Education - Parenting Hub

Advice from the experts

Mathematics and Music – Is There Really a Connection?

Is there really a connection between Mathematics and music? And, if there is – is it a relationship in both directions? Will a musician be good at Mathematics and a mathematician good at playing a musical instrument? And, what is the practical application of it? Would learning to play the bass guitar help my child understand Euclidean geometry or should he listen to Imagine Dragons while doing trigonometry? I did some research to find out more about the connection between Mathematics and music. Pythagoras – Father of Harmonics My path again crossed with Pythagoras and this time it was not to work on his well-known theorem: a2 + b2 = c2. I was surprised to find his name attached to this beautiful quote: “There is geometry in the humming of the strings, there is music in the spacing of the spheres.” – Pythagoras Now most of you know that Pythagoras is credited with being the “Father of Mathematics”. But, how many of you know that he is also credited with being the “Father of Harmonics”? Pythagoras discovered the musical intervals. He also lectured people in the healing powers of sound and harmonic frequencies. Pythagoras not only applied the principles of harmonics to music, art, and architecture but also to more social arenas like raising a family, friendship and personal development. Einstein played the piano (and the violin) Pythagoras wasn’t the only mathematician that used music to shape his scientific ideas. Another great mathematician used to sit and play music when he was stuck on a mathematical problem. Einstein strengthened the communication between the two hemispheres of his brain and increased his brain power by playing the piano or violin (right brain) while thinking about a mathematical problem (left brain). He was even quoted as saying that if he was not a physicist, he would probably be a musician. “I often think in music. I live my daydreams in music. I see my life in terms of music.” – Einstein Listening to music while doing Maths Research done at a primary school in California introduced a music-based programme that uses rhythm to teach mathematical concepts. The curriculum, called “Academic Music”, incorporates music notation, clapping, drumming and chanting when introducing fractions to Grade 3 learners. At Hoover Elementary School in the San Francisco Bay Area the Academic Music programme showed concrete results. Half of the group of 67 learners participated in a six-week Academic Music curriculum while the other half of the group received the school’s normal mathematical teaching. The learners who received the music-based programme scored 50% higher on a fractions test that was taken at the end of the study, compared to the learners in the regular Maths class. There were also significant gains for learners who struggle academically. When comparing the test scores of lower-performing students in both groups they found that those who were taught the experimental music curriculum scored 40% higher on the final fractions test compared to their lower-performing peers in the standard Maths class. Playing a musical instrument We have now seen that listening to music may improve cognitive and mathematical skills. However, performing music is where the real advantage lies. Learning to play a musical instrument improves mathematical skills because, at some level, all music is Mathematics. Music is about time signatures, beats per minute and formula-based progressions. Playing a musical instrument reinforces parts of the brain used when doing Mathematics. Research shows that children who play instruments can solve complicated mathematical problems better than their peers who do not play a musical instrument. The bottom line is not detailed, but very clear: We should involve music in some form in our child’s academic life. This could be done by playing soft background music while your child is fighting fractions or by signing her up for music lessons so that she can learn how to play that saxophone herself! Written by Anne-Marie Reed – Mathematics Education Analyst at FutureLearn

January 15, 2019

Bilingualism – Empower your child

South Africa is a multilingual community, and mastering more than one language is not only important for today’s children, but it also offers several benefits. But how easy is it for children to learn a second language? Children tend to find it easier than adults as their brains are focused on absorbing information during their preschool and early school years. Although most children are only formally exposed to two languages at school when they learn how to read and write in a second language, there is much you can do before then to help your child learn a second language. And according to experts, the earlier you start, the better. Why is the acquisition of a second language necessary? Children who are bilingual can communicate with a wider range of people, which means that their frame of reference is broader. This gives them an enormous cognitive and academic advantage. Studies have also shown that people who have mastered two or more languages fare better in intelligence tests, logical reasoning and problem-solving. Before you sign your child up for extra classes in Mandarin, Xhosa or German, there are a few things to consider: Successful bilingualism requires dedication and quality input in both languages. Children must be exposed to the correct use of the language, and it is difficult to teach your child a second language if it is also your second language. If you aren’t fluent, seek help from family members or other qualified people. The new language must comprise approximately 30 per cent of a child’s total language exposure. When a child receives less input in the second language, he may become a “passive” second language user – he will understand the language, but won’t readily speak it. (He will, however, have an advantage in this language at school and will learn it faster.) Be careful of a second language school. There may be cultural differences, and if your child is struggling in the second language, it may hamper his ability to learn. Children with learning difficulties may struggle to read and write a second language even if they can speak it, while a deaf child may find a second language confusing. Seek guidance from experts to determine if your child’s unique circumstances will allow the acquisition of a second language. Practical ways to help your child learn a second language: Create informal learning opportunities: Ask a family member or friend who is fluent in the second language to spend some time with your child and to only communicate in the second language during that time. You can even organise a playdate with a friend who speaks the second language. You’ll be amazed at how quickly children learn words and phrases in an informal social environment. Make it fun: On Tuesdays and Thursdays, only speak to one another in the second language, read books, sing songs and recite rhymes together, or find other ways to make learning a second language fun. Create the right language environment: It is important to expose your child to real-life situations where he can practise using the correct words. The best way to do this is to describe what you are doing when preparing dinner, when you go grocery shopping, etc. To help your child successfully learn a second language, it is important to be patient and to create enough opportunities for him to listen to and speak the language. Encourage him to use the second language often, even if he swaps his words around or initially struggles to express himself. Mastering a second language won’t happen overnight, but the benefits for your child – at school and as an adult – are plentiful! ARTICLE BY DANIELLE BARFOOT

December 20, 2018

Back to learning roots

How the future of learning will incorporate ancient wisdom. Nowadays, things are changing faster than ever before. Most industries are experiencing rapid and substantial disruption, and education is no different. In most parts of the world, the traditional view of education in a classroom with a teacher and 25 to 35 children is becoming outdated. In fact, gone are the days when we produced wave upon wave of school leavers who were expected to fit into a highly standardised world. The new buzzword is individualisation, a strong post-modern shift in society and one of the most important challenges for 21st century education. The ancient Greeks understood how to individualise the learning journey and develop learners to their full potential. They made use of tutors to guide individuals or small groups, covering a broad set of skills and topics. Learning was often based on the Socratic Method, a way of questioning learners to help them arrive at new insights. Similar examples of individualised learning techniques can be found in most ancient civilisations, from India and China in the east, to Africa and the Islamic world, Europe and the Americas. Children of wealthy parents were also often schooled by a highly skilled (and often very expensive) private tutor. Even children from less wealthy families could become apprentices under a master, receiving personal training in their craft. This level of focus on the capabilities and needs of an individual learner typically resulted in superior quality learning outcomes. Unfortunately, most people couldn’t (and still can’t) afford a private teacher. This resulted in the introduction of formal schooling, which was aimed at creating a system where the majority of the population could be schooled to an acceptable standard at an affordable cost. However, affordability and consistency meant a compromise on quality: larger groups of learners were assigned to teachers (with less individual focus), and learning topics were standardised into a curriculum. As parents and employers are demanding more from the learners that emerge from our education system, this carbon copy learning approach is quickly becoming outdated, and is being challenged in the modern economy. Most people agree that the future will require adaptable and multi-skilled individuals to contribute to society. As such, we need to transform the education system to match this requirement. Luckily, we do not have to reinvent the wheel – we simply have to incorporate the wisdom of ancient civilisations. They understood that the focus should be on truly individualised learning across multiple topics, competencies, and character qualities, at the learner’s optimal pace to reach his/her full potential. How will this happen? Technology will play a critical role in the individualised learning environment, and can be used very effectively to customise the ongoing guidance of each individual learner. It can even be used to transform the content that learners engage with, and effortlessly link learners to each other and the wider global community, irrespective of location. It can also be used to continuously gather information about a learner, using this to customise the learning journey. This means that the traditional role of the teacher can change from having to control the highly complex combination of learning journeys for everyone in their classroom, to that of a facilitator for individuals or smaller groups when they need specific help. Our traditional narrow focus on subjects will also need to be re-evaluated to ensure that learners can apply knowledge and skills across a broader set of modern encounters. At FutureLearn, we continuously challenge ourselves to develop the future of learning. We are building an ecosystem to support guided learning, a term we use to describe the individualised learning journey of a child or adult to achieve a specific outcome. And we believe that individualised learning can be solved at costs that are affordable to every person in the world. We realise that our focus in changing learning should be to emulate the highly individualised and successful learning environment that was created by tutors or masters with individual learners or smaller groups throughout history. Yes, it is a big challenge… but we are up to the task! ARTICLE BY STEFAN BOTHA FUTURELEARN CEO

December 17, 2018

10 strange holiday traditions from around the world

Whether you are celebrating a religious festival, such as Christmas or Hanukkah, or something more secular, you are sure to have a set of rituals or traditions that make the holiday season extra special. Some of these may be a little odd, unusual or outright weird but, guaranteed, they won’t beat these strange traditions from around the world. If the shoe fits Every year, Dutch children eagerly place their shoes by the fire in the hope that Sinterklaas will fill them with small gifts and treats during the night. If they were naughty, though, they can expect to find a potato instead. Traditionally, kids would leave carrots in their shoes for a white horse named Amerigo, Sinterklaas’s trusty companion. Try this instead: Fill your children’s Christmas stockings with a range of tiny gifts and treats. Santa’s evil accomplice Spare a thought for people in Austria, where a ghoulish creature called Krampus – Santa’s evil accomplice – is said to wander the streets in search of naughty children. He looks like a cross between the devil and a goat and roams the streets throughout December, terrifying children. But what does he do once he catches a naughty little boy or girl? According to legend, he carts them off and eats them! Try this instead: Around Christmas time, a ‘hollow threat’ of Santa skipping your house is usually enough to get even the naughtiest child to behave. Spider’s web Afraid of spiders? Then be grateful that you don’t live in the Ukraine where, instead of baubles, tinsel and lights, people use decorations that look like spiders’ webs. This tradition stems from a folktale about a poor widow who couldn’t afford to decorate a tree for her children. Legend has it that the spiders in the house took pity on the family and spun beautiful webs all over the tree. Spiders’ webs are considered to be lucky in Ukrainian culture. Try this instead: Maybe stick to baubles, tinsel and lights. If you’re looking for something unique, let the kids make their own decorations this year. On a roll On Christmas morning the streets of the Venezuelan capital of Caracas are closed to traffic, so that people can safely make their way to mass – on roller skates! Try this instead: Swap the roller skates for ice skates and spend a day on the ice with your kids. Festive feline In Iceland, a giant beast called the Yule Cat is said to roam the snowy countryside at Christmas time. Traditionally, farmers used the Yule Cat as an incentive for their workers; those who worked hard would receive a new set of clothes, while those who didn’t would be devoured by the beast. To avoid meeting an unfortunate end, everyone in Iceland now gets new clothes for Christmas. Try this instead: Treat your kids to a new set of pyjamas on Christmas Eve. Kentucky Fried Christmas In 1974, KFC released a festive marketing campaign in Japan with the simple slogan ‘Kentucky for Christmas!’. Although Christmas is not even a national holiday in Japan, the campaign started a tradition – on Christmas Eve, families from all over the country head to their local KFC for a special meal. Try this instead: While you should probably stick to more traditional festive fare on Christmas Day, there’s no harm in treating the kids to a take-away meal during the holidays. Strange saunas Many homes in Finland have a sauna. On Christmas Eve, it is customary to strip naked and spend a long and contemplative time in the sauna to commemorate your ancestors before heading out for an evening of festivities. Try this instead: This tradition could be particularly awkward for big family gatherings… Why not invite the family around for a pool party instead? Looney Tunes Every Christmas, families around Sweden gather around the television at 15:00 sharp to watch a Donald Duck Christmas special. The entire day is planned around the screening, with more than 40% of Sweden’s population still tuning in like clockwork. Try this instead: Have a Christmas movie marathon featuring all your family’s favourite festive flicks. Giant lanterns Each December, a giant lantern festival is held in the city of San Fernando, which is known as the Christmas capital of the Philippines. Eleven villages take part in the festival, each of which tries to build the most elaborate lantern. Originally, the lanterns were small, simple creations; today, they have grown to around six metres in size. Try this instead: Load the family in the car and drive around the neighbourhood looking at Christmas lights. O Christmas tree We have been brainwashed by Christmas movies to think that there is only one real type of Christmas tree. The Kiwis, however, have been decorating their homes with the pohutukawa, a beautiful tree with bright crimson flowers, for years. The pohutukawa is a recognised symbol of Christmas around New Zealand and is featured on Christmas cards, decorations, and even in Christmas carols. Try this instead: Instead of decorating a plastic tree from your local retailer, try to come up with some proudly South African alternatives this year. If you are looking for things do during the holidays, check out these 15 festive bucket list ideas. By Danielle Barfoot

December 17, 2018

Playing Smart

From the moment they can see, feel, smell and hear, your baby is learning. What can you do to help the process along and make sure your baby is getting just the right stimulation? Toptots Early Learning offers these wonderful tips. 0-3 months: At this age babies can’t grab or move toys around so their experience is through sight, touch and sound. Although mobiles will attract your baby’s attention they do get bored looking at the same thing each day, so choose one with interchangeable items or put a mirror where they can see it whilst on their tummy – great for looking at “the other baby” and developing neck muscles. Different rattles with different sounds also help to stimulate hearing, whilst at the same time making baby try and turn sideways to see where the sound’s coming from. Home-made ideas for the 0 – 3 month old: Encouraging babies to stay on their tummies isn’t easy but by half filling a 2 litre plastic bottle with water, adding some food colouring, glitter confetti, tinsel or anything brightly coloured and then sealing the lid with nail varnish, you will have a great new toy. This toy will keep baby amused for some time but also be helping to strengthen those neck muscles whilst he is on his tummy. 4-7 months: They’ve discovered their hands which, when covered with bright socks or a wrist rattle, can be great fun. They need different textures to try and grasp, so use soft toys and squeaker toys making a noise for them to reach for. Hold things in different positions for them, encouraging hand eye coordination and strengthening muscles. And don’t forget the old favourite – blowing bubbles which helps strengthen tiny eye muscles. Home-made ideas for the 4 – 7 month old: A helium balloon, filled with some rice and tied onto your baby’s foot not only makes a great noise but will encourage kicking. Please remember that balloons and their strings are a choking hazard, so if the balloon pops, please discard the pieces immediately. 8-12 months: Now baby is sitting and enjoying toys that he can manipulate. Babies love putting things in and out of containers and finding hidden objects. Cardboard, cloth or vinyl books with different textures make great toys as well for this age group. Who doesn’t remember the joy of a simple ball? Give baby balls of different shapes and sizes, soft and hard, even spiky, then roll the ball back and forth between you – learning to share starts with mum and dad. Large blocks are also a win as baby knocks down the tower you built, teaching them about cause and effect. Although they may not be able to completely master knob puzzles, they will be able to take the pieces out, which is a great fine motor skill. Although the thought of musical instruments may sound daunting a xylophone is great for learning different notes and associating them with different keys to develop good listening skills. Home-made ideas for the 8 – 12 month old: Give baby half a cup of frozen peas to play with. By picking them up one by one they’ll learn fine motor coordination and to eat by themselves. Become a magician with a cardboard paper towel tube by posting items down one end and to baby’s amazement showing how they come out the other end! 13 months – 2 years: At this stage they’re up and about, following you around, imitating your movements and looking for things to challenge their manipulatory abilities. They’re starting to talk and understand a lot more than they can say. Reading, maybe even the same story over and over, is a great source of joy for babies at this stage. Reading aloud to children stimulates their interest, their emotional development and their imagination. Remember readers are not born, they are made! Stacking rings and nesting beakers help dexterity and spatial visualisation, teaching them about size. Push and pull toys, carts with rigid handles to load and unload are great and sorting buckets with basic shapes will teach shape recognition, encouraging hand eye coordination. This is also the time to encourage imagination. Tea sets for boys and girls, dolls, brooms and mops. Babies don’t know about gender and it’s important not to stereotype them at this age. They see daddy making coffee and want to play with a tea set or dad holding a baby and want to imitate that as well. Boys with sisters get the chance to experiment with dolls but generally we don’t buy dolls for our sons – whereas we wouldn’t think twice about buying a car for our daughter… Tunnels make wonderful birthday gifts bringing hours of fun to the mobile toddler and wooden blocks, as against plastic interlocking ones, take a lot of manipulation whilst learning to stack them. Home-made ideas for the 13 – 24 month old: Using an old formula tin, cut a circular hole in the lid, add some practice golf balls with holes in and you’ve got a shape sorter. Then try squares and triangles, varying the shapes as they get older. 3 – 5 years: A child of this age is testing his independence, control of language and learning new skills every day. They need to be watched constantly as they have no sense of caution or fear. Dressing up clothes encourages imagination. Paint, play dough, stamping and stickers are great creative hits at this age. Puzzles, preferably to match their interests, like trucks maybe, will encourage them to build it. Playing and sharing activities is important now so make sure there’s ample play dates. Dolls houses and garages are wonderful gifts amusing them for hours on end. A love of nature, collecting bugs and looking at butterflies and animals can be encouraged with books. Home-made ideas for the 3 – 5 year old: Don’t forget to re-enact nursery rhymes like Humpty Dumpty and all the other old

December 14, 2018

Home Education – Is it a possible solution?

There’s a scrimmage of 40 Grade 1 learners in front of their new class. They bundle in and sit on their chairs. There is good discipline in the class but there are so many learners that it’s impossible for the teacher to give each of them the necessary attention. Only the smartest learners will do well while the average child may miss a number of important building blocks and, eventually, it will become more and more difficult as they struggle through the grades. There are many learners who get lost in the school system. They struggle with the work pressure and the lack of attention, and do not reach their full potential as they do not receive individual attention. There is also the pressure to participate in sports or to maybe not be chosen for a team, and you just hope that your child is not bullied. Home education on the other hand is frequently seen in a bad light. The picture people often have is of a mother giving classes at home. The child sits at a table and lives a lonely, reclusive existence without socialising. With teaching in the 21st century, however, the picture looks very different. Home education can be done in different ways. Parents Parents can teach the learner at home themselves, the parents can then ensure that all the necessary concepts are properly embedded and can monitor the progress themselves. Social media allows parents to join groups with other parents who also home educate their children. Playing opportunities, excursions and social events are often planned and learners enjoy private education as well as social opportunities so that they can focus on all aspects of their development. Often parents also take turns to teach, where they work on a rotational basis. Children do not lose precious time in classrooms to wait for discipline or individual attention. Tutor centres There are many tutor centres across the country. Some centres only focus on one subject while other centres offer all subjects. Where the parent does not want to teach their child themselves or may not want to take a subject to the next grade, a tutor can be used. Tutors give each learner the individual attention they need and help them understand difficult concepts. The primary responsibility to educate the learner remains with the parents. Home-education schools It often happens that tutor centres are in such great demand that they become small private schools. They still use a home-education curriculum, but unlike with home education, the school takes responsibility for the learner’s education. ARTICLE BY HILDA ERASMUS – SPECIALIST: FOUNDATION PHASE

December 13, 2018

Global Trends of Education Influencing Education of the Future

Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” At Capriccio! Arts Powered Pre-school and Preparatory we have taken this to heart and designed a unique, innovative curriculum which focuses on equipping our learners for the future by integrating global education trends into the framework of our learning offering. To equip our learners with the skills necessary to conquer the future we place emphasis on the following key elements: → CRITICAL THINKING AND PROBLEM SOLVING We focus on teaching our children to ask questions and think for themselves, fostering their ability to reason and creatively solve problems. → COLLABORATION AND LEADING BY INFLUENCE We endeavour to instil in each child the value of being a good team player, to know their own strengths and talents – this enhances the learning environment and encourages co-operative and independent learning. → INITIATIVE AND ENTREPRENEURIALISM We inspire our learners to become creators and change-makers. We provide them with the tools necessary to utilize their individual abilities and foster their ability to use them to meet economic opportunities in their future. → GOOD ORAL AND WRITTEN COMMUNICATION We aim to provide our children with a platform to convey their ideas and emotions clearly and concisely, empowering and encouraging global awareness, and confidence for public speaking. We believe all of these skills are essential to ensure our learners are prepared to succeed in life and reach their full potential. For more information on our innovative approach to pre-primary and primary education visit www.artspreshool.co.za.

December 12, 2018

Former Springboks to offer up their expertise to schools

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

December 10, 2018

Individualism and learning synergy

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

December 6, 2018

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

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

December 5, 2018

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

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

December 5, 2018

Matric results scenario planning – know your options for any outcome

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

December 3, 2018

12345…maths for your toddler!

If you always thought that mathematics only revolved around numbers, think again! “There is a myriad of concepts that can help to prepare your child for school related mathematics,” says Liz Senior, Founder of Clamber Club and Occupational Therapist. “Pre-arithmetic readiness includes memory and sequencing abilities, the ability to understand shape, form and volume,” explains Liz. “It requires the child’s understanding of size, position, length and quantity,” she adds. Montessori found that learning about numbers requires 3 stages: The ability to sort objects into sets. Before your child can identify for example, 3 cars as being part of the same `set’, he needs to understand why they belong together. To do this, he needs to recognise the properties that cars have in common. The ability to match or pair one set of objects with another set. For example, there is one bead in this set and one shell in that set. Give the child another bead and another shell and see if he can match them together with the first set into pairs. This means that he will have 2 beads, and two shells. The ability to compare. A child needs to understand that two stones are less than 3 stones, and that 4 stones are greater than 3. Once he can do this, he can put things in an `order’. Liz shares with us a few activities that will give you some ideas of `mathematic fun’ on a daily basis. Use them as the opportunity arises, remembering where possible to talk about what you are doing, as the physical experience and the verbal reinforcement can help to consolidate many basic concepts. As you go, provide your child with opportunities to touch things, move them around, compare them, to climb over, through, under and on top. Allow and encourage him to experiment! Numbers Rhymes such as “1, 2 buckle my shoe,” or “12345 once I caught a fish alive” can be sung with your child even before he has a concept of the words. This verbalisation helps your child to memorise the names of numbers, particularly those from one to ten. Songs, finger exercises and rhymes with rhythmical number verbalisations all help to establish basic `rote’ counting and provide an introduction to numbers. Gradually your child will learn to count objects and understand the meaning of two or three. Quantity When you talk to your child, include quantity in your conversation – He has “lots” of books, and I have only a “few.” He has “more” hair than you have. You have “less than” him. Put different amounts of cereal in two bowls. Discuss which one has the most cereal and which one has the least. Which one would he prefer? Position and sequence When walking around together, try walking in a row. Who is in front, who is in the middle and who is last? Who is behind who? Swop positions and encourage your child to say where he is – in the middle, at the back or in the front. This game, once played on a physical level, can also be played using dollies and teddies or building blocks Understanding position and sequence is essential to understanding numbers and mathematics. For example, which number comes before number 5? or which number comes after seven? Length Take out some playdough and make roly poly worms together. Make long worms and short worms. Which worm is the longest and which is the shortest? Look in the mirror together and compare heights. Who is the tallest, who is the shortest? Size Collect some cardboard boxes – shoe boxes, apple boxes, fridge boxes, and cereal boxes. Ask your child to put objects in the biggest box, the smallest box. See how many objects do you have to put in the box until it is full. Which box can he fit into? For the older child, put boxes in a row from biggest to smallest. Mix beads together of different size. Show your child how to sort the beads by size into different containers. Start off with only 2 sizes and then add as your child becomes more adept. (The ability to sort into sets is a basic mathematic requirement) Shape Shapes described in mathematical terms are everywhere. Diameters, circumferences, to the square of, measurement of space – all relate to shape. Look out for square and rectangular boxes (cereal boxes, tea boxes, shoe boxes) circles (bowls, bottles, balls) and triangles (Toblerone chocolate!) Point them out to your child, discuss the shapes. Go on a shape hunt in the kitchen. Put some containers with different shape and size lids out for your child to match. Mass Look for heavy and light objects to experiment with. A bag of stones can be heavy, and you need to be strong to carry them. A balloon is light and can be hit up in the air. Explore the same concept in the bath with floating objects and sinking objects. Which object is the heaviest and which the lightest? Guess which one will float or sink. Volume Put some Tupperware containers into the sandpit to play with. Make some full of sand and leave some empty. How much sand will fit in the bucket until it is full? The same concept can be used in many ways. Your cup is full and now that you’ve drunk the water it’s empty. Show your child how to pack things in and out of boxes. Thickness Baking activities are wonderful for describing many of these concepts! Squash the dough until you have a thin layer or make a thick layer instead. Make thick biscuits and thin biscuits, big biscuits and small biscuits – and of course, count the biscuits! Cut a thick slice of bread and a thin slice of bread, look at a thick book that has many pages or a thin book. Discuss the thickest and the thinnest. Fractions Use the idea of fractions in your daily activities. Cut the bread in half, or into

November 30, 2018

How do I know if my child is school-ready?

School readiness is one of the biggest concerns for a Grade R parent. How do you know if your child is ready to start “big school”? If you as a parent talk to other parents then you will hear how their children can build words and do sums and suddenly you start to doubt your child’s ability and whether he/she is really ready to attend school. Perhaps you should have prepared your child better so he could have a head start over the other children or maybe you should have started doing basic Grade 1 work in the afternoon after school. School readiness is divided into three basic skills: Intellectual The child must have the ability to understand, reason and interpret new concepts. At that age, they absorb and process all new information. If you teach a sound to a child, they will probably remember it, but there are other skills that are more important to your child’s school readiness. Because we are experiencing such a big change in our society where both parents work, parents often focus on developing intellectual skills and not physical or social skills. Televisions and computers have also become an easy way to keep children busy while parents are making food or doing the washing. Although it is not wrong, as children acquire general knowledge, parents must also remember to play outside with their child by kicking the ball around or playing hide-and-seek. Physical A child who is physically strong, who can comfortably run, jump, climb and clamber also has the ability to concentrate for longer. They can use their muscles to sit up straight for longer, hold a pencil and focus for 40 minutes at a time on what is being discussed in class. A child who is only intellectually stimulated (learning basic Grade 1 work) does not get a chance to develop these muscles. These are the learners who hang over their work or lay on their arms and get tired quickly. They do not complete their class work on time and have to do it for homework. Parents then wonder what happens at school because they have to sit till late in the afternoons and do homework. Social and emotional development Your child is going from his safe environment to a structured environment with other routines, longer hours and more pressure. Perhaps there won’t be anybody that he/she knows. For your toddler, it is the same as going to Grade 1. If your child can not play socially with other children, they do not learn how to handle difficult situations. A child who is not socially and emotionally ready will scream blue murder and cling to their mother’s skirt (We also know that some children can exaggerate a little). In playing there is conflict, unhappiness, dishonesty, and the poor teacher acts as a judge, but this teaches the children how to handle and process difficult situations. This skill will teach them how to handle stressful situations for the rest of their lives and how to be adaptable to the unknown. Here is a very informative website that can be used to see if your child is ready for grade R: http://www.schoolsparks.com/kindergarten-readiness-test Hilda Erasmus: Foundation Phase Specialist

November 29, 2018

Surviving matric results- a parent’s guide

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

November 15, 2018

Making the most of your Child’s Education

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

November 9, 2018

Exam tips for first-timers

If your child is in Grade 4, she may have been exposed to class and term tests since the start of the year. But the idea of writing examinations for the first time can be daunting. Thankfully, there is a lot you can do to help her prepare. Get organised The first thing to focus on is creating a dedicated study space. There should be no distractions, and everything your child may need – coloured pens, paper, note cards – should be on hand. It is also important to work out a studying schedule. It may seem unnecessary for such young children, but it is important that they learn to plan and manage their time early on. Print out the schedule and put it up in the study area – give her stickers to help count down and tick off milestones as she achieves them. When drawing up the schedule, keep in mind that studying large chunks of information can be overwhelming. To digest it more easily, encourage your child to break the work into bite-sized pieces. 25 minutes of studying followed by a five-minute break works well for younger children. Consider her learning style Children learn in diverse ways, and now would be a good time to determine your child’s learning style. Auditory learners learn best by hearing information and processing it by repeating it aloud. These children usually talk non-stop, know all the words to songs and prefer movies to books. They often find that reciting key points out loud is a helpful way to process and store information. Exam tip: Speed up the learning process by recording information, then let your child listen to it while following it in her book. Visual learners notice everything, prefer reading and absorb information best by seeing it. They like books and puzzles and will write things down to remember them. If your child is a visual learner, she will likely learn best using notes and summaries. Exam tip: Try flash cards to help her memorise key points. Kinaesthetic learners grasp things best by touching or experiencing it and prefer participating in activities and performing tasks. They are often regarded as a hyperactive, are usually good at sports, and prefer sitting on the floor or bed while studying instead of at a desk. Exam tip: Let her sit on a gym ball instead of a chair while studying. Prepare using actual exams It is important to make sure that your child understands the exam format of each subject. So, look at old tests or exams (ask her teacher or look online) and explain what is required in each section, look at the mark allocation for each question, and discuss ways to approach the exam paper on the day itself. Marks are often lost because children don’t know how to answer specific questions, or because they don’t give enough information. Teaching your child to pack everything she needs for the exam the night before is also a good habit to foster. This will reduce the risk of her leaving important items behind. It will also minimise the morning rush – and the stress that often accompanies it. Finally, reassure your child. Ask her to simply do her best and let her know that you will support her no matter what the results turn out to be. Providing positive feedback for her efforts, celebrating her successes and encouraging her to keep trying will help her face upcoming exams with confidence. By Danielle Barfoot

November 7, 2018

5 Reasons why owning a Foldscope will make your child smarter!

It fosters independent learning Several studies have documented the benefits of independent learning and its impact on academic and career success. A Foldscope allows a child to immerse herself in science according to her interests. Using a Foldscope illustrates that learning without intervention from teachers or parents can be an exciting adventure. It stimulates curiosity A child that is bored is seldom motivated to learn. Unfortunately, children in schools are often bored by unimaginative curriculums. A Foldscope gives a child access to the fascinating world of microbiology, a topic they are not generally exposed to. It teaches them that there is more to the world than meets the eye and makes it exciting to investigate and learn. It develops problem-solving skills Using a microscope requires certain skills. A Foldscope provides the opportunity to practice several of these skills, including how to prepare and mount specimens for viewing, patience to find and focus on the specimen, and, most importantly, troubleshooting if things don’t go according to plan. Being able to identify and solve problems is critical to success in school and in the workplace. It employs the senses It is well-known that learning is enhanced by involving the senses during the learning process. Reading about microbiology from a book is an inauthentic and one-dimensional experience. By finding samples, preparing slides, and examining specimens using a Foldscope, the child is using their hands, eyes, nose, and ears for a more immersive learning experience. It cultivates a love for science The ability to think critically and analyse the plethora of information available today is essential to success. Making informed decisions about health, diet, medical treatment, scientific research, etc., requires scientific skills and knowledge, and children who are genuinely interested in science are usually scientifically literate. Children are naturally curious about the world and giving them a tool such as a Foldscope could change their perception of science and make them see it as interesting and even fun. Foldscope is an ultra-affordable origami-inspired microscope that is assembled by the user. It is designed to be durable, easy-to-use, and portable, with 140x magnification. They are available as individual kits or classroom kits containing 20 or 100 units. Deluxe Individual Kits contain an extensive set of accessories to collect specimens and prepare slides. These kits are packaged in a beautiful metal case making it easy for little explorers to keep their Foldscope close at hand. SciBuddy is the exclusive distributor of Foldscopes in South Africa. The owner, Arista Burke, has a background in microbiology and education. She believes that Foldscopes will be a gamechanger for South African children. To find out more about SciBuddy and Foldscope, visit www.scibuddy.co.za or their Facebook page, www.facebook.com/SciBuddySA.

November 7, 2018

All children are smart. Which type of smart is your child?

During my first year as a young senior Mathematics teacher, I realised that most parents put a tremendous amount of pressure on their children to perform well in the sciences, especially Mathematics. Substandard results in other subjects were tolerated with much more patience and excused as a lack of studying (or time or self-discipline). As I didn’t have children of my own at the time, I had to revert to my Psychology textbooks to, firstly, comprehend, and secondly, to dilute this intense pressure from parents on my Maths learners. It turned out that most people have been influenced by the education system to believe that the only form of intelligence that is rated as “smart” is mathematical intelligence and maybe, linguistic intelligence. Scientists and writers… those are smart guys. I changed the structure of the next parents’ evening. I showed and explained the infographic below and sent the parents home with the message: “All children are smart. Which type of smart is yours?”. In 1983 Dr Howard Gardner, an American developmental psychologist, proposed the Theory of Multiple Intelligences as his critique of the standard IQ test. According to Gardner, IQ tests have little relevance as it is based on a general intelligence. His theory instead suggests the presence of nine separate domains of ability, which he labelled the nine types of intelligence: Naturalist (nature smart) Musical (sound smart) Logical-mathematical (number/reasoning smart) Existential (life smart) Interpersonal (people smart) Bodily-kinaesthetic (body smart) Linguistic (word smart) Intrapersonal (self smart) Spatial (picture smart) Gardner realised that what other scientists thought were just soft skills, such as interpersonal skills, were in effect types of intelligence. Many researchers and scientists soon agreed with Gardner as they could see the real-life logic in his theory. Being a smart mathematician gives you the ability to understand the world, but so does being “people smart”, just from a different perspective. Below is an overview of the Multiple Intelligences Theory, with some practical examples to guide you in your analysis of your own intelligence and that of your children. 1. Naturalist Intelligence Naturalist intelligence or “nature smart” describes the human ability to distinguish among living things (plants, animals, etc.) as well as an understanding of other features of the natural world (clouds, rock configurations, etc.). This ability (or intelligence) was invaluable in our evolutionary past as hunters, gatherers, and farmers. It is still central in professions such as botanists, veterinarians or chefs. Children who are naturalists enjoy going camping and doing various outdoor activities. Travel bloggers who like going on adventures in nature are considered “nature smart”. 2. Musical Intelligence Auditory-musical intelligence is the ability to differentiate pitch, rhythm, resonance, and tone. This intelligence enables composers, conductors, musicians, vocalists, and sensitive listeners to recognise, create, reproduce, and reflect on music. It is interesting to note that there is often a connection between music and emotion. But even more interesting is that mathematical and musical intelligence may share common thinking processes. Children that are “sound smart” are usually singing or drumming to themselves and more aware of sounds than others. If you want to cultivate the auditory-musical intelligence, you should surround yourself with music as often as possible and during activities like studying and exercising. 3. Logical-Mathematical Intelligence A person with a good logical-mathematical intelligence can calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. People with this intelligence have sequential reasoning skills, observe relationships and connections, and make use of inductive and deductive thinking patterns. Mathematicians, scientists, and detectives are just some examples of professions where a high logical intelligence is usually required. Children with a high level of logical intelligence are interested in problem solving, experiments, and strategy games like chess. If you want to develop a higher level of logical-reasoning intelligence and be “number or reasoning smart”, you could play logic and pattern games like Sudoku, develop and prove a hypothesis, find the pattern in a poem, etc. 4. Existential Intelligence A person with a high level of existential intelligence is “life smart” and usually thinks about deep questions about life. “What is the essence of our existence?”, “Why do we die?”, “How did life end up like this?”. These people have the capacity to tackle deep questions about human existence. Writers and philosophers normally show a high level of existential intelligence. 5. Interpersonal Intelligence Dr Gardner labels the ability to comprehend and relate effectively with other people as interpersonal intelligence. Effective verbal and nonverbal communication, the ability to recognise differences among people, sensitivity to the personalities of others, and the capability to hold multiple perspectives are among the skills attributed to these “people smart” individuals. Professions where this type of intelligence is dominant are teachers, social workers, actors, and politicians. Children with this kind of intelligence are leaders among their peers who understand others’ feelings and motives. 6. Bodily-Kinaesthetic Intelligence Bodily-kinaesthetic intelligence is the ability to effectively handle objects and use a variety of physical skills in appropriate intensity and functionality. This intelligence also involves a sense of timing and the perfection of skills through mind-body unification. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily-kinaesthetic intelligence and are generally called “body smart”. 7. Linguistic Intelligence Linguistic intelligence is the ability to think in words and to use different languages to express and comprehend composite meanings. It is often referred to as being “word smart”. This strand of intelligence is found in people with an outstanding ability to understand the order and meaning of words, but also to apply metalinguistic abilities to reflect on their use of language. Linguistic intelligence is evident in poets, novelists, journalists, and public speakers and is the most widely shared human ability. Children with a high level of linguistic intelligence enjoy writing, reading, telling stories or doing crossword puzzles. 8. Intrapersonal Intelligence Intrapersonal intelligence refers to the ability to understand yourself as well as your own thoughts and feelings. It also relates to the natural capacity to use such knowledge in planning and guiding your own life. Intrapersonal intelligence involves not only a gratefulness of the self

November 5, 2018

Help! My child is unwilling to study for their exams

The long-anticipated year-end exams are upon us and so are the challenges and pressures that, so often, go hand-in-hand with the experience. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “ It is crunch-time now and Grade 4 to 12 learners are busy working on the preparation necessary to achieve the best results possible. But, alas, not ALL learners feel motivated or willing to put in the effort that is needed at this time. Some learners may, in fact, show little or any interest in studying for their exams, leaving parents and teachers feeling worried about what can be done about it.” Is your child unwilling or unmotivated to study for the exams? Cindy gives the following top tips to help you and your child through this stressful time: Remember that most negative behaviours are rooted in fear. Have a conversation with your child to try and establish what they may be afraid of. Fear can make them feel completely overwhelmed and it may just seem easier to look the other way when it comes to exam preparation or, worse, give up altogether! Help them put their fears into perspective – help them to understand that all they CAN do is their best. Break the seemingly overwhelming task into bite-sized manageable pieces. Help or encourage your child to concentrate on working through past exam papers. Structure study times so that a goal is set to achieve a certain amount of work in the given time. This will give your child a wonderful sense of achievement when each task is completed. Remind your child that, in life, there are some ‘yucky’ things that need to be done to get where you want to go. It means that, despite perhaps not enjoying the necessity of study, it needs to be done. Explain to your child that the first 10minutes of any challenging activity is the worst. Once you get past that 10 minute mark, you seem to ‘roll’ more easily. Just get to it and see how it works! Help your child understand that exams are their responsibility. You are there to encourage and support them, but ultimately, the responsibility of whether to honour themselves by putting in the effort that is needed, is up to them. Make sure that your home environment is conducive to effective studying. Keep the noise levels down, speak positively, encourage and praise any progress. Try and have something to look forward to once the exams have been completed. A movie evening, a day at the beach, or the promise of enjoying a favoured meal. This needs to be a reward for the hard work that was put into the exam process. Cindy concludes by saying “Exams can feel overwhelming and fear can cause some children to’ shut down’ at this time. All children want to achieve-whether they admit it or not! Don’t give up, the rewards will be worth it!”

November 2, 2018

Give Your Special Needs Child the Best Future Possible

When you’re told that your child will be born with a mental or physical disability, the news can be crushing and leave you with many doubts. Will you be able to provide for them? Will their childhood be as full of joy as the other kids? Will you have the stamina to carry on when the going gets tough? The answers are yes, yes, and yes. Though you’re facing the greatest challenge of your life, you can see it through with plenty of love and the right preparation. Here are some things to do before your baby arrives in this world. Research Their Disability How you get ready mentally, physically, and financially depends on the nature of your child’s disability and what obstacles they will face growing up. A good place to start your inquiries is Parent to Parent USA. Not only will you find a treasure trove of information on conditions ranging from blindness to mobility impairment to Down syndrome, this organization will put you in contact with other parents who have already faced the same challenges. Look Into Financial Aid Read up on the Individuals With Disabilities Education Act, or IDEA, which is a federal law that guarantees your child access to early intervention, special education, and related services from birth until adulthood. These include therapy sessions either at home or in the community to aid in the development of motor, cognitive, and communication skills needed to thrive during their infant and toddler years. Grants are available through agencies in each state. Find Support From Nonprofits There are also a number of charity organizations that are ready to step in and offer assistance when federal aid is insufficient. Many of these are devoted to children suffering from specific conditions such as autism, while others, like the Legacy of Hope, offer access to exciting activities outside of education such as art classes, music lessons, and even horseback riding, helping to ensure a well rounded and enjoyable childhood. Begin Navigating Health Insurance Thanks to recent health care reforms, insurers cannot deny coverage to children under the age of 19 based on pre-existing conditions including disabilities, according to the experts at Allied Wealth Partners, adding that you have 30 days after the birth of your child to add them to your health plan. Speak with your insurer to find out which physicians and providers are in-network to reduce out-of-pocket expenses. Depending on your income, you may also qualify for Medicaid or Supplemental Security Income. Set Up an Emergency Fund There will be items that you have to pay for yourself. Luckily, more and more states are offering residents as well as non-residents the opportunity to open a tax-advantaged ABLE account for any disabled person under the age of 26, with contributions limited to $14,000 per beneficiary per year, according to finance magazine Kiplinger. This money can be withdrawn tax-free and used to cover medical treatment and other expenses. Prepare Your Home You’ll need to make some modifications to ensure that your child is safe and can move around comfortably. If they’ll be confined to a wheelchair, then begin your research into options for improved accessibility, such as wheelchair ramps, which cost $1,604 on average. Other renovations include grab rails in the bathroom as well as a roll-in shower to make washing up easier at the end of the day. Contact local professionals to get an estimate in your area. Take Care of Yourself Giving your child the support and attention they deserve is impossible if you are tired and strung out. Begin a regimen of self-care now to ensure you’re in the best possible condition when the parenting begins. That, above all, means a balanced diet, plenty of exercise, and a good night’s rest, as well as techniques for relieving stress such as meditation or yoga. There’s a lot of work to be done, but rest assured that there are ways to overcome the obstacles that you and your child face. It just takes love and courage, and you’ve got both in spades.

October 31, 2018

Go outside!

Over half of children spend an hour or less a day playing outside – that’s less than the average maximum-security prisoner in America! There are several reasons for this: an increase in screen time, greater emphasis on scheduled activities and achievements, and a shortage of safe outdoor spaces to play. But there are also several reasons why children MUST play outside: Development: Play is a primary way that children learn about themselves and the world around them. Unstructured outdoor play allows children the freedom to explore, create and discover without predetermined rules or guidelines, and is a valuable component of their emotional, academic and physical development. In addition, playing outside teaches children essential life skills such as how to plan, troubleshoot, and negotiate. Exercise: Outdoor play encourages active play, which is fantastic for developing physical abilities. Running, jumping and playing ball games not only strengthen muscles, but also improve gross motor skills, hand-eye coordination and overall health and wellbeing. In addition, outdoor play helps children release pent-up energy, and as little as 20 minutes of active outdoor play has been linked to a boost in brain function afterward. Creativity: Playing outdoors is great for encouraging children’s creativity. Away from the constraints and confinement of being indoors and without hovering parents, many children will find unexpected and alternate uses for toys and everyday objects. Outdoors, they can let their imagination run wild! Socialisation: Children need to learn to make friends, to share and cooperate. They are usually more willing to join in games and activities when playing outdoors, and they are also more likely to talk to different children and make new friends. As such, outdoor play teaches children vital social skills, such as how to take turns and treat others. Risk-taking: Outdoor play helps children take risks and learn about their own abilities – they discover how high they can climb, how well they can balance, how fast they can run and what it feels like to roll down a hill. If children don’t learn to take risks, they may not develop the confidence needed to face life’s inevitable risks. Yes, they can be humiliated when they try to make a friend and get rejected, and they can even break an arm or a leg while playing outside. But that doesn’t mean they shouldn’t try; the lessons they learn from failure are just as important as those they learn from success. Independence: Outside play teaches children to pick themselves up when they fall, and to negotiate unfamiliar situations. It also teaches them to explore new activities and become confident in trying new things without being guided by adults. This helps build independence and self-reliance. Nature: The future of our planet depends on our children; they need to learn to appreciate it. If children grow up never digging in dirt, seeing animals in their natural habitat, climbing hills and trees or splashing in the sea, they will never really understand what is at stake. Children who play outside are more aware of nature and their environment. So, for the sake of your children, do what your parents did and send them outside. Even better, go with them! Outdoor Classroom Day is a global teacher-led campaign taking place on 1 November. It will see schools around the world swap the inside for the outside by taking learning into the playground, and making playtime a key part of the school day. For more information or to sign up, visit https://outdoorclassroomday.com By Danielle Barfoot

October 26, 2018

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

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

October 25, 2018

What is the real effect of too much screen time on kids’ wellbeing?

In today’s modern world, children grow up knowing how to take pictures with our iPhones or how to navigate to the games on our iPads, but what effect does all this screen time have on them? Health and mental consequences Research suggests that spending an excessive amount of time in front of screens could have serious health and mental consequences. The researchers from Cincinnati Children’s Hospital completed a lengthy research project on the comparison between the brain development of a group of children who spent many hours per day in front of screens (smartphones, computers, tablets and TV) versus children who spent most of their time reading, playing and socialising in real life. After scanning the children’s brains, they found that children who were overexposed to screens had poor connectivity in the areas of the brain that managed language development and cognitive control. Another study done by the Radiological Society of North America found an imbalance in the brain chemistry of children who were overexposed to screens. Such an imbalance leads to all kind of malfunctions, but mainly: Drowsiness, Depression, and Anxiety. This was confirmed by a recent study by the well-known researcher Jean M. Twenge, which shows a strong correlation between the screen time of adolescents and depression, leading to suicidal thoughts. This research report explains that the group of teens (observed in the study) who spent most of their time doing sports, homework, socialising with friends in real life and going to church had a significantly lower risk of ever showing signs of depression or anxiety. Academic performance In 2015, a team of researchers from Cambridge University observed and recorded the activities of more than 800 fourteen-year-old children over a period of two years. They recorded their GCSE (the General Certificate of Secondary Education) results at the age of 16 and noticed that the group that spent only one extra hour per day in front of screens saw a fall in GCSE results of approximately 10% over two years. The most interesting part of the report is that even when this group spent more time studying to counteract the drop in their marks, they could still not outperform the group who had the lower daily screen time. Cutting down Convince your tech-savvy child to cut down on their screen time by explaining that too much screen time will lead to: Poor development of your child’s language skills, which are important in 90% of careers. Drowsiness, depression and anxiety. Suicidal thoughts amongst teens. A significant drop in their academic results. By simply dropping their screen time by one hour a day and without having to increase their study time, your children can improve their marks dramatically! Use this infographic to convince your children to start enjoying life in real time instead of on screen. Anne-Marie Reed: Maths Specialist

October 22, 2018

Food’s influence on childhood behaviour and learning

Worldwide, allergies are on the rise, and in South Africa a staggering 40% of sufferers are children, according to the Allergy Foundation of South Africa – affecting quality of life and learning potential. The problem, and solution, to common allergy symptoms, says world-renowned nutrition expert Patrick Holford, is diet. “One in three children with behavioural problems have allergic reactions to foods. Other than overt physical reactions, individual food allergies can affect thought processing and cause irritability, agitation, aggressive behaviour, nervousness, anxiety, ADHD, autism, hyperactivity and learning disabilities,” says Holford. A trial study conducted by Dr Joseph Egger, head of the Pediatric University Hospital in Munich, Germany, and his team in 1985, which studied hyperactive children to find out whether diet could contribute to behavioural disorders, found that 79% of the children participating reacted adversely to artificial food colourings and preservatives, but also found that different foods produced the same symptoms in different individuals. “In the 1980s, researchers found plenty of evidence that allergies affect any system in the body and are behind a diverse range of symptoms, yet this research has largely been ignored since,” says Holford. Patrick Holford is a pioneer in new approaches to health and nutrition, specialising in the field of mental health. Having suffered throughout his childhood and adolescence with migraines, sinus infections and ear infections, Holford sought a solution and discovered that his troubles were due to milk and yeast allergies. “The truth is that the majority of people are likely to suffer for years not knowing that they have an allergy – but also not knowing how to treat it,” says Holford. Not to be confused with an intolerance or sensitivity, an allergy is an exaggerated physical reaction to a substance where the immune system is involved. As our personal defence system, the immune system releases chemicals when it comes across a substance it doesn’t like. The chemicals released by the immune system in response to an allergy result in symptoms such as mood-, attention-, memory- and intellectual impairments, as well as behavioural problems, overt physical ailments and delayed reactions that make pinpointing the allergy difficult. Other symptoms of a food allergy include nausea, cramps, flatulence, fatigue, throat trouble, sweating, skin rashes, acne and boils, migraines, apathy and confusion, depression, and paranoia. “The good news is that you can grow out of most food allergies and reduce your child’s allergic potential,” says Holford. According to Holford, the best way to prevent and reduce allergic potential in your child is to stick to the following dietary guidelines: Completely remove wheat and dairy products from their diet for a month or so and see if their symptoms improve. Have an IgG ELISA food allergy test done and see a nutritional therapist. Improve your child’s digestion by including plenty of fresh fruit, vegetables and seeds in their diet. Ensure you keep antibiotics and painkillers to a minimum, as they damage the digestive tract. Include fish in their diet to ensure that they are getting sufficient Omega 3 oil, Zinc and Vitamin A. Avoid foods containing chemical food additives. The most common ones to look out for are aspartame, tartrazine and MSG. Eat whole, natural foods as much as possible. Choose organic food (free from pesticide residues). For further information on food allergies, nutrition and childhood behavioural problems, visit www.holforddirect.co.za.

October 19, 2018

Capriccio! Arts Powered Preparatory – A creative learning solution for foundation phase learners.

Preparing to take the next steps in your little one’s learning journey can be extremely daunting. The gap between Grade R and Grade 1 is ever increasing and finding a school that facilitates your child’s individual growth, rather than promoting conformity, is no small task. At Capriccio! Arts Powered Schools, we realized the demand for an alternative, creative learning pathway for foundation phase learners, which is why we decided to establish Capriccio! Arts Powered Preparatory – a creative, inspiring, family-like learning environment designed with the cognitive, emotional, physical, social, and artistic development of young boys and girls in mind. Capriccio! Arts Powered Preparatory is an arts-powered, Montessori inspired learning environment registered with Impaq Education, offering learners a holistic and creative educational experience. Our innovative approach to primary education is specifically designed to provide learners with an enriched curriculum, incorporating elements of Montessori, Waldorf, and Reggio Emilio into the CAPS curriculum (the official national curriculum prescribed by the Department of Basic Education, which oversees primary and secondary education in South Africa), against the backdrop of our Christian ethos. The current methods of mainstream education implemented in South Africa can essentially be described as mass-produced learning. In contrast, at Capriccio! Arts Powered Preparatory, we believe that education should be experienced as an enjoyable adventure – It should provide children with a safe space in which to truly explore their creative potential in its widest sense. In the process, their curiosity should awaken naturally, gently propelling them forward to want to know more, instilling in them a life-long love of learning. Albert Einstein once said “Logic will get you from A to B. Imagination will take you everywhere.” This belief has formed the foundation upon which we have designed our unique educational offering. With many well-researched models of education available, we believe that it makes sense to integrate different elements that best serve our children’s educational interests in modern times. Our unique, creativity-infused learning experience remains true to our arts-powered roots, drawing on our passion for and belief in the power of art education in all its forms, namely music, dance, drama, and visual art. Furthermore, by integrating elements of well-proven educational models such as Montessori, Waldorf and Reggio Emilio, with more traditional mainstream methods, we have created a curriculum that will cultivate the primary school learner’s individual potential and allow our children to flourish at their own pace. For a more in-depth view of our educational philosophy and curriculum please contact us at tel: 021 551 7008 or email: [email protected]. We look forward to hearing from you!

October 19, 2018

Curating your career starts in school

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

October 15, 2018

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

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

October 12, 2018

Getting your Gen Z child through the stresses of Matric

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

October 12, 2018

The approach to History as a possible compulsory subject

Shortly after it was announced that History may become a compulsory subject in South African schools up to Grade 12, the country was abuzz with the news. The biggest objection is most likely about its presentation and people are concerned that preference will be given to one group’s history, and that it will lead to further disagreement in South Africa, rather than reconciliation and understanding. The Minister of Basic Education Angie Motshekga did say that it should contribute to nation building and unity. But then there is also a contradiction in her words: “…it is going to be the history of Africa and the beauty of us, ourselves as Africans”. Immediately these words caught my attention. I have long believed that History should be a compulsory subject because with the right presentation it contributes to nation building and creating a South African identity. But in Motshekga’s words I see bias and the words “us” and “ourselves” that does not belong in the history context. History should be presented objectively. For example: Look at the two films “Pearl Harbor” and “Letters from Iwo Jima”. Both films deal with the conflict between the US and Japan during World War II. People usually watch films like these from an American point of view, but if you watch “Letters from Iwo Jima” you will have more of an understanding for the Japanese perspective of the war. A historian must carefully approach all sides of history and focus on facts. Afterwards people must be able to learn valuable lessons from History and apply them. Again, one wants to ensure that History is not used as propaganda and written from the point of view of the government of the day to favour one group over another. During Apartheid (and in other countries during the race ideology period) History was presented in such a way as to promote the superiority of one race group over another. If we want to promote democracy and nation building through History this must be avoided at all costs. Everyone’s History is important and must be respected. Thus, personal opinions and prejudice must be avoided. History must always be based on factual retellings of events from both sides. It should contribute to ensuring that mistakes are not repeated. History should help build a country’s future rather than stagnating a country in what it was. Written by Ilse Stickling – Subject Specialist: History at Impaq

October 10, 2018

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