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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

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

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

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

It’s time to get serious about our heritage

South Africa currently has ten World Heritage Sites, of which the Barberton Makhonjwa Mountains and the Khomani Cultural Landscape are the newest additions to the list, as appointed by UNESCO (United Nations Educational, Scientific and Cultural Organization). With nearly one World Heritage Site per province, South Africa is truly unique! While our country boasts with these beautiful World Heritage Sites, it is also home to many other natural and cultural attractions that appeal to domestic and international tourists alike. Examples include Boulders Beach in the Western Cape, with its famous colony of African penguins, and the Afrikaanse Taalmonument (Afrikaans Language Monument) in Paarl, to name but a few. The question is, should we protect these World Heritage Sites and attractions as our heritage? The answer is yes! Not simply for our children’s children, but also to showcase our incredible heritage to our countrymen and the rest of the world. These sites and attractions have so much to offer, especially in terms of promoting tourism. When we take our heritage seriously by preserving and protecting our World Heritage Sites and other attractions, we practise sustainable and responsible tourism. This rests on three pillars: the environment, the economy and the social pillar. When looking at the environmental pillar, the first thing that comes to mind is our wildlife. If, as citizens of our country, we don’t set a good example, we cannot expect tourists to respect our natural environment. Rhino poachers and other evildoers who want to destroy our wildlife must be stopped, and we must always report suspicious behaviour. In addition, while garbage cans are available at all sites to combat littering, it is our responsibility to use these bins effectively and purposefully. The next pillar is the economy. Once we fully understand and realise the value of our heritage, South Africa’s World Heritage Sites and other attractions will become and remain economically important. As domestic and international tourists visit these sites and attractions, it will ensure that the tourism sector makes a positive contribution to the GDP (Gross Domestic Product) of our country; this, in turn, will cause a multiplier effect that will benefit all the people of South Africa. The more people visit our World Heritage Sites and other attractions, the more far-reaching the benefits will be. The social pillar promotes national pride. If we stand together as a nation, we can work together to not only preserve and protect our World Heritage Sites and other attractions, but also to attract tourists to the rainbow nation and to foster greater cultural understanding. Conservation and community projects linked to World Heritage Sites and other attractions can also be used to support and fund local communities and, in this way, make a positive contribution. We need to start taking our heritage seriously by creating awareness of sustainable and responsible tourism. This, however, is a continuous process; one that will ensure the sustained existence of our World Heritage Sites and other attractions. May we keep this – our natural and cultural legacy – in mind when we visit any of our country’s beautiful World Heritage Sites or attractions. Written by Surina Jordaan – Education Specialist: Services Subjects and Social Sciences at Impaq

October 5, 2018

Gearing university education for employability

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

October 4, 2018

Public university or private: Choose the right institution for you

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

October 1, 2018

Conversations to have with your young adult before University life

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

September 28, 2018

Hands-on Learning

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

September 27, 2018

Should toddlers be exposed to technology?

By Anne-Marie Reed Watching your two-year-old princess swiping effortlessly through the apps on your iPad does not necessarily imply that she’s ready to be exposed to technology. That said, it is natural for toddlers in their explorative phase to prefer playing with tech toys over traditional toys and games. Traditional toys and games all have one feature in common – the child needs to engage with them in order to give them any entertainment value. Engagement implies that the child has to make them work, they don’t just provide entertainment by pressing a button. In addition, traditional games require a fair amount of creativity and personalisation, whereas most digital games are pre-set; creativity lies in the hands of the programmers. A comparison between a lifeless box of wooden puzzle pieces and Candy Crush on your phone should explain this point sufficiently. The “good” stuff always requires more effort. We know this from all sectors of our lives: health, fitness, relationships, etc. But does this mean that we should keep those tiny, inquisitive hands off our digital devices? Research reveals that parents mainly use technology, including television, as a babysitter when the going gets tough. As a parent myself, with vivid memories of those incredibly rewarding (and exhausting) times with two toddlers, I understand this completely. The question, however, remains: is it damaging for children between the ages of one and six years old to be exposed to technology? Dr Michelle Ponti, a paediatrician and chair of the Digital Health task force at the CPS, reported that, based on recent research in Canada, children under two years old should not be getting any screen time at all, while children between the ages of two and five should be limited to a maximum of two hours a day – and that includes television time. Once you start searching for research reports on this topic, you realise that the question is not necessarily whether young children should be exposed to technology, but rather, why you would want to share your tech gadgets with your toddler. So, before exposing your toddler to technology, consider the following: Children should have a screen time limit, based on age. A maximum of two hours screen time per day is a good general guideline for toddlers. Technology steals the time your child should be using to explore, create, craft, or for imaginary play. You cannot replace this time at a later stage – if your child missed out on these activities as a toddler, it cannot be caught up when he or she is older. Screen time can be divided between education and entertainment. However, to do this successfully, you must ask yourself why you want your child to sit in front of the television instead of playing with his toys. Is it to learn something? Or is it to keep him entertained without breaking anything or hurting himself? Incorporating educational digital content, such as interactive digital storybooks, where the child can hear the correct pronunciation of certain words, can be very advantageous. Another good example of a locally developed digital program for kids from the age of four, is the CAMI Perceptual Skills Builder. This program addresses basic perceptual skills such as colour, shape, spatial orientation, retention and quantity in both English and Afrikaans. Technology can be a useful tool to actively spend family time together as it serves as a platform for parents to play age appropriate games with their children while actually having fun themselves. We know that the best time spent with children is when you enter their arena, not when you invite them into yours. Exposing toddlers to technology before the age of two is not recommended. As they get older, however, the true value of technology for toddlers lies in shared experiences with parents, whether that is to read an interactive book or build a shelter in Minecraft together! When in doubt about allowing technology in your toddler’s life, keep in mind that the playful learning and cognitive development that happens when a little girl dresses her doll before they visit the queen for a tea party, cannot be regained at a later stage.

September 25, 2018

‘Gap it’ to success!

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

September 25, 2018

Foldscope – When paper art and science meet.

A paper microscope that will change the way children learn about science. As a rule, microscopes are expensive, delicate instruments. Certainly not a suitable toy for an eight-year-old and probably the last thing parents would think of giving to a child. But what about a microscope made from paper that costs around R40? A microscope that is water-resistant, tough, and small enough to fit in a shirt pocket, or slotted into a book? Enter the Foldscope, an innovative piece of equipment that is set to change the way science is taught at school and at home. Most schools in South Africa are not lucky enough to have a single microscope, let alone one for each child. And most children never have the opportunity to use a microscope or to freely explore what the inventor of Foldscope calls the “microcosmos”. It is an accepted fact that children learn best through experiences rather than instruction, and hands-on activities form a critical part of experiential learning. Experiential learning also stimulates the imagination, inspires curiosity, and nurtures a love for learning in general. How can we expect our children to be excited about science when it is inaccessible, and its education is usually one-dimensional? One of the reasons that South African schools perform consistently poorly in maths and science is a lack of access to appropriate equipment and materials. Now imagine what could happen if every child had access to a microscope, or even better, their OWN microscope. Before the invention of the Foldscope, this was a near impossibility for the majority of South African schools. What about a microscope at home? Picture yourself exploring the garden with your child, collecting flowers or insects, and studying them using the Foldscope. Even something as simple as examining the difference between salt or sugar crystals could be a fun and educational activity. For homeschoolers, a tool like the Foldscope is invaluable to enhance their studies. By motivating our children to spend time in and interacting with nature, the Foldscope could also provide a way to reduce the time spent in front of a screen. A Foldscope starts out as a flat sheet of plastic-coated paper, precut into shapes that are folded and slotted together to form a fully functioning microscope. Its magnification is similar to the microscopes found in classrooms and research laboratories, meaning it can easily magnify plant and animal cells, insect parts like wings or eyes, pollen, hair and follicles, a variety of microorganisms, algae, red blood cells, and larvae; the list is endless. As long as a sample can fit on a standard microscope slide, it can be viewed with a Foldscope. One of its most attractive features is the ability to couple with the camera on a cell phone or tablet. This gives children the opportunity to take photos and videos and to share their findings with friends, parents, and teachers. By attaching the Foldscope to a cell phone’s flash, the image can also be projected onto a screen. Teachers all over the world are starting to see the fantastic possibilities for getting children excited about science, biology, and engineering. In the United States and India, Foldscopes are now regularly used in the science classroom. South African schools, especially resource-poor schools, could also certainly benefit from having these devices in the classroom. In fact, if we hope to ever compete with the rest of the world in terms of science and maths, tools like the Foldscope are essential. Foldscopes come in kits of 20 or 100 basic units, perfect for classroom use. To keep the costs down, these kits also come with a limited number of accessories that are to be shared among learners. Sales of Deluxe individual kits, including an extensive set of accessories for home use, partially subsidize the classroom kits. SciBuddy, a new player in the field of scientific educational materials, is the exclusive distributor of Foldscopes in South Africa. The owner, Arista Burke, has a background in microbiology and education and believes that Foldscopes will be a gamechanger for South African schools. “For the first time, giving every child in SA access to a microscope is a real possibility. The schools that realize the potential of this tool are going to have a definite edge going forward”, says Arista. SciBuddy wants every school to have at least one set of Foldscopes. To make this possible, they are donating one kit to an underprivileged school for every 20 kits sold. To find out more about SciBuddy and Foldscope, visit www.scibuddy.co.za or their Facebook page, SciBuddySA.

September 20, 2018

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

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

September 18, 2018

Number sense- the root of mathematics

Number sense essentially refers to a learner’s ability to use numbers in relation to one another, i.e. they can recognise number symbols and relate it to the actual number of objects. There is a common misconception that, if learners can count to a certain number, they are smart and understand numbers. However, the question is whether they know the value of each number? Take this scenario:ah Nataly, a Grade 3 learner, still uses her fingers to count and has difficulty with some of the easier Maths problems. However, there are several really difficult problems that she can easily do. How is this possible? Let’s do a simple test. Look at the arrangement of the dots in each of the blocks: BCD EAll of the blocks represent the number 5, but it is structured in different ways. A learner with no number sense will start to count the dots in each block, but a learner with number sense will automatically divide the dots into groups or create a structure in order to get to the value of the number. A: This is a familiar arrangement, it is represented on a dice or on playing cards and learners will recognise this arrangement easily. B: This is a sub-group arrangement. The dots are arranged into sub units and will force the brain to add the three dots to the two dots. C: This is a linear arrangement. It will most likely prompt counting, however, many people will mentally separate the dots and organise them into groups. D: This is a random arrangement with no obvious grouping structures. The brain will try to look for a pattern or a way to divide them in order to get meaningful patterns. E: This is also a sub-group arrangement, like in B, but the difference is that the brain will add the one dot to the other four dots. Number sense boils down to the value of a number. Learners like Nataly find different ways and detours to do Maths without knowing the basics – they create alternative methods to get to the answers. Teaching number sense is very basic and forms the foundation of Mathematics. Here are a few ideas on how to stimulate number sense: Use dot cards and play games, e.g. memory games, with learners. Teach number combinations up to 10. Cut 10 circles from two different colours. Pack the circles in different combinations and see how fast the learner can recognise the number combinations. Repeat the exercise using a variety of number combinations, e.g. two red circles and four yellow circles = 6 Play games such as Halli Galli, which focuses on number combinations and establishes a foundation for number sense. It is very important to ensure that number sense is engraved in a learner’s brain before moving on to more difficult Mathematical problems. Additionally, d an enriched learning environment that enhances the development of number sense can be craeted by means of a variety of wall charts and number games. References Way, J. (2005). Number sense series: Developing Early Number Sense, Online: https://nrich.maths.org/2477, Access 23 August 2017.

September 12, 2018

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

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

September 7, 2018

Homework or no Homework for South African schools?

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

September 6, 2018

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