Leading Educational Advice from Future Nation Schools
Advice from the experts
Hartskind

The benefits of block play & young children

In my opinion blocks are one of the most important toys any young child should have in their playroom.  Blocks are a teacher’s best friend and every classroom should have an endless supply of blocks in every colour, shape and size.  There are a host of possibilities and benefits to be gained from it! 1. Imagination – Through block play children are free to follow their own ideas as they embark on a voyage of discovery or share in the development of their friends’ creations. 2. Self-expression – Children can express themselves through their play, creations and discoveries, a form of communication that’s particularly valuable for bilingual or non-verbal children. 3. Problem-solving – Blocks offer a great platform to develop problem-solving and reasoning skills. This can be deliberate, with children consciously working to develop a solution, or as a natural consequence of play, as they learn first-hand what does and what does not work. 4. Mathematics – Due to the many shapes, sizes and colours on offer, blocks offer ample opportunity for children to practise important maths skills, covering measurement, number, symmetry, balance and estimation. By comparing shapes and sizes, creating patterns or providing measuring and weighing tools, we can can extend play and exploration. 5. Physical development – Block play promotes the development of spatial awareness and develops hand-eye coordination and mid-line crossing as children reach for, lift, move and build with blocks, strengthening their fingers, hands and arms. 6. Creativity – Blocks are loose parts, meaning children are free to combine and recombine them in countless ways. Parents or teachers can add alternative resources such as dough, small world characters or paint and pencils to further extend opportunities for creativity. 7. Science – Through the exploration of cause and effect and experimentation, children are able to develop their problem-solving skills, test hypotheses and practise scientific reasoning. Blocks help them to become familiar with balance, weight, spatial awareness and gravity. 8. Self-esteem – Children can take risks in their block play, helping them to discover that they have independent ideas. Children experience a sense of achievement as they ‘have a go’, creating and developing something new and unique. 9. Problem solving – Block play allows children to co-construct and negotiate. They take turns, share materials and cooperate with others, forging new friendships. It also encourages self-reliance, increases attention span and develops their sense of self. 10. Communication & literacy – As children encounter new experiences through block play, there are countless opportunities for discussion and the development of new vocabulary. Social interaction with adults and peers unlocks further benefits, while using blocks can support story creation and collaborative storytelling. So what does mom have to say? My inquisitive one year old is learning at such an incredible pace, it’s amazing to see how much she takes in every day. Building blocks are a classic tool that helps children work on spatial reasoning, motor skills, hand-eye coordination and creativity, so I really wanted her to be exposed to them as early as possible. Mega Bloks toys are always made with good quality materials, so these blocks have a lovely feel. The vibrant colours keep my daughter engaged. She’s a bit too young to put the pieces together by herself, but her dad enjoys helping her, and I love watching the dad-daughter bonding as they play together. Cleaning up is quick and easy, and Emma has great fun throwing the blocks into the storage bag that comes with the set. If you are looking for a gift for your young child, look no further than a set of Mega Bloks! They stand the test of time; they are durable and are easy to disinfect and sanitise.  Mega Bloks are available to purchase from Takealot so don’t delay – add them to your cart or Christmas wishlist

October 28, 2020
Parenting Hub

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

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

October 28, 2020
Parenting Hub

Smartick launches free online assessment to detect the risk of dyscalculia amongst children

First online e-learning programme to design dyscalculia early detection online resource tool Smartick, an AI-based maths, coding and logic e-learning programme for kids aged 4 – 14, has launched a free standardised online assessment that allows for quick and easy identification of children at risk of dyscalculia. Dyscalculia (pronounced dis·cal·koo·lee·a) is a mathematics learning disorder characterised, among other things, by the difficulty in acquiring number sense and calculation. In other words, a relative of the more commonly known and researched learning disorder dyslexia, which involves difficulty reading due to problems identifying speech sounds and how they relate to letters and words.  Smartick global research suggests that approximately 5-7% of a country’s population may suffer in silence from dyscalculia and that in a class of 25 students, it is likely that at least one child has the learning disorder. For a population of 57+ million in South Africa, and if similar percentages are anything to go by, it could equate to around four million people potentially being misdiagnosed. Smartick co-founder, Javier Arroyo says that dyscalculia is a disorder with serious consequences and high prevalence, but unknown among many children, parents and educators. “Dyscalculia tends to be confused with other disorders such as attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), low IQ or even study laziness. While it can result in failure in the mathematics subject, although not always the case, it can translate into real life difficulties that cause frustration and low-self-esteem,” says Arroyo. On a day-to-day basis, it can translate into misreading the time on a watch or car license plate, as well as having difficulty memorising phone numbers, number sequences or calculating the return on a purchase. Available to South Africans from 1 September 2020 with the aim of helping to detect the ‘dyslexia’ of the numbers, Smartick’s designed* free standardised online assessment takes approximately 15 minutes to complete and includes tasks around three fundamental areas of mathematical learning: comparison and recognition of numbers, arabic numerals and numbering and arithmetic.  “The exercises for each evaluate the ability to recognise and manipulate numerical quantities without counting, and numerical processing that use verbal symbolic code, such as number recognition and comparison. Children with dyscalculia often have severe and persistent difficulties in learning arithmetic,” says Arroyo. At the end of the assessment, a report is immediately generated and sent with the child’s strengths and weaknesses in each of the evaluated areas. If, according to the results, a child is at risk of dyscalculia, it is recommended that parents and / or guardians go to a professional for a complete evaluation, which includes psychological tests for intelligence, attention and reading, in addition to specific tests for maths. Arroyo says the e-learning programme wanted to provide the educational community and parents with an instrument with which to identify early on one of the mathematical learning disorders as common as unknown. “Children with dyscalculia need adapted, daily training based on a deep understanding of concepts and procedures. Your child might be the next Bill Gates and can help change the world, but he’s misdiagnosed and misunderstood,” he says. *The standardised dyscalculia assessment needs to be completed on a tablet and is aimed at children from first to fourth grade. It was developed in collaboration with the Universities of Malaga and Valladolid in Spain, with more than 800 students in different areas of Spain participating in the initial assessment validation study.

October 26, 2020
Impaq

How to reward your kids the right way

In an age of materialism and instant gratification, it can be tricky knowing how to reward our children appropriately for a job well done. How do we reward them for tidying their rooms effectively or performing well at a particular task? There are a few ways in which you can reward your child and build their self-esteem. Develop your child’s internal locus of control Naturally, we would love our children to do something well purely for the satisfaction that it brings them in doing so. This is what we, as parents, aim for eventually and is called developing the child’s internal locus of control – in other words, doing something from within because the result feels good. If we build our children’s internal locus of control, they will be more motivated to succeed as they will attribute their success to their own efforts and abilities. However, we all know that to eventually inculcate an internal locus of control in our children, it starts with an external locus of control – in other words, children doing things for rewards. Also read: Encouraging your child to succeed – The do’s and don’ts  Praise specific behaviours  The most basic form of reward starts early and is one that is easily forgotten, and that is praise. When we praise our children for doing something well, it motivates them to continue trying in that area. There are different forms of recognition, but the most effective is those that describe the behaviour that we want to see the child doing more of, for example: “I love how you started doing your homework without me asking you to.”  “I love how you put away all your Lego blocks.”  One of the best ways to shape a child’s negative behaviour is by ‘catching them being good’ and then commenting on it as the child starts to try harder to gain more of that positive feedback. Praising the child’s efforts and not the result is an essential part of praising – as again, this motivates children to try harder.  Avoid arbitrary praise It is crucial that we don’t just praise willy-nilly, for instance, just telling our children that they are pretty, talented, smart, etc. as that can create a subconscious pressure always to be that way and to become scared of failure if not achieving on that level. That is why praise that describes specific behaviours is so much healthier and more motivating and gives them the positive concept of someone who always tries and, in that way, achieves results. We want our children to learn that rewards are not something that just happens but require some form of input and effort to gain them. Also read: Don’t tell your kids they are smart!  Reward desirable behaviour  The aim for the parent is to mould a desirable behaviour; the aim for the child is to get something they want, so everybody wins when we reward desirable behaviour. There are several ways in which to do this, including:  Star charts are an age-old form of giving rewards as the child must do something consistently to achieve the reward. For younger children, star charts should not go on for longer than five days before the child gets the reward they are working towards, as it can be difficult to sustain the effort. When children are given stars, tokens, or stickers to get to the final goal, it motivates them to continue working towards the goal. Contingency rewarding is also helpful such as the child being allowed to gain or do something when they have done something we require. For instance: “Mom, can I go on my iPad now?” “As soon as your homework is done, you can use the iPad with pleasure.” Quid pro quo rewarding like this is just a shortened form of star charts and teaches children to prioritise by first doing what must be done before doing what they would like to do. This starts to prepare them for the higher grades where there is often far more work and more things to fit in. Extra time on various activities is an easy, useful way to reward our children. Sometimes it can be challenging to think of rewards for our children but giving them extra time in addition to what they may be allowed per day doing something they love like soccer, technology, or screen time is a good incentive. Again, this can work in a quid pro quo way of motivating them to push a little harder to get a little more of what they want. Decide on appropriate rewards The most important thing is to know your child’s currency as that gives you leverage as the parent. Rewarding them with things they already have free access to is not motivating but rewarding them with something they really want is a useful form of motivation. If they hate marshmallows, promising them marshmallows when they have finished the task is useless, so make sure you know what your child loves but be rational. You are not promising a trip to Disney Land for tidying up their room or finishing their homework successfully. However, after successive efforts at doing their homework effectively, they may earn a trip to get ice cream or go to see a movie.  Rewards must be appropriate and attuned to your child’s desires, for example: Screen time, special activities or outings are ideal for younger children Airtime or data might be more appropriate for older children  Simple rewards can also include: Getting their favourite treat in their lunch box Choosing their favourite dinner  Choosing a movie to watch with the family  Going somewhere with mom or dad, e.g. the war museum, a skateboard park, taking the dogs for a walk, etc.  The rewards listed above are all easy, healthy rewards. The important lesson is that they are working to gain something worthwhile. Also read: Cool ways to beat summer boredom  Eventually, our children will move to an internal locus of control where they want

October 23, 2020
Impaq

How to help a learner prepare for university

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

October 19, 2020
The Bridge Assisted Learning School

Coping with Anxiety

What could happen if we gave each person the tools to diminish their anxiety, reduce their fears and build a toolbox to achieve true resilience? Anxiety is a normal part of life, but during the recent Covid-19 pandemic, many people are more worried, concerned and/or depressed than in normal circumstances. In order to find the ways to move forward and manage the stresses that recent circumstances have thrown at us, we need to better understand what anxiety is.   “I’ve always described it as a gnawing, tightness in your stomach and even in your whole body. It’s a weird feeling, because you can’t really pin it down. You know you feel worried, but you’re not sure about what. For me anxiety is: an underlying fear of not knowing what the future holds, or what the outcome of a situation will be”, says Dr Greg Pienaar, Principal of The Bridge School for Assisted Learning in Beverley, Sandton.  Anxiety is a normal reaction to danger, the body’s automatic fight-or-flight response that is triggered when you feel threatened, under pressure, or are facing a challenging situation  An overwhelming number of questions may resonate with us during these circumstances and the pandemic that causes an anxious feeling in the pit of our stomach. They include: What does the future hold? Will we ever get beyond the Coivid-19 virus? What will life be like after… Will we go back to “normal”? What if we get sick? What if a loved one gets sick? What if a lot of people get sick? Will we survive? Am I safe at school? “I want to give you some ideas about coping with anxiety”, Dr Pienaar continues. There are many models out there which refer to methods of coping with anxiety. One of the most famous models is the ‘Three Basic Coping Styles model’ (Endler 1997, and Folkman and Lazarus, 1986): Task-oriented (time-outs, eat well-balanced meals, count to ten slowly, limit alcohol and caffeine, take deep breaths, humour, enough sleep and other similar tasks). Emotion-oriented (meditation, distracting oneself, releasing pent-up emotions). Avoidance-oriented (staying away from triggers where possible, drug or alcohol abuse, severe procrastination). (psychologytoday.com) Many models contain similar ideas but might not be the most suitable for everyone. Thus, consult an expert that could work with you on the different methodologies to find the best practice for you. In the meantime, we look at the following steps that may assist you in this pressurised time One of the best ways of coping with anxiety relates to music. Listening to music, finding appropriate songs for a specific mood. It is really strange that sometimes when you’re feeling down, to listen to sad songs can actually make you feel better. Or hearing a particularly “up” song can make you feel worse? Although at other times listening to particular songs or a specific playlist can make you feel better? For example, here is a “Coping with Covid top 5” playlist. These are songs which currently resonate with me: “I’m Not Over” Carolina Liar (Actually about not being over a girl in a relationship, but for me it’s about not being over The World and all the beautiful things in it, just yet). “Carry the Weight” (acoustic version) Denison Witmer (About “carrying the weight of anybody who needs help, especially at the moment). “Times Like These” (acoustic version) Foo Fighters (Who knew there would be times like these). “What a Wonderful World” Israel Kamakawiwo’ole (Just love this version of how beautiful the world could be…) “Beautiful Day” U2 (Just a reminder about this fact is sometimes required). “Listening to music can definitely make us feel better about the world. The ugliness of the world can melt away, and the important things can rise up: friends, finding beauty in different places or things, sharing, closeness. Especially during Covid 19, having to look at what is really important in life”, says Dr Pienaar However, everybody will have their own songs, or music. Part of the journey will be finding the songs of your life, or the music which is soothing to your soul and assists with anxiety. Enjoy the music. Exercise: If you love running or riding or swimming, this is easy and really helps. However, what if you don’t like exercising? The last thing you want to do when you feel anxious or depressed is to exercise. It’s strange, but that’s when it is the most effective. To force yourself to exercise in those moments will be highly beneficial to you. Walking, jogging, riding, swimming, dancing, stretching, yoga, any exercise. They talk about the release of “endorphins” (feel good hormones) when you exercise, often these can help with easing anxiety. However, be mindful that it won’t help you, if exercising makes you feel bad, frustrated and/or unfit. Another way of coping is to develop a mantra A mantra is a positive saying, expression or motto to live by, that you can use to inspire or motivate yourself. Just by saying it often enough can help with coping with anxiety. “My personal mantra has become ‘I’m Not Over the World’, says ….  My mantra used to be “Never, ever, give up”. Develop your own mantra, or use somebody else’s if it fits your world: “It’s going to be ok”, “This is completely understandable”, “The sun will come out tomorrow, or even “I’m doing the best I can”, and  possibly in these times: “It is, what it is”.  It’s amazing but just the act of talking to someone else is extremely important to assist you to organise your thought processes and help alleviate anxiety. It was once said: “A problem shared is a problem halved…”. It’s almost as if by sharing an issue, someone else hears it, and even if they don’t have answers, they are at least hearing and understanding your anxiety. Drawing, writing, painting, colouring, being creative and innovative can help with calming the anxieties that you are feeling. No-one has to see what you paint or write. It’s more about being

October 15, 2020
Impaq

How to change a learner’s perception of difficulty to achieve success

In the days of old, children were expected to go to school, do their homework, study for tests and do okay. There didn’t seem to be the issues of today where children struggle to focus and concentrate, where the psychological needs of the child must be attended to and taken into consideration. Where the way we, as parents, encourage our children is put under the microscope.  In the days of old, the odd child may have had dyslexia or some learning issues, but these were certainly not common or if they were, were indeed not widely known by other learners. Raising 21st-century kids Parents today must deal with far more, so it seems – firstly we are in the middle of the technological revolution so that our children are already distracted by the lure of the smartphone, tablet, etc. Today, knowledge about ADHD, ADD, processing issues and so on is vast. It is not uncommon for many children to be receiving some additional therapy and to be on medications to help them focus. The good part is that there is no stigma with this, and instead, children often happily compare their different meds with each other.  Also read: Parents, here’s how screen time can work in your favour Awareness is huge, and with that comes the next area of ‘how-to’. How do we encourage our children to succeed at school, without damaging their self-esteem? How do we motivate them and not discourage them though incorrect parenting practices?  Defining success I believe that an important question to ask ourselves before we even start with our children is what we, as parents, value and consider to be important in terms of their academic success. Also read: there’s more to life than academic achievement Parents often fall into these three categories: Some parents are not concerned about their children’s marks and place more emphasis on sporting achievements.  Some parents are not particularly worried about results and want their children to be happy.  Some parents are very concerned, and even sometimes pushy, with their children achieving the very best, no matter what. Developing a strong work ethic In my years of parenting children at school and especially being the mother of ADHD children and having many moments of despair along the scholastic road, what has been the most important goal for me is for my children to have a decent work ethic. Children must learn from an early age to do the following:  study in advance prepare their work in good time use planners and calendars to coordinate their study time, leisure time and extra murals Planning their time prepares children for high school and university where there is an increased workload and often more extracurricular activities. Planning their time also helps with their perception of difficulty as the tools of planning, organising, and prioritising cannot be underestimated. Understanding how children learn What also helps children to succeed is if they know their learning styles. We each have a different type of learning that makes work easier for us to access. The VARK analysis refers to these four different learning styles, namely: V – verbal  A – auditory  R – reading  K – kinaesthetic  Learners who can understand how they learn from an earlier age, be it through having to learn aloud, using visual images, highlighters or having to carry out projects, science experiments and so on, learn how to integrate the information into their memories.  As parents, we can observe our children from the primary school years and see the most effective ways they learn and access the work. Providing them with this information also helps to give them ways to approach the subject in the best way for their brains, which improves their perception of difficulty. It is all about having tools and feeling confident in being able to use them effectively. Also read: Encouraging your child to succeed – the do’s and don’ts Defining learners’ perception of difficulty Children’s’ perception of difficulty and ease of work affects their attitude towards the work. A recent study showed that what people think ease and difficulty means for them is very important. If learners are given work that they deem as easy but trivial, i.e. meaningless and beneath them, they are less motivated to carry out the work. If the task is perceived as easy but meaningful, i.e. leading to positive outcomes, learners are more motivated to carry it out.  At the same time, work that is perceived as difficult and impossible to achieve lowers learners’ motivation. In contrast, work that is perceived as difficult but challenging and worthwhile motivates learners to try harder. Therefore, the way the work is presented to the learners is important. It would be a good idea for facilitators to get an idea of this to motivate learners better.  Emphasising effort  Another essential key to this is emphasising effort as opposed to results. Learners can get demotivated and demoralised if they see the work as beyond their capabilities. The aim is to create children with a growth mindset. This concept was developed by Carol Dweck, a Stanford psychologist who distinguished between two different mindsets – a growth one and a fixed one.  Fixed mindset – people with a fixed mindset believe that their abilities are fixed and can’t be changed or improved upon. Growth mindset – people with a growth mindset believe that with effort and practice, they can improve and change their outcomes.  The growth mindset is the one we want to instil in our children. Suppose they believe that with effort and practice, they can make a difference in their understanding and accessibility to the work. In that case, they will be more motivated to try harder and put that effort in so that the focus is not on difficulty but effort and input. This, in turn, brings about results. There are many ways to help our children with their perception of difficulty to achieve success, whatever that may mean to each parent. The most important

October 12, 2020
Parenting Hub

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

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

October 6, 2020
Cleverdon Preschool

Play Based Learning in the Heart of Bryanston

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

October 5, 2020
Impaq

There’s more to life than academic achievement

While a degree is still considered as a measure for skill and talent by many, employers – including some of the largest companies in the world – are increasingly realising that academic achievement measures only one type of intelligence and that marks don’t even begin to represent a person’s talent, abilities or emotional quotient. Of course, academic success is necessary in certain fields – think physics, medicine, or teaching – but it doesn’t form the core of the skill set required to perform most jobs. That is because academic success alone cannot tell an employer much about a person’s resilience, their interpersonal skills, how they work alongside others, or any of the other skills required to be successful in the 21st century. A certain level of academic achievement is undoubtedly required for life after school. Still, for children to become well-rounded adults, they require more than perfect report cards – they need a concrete set of non-academic skills and abilities. C = success Here are some of the most important non-academic skills children can learn from a young age to help set them up for success after school. Character: Character is who we are and what we do and guides our responses to the issues (both good and bad) we face in life. Helping children build character is important because it will ultimately be this trait – a combination of their thoughts, values, words, and actions – that will determine how successful they are in life. Parents who exhibit qualities such as honesty, integrity, compassion, and respect will transmit these values to their children.  “The true measure of your character is what you do when nobody’s watching.” – Charles Caleb Colton Compassion: Compassion is the ability to understand someone else’s situation and the commitment to place someone else’s needs above your own. It is what drives us to be inclusive and what compels us to care about and help one another. Compassion is a skill that can be learned, so it is within parents’ power to raise children who are kind, caring and tolerant. “Compassion is the basis of morality.” – Arthur Schopenhauer Confidence: Children develop healthy self-confidence by experiencing mastery and rebounding from failure. While it is parents’ job to support their children so they can flourish and develop, doing things for them instead of with them robs them of the opportunity to become competent and confident. In fact, constant parental intervention undermines children’s self-belief and prevents them from learning for themselves.  “Confidence comes not from always being right, but from not fearing being wrong.” – Peter T McIntyre Also read: Encouraging your child to succeed – The do’s and don’ts Creativity: Creativity is not an inborn talent, but rather a skill that parents can help their children develop. It is also not limited to artistic and musical expression; creativity is an essential ability that applies to most aspects of life as it promotes problem-solving and critical thinking. Children who are taught to think creatively and to approach problems from different perspectives turn into adults who are flexible, who are open to new opportunities, and who are better able to deal with uncertainty.  “Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun.” – Mary Lou Cook By Danielle Barfoot

October 1, 2020
Twinkl

Lockdown teaching tips

At the moment, some of us are stuck at home, some of us are choosing to be and quite a few of us seem desperate to get out. But if, even with the term starting up again, your kids are staying home from school for lockdown, then it’s essential to take your role as de facto teacher seriously. Here are some tips for how to get the most out of their lockdown learning: Make a plan & stick to it There are multiple parts to this but ultimately they all come down to think like a teacher. Think about how long you’re going to be doing this, work out what work they can be doing each day and importantly, keep them in the sort of routine they’d be used to at school.  Start and finish at the same time each day, try to keep the same subjects at the same time week-on-week, with younger kids this can be almost a fun roleplay of the ‘school day’ to keep them in the moment. Create a dedicated learning area Make a space that is just for ‘school’ work and keep all their activities there. By having a location that is purely for work, it can help to reinforce the learning plan and make the day feel more structured. Stick to the curriculum It seems obvious but if you’re keeping their work in line with what they were being taught in school, it’s going to make it not just more rewarding but also make your life easier as there are a lot of great websites full of resources, such as Twinkl, to keep you along these lines. Also by keeping the work relevant, you can make sure that everything they do is going to benefit their future work. Take advantage of the change in scenery For kids, taking them out of the classroom can enhance their learning. If you have nearby access to outdoor environments like forests, parks or the water. Giving children access to the world around them can help to make learning feel more interactive and show them practical examples of their learning. But even if you don’t have anywhere to go, you can use your home in ways that a classroom can’t always do. You can build work around their favourite films as a Friday treat, or decorate their room with themes around that day’s work. Making an immersive environment will mean that learning goes beyond the start and end of the school day and becomes an all-round enhancing experience. Establish methods for gauging results/progression/rewards Establishing proper methods for gauging results & progression is going to make not just your life easier but also their teachers as when they do return to school full-time, having a record of what each child has learnt is going to save time going over information they’ve already covered. Of course, an important part of keeping track of these successes is making sure to celebrate and reward them.  Positive reinforcement is going to be more effective than negative punishment so making sure to celebrate those little victories all the way up to those major achievements is going to incentivise them to work their hardest but also if you make the rewards scaled to individual attainment, there’s not going to be a feeling of trying to push beyond limits. Ultimately, what you’re teaching isn’t going to be as important as the hours you put in. So use this time not to stress the importance of work but to really get some quality time with your kids. If nothing else, it might be that some good can come out of this whole situation.

September 30, 2020
Wingu Academy

What is the Future of Work going to be for your kids? 

Work as we know it is changing. Artificial Intelligence (AI), the Internet of Things (IoT) automation, and robotics will overhaul work at the same level as mechanisation did in prior generations of agriculture and manufacturing. With this change, some jobs will be lost, many others created, but almost all will change. What does this mean for your kids? We are living in a technology driven world. Things we thought were exciting elements  of Sci-Fi movies a decade ago are being incorporated into our daily lives today. Artificial Intelligence as a service (for example, customer enquiries handled by an algorithm), cars that drive themselves (Tesla’s complete autonomous car is to be released this year and Google’s sister company Waymo has just completed a trial of autonomous taxis in California transporting over  6200 people) and machines that read X-Rays are just the tip of the iceberg. Even though most of us can’t wait for the day that all taxis in SA are driven by safety aware machines, the impact is still profound – what about all those jobs?  Never before in history, has the choice of your child’s education been more important. McKinsey and Company estimates that over 50 million new technology jobs, 130 million new health care jobs and 20 million new jobs from energy investment will be created by 2030. Startlingly, between 400 and 800 million individuals could be displaced by automation and need to find a new job by 2030 globally. Will there be enough work in the future?  History would suggest that we need not fear, 8 – 9% of 2030 labour demand will be in new types of employment.  There are a few key examples from history which we can rely on to give us some key insight into labour demand of the future. After ATMs were introduced in the USA, the number of bank tellers actually rose as banks started competing on service rather than manual cash dispensing. Even though the number of teller per branch decreased, banks could now afford to open more branches to the convenience of customers, leading to a greater overall demand of bank tellers. The personal computer market destroyed 3.5 million jobs, but also created over 15.8 million new jobs since 1850 (now more than 10% of all jobs). Beyond this, the world is seeing growth in the labour market for numerous reasons, but mostly for the growing middle class globally (particularly in Africa and other emerging economies) due to increases in spending on consumer goods, health care and education.      Most of the workplace transitions will require adopting new ways in which you conduct your work (think of how the COVID pandemic saw your work life transform), and there are numerous sectors that will see great growth in the labour market. About 50% of activities in all jobs today can be fully automated by existing technology and by 2030, 15 – 30% will be automated. Occupations that need less than high school (eg. logging equipment operators, taxi drivers) and the jobs that need a high school qualification (ex. stock clerks, travel agents, firefighters and industrial work) and jobs that require some post school training (such as nursing assistants, web developers, electricians and legal secretaries for example) show the greatest potential of being automatable with more than 50% of the work activities to be displaced by 2030. Occupations that are typical of Bachelors and graduate degrees (such as lawyers, doctors, teachers, statisticians, chief executives) have about 22% automatable tasks.    The real question is, are your kids getting prepared for this rapid change?  It is important to pay attention to the following changes, since these will be central to the evolution from today’s world of work into the Future of Work.  Activities such as predictable physical work, data collection and data processing will see the big losses in demand. Machines do these type of things better than us.  Applying expertise, interacting with stakeholders, managing and developing people will see great demand increases. Machines can’t do this.  A distinct shift in capabilities and skills will be needed. Social and emotional skills are the future key metrics in the workplace.  Advanced cognitive abilities such as logical reasoning and creativity will be a requirement for almost every job.  Key competence in technology is a no brainer. There will be very few places in the world that will see jobs created for workers that are not equipped with advanced technology skills. Many have expressed concern that in today’s world a degree is not enough. However, trends in advanced economies suggest that there will be a drop in jobs available to those without tertiary level qualifications. Advanced degrees (Masters and Doctorates) will become increasingly important, not for the niche fields in which they place the graduates, but for the key skills development in critical thinking, problem solving and creativity. These degrees will equip students with the necessary cognitive skills to outperform machines, but the gap between what degrees teach and what the job market needs has never before been any larger than it is today. There exists a disconnect between what education providers believe they are delivering (over 72% believe new graduates are ready for work) whereas 39% of employers say that a skills shortage is the cause for entry-level vacancies not being filled.   So, what is the answer? Let children be children, but at the same time expose them to the wonderful changes that are occurring in our world. On an individual level, learners and students must be prepared for lifelong learning. Students must be prepared for a rapidly evolving future of work, and acquiring skills that are in demand and re-examining the notions of traditional careers (where and how they work, and what talents and capabilities they bring to the table) is key. The key attributes of a successful future worker include: Key skills in digital technology. Every job that exists today will transform into an occupation that needs digital skills. Knowledge of programming and other key digital technology skills will not be reserved

September 28, 2020
Impaq

Life after matric – guiding your child during this next chapter

At this point in their education, your child’s mind is most likely preoccupied with passing their final school year – the final and arguably most daunting year of their school careers. That said, matric learners do need to start considering what they plan to do after they finish school and, more often than not, they need guidance in this endeavour.  From the time children are first able to speak, they are consistently asked: “What do you want to be when you grow up?”. As is only natural, the answer (or answers) to this question will change throughout a child’s life as they develop new interests, find their strengths and skills they are particularly good at, and – as they hit their mid-teens – choose their school subjects.  How learners should decide on their career path Identify your child’s interests, skills and strengths: these are the factors that will arguably be most helpful in identifying potential career paths. A child who is particularly good at physical sciences, for example, will excel in a STEM career like engineering but might fail miserably in a career like journalism.  Read more: All children are smart. Which type of smart is your child? Find a mentor: if your child appears particularly interested in a specific field, it might be worthwhile finding a mentor for them who works in this field. In this way, your child can get first-hand experience of that career, and this can help them decide whether it is actually right for them. Think of this as a type of ‘job shadowing’. Additionally, encourage your child to do holiday work or internships – if they have the time – to help them explore their options. Consider all fields: many parents tend to think of only careers like medicine, law and accountancy to be worthwhile or feasible – this is most certainly not the case. Encourage your child to research all sorts of careers across multiple industries, from marketing to plumbing, from teaching to carpentry. It is important to remember that not all children are cut out for university careers, and even if they excel academically, their interests may not lie in pursuing careers that require years of academic study. Push passion, not prestige. Most importantly, do not force your child into a career you have, or would have liked to have – treating your child as an extension of yourself is a sure-fire way of setting them up for failure.  Read more: Encouraging your child to succeed – The do’s and don’ts Why it’s helpful to do a career test In addition to the above, it is often useful for learners to do a career test. Career tests are designed to understand how a person’s skills, preferences, and aptitude will influence their chances of succeeding and finding satisfaction in any given field or industry. Even if your child is very aware of their own interests and capabilities, career tests are a helpful way of seeing which careers align with them. Conversely, career tests can also help learners discover whether they are actually suited to careers in which they are interested. One such test is Career Compass. It is an online questionnaire that takes about 40 minutes to complete. The questionnaire is based on Dr John L. Holland’s scientifically proven personality theory and is designed to help learners identify careers which are suitable to their abilities and interests. Career Compass gives learners: Career options suited to their personality  Personalised and instant results  Career insights To take the test, register online.  The future workplace Another factor to take into consideration when helping your child decide what they want to do after completing school is that the workplace is constantly changing. It no longer resembles, even remotely, the workplace you grew up with and entered at your children’s age.  Read more: Impaq helps learners prepare for the real world The workplace is continually changing at a rate most of us can’t even imagine. In fact, it’s estimated that 85% of jobs that will exist in 2030 (in only ten years’ time) don’t even exist yet, according to a report from The Institute for the Future (IFTF) in partnership with Dell Technologies. Further, it’s estimated that today’s employees will change careers between five and seven times during their lives, and it’s thought that 30% of the workforce (almost one third!) will now change careers or jobs every 12 months.  Consequently, parents must bear in mind that whatever their child decides to do upon finishing school might not be what they end up doing in 5, 10, or 20 years’ time. Parents must be ready to accommodate this during their child’s post-school pursuits, whether that be studying a degree at a university, learning a trade at a technikon, or anything else! by Jacqui Smit

September 25, 2020
Parenting Hub

PARENTS GUIDE TO MATRIC SUPPORT IN 2020

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

September 22, 2020
Evolve Online School

Do the homework before choosing an online school

Parents and guardians considering online schooling for their children must ensure they properly vet the ability of a school to provide an holistic, meaningful educational experience coupled with excellent academic and emotional support, an education expert says. “There are a number of online schooling options on the market, and this offering has grown further as a result of Covid-19 and lockdowns,” says Colin Northmore, Principal of Evolve Online School, a brand of ADvTECH, Africa’s largest private education provider. “But just as parents would do their homework before enrolling their child at a contact education institution, they should also ask the right questions before deciding on an online learning institution,” he says. Northmore notes that many parents can attest to the frustrations experienced with online learning during lockdown, where the quality of offerings differed markedly. “Parents will by now have figured out that what their school offered was more or maybe less effective than what their friends’ children were getting, and clearly not all online delivery models are created equal. So, a first step before deciding on an online school, would be to enquire how efficiently current students of those schools who had to move from contact to online were able to continue their educational journey during lockdown,” he says. “Online schools have clearly differentiated offerings, and parents should take care to interrogate and clarify a school’s offering before enrolling, and in particular ensure that the curriculum is more than just ‘paper behind glass’,” he says. Northmore says that an online school focused on the developing the whole child while ensuring that academic excellence is maintained, must incorporate the following: Diagnostic testing to determine the exact level of proficiency of a student before placement, and during the educational journey; Asynchronous learning so that learners can move through content at their own pace and according to their own proficiency, with direct access to teachers who will facilitate extra activation classes; Synchronous learning where students will also be able to attend live interactive classes, and Socialisation opportunities with academies, studios and day camps so that students can mingle with their peers and balance their screen timewith green time. He says Evolve Online School has weekly webinars to allow parents to get a feel for the school’s offering, as well as ask the questions they need answered before enrolling. “It is highly recommended that parents attend such virtual events at any school they are considering for their child,” he says. Northmore adds that parents should ensure that substantial support is available for students and parents, because online schooling can be a very lonely and frustrating experience if such support is not available, particularly if an online school is merely copying and pasting physical classes into a virtual space. “Schools must have life coaches or the equivalent, who can help develop crucial 21st Century Skills and global competencies, in addition to the regular curriculum,” he says, “and each student’s learning experience must be tailored to their specific needs, so that they are encouraged to grow at a pace that suits their ability and enthusiasm.” It is not enough for an online school to simply focus on delivering a curriculum, he says. “For a rewarding and successful online schooling experience, there should be a strong focus on all skills – foundational, social and emotional. Our children are growing up in a world very different from the one in which we grew up. Things that we, as adults, deal with and take in our stride they are already facing at a very young age. Therefore online schools should offer substantial support to help teach students how to deal with issues such as stress and anxiety, while helping them develop important coping mechanisms, resilience and a growth mindset,” he says.

September 18, 2020
Impaq

New normal, new routine

Every parent understands the concept and value of routine – it brings comfort and consistency to children’s lives. But as life as we know it has been turned on its head, and with parents juggling more responsibilities than ever before, the familiar routine most families relied on before has likely gone out the window. If this has left you anxious and overwhelmed, you are not alone. With the ‘new normal’ comes the need for a new routine; one that may look a little different than before. But adapting to a new routine can be challenging. Whether you are a home education veteran whose regular schedule or activities are upended or whether you are homeschooling for the first time (perhaps while working from home full time), here are some tips.  Create a sense of normalcy Routine is good, but a rigid schedule has the potential to add even more anxiety to an already difficult situation. So, rather than set a strict daily schedule, aim to create a sense of normalcy that includes schoolwork, opportunities for play and creativity, mealtimes, and bedtime. This will allow children to have predictability in their day, which is vital in these uncertain times. Also read: How to help a child struggling with coronavirus anxiety  Let go of traditional timelines Just because you are educating your child at home doesn’t mean you must follow conventional school hours. Everyone has a different situation, and all children have their own learning rhythms. To maximise learning, follow a plan that takes your family’s situation and your child’s preferences into account. This might mean doing schoolwork after dinner or even completing the bulk of it on weekends. Flexibility is key. Lower your expectations Try not to be too hard on yourself or your children if things don’t go as planned. It is important to maintain perspective: while academics are important, it is not the alpha and omega; a clean house is overrated; and, if you are working from home, your productivity will likely take a dip as you try to navigate school, household and work responsibilities.  Let your children take ownership  Schoolwork and chores must be done, but having some choice about how it is accomplished can help children feel less pressured. So why not let your children take some ownership of their day (and learn some responsibility and time management skills in the process)? Present some chores around the house and let them choose which they prefer and when or how to complete them. You can also give them a choice about what they would like to do once their schoolwork is done. Also read: Skill up during lockdown: life skills to teach your kids If at first you don’t succeed When it comes to home education, some days will be more challenging than others. If you or your children are having a difficult time and there are tears involved (yours or theirs), call it a day. You will only waste time and energy carrying on with the lesson. Taking full responsibly for your children’s education is very different to simply helping with homework. But you don’t have to be perfect, you don’t have to know everything, and you don’t have to do it alone. Recognising this will ease a lot of anxiety and frustration. Be kind and patient Especially with yourself. Parenting through a pandemic is uncharted territory. As well as worrying about your own health and that of your loved ones, you may have concerns about money and work. Add in disrupted routines and unexpected responsibilities, and even the most resilient parent may feel overwhelmed. In order to take care of your children, you need to take care of yourself. When trying to establish a new routine, consider your family’s situation and your children’s needs, try to remain flexible and open-minded, and know that sometimes the best way to maintain order amid the chaos is to change old habits or bend the rules. By Danielle Barfoot

September 18, 2020
Wingu Academy

The fourth industrial revolution is here – are your kids ready?

The fourth industrial revolution (4IR) is more than just a catchy buzzword. To understand this term, it is necessary to look at the origins and outcomes of the preceding industrial revolutions, as these set the foundation for the advent of the fourth industrial revolution. The first industrial revolution (1760-1840) was brought about by the invention of the steam engine. Why a “revolution”? Because this technology rapidly changed the way society organized itself – from an agrarian, artisanal society, to a more mechanized one. For example, dresses were no longer handmade by a local seamstress, but produced in a textile factory by machines. Average income and population growth soared. Rapid urbanization took place. The second industrial revolution (1870-1914) expanded on the technologies introduced during the first industrial revolution. Railroad and telegraph lines expanded, ushering in a wave of globalization. The invention of electricity and the telephone also emerged during the time. This industrial revolution finally brought the concept of standardization and the assembly line to the fore, as pioneered by the Ford motor company in 1913. The economic outcome of this was tangible. Economic life organized itself around the mass production of consumer goods. Mega-corporations emerged, which could control segments of the market. There is even an economic theory centred on this outcome – aptly called Fordism. Finally, the third industrial revolution was bought about by the invention of the semiconductor. This led to a slew of innovative technologies, most of which are well known to us by now, such as mainframe computing, personal computing and the internet. This still begs the question however, what is the fourth industrial revolution and what will its outcomes be? And most importantly, how can you ensure your child’s readiness to face these rapid changes? Similar to preceding industrial revolutions, the fourth industrial revolution is being brought about by new technologies such as robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification and bioscience technologies, which are shaping the way we organize our societies. Just as artisanal dressmakers had to adapt to a changing society during the 1760s, so too will our children have to adapt to the changes arising from the current industrial revolution. The fourth industrial revolution will eliminate some jobs, but also create new ones in their stead. Children currently in grade R might someday fulfil a role that doesn’t even exist on paper yet. Other jobs will not necessarily be eliminated, but it will require people to adapt and to learn how to leverage these new technologies in their existing roles. One sector of society that has been relatively slow to adapt to changes being bought about by the fourth industrial revolution, is the education sector. The traditional education system is currently based on training factory workers, who had to focus on repetitive tasks for long hours. It is therefore not designed to foster critical and creative thinking, but rather to encourage compliance and regurgitation of facts. In an increasingly automated world, jobs which require repetition and regurgitation are rapidly being eliminated by machines and software. So which skills will be relevant in the coming fourth industrial revolution? And how can we ensure that our children will graduate from school with the necessary skills to thrive in this environment? According to a report by the World Economic Forum, titled “The Future of Jobs”, the skills that will be most in demand during the fourth industrial revolution are: Complex problem solving Critical thinking Creativity Managing people Coordinating with others Emotional intelligence Judgement and decision making Service orientation Negotiation Cognitive flexibility The industries tied to the defining 4IR technologies (robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification) will birth new areas of work. For example, traditional methods of manufacturing will increasingly be replaced with additive manufacturing technologies (3D printing), as the technology improves. Think 3D printing is just for hobbyists? Think again. Professor Mashudu Tshifularo from the University of Pretoria conducted a pioneering surgery in 2019, transplanting 3D printed middle-ear bones in a patient. In another example, NASA’s “Made in Space” 3D printer is being used by members of the International Space Station to print tools, reducing the number of objects that have to be stored onboard. It is also creating opportunities for recycling and re-use of materials – which in turn creates new opportunities to launch longer manned space missions to planets such as Mars. In conclusion, teaching our students the basis of these defining 4IR skills from a young age is vital. Ensure that your child’s educational provider incorporates elements such as coding, robotics, 3D printing and software development into their offering. Furthermore, jobs which require creative and critical thinking, as well as empathy and emotion – innate human qualities – are less likely to be replaced by an automated system. Learning should be about more than just what your child learns, but about how they learn it. Are they just repeating the solution presented to them by someone else, or being encouraged to discover a new solution of their own? Are they encouraged to solve problems creatively and taught to think analytically and independently? Fostering these skills in students will ensure that they are resilient and able to adapt to changing career and societal circumstances with ease. At Wingu Academy we pride ourselves on doing education differently. Students are introduced to subjects such as coding, robotics, 3D printing, CAD, app development and game development from an early age. Teaching pedagogies are based on a blended learning approach, which blends synchronous and asynchronous learning to allow and encourage independent study. Students are engaged with their work through interactive quizzes and simulations, as well as live class presentations by subject experts. The implementation of the application focused British International Curriculum further ensures that students develop critical thinking and problem solving skills. Visit our website at www.wingu-academy.com to learn more, or email us at info@wingu-academy.com. Sources: https://medium.com/@dr.chukwudinwobodo/fourth-industrial-revolution-4ir-its-impact-on-education-97fcac1af2d5 https://www.google.com/amp/s/www.cnbc.com/amp/2019/01/16/fourth-industrial-revolution-explained-davos-2019.html https://www.google.com/amp/s/www.iol.co.za/amp/news/opinion/4irs-impact-on-education-calls-for-a-rethink-on-current-learning-and-teaching-models-50624601 http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf

September 16, 2020
Mindscape Education

Resources – what to look for and how to choose them

In this article, we explore homeschooling resources, how to identify what you think you need versus what you actually need for your child, and how to be more cost-effective. A point to always remember is, just because it’s expensive doesn’t mean it’s effective. Resources.  What a broad, generic term. Ranging in meaning from books to equipment, posters, manipulatives, electronic, cloud-based thingymagwadjee’s.  Don’t fall into the trap of thinking that you need every resource known to man when homeschooling your child.  Firstly, resources can be rather costly and secondly, some of them are completely unnecessary! In the beginning, I would suggest buying a decent-sized whiteboard (because long division.  I’ll leave it there) and a laminator.  Both will serve you well, no matter whether you are homeschooling temporarily or as a permanent solution. Deciding on what you think you need versus what you really need versus what you really, really want can be a minefield.  There are a few things to keep in mind when deciding what to spend your hard-earned cash on: Is the item fit for purpose?  Is it age appropriate?  Can you use the same thing for more than one child if you need to?  Is it user-friendly?  Just because it’s expensive doesn’t mean it’s effective. Some resources, like printable worksheets, are cost effective and convenient only if you have a printer at home.  If you don’t, then off-the-shelf workbooks (like those found in our School-In-A-Box!)  would probably be a better option for you.  Your pantry also contains many interesting materials.  Rice or flour for working with weight and learning about mass.  Pretty much anything you can think of when learning about numbers and operations (jellybeans, Smarties, – division and subtraction are taught quite effectively with these, haha).  A few things are have-to-haves, like good grade-appropriate dictionaries, a thesaurus for older kids, quality reference books like a world atlas or encyclopedia. The CAPS teacher’s guides (available to purchase from Mindscape Education and learner books (in your School-In-A-Box) give an overview of materials needed to complete each lesson and it is worth having a leisurely page-through of these books when you first start out.  My suggestion is to begin with the minimum and carefully re-evaluate your needs as you continue your homeschooling journey.  Interested in homeschooling your child? Feel free to Mindscape Education, e-mail info@mindscapeeducation.co.za or call (+27) 11-704-0687. Hadeda Promotion: Enrol your child with MindScape Education by 30 November 2020 and pay 2020 fees. Visit the Mindscape Education website to find out more about our curriculum options.

September 15, 2020
Parenting Hub

BEST STUDY HACKS TO GET YOU THROUGH MATRIC 2020

At the best of times preparing for matric exams is one of the most stressful life experiences.  So, how are you going to handle yourself in the year of a global pandemic and the rollercoaster ride response? 2020 has been nothing short of wild, and the current matric cohort is going to need smart support and ideas to keep a cool head as they tackle their studies and journey through this final stage of school life.    “The good news is that no matter the chaos and uncertainty around you, you can still take charge of yourself,” says Counselling Psychologist, Lauren Martin who is on the panel at an upcoming SACAP (South African College of Applied Psychology) webinar, Study hacks to get through matric exams.  “There is no doubt that healthy, emotional well-being is important for positive functioning in life, including academic success. However, healthy, emotional well-being does not mean we live a life free of experiencing discomforts or unpleasant emotions. Rather, we learn that academic success can be achieved while experiencing challenging states and circumstances.  So, yes the world has flipped upside down. But you can still take control of your future, and matrics can start right now to prepare themselves emotionally, physically and mentally to get through their exams.” The trick is not to look for a silver bullet.  Rather, the experts recommend a mixed bag of study hacks including movement as matric medicine, study strategies to achieve success, healthy eating for healthy results and emotional well-being as a tool to boost performance. Esmarie Cilliers, a Registered Counsellor in private practice with a special interest in Developmental Psychology and Personal Growth points out: “Studying for success is not a question of luck or talent alone.  Researchers agree that students who have a strategy or a plan for how they are going to study, achieve the best outcomes. Students who follow a plan and scientific study methods learn more easily, retain information for longer periods of time, and save themselves hours of study time which enables them to have more balance in their lives.” Dr Diana De Sousa, SACAP’s Head of Teaching and Learning emphasizes that the psychological adaptions we have all had to make in response to COVID-19 provide a phenomenal life lesson in resilience.  “Matrics can embrace their growing independence and choose to view this incredibly challenging time as an opportunity to improve self-discipline, time management and study skills,” she says. “It is our own inner attributes that help us to harness the motivation, will power, creativity and coping skills that will unlock the 2020 matric cohorts’ potential and empower them to succeed.”  Of course, mental toughness and emotional resilience do not stand on their own.  We’re much more likely to find the courage and spirit we need if we are also caring for ourselves physically.  Sufficient sleep, supportive nutrition and being physically active every day too often fall by the wayside when study pressures mount.   “How we eat directly affects our energy levels and concentration,” Nathalie Mat, a clinical dietitian with a special interest in child and adolescent nutrition. “Eating balanced meals and snacks with a variety of foods results in good blood sugar control. When our blood sugar control is smooth as silk, meaning no sugar highs followed by lows, we’re able to keep laser-like focus for longer.  Quick fixes like coffee and energy drinks may promise a mental boost but are not ideal sources of nutrition and do not fuel our brains. High caffeine intake can affect sleep which further decreases concentration and learning. What we eat and drink impacts our ability to think clearly and concentrate for long periods of time. Fueling your brain well will help you excel!”  One of the easiest traps to fall into over an extended study period is sitting still for hours on end.  While, some may think long hours at a desk is evidence of discipline and virtue, it is actually counter-productive to learning.  Biokineticist, Joshua Marc De Hahn explains, “Our blood carries the nutrients, hormones and oxygen that supply our brain and body. With slow circulation and low volumes flowing throughout the body while we sit for extended periods, our brain and body do not function optimally. Physical activity increases our heart rate, the volume of blood pumped around the body and the amount of oxygen we consume, this creates an environment where more blood is flowing to the brain, which in turn means more oxygen and more nutrients reach the brain. This results in a brain and body that can function at a much more optimal level.” To find out more about how movement is matric medicine and how easy it can be to get physically, mentally and emotionally in shape for the exams, matrics can tune into SACAP’s free webinar Study hacks to get through matric exams on Saturday, 19 September at 10:00 am.  You will have one hour with the four expert panellists who will give you the game-plan to give the exams your very best shot despite this crazy year.  There will also be a Q&A session so that you can address any personal challenges in a supportive and caring environment. Join SACAP for our Study Hacks Session on how to get through the matric exams with less stress. Register for the free Zoom webinar on Saturday, 19 September at 10:00 – 11:00: https://www.sacap.edu.za/events/student-study-hacks-19-september-2020/ For any matriculant who is interested in the field of psychology, counselling, Human Resource Management or Business Management, SACAP offers a wide range of qualifications, including Higher Certificate, Advances Certificate, BAppSocSci (Majoring in Psychology and Counselling), BAppSocSci (Majoring in Psychology and Human Resource Management), BappSocSci (Majoring in Psychology and Business Managemet), BPsych, and a one-of-a-kind approach to learning: academic rigour and applied skills. Graduating confident skilled practitioners is key, which is why SACAP combines an academically rigorous curriculum with a strong emphasis on the ability to apply knowledge through the training of relevant skills. Registration for 2021 Term One, is now open and class space is

September 14, 2020
Wingu Academy

Motivating your primary or high school student – 5 tips to navigate the minefield

Concerned about your child’s lack of motivation when it comes to their schoolwork? Perhaps you’ve spent many a minute pondering how you can get your child to put as much effort into learning as they do into texting on their phones. You’re not alone. We’d venture a guess that there were even a few cavemothers back in the day who were probably just as concerned with their teen’s lack of motivation and seemingly rebellious attitude. Now here’s the thing that most articles like this one don’t tell you – there’s no silver bullet or magical motivation potion. Nothing you do or say will result in your child going to sleep a TikTok consuming zombie-bot one evening and waking up an industrious little Edison the next. You cannot force a child to be motivated – they have to realize the importance of learning themselves. However, there are some steps that you can take to help your child discover –or rediscover – his or her motivational mojo. 1: Instill discipline and accountability in your child There’s a very true quote – probably dreamt up by some self-help yogi on the internet, bless their wise soul – “You will never always be motivated, so you must learn to be disciplined”. Discipline is what sets people apart. A naturally athletic person might have raw talent, but if they don’t have the discipline to get up and train at the crack of dawn, all that raw talent won’t book them a spot at the Olympics. But, if your child follows the pattern of ‘panic, breakdown, cram, cry, cram-some-more’ every night before a big test, it doesn’t necessarily mean that they are lazy or undisciplined. Perhaps he or she has trouble managing their time. This is where you can help. By creating a structured learning environment, developing a regular schedule and allowing sufficient time to prepare, you can help your child manage his or her time better. As with all seemingly mundane things in life – such as parking within the lines or making your coffee just the way you like it – time management is a skill learnt through trial and error, and by repeating it every day until you become an expert. Importantly, don’t over compensate for your child’s demotivated attitude by doing their work for them. This will only end up compounding the problem, because what you are actually telling them is that it’s okay not to hold up their end of a bargain, someone will always come to bail them out. Motivated kids are also accountable kids, who accept their responsibilities and plan accordingly. 2: Be kind to your child, and to yourself Your child’s lack of motivation is not necessarily a reflection on you as a parent. Positively reinforce development and when they make mistakes – when, not if – don’t lie awake obsessing about the future and how you are going to take care of your son when he’s 40 and still lives in your basement with just a mini fridge and video game console. Mistakes are par for the course; fall down ten times and get up eleven times – so cliché, but true. In a culture that is obsessed with perfection, we often do not teach our children that it’s okay to make mistakes. If Junior has been steadily putting in more work and improving his grades only to fail the next test, don’t act like it’s the end of the world, threaten to put a hit out on the teacher or tell your child that his brain is the size of a pea. Identify the root cause of the problem, and put strategies in place to prevent a similar scenario in the future. Your child will learn how to handle crisis and disappointment by witnessing your own response to it. Lead by example. 3: Focus on development, not performance Developing a motivated student takes time. It’s a marathon, not a sprint. Don’t expect them to magically start burning the midnight oil and getting straight A’s just because they started attending a tutor session two weeks ago. Set realistic goals and positively reinforce improvements in behaviour or outcome, even if it’s small or slow. Perhaps more importantly, don’t force your own expectations on your child. Even if you secretly dream that your child will become an astronaut and be the first human to set foot on Mars, their strengths and academic interests might not align with that vision. And that’s okay. If they do well in another subject that you might regard as less important, praise them for that, because it might be important to them. 4: Encourage honest conversation Oftentimes students become demotivated because they feel overwhelmed or stuck, and oftentimes these factors can be remedied. But you won’t know how to help your child, unless they talk to you about the problem. You cannot force your child to share his or her feelings, and the more you push, the more likely you are to receive a serious of grunts and sighs as a reply. However, you can let them know that you are there to talk, when they feel ready. When they do open up to you, validate your child’s feelings, even if you don’t agree with them on something. So for example, if Junior says “Mom, I hate mathematics, It just doesn’t make sense!”, don’t say something like “Nonsense sweetie, you were fine with math last year.” Listen to your child. Really listen. Let them know that their opinion matters and don’t put them down. 5: Get outside help If your child is demotivated because he or she is struggling with a particular subject or subjects, consider getting outside help, such as a tutor. If this is not financially viable, maybe reach out to a university student in the family, or a subject-savvy aunt or uncle, or try to come to an agreement with a reputable tutoring company to let your child be instructed at a reduced rate. Make a plan. Do not stick

September 11, 2020
Impaq

Smart study hacks for the exams

Examinations can be nerve-racking and stressful. And while a little stress can sometimes serve as a strong motivator, too much can affect your child’s ability to learn and perform during exams. One way to minimise – or at least manage – stress is to be prepared.  While nothing replaces hard work, some techniques can increase efficiency, boost productivity and improve concentration. While not every method will work for your child, it’s worth some trial and error to find the ones that do.   First, cover the basics Plan: Develop a timetable and study routine tailored to your child’s grade, learning style and peak learning time. Eat: Maintain proper nutrition by feeding your child healthy, nutritious meals and snacks. The brain needs food to function.  Sleep: Make sure your child gets plenty of rest while preparing for exams. Sleep affects cognitive function – it improves the ability to think clearly and logically and assimilates the information learned during the day.  Move: Science says that just 20 minutes of exercise can boost brainpower. Whether riding a bike or walking around the block, exercise will increase your child’s energy levels and reduce the effects of stress. Relax: It may sound counterintuitive, but all work and no play is a recipe for disaster. So, allow your child to relax and rejuvenate by watching a movie, listening to music, or playing a sport.  Also read: Cool ways to beat summer boredom Tried and tested Practice, practice, practice: One secret weapon when preparing for upcoming exams is working through past papers. Practising sample answers to past exam questions can help train your child’s brain to retrieve information. It also helps pinpoint weak areas. In addition, it shows what to expect in terms of the format/wording of questions, so your child won’t get confused or tripped up during the actual exam. Short sessions for the win: Taking a short break after 45 – 50 minutes of study helps the brain absorb more information while maintaining motivation and focus. Research suggests that for intense memorisation sessions – such as trying to learn names, dates and events, a foreign language or math formulae – sessions should be no longer than 20 – 30 minutes. Make use of memory aids: Let your child use mind maps to connect ideas, draw diagrams to visualise information, create flashcards to memorise key concepts, definitions, quotes and formulas, or try mnemonic devices – a song, rhyme, sentence or phrase – to help remember and recall material. Whichever aid your child chooses, make it simple, logical and colourful – colour helps heighten attention.  Something slightly different Speak up: If your child is struggling to grasp something, let them say it out loud instead of simply reading through it. You will be surprised how much more they retain when they have said it out loud.  Teach: The best way to test if your child really understands something is to ask them to try to teach it to someone else. This is a particularly good way to discover if they have a basic grasp of the concepts. If there’s no-one around, let your child teach a class of stuffed animals!  Listen to music: Listening to certain types of music while studying can enhance productivity, motivation and focus levels. Take note, though, that music should never be counterproductive or distracting.  Chew on it: Scientists aren’t exactly sure why, but the act of chewing gum is a brain booster. Chewing gum raises alertness and attention, but only for periods of around 20 minutes – so employ this technique when your child is studying particularly tricky or difficult concepts. What not to do  Don’t let your child study similar subjects one after another: Sandwiching History or Geography in between Maths and Science will help the brain absorb all three subjects much better. Don’t let your child stay up all night before an exam: Make sure your child gets adequate rest the night before an exam.  Don’t let children spend all their time making elaborate study notes: The more time they spend making mini works of art, the less time they have to study. Don’t let them leave studying until the last minute: Last-minute cramming is generally not the best way to approach an exam. Don’t let your child freak out: Do whatever you can to help your child stay calm. If their stress levels spiral out of control, the brain will stop functioning. Also read: Helpful tips for managing your child’s academic anxiety Finally, as your child prepares for upcoming tests or exams, remember the words of Thomas Edison: “There is no substitute for hard work”. By Danielle Barfoot

September 11, 2020
Parenting Hub

Making the most of time: To save for education

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

September 10, 2020
Impaq

Field trips turn virtual

It is undeniable that COVID-19 has changed life as we know it. But as every industry around the world adapts to the ‘new normal’, some innovative and engaging options are emerging for education. One such innovation is the virtual field trip. Virtual field trips are an exciting way to visit places around the world, at any time, without leaving the comfort of the couch or classroom. It creates an interactive, stimulating, and enriching learning experience for learners by enabling them to learn about history, discover science, appreciate art, and even explore space using technology.  Also read: Skill up during lockdown: life skills to teach your kids  Benefits of virtual field trips Brings learning to life: Learners may forget an article they read about space, but they are less likely to forget watching interviews with astronauts, touring the International Space Station, or roaming the surface of Mars. Broadens horizons: Virtual field trips enable learners to explore places and ‘meet’ people that they might not have been able to visit or meet otherwise. Unlike traditional field trips, it exposes them to places outside their geographic region. An unlimited resource: Distance, time, and money are irrelevant as learners can virtually visit anywhere and can instantly access current, applicable, and detailed information related to their ‘trip’. Interactive experience: By offering a bird’s-eye view or a 360-degree rotation of a location, virtual field trips create a highly interactive experience that gives learners the freedom to discover and learn at their own pace. Inclusive: Virtual field trips cater to all learning styles – while audio-visuals and narratives guide auditory and visual learners, kinaesthetic learners can benefit from manipulating and moving objects by clicking on them. Where to go Keen to plan your first virtual field trip? Several museums, zoos, historical sites and natural wonders around the world offer virtual tours – many even include related information and educational projects and activities. Here are a few suggestions: San Diego Zoo: The zoo’s website contains videos, activities, and games, plus they have live cameras on 11 different animals. Children can check in on the elephants and giraffes or take a peek at what the penguins and koalas are up to. Fun fact:The San Diego Zoo houses over 3 700 animals of more than 650 species, and was a pioneer in the concept of open-air, cageless exhibits that recreate natural animal habitats. It is one of the few zoos in the world that houses and successfully breeds the giant panda. African safari: WildEarth offers live ranger-hosted sunrise and sunset safaris from Djuma Private Game Reserve in The Sabi Sands, and Beyond Ngala Private Game Reserve close to the Kruger National Park.  Fun fact: You can send in questions, which the guides will answer live during the safari. Smithsonian National Museum of Natural History: If learners are curious about fossils, ancient mammals, dinosaurs, or just about anything else, then let them (virtually) step inside the Smithsonian National Museum of Natural History, which boasts more than 500 million specimens of plants, animals, fossils, minerals, rocks, meteorites, and human cultural artefacts.   Fun fact:The museumfeatures a collection of 46 complete dinosaur specimens, including complete skeletons of a T-Rex, a Megacerops and a Triceratops. The Louvre: Children can immerse themselves in art and history at what is arguably the most famous museum in the world – no plane ticket to Paris or passport required!  Fun fact:The Louvre is the biggest museum in the world. If you were to spend 30 seconds on each piece of art in the Louvre, it would take 100 consecutive days to get through them all – without sleep, breaks, or mealtimes. The Great Wall of China: China’s most famous attraction is considered one of the Seven Wonders of the World. It boasts a history of over 2 000 years, making it one of the most impressive ancient structures on the planet.  Fun fact:The Great Wall of China is the longest manmade structure in the world, with a total length of approximately 21 196 km. Mars: Learners can explore the surface of the planet with NASA’s camera on Mars. During the trip, learners will find out how the rover got to Mars, and they will learn about the rover itself and how it walks across the planet’s surface. Fun fact:Mars, also known as the Red Planet, is the fourth planet from the sun and is named after the Roman God of War.  The Great Barrier Reef: This engaging and in-depth interactive journey, narrated by Sir David Attenborough, will let learners explore one of the greatest wonders of the natural world. Fun fact: The Great Barrier Reef makes up 2 300 km of Australia’s coastline and is home to 1 500 species of fish, 600 coral species, and 30 different whale and dolphin species. Also read: Plastic-free July: get rid of the big four Ancient Egypt: You don’t need a time machine to discover Ancient Egypt! This virtual field trip enables learners to explore the magnificent structures of Ancient Egypt, including pyramids, sphinxes, and temples. Fun fact:The Great Pyramid of Giza, also known as the Pyramid of Khufu, it is the oldest of the Ancient Wonders of the World and the last one still mostly intact. It was the tallest manmade structure in the world for more than 3 800 years. Focus on nature and conservation For virtual field trips specifically focused on nature and conservation, check out Nature Lab. It offers several virtual excursions that allow learners to do everything from exploring a coastal rainforest while in a canoe to unlocking the secrets of coral reefs. Each of Nature Lab’s virtual field trips contains a video, teacher guide, and educational activities. The site is also a fantastic resource for any lessons relating to nature, conservation, and the environment. By Danielle Barfoot

September 10, 2020
Mindscape Education

Time management and timetables – how much is enough?

In this article, Clair a homeschooling parent, discusses time management and timetables and how to ensure your child is getting the most out of homeschooling while being able to recognise when your child has reached their limit for the day. I remember being so afraid.  Afraid for my child.  Afraid about what I was teaching her but importantly, about what I was not teaching her.  My initial reaction to this was simply to do more.  Start earlier, finish later.  Shorter breaks.  More structure.  Less flexibility.  Well, it goes without saying that for two or three weeks, our home wasn’t a very happy one.    With no assembly, no register class, no chapel, no physical education classes, so much time is freed up for you and your child.   However, when starting out on this journey, you simply have no way of knowing whether you are spending enough time on each subject.  Luckily, at the beginning of each CAPS teacher’s guide, the Department has set outguidelines for each subject in each phase, broken down by Grade.  Whilst not prescriptive, these give an outline as to how you could spend your school time. Instructional hours vary from 23 in the Foundation phase to about 27 hours in the Senior Phase and high school.  You can find out more by clicking on the link below: https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20IP%20%20HOME%20ENGLISH%20GR%204-6%20%20WEB.pdf?ver=2015-01-27-160412-720 We used to start the day with Maths, because my daughter was at her best then, so we would begin with the subject she struggled with the most and would take it from there.  I cannot stress enough how important it is to let your child work at their own pace.  If you end up doing only English for the day, that’s fine, just be sure to find a bit of balance over the following days by doing something else.   There are also many opportunities over the course of day for educating – many of which fall outside of “school hours”.  It takes time to fall into a rhythm, to find your own groove.  Try not to be too hard on yourself for not sticking to a rigid schedule.  You, and your child, might well be all the happier for it.  A happy child is a more productive learner, which makes for a happier parent, and that’s a win in anybody’s book. Interested in homeschooling your child? Feel free to Mindscape Education, e-mail info@mindscapeeducation.co.za or call (+27) 11-704-0687. Hadeda Promotion: Enrol your child with MindScape Education by 30 November 2020 and pay 2020 fees. Visit the Mindscape Education website to find out more about our curriculum options.

September 7, 2020
Wingu Academy

International Examination boards from the United Kingdom

Examination boards in the United Kingdom (sometimes called awarding bodies or awarding organisations) are the examination boards responsible for setting and awarding secondary education level qualifications, such as GCSEs, and A Levels qualifications, to students in the United Kingdom. Until the mid-1990s, academic exam boards and vocational accreditors were run very much as separate organisations. In more recent times, this distinction has been removed, with all the term ‘awarding bodies’ now being used. Broadly speaking, the UK has always had two separate school systems: one for England, Wales and Northern Ireland; and one for Scotland. As a result, two separate sets of exam boards have been developed. Here we will focus on the exam boards stemming from the United Kingdom. England, Wales and Northern Ireland England, Wales and Northern Ireland have several exam boards, with schools and colleges able to freely choose between them on a subject-by-subject basis. Currently, there are five exam boards available to state schools: AQA (Assessment and Qualifications Alliance) CCEA (Council for the Curriculum, Examinations & Assessment) OCR (Oxford, Cambridge and RSA Examinations) Pearson, under its Edexcel brand WJEC (Welsh Joint Education Committee), under its WJEC and Eduqas brands Though the exam boards have regional roots within the UK, they now operate across larger areas. The three boards based in England – AQA, OCR and Edexcel – offer all their qualifications across England with a smaller number in Wales (where no ‘homegrown’ qualification is available) and Northern Ireland (where the qualifications meet the regulator’s requirements). The Wales-based WJEC offers qualifications in Wales (mostly under its WJEC brand), England (nearly always under its Eduqas brand) and Northern Ireland (under either brand). Most exam boards offer a range of qualifications, though not all boards offer every qualification in every subject. Schools and colleges have a completely free choice between the boards, and most schools use a mixture of boards for their GCSE qualifications, with a similar mixture existing at A Level. In addition. History Exam boards have been around as long as there have been qualifications offered by schools. The Universities of Oxford and Cambridge each had their own exam board and a joint board they ran together. The qualifications offered were of the boards’ own creation. local board. I will focus here on the boards founded by the University of Oxford and University of Cambridge, and of Pearson Institute since they are the more well known in South Africa.: 1836. Royal charter gave the University of London powers to conduct exams. The University of London Extension Board was founded in 1902 (later becomes Edexcel in 1996) 1857: University of Oxford Delegacy of Local Examinations (founded by the University of Oxford) 1858: University of Cambridge Local Examinations Syndicate (UCLES, founded by the University of Cambridge) 1873: Oxford and Cambridge Schools Examination Board (founded by the University of Oxford and the University of Cambridge) GCE (O Level and A Level) In 1951, the General Certificate of Education (GCE) was introduced. It was split into two stages: Ordinary Level (O Level, taken at 16) and Advanced Level (A Level, taken at 18). CSE In 1965, the Certificate of Secondary Education (CSE) was introduced. It was aimed at the 80% 16-year-old students who did not take O Levels and, until that point, had left school with no qualifications. CSEs were administered on a local basis with local boards offering the qualifications. GCSE To create a more egalitarian system, the O Levels and CSE (but not the A Level) were replaced by the General Certificate of Secondary Education (GCSE) in 1986. As O Levels and CSEs had used different exam boards (except in Wales and Northern Ireland), new ‘examining groups’ were created. In England, the four examining groups were consortia of regional GCE and CSE exam boards, while in Wales and Northern Ireland they were the existing boards, making six boards in total: London East Anglian Group (formed by the University of London School Examinations Board, the London Regional Examination Board and the East Anglian Examinations Board) Midland Examining Group (MEG, formed by the University of Cambridge Local Examinations Syndicate, the Southern Universities’ Joint Board, the Oxford and Cambridge Schools Examination Board, East Midland Regional Examinations Board and the West Midlands Examinations Board) Northern Examining Association (NEA, formed by the Joint Matriculation Board, the Associated Lancashire Schools Examining Board, the North Regional Examinations Board, the North West Regional Examinations Board and the Yorkshire and Humberside Regional Examinations Board) Northern Ireland Schools Examination Council Southern Examining Group (SEG, formed by the Associated Examining Board, the University of Oxford Delegacy of Local Examinations, the South-East Regional Examinations Board, South Western Examinations Board and Southern Regional Exams Board) Welsh Joint Education Committee (WJEC) As CSEs were no longer offered, the CSE boards effectively ceased to operate as independent boards and instead became part of their larger examining groups (some were even taken over by larger members of their groups, such as the South East Regional Examinations Board, which was acquired by the Oxford Delegacy of Local Examinations in 1985 to form the Oxford School Examinations Board; and the South-East Regional Examinations Board and South Western Examinations Board, which merged with the AEB in 1985 and 1987 respectively). The GCE boards, however, retained a degree of autonomy, as they still offered A Levels independently. Though the boards were regional, schools were entirely free to pick which board they did their GCSE qualifications with and could mix and match between subjects. When the Certificate of Achievement (now the Entry Level Certificate, a qualification below GCSE level) was introduced, the GCSE examining groups were responsible for administering the qualification. Creation of the current boards It was not long before the GCE (A Level) boards and GCSE examining groups began to formally merge or enter into even closer working relationships. This made sense, as it allowed merged boards to offer both GCSE and A Level qualifications and the boards were working together to offer the GCSE qualifications anyway. Many boards also took the opportunity to merge with vocational

September 4, 2020
Parenting Hub

Supporting the studying child

If having toddlers brings with it spills (of the liquid and scraped knee kind) and frazzled parents; then having children in the house who are studying brings with it a whole new myriad of uncertainties and frustrations. Every young person differs when it comes to attention and dedication to studies, homework and exam preparation. Those of you lucky enough to have had an intrinsically motivated child will identify less than those of us who need to spur our children on. Children appear to fall within a spectrum that starts on the one side with “Needs motivation to get dressed”, graduates to “Will work if there is no other option” and finally peaks at the other end of the spectrum with “Needs to be told not to overdo it.” If, like me, you have sons who are unlikely to be plagued with stress related illnesses perhaps you would benefit from continuing to read… In the run up to studying, you will have established how YOUR child learns. He/she may want to speak out loud or write out copious notes. You and the child (depending on age) might consider finding out whether his/her learning style is auditory, visual or a combination of the two. It is possible that the child learns through “doing” rather than seeing. The method preferred, if used correctly will facilitate successful learning. Try to establish whether your child understands the work and whether extra lessons are required or not.  The most important aspect when it comes to studying is ensuring that there is a suitable environment. This refers to both the physical environment and the atmosphere created for the studying child. Routine needs to be regulated. This includes when meals are served and when family outings are arranged. Often children need little to distract them from the task at hand. Preparation of the environment includes ensuring that all necessary equipment is available too. (Calculators, coloured pens, paper etc.) While, as children get older they will organise this themselves, initially a parent needs to assist. Don’t underestimate how important adequate food and healthy snacks are to the studying child. Insist on a balanced diet which will sustain the child. Low blood sugar will result in reduced concentration and tiredness. More…/2 Depending on the nature of your child, you will approach the studying period with varying degrees of involvement. The aforementioned intrinsically motivated child may need firmness and guidance as to when enough is enough. Avoid allowing children to study into the small hours of the morning and sit the exam in an exhausted state. On the other side of the spectrum of course is the child who needs FIRM encouragement to get going at all. This child might need repeated persuasion to set up a study programme and to get going. A study programme is vital to the success of the exams. This programme must be realistic and give adequate time to each subject. It must be flexible and make allowances for last minute emergencies such as power failures or illness. Such a programme should be set up well in advance, as that in itself brings a sense of control to the situation. This programme must include adequate breaks that allow for the child to return to studying refreshed. A good rule of thumb is to ensure that study breaks take place every 45 minutes for a period of 10 to 15 minutes at a time. Ideally these breaks should involve going outside, playing with the dog or getting a snack. It is not recommended that the child watch television or play a computer game during breaks, as this firstly encourages much lengthier breaks, and secondly may result in the child not feeling as refreshed as when he/she does something more active. Please note that a child sitting behind closed doors for several hours, supposedly studying is not necessarily taking much in. It is vital that the child ENGAGES with the work and then takes regular breaks. It may also be a good idea not to allow “screens” in the study area if you are concerned that your child is not actually actively studying. It is recommended that phones, televisions, gaming consuls etc. be removed from the environment unless it is a study break. (But remember first choice is to take a break in a different environment) Supporting your studying child can be a cause for stress, which is exacerbated if the child also doesn’t enjoy writing exams or studying. Parents are key to the maintenance of a relatively stress free environment. Potentially, there are years ahead of our children that will be filled with exams and tests. If we can engender a positive attitude and a diligence in approach to academic work it will go a long way to cultivating positive and diligent young adults.

September 4, 2020
Mindscape Education

Registering with the Department of Education – what are my rights and responsibilities?

This is a hot topic of conversation among homeschoolers and a complex issue to which MindScape Education recommends parents give considerable thought. There are three relevant pieces of legislation in SA regarding this question. One is the SA Schools Act, 1996. The other is the Children’s Act, 2005 and the third is the SA constitution. Yes, there is a law that stipulates that we must register our homeschooled children with the department of education. There is also legislation that says not doing so is punishable by a fine, or imprisonment, or both. But, as a parent, you have a constitutional right to choose the kind of education your children receive, the nature of the content they learn about, and you also have a legal responsibility to always act in your children’s best interests.  We are aware of stories about intimidating Department officials arriving unannounced, yet we have also heard the complete opposite – positively glowing accounts about how helpful and constructive Department staff and officials have been.  At MindScape Education, the choice is yours. Should you choose not to register your child with the department, we completely respect your decision. However, MindScape can efficiently assist you with the registration process, should you wish to register your child with the relevant education authorities.  In conclusion, do your research. Nobody can tell you what is best for your family and nobody can make a decision as important as this one on your behalf.  Require assistance registering your child for homeschooling? e-mail info@mindscapeeducation.co.za or call (+27) 11-704-0687. Hadeda Promotion: Enrol your child with MindScape Education by 30 November 2020 and pay 2020 fees. Visit the Mindscape Education website to find out more about our curriculum options.

September 3, 2020
Impaq

Helpful tips for managing your child’s academic anxiety

While most children experience some anxiety when it comes to their studies, particularly when it comes to assessments, some children are more prone to severe or chronic anxiety than others. Often this anxiety can be quite debilitating, for both the child and the parent. It seems obvious, but a child who is overwhelmed by anxiety is not going to be able to concentrate or absorb any information. Therefore, a child’s anxiety must be managed appropriately for them to be productive and, more importantly, feel safe and secure. Below are some tips on how to manage your child’s academic anxiety. Learn about anxiety It is essential for both the parent and the child to understand anxiety – if you do not understand it, you cannot manage it. For the parent, it will be useful to look into anxiety from a clinical perspective, particularly to understand the physiology of anxiety. For a student, learning about anxiety should be focused on learning about their particular anxiety. A helpful way to do this is to identify your child’s triggers. There are a few ways for you to do this: For older children, you can identify your child’s triggers by starting a conversation about your child’s thoughts and feelings. Help them understand that what they are feeling is valid, that anxiety is an emotion everyone experiences, and that it is important for them to be able to identify their feelings so the two of you can work through it.  For younger children, who are not yet able to verbalise their thoughts and feelings very well, you can ask them to illustrate what they are feeling. Often, children find it easier to express themselves visually through drawing, rather than articulating their emotions through spoken language.  Once a child can recognise when they are feeling anxious and are able to communicate this, managing the anxiety can begin. Also read: How to help a child struggling with coronavirus anxiety  Calm down Once the anxiety has been identified, the first step in managing it is to calm down. We are not particularly well-adapted to react to stressors appropriately if we are in a state of panic. Regardless of how pressured you, as a parent, feel to get through your child’s learning material, it is essential to stop teaching at once if your child verbalises their anxiety or you see symptoms of it.  There are a few strategies you can use to help your child calm down:  Try a simple breathing exercise – inhale through the nose, hold for five counts, and exhale through the mouth. Repeat this ten times. By slowing down our breathing, we slow down our heart rate and mitigate physical manifestations of anxiety, calming both our bodies and our minds.  ‘Grounding exercises’ are also useful – these are techniques that make use of our senses to help us calm down. The ‘54321’ exercise works particularly well as it forces the mind to focus on the external environment, rather than getting caught up in our thoughts. Have your child name five things they can see in the room, four things they can physically feel or touch, three things they can hear, two things they can smell, and one thing they can taste. Focus on strengths Often, anxiety occurs when a child is struggling with a task. Everyone has their strengths and weaknesses – talk to your child to find out what their academic strengths are. Some children are stronger in mathematics, others in languages, and so on.  Tip: Take a break from the subject or task with which your child is struggling and switch over to one in which they feel more confident.  By switching to a task your child is good at, will help your child build up a sense of confidence that they can then carry through to other subjects or tasks with which they struggle. Remind them that they are strong, smart, and capable – remind them that they are not failures if they struggle and that everyone struggles with something! Helping them understand this will prevent a tendency to avoid a difficult task or subject. Let it go Sometimes a child is struggling too much and simply cannot calm down or redirect their focus elsewhere. In these cases, it is sometimes best to leave the task or subject entirely. The beauty of homeschooling is that you have the flexibility to choose what and when to study. Yes, schedules and learning milestones are important, but your child’s mental health is arguably more important.  If you can tell your child just needs a break, or if they say as much, give them that break. It might be frustrating to have to shift your goals by a day or two, but no learning is going to take place if your child is stressed. Reschedule what you had planned for the day – you will get around to it eventually. Do something with your child that they enjoy, whether that be baking or watching a movie, and try again tomorrow. Also read: Fun educational activities to do with your children during lockdown If you find that your child struggles with anxiety, it might be prudent to seek out professional help from a psychiatrist or psychologist. Disclaimer: The content is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of your doctor or other qualified health providers. By Jacqui Smit

September 2, 2020
Evolve Online School

How to use a good crisis: COVID 19 and the turning point for education

In my previous blog, I concluded by quoting Winston Churchill saying, “never let a good crisis go to waste”. This pandemic has devastated the lives of millions and dealt a blow to the world economy. It has also had a profound impact on schools and the education journey of our children. In his book Stratosphere, Michael Fullan tells us that the time has arrived for schools to take the next step and move to a ‘future-relevant’ school model. We know as parents and teachers that the current way that we are doing school is not preparing our children for the kind of world they are living in and are going to have to find work in. Fullan says that there is now a perfect combination of technology, learning theory and change management. This combination will allow us to move forward if we are willing to change the way we teach. An important point that he makes about technology is that it must be “ubiquitous”, that is it must be everywhere and invisible. Think about the devices in your homes, especially phones and tablets. You probably do not even think about how advanced they are and how often you look at the screen or use it in your daily life. What Fullan is saying it should be expected for our children to do the same in their learning each day. One of the most common experiences of teachers trying to use technology in their classes is that technology often gets in the way of learning. You take your class into the lab, and everyone is excited because you are going to use the computers to learn about volcanoes using a simulation. Within seconds you see a forest of hands. “Mam my computer won’t switch on”, “I’ve forgotten my password”, “My mouse/keyboard does not work”. If we tell the kids to bring their own devices then you get; “My WiFi is not connecting”, “Mam the simulation won’t work on my device”, “I cannot access the app store?” The lesson process is disrupted. By the time all the problems have been solved, the lesson is nearly over.  These kinds of experiences have led to teachers avoiding the use of technology or only using it in shallow gimmicky ways. Technology should rather than as a tool to make students sit up and become entranced and excited about their learning.  iPads overcame many of these problems, they switch on immediately and are not likely to have software or hardware failures. This still left the issue of teachers lacking confidence and experience in using technology in their classes made worse by their early experience of frustration. You also need a proper system for managing devices at school to avoid many of the problems of using them  The pandemic has changed this. The technology implementation that took me six years to achieve as a leader in my previous school was achieved in two weeks in my current one. Teachers and parents have had enough positive experiences that the resistance to using technology has reduced. Parents have also experienced their children benefiting from asynchronous learning (where students do the work in their own time rather than at a set time with their peers). Parents are more willing to consider online schooling as a real option for their kids.  So, where does this leave us? Evolve Online School plans to take advantage of all benefits of technology to redesign the way children learn. We do not have to inherit any weaknesses from the existing system. Still, we can start from the ground up and build a new system that includes the latest advances in technology. We can embrace all the research that has been done into how children learn and build their confidence and skills. We can move away from one size fits all solutions. Most importantly, we have no buildings so we can make the costs much more affordable so that more parents can provide a quality education for their kids.  There is now a perfect opportunity for Evolve Online to make sure that the crisis we are experiencing can lead to improvements in learning. We can increase the number of children who can be properly prepared for their futures. Learning without limits can be a real experience and not just a slogan.

September 1, 2020
Wingu Academy

University of Pretoria alumni innovate during times of crisis to bring a new online schooling platform to South Africa

The University of Pretoria (UP) has seen yet another EdTech start-up emerge into the South African market from its entrepreneurial ecosystem. Wingu Academy is a cloud-based platform offering educational support to homeschoolers, schools and tutor centres with an emphasis on quality, affordable education for the African continent.  Wingu Academy boasts live classes and tutorials, 4IR aligned interactive online content and assistance with remote assessment. Wingu Academy has its head office on the University of Pretoria campus nestled in the TuksNovation accelerator program (UP’s high-tech business incubator and accelerator).  Since the launch in May this year, Wingu Academy has seen rapid growth, with a vibrant community of schools, parents, tutor centres, students and tutors collaborating to bring a 4IR and social approach to learning. The growth has largely been organic, with word of mouth through digital channels delivering unprecedented interest. Interest has extended beyond South African borders to attract attention from neighbouring African countries including Namibia, Botswana, Mozambique, Lesotho, Eswatini and Zimbabwe, but has reached as far as Uganda, Rwanda, Angola, Malawi, Zambia and Kenya and even Asian and middle eastern markets with interest from Vietnam and Kuwait. Most families have sought an authentic, affordable and quality home-schooling solution.  “We joined the Wingu family in June 2020. Being an academic and lecturer myself, I have high expectations of educational content, systems and facilitators or teachers.” Says Isabel, a lecturer at the University of Pretoria. “Our 11-year-old daughter has been homeschooled using the Cambridge curriculum for the past few years due to a health condition. We are truly impressed with the welcoming and supportive online community at Wingu. The exceptional online planform presents our children with the opportunity to engage with high tech education innovation with the personal touch of face to face teaching. The Wingu teaching methodology is in line with 21st-century teaching principles which will prepare our children with critical and independent thinking as well as tech skills for the 4th industrial revolution. The online platform is intuitive and interactive. It encourages children to take responsibility by preparing for lessons in a fun way using simulations and secret missions to solve problems. During face-to-face lessons, our children get the opportunity to engage with the content, a highly qualified facilitator and peers. Consolidation of new content is then done through homework activities and online quizzes. My daughter enjoys every moment at Wingu. Thank you for putting your passions into action and shaping our children’s future!” Says Isabel.  The platform has been developed by UP alumni and post-graduate students from various backgrounds, teachers and in collaboration with researchers at the Wits School of Education. The focus of the platform is to deliver an international curriculum that is relevant globally. A truly blended approach is followed, with a focus on student-led learning, gamification, instant constructive feedback and alignment to the major international curriculums. The educational approach is at the forefront of the current state of the art. “Wingu Academy created a quality, safe and efficient learning environment online while maintaining social contact. We have been homeschooling for one and a half years now. Wingu’s system provides face to face contact between educator and child and classmates. In each subject, the student interacts with the educator to clarify content, discuss problems and direct learning. I am a first-time mom of a teenager. But the past month I saw her mood improving and saw her enjoying her schoolwork.” Says Dr. Philips, from the Nelson Mandela University in Port-Elizabeth.  Learners enrol to experience a platform catering to their needs, with a wide variety of choices to support individual learning at home, or to supplement a program followed at a tutoring centre or school. Ages 5 – 19 are catered for on the platform, and adult learners have shown significant interest. 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.  The qualifications catered for allow entrance into all major universities globally including Ivy-league and Oxbridge universities. The international external exams are written at examination centres closest to the candidate’s home and are examined by the major UK based examination bodies.  Enrolments for the international programs are still open, with an academic program that allows students to catch-up any lost work. Candidates transition from other examinations bodies are welcome to apply.  Enrolments for specially designed programs in response to the COVID-19 disruptions for the current year is still open. Enrolments to start in January 2021 has also opened. There is limited space, so reach out soon. For further information about Wingu Academy, visit their website at www.wingu-academy.com

August 28, 2020
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