is also sensitive to fine detail at the same time, so this period is an extra spotlight on the detail of family and social experiences. The child observes all aspects of social life, how we greet each other, respect and treat each other, how we dress, habits, beliefs, how we speak, gestures and attitudes, and outlooks on life. They try to imitate what they see and hear.  The child depends on loving and trusting relationships designed to meet their developmental needs to realise their full potential. In conclusion, the child learns from repetition; during these times, repetition is very important for the child to perfect their needs and wants.

Parenting Hub

VOCATIONAL TRAINING 101: WHAT IS IT, HOW DOES IT WORK & WILL IT WORK FOR YOU?

When thinking about study options, many young people automatically think of a public university and a three year degree as their best, if not only way, to get a foot in the door to a successful career. All prospective students should however consider that there are less onerous and more accessible options, which are also more affordable and shorter in duration, that will open doors to a wide range of careers, an education expert says. A key consideration which is often overlooked because it is not as widely understood as degree study, is vocational training, says Siyavuya Makubalo, Marketing Manager at Oxbridge Academy, a leading South African college and a brand of ADvTECH, Africa’s largest private education provider. “Vocational qualifications are based on practical training that prepares you for a specific job function or a trade, with a great emphasis on the skills and knowledge that are required for a particular occupation or industry. On the other hand, academic qualifications are based on traditional classroom learning that covers various and broad subjects. They emphasise theoretical knowledge and understanding gained over several years,” she says. “So while there is a case to be made for both kinds of studies, one’s path should take into consideration your personal interests, goals, resources and circumstances. There is a misconception that vocational training is a second-choice route, when in fact getting a good grounding in a specific field or trade often places you on the fast track to gaining ground in an industry or indeed starting your own business. This is because vocational training teaches you the specific targeted skills and knowledge employers are looking for, or that you will need to start your own business.” Examples of vocational courses include, but are not limited to, for instance: Engineering studies, Business Management, Human Resources Management, Tourism, Educare, Contact Centre Management, Occupational Health and Safety, Supply Chain and Logistics Management. For prospective students who are interested in evaluating vocational training as an option, Makubalo provides the following answers to frequently asked questions: Q: WHAT IS VOCATIONAL TRAINING AND WHY IS IT A GOOD FIT FOR MANY PROSPECTIVE STUDENTS? A: Vocational training allows students to earn an income while studying, particularly if it is done via distance learning. It is also more affordable and flexible than degree study. Through vocational education, students can gain the practical knowledge and skills they need to find a job, without having to spend unnecessary time learning about theoretical principles and abstract concepts that are not directly relevant in the working environment. It is particularly relevant in the South African context, where many employers prefer to appoint entry-level employees with practical knowledge and experience in positions which require these instead of a more generic university degree. Q: WHAT ARE THE DIFFERENT KINDS OF VOCATIONAL TRAINING? A: Training can be gained in a number of different ways, including formal education through a registered and accredited college, an apprenticeship where you learn by working a trade alongside a skilled professional, on-the-job training where you work while receiving formal education through a provider with the support of the employer, and continuous development where you update your existing skills and experience by attending complementary programmes. In South Africa, even for entry-level technical positions, having completed a formal recognised programme will however set you apart from all the other candidates applying for a position, Makubalo notes, so it would be advisable to include some kind of formal vocational programme in your career strategy. Q: WHY IS VOCATIONAL TRAINING POTENTIALLY A BETTER OPTION THAN UNIVERSITY STUDY FOR SOME PEOPLE? A: Vocational qualifications are more flexible and accessible than academic qualifications and often have lower entry requirements, are of shorter duration, are more affordable and more accessible in terms of delivery methods. Vocational qualifications are also more practical and experiential than academic qualifications and often include work-based learning opportunities as part of their requirements, which allow for real-world experience to be developed. Q: HOW SHOULD ONE EVALUATE THE OFFERING AND VALUE AT A VOCATIONAL COLLEGE? A: Always investigate an institution’s accreditation, fees, student support services, course duration and curriculum before signing up. One of the major factors that will determine the difference between success and disappointment, is the level of student support offered, so make it your mission to find out and be satisfied that you’ll receive easily accessible, quality support. “Without excellent support and peer interaction, distance learning can get very lonely and ultimately lead to students abandoning their studies. By choosing a college that can demonstrate it will be there for you throughout your studies, going the vocational training route can set you squarely on the path to success, one victory at a time.”

Junior Colleges

Support Healthy Brain Development by Connecting with Your Child

The first five years of a child’s life are crucial for learning and development since the brain is at its most flexible. The brain creates up to one million neural connections every second. First, however, our little ones need our help. Scientists refer to it as ”Serve and Return” This is to interact, converse, and engage in play with your child. Every time we engage with them, make them laugh and play with them, we help develop and enhance their relationships and mental health while teaching them some of the most crucial life lessons.  In collaboration with Minderoo Foundation, Molly Wright, aged seven, presented a TED talk as a resource for parents and caregivers worldwide and was supported by UNICEF. In her talk, Wright highlights what happens when a connection is taken away, just for a moment. I know it’s essential for adults to use their devices sometimes, but kids are hardwired to seek meaningful connections. Not receiving them causes confusion and stress. What if that small moment of disconnect lasted a whole childhood? How challenging it would be for a young child to feel secure, protected, and capable of putting their faith in others, not to mention the long-term effects. Having positive relationships with the adults in their lives gives kids the confidence they need to try new things, explore, grow, and be kids. Additionally, as your child discovers the world, they learn how to reason, comprehend, speak, act, express emotions, and build strong social skills. Here are some ideas to help you keep building this kind of relationship with your little one: Commit to Connection Set aside 10-15 minutes each day with your child. Taking time out from everything else to interact with your child shows how important they are to you. For example, play a game, talk, or go for a walk. Rather than structuring the time, make it a time for you to connect. Play Games  Taking the time to play with your child by doing things they love shows that you take an interest in what excites them and build their confidence. There are also many benefits to using structured play.  Copycat games develop empathy and imagination. Naming games improve vocabulary and attention. Peek-a-boo games help build memory and trust.  Snuggle Time Before Bed Nothing is more effective for fostering a stable connection than a nightly ritual. Reading, discussing your child’s day and snuggling give your child a sense of belonging and stability.  We cannot connect every minute, every day, but a little bit goes a long way. Plus, you will capture beautiful memories that will bind your connection together for a lifetime. Happy connecting! by Danika Wolmarans (Junior Colleges Raslouw)

Kumon

A CONSISTENT LEARNING ROUTINE CAN CURB PROCRASTINATION

You’re sitting in front of your computer or on your phone right now. Is there something else you should probably be doing? Procrastination! This is a struggle many people experience because there are endless distractions in life. Children discover this pretty early in life and that can cause problems when things that need to get done (like homework, projects, and chores) don’t get done. So we’ve put together a few tips to help you help your child learn to curb procrastination.  1. Prioritize & Plan  Making things that need to get done part of a predictable routine can help to minimize how much your brain will fight you on it. The longer you put off starting a task, the harder it seems to get started. So, don’t give the brain a chance to trip you up. Encourage your child to get started as soon as they think of the task that needs to get done and at a predictable moment of the day. They arrive at home and know they have homework to do? Get to it. Don’t give them that snack they want until after they’ve already gotten started or after they’ve completed their work.  2. Eliminate distractions  Children naturally have shorter attention spans than adults, so the key to blocking out distractions is setting up a space free of temptation. Creating an area in the house that is quiet and devoid of technology and other distractions can be key to a successful study session.   3. Set Goals  While having long-term goalscan play a big role in motivation and confidence, having short-term goals can be instrumental in the fight against procrastination. Specifically, if you’re focusing on the goal, you might be less likely to get distracted by all of the other things you might be inclined to wander off to. Help your child set small, incremental goals for themselves for each homework period. For example, instead of talking about “studying for your maths test”, try phrasing using the specific goal, “reviewing chapter 2”. One is vague and the other is specific. And if you can focus on a time frame, like aiming to finish by dinner time, this can help motivate your child to get it done. Repeatedly accomplishing these types of small goals can also improve overall motivation as it creates a sense of accomplishment.  4. Reward completion!  A reward can look like a lot of things. It can be extrinsic (external rewards) such as earned time on a device or stickers on a rewards chart. Or it can be more intrinsic (internally focused) like offering praise for work well done. This cycle of effort and praise can help motivate a child, and motivation is one of the greatest tools in curbing procrastination.  A reward can also be a way to bridge one task to the next in the form of a snack break! But take short, planned breaks in between one task and another… ideally not in the middle of tasks. That can lead to loss of momentum and further distraction.   Pssst! Most of these “tips” are actually the lessons that Kumon students learn throughout their Kumon journey. Learn more the Kumon Maths and English Programmes here. This article is taken directly from the KUMON NORTH AMERICA website:  https://www.kumon.com/resources/a-consistent-learning-routine-can-curb-procrastination/

Junior Colleges

Is playdough therapeutic for our children?

Today we will be covering the topic – of playdough. It has a wide array of developmental learning and sensory benefits for children.  What can playdough teach children, and what skills does it develop? Fine motor skills It helps the children`s hand development, strength, dexterity, and controls the need to manipulate everyday items such as scissors, pencils, zippers, and buttons. Social emotions skills Children explore abilities, life experiences, and emotions and learn about cooperation, collaboration, self-control, and making friends. Language and literacy Children discuss what they are creating or their sensory experience; while doing that, they are expanding their vocabulary words like (poke it, squeeze, pull, put and squish it) Science and Maths They create shapes, comparing sizes (small, big, empty, full, etc.) This exercise exposes children to a vast array of Maths and Science concepts. Children can also learn about colours, textures, and shapes as they learn how to manipulate the play dough. It is a fun activity for all children Your child can benefit from using play dough, and these are some benefits Enhances their fine motor skills Improve their pre-writing skills. Develops their creativity and imagination. Enhances Social skills Increases curiosity and knowledge. Develops hand and eye coordination. Sensorimotor, tactile and olfactory. As parents, we always ask ourselves whether play dough is safe for our children. It is non-toxic, non-irritating, and non-allergenic except as noted. Children who are allergic to gluten may have an allergic reaction. Lastly, tips for parents and teachers on how to extend playdough activities Mixing different food colouring. Add glitter. Create monster playdough by putting googly eyes. Stick candles as a birthday cake. Use silver wear for cutting, tooth pics, cups, bowls, wine cork, pine corns, bottle tops, strainers, pipe cleaners, and rolling pins. Playdough is therapeutic for children of all ages.  Please encourage your children to play using it. Start today. By Tessa Masilo (Teacher at Junior Colleges Sunninghill)

Junior Colleges

The Importance of Emotional self-regulation in Children

When it comes to children of any age, parenting is tough. One might think they know the answer, and then the question is changed.  Like us, children sometimes find it challenging to regulate their emotions which often leads to meltdowns and the inability to problem-solve.  Emotional self-regulation is as follows: Emotional self-regulation refers to the ability to control and be aware of one’s emotions to take on tasks more effectively. Although this may seem impossible in little humans, it is vital for ongoing development. Children learn to self-regulate over time – some benefits include the following:  Improvement in emotional intelligence  A sense of self-discipline may develop  Becoming more independent  Adapting better to environmental changes As adults, we often find it difficult to control and manage our emotions and behaviours, so the question you may be asking yourself now is, “How am I supposed to get my screaming child to manage and control their emotions?” Well, here are a few simple ideas to get you started. Number 1:  regulate your own emotions and body before approaching the situation and trying to help your child handle it. It is often said that children feed off of their parent’s emotions and behaviours. As hard as it may be – try to sound calm. It would help if you also let them identify how they may feel. (Feelings chart can assist) Number 2: Participate in regulation strategies with your child. This may be things like spending time in a calm and quiet place; the critical component is a connection or tense and release activities (ball up your fists as tightly as you can while breathing in and releasing your fist or exhaling). There are many more effective strategies, but this step’s primary focus is establishing a calmer environment. Number 3: Make use of a problem-solving wheel with different strategies. Visual aids may benefit your child as they can act as a reminder of regulation strategies. Number 4: Verbal reminder: talk your child through each strategy. Allow them to choose which method they would like to use. Giving your child choices is always an excellent technique to establish independence.  Number 5: Listen to your child and ensure that you allow them to express their needs, working collaboratively to find solutions that may be helpful.  These simple suggestions make it easier for you as a parent to connect with your child’s emotions and allow them to establish and regulate their feelings. We tend to forget that our little people are people and sometimes require a helping hand to navigate life.

Parenting Hub

Reading with your baby

Babies can have fun with books long before they know any words, and they’ll also be picking up skills they will need later when they begin learning to read. Even small babies love listening to the sound of your voice as you share books cuddled up together, and they soon come to associate reading with this positive feeling of warmth and security. By looking at books, children become familiar with how books and stories work. As babies, they learn which way up to hold a book and how to turn the pages. Later on, they get to know that stories have a beginning, a middle and an end, and often follow a predictable pattern. They also become familiar with storybook language, which is more formal than everyday speech. These are all vital skills that will help a child learn to read when the time comes. Babies have a very short attention span, so it’s best to start with short sessions of just a few minutes at a time. As their concentration improves, you can gradually lengthen the time you spend reading together. As you read, look at each page in turn and give your baby time to look at the pictures. Wait for them to coo or point at things that interest them, and respond when they do. Point to the pictures on the page, say the names of objects and describe what you can see. It’s good to ask lots of questions, such as ‘Where’s the cat? Can you see its tail?’, even though you’ll have to answer the questions yourself. From about 12 months, try to set up regular reading times, maybe first thing in the morning, after lunch, before a nap or at bedtime. Bedtime stories often become an important part of a child’s routine and can be continued long after children are able to read for themselves. Did you know? Studies show that women tend to read to children more than men, but it’s very important – particularly for boys – that dads, or other male relatives, read to children as often as they can. Information taken from: Usborne Parents’ Guide: Help your child to read and write Article By: Usborne Parent Guide Help your child read and write – Usborne Publishing

Glenoaks Remedial and Special Needs School

The impact of Parental Involvement on a child’s education

Early years: 3-7 Parental involvement influences cognitive development, literacy (reading, spelling, writing) and number skills. Ages 7-16 Parental involvement influences learner achievement more than family background, parental education or socio-economical factors do. Parental involvement plays an essential role- in a child’s development and success. Research has consistently shown that children whose parents are involved in their education tend to achieve better academic results, show a positive attitude towards homework and school in general, school attendance is more regular, they have better social skills and show improved behavior at school.   There are two kinds of parental involvement: Parental activity and participation; doing something that is observable e.g., serving on committees, assisting with functions and attending school events. Parental support of their individual children at home and school. Early involvement includes activities such as having fun, playing, physical activities (e.g. riding bikes, ball games), reading, teaching songs and rhymes, painting and drawing.  Visiting interesting educational places such as an aquarium, the planetarium, Sci-Bono and the transport museum makes learning exciting. It does not only build vocabulary but stimulates the minds of children and gives them a frame of reference when they discuss topics at school. This involvement sends a message that education is important and they are more likely to take it seriously.  Do not underestimate discussions around the dinner table, where matters of the day are discussed, debated and shared. Positive parents listen, guide and ask the correct questions to stimulate the enquiring minds, to encourage and support them and to be sympathetic to their social and academic learning experiences. When parents show an interest in their child’s life, they can provide emotional support and help their child develop coping skills to manage stress. What kind of parental involvement is necessary to assist with schoolwork and homework? Routines are important. Specific times must be allocated to do homework. A designated place with little distraction is important. Check the homework diary daily. Younger children need frequent support. Older children need support e.g., with projects (see that they have the necessary equipment in time).  Sometimes children might request assistance with test or exam preparation. Research has indicated that parental support towards autonomy is associated with higher test scores than direct assistance where children become dependent on parents all the time. Parents are there for support, motivation and to monitor. Parents who are involved and stay committed throughout their children’s school career by encouraging and supporting them are helping to shape their future and give them a head start in life. Witten by Dr Leone Roux (Head of Psychology and Educational Psychologist Glenoaks Remedial & Vocational School) and Haneline Connoway (Educational Psychologist and Parental Support Glenoaks Remedial & Vocational School).

Junior Colleges

WALKING RINGS… YES OR NO?

There is much discussion and debate on whether walking rings are beneficial or dangerous to babies. Once very popular and widely used, there has been a strong debate on their usefulness in recent years. We will take a closer look into these reasons and decide whether it is worth the risk. 1. Walking rings can cause a risk of serious injury; The risk of falling down stairs or tripping over can result in head injuries, concussion, skull fractures, and or soft tissue injuries to the head and neck. The raised height of the baby means they are in closer reach to hot drinks, kettle and iron cords, stoves, cleaning products, etc. Walking rings make it easier for babies to reach up and pull things down. 2. Walking rings may result in delayed motor development. The natural process of walking includes babies learning to roll, sit, crawl, scoot and stretch. These pre-walking skills help a baby strengthen their muscles and learn to balance. Walking rings may visually appear as though they are helping your baby to walk. However, they can delay their motor milestone development, and in fact, they can hinder your child’s mental and learning development as well. Walking rings prevent your baby from viewing their limbs and feet, which help babies visually guide their legs across the floor. The visual-motor skills are critical for a child’s development of depth-perception and visual processing needed for tracking words across a page, moving their eyes from sentence to sentence and paragraph to paragraph. Walking rings limit eye and foot coordination, which is necessary for motor planning and sequencing (praxis)– generating an idea of what you want to do (ideation), figuring out how you are going to do it (organisation), and then carrying out what you want to do (execution). Children with poor planning and sequencing may find difficulty when needing to think harder to complete new physical tasks due to poorly integrated information from the sensory systems. Under-developed planning and sequencing skills impact a child’s ability to organise themselves and learn new routines. It also prevents your baby from using the natural movement needed for cross-laterality, which is important for right and left-hemisphere brain development, fine and gross motor skills, balance, posture, and language skills. The advantages of using a walking ring are as follows: Providing your baby with a source of entertainment Allows parents the opportunity to do some household tasks while babies keep themselves busy. Given the high risk of injury and the possibility of delaying development and milestones, you have to ask yourself whether it is worth taking the risk. I raised my babies in an era where walking rings were very popular, and our babies spent much of their day rolling around the house in them. However, now being able to make an informed decision with the experience I have through witnessing the injuries and delays involved in walking rings, I would recommend baby learn to crawl and walk on the floor. I honestly believe that the risk is too high, and our babies are far too precious to take that risk. Teacher Natalie Early Childhood Educator The importance of Breastfeeding

Junior Colleges

The benefits of imaginative play/role play

Not only is this a fun and exciting game to play, but it can benefit a learner in so many aspects of their life, such as fostering creativity, being able to express and act out in a situation, and manipulating different tools into an object such as using a block as a phone. By this, they tap into that creative side of their brain. It promotes physical development: For example, dressing and undressing a baby doll’s clothes helps develop their hand-eye coordination and fine motor skills.  It helps them develop their language and social skills: by conversing with others and expressing themselves while playing a game of Mommy, daddy, and baby. They learn how to have conversations, take turns when talking, ask questions, and make gestures. It also helps them develop their listening skills.  This helps them develop problem-solving and self-regulation skills: If there is a situation where children cannot get what they want, for example, they are playing a game, and all the children want to play the role of mommy, they learn to solve the problem and manage their emotions for the game to continue.  Role play change is a great way to develop positive behaviour: Swap roles with your children; you be the child and allow them to be the parent in the game. Create a scenario for the child to decide what to do in this situation, for example, getting ready for school and what all needs to happen before going to school. We must make the bed, get dressed, have breakfast, brush our teeth, etc. See how the child reacts in this situation. This is a great way to promote that positive behaviour.  Here are a few tips on how to encourage imaginative play  Have all sorts of different props for the children to play with. Allow children to explore and play as much as they can. Play lots of dress-up games, and have different outfits for them to dress into to play different roles. Always involve your children in your everyday lives, make them part of your chores and, allow them to help you put the washing in the machine, stand alongside you while you cook or bake. Promote many conversations and help them think creatively, such as bedtime, and let them pretend to sleep in a rocket ship.

Junior Colleges

The importance of learning to tie your shoelaces

In the age of velcro straps and slip-on shoes, the skill of tying shoelaces has been forgotten. As children enter their foundation phase schooling years, they become more independent with self-dressing. Children should begin to learn to tie their shoelaces between the ages of5 and 7 years old. Tying shoelaces requires strong fine motor skills, including; finger isolation, hand-eye coordination, and hand strength. As well as promoting self-confidence and independence. Learning to tie shoelaces for the first time can be rewarding yet frustrating as children become overwhelmed. To avoid tears and foster a positive learning experience, follow these simple tips: Let your children pick their own shoes; this makes it more exciting and attractive. Start practicing with the shoe NOT on their foot. Place it either on a table or on their lap. Choose a time during the day when you won’t be rushed. After school as opposed to during your morning routine and do this daily! Show your child your own shoes while they practice along with their own shoe. To avoid confusion, practice one step at a time. Master the first step before moving into the next. Choose a method and stick to it. Whether it be the traditional method or the ‘bunny ear.’ Method. Avoid using left and right unless your child is aware of and is adept at using these terms. Instead, use stickers or different coloured laces, then use the terms sticker or nonsticker,or red and blue lace. Most importantly, have patience and remain calm. Tying shoes requires many advanced. Skills. Enjoy this learning experience with your child. This is an important milestone in their lives and a life skill they will never forget.

Junior Colleges

The importance of Sensory Play

From birth through to early childhood, children use their senses to explore and try to make sense of the world around them.  It is critical to provide children with opportunities to use all their senses to explore their world through “sensory play” as each new sensory experience helps to build neural pathways in the brain, which assist with brain development and the child’s ability to complete more complex learning tasks in later years. A variety of sensory activities allow children’s brains to create stronger connections to be able to process and respond to sensory information. Any neural pathways which are not established will eventually die off. Sensory play includes any activity that stimulates a young child’s senses of touch, sight, smell, taste, and hearing as well as anything that involves movement and balance. I will explain this now.  We are all familiar with the 5 basic senses of Taste, Touch, Smell, Sight, and Hearing.   But there are two other very important senses people are not always aware of: Proprioception (Body Awareness) – When a baby or child moves, information from the muscles and joints are sent to the brain. The receiving and interpreting of this information is proprioception. This enables us to gain a sense of where our bodies are in space – Body Awareness. Vestibular system – The stimulation of the vestibular system of the inner ear tells the baby where their body is in relation to gravity. It helps to orientate the baby, It is important for the development of balance and postural control, and for the development of spatial orientation and perception.  It strengthens the eye movements necessary for reading. It also promotes emotional stability and encourages pleasure in movement. Babies and children need to be exposed to different kinds of movement to ensure the proper development of the Vestibular (Balance) system. These different movements should include forwards and backward ( Like walking, running, swinging), Sideways  ( rocking side to side, running sideways), Up and down ( lifting up and down, jumping up and down), Rotating head  ( rolling from point A to B along the floor,  somersaulting),  Spinning  ( going round and round, winding up a swing and then letting it unwind). Stimulating the Senses While it is important to stimulate all the senses in early childhood, The Tactile and Vestibular Systems are the most important systems in early development as they are the first systems to develop in Early development. (The baby was exposed to tactile and vestibular stimulation while in the womb). I have covered some ways to stimulate the vestibular system above. Now I would like to discuss more ways to stimulate the Tactile (Touch) system.  Fine nerve endings found throughout the skin enable the sense of touch.  The skin needs to be exposed to a variety of different textures and materials to enable children to discriminate between different sensations like rough, smooth, hard, soft, hot, cold, heavy, light etc. Because the receptors are found throughout the skin it is important to expose as much of the skin to a variety of different textures. But remember all stimulation must be offered in a play and fun environment and we must ensure we do not overstimulate babies and children. Just offer opportunities for them to explore and touch a variety of textures in a fun, playful environment and allow your child to explore at their own pace. Play with your child and describe the different textures – wet, dry, hot, cold, rough, smooth, etc.  Simple things like walking bare feet, rolling across the grass with as little clothing as possible, and playing in a sandpit or in water with as little clothing as possible.  Playing with a variety of textured materials and ideally letting your child feel the textures over their entire body – feathers, beans, polystyrene chips, rice, spaghetti, playdough, leaves, sand, etc. Playing with messy textures is also important. Like mixing cornstarch with water, playing in mud and water, playing with shaving foam, soapy bubbles, dry flour or flour and water, finger paints, etc. As mentioned children learn through ALL their senses – so here are a few points on the other sense too.: Auditory sensory play  – let your child listen to different sounds while sitting in the garden  – birds, airplanes, cars, trees rustling. Imitate animal sounds. Experiment with making different sounds – loud and soft, high and low.  Tap out different rhythms using kitchen utensils.  Read out loud together often. Listen to Nursery rhymes and fun songs. Visual sensory play – use torches in the dark and create interesting shapes, watch shadows on the wall, let them chase their own shadow, watch leaves blowing in the wind, exposing them to a variety of colourful lights, and help them identify objects in pictures, encourage them to track moving objects like balls, etc. Taste and smell – expose your child to a variety of food items to taste and smell – so they learn about sweet and sour, bitter, salty and spicy. Describe the tastes and the smells.  Expose them to flowers, perfumes, fresh bread, etc. Sensory Play has many benefits.  As discussed above children learn about and explore their environments through their senses. In this way, sensory play establishes neural pathways in babies’ and young children’s brains, which are important for all later learning. There are also many opportunities for developing fine motor skills by picking up different textured objects, and squishing and squeezing things – which develops pre-writing skills. There is potential for early maths skills by discussing size, weight, height, shape, counting, etc.  Messy activities are excellent for encouraging vocabulary and language development. Always make the sensory play and the exploration fun and allow your child to explore at their own pace.  You can play alongside them at times to describe the different textures, tastes, sounds, etc – but never bombard your child with information – allow them just to play, explore, figure their world out for themselves and most importantly have fun.

Junior Colleges

How to assist your child in developing their language of learning

Mom is strolling around the supermarket with a six-month-old infant in the baby seat. Not once does she engage in eye contact, talk to the child or even smile. When the baby becomes restive, a dummy is thrust in his mouth without a word spoken. Contrast this with a dad in a fruit and veg store, with an infant of similar age. At every display he picks up a fruit, lets the baby touch and smell it and talks about the name of it, the colour and how good it tastes. Not hard to know which of these babies will develop a good language as he grows. Babies develop language through constant face to face engagement with a trusted care giver. These days many infants are left in the hands of untrained nannies who are too busy listening to music on their earphones or talking on their cell.  The foundations of language are laid in utero and beyond. Two-year old’s who have been deprived of stimulating language are already developmentally behind their peers and the gap grows, requiring expensive therapeutic intervention before formal school entry. Adding to this language gap, we now place the child into a school where the language of learning is different and expect that the new language will be acquired rapidly-because that’s what we pay fees for! What is not understood is that a second language is based on the first. Almost like making a photocopy. If the original is poor, the copy will be too. Home language is important, but make it rich by talking, singing and reading to the baby/toddler. TV and tablets do not teach language, it is a reciprocal process. If someone in the home is fluent in the proposed language of learning, they should be doing all the above in that language, from day one. Babies are pre-programmed to learn as many as 4 languages simultaneously, AS LONG AS EACH LANGUAGE IS SPOKEN BY THE SAME PERSON. Granny can speak Sotho, Mum isiZulu and Dad English, but they must stick to their language until the child is at least 3. Don’t mix languages, this just results in language soup! Besides talking, singing and playing with the child, using a rich vocabulary, you should be reading to the baby from a very early age. Initially use board books with clear pictures that relate directly to the child’s home environment. Talk about the pictures, relate them to real objects if possible and let the baby touch them when you name them. Expand the range of books as the baby grows and by two, join the local library. A weekly visit in search of a new book will become a highlight. You will of course have taught the child how to handle books respectfully! Yes, you can use a tablet, but these are too heavy for young babies to handle and hold. Books in many of our official languages are scares, but you can translate! But what if my child is only speaking one language when he enters school? In this situation, parents will have to work hard to support the school. Here, a tablet can be useful as you can find good apps for simple songs that will help your child acquire the rhythm of the new language. Find books that have a picture with details of familiar rooms at home, animals, toys etc. to help your child learn as many new words as they are capable of, revising them daily. Use full sentences: “Look at the big red car. Let’s count the wheels. Let’s drive your car across the floor Does your car have four wheels? Your car can go fast. Can you make it go slowly?” Young children learn by doing and including plenty of action as you talk will help the learning process. If possible, enrol you child in language enrichment classes, or form groups and engage a good tutor. Find out what theme/inquiry your child is doing at school and link your support to it. Ask the teacher for a list of important vocabulary to practice. In order to cope well in Grade 1, a child needs a cognitive and perceptual vocabulary. Colour/number/shape/size/position in space/sounds in words etc. etc. School curriculums are available on line, which will help you keep pace. Playing with peers is a great help in learning a new language. Children can play without language, and for a couple of months they may just listen but will soon be joining in and may talk more in play than they do in class. If your child has difficulty acquiring the language of learning, talk to a speech and language therapist and get advice. Therapy before the age of six will pay dividends and results will be much faster than if you wait until troubles loom in Grade 1 and negatively affect learning to read. Lastly, make your child’s life as interesting as possible. Visit the zoo, animal parks, farms etc. as often as possible. Be with your child, not in the restaurant taking you ease, and talk, talk, talk. After the visit encourage your child to draw a picture and tell you what he saw. Going to one of our numerous eating venues and handing the child over to the resident nannies is wasting precious language time. Sitting together, talking about the food and having family conversation is making the most of the outing. By Barbara Eaton (Academic Development Co-ordinator for Junior Colleges)

Academic Coaches

7 Gifts to Give Your Children Today that Will Help Them Tomorrow

Just because it’s wrapped in pretty paper doesn’t mean it’s valuable. It’s because sometimes the best gifts aren’t appreciated until a child is older.  Here are 7 gifts that are worthy of your financial or time investment today because they “pay off” (sometimes literally, sometimes figuratively) in the long run.   Responsibility. Have you ever met a child that has no chores? Whose parents do everything for him with little or no appreciation? Or who gets everything she wants AND an expensive gift for her birthday? Teaching your children responsibility is a gift! By coddling a child, you do them a disservice to be prepared for life outside the home. Encourage them to volunteer, help around the house, get a holiday-job, and take responsibility for their actions and their future. Teach them how to do a budget, the importance of paying their bills on time, keep commitments, keep promises made, and be punctual. Responsibility is as much about valuing yourself as it is about valuing others. It builds independence, which is crucial for relationships, tertiary studies, work life, and mental health. A savings account. Consider opening a savings account or purchasing savings bonds for your children. Although savings accounts don’t typically earn a ton of interest, you’ve got time on your side and an opportunity to teach your children the importance and value of saving money. Academic Coaching. Being able to learn independently and successfully applying your knowledge, are just two of a long list of benefits your children will receive from professional academic coaching. Unlike tutoring, which focuses on reteaching academic information, academic coaching focuses on building learning skills, strategies and tactics that enables a child to become an independent learner. Definitely a gift with life-long benefits. A love of reading. Do your children have a library card? Do they have access to paper books or e-books? Head to a used or new bookstore, create a local book exchange with other parents, or find out when the book store is having their next sale. Few loves will take them further in life than a love of reading!  Failure. Watching your child fail is hard, sometimes even heart breaking. But it’s a necessary part of life and knowing how to handle failure, a life skill every child should have. How else do they learn from their mistakes? Part of the beauty of failure is that it encourages us to take risks and learn that we can manage the results, no matter what they may be.  Memberships. Teaching your children what it means to be a member of a group or club, is a gift in itself. What better way to help them experience the joys, responsibilities and value a membership brings, than to encourage them to become a member of a (formal or informal) group or club? Being part of something bigger than themselves, taking ownership of their role within that group or club, and understanding that others are depending on them, are just a few of the gifts your children will receive. Your time. This is probably the most valuable gift of all. Eat dinner as a family. Read to your children at bedtime (or have them read to you). Go cycling, fishing, hiking or camping together, or just picnic and stargaze from your garden. Teach them to bake, have a family movie night at home, or tell each other silly jokes. Let them know, through your words AND your actions, that they are your greatest gifts!

The Bridge Assisted Learning School

EMOTIONAL DYSREGULATION: HOW TO KNOW IF YOUR CHILD IS STRUGGLING & NEEDS ADDITIONAL SUPPORT

Challenges related to emotional regulation are becoming increasingly common among children in today’s society. Emotional regulation refers to a child’s ability to manage their emotions in a socially acceptable way, including the ability to delay immediate responses or use alternative responses. But many parents and educators aren’t readily able to identify whether a child’s behaviour is in line with expected development milestones, or whether they have specific needs related to emotional regulation which require additional support. “Emotional regulation is the ability to respond to a range of emotions in a socially acceptable or tolerable way. This would include spontaneous reactions and the delay of an immediate response, or the use of an alternative response,” says Dr Greg Pienaar, renowned Educational Psychologist and Principal of The Bridge Assisted Learning School, which supports students facing challenges unrelated to cognitive ability. The Bridge is a brand of ADvTECH, Africa’s largest private education provider. He says emotional regulation is a critical aspect of a child’s overall development, and that unresolved and unsupported difficulties in this area may have a negative impact on the child’s academic, social, and emotional functioning. “It is therefore important that parents who have concerns are able to identify whether their child needs additional help, so that they can receive the necessary support and interventions to promote healthy development,” he says. Dr Pienaar says some of the signs which may indicate a child is struggling with emotional regulation include: Not wanting to attend school at all, for instance if a child routinely cries when it’s time to go to school. Being generally emotionally unhappy, where the unhappiness can’t be connected to a concrete issue. Losing interest in everyday activities which would have interested the child before. Acting out, by displaying negative behaviour which wasn’t in place before. Extreme anxiety (or possibly generalised anxiety) in other areas of the life of a child where there may not have been anxiety before. Becoming frustrated when a calmer, more reasoned approach would have been in place before. Becoming more sensitive to sensory stimuli. Struggling with separation anxiety.   Dr Pienaar says parents can assist struggling children to cope with emotional dysregulation by providing routine and structure at home, ensuring consistency, providing clear expectations and boundaries, and also by providing safe spaces for regulation. Should these early interventions not have an impact, professional help should be sought, which may include regular therapy where a child learns alternative approaches, and potentially prescribed medication. One of the main sustainable interventions which will help children through their dysregulation journey however is to ensure they are in the right educational environment, where they can enjoy the support of qualified, knowledgeable and experienced professionals who understand their challenges and where they won’t merely be sidelined in the classroom because of challenging behaviour. “A smaller cottage-style school may be more appropriate, but ideally a specialised environment geared specifically to assist neurodiverse children with unique emotional needs should be sought. Educators and staff in these schools have specialised training and experience which enable them to understand and assist students struggling with emotional dysregulation. “Very importantly, these schools are able to provide the kind of structure and routine, and indeed predictability, which help reduce anxiety and enables children to develop positive emotional regulation skills. Therapy, counselling and other professional support services are often included as part of the school’s programme, which means that regular scheduled professional support is provided for the child.” Dr Pienaar says that parents often feel overwhelmed and out of their depth when their child struggles with emotional dysregulation. But he adds that if the matter is identified and support sought for the child as soon as possible, the prognosis for the child’s emotional, personal and academic development is very good. “Early intervention can help children develop the skills they need to manage their emotions effectively and improve their overall functioning. Research has shown that effective interventions, such as behavioural therapy, can significantly improve emotional regulation skills in children. With appropriate interventions, children can learn to recognise and manage their emotions, understand and express their feelings in a socially appropriate way, and develop positive coping skills, while reducing the likelihood of more significant mental health issues developing in future.”

Abbotts Colleges

THE WHY AND HOW OF REALISTIC GOAL SETTING

The importance of school students setting realistic goals should not be underestimated. If your child has not yet set goals for the year, now is the time to do so without delay! Without clear goals we do not have anything tangible that we are working towards, we are just floating along without any real direction. Few people experience success, or the realisation of their dreams, by accident. I am sure many of us can recall the experience of having to set goals at the start of a school year when we were younger. How many of us just wrote a few goals down to appease teachers and parents, never to look at or think of them again? For most, this was a pointless exercise, often drawn from the realm of fantasy as we did not consider where we had ended academically, culturally or on the sports field the year before, or the amount of effort we put into our academics, sports or cultural activities.  Some may have set a goal to play First Team Soccer, Rugby, Netball or Hockey, but were in the D Team the year before, all while training as hard as we could. Not a very realistic goal and one that is sure to set one up for disappointment and failure. Our first assessment task for Life Orientation at Abbotts College PTA East this year, from Grade 8 to 12, was a reflection and goalsetting task. As I am fully aware of the way many people view goal setting exercises, my second assembly of the year spoke to the importance of goal setting and offered students clear guidelines on how they can set realistic goals. It is my hope that many of our students chose to spend time reflecting on their achievements, or lack thereof, last year and spent time setting meaningful, realistic goals for themselves, which they revisit regularly. Goals are vitally important as they guide our choices and our actions as we move forward through life. A clear career goal, for example pursuing a career where a degree in Computer Science is a prerequisite, will guide a student’s subject choices in Grade 9 and will spur the student on to work hard to achieve the marks and AP Score required for acceptance to the course. Often it is the students who are unsure of what they would like to pursue as a career in (what seems to them) the distant future, who do not set academic goals for themselves when at school and do the bare minimum as their future is unclear.  It is normal for students not to have a clue as to what career they wish to pursue, but they must not let this discourage them from setting clear academic goals for themselves. They need to focus on achieving academic success so that they have as many tertiary educational doors open to them as possible, for when they do decide what career and tertiary studies they wish to pursue.  Here are a few tips for realistic goal setting for those of you who have set goals at the start of the year, but have not considered them again, and those of you who have not set goals for yourselves in a while: Set clear goals. The less ambiguous, the more likely you are to work towards achieving them, e.g. I want to improve my Life Sciences mark by at least 7% next term, from 68% to 75%.  Have a clear plan as to how you will set about achieving your goals, e.g. I will ask questions in class when I do not understand, I will do all my homework and I will make study notes and revise my work once a week. Ensure your goals are realistic, yet challenging. This requires reflection and honesty with yourself, e.g. if I put effort into my Life Sciences last term, doing all my homework, making study notes and revising my work regularly, then I should aim for a 5% improvement in my marks for the following term and I plan to put extra time into the subject. If I wanted to improve by 10% or more, I can attend extra lessons or get a tutor for one-on-one support. If I put very little effort into the subject, I can set a goal of improving by a minimum of 10%, planning to do all my homework, make study notes and revise my work once a week. Don’t make your goals too easy to achieve, it isn’t a real goal then and you are giving yourself permission to coast, going nowhere slowly.  Be committed to attaining your goals. Without commitment, you will lose focus and will not work towards achieving your goal. A goal without commitment is basically a New Year’s resolution, destined to fail. Make yourself accountable by sharing your goals with someone you trust, who is sure to check up on your progress. We tend to keep working towards achieving our goals when we have shared them with someone.  Lastly, you need to keep adjusting your goals lest you stagnate. It is dangerous to think you “have arrived”! This will prevent further growth and achievement. When you have achieved your goal, you need to adjust your goal to achieve even more. It may be shifting the goalposts, e.g. I now want to achieve 82% for Life Sciences, once I have achieved 75%. It may be setting new goals. What would I like to focus on and achieve next? Happy Goal Setting! www.abbotts.co.za Mignonne Gerli, Principal: Abbotts College Pretoria East

Glenoaks Remedial and Special Needs School

Assistive technology in the classroom for neurodiverse learners

At Glenoaks Remedial and Vocational school in Johannesburg, we have seen the real benefits of using technology in our classrooms. The use of technology boosts and extends students but is also incredibly useful for removing many of the barriers to learning that our students face.  There are endless apps, extensions, add-ins, and widgets, but rather than trying to use every tool available, mastering just a few equips our students to cope with schoolwork, and removes many of the barriers to learning they face. #1 Voice-to-Text (on any iPad, tablet, or smartphone). Instead of writing by hand or typing, this tool allows students to express their thoughts verbally without being hindered by the physical mechanics of writing. Suitable for learners with physical disabilities, dyslexia, and slow pace. #2 Text-to-speech enables students to highlight what they have written or what they are reading, and the device reads the content back to them. The speed of the speech and the voice used can be changed to suit the student’s individual pace or processing speed.  #3 The C-Pen / Exam Reader is a tool that enables students to scan over a sentence, and have it read back to them. This is useful when content is in printed format and not digitised.  #4 Digitising is a way for students to scan in a printed worksheet or piece of writing and turn it into an electronic version. When content is electronic, students can use other tools like text-to-speech or answering questions on the electronic version.  #5 Predictive spelling, the correction of grammar and asking Siri reduces the amount of teacher input required, which is particularly useful for students with dyslexia.  #6 Fonts and colours can be adjusted, especially for students in younger grades. For dyslexic students, the Dyslexia font is an option – the font is more heavily weighted towards the bottom of each letter, and shaped slightly differently, which makes it easier for dyslexic learners to read. #7 Google Classroom provides a diverse range of tools. Multiple tools which interact with each other – Google Docs, Google Sheets, Google Slides, and Google Drive. Real-time editing and teaching with multiple students at the same time. Work can be extended and differentiated easily and in real-time.   Collaborative documents – teachers and students can work on 1 document simultaneously. Preset Google Documents can often be edited and used offline, helpful during load shedding. Everything in life is a balance, and the balance of technology with book learning is one we all need to manage carefully. At the end of the day, we are all driven to help our students achieve all that they absolutely can.  Written by Brad Johnson (HOD at Glenoaks School) and Heather Francis (Academic & Learning Support Therapist)

Koa Academy

Better school assessments for today’s world

The recent explosion of AI into our daily life is testimony to how fast our world can change, and how thoroughly it can be disrupted.  AI has already profoundly changed how schools need to think about assessments.  Within two months of becoming available to any internet user, AI language model ChatGPT attracted 100 million users.  In 2023, it is estimated that 14 million users interact with ChatGPT daily.  This chatbot can do your desktop research for you in seconds, as well as generate a wide variety of content including school book reports and Grade 12 essays in real-time.  ChatGPT can explain Maths concepts and will very competently solve a mathematical word problem for you. While the veracity of chatbots such as ChatGPT is up for debate, the millions of users who have signed up so far are in the process of training it to become more accurate and more reliable.  In other words, it is surely going to get better at what it does.  Across the world, universities and schools are grappling with how this is going disrupt their traditional assessment methods which rely heavily on students generating a variety of texts to demonstrate they understand topics that have been taught. However, not all educators are wringing their hands in despair.  According to Mark Anderson, Principal of Koa Academy, a uniquely high-engagement online school, this major, looming disruption is a good thing.  “Traditional assessment at school and university is woefully outdated, and is no longer meaningful in our modern world,” he says. “These assessments have been designed to be relevant to the teaching of hard skills at a time when you needed to learn and memorise a series of facts or functions in order to do your job.  They are designed to test memorisation and repetition, and yet the world of work is demanding something very different.  Today, there’s much stronger focus on what used to be known as ‘soft skills’; we call them key skills – critical thinking and problem-solving, creativity and innovation, communication, and empathy.  Traditional school models are using an industrial-era assessment approach to try prepare children for the world of work in the information age.  In other words, traditional assessments are designed for a world that does not exist anymore. This is a fundamental and ineffective mismatch that creates stress for learners and students and fails to empower educators with accurate and meaningful measures of their students’ progress.  In essence, we don’t need to change the approach to assessment because of the rise of chatbots, we need to change it because it hasn’t been working optimally for quite some time now.” Kids are trapped in high-pressure test cycles Many parents have concerns when it comes to the frequency of school tests and exams.  It seems that kids are constantly cramming for this test or that exam.  Mark says, “There is a lot of content in the curriculum.  If the school relies on summative assessment – which means you teach the content and test learners’ knowledge at the end, then they are constantly cramming facts into their heads, memorising it so that they can regurgitate it in tests.  This means that there’s a lot of assessments packed into the school year, and kids are experiencing sustained stress, which can turn into test anxiety.” There are, of course, other ways to do assessment.  In South Africa, the IEB (Independent Examinations Board) is addressing the problem by moving away from lower order thinking assessments that focus on memorisation and repetition.  Koa Academy is an IEB-accredited school.  Mark explains, “What the IEB has said is that we want to assess for understanding and application.  So, we are going to teach learners how to think critically and how to problem solve and give them tools to solve any problem they may come across rather than learn by rote.  This means that when a child is faced with a question in the exam that they are unsure of, they feel less stress about this because they have tools to solve their problem in a creative way.  They can leverage their key skills to find a workable solution.  So you are looking at assessments that are designed to test more complex skills such critical thinking, problem solving and creativity.”  Are assessments age-appropriate? In South Africa, the standardized Matric exams loom over every child’s school journey and can shape a school’s assessment approach even in the early Grades.  Mark says, “What Koa is doing is looking at assessment from Grade 4 to Grade 12 and asking what’s appropriate?  The way that we are assessing a Grade 4, a nine-year-old child, should not be the way we are assessing a Grade 12 learner, an 18 year old.  We should be assessing them differently because they are at different stages of their cognitive and psycho-emotional development.  Schools must not create significant stress for young children.  This doesn’t mean that we don’t need formal assessments for earlier grades – we do, but it needs to look different and feel different.  It needs to be age appropriate.  We need to have assessments that do not provoke anxiety but also gives us an accurate measure of the learners’ progress.  So, one of the things we are doing is ongoing assessment.  Assessment doesn’t come at the end, it is built into the learning experience.  As they make their way through the lessons, they are getting constant feedback about their learning.  This is called mastery-based learning.  They learn a little, try out their learning, get a result and then loop back to try again.  We are then able to pull marks throughout their mastery-based journey to gauge how they are doing in each subject.  In the younger grades, we don’t have a routine test structure where you write your Science test on Thursday whether you are ready or not.  The majority of our assessments are asynchronous.  So when a child gets to the end of a section, the assessment becomes available to them and they complete the assessment when they

Evolve Online School

GRIT AND GROWTH MINDSET – A POTENT COMBINATION

She conducted research and concluded that academic achievement was essential but not sufficient for success. Here is a quick experiment you can use to determine if your pre-schooler has GRIT. The marshmallow test is famous in psychology. You give your little one a marshmallow, and you tell them that you are leaving now but will be back shortly. They can eat the marshmallow if they want to, but you will give them a second one when you get back if they do not. If your child eats the sweet before you return, you have a lot of work to do. To cut a long story short, GRIT measures the characteristics that identify as being present in students who do not drop out. You can conduct a quick check on your grit scale, but do not take it too seriously because it is a lot more complex than a simple test can show. GRIT is all about self-control and deferred gratification (waiting longer for the reward). If you combine that with a growth mindset, you end up with a potent combination. Dr Carol Dweck, in her book Mindset: The New Psychology of Success, writes: “What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait? Your view of yourself can determine everything. If you believe that your qualities are unchangeable — the fixed mindset — you will want to prove yourself correct over and over rather than learning from your mistakes.” (Carol Dweck: A Summary of The Two Mindsets, 2021). In a homeschool context, the recipe for success includes parents who encourage both of these ideas in their children. It is easy to lose sight that a homeschooler often displays character traits that would disadvantage them in a brick and mortar school. These include a desire to pursue their passions at their own pace. If they do not match that desire with the GRIT and a growth mindset, they can often go down paths that lead to lots of learning but no education. Education is a structured, paced, and deliberate approach to being able to know and be able to do the things you need to succeed in any task you set yourself or are required to do. At Evolve Online, we set out to provide the platform and scaffolding children need to advance their education, but they need the right conditions at home to achieve this. We built our learning method on the foundation of a growth mindset approach. For Evolve Online Activators, a child never fails to learn something – they just have not mastered it yet. 

Paper Video

The best study snacks and why they work

There are so many things that can distract you from studying. Maybe you have low energy and can’t concentrate. Maybe you’re hungry and that’s pulling focus away from your work. Maybe you’re even struggling with your memory right now due to stress or depression. Food is a good and sustainable way to address all of these factors, alongside daily physical activity and quality sleep. In this article, however, we’re talking about the best study snacks and why they can work for you, in addition to being delicious. 1. Coffee with milk You probably already know that coffee can help increase your energy levels and keep you awake, but that doesn’t mean we’re going to tell you to drink coffee when you have to study late at night (more on that later). Another great thing coffee does is increase the production of dopamine in the brain. Dopamine lifts your mood, making coffee a great option for the beginning of the study session, when you may not feel like getting stuck in. This neurotransmitter also improves focus and boosts concentration, helping you take in more information when you’re learning. Limit your coffee intake to two cups per day and don’t drink any coffee at all after lunchtime. This will prevent caffeine-related anxiety and poor sleep later on. 2. Trail mix Toss together a big bowl of mixed nuts, your favourite dried fruits and small pieces of chopped dark chocolate. Carbohydrates are our brain’s preferred source of energy, so you’re definitely going to want to include them when you’re planning your study snacks. Fruit contains plenty of carbs in the form of sugar, as does dark chocolate, and this often results in a spike in blood sugar (and energy), followed by an energy crash. We use fat to counteract this effect, and that’s where nuts come in. Nuts contain plenty of the good fats, which force the body to digest carbohydrates more slowly when the two are eaten together. This will give you a steady flow of energy for the next couple of hours. And remember, a portion of trail mix is about a quarter cup, so try to stick to that amount at snack time. 3. Popcorn There are so many things to love about popcorn. It’s high in protein, wholegrain carbohydrates and fibre. All of these nutrients work towards sustainable slow-release energy to help you concentrate. They also work together to keep you fuller for longer, so you won’t be distracted by hunger 30 minutes into your study session. Popcorn is also extremely low in calories considering the nutritional value it serves, but only if you prepare it correctly. Stay away from ready-to-microwave popcorn or cooking it on the stove with heaps of butter and oil. Instead, buy a bag of kernels and mix a portion with one or two tablespoons of olive oil and a pinch of salt. Pop them into a brown paper bag and then microwave the popcorn until it’s done. 4. Smoothies Do you want a wholesome filling snack that includes lots of brain foods plus energy-boosting nutrients? A smoothie is the best way to do this. Remember, our brains need carbs for energy, and healthy fats to help our bodies absorb and use that energy more slowly rather than all at once. So we’ll start with those as a base. We love the idea of oats as your main carb option. They blend easily, give smoothies a nice texture and they have a neutral flavour. Milk offers the same smoothie-making benefits, while offering protein and fat. Now that you have your base, it’s time to add brain food! Blueberries have been found to support memory and cognition. The omega fatty acids found in chia seeds, nuts and seeds are great for concentration and overall brain health. L-theanine is a compound found in green tea that increases focus while decreasing anxiety at the same time! Greens like spinach, broccoli and lettuce are about the long game. Eat them regularly for long-term cognitive health throughout your studies, working life and beyond. Dark chocolate (in small amounts) because it’s another food that naturally contains caffeine. 5. Apples and celery with peanut butter We know it sounds weird, especially the celery part, but celery and apples are an amazing combo, and celery and peanut butter are an amazing combo (try it before you deny it). Apples are packed with nutrients and energy in the form of carbs, making it a well-rounded snack when paired with a healthy fat protein like peanut butter. When it comes to celery, recent studies have shown that it can improve memory. The evidence also points towards helping people with depression. If you suffer from depression and find that it is affecting your memory (as it commonly does), adding celery to your diet could help to counter this symptom. We’re excited to see where this research leads! When it comes to peanut butter, you can benefit from all the brain boosting effects its omega fatty acids offer. These include improved memory, cognition, concentration and mood. 6. Veggies and hummus If you’re not a sweet tooth and prefer savoury snacks, what about veggies and hummus? Choose a wide range of veggies in different colours for your energy and nutrients. Serve them with some hummus on the side for dipping to act as your protein and fat source. If you’re a slow snacker, carrots, cucumber, sliced peppers and celery keep (and travel) well, and they all pair well with hummus and each other. 7. Fruit yoghurt ice lollies Have you ever been in a test or an exam, and a teacher pulls out a bag of Fizz Pops or chewy sweets for the class writing? If you have, you’ll probably remember forever how good your memory and concentration were that day. If you look around, you’ll see this everywhere. People chew gum to increase focus during the work day, they bite their nails to concentrate on something they’re reading, snacking on small nibbles throughout a movie feels

Parenting Hub

CAREER DESIGN: WHY YOU SHOULD MAP YOUR FUTURE PATH FROM EARLY IN YOUR STUDIES

As hundreds of thousands of students head back to university throughout South Africa, they enter a world of study that has already changed just from last year and will continue to do so more rapidly than ever before due to technological advancements changing the landscape almost from one day to the next. This is why these students should, as soon as possible, strategise their career trajectory, taking into account not only their current graduate studies, but also potential post-graduate options, an education expert says. “Today’s students are developing their skills in the face of an uncertain future, the only certainty being that they will be competing in a very tough job market by the time they graduate. One of the most important reasons for strategising one’s career trajectory from early in your studies, is to reduce uncertainty and stress, by knowing that you have a solid plan in place which will allow you to focus on going above and beyond in your everyday endeavours during your academic journey,” says Peter Kriel, General Manager at The Independent Institute of Education, South Africa’s leading private higher education provider. “By having a plan in place, you will feel more confident and in control of your future, which will allow you to be resilient if the landscape changes on the way, and allow you to make decisions with greater clarity and purpose, rather than feeling overwhelmed by the many options and uncertainties that will be coming your way,” he says. Kriel says in coming years, a post-graduate qualification will become a non-negotiable for remaining competitive in the job market, which is why it is important for students to factor that into their academic journey from as early as possible. “Postgraduate studies are of course a significant investment, so it is, therefore, important to carefully consider your goals and options before pursuing an advanced degree. It’s also important to choose a programme that aligns with your career goals and provides the skills and knowledge you need to advance in your chosen field. It is for this reason that this decision should be top of mind throughout one’s graduate studies, and not be left until the last moment.” Kriel says making the contemplation of post-graduate studies part of one’s graduate student career has a number of benefits, most notably the fact that time is on one’s side. “When you start planning your career trajectory early, you have more time to explore different options and make informed decisions. You can take advantage of opportunities as they arise and make adjustments to your plan as needed.” It also allows a student to continuously align their academic and career goals. “In other words, you’ll be able to select programmes leading to qualifications, the elective modules within such programmes where applicable and the focus of any research projects in such a way that will best support your career aspirations and build the skills and knowledge you need for your future studies and career.” Knowing that you’ll be continuing your studies will also allow you to start building your professional network, says Kriel. “While studying towards your first qualification in university, you will have opportunities to connect with academics, alumni and industry professionals who can help you build your professional network, which will not only be able to support you as you progress to post-graduate study and point you towards new opportunities but who will also later be a valuable support network as you enter the job market.” With technological advancements and automation changing the nature of work, employers will in future increasingly look for candidates who have advanced skills and knowledge, regardless of their field of study, as no field is exempt from these developments, says Kriel. “A postgraduate degree not only demonstrates your commitment to professional development and objectively increases your competitiveness and earning potential in the job market, but also proves that you have deepened your understanding in your field of expertise and that you can stay on top of new developments. By starting now, and taking the time to consider your options and make informed decisions, you can set yourself on a path to a successful and fulfilling future from early in your university career.”   STUDY TRAJECTORY: HOW EACH QUALIFICATION LEVEL BUILDS ON THE NEXT FIRST DEGREES AND DIPLOMAS (NQF LEVEL 6 or 7): A first degree or diploma equips you with the toolkit to do certain tasks, and enables you to become competent in delivering on the key outputs in line with these tasks. Some four year professional degrees are on Level 8). HONOURS DEGREES (NQF 8): When competency has been achieved in terms of the toolkits acquired in the first qualification, an honours degree allows you to level up by learning how to use different tools at once, particularly in relation to one another. This brings a new level of maturity within the field. POSTGRADUATE DIPLOMAS (NQF 8): An option to expand you knowledge base and specialisation. For example if you have a general business-related undergraduate degree and you would like to gain deeper insight into for example marketing or human resource management – or even beyond that. MASTER’S DEGREES: A master’s degree develops the art of being able to synthesise and develop independence in a field. Instead of just being able to competently develop an identity for a brand, now you start to be able to stretch a brand’s identity into mergers and acquisitions and product portfolios. DOCTORATES: Doctorates enable you to contribute to thought leadership and development of the field.

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