Education - Parenting Hub

Advice from the experts

A homeschool mom shares the 10 best things about homeschooling

There was a time, not so long ago, when I was that parent saying, “I will never be able to homeschool, I don’t have the patience” and “Kids need to socialise, they need school”. It never once occurred to me that I might find myself homeschooling three of our four children because I wanted to. Our homeschooling journey started at the beginning of 2019, so homeschooling is still new to us. There are many reasons why we decided to homeschool, but the short version is that my kids were just not getting what they needed from the schools they were at. I had tried talking to teachers, we had moved schools, and, in the end, I just felt that it would be best for them if we took them out of a traditional school. Also read: A day in the life of a homeschooling family I spent months researching various options and different teaching styles. I spoke to parents who were unschooling (i.e. parents who were not following a specific curriculum), parents who were following a “strict” boxed curriculum, and those who were just kind of figuring it out along the way. There is so much information out there that it can be overwhelming, but it is important to understand what your options are. We are now 18 months into our journey, and we are still trying to find the best way for my youngest – who is 6 – to learn. She is super smart (yeah yeah, I know everyone says that, but she is!) and very much likes to do things her own way. But, for the most part, we have settled into a nice routine and we are part of some great co-ops that are busy with activities daily. Also read: Can homeschoolers take part in extracurricular activities? When we started our journey, I was still not sure that I would have the patience (and some days I don’t) or the knowledge needed to take on this role, but I can honestly say it was one of best decisions we have ever made. These are just some of the best things about homeschooling: No early mornings. When I made a list of reasons why I wanted to homeschool, the morning and afternoon madness was one of them. Our mornings were busy and chaotic, and often when I got home from dropping everyone off, I was exhausted. Our mornings are now calm, gentle, and we follow our own rhythms. Jack is up early so often that we start early, while Emma gets up later so her day starts later. I love that every morning we can eat breakfast in a calm environment and start our day when we feel ready to do so. We work with each child’s needs. If Emma had been in school, she would have been so bored. She hates the mundane work like writing out words she already knows or doing basic maths. Now, she can move onto harder work whenever she wants to, or we can stay on a topic a little longer if we need to do that. We learn about things that interest us. I found this to be the best way to reach our reluctant learner. He doesn’t like to read but if we get books on topics he loves, he will read. This means we are learning not only how to read, but also about topics that are of interest to both of us. No one has to sit still. This may be unique to us, but both Jack and Emma need to move. They do not like to sit still and if I try to force them (like I did in the early days), it ends in tears (theirs and mine). When I stopped forcing them and worked around their need for movement, it got much easier. Emma will rollerblade around the house while I ask her to do maths sums. Jack will do a bit of work, walk outside, fetch a bug, and sit down again. It is flexible. We are no longer bound by the confines of school hours or school holidays. We can do what we want, when we want. If we want to skip today and maybe do some maths on Sunday, we can do that. As a work-from-home mom this works so well for me because I can juggle and shuffle schedules as I need to. It is cheaper. At its most basic, all you really need to homeschool is access to a library, an internet connection, and stationery. There are tons of free resources online that you can draw from and Google is in and of itself one big free library. Even if you want to invest in boxed curriculums like Impaq, they are often cheaper than private school fees. Socialising is actually socialising. It took me a while to reach out to a few co-ops in our area but once we did, it opened up a whole new world for us. Co-ops are made up of kids of all ages, which means that my kids can now make friends with kids they identify and connect with, even if they are not the same age. This has been particularly important for Emma who has always gravitated towards older kids. Learning with my kids. I have learned so much with my kids over the past 18 months. Their interests are different to mine so I am learning more than I maybe wanted to know about spiders and frogs, but it has been and will continue to be, a journey we are on together. Watching them “get it”. When Emma started reading all on her own one day, it was amazing. When Jack announces “OOOHH I GET IT NOW” or says, “I love History”, it really is an affirmation that we are doing it right. Watching them learn has been one of the greatest gifts we’ve given them, which I love being a part of. It has made us closer. I love being

August 14, 2020

Mythbusters Homeschooling edition

So you have experienced homeschooling first hand now. Did you have help? Did you do it yourself? What worked? What didn’t work? In the last decade, homeschooling has globally become an increasingly popular option in the field of teaching and learning. Even with this popularity, homeschooling is surrounded by certain stigmas that cloud its viability as a perfectly suitable and credible educational practice. Many of these myths surrounding homeschooling are widely based on opinions. Below are a few of these myths and a discussion on how these contradict available evidence and research. Myth 1: Homeschoolers do not have social skills Homeschooling kids are not exposed to traditional classrooms, therefore the myth is that these kids do not develop the same social skills as children in a traditional school setting. This myth is centred around the belief that homeschoolers are sheltered from the real world. On the contrary, by not limiting learning to the classroom, homeschoolers are in fact using the real world as their learning environment! The effect that peer groups have on individual behaviour is irrefutable. With advances in communications technology and web conferencing software, virtual schools can also organize exciting online clubs and activities for their students, allowing them to interact with peers in a safe environment. Social skills are not only learnt from peer groups but through interaction between children and parents. Homeschooling does not mean that children are isolated, it merely implies that learning takes place outside the confines of a formal school. Within a family structure co-operation and coordination takes place. These social skills are not only learnt in the classroom. Myth 2: Homeschooling is not an accepted as a form of education The common assumption that many have is that homeschooling is not an accepted form of schooling because it does not take place in a traditional brick-and-mortar school. Globally, homeschooling has been on the rise with statistics placing the number of children engaged in home-based education in South Africa at about 100 000. Globally and The Department of Education in South Africa, recognizes homeschooling as a valid form of teaching and learning. Myth 3: Homeschoolers are exposed to a watered-down curriculum This common myth goes hand in hand with the one mentioned previously. Homeschoolers have to comply with the same standards and educational requirements as formal schools do. Homeschoolers write the same final exams as traditional brick-and-mortar students. If the curriculum standard differed from that of formal schools, then homeschooling would not be an accepted form of education. However, homeschooling is an accepted method of educating your children as it complies with the education standards set out across all major curriculums (IEB, CAPS, Cambridge). If anything, since the education presented to homeschoolers is not confined to a classroom setting, it can provide endless learning opportunities which are relevant and tailored to a child’s needs. Myth 4: Homeschooling is unstructured There is a certain amount of freedom when it comes to homeschooling in terms of structuring the day. This does not mean that homeschooling does not have a structure at all. Parents can sit with the child and work out a timetable to follow or allow their child to learn accountability and time management by giving them the responsibility of setting up their own learning schedule. Myth 5: Parents are not qualified to teach A qualification does not necessarily mean a person can teach. Successful teaching occurs when learners are engaged, nurtured and interested. Parents are the perfect people to provide this by tailoring lessons around their child’s needs, as they know their children best. Parents can access a wide range of lesson plans and resources needed to provide their child with the best education. Additionally, a wide range of homeschooling social networks exists, where parents can share ideas and come together to provide their children with extra support. Furthermore, if a child is enrolled in a virtual school offering live, online classes and access to their teachers, a parent can still work full time if necessary. Myth 6: Homeschoolers do not participate in extracurricular activities Extracurricular activities are not limited to a formal school environment. Activities, whether it be sport or cultural, are available to homeschoolers outside those that a traditional school normally coordinate. Nothing limits homeschoolers from taking part in cultural and sport programmes, and excelling in these activities. Many a times the non-traditional way of taking part in extracurricular activities allow homeschoolers to develop and grow in ways that a traditional school’s extracurricular activity would not. Parents are able to choose from a variety of extracurricular programmes without limiting their child to the availability of the programme based on school funding and coaches. For example, some schools do not have the resources or space to provide hockey as an extra-curricular, thus limiting students from developing and growing their talents in this sport. Whereas homeschoolers have the option of joining a sports club. At Wingu Academy we bust all these myths through our high quality content delivery, expert facilitators and social clubs. All our content and assessments are curriculum-aligned. Throughout the platform, we provide structure and guidance to our students. To find out more on how Wingu Academy can help you, contact us to arrange a free online demonstration or free trial today at www.wingu-academy.com

August 13, 2020

Brainline Junior School 

New and Additional Classes for Gr R – 7 You have asked and we have listened! We have officially kicked off with additional classes for our Brainline Junior School for Gr R – 7 on Monday, 3 August 2020. Head of Brainline Junior School, Gerda Remmert, says the ongoing Covid-19 pandemic has created added stress and anxiety amongst learners and the need for online classes has intensified. Online classes are now available for all junior grade subjects. ‘The classes will be used to discuss and dissect areas that learners usually struggle with and parents are more than welcome to attend the classes so as to ensure that their child are participating adequately. The classes are interactive and learners are therefore able to ask questions,’ she says. Remmert says the classes are recorded and will be made available for learners who are not able to attend classes on a specific day or timeslot. The recordings can also be used for revision. Remmer says during the Grade R-1 and Grade 2-3 classes, learners have the opportunity to share news and tell friends about experiences. They also have the opportunity to practice reading and develop mathematic skills while discussing the topics according to the curriculum. She says other forms of support are also made available to learners and parents. “We support our parents via regular webinars with qualified clinical psychologist and general question and answer sessions to assist parents with planning their child’s schedules. Furthermore, we have started a weekly Afrikaans Elementary and Afrikaans Advanced class to assist learners who are struggling with Afrikaans.’ It should be noted that learners in Grade R to 7 achieve the best academic results with parent/ guardian intervention and continued support (as a computer screen can never replace the warm hands and heart of a human being who loves and cares for them). Some of the responsibilities parents may consider include: Ensuring that your child attends the live or recorded classes; Ensuring that your child completes his or her tasks, tests and exams on time; Reviewing feedback given by teachers on the assessment items completed; Ensuring an optimal learning environment; Identifying best learning methods to ensure that they reach their full academic potential; Identifying barriers to learning and seeking professional advice; Making use of all Brainline resources and support made available. Visit https://brainline.com/why-brainline/ for more information on our products.

August 12, 2020

COVID19 could be a turning point for education

The definition of insanity is ‘to do the same thing again and again and expect a different outcome.’ With this in mind, we need to ask; what outcome are we expecting to get when we send children to school? The business sector complains that their new employees lack essential skills when they arrive from school. They are expecting a person who can think critically, solve problems, work in teams and learn from their mistakes. The universities also complain. They want students who can learn independently, express an opinion in an essay or discussion and know-how to distinguish a good source from a bad one. I am astounded that these two sectors have these expectations. These expectations are not the designed outcome of our schooling system. We reward compliant children. We give them marks for being able to tell us when the 1820 settlers landed and knowing the atomic weight of potassium. We tell them that if they learn definitions off by heart, they will be prepared for the future. Worst of all, we create the impression that there is a correct answer to all questions, and we always know what it is. The point I am making is that the “institution we call ‘school’ is what it is because we made it that way.” (Postman & Weingartner, 1972 p5) Postman and Weingartner go on to say that education is not doing what needs to be done if “it is irrelevant, as Marshall McLuhan says; if it shields children from reality, as Norbert Wiener says; if it educates for obsolescence, as John Gardner says; if it does not develop intelligence, as Jerome Bruner says; if it is based on fear, as John Holt says; if it avoids the promotion of significant learning’s, as Carl Rogers says; if it induces alienation, as Paul Goodman says; or if it punishes creativity and independence, as Edger Friedenberg” says.” (Postman & Weingartner, 1972 p5) I was once asked if children could cheat in an exam by using an Apple Watch. Apple had just released these devices in South Africa, and I was sitting in a meeting of the IEB (Independent Examination Board) curriculum advisory committee. My short answer was “Yes!” “A better question to ask”, I went on to say, was “why are we still asking children questions in exams that they can look up the answers to?” We are giving marks and matric certificates to students for the wrong reasons. I came across a remarkable technology recently that could transform how we interact with the world around us. (https://www.mojo.vision/) (It is a contact lens with a screen the size of a grain of sand and the ability to connect to your phone via Bluetooth.) Wearing one of these would make it possible to get real-time information about the objects, people and text you are looking at. The use of these lenses will include being able to look at a word or picture and get a definition or explanation of the thing we are looking at. Soon there is going to be an interesting collection of items sitting on a desk in front of the class during a traditional test. Now imagine how a child might earn an income in a situation where we are all wearing one of these. A student who learned to code at school may develop an app that shows you the prices of a product that you are wanting to put into your shopping basket at the two nearest shops selling the same thing. You would save a fortune by only buying the items at the lowest price. (Now I wish it was possible to patent an idea). Ask a teenager you know or live with to consider this technology and come up with three different uses for it. You will be astonished by their replies. I am not arguing against the teaching of facts and core knowledge. Daniel Willingham points out that: “Research from cognitive science has shown that the sorts of skills that teachers want for students—such as the ability to analyze and to think critically—require extensive factual knowledge.” (Willingham, 2010). The problem is that we mostly assign marks for knowledge and not the skills. The way we have had to respond to the challenge of C19 in the education sector has created a situation where all teachers are having to rethink their teaching strategies and are having to focus on the core. The Department of Basic Education is distributing materials and allowing schools to reduce their content and testing. The implication of this is that there is a lot of content and testing that is not significant enough to the progress of children that we cannot do without it. Suppose we decided only to teach this revised curriculum next year. In that case, we could spend the rest of our time developing the skills that our students will need in the workplace or to succeed at university that would be a seizing of the moment. As Winston Churchill was working to form the United Nations after WWII, he famously said, “Never let a good crisis go to waste”. We should apply this maxim and do all we can to ensure that, when our schools can operate fully once more, we do not simply revert to what we were doing before we went into lockdown. We have exposed the creativity and resilience of our teachers. “The difference between school and life? In school, you’re taught a lesson and then given a test. In life, you’re given a test that teaches you a lesson.” Tom Bodett. C19 has given us the test. We need to learn the lesson. Colin Northmore – August 2020 References: Postman, N. & Weingartner, C., 1972. Teaching as a subversive activity, Harmondsworth, Middlesex, Eng.: Penguin Books. P5 Willingham, D.T., 2010. Why don’t students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom. Kindle Edition, San Francisco, CA: Jossey-Bass.

August 12, 2020

Parents, here’s how screen time can work in your favour

Parents are often made to believe that screen time is inherently bad, but in today’s world we simply can’t escape it – smartphones, computers, tablets and televisions are everywhere – and now, more than ever, screen time has become a survival tool for many families. While the conversation around screen time for children – how much is too much? – is not new, COVID-19 has forced many parents to review and relax their screen time rules. This isn’t necessarily a bad thing. According to a report by UNICEF, the negative experiences associated with screen time is not directly related to the time spent online, but rather to what children do online, the content they look at, and their environment and support network in general. In fact, the study shows that not only can screen time be positive, but it can actually be a critical tool for teaching children valuable skills and promoting physical and mental wellbeing. An added bonus is that, during these unprecedented times, it allows parents to get on with their own work, do some chores, or simply maintain their sanity. Ditch the guilt It is important that parents take a realistic approach to screen time. Instead of feeling guilty, consider the following benefits: Social Social connection is important for children and the ability to virtually connect with the wider world is one of the greatest advantages of screen time as it allows children to sustain a sense of normality during this stressful time. Make the most of screen time by getting grandparents to sing, dance, or read to little ones, or let teens play online games with friends – they aren’t nearly as bad for your child as you might think! A study has found that children who play video games show higher levels of family closeness, activity involvement, attachment to school, and positive mental health. Physical Screen time is often blamed for children being physically inactive, but now, as the opportunity for outdoor activities and exercise is restricted, the opposite is actually true – screen-based games or exercise videos might be the best way to keep children physically active. In fact, the World Health Organisation recommends it! Videos and games offer a great alternative to moderate exercise and, in addition to helping children stay active, it may also improve their coordination and motor skills. Mental As exposure to information regarding the current pandemic may elevate children’s stress levels, it is important to be cognizant of their mental health. Activities such as social media exchanges, video calling family and friends, or playing games online can offer meaningful connection, serving as a reminder that they are not alone. It is also a vital tool for helping them deal with uncertainty, anxiety, and even depression. Educational Screens encourage and support learning, so use it to help your children learn new things – there is a tutorial, video, or app for just about everything! That said, it is important to ensure that children are actively engaging with quality content as this will expose them to new ideas and knowledge, it may help them retain information for longer, it can boost literacy levels, and above all, it can make learning fun. It also offers parents who are struggling to assist their children with schoolwork a host of resources, from online tutorials to free classes. For example, Impaq’s education specialists are hosting free online classes every weekday. These classes cover a variety of subjects for children from Grade R to 12 and you do not need to be an Impaq client to benefit. Life skills What might look like a fun waste of time to parents may actually be teaching children valuable life skills. Studies show that time spent in a well-designed game or virtual play space teaches children how to communicate, it develops their ability to think logically and solve problems, and it encourages creative thinking. All of this, in turn, teaches children to think independently and have confidence in their own abilities. If you are still not convinced about the benefits of screen time, consider this – during challenging times, people tend to find comfort in the things that make them happy, and screen time literally makes children happy by releasing happy hormones! By Danielle Barfoot

August 7, 2020

NEW ADvTECH SCHOOL OFFERING SET TO REVOLUTIONISE ONLINE EDUCATION

Opening its virtual doors to learners from Grade R to Grade 9, from January 2021, ADvTECH’s new online offering, Evolve Online School (Evolve) will change the face of online schooling in South Africa. “In this rapidly changing society, the one-size-fits-all method of teaching no longer makes any sense,” says Principal Colin Northmore. “Evolve starts by answering the question how we can make learning an adventure for each child?” Evolve combines a user-experience focus with a trendsetting curriculum mapping system, developed at MIT, to personalise each child’s learning experience. Using the latest research, each child’s learning journey will be designed based on exclusive subject and skill maps. Students will be placed within subjects according to their abilities, letting them progress faster where they are gifted and work at a more deliberate pace to master content they find more challenging. The result is that each student’s learning experience is tailored to their specific needs, and they are encouraged to grow at a pace that suits their ability and enthusiasm. The ADvTECH online model uses Apple/iOS technology, and will incorporate: Learning Architects drawn from master teachers across the country to develop curriculum content. Learning Activators who will ensure a holistic digital learning journey as opposed to simply copying and pasting the physical class into a virtual space. Life coaches who will help develop crucial 21st Century skills and global competencies in students. “There will be a strong focus on foundational, social and emotional learning skills. Our team of life coaches will focus exclusively on these skills. 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. Our life coaches will play a very important role in teaching students how to deal with issues such as stress and anxiety, and help them develop coping mechanisms, resilience and a growth mindset,” added Northmore. Evolve will make use of 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. Students will also have direct access to their teachers who will facilitate extra activation classes. Synchronous learning where our students will also be able to attend live interactive classes, making this a true online school. Socialisation opportunities with academies, studios and day camps monthly so that students can meet other “Evolvers” and get green time to balance their screen time. “If we have learned anything from this crisis it is that we need to rethink how we approach our children’s education. Evolve aims to bring together current best practice with trailblazing features to ensure that the online educational journey is focused on academic excellence,” concluded Northmore. Registrations open in September. The school will cater for Grade R-9 from January 2021. Grade 10-12 will be phased in from 2022. ADvTECH is Africa’s largest private education provider. Its schools division includes iconic brands such as Crawford Schools, Trinityhouse and Abbotts. Visit www.evolveonline.co.za for more information or mail [email protected] .

August 5, 2020

Minding the Gap – Matric to international universities

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

July 31, 2020

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

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

July 31, 2020

Evolve Online School

The time has come for education to evolve. Evolve is designed to take each child on a journey of personal mastery, using trend setting curriculum mapping systems developed by MIT, where they progress at their own deliberate or accelerated pace. Our mission at Evolve Online School is to provide your child with an education like no other. We are committed to guiding your child through an educational adventure of self-discovery and subject mastery. Our goal is to help them quickly excel in areas of interest and strength, and progress steadily in areas where they need more time and focused attention to succeed. What ages does your online schooling cover? Grade R-9 Grade 10-12 will be phased in from 2022 Are you taking new learners at this time? Yes we enrol throughout the year How are your online classes conducted? Online Classes will take place via Blackboard Ultra Are lessons conducted in groups or one on one? We have group lessons and when needed students will have one on one or small group sessions. Is your school able to mark and report on students work submitted? Yes, our child’s learning activator (teacher) will instruct each student on the required submissions that form part of our assessments and contact you to discuss assessment requirements. We can also monitor progress in the proficiency level of each student on our mapped Learning Management System. We use a mastery system that tracks the performance of each student in detail and this feeds into our AI and machine learning system to improve their success. Contact Details Email: [email protected] Contact: 010 005 5551 Click here to visit the Evolve Online School Website Click here to find Evolve Online School on Facebook Click here to find Evolve Online School on Twitter Click here to follow Evolve Online School on Instagram

July 31, 2020

Lockdown lessons for futureproofing education

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

July 31, 2020

Five brain-boosting foods and drinks

Our bodies need “fuel” for every organ, and the brain is no exception. Giving our brains the right food can aid concentration and memory greatly, both of which are necessary for studying and completing tasks and assignments. In today’s article, we discuss five of the best foods and drinks for boosting brain function. Fatty fish Omega-3 is a type of fatty acid that is most commonly found in fatty fish like salmon. Our brain cells consist mostly of fat, 50% of which is the same kind as omega-3 fatty acids! By eating fatty fish or taking omega-3 supplements, your brain maintains optimal levels of fat. It also helps strengthen the structure of the brain cells themselves, both of which result in optimal brain function. These acids also increase blood flow, which is essential for optimal organ performance. One last benefit of this fatty acid is that it increases the amount of grey matter in your brain, which is the other component of the nerve cells (the other is fat), and more grey matter means better cognitive function. Younger children might not enjoy the taste of fish like salmon, so be sure to incorporate an omega-3 supplement in their daily vitamin regimen! Nuts Nuts contain high levels of something called antioxidants, which are natural compounds that slow down oxidation. Oxidation is a naturally occurring process that can damage the body’s cells. With particular regard to the brain, oxidation negatively affects our cognitive function, and consequently our ability to focus, learn and remember. By consuming foods high in antioxidants, we can improve these cognitive functions that are critical for academic success. Antioxidants can also be found in blueberries. Here, they take the form of something called anthocyanin, which is a type of flavonoid. Flavonoids are molecules that give food its colour, and they contain high levels of antioxidants. Blueberries also improve cell-signalling (how brain cells communicate with one another). Good cell signalling is essential for making and storing both short-term and long-term memory, both of which are crucial for studying and writing tests and examinations. Also read: Do’s and Don’ts for Making Healthy Food Choices During the Lockdown Leafy greens Leafy greens like lettuce and spinach contain a compound called carotenoids. These are similar to the flavonoids found in blueberries as they are the compound which gives food its colour and, like flavonoids, they also contain antioxidants and help improve cell signalling. When digested and absorbed, carotenoids often migrate to the frontal cortex, which is the region of the brain that is responsible for such functions as problem-solving and memory – in essence, it is the “control panel” of our brain, so keeping it healthy is essential for optimal cognitive functioning! Unlike many other foods, chopping and cooking foods that are rich in carotenoids actually increases the strength of the nutrients when they enter the bloodstream, so be sure to incorporate plenty of steamed spinach or cooked kale in your child’s diet. Water We all know hydration is important given that our body’s cells consist of 60% – 70% water, but it’s particularly important for our brains. This is because dehydration leads to a lack of sufficient water in our cells which, in turn, leads to poor organ function. In the brain, this means reduced/impaired cognitive function, particularly the brain’s ability to create short-term and long-term memories. As a result of this, we are unable to convert the information we are learning into memories, and if we are unable to create these memories in the first place, we’re unable to recall them later on. Experts recommend drinking 6 – 8 glasses of water a day, but fewer are needed depending on your child’s age (generally one 235 ml cup for every year of the child’s age): Green tea Green tea contains a compound called L-theanine, which is an amino acid (amino acids are compounds that make up the proteins in your body’s cells). L-theanine is thought to increase GABA activity (GABA is a brain chemical that reduces the activity of brain cells). Higher levels of GABA tend to make people feel more relaxed, which leads to decreased stress, which in turn helps improve concentration. L-theanine also increases your brain’s alpha waves, which are a type of brain activity that is thought to aid mental coordination, calmness, alertness, and learning, all of which are essential for studying. Now, green tea might not be to the taste of younger children, but certainly, teens might enjoy the flavour, so give it a go! by Jacqui Smit

July 24, 2020

5 Hands-on learning activities to try with your toddler while you’re stuck at home

The global coronavirus pandemic and social distancing has most of us trading fancy-schmancy corporate gear for spit-up stained leggings, an almost-always reasonable boss for a pint-sized tyrant and nine-to-five working hours for a day that never.ever.ends.

July 24, 2020

How to help a child struggling with (Corona Virus) anxiety

We’re all on edge because of the coronavirus. Our daily lives have been disrupted, we aren’t sure what tomorrow may bring, and, for many of us, the nonstop news and social media coverage are overwhelming. Therefore, it is not uncommon to feel anxious or worried during this time. If you or your children are feeling worried, learning how to deal with anxiety in a healthy way can help the whole family be more resilient, both now and when the pandemic is finally over. What is anxiety? Anxiety can be described as feelings of uneasiness or being worried when there is not necessarily any imminent danger present. It is often accompanied by intrusive and often unrealistic “What if” types of thoughts, experienced in the body as stress that continues even after the cause of the stress is gone. What can parents do to support their children? Many parents are experiencing a more difficult time dealing with COVID-19 than their children and some of the anxiety that kids are experiencing may be unintentionally passed on by worried parents. As parents, it is important to be a positive role model for your children and this includes showing them how to deal with anxiety during stressful events. You can create a positive and safe atmosphere in the home environment by doing the following: Living in the “here and now” by focusing on, and staying in touch with, what is actually happening and not getting carried away with worst-case scenarios. Identifying and getting help for your own anxieties first. Being smart about what you read. Make sure your information comes from trustworthy and credible sources. While it is important that we are informed about how best to keep our families safe, we should be mindful about what we are reading online to make sure it’s actually helpful and not making our anxiety worse. It is easy to get sucked into clicking on “fake news” inadvertently or forwarding social media posts to your family group without verifying them or applying common sense. Being aware of feel-good news and sharing these stories with your children to facilitate a more positive mindset and create awareness of the “silver lining” despite the crisis. Sticking to an established routine that involves exercise, regular meals, and healthy amounts of sleep – this is crucial for regulating our moods and our worries. It can be hard to accept that our old routines are no longer possible because of COVID-19 precautions. Looking for ways to be flexible and starting new routines can help you and your family create a more productive and healthier lifestyle that can help to lower the amount of anxiety you experience. Monitor your children Parents do not always recognise signs of anxiety in their children. Identifying anxiety in your child can be tricky because it involves a pattern of behaviours that is unique to each child. The following behaviours could indicate anxiety: Reassurance-seeking (“Are we going to be okay? Is Grandpa going to be okay?”) Reluctance to separate from parents Physical symptoms like headaches or stomach aches Moodiness and irritability Tantrums or meltdowns Trouble sleeping Talk about their anxiety Younger Learners – Younger children may not always be able to express how they are feeling. For younger children, use a “feelings chart” with pictures describing emotions instead of saying “Tell me how anxious you are”. With a feelings chart, which you can find on the internet, you can ask your child to point to the feeling and/or picture representing an emotion that they are currently experiencing. They can also draw pictures about things they feel happy or sad about. Older learners – For children who are more aware of, and able to articulate, how they are feeling, it is better to ask what psychologists call “forced-choice questions.” If you ask a vague question, you’re going to get a vague answer. So instead of asking “How was your day?” which is pretty vague, maybe ask “Did your anxiety get in the way of you having a good day today?”. Teenagers – If you have teenagers, start talking about yourself first. You can start the conversation with something like, “I saw this article today and it made me wonder about this and that. Did you experience something like that? What’s your reaction to it?”. Do not force your teenager to talk about their feelings unwillingly as this can create tension and cause them to feel hostility towards you. Wait a bit first and then attempt to discuss the matter with them at a later stage when they are calm and more willing to talk. If this still does not work, they can use a journal or art activities to express their feelings and experiences. Also read: Five tips on how to motivate your teen during lockdown How to help your anxious child Structure their day. As parents, we often think that setting boundaries for a child is a way to make our lives easier, but kids benefit from boundaries, too. It is easy for children to get bored or fretful if they are facing a day without structure and anxiety can thrive under those circumstances. Make sure that you are structuring their days when they are “cooped up” at home. Alternate chores or schoolwork with more fun activities that your children enjoy and periods of free time. As restrictions lift, be sure to incorporate safe, outdoor activities that comply with social distancing principles as well. Make sure children are still getting the chance to exercise. Encourage your child to socialise with friends via video chats and social media if they have access to these platforms. This is especially important for teenagers who thrive on social interaction with their peers. Avoid giving too much reassurance. Avoid getting into a cycle of providing too much reassurance. Children of all ages can become too reliant on reassurance and want to hear it more and more often, and when a parent isn’t able to give them complete reassurance, their anxiety can worsen. Instead, try the following: Remind kids of the things they are

July 17, 2020

Plastic-free July: get rid of the “Big Four”

It’s plastic-free July, which means that for the month of July, the challenge is to eliminate single-use plastics and to use as little plastic as possible. Knowing where to start can seem daunting, but it doesn’t have to be: start small by getting rid of single-use plastics and work your way towards using less plastic overall. Single-use plastic Single-use plastic, as the name suggests, is plastic that is used only once and then thrown away. And while many of us remember the mantra “reduce, reuse, recycle”, the truth is that a whopping 91% of plastic isn’t recycled. We need to rethink our plastic use and change the mantra to “rethink, refuse, reduce, reuse and, only then, recycle”. The Big Four Here’s how you can eliminate the “Big Four” and be part of the solution to plastic pollution: Plastic straws Rethink your use of plastic straws. These lightweight straws can easily blow into rivers and oceans where they get stuck in the airways of animals, or mistaken for food and ingested. Alternative option: say “no” to straws. If you’re visiting a restaurant, make sure to let the waiter know that you do not want a straw with your drink. If you must use a straw, choose alternatives made from metal, bamboo, or paper. Plastic bags It seems like the easiest option is to say “yes” when the cashier at the supermarket asks if you want a bag. But rethink your use of plastic bags, as they are fatal for animals who mistake them for food. Alternative option: choose paper bags at checkout or buy reusable shopping bags. Most supermarkets sell canvas or cotton shopping bags in a variety of shapes and colours. Water bottles Having water at hand wherever we go is convenient but has led to us throwing away the bottle minutes or hours after using it, where it then stays in the environment for hundreds of years, clogging our waterways, polluting the oceans, and filling up landfills. Refuse to use single-use water bottles. Alternative option: buy a reusable bottle made from stainless steel, glass, or safe aluminium. Remember to take your water bottle with you when you are out and about. Coffee cups While we all enjoy a hot cup of coffee or hot chocolate (especially during the cold winter months), switching to a reusable cup will help you save not only the environment but also money – many coffee shops and restaurants offer a discount when you use your own cup. Alternative option: buy a reusable ceramic, BPA-free plastic, or stainless-steel cup. Using your own insulated cup will eliminate the unwelcome taste of plastic in your morning coffee, and keep your coffee warmer for longer. It’s a win-win. More plastic-free alternatives Now that you have the basics down and have eliminated the “Big Four”, you might want to reduce your plastic use even more. Here are some tips on how to use less plastic during plastic-free July and beyond: Avoid buying any new plastic storage containers. While you might already have a cupboard full of plastic containers (some undoubtedly without their lids), avoid adding to your collection. Go for glass instead. And, if you are a coffee lover, why not save the glass containers your coffee comes in and use them as storage containers? Swap cling wrap for beeswax covers. Need to wrap a sandwich and save it for later? Don’t reach for the cling wrap – choose beeswax covers instead or save it in a container with a lid. Use bamboo. Swap your plastic toothbrush for one made from sustainable, compostable materials, such as bamboo. You can also consider switching to an electric toothbrush to avoid having to buy a new plastic one every few months. Give up on gum. Did you know that chewing gum is made from plastic? Rather opt for plastic-free gum or chew on some healthy carrot or celery sticks. Say no to plastic bottles. While you might have already made the switch to reusable water bottles, what about soda bottles? Rather make your own fruit juice at home or use a soda stream to avoid buying two-litre plastic bottles for your refreshments. You can also consider switching to glass bottles, as these can be recycled. Wrap with love. Instead of choosing wrapping paper from the store, get creative and wrap birthday gifts with newspaper. Your wrapping paper doesn’t have to be boring, get creative with some paint and stencils to create a unique design. Be part of the solution to plastic pollution. Focus on living a sustainable lifestyle so we can stabilise and protect the earth’s natural resources for now and for future generations. Read more about how you can protect the environment and work towards a world free of plastic waste on the Plastic Free Foundation’s website. by Elmien Ackerman

July 17, 2020

Tips to keep schools clean and students and teachers safe

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

July 17, 2020

Language Stimulation is a Piece of Cake!

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

July 10, 2020

Improving the Skill of Visualisation

In a previous article, the importance of the ability to visualise – a reading method which strengthens reading comprehension – was emphasised. Being able to visualise allows readers to gain a more thorough understanding of the text and content they are reading by creating pictures in their minds as they read. What is visualisation? Explained simply, visualisation is the process of creating a mental picture based on any given information. This mental picture isn’t just visual – it can include other sensory details like sounds, smells, and tastes. Being able to create this mental picture is vital for absorbing and processing information. Students who visualise as they read have a richer reading experience and they can recall what they have read for longer periods of time (Harvey & Goudvis, 2000). Readers who can identify with the characters in the text find reading to be a more pleasurable and meaningful experience, and this promotes continued reading (that is, lifelong reading). How to improve your child’s ability to visualise Children are, by nature, very imaginative and very good at playing make-believe. This capacity for creating fictional worlds and scenarios lends itself to the skill of visualisation. And while most people can visualise intuitively, visualisation – like any skill – needs to be practised to be improved. So, how can the ability to visualise be improved? Although the ability starts early with parents reading to their toddlers, or with teaching early readers, older readers can also benefit from practising the skill. A series of lessons will be required to practise visualising, described below. Start small: choose a short sentence/paragraph/passage that contains descriptive language. This can provide a good starting point for forming a mental image and sparking discussions. Use a sentence like: “The girl who was taken in for Christmas by foster parents couldn’t believe her eyes. There was a Christmas tree, beautifully decorated with fairy lights, ribbons, and stars. She had never, ever seen such a beautiful tree, with packages and gifts below. She burst into tears of pure joy.” Discuss the mental images created by the story individually or in a group setting. Although descriptions will vary, it will stimulate the formation of a mental picture. Use different passages rich in information to stimulate image formation. Group activities: read a picture book to small groups, sharing only limited portions of the illustrations. Learners then create their own illustrations based on the text they heard. Alternatively, provide a written description of a character in the story. In addition, only the beginning of a story can be read, and the learners can then write or imagine and tell what happened next or how the story ended. More advanced techniques: follow up to independent reading. Ask specific questions about the content, like “What could the main character have done differently to save the princess?”, “Does the main character remind you of anyone you know?”, or “How would you have changed the setting of the story if you were the author?”. Practising visualisation If children are struggling with the early stages of practising visualisation, it might be helpful to guide them by asking them to think about different components of a mental image, such as colours, shapes, movement, and numbers. Also read: Raising readers: tips for parents Practising the skill of visualising will improve learners’ reading comprehension and, eventually, also their academic achievement, because visualisation helps learners improve their concentration by focusing on specific details, as well as improving their memory by keeping those details in mind. Good concentration and memory are key factors in academic success. By practising visualisation while reading, learners set themselves up for success very early on – and throughout – life. Sources: Harvey, Stephanie, and Anne Goudvis (2000). Strategies That works: Teaching Comprehension to Enhance Understanding. Portland, Maine: Sten house. by Dr Ronelle Venter – Educational Psychologist

July 10, 2020

Studying from home: Impaq learners and parents share their tips (part 2)

While some schools in some provinces have recently opened, many learners are still learning at home. Some learners have taken to homeschooling like a duck to water, but others are finding it a bit more challenging, even after a couple of months. Impaq’s learners are always home-based, so we asked them, their parents, and tutors to share their tips on how to study from home on Impaq’s Facebook and Instagram pages.

July 3, 2020

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

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

July 3, 2020

Edu Core Solutions

We are a mobile and online tutoring company that assists students Grade 1 to 12 in all academic subjects. What ages does your online schooling cover? Grade 1 to 12 Are you taking new learners at this time? Yes How are your online classes conducted? Using our online portal through Edu Core Solutions Are lessons conducted in groups or one on one? We offer group and one on one tutoring Is your school able to mark and report on students work submitted? Through our online portal we are able to mark and report Contact Details Contact Number: 0836502938 Email: [email protected] Website address: www.educoresolutions.co.za Click here to find Edu Core Solutions on Facebook Click here to follow Edu Core Solutions on Instagram

July 2, 2020

Back to school with a difference

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

July 2, 2020

Four ways to boost your academic portfolio during lockdown

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

June 30, 2020

Do’s and Don’ts for Making Healthy Food Choices During the Lockdown

With restaurants and most fast food outlets closed since the start of the national lockdown, more South Africans were cooking from scratch at home (if the banana bread photos on social media were anything to go by). Many saw this as an opportunity to start making healthier choices but for others, however, the stress of isolation resulted in bad eating habits such as regularly choosing sugary snacks or overeating. If you are part of the latter group, don’t worry! You can still turn things around. We spoke to Chrisna Brand, a paediatric dietitian and the owner of LEAP Moms and Kidz, to find out what the do’s and don’ts are for making healthy food choices during the lockdown. Do’s Do keep your immune system up by making sure you get all the essential nutrients in your diet. “An ideal diet is one where you have a variety of foods from all the food groups in the correct amounts,” Chrisna explains. Especially focus on having fruit and vegetables at all your meals and snacks to reach those five+ servings a day. Do have a healthy balanced plate for your three main meals consisting of two fruits and/or vegetables, a portion of protein-rich food and a wholesome wholemeal starch. Healthy lunch example: A whole wheat wrap filled with tuna, onions, grated carrots, and cucumber strips. Healthy dinner example: Curried mince mixed with carrot squares, peas, and corn on brown basmati rice. Do plan your snacks and meals in advance. “Planning is key!” Chrisna says. “A week is ideal but planning 3 – 4 days ahead might perhaps be more realistic,” she adds. Get your children to help you with the meal planning and making a grocery list. Not only will this help ensure you have healthy food and snacks that they will eat at hand, but it can also teach them the value of planning ahead. Do keep to a schedule. While your children are probably already sticking to a study schedule,sticking to set times for snacks and meals is just as important. Chrisna explains: “This will avoid snacking all day long and ensure that they sit down for that planned meal and snack”. Do eat as a family.Try to have most meals as a family while preferably sitting at a table. “This will ensure you properly relax and bond at the same time,” Chrisna says. She adds: “Eating at a table while chatting along, also helps your brain to realise when it is satisfied”. Related: Tips for studying from home during the lockdown Don’ts Don’t eat snacks and drinks high in sugar like sweets, soda drinks, biscuits, etc. “Although you might feel peckish when at home, grabbing that high sugar snack is not a good idea if you want the best chance to fight infection. Studies have shown spikes in sugar intake suppress your immune system,” Chrisna explains. Don’t forget to choose healthy snacks in between your meals like calcium-rich yoghurt/milk and fresh fruit, or nuts and raisins, or cut up veggies with hummus, or oatcakes with sliced avocado. Don’t skimp on fatty fish. “Ensure you have oily fish like salmon, fresh tuna, pilchards, sardines or mackerel three times a week for those important immune-boosting Omega-3 fatty acids,” Chrisna says. Don’t forget to hydrate. Water is essential to your immune system as it helps in the production of lymph. Your immune system uses lymph to circulate white blood cells and nutrients to all of your body’s tissues. “To keep your body fighting fit, 6 – 8 glasses of water a day is, therefore, recommended,” Chrisna advises. Don’t keep less healthy snacks in the house. “If there are no unhealthy snacks available you will have to eat the healthier ones,” Chrisna says. by Elmien Ackerman

June 26, 2020

Managing Matric in a time of turmoil

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

June 26, 2020

Why sleep is important for better academic results

When we think of a learner getting good results in tests and examinations, we usually picture that learner cramming until the early hours of the morning, or “burning the midnight oil”. Many people think that sleepless nights are the way to achieve good academic results, because sacrificing sleep means working hard, right? Well, no, not at all – research has shown that depriving one’s self of sleep to cram information the night before a test is not a good way to achieve better academic results. In fact, the opposite is true – sleep is essential for a student to get good results in tests and examinations for a variety of reasons. Let’s have a look at a couple below:

June 19, 2020

Teaching remotely: less is more

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

June 19, 2020

Matric mid-year exams: create your own lockdown stimulation

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

June 18, 2020

Lockdown learning: how to maintain a positive environment

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

June 12, 2020

Five tips on how to motivate your teen during lockdown

Many teenagers are stereotyped as lazy and unmotivated children who want nothing more than to sleep in, socialise with friends and entertain themselves with their smartphones, laptops, and gaming consoles. But this stereotype isn’t really fair at all. It’s an understandable stereotype because this behaviour is what parents see, but it’s ultimately misguided. Teenagers can be, and are, motivated when they have reason to be, and when this motivation is properly instilled. Here we discuss five tips on how to motivate your teenager.

June 12, 2020

Mindscape Education – School 360°

Mindscape is an affordable, quality and independent education system with a vision of making independent learning more accessible to parents wishing to home school their children. Independent schooling is on the rise in South Africa with parents taking the education of their children into their own capable hands. Mindscape is devoted to ensuring the best possible learning environment for your children as they explore new ways of learning and become forward thinkers with independence. At Mindscape we equip parents with a School-in-a-box-solution, complete with Curriculum books, assessments, teachers resources as well as online support for selective subjects. Some parents have enlisted Tutor Centres to assist them in giving the student the best possible advantage, we have a list of available centres for you to peruse. Mindscape’s curriculum is in line with the National curriculum and assessment policy statement (CAPS) and Grade 10 – 12 is quality assured by SACAI and Umalusi. What ages does your online schooling cover? GR4 to GR11 live lessons but we do cater from GR1 to GR12 for curriculum. Are you taking new learners at this time Yes, for Term 3 with exclusion of GR12. How are your online classes conducted? Edu Core Solutions facilitate our live lessons using own developed secure video platform. Are lessons conducted in groups or one on one? Scheduled group lessons are conducted. Is your school able to mark and report on students work submitted? Parents responsible for marking. With recognised report issued by Mindscape Education allowing progression of a learner. Contact Details Email: [email protected] Contact: 011 704 0687 Click here to visit their website Click here to visit their facebook page Click here to follow on instagram

June 11, 2020

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