Leading Educational Advice from Wingu Academy
Wingu Academy

Why we made the switch from brick-and-mortar to online homeschooling

The following account is the story of a parent, Engela Janse van Rensburg, who decided to make the switch from a brick-and-mortar school to online homeschooling and she has never looked back! “Here’s a riddle for you: What is the most in-demand occupation – no, let me rephrase – profession, in the entire existence of the human race? Which profession needs no qualification, has the lowest monetary reward yet has the highest impact on the human race, and the highest emotional reward? Parenting! Any parent will tell you that the privilege of having a child and the joy that it accompanies, is something very special. But, with this privilege comes a number of choices you have to make. At the birth of your child, you are given a clean slate and you as the parent have to decide what is written on that slate, since this will form the foundations of that little human being entrusted to you.   I call these choices the three C’s: Choice of morals and values; Choice of religious beliefs and Choice of education. And it is in this third choice, Education, that many parents faced a new challenge the last couple of years since the global pandemic struck. Three years ago parents who decided to homeschool their children were seen by many as the ‘different’ ones. Two years ago parents who never thought of homeschooling their children, were suddenly faced with a challenge: how do I ensure continuous education for my child, how do I keep my child safe and healthy and protected against an enemy no one can see (Covid-19)? And just like many other families, we were faced with the same questions. When we started to do research, we realised that education entered its own “industrial revolution” phase. We were standing in front of three options: homeschooling where the support from the school was only administrative and I will have to teach my child; a school where classes were presented on a set timetable and the only difference between the online school and a brick-and-mortar school, was that he was at home and did his lessons online; and the third option was a combination of the first two: online lessons combined with self-study. We realised that with both parents also in education and working long hours, there was no time for us to teach our son, although we had the knowledge. It was also for our son a much easier transition from what he knew to something totally different.   Two years later we have settled into our new lifestyle and in the process we have learned a lot of lessons. Time management became very important and it was a skill that I had to teach my son. I had to show him how to plan his term, his week and his day. I had to show him how to plan when to start with an assignment to make sure it is completed and submitted on time. He had to learn how to take responsibility and attend classes, even though he has the freedom to make that choice.  In a brick-and-mortar school, parents are so much less involved in the day-to-day activities of their children. With an online school, I became involved in what happened in my child’s education on a daily basis. I check on his daily classes, I look at his performance and results when assessment results are released and I assist with his revision planning. Then there is of course the technical side – make sure he has access to Wi-Fi during load-shedding, make sure the printer is working, make sure the laptop is still on standard.   The biggest change in our lives was that we became so much more involved in our child’s education. But it also brought another concern with it – we had to make sure that the social development  of our son was still taken care of. It is so important to remember that your child still needs contact with his peers and that he can still interact with them outside the academic sphere. It is very easy for a child to become totally isolated and if both parents are working, this can happen very easily.   Whether your choice is homeschooling or an online school, any parent will have to remember that your view about your child’s education will have to change. You need to become more involved in the education and social development of your child. Both you and your child will have to focus on time management, your communication about his education will have to be daily and maybe the most important before you even venture into this new adventure is that you have to make sure your child has the right personality to make a success of it. We are very fortunate. Our son is a self-starter, a self-motivator, and can work independently. Our transition was very easy. In the first year, both of us had to get used to the technical aspects and he had to learn time management skills – which learners do not learn in brick-and-mortar schools. But after 9 months at an online school, I did not need to create his calendar anymore or remind him about tasks. Today, two years later, we have an independent 14-year-old who is far above many first-year university students when it comes to planning his academics and taking responsibility for it.  Do I recommend it? Absolutely! Why? I wrote on that slate given to me the following objectives to instil in my son: independence, responsibility, work ethic, confidence, self-trust, and high-quality education. What is the downside? Social interaction in the form of sport or cultural activities takes a lot more effort, planning and involvement with the homeschooling/online schooling community. When should you not do it? When you think it is an easy way out of “school” or when your child is not yet emotionally mature enough to take responsibility for engaging with their schoolwork. It is not an easy way out – it will take commitment from both you as a parent as well as your

Wingu Academy

Raising future-proof children with the rise of EduTech

“In 1951 we witnessed the birth of television. In 1981, Acorn IBM’s first personal computer was released and in 1999 Wi-Fi, the abbreviated term for “wireless fidelity” was developed. But life as we know it today doesn’t change every 20 – 30 years anymore. It now changes every 20-30 minutes…perhaps without us even knowing it. Traditional Schooling as we knew it If you are reading this there is a 99% chance that you were in a “traditional brick-and-mortar” school. We were dropped off in the morning by a parent, or took the bus to school, or for some of us, even walked to school. Then we joined our friends in a classroom with a teacher, the bell rang for break, we all had our lunch, and then we went back to class. We were lucky if we had a Computer Centre at school that we were exposed to. After school, some of us attended social or sport events. And most of you would agree with me that we did not turn out too bad.  Times have changed Today, every child is exposed to some type of technological device and likely, even more than one. They are exposed to technology at home and at school, and when visiting their friends’ houses. Students in the 21st century need technology to do their schoolwork, their sport activities, and events and even when organising social events. We as adults must raise children with technology as it is the key to their future. Modern universities make use of online assessment tasks, computer-based assignments, software tools and in all careers, a basic computer skill is a requirement. We have the privilege to raise children with the necessary future-focused skills to adapt to a fast-growing technological world.  Forced to online schooling  COVID-19 forced the global community to experience “home-schooling” or “online-schooling”. What a blessing in disguise for many of us. Parents and students had their worlds changed by this. Many of us realised what our children were being taught at school, and in many cases left us with a lot to be desired. We also realised that we could do school from literally anywhere in the world by using web-based tools and online schooling platforms. Together with this, a whole new world opened for children. Students can be managed by an online educator under the supervision of their parents to do research, to write their own coding programme, to experience learning in an immersive way, and be engaged by a variety of tools that bring joy into learning. The possibilities are endless.  Pros and Cons of raising the next generation by use of EduTech solutions such as online schools. This debate can go on for days, but in fact, it all comes down to two main considerations. If my child goes to an online school, how will their social development be impacted? The reality is that social skills can be fostered outside of a brick-and-mortar school. Online schooling and homeschooling families have vibrant communities that have rich social experiences, build lifelong friendships, and have the benefit that it can be forged around your own family values, choosing friends, and avoiding bullying and exposure to bad influences. This does take parental effort and can be a task without tapping into the communities available. Most online schools, such as Wingu Academy have vibrant programmes where students are given a choice of different clubs to be part of. The clubs foster social interaction, connect friends that can meet up in person, build leadership skills, and get exposure to other potential interests. Students who attend an online school know all the ins and outs of technology and how to use it in everyday life, school, and work. Children today are more comfortable with social interactions online than other generations and are developing the crucial skills to safely interact in a connected world. It is important to leverage off the opportunities available to ensure socialisation in person. Globally there are vibrant communities on social media for homeschooling, and veteran homeschooling families that can offer guidance.  As an educator, teaching online changed my whole life. I realised that there was a whole new world outside of my comfort zone waiting for me to discover. When I first started teaching online, I was terrified of using the technology, but now I can’t think of going back to my old way of teaching, experiencing all the possibilities online teaching holds for me and my students. I also can’t wait to see how my son develops using all the technological skills he is about to learn. He has the best of both worlds. I can raise him on a farm in the outdoors with the peace of mind that when entering the workforce of the future he wouldn’t have to stand back for anyone or anything, because of an online school like Wingu Academy he will have all the skills to have a technological advantage in whatever career path he chooses to pursue.” Madeline Kruger, is a wife, mother of a five-year old, and a language teacher at Wingu Academy with true Wingulian blood flowing through her veins. She holds a B.Ed Intermediate Degree from North West University in South Africa. She also received an award from the Golden Key International Society. Madeline is passionate about teaching and believes that all children are special in their own way and should have the opportunity to develop at their own pace.

Wingu Academy

Relationship building with home education providers is a priority for the Gauteng Department of Education – Wingu Academy’s invite for in-depth collaboration

The Gauteng Department of Education (GDE) conducted a meeting with homeschooling and online school providers on the 2nd of June 2022. This is the first meeting where the GDE reached out to service providers in the home education sector as part of stakeholder engagement and relationship building. Chriselda Mosibudi-Makhubela, the Director for Independent Schools at the Gauteng Department of Education, expressed the objective of amplifying the voices of learners that are home educated, as well as those of the key stakeholders to work towards turning around the prior views on home education.      South Africa has seen a surge of online schools opening in response to the COVID-19 pandemic. Some online schools were already established pre-pandemic due to a natural growth in the home education market inherent in the country, whilst others developed in response to the perceived demand in the market for online schooling.  In the US, online schools have been well attended for a few decades already and have seen mature and well-developed online schools emerge as viable and important alternatives for numerous students across the states. Pre-pandemic there were over 375 000 students between the ages of 6 and 18 attending state-wide full-time online school programmes, a number that has almost doubled for the 2021-2022 school year in the US.  In South Africa, the numbers are not that clear and pre-pandemic estimates of 100 000 homeschoolers have increased dramatically to more than 300 000 according to the Department of Education. Chriselda Mosibudi-Makhubela has previously indicated that up to 4% of learners can be home educated in South Africa. The director also expressed that the GDE is very interested in doing research to learn more about home-based education and to improve on assessment and curriculum provision in Gauteng, especially for home education.   With the growth in the interest in home-based education, accelerated by the pandemic, many online schools have emerged. At the meeting on the 2nd of June it became evident that clearer guidelines and frameworks are required to establish a minimum standard to ensure that all learners get the best possible education from homeschooling providers and online schools. The different curriculum providers and homeschooling providers present at the meeting had varying levels of maturity of internal processes, curriculum delivery, and assessment structures.  Wingu Academy was encouraged to see that our processes and standards are high and aligned to policy and guidelines available and we are excited to share what we have found to be effective in our approach to online distance learning. Wingu Academy is formally inviting collaboration with national and local departments of education and wishes to support the core values that Director Chriselda Mosibudi-Makhubela shared at the meeting of “excellence, compliance and relationship building”.   Wingu Academy is optimistic and welcomes the pending regulatory framework to be approved by the end of October 2022, and the opportunity to forge a strong relationship with the GDE. “At the meeting Wingu Academy extended an offer to support the Gauteng Department of Education with our in-house expertise in curriculum mapping to assist with smoother transitioning of students between International and the CAPS curriculum to make it more accessible for students to transfer between home education and public or independent schools where needed.” explains Ian Strydom, Managing Director of Wingu Academy.  “Wingu Academy has been applying the policy on home education and has simultaneously aligned all internal processes and quality assurance measures with the local and international requirements of traditional independent schools, and are ready to adopt any further recommendations by the Department of Education. The Academy is registered with the South African Comprehensive Assessments Institute (SACAI) as a distance education provider for the CAPS programme it is currently offering, and is a registered Pearson Online Centre for the International British Curriculum. The Academy is also finalising the registration of an independent school in its network awaiting final feedback from the local department of education and as such has comprehensive alignment with the available guidelines from the Department of Basic Education.” Strydom concludes.     

Wingu Academy

Problem Based Learning, why do we need this in schools today?

Researchers have been hypothesizing and theorizing about Problem Based Learning (PBL) for decades. It came to life in the mid 60s when a group of scientists and physicians all had a similarly negative view of their undergraduate degrees and felt they could find a better way to present it. They developed the notion that students will understand their work better if their learning is driven by open-ended problems that challenge their way of thinking. Today, universities across the world implement Problem Based Learning in their courses to encourage students to critically engage with their subject content. Few schools have, however, implemented this learning method and the question begs to be asked, why? With the shift in education from Teacher-centeredness to Learner-centeredness, today’s educational landscape is the ideal place to implement PBL.  What does Problem Based Learning entail? Problem Based Learning is a method of learning where learners are presented with an open-ended problem and they must acquire the knowledge and skills necessary to solve it. It is necessary for the learners to first identify what skills will be needed to solve the problem and thereafter they must learn and use these skills to solve it. They move through a set sequence of in-context problems by acquiring the necessary skills and knowledge. The learners are guided by their learning material and assisted by teachers throughout. They work in small groups and are constantly learning from each other. Group members teach each other, rather than a teacher teaching the content at the front of the class. Why implement Problem Based Learning in schools?  Since many universities have started implementing Problem Based Learning, it may seem unnecessary for schools to implement it as well. That is the exact reason why this method of learning should be more commonly implemented in schools: to prepare learners for their tertiary studies and careers. Learners already face a seemingly insurmountable task of adjusting to university life without having to struggle to adjust to new learning methods as well. Equipping learners with the skills needed to complete a university degree makes the likelihood of learners succeeding in these degrees much larger. Equipping learners with the skills they need to succeed in University and in their careers one day should be paramount to high schools across the world and it should precede content recitation.  Some of the skills acquired through the PBL approach include: Flexible knowledge base: Problem Based Learning teaches learners the subject content in a way that moves beyond merely learning the facts of the subject. They are required to integrate the knowledge gathered from different subjects as well as from their own experiences. They have to use these skills and build upon them to solve the problems they are faced with. These skills and knowledge are organized around the deep principles in a subject. Learners use previous knowledge to evaluate the problem they are faced with and build upon this knowledge when they attempt to solve it. This means that their knowledge is continuously restructured and adjusted. This knowledge is not centred around one single point of reference and this grants learners the chance to adapt and apply it to many different scenarios.  Problem-solving skills: In Problem Based Learning, learners are presented with a scenario and they must evaluate and formulate the problem by studying the facts of the scenario. This helps learners understand the problem better and they can start hypothesising possible solutions. Learners must then identify where they have gaps in their knowledge to solve the problem and acquire these skills through research. These reasoning strategies are fundamental in any problem-solving scenarios learners may be faced within their lives and studies ahead. It builds the meta-cognitive skills that allow learners to executively plan their problems and evaluate their progress and whether their goals have been met. Self-directed learning skills: Learners are forced to identify the gaps in their knowledge in Problem Based Learning. They must identify where they lack the skills necessary to solve the problem they are faced with and must then research these skills. They are required to evaluate and direct their learning themselves, with only the occasional guidance from their teacher. This wakes the natural curiosity in learners to find the answers and skills they are requiring. These self-directed learning skills become an intrinsic part of a learner’s studies and will stay with that learner through his/her life, motivating them to become life-long learners. The curiosity they learn through these problems motivates them to explore and this in turn intrinsically motivates them to learn. This is a crucial skill for the Fourth Industrial Revolution as the learners are internally motivated to discover and this is not a skill that can be replaced by a robot. They do not have to be instructed to study certain things, they will be motivated to do so on their own. Teamwork: To implement PBL effectively, learners must work in teams to solve the problems they are faced with. Learners must learn how to function as part of a team by establishing shared goals, resolving conflict situations, deciding on the actions the group should take and coming to an agreement on the plan of action. These are essential skills for any well-rounded learner that they must acquire for the innumerable tasks that they will have to complete through teamwork. By learning these skills early in life, they have a head start on many colleagues. Conclusion Problem Based Learning prepares learners for their future by equipping them with a flexible knowledge base, life-long learning skills, teamwork skills and self-directed learning skills. They will be able to adapt to life after school much better when they learn these skills early in life as universities and most careers require them to apply the skills every day. These skills are, furthermore, essential for the Fourth Industrial Revolution where artificial intelligence will replace the majority of tasks in the workforce. The intrinsic curiosity to learn will distinguish learners from the competition in the workplace one day, both human and artificial

Wingu Academy

Cyber Wellness – how to protect children in a cyber world

The internet is a vast and expansive space. It allows us to connect, create and become whoever we want to be. It provides unlimited opportunities and freedom one can only imagine. However, within all the space and freedom, there is also danger. This danger could include people with malicious intentions, scams and even bullies.  For this reason, the concept of Cyber Wellness has become an imperative part of our Wingu vocabulary. Cyber Wellness refers to an individual’s feelings of safety and positivity regarding online spaces. It also refers to one’s capacity to be able to protect themselves and others, from internet dangers.  While there is a wide range of tips, tricks and rules that Wingu learners and internet users everywhere should follow; the way individuals engage with others on the internet is constantly changing! “Think about it; one of the main rules of using the internet when I was a child was don’t talk to strangers! However, young people these days, meet most of their friends through social media or gaming platforms. Therefore, just providing learners with a standard, one-size fits all set of rules, is ineffective. We need to teach learners more than how to follow rules. We need to teach them to think on their feet in order to protect and promote their Cyber Wellness,” says Jenna Chetty from the Wingu Wellness Hub. One of the ways we can do this is by helping learners strengthen and enforce their boundaries. A boundary is basically the rule that you set, about how others are allowed to treat you. A learner with strong boundaries can easily identify when behaviour is inappropriate and put a stop to it immediately. Another way to teach learners how to protect themselves, is by helping them foster resilience. Resilience is simply the ability to bounce back, after experiencing something unfavourable or unkind. Due to the freedom the internet allows, it is almost inevitable that children will be exposed to harmful images, language, opinions and people who want to break their confidence. Resilience will allow them to stand up again, after being knocked down by other people’s irresponsible use of online spaces. Lastly, we can promote Cyber Wellness by teaching learners how to be responsible online. If we want to experience positive internet spaces, we need to be an injection of positivity every time we enter an online space. This means that we are always respectful, do not judge and always treat others the way we want to be treated. Of course, the general tips and tricks such as don’t talk to strangers, don’t share your password, don’t engage with bullies etc, are still important! We just want to offer learners more than the standard procedure for Cyber Wellness. Therefore, Wingu Wellness has developed a three-session Cyber Wellness Course for our Wingulians. The sessions focus on the three topics mentioned above. Namely, boundaries, resilience and promoting cyber wellness. It also includes the tips and tricks, as well as an in-depth look into what learners can do if they are being cyber-bullied. If you have any questions about cyber wellness or the course, please don’t hesitate to contact wellness@wingu-academy.com The concepts of Cyber Wellness and Cyber Safety are evolving and ever-changing. So, don’t feel discouraged if you don’t have all the answers.  The most important thing is to be there for your child and keep the communication channels open.

Wingu Academy

How to achieve deeper learning

Deeper learning is an educational outcome where students develop the ability to apply their knowledge in new contexts, to extend their ideas and to critically and creatively solve problems. Deeper learning should encourage self-directed learning, academic mastery, working collaboratively and communicating effectively. This stands in contrast to learning which focuses on students simply recalling and regurgitating information to pass a standardized series of tests or checkpoints. As an example, when students are presented with a study of World War 2, a student who displays only the ability to reproduce facts, would be able to name dates associated with the war, as well as prominent figures or events, but would fail to answer essay type questions of which the content could not be memorized beforehand. But a student who possesses deeper learning skills, would, for example, be able to argue what the socioeconomic and political circumstances were that led to this war, by critically interpreting the narrative of the events. Unfortunately, through the traditional education system’s standardized and lecture based approach, deeper learning is often not encouraged in the classroom. There are however, numerous ways in which educators can encourage deeper learning in their students, as will be discussed below. Parents who are home schooling their children might also be interested in finding out how they can achieve deeper learning outcomes through their parent-led teaching. And other home schooling parents who make use of a curriculum service provider should ensure that their chosen provider employs strategies that leads to deeper learning outcomes. 1.  Contextualize learning Humans are emotional beings. We remember things better if we can feel some personal connection to it. This explains why we can remember the plots of movies or films even long after we’ve finished watching or reading it, as we relate to the characters and circumstances. But how can we leverage this to enable deeper learning of academic content? The answer is to contextualize the work being learned. For example, instead of just teaching students about the basics of atmospheric pressure, contextualize the learning by asking them to consider why their ears block when an airplane rapidly climbs or descends. As this is something that students may have experienced before, presenting the information in this way allows students to integrate this new-found knowledge into their pre-existing reference framework, which in turn enables them to visualize and understand the underlying principles better. A quote by Dr. David Bilkey explains this well: “Most of the time, when you are presented with new information, you will remember it much better if you can integrate it into your pre-existing scaffold – your knowledge of the world and how it works”. Another wonderful way in which educators contextualize learning, is to demonstrate to students how certain knowledge and skills are applied to real world careers. For example, if you know someone in the field of forensic anthropology, why not invite them to give a presentation on their work, once the students start studying the skeletal system in Biology. 2.  Empower students to take charge of their own learning Inquiry based learning is a great tool to help students reach deeper learning outcomes. Getting students invested in projects, such as to design a crash safety system for an egg dropped from a building, or to redesign an app, allows them to actively participate in the problem solving process and encourages critical thinking. For example, if students are tasked to design an app that can track the energy expenditure of a household, the students will have to think critically and creatively about the different metrics involved, and how these will be monitored. These kind of projects also afford students the opportunity to work in groups, which teaches them essential communication and collaboration skills. These kind of projects can also afford an opportunity to create a community of learning. Older students can act as mentors to younger students, to encourage an environment of collaboration. Furthermore, a clever way to get students invested in their learning, is to personalize the learning according to their age group, or to the individual student themselves. Most upper and lower secondary students know recently popularized superhero movies. Incorporating examples of these characters into the explanation of certain concepts can be the “hook” that gets students invested in the underlying subject matter. For example, when explaining conservation of momentum, sketch a scenario where Ironman and Captain Marvel are involved in a collision, instead of using more generic examples. Want to teach students essay writing skills? Instead of presenting students with a predefined list of topics or prompts, involve students in their learning by having them draw up their own list of prompts from which to choose, in class. 3.  Leverage technology Technology can be a brilliant way through which to encourage deeper learning in students of all ages. However, as with all tools, the power of technology as an educational medium, lies in the way in which it is implemented. By using computer programs such as spreadsheet software to handle complex data, or collaborative cloud computing tools such as shared drives and cloud based software (Google docs, Google slides), students are encouraged to effectively communicate and collaborate, whilst developing research and critical thinking skills. In an online learning management system, interactive games, quizzes and simulations can be used to guide self-directed learning, where incentives such as badges or a gamified leader board can encourage students to attain academic mastery of subject topics. Furthermore, technology associated with the 4th industrial revolution is increasingly shaping the way in which we work, and it is also shaping the future career landscape in which our current students will find themselves upon graduation. Using technology to teach students vital 4IR skills is essential, and can be used to enable a rich, deeper learning experience. For example, additive manufacturing (3D printing) has seen remarkable growth in recent years. Students can be taught Computer Aided Design (CAD) skills, which – if integrated with their knowledge of coding and electronics – can be used to design systems that

Advice from the experts
Glenoaks Remedial and Special Needs School

10 minute writing

Have you ever noticed that children rarely see the adults in their lives sitting down to write something on a piece of paper? They see us sending text messages, making to-do lists, or working on a device, but how often do they see us physically writing something creative? From grade 3 to , we encourage the practice of writing on a regular basis for just ten minutes at a time, using a picture or a writing prompt. This can be a powerful tool for children who struggle with writing. I believe that this approach offers a structured yet creative way to help students develop ideas, sequence their thoughts, and encourage ideation – turning what may seem like a scary task into an enjoyable and constructive exercise. Using a picture or a prompt can help to:  Spark Creativity: The visual or written prompt acts as a springboard for a child’s imagination. It provides a starting point to ignite  creativity and makes it easier for them to come up with ideas for their writing. Focus on Expression: With only ten minutes to write, children can concentrate on expressing their thoughts rather than worrying about the length of their writing. This minimizes the pressure and allows them to focus on content. Organize Thoughts: Writing prompts teach children how to structure their ideas and thoughts. They learn to create a beginning, middle, and end, forming a logical sequence in their writing. Expand Vocabulary: Regular writing exercises expose children to new words and phrases. Over time, this expands their vocabulary and encourages them to experiment with language, making their writing more engaging. Build Confidence: As children see their writing skills improve through this practice, they gain confidence in their abilities. This boost in self-esteem can be instrumental in overcoming writing challenges. Foster Consistency: Developing a habit of writing regularly – in an ideal world, for 10 minutes a day –  instills consistency. Children learn that writing is not a sporadic task but a regular practice, making it less daunting. Encourage Ideation : By writing about different topics and prompts, children are encouraged to think creatively and explore various ideas. This helps in nurturing their ability to generate unique and imaginative content. It also helps to develop detail and expand upon their initial idea. Improve The flow of writing: We temporarily remove the need for perfect spelling which can be liberating for children. This freedom to express themselves without the constraint of spelling allows children to focus only on their ideas and creativity, which is essential for their writing development.  Edit for PASS:  We use the acronym PASS which can help children to begin editing their own writing. P= punctuation. A= appropriate language and vocabulary,  S=  Spelling, S= sentence sense. Read from ‘The Author’s Chair’: Children like to share their stories so we have a space where they can read to their friends and listen to each other’s work.  This space over time becomes a place to help each other edit and fine tune their writing. Let’s talk about spelling in 10 minute writing… Although I do advocate good spelling practice and happily use devices or small white boards to help children access the correct spelling word – but when it comes to 10 minute writing, I encourage everyone to take spelling ‘off the table’.  Over the years I have noticed that the following happened when spelling was not the main area of focus in creative writing… Reduced Anxiety: For many children, spelling can be a source of anxiety and self-doubt. When they are given the freedom to write without worrying about spelling, it reduces this pressure and allows them to enjoy the act of writing. Encourages Risk-Taking:When spelling is not a primary concern, children are more willing to take risks in their writing. They might experiment with more complex words or write about topics they find interesting but would have avoided due to spelling difficulties. They might try writing in other formats such as songs, poetry or dialogues. Emphasis on Ideas: With spelling temporarily out of the equation, the emphasis shifts towards the ideas and the creative process. Children can concentrate on telling a story, describing a scene, or expressing their thoughts in a way that feels natural to them. Improved Flow of Writing:The fear of making spelling errors can disrupt the flow of writing. When this concern is set aside, children’s writing tends to flow more smoothly, making it easier to capture their thoughts on paper and expand on these thoughts. Boosts Confidence: As children see their ideas come to life on the page without the hindrance of spelling, it boosts their confidence. This increased confidence can be a stepping stone towards improved overall writing skills. Emphasizes Editing Later: While spelling is important, it’s a technical aspect of writing that can be fine-tuned during the editing process. By separating the act of generating ideas from the act of correcting spelling, children learn that they can always refine their work later, allowing them to focus on the creative aspects in the initial draft. 10 minute writing fosters a love of writing and helps children build the foundation for stronger writing skills in the future. Why not take 10 minutes now to try a picture or writing prompt for yourself? Picture -Writing:    Write something for 10 minutes based on this picture…it can be a made up story, a slice of your life, a memory, or merely describe what you are seeing in the picture. Writing Prompt: Explore this question as best you can. Would you rather live in a caravan or a tent? Please give some good reasons for your choice.   Written by Heather Francis – Academic English Support

Educ8 SA

It’s our Essential Learning Course

Educ8 SA has been around for 6 years now and have thousands of students…all learning on a fantastic platform. The curriculum is easy to navigate, user-friendly and comes at an affordable price. We have a tried and tested curriculum that we are very proud of. We believe that a good beginning, never ends! And you can start any time with us. If you are listening today and need a change and something that’s just easier for your kids, you have found us today on radio and we are here to assist. Start your Individualized Learning Program today! We offer 26 different subject components from Preschool to Gr. 12. If your kids are struggling and have learning Gaps? Not a problem for us, our program is remedial, we will find and fix the missing learning gaps! Can this curriculum be used as a full curriculum? Yes, it can be. As I mentioned before, my kids are on this amazing programs and use it as a full curriculum. We cover grade levels preschool to grade 8 and have the American high school diploma, grade 9 to 12. We also have the GED, which is equivalent to our Grade 12. The program is designed to cover skills instead of outcomes, therefore it can be used along side any curriculum and used as a full curriculum or as supplementary to any other curriculum. It’s a 100% Integrated Curriculum This is the ONLY completely integrated curriculum covering: Math – Fact Fluency – Number Sense – Reading Stories – Reading Skills – Science – Social Studies – Phonics – Letter Names Letter Sounds – Phonics Spelling – Early Reading Trio – Sight Words Foundational Reading – Spelling Rules – Language/Grammar – Vocabulary – Spelling List – Writing Workshop – Early Writing – Writing Assignments Tell us a bit more about your key features. Our Key Features: Touch Curriculum Thousands of manipulatives designed for greater engagement and deeper learning Personalized Learning We provide an individualized Education Plan for each student Built-in Engagement Badges, Games, Contests, Messenger, Vibes, Daily Challenges, Daily Comics and more. Find and Fix Identify and fix learning gaps Proven 2X Results Which means that our curriculum sets the standard in effectiveness All Subjects 26 subjects from Math to Science to Early Reading to Phonics Complete Solution Progress Monitoring, Diagnostic Tests, Assessments & Prep & more… What are some of the subjects? Science It’s a revolutionary way to teach science! It engages students and teach cognitive skills. Mastery is tracked with quizzes and chapter tests. Social studies Teaching Social Studies will never be the  same. Engaging lessons cover geography,  economics, government, history, and  essential social studies skills and practices. Maths Adaptive algorithms are used to find and fix  missing skills with targeted lessons that include “Teach Me” Lessons, interactive sessions, and targeted practice. Students increase an average of 1.5 grade levels with just 40 hours of practice. Language The Language module transforms grammar into more than a list of rules. Students develop a deeper understanding of the English language and learn how to employ grammar to make their writing more effective Contact Us Today! 084 685 2138 info@educ8sa.net www.educ8sa.com

Parenting Hub

RECOGNISING COMMON SIGNS YOUR KIDS ARE BEING BULLIED

According to Affinity Health, a leading provider of high-quality health coverage, bullying is a serious issue that can have profound emotional and psychological effects on children and teens. “Bullying is a widespread concern that affects millions of children worldwide,” says Murray Hewlett, CEO of Affinity Health. “Recognising common signs that a child may be experiencing bullying is essential for early intervention and ensuring their emotional well-being.” What Is Bullying? Bullying among children refers to repeated and intentional aggressive behaviours that cause harm, distress, or fear to another child. Bullying can occur in various settings, including school, aftercare, extra murals, and sports activities. The Different Forms of Bullying Bullying among children can take various forms. Physical bullying involves actions like hitting, kicking, or pushing. Verbal bullying encompasses name-calling, taunting, or using hurtful words. Social bullying involves exclusion, spreading rumours, or manipulating friendships. Cyberbullying involves using technology to harass, threaten, humiliate, or intimidate others. Psychological bullying involves intimidation, manipulation, and control. Signs Your Child May be the Victim of Bullying Recognising the signs that a child is being bullied is crucial for taking immediate action and providing the support they need. Some signs that may indicate your child is being bullied include: Emotional Changes: A child being bullied may exhibit increased irritability, anxiety, or depression. They may become withdrawn, show a loss of interest in activities they once enjoyed, or display signs of sadness without an apparent cause. Changes in Eating and Sleeping Habits: A child who is bullied may suddenly lose their appetite, skip meals, or overeat to cope with their feelings of stress and anxiety. Bullying-related stress can also disrupt a child’s sleep patterns, leading to insomnia, nightmares, or a sudden increase in night waking. Physical Complaints: A bullied child may experience unexplained physical complaints, such as headaches, stomach aches, or other somatic symptoms. They may also have unexplained injuries, such as bruises, cuts, or scrapes. Withdrawal from Social Activities: A child who is being bullied may withdraw from social activities, including school clubs, sports, and gatherings with friends. They may become isolated and reluctant to engage with peers. Decline in Academic Performance: Bullying can affect a child’s ability to concentrate and perform well in school. A noticeable decline in academic performance may be an indicator of bullying-related stress. Loss of Personal Items: Bullying sometimes involves theft or damage to personal belongings. If a child frequently loses items or comes home with damaged possessions, it may be a sign of bullying. Changes in Social Media Behaviour: Watch for changes in a child’s social media behaviour, including harassment or exclusion. Avoiding Certain Routes or Areas: Children who are bullied may try to avoid specific routes or areas where they have encountered their tormentors, such as streets, bus stops, or corners of the school. Frequent Requests for Money or Belongings: Bullies may extort money or personal belongings from their victims. If a child frequently asks for money or items without a clear explanation, it could be a sign of bullying. Loss of Confidence and Self-Esteem: A child’s self-esteem and self-confidence may suffer due to bullying. They might start doubting themselves or expressing feelings of worthlessness. What To Do if Your Child is Being Bullied  The first step in addressing bullying is establishing open communication with your child. Create a safe and non-judgmental space for them to share their experiences and feelings. Let them know that you are there to listen and support them. Keep a detailed record of each bullying episode, noting dates, locations, individuals involved, and any evidence you can gather, such as screenshots or photos. This documentation may be helpful when discussing the issue with school authorities. If bullying occurs, contact school staff, including teachers, counsellors, or the principal. Share the documented information and request a meeting to discuss the situation. Collaborate with the school to develop strategies to stop bullying and create a safe environment for your child. Empower your child with coping strategies to handle bullying situations. You should encourage them to avoid confrontations, use assertive communication, and seek help from trusted adults when needed. Teach them the importance of staying composed and assertive when responding to bullies. If your child is experiencing severe emotional distress or displays signs of anxiety or depression due to bullying, consider involving a therapist, counsellor, or online support group like SADAG or Childline South Africa. These professionals can provide the necessary support and strategies to help your child cope with the emotional impact of bullying. In extreme cases where bullying involves threats or poses a real danger to your child’s safety, don’t hesitate to involve law enforcement. Lastly, stay involved in your child’s life and support them while closely monitoring the situation to ensure the bullying stops and doesn’t resurface.

Glenoaks Remedial and Special Needs School

Down’s Syndrome

What Is Down’s syndrome  A Genetic condition that causes mild to serious physical and mental problems Extra chromosome (21) Three types:  Trisomy 21 (every cell has an extra copy of chromosome 21) Translocation downs syndrome (Each cell has a part of chromosome 21 attached to another chromosome) Mosaic downs syndrome (only some of the cells carry an extra chromosome) Presentation of Down’s Syndrome  Common physical signs  Decreased muscle tone at birth Difficulty with endurance in ALL activities  Poor ability to assume and maintain positions  Excess skin at the nape of the neck Flattened nose Separated joints between the bones of the skull (sutures)  Single crease in the palm of the hand Makes fine motor activities more difficult Difficulty assuming and holding various pinches – fatigue easily  Small ears Small mouth Upward slanting eyes Wide, short hands with short fingers White spots on the coloured part of the eye (Brushfield spots) Cognitive impact  Mild to moderate cognitive delay  Hearing difficulties  Cardiac problems – regular check ups with a cardiologist – 50% of children present with a cardiac defect  Visual difficulties – squint, cataracts, crossed eyes, visual processing difficulties, difficulties with eye movements due to low tone in the optic muscles (60 – 80%) Bull et al. (2022) Visual difficulties impact the processing and output during class activities  Can impact playground engagement  Impacts gross motor skills and praxis  Essentials for managing Down’s syndrome:  Early intervention  Physiotherapy /Occupational Therapy /Psychosocial intervention  Environmental adaptions and modifications  IEP’s, job training and independence in Activities of daily living  Areas of focus:  Postural control  Visual Difficulties  Behaviour  Classroom adaptations  1. Postural Control: Important referrals for Postural control:  Physiotherapist  Speech therapist  Occupational Therapist  2. Visual Difficulties  Presentation of visual difficulties:  Refractive errors: Hyperopia (far sightedness) Myopia (near sightedness) Astigmatism (blurry vision) Visual acuity difficulties: Blurry vision, difficulty with seeing detail Kerataconus: Difficulty with close work- out of focus Better with contacts- difficult for children to use the contacts  Cataracts: Essential early detection Clear image is not presented to the child in the correct way: visual learning is affected Nystagmus:  involuntary side-to-side, up and down, or circular movement of the eyes May disappear by itself  Cortical visual impairment  Colour preference (red and yellow, borders) – can use colour as an anchor and to assist with recognising detail in an image  Need for movement to focus Visual latency Visual field preferences Difficulties with visual complexity  Need for light  Difficulty with visual focus in the distance Atypical visual reflexes Difficulties with visual novelty – look for familiarity Absence of visually guided reach – affects praxis (automatic reach) Important referrals for Visual Difficulties Functional/behavioural visual specialist  Ophthalmologist Occupational Therapist  3. Behaviour Very Common 2 in 3 children with Down’s syndrome have difficulty with managing their own behaviour  Reasons: Difficulty controlling impulses Trouble communicating needs Difficulty with judging social environments and settings –  Sometimes play too rough  Trying to figure out play equipment so tend to grab or occupy certain play items  Difficulty sharing  POOR work endurance  Defiance    Important Referrals:  Psychologist  Speech Therapist  Occupational Therapist  4. Classroom Adaptations: Difficulty with executive function skills  Money Management  Time management  Task evaluation Working memory  Impulse control  Toileting difficulties – either from awareness, emotional response or physical difficulty with the task Delay in milestones  Difficulty retaining information: REPETITION NB    Written by: Nicky Forssman

Educ8 SA

Educ8 SA Premium

It’s a brand-new premium package from Educ8 SA. We offer international & accredited curriculums with the added benefit of a complete virtual supervision and assistance, guidance for the curriculum and career paths, and biweekly reporting with daily attendance tracking. Our excellent daily attendance and academic time tracker functions to hold students accountable and keep them on track. Our bi-weekly report gives you a comprehensive and overall insight to your student’s progress and learning trajectory. We also offer language courses and a wide array of career/skill building courses. Virtual meetings on any matter or topic relating to our students’ progress and academics are readily available to all parents and students. What do you offer? What we believe at Educ8 SA+ We believe in offering a consistent, tried and tested solution to parents who are concerned about not giving enough oversight or are too busy to give their homeschooled students the time and attention necessary to reach their full potential. What we aim for The homeschool/self-school journey, as wonderful as it is, its often overwhelming, leading parents and students to be stressed out and far from as focused, efficient, and productive as they can be. Instead of the often seen scenario where students have a great curriculum, but with no structure, they end up never reaching or achieving their full potential. We avoid that by providing structure, oversight, discipline, and a set calendar and schedule. And school holidays and public holidays are stipulated on our Educ8 SA+ school calendar. What are the additional pros with Educ8 Plus? Additional pros when choosing Educ8 SA+ We offer you, through our curriculum providers, the SAT prep course and micro courses. These courses are part of our scheduled learning paths to widen our student’s knowledge and to grow and develop their interests. There are many courses that students can complete and will pay for at the end once they have committed to obtaining the accreditation, wanting the credits and certificates that these courses offer. Should you want to complete any of these courses (terms and conditions apply) for self-enrichment only, there are many courses that you have no obligation to pay for if you do not want the credits and certificate. Are there any special features on this package? Every Friday, we give our students a break from scheduled school work. Don’t get too excited, this is not an OFF day. Educ8 SA+ uses Fridays as an opportunity to encourage and reward students for self improvement. Fridays are when students get the time to do courses and learn new skills that will help them open doors in their bright futures. Zoom meetings or phone calls are available to our students should they need guidance on matters such as proper note taking, motivation, self-discipline, time management, etc. We firmly believe in not only corrective supervision, but adding to our students “toolbox” of life skills. This is done through interaction with our students via motivational conversations, virtual meetings, and 2 webinars every month on topics of self-improvement & self enrichment. What are your fees with these packages? Ok let’s talk fees with this package… GR K – 8 (age 14 and under): R700 p/m GR 9 -12 & GED: R800 p/m Let us know if this piques pikes your interest! For more queries and information feel free to email us at premium@educ8sa.net. Ask about premium on our contact number 084 685 2138

The Bridge Assisted Learning School

Gestalt language processing: What is it & how can parents support their children?

A growing area of interest in the speech therapy profession is Gestalt language processing. Gestalt language processors are children who learn language in a way that is different from analytical language learners. Rather than learning to make sounds, then words and then sentences like analytical language learners, these children learn whole phrases first. “For those with a psychology background, the word Gestalt is familiar, but it essentially means learning from the whole to the part. Rather than learning the word done, a Gestalt language processor might say, well done, excellent job every time they complete a task, regardless of whether the job was completed fully or not,” explains Robyn Barlow, Speech Therapist at The Bridge Assisted Learning School, part of the ADvTECH Group, SA’s leading private education provider. “It is a type of language development that usually presents with echolalia. Echolalia is a term for sentences or phrases that are repeated, which can either be delayed or immediate. These are the children that repeat your questions back to you or repeat a line from a TV show in a sing-song manner,” she says. “It can be frustrating when your questions are constantly said back to you by a small person. And for many it may appear that the child is unaware of what is being asked, but research has shown that is not true. As communicative partners of these children it is important to encourage communication in any form.” Some tips for parents and teachers communicating with Gestalt language processors include: Acknowledge the communication. This can be through a smile or a nod, but the attempt to communicate must be acknowledged. Model language. they have made associations to these phrases that may be tricky to decipher. For example, the child may say, “that’s a big truck” every time they see a truck. As a caregiver, modelling various sentence structures, intonation patterns and modifying the sentence is a good way to stimulate language. For example, “Is that a big truck?” or “yes, a big RED truck.” But sometimes, the phrase can be attached to an emotion. Determining if an emotional response is attached to a phrase can help you and the child identify big feelings and better ways to manage them. “While we do not know what causes children to be analytic or Gestalt processors, we do know that Gestalt language processing using echolalia is a valid form of communication. Many children who are Gestalt language processors are neurodivergent and it is important to learn how you can support them through neuro-diverse affirming approaches,” Barlow says. Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside campus (sister school of The Bridge Lonehill), says as is the case with all neurodiverse children, parents should seek additional assistance if they feel unsure or concerned about their child’s development. “Sometimes neurodiverse students can’t thrive in mainstream schools, but they may also not be suited for special needs schools. Nevertheless, children with average to above average ability, whose learning is impacted by challenges such as ADHD, dyslexia, mild autism, and anxiety, or children who have been through illness or trauma which has affected their scholastic progress, as well as children who display signs of Gestalt language processing, may find the necessary support from therapy or schools that cater to neurodiverse children.” “Gestalt language processing is not a disorder, but a different way of learning using language which can be nurtured and enhanced with the right guidance and strategies. If parents notice any signs that suggest Gestalt language processing, they may want to consult a speech-language pathologist or therapist who can assess the child’s language skills and provide appropriate intervention, support and guidance.” Gestalt language processing is not a problem, but a potential, she says. “Parents should therefore not be concerned or alarmed if they notice what could be Gestalt language processing in their children, as it is a natural and valid way of learning and using language. However, parents can play a vital role in supporting their child’s language and holistic development, by being responsive, supportive, and collaborative with the child, their educators and other support structures.”

Loreto School Queenswood

Striking a Harmonious Chord- Loreto School Queenswood reflecting on the year that was, with our theme this year being: Year of Balance and Service

As we stand at the end of this academic year, it’s time to pause and reflect on the guiding principle that has shaped our journey throughout: “Balance.” This theme, “Balance” has been the North Star, illuminating the path towards a more fulfilled and meaningful life, encompassing equilibrium in justice, needs, desires, relationships, and our coexistence with the world around us. From the very beginning of the school year, we set out to instil in our learners the vital importance of creating a holistic life. We emphasized the need to strike a balance in various aspects of life – academics, extracurricular activities, personal growth, and relationships. We conveyed the message that a well-rounded life is,  key to overall happiness and success. One of the fundamental aspects of balance we explored was the concept of justice. We encouraged our learners to reflect upon and advocate for fairness and equity, emphasising that a balanced society is one where everyone has equal opportunities, and rights. The scales of justice were painted vividly before them, urging them to contribute to a world where fairness prevails. Balancing needs and desires were another critical aspect of our focus. We guided our, students to identify their essential needs, aspirations, and desires, teaching them to harmonize these elements in a way that nurtures personal growth while remaining, grounded and responsible. We believe this understanding fosters contentment and purposeful living. Living in harmony with others and creation emerged as a core principle in our pursuit of balance. We encouraged students to build empathetic relationships, to understand diverse perspectives, and to coexist in peace with the environment. This holistic approach is essential for nurturing a generation that respects and cares for each other and the world we share. Our goal? We aimed to instil and inspire our children to serve others and to leave a positive mark in the world! Lastly, our ultimate goal this year was to inspire our learners to enter our school to learn and leave to serve. We aimed to instil a sense of duty and responsibility towards society within them. We encouraged them to apply the knowledge and skills gained within our school for the greater good, emphasising that a fulfilling life is one that serves others and leaves a positive mark on the world. Looking back, it is heartening to witness the profound impact of our collective focus on balance. The students have internalized these values, and we see them applying them in their daily lives. We have faith that they will continue to carry this torch of balance and service forward, positively influencing the world they inhabit. This year has been a testimony to the transformative power of balance, setting a solid foundation for the learners to thrive as compassionate and responsible global citizens. We Grow Children for Life! Author: Teacher Wendy Freitas Editor: Thabs Nyamane www.loretoschoolqueenswood.com

The Bridge Assisted Learning School

VETERAN EDUCATION EXPERT TO LEAD THE BRIDGE ASSISTED LEARNING SCHOOL LONEHILL

Veteran educator Rauri Maarman is set to take over the reins as Principal of The Bridge Assisted Learning School in Lonehill as of November 1 this year. Maarman has more than 20 years’ of experience as an educator and leader in education and brings with him a wealth of knowledge and a passionate vision for building on the dynamic and supportive learning environment for which The Bridge has become known. He holds a BEd Honours Degree in School Guidance and Counselling and a BPsych Degree in Psychology, which gives him the academic background required for deep insight into student development. Maarman is also in the process of completing an MBA, which will support his leadership and management of The Bridge Lonehill in years to come. “We are delighted that we were able to secure Mr Maarman for this very important role and look forward to seeing his contribution to developing this institution to the benefit of students present and future,” says Chris van Niekerk, Managing Director of the Bridge Assisted Learning Schools.  Maarman has a track record of more than two decades of success in teaching and leadership roles, covering both primary and high school levels, and has demonstrated his prowess at developing and implementing effective policies and strategies and managing staff and their performance. His extensive knowledge of business and financial management related to educational institutions will furthermore be a great asset for The Bridge Assisted Learning School. The school community eagerly looks forward to this next chapter, confident its new principal will lead it to new levels of excellence and innovation. 

Glenoaks Remedial and Special Needs School

REASONABLE EXPECTATIONS

It’s easy to say that you must have reasonable expectations of your child, but what is “reasonable”? In this day and age and particularly in South Africa, we have been conditioned to believe that there is only one path to success, and that our children need to have academic talents at all cost. But not all of us are programmed to fit into the imposed mould, nor should we be.  The human brain has natural variations. Many learning difficulties (in a traditional education system) are as a result of these neurological differences. However, society is coming to realise that ADHD, Autism, Dyslexia and more, are not defects or disorders but are natural variations of the human brain. Neurodiverse individuals may have unique ways of thinking, learning and processing information. Traditionally, neurodiversity has been looked at in the framework of a medical model. This is a deficit model, assessing what is not ‘normal’ or typical, and going about trying to replace that deficit. There is now a move towards viewing neurodivergent (and all children) through a more psycho-social lens, focussing rather on the individual with their own profile of strengths and challenges. Through this lens we are better able to understand our children as individuals and feed their talents while understanding that their contribution to the world may not take the traditionally dictated form.  Medical evaluations and therapeutic assessments still provide valuable information, allowing us to work as a team to approach how best to nurture the child in our care. Team collaboration is essential. It determines where to focus intervention and plans strategies to implement for adapting and accommodating educational input, giving the child an equal opportunity to learn as any other. E.g., If a child cannot read despite schooling and therapeutic input, they may be diagnosed with dyslexia. This diagnosis is essential, not to condemn a child into a world without literacy, but rather to mobilize the team involved to activate methods, other than only reading, to facilitate learning. Intervention may still involve developing literacy as far as possible, but the more impactful intervention would be introducing compensatory strategies like using technology to assist with reading or ensuring that there are accommodations for school testing. Reasonable expectations can only be achieved with observation and continuous evaluation of what strategies work for the child. E.g., If a child is autistic and battles with communication, a teacher would need to continuously assess the tasks being assigned (group work vs individual etc.) so as not to disadvantage the learner. Behaviour and progress are naturally monitored to determine the efficacy of the strategies put in place. When interventions are optimal, to ensure every opportunity is being given for learning to happen, it is possible to identify areas of strength, and potential areas of significant delay, both of which should be addressed. If accommodations are made and the learner is still unable to meet the requirements of the curriculum, then a different learning path may need to be considered. Parents play a significant role in a child’s overall development and academic achievements. Setting realistic and achievable goals fosters a positive learning environment, reduces stress and promotes healthy wellbeing, where children feel supported and are encouraged to explore their potential without fear of failure. Confidence and self-worth are directly related to experienced success which also leads to a positive cycle of motivation and achievement in life-long learning. Every child is unique, and their academic journeys may vary. Fostering curiosity, creativity and personal development are vital to encouraging a love of learning. However, an understanding of learning potential should not be limited to an academic framework. There are numerous avenues of learning that take place throughout development including physical, psychosocial, and cognitive development. Cognition is the acquisition, processing, storage and use of information and allows individuals to understand the world, solve problems, make decisions and to interact effectively with their environment. Cognitive development is not restricted to academic education. If a child is not coping in an academic setting despite accommodations and adaptations, non-academic education may be an option. Non-academic learning refers to skills not typically associated with formal academic settings. It encompasses a wide range of practical knowledge, vocational and personal skills. Academic and vocational education are distinct types of learning that differ in terms of content/curriculum, focus, training and ultimate goals, however both address the development of cognition in the learner. Whether learning takes place in an academic or non-academic format, there are helpful and potentially harmful considerations to be had.   When content and method of learning are challenging but not inappropriate, developmental and not unreasonable, graded but not anxiety provoking and motivating or interest related not prompting recurring unwanted behaviours, academic expectations of your child are more likely to reasonable and attainable. To make sure your expectations are reasonable, there are a number of things a parent can do. Work with your team – it’s a process.  Be consistent in your execution of agreed upon strategies. Restrain your frustration – it causes anxiety in your child. Recognise limitations – but challenge appropriately.  Use your child’s passions for progress. Be open to suggestions.  Celebrate the child you have, with all their gifts and challenges.  You know your child better than anyone – be a part of the team. Written by:  Dana Altini

The Turning Point Education

No regrets

I listened to a podcast by Andy Stanley a while back, where he interviewed a Hospice nurse. For many years, this lady looked after cancer patients at the end of their lives. She started asking them the question, “Do you have any regrets?” Without fail, their answer was that they wished that they had not worked so hard!  Summer holidays are coming. I hope that you are able to make the most of the time off and spend good quality family time together during this month. Therapy! Therapy!   Therapy! With so many children today needing one or other type of therapy, I cannot help but ask the question, “Why?” Why are so many children battling? What can we as teachers, parents and caregivers do differently to make it easier for them? We seem to live in a culture that points the blame at everyone else. That needs to stop! And while we might not be able to change or fix the world, we can make a huge difference in the lives of the children that we interact with daily. I have listed a few practical things below. It is by no means a                  comprehensive list and I would love to know if you have    anything that you would like to add to the list. We will happily publish them in next month’s newsletter. Don’t forget to have fun! It may sound silly, but as adults, we are so busy, so tied up in what needs to be done, that we forget to have fun. You don’t need to go on holiday and “get away” from  normal life in order to have fun. Take a bit of time each day to stop and have some fun with your kids. Teachers that may mean putting away the curriculum for a while and reading a Roald Dahl or Captain Underpants book with your class. It may mean putting the books aside and getting to know the teenagers in your class on their level. Children at school don’t always realise that their teachers are human, there is nothing wrong with showing them that you are. Parent’s, this    definitely means putting away the technology, turning the tv off and interacting with your        children. Go for a walk, have a picnic, build a puzzle, have a tea party. You could even play  tennis together, have a pillow fight, cook or bake together, braai marshmallows together. The list of ideas is endless, but the point is simple – have fun with the children in your care, on their   level! Get to know your children and love them anyway! It’s not rocket science, and yet we seem to miss it when it comes to the little people in our lives. We are all different, God made us that way, but that rule doesn’t always seem to apply to children. We expect them to fit into a mould, to excel at the things that we wish we had, and we forget to get to know who they really are.   Whatever role you play in the lives of children, get to know who they are, what makes them   happy or sad, what they enjoy doing and what they don’t. Listen to their stories, I mean really listen! Realise that their worries and fears are real and that they need us, as adults, to help them make sense of their world. If you don’t love them and listen to them, be warned, they will find that love and affirmation elsewhere! Let them play! It’s been said over and over, and I will say it again, children learn and grow through play. Limit the time that they spend in front of a screen and encourage real play time. Take them outside and teach them to ride a bicycle, or how to climb a tree. Let them draw hop scotch with chalk on the paving (it washes off so easily). Inside play time is also to be encouraged, let them play with dolls or cars, encourage imaginative play. And join in if you dare!  Read, read, read and read some more! As a young child you have to learn to read, but from the age of about 9 years old, you read to learn. Parents read to your children, read with your       children and let your children see you reading. If they are battling to read, take the time to figure out why. Research shows that 95 – 98% of all children should be able to read independently. If your child is struggling, you need to help them! Teachers, teach the children to love reading. Spend time with books, read stories to them and make it fun. So much of a child’s attitude to reading depends on the attitude of the caregiver.  So, in a nutshell, make time to spend with your children each day. Listen to them, love them and play with them. 

Educ8 SA

What topics will be covered today?

We welcome all Cottage Schools and Learning Centres, Tutoring Centres, and Private Schools to partner with us for a complete schooling solution. If you’re a teacher looking for a new educational adventure, consider joining our team and starting your learning centre. Our Fees: Once-off Centre Registration Fee: R1500 Marketing Material & all Training included. Preschool – Grade 8: R450/student package. American High School Diploma, Grade 9 – 12: R1800 GED: R500/student package (Includes digital course, PDF Study Guide, 1 for each subject, lots of bonus material, Mock Exams) Sign up all your students for our FREE Trial Period (Placement Test included) here: https://www.educ8sa.net/sign-up/. Tell us more about what you offer. Our program is offered in English and based on the American curriculum. Students can log in 24/7/365, and parents can log in to view their child’s progress from the parent portal. Our students work at their level and pace, making our program ideal for special needs and exceptional students who need to be challenged. Our Student Managers are available from 8 am to 4 pm to help if a student contacts them via their messenger for assistance. Do you offer Teacher Support? Yes, we do. Our program is simple to use and easy to learn, saving teachers time. For example, students automatically begin fixing missing skills from the automatic placement test, and teachers can see progress reports without assigning a lesson. Built-in motivation tools and rewards keep students eager to learn without teacher intervention. Our program also simplifies the IEP process by allowing teachers to set student goals that are automatically updated as students progress, saving hundreds of hours of reporting. We were named Classroom Management Solution Provider Of The Year for our efforts. What other Support do you offer? Parent Support: Parents can log in anytime to view their child’s progress from the parent portal. Our students work on their proficiency level and at their own pace, making our program ideal for special needs and exceptional students who need a challenge. Student Support: Our Student Managers are available from 8 am to 4 pm to help if a student contacts them via their messenger for assistance. Assessments & Exams: Our students in grades K – 8 do not write exams, as we prefer the continuous assessment approach. For high school students, exams will depend on their chosen matric option. What is the Registration Process? Registration Process: Complete our online form https://www.educ8sa.net/sign-up/. Your 14-day FREE trial period starts here! Login and complete the Placement Test. Notify us once all Placement Tests have been completed. We will send you the results of the Placement Test by email. Schedule a Zoom meeting with us to discuss the Placement Test results. We will set up your child’s personalized learning plan. Students may start with their lessons. We will invoice you if you decide to sign up. What do you need to start? You need an internet connection and a device with earphones. Contact us: Find us on Social Media Platforms, or contact us by phone at 084 685 2138, email Info@educ8sa.net, or visit our website at www.educ8sa.com.

Parenting Hub

How do I make my child love reading?

As a grade six English teacher at Maragon Ruimsig, I am frequently asked this question at Parents’ Evenings. The child concerned inevitably struggles with the comprehension section of my assessments and while the diagnosis is simple, the “medication” is very difficult to administer…think squirming cat here and the thankless task of attempting to force a pill down the hapless feline’s throat! An almost impossible task.

The Turning Point Education

This One Is For The Teachers…

I often hear teachers from around the globe complaining about how difficult their job is. I have watched video clips where teachers moan about drinking cold coffee, having limited bathroom breaks and having to do in-service training. I have read blogs where teachers simply request sympathy from the community because their work is so hard. Well, I am a teacher and I have the best jobs in the world! Here are some of the reasons why …  I get to shape, influence and mould young minds. I get to show children that they are loved, valued and important. I get to be a part of their success. As much as I share in their glory, I am often the first port of call when things fall apart. I get to teach children to have an opinion. And when they are older, I get to challenge that opinion to make sure that they understand the reasons for what they believe. I get to teach them to win humbly and loose graciously. I get to see children’s potential and work alongside them to help them achieve that potential. Every day, I get to work alongside a remarkable team of people. These people live their work. They are constantly striving to better themselves for the sake of their students. We get to share in each other’s highs and lows. We get to celebrate together and hold each other up when things get rough. This team, go above and beyond the call of duty. They are truly wonderful! My work is never boring! I get to re-invent myself every year. In a world that’s ever increasingly technology crazy, I get to connect with real people, in a real way, every day. Perhaps we need to revisit the reasons why we teach. Your job is not thankless. It is one of the most incredible jobs you can ever do. You have the opportunity to mould futures, to change lives, to open up a world of possibilities …  I asked some of my colleagues to tell me the first thing that comes to mind when asked “Why do you teach?” This is what they said:  I teach to inspire. It is so rewarding watching children achieve something they couldn’t do before they met me. To share my passion with others. I absolutely adore seeing children happy and secure in class. Another big reason is that I want to be the teacher that believes in every child in class, especially those that don’t believe in themselves! I know that a child understands the world a little better because I have taught them. Working with children makes me genuinely happy. Changing their lives for the better and seeing them achieve makes it all worthwhile. I love the children’s innocence and the love they reciprocate. I teach because I love to see the sparkle in children’s eyes when they find a lesson exciting or when they understand something that they have found difficult. I want to teach children to be their best possible selves and to know that they can do whatever they set their minds to. I teach because I love to see people grow. Teaching allows me to impact lives and create growth opportunities. To sum it up, I teach to help people (students, parents and staff) grow in knowledge and character. I teach because I love it! I also love the look on the children’s faces when they discover something new or feel a sense of achievement. That list is the tip of the iceberg! Perhaps you know a teacher who needs a little encouragement, please feel free to share this with them. We are teachers and we should look forward to getting out of bed in the morning because we have the best job in the world!

Wingu Academy

Wingu Academy Unveils the Early Years (Stage R) Oxford International Program: The evolution of learning in South Africa

In a groundbreaking development for the Wingu Academy, we are thrilled to announce the upcoming launch of the Stage R Early Years Program, scheduled to commence in 2024.  This transformative educational initiative promises to usher in a new era of learning, providing our students with a world-class educational experience designed to prepare them for the challenges and opportunities of the 21st century. Learn more about the Stage R Oxford Program and sign up for this exciting journey by clicking here. Stage R Implementation: South Africa’s educational landscape is undergoing a transformation, marked by recent legislative shifts such as the proposed BELA Bill, which mandates an additional 1-2 years of schooling and makes Stage R compulsory for children. Under these new regulations, Wingu Academy’s Early Years (Stage R) program gives South African children the best possible Stage R education. This groundbreaking program sets a new standard in home education, incorporating the internationally respected Early Years program from the Oxford International Curriculum.  The Oxford International Curriculum is recognized globally for its impeccable standards and comprehensive approach to education, making it the perfect choice to support our young learners on their educational journey. Implementing the prestigious Oxford Curriculum at Wingu Academy will open the door to a myriad of benefits for our Stage R students: Enhanced Learning Opportunities: The Stage R Oxford Program will provide our young learners with access to a more enriching and challenging curriculum, enabling them to realize their full academic potential. Preparation for the Future: In an ever-competitive and increasingly globalized world, the program will equip Stage R students with the skills and knowledge necessary to thrive and succeed. Personal Growth: Beyond academics, the program will focus on character education and extracurricular activities to foster essential life skills, including leadership, teamwork, and resilience. Global Citizenship: Exposure to diverse perspectives and cultures will broaden our Stage R students’ horizons, making them more informed and compassionate global citizens. As we embark on this new chapter in our school’s history, we eagerly anticipate the endless possibilities it holds for our Stage R students.  The Early Years (Stage R) program will undoubtedly shape the future of education at Wingu Academy, enriching the lives of our Stage R students and preparing them for a bright and promising future.

Educ8 SA

Who is educ8 sa?

We are so proud of what we are doing within the Education sector. We are an award-winning online school from preschool to high school. Making it the ideal learning program for your homeschool curriculum. Primary school levels: Preschool to grade 8 R450 High school: American High School Diploma Grades 9 to 12 R1800 Our Online Learning Program is the ideal choice for anyone looking for top-quality, proven, flexible online schooling. So offering teaching excellence and a broad curriculum at affordable pricing to students. So if you are looking for the convenience and flexibility of online homeschooling from the comfort of your home, you have found it! What does a day in the life look like for students? You have the freedom to start when you want, hopefully early enough. We like to start at 8 am and aim to finish at 1 pm or 2 pm. Kids take about 2 breaks per day. It’s really up to how the parent wants to schedule, cause you have the freedom to or you can follow our provided calendar. So they usually start with 3 subjects break, 4 subjects lunch then 2 subjects. The curriculum is very well laid out, it’s an online program that’s lessons are from 10 to 30mins long. Our American High School Diploma is laid out a bit differently but the amazing thing about our high school curriculum, it gives your kids an advantage over the rest. It’s an international curriculum and it offers Varsity subjects, so when your kids go to university, they can start some subjects in their 2nd year already. We also offer the GED curriculum which is equivalent to a grade 12 Matric. Students work at their own pace and schedule exams once our pre-readiness testing has found students to be exam-ready. Exams are written at any Boston College nearest to your location. So just contact us to further discuss the option you would like to go with. Can you register anytime? Yes, you can register any time of the year and even start any time of the year. We have many options for registration… – Contact our office – Email us and we will send our informational pack – Website to sign up and it includes our 14-day free trial period. What are the highlights you can expect using Educ8 SA? -Affordable -Flexible -Tried and tested -Our grade levels are from preschool to grade 12 -Our reviews speak for themselves, a great program and great service In a nutshell: We are an affordable, quality Ccurriculum and what more can you ask for? Contact us Today! info@educ8sa.net www.educ8sa.com 084 685 2138 And on all Social Media platforms which include: Facebook Instagram Twitter LinkedIn

Parenting Hub

Creating a good self-esteem with your preschooler

Healthy self-esteem is like a child’s armour against the challenges of the world. In the early years a child is still developing ideas about himself. These are largely based on his interactions with others. These opinions that a child has about himself forms his self-esteem. Lynn van Jaarsveld, Principal of Trinityhouse Pre-Primary Little Falls, gives some guidelines to help build a positive self-esteem: make rules that are reasonable praise accomplishments—rather than ignore and punish remember the value of positive statements be neither over-protective nor under-protective help your child to deal with failure in a constructive manner show your child that you love them affirm your child’s worth spend time, plenty of time with your child pray with your child encourage independence teach your child responsibility never make comparisons between children don’t expect perfection Most important of all, is to have fun with your preschooler.  Kids who know their strengths and weaknesses and feel good about themselves seem to have an easier time handling conflicts and resisting negative pressures. They tend to smile more readily and enjoy life. These kids are realistic and generally optimistic. Taking responsibility and pride in who you are as parents is a sure sign of healthy self-esteem and the greatest gift you can give to your child. By Lynn van Jaarsveld (Principal of Trinityhouse Pre-Primary Little Falls)

Academic Coaches

EXECUTIVE FUNCTION SKILLS: THE CRUCIAL LINK TO SUCCESSFUL LEARNING

As a parent, you play a crucial role in supporting your child’s development. Did you know that executive functioning skills are essential foundational abilities that enable individuals to plan, organize, and complete tasks? Identifying signs of weak executive functioning skills can help you provide the necessary support and intervention.  Let’s unpack common indicators that parents can look out for in their children to recognize potential weaknesses in executive function skills.  Your child may have difficulty with one or more (or all) of the following: 1. Difficulty with Organization: Children with weak executive function skills often struggle with organization. Look for signs such as difficulty keeping track of belongings, frequently misplacing items, or having a disorganized school bag, bedroom or study area. They may also struggle to follow routines or forget important homework deadlines or assignments. 2. Poor Time Management: Weak executive function skills can manifest as challenges with time management. Your child may struggle to estimate how long tasks will take, frequently underestimate or overestimate time, and have difficulty prioritizing activities. They may find it challenging to complete tasks within given time limits or struggle to manage multiple tasks simultaneously. 3. Impulsive Behaviour: Children with weak executive function skills may display impulsive behaviour. They may have difficulty thinking before acting, leading to impulsive decisions or actions without considering the consequences. They may interrupt others during conversations, have trouble waiting their turn, or struggle with impulse control in various situations. 4. Trouble with Planning and Initiation: Weak executive function skills can make it challenging for children to plan and initiate tasks. You may notice that your child has difficulty breaking down complex assignments into smaller steps, struggles to create a plan of action, or exhibits procrastination tendencies. They may also have difficulty starting tasks independently without guidance or external prompts. 5. Poor Working Memory: Working memory is an essential component of executive functioning. Children with weak working memory may struggle to hold and manipulate information in their mind while performing tasks. They may have difficulty following multi-step instructions, forget details or instructions quickly, or struggle with mental calculations. 6. Difficulty with Flexibility and Adaptability: Executive function skills involve flexibility and adaptability. Children with weak executive functioning skills may struggle with transitions, changes in routines, or unexpected events. They may become easily frustrated or resistant when faced with changes and find it challenging to shift their thinking or adjust their plans accordingly. 7. Weak Self-Regulation: Executive function skills contribute to self-regulation, including managing emotions, controlling impulses, and maintaining focus. Children with weak self-regulation may have difficulty regulating their emotions, such as experiencing frequent outbursts or difficulty calming down. They may also struggle with maintaining attention or getting easily distracted. Recognizing signs of weak executive function skills in your child can help you provide appropriate support and intervention. By understanding these signs, you can work with your child and the Academic Coaches team to develop interventions and strategies that support their executive functioning development and promote their overall success.  Remember, every child is unique, and early identification and intervention can make a significant difference in their academic and personal growth. Together, let’s pave the way for their bright and successful future!

EZ Learn Books

Managing Year-End Stress: Tips to Help Your Student Cope with Final Exams

The end of the academic year often brings with it a wave of stress and anxiety for students. Final exams, looming deadlines, and the pressure to perform can create an overwhelming sense of unease. As a parent or guardian, it’s crucial to support your student during this challenging period and help them cope with year-end stress. In this article, we will explore the common sources of year-end stress and provide valuable tips to assist your student in managing it effectively. Common Sources of Year-End Stress Final Exams: The prospect of comprehensive final exams can be a significant source of stress for students. The need to review a semester’s worth of material, combined with the pressure to perform well, can lead to anxiety and sleepless nights. Time Constraints: Year-end projects, assignments, and papers often coincide with exam preparation. Balancing multiple responsibilities within a limited time frame can be overwhelming. High Expectations: Students may feel the weight of high expectations from themselves, their parents, and their educators. The desire to achieve top grades can intensify stress levels. Fear of the Future: For seniors and those on the cusp of transitioning to a new academic phase, the fear of the unknown can add to the stress. Decisions about colleges, majors, and careers loom on the horizon. Tips to Help Your Student Cope with Year-End Stress Create a Supportive Environment One of the most critical aspects of helping your student cope with year-end stress is to provide a supportive environment at home. Encourage open communication and let your student know that you are there for them. Be a good listener and offer encouragement. Sometimes, a simple conversation can relieve a significant amount of stress. Set Realistic Goals Discuss with your student the importance of setting realistic goals for their exams and assignments. Help them understand that while striving for excellence is commendable, it’s essential to balance ambition with achievable objectives. Realistic goals can help reduce the pressure they feel. Encourage Healthy Study Habits Effective time management and study habits can significantly reduce stress. Advise your student to create a study schedule that includes breaks, exercise, and adequate rest. Encourage them to avoid cramming, as consistent, focused studying is more beneficial. Provide Nutritious Meals During stressful times, it’s essential to maintain a balanced diet. Ensure that your student receives nutritious meals that fuel their body and mind. Foods rich in vitamins, minerals, and antioxidants can boost concentration and cognitive function. Promote Physical Activity Regular physical activity is a proven stress reducer. Encourage your student to engage in physical activities they enjoy, whether it’s a sport, yoga, or a simple walk. Exercise releases endorphins, which can help improve mood and reduce stress. Teach Stress-Reduction Techniques Introduce your student to stress-reduction techniques, such as deep breathing, meditation, or mindfulness. These practices can help them stay calm and focused during challenging moments. Offer Assistance with Time Management Help your student create a schedule that allows them to allocate time for studying, completing assignments, and leisure activities. Effective time management can reduce the sense of being overwhelmed. Minimize Distractions Create a distraction-free study environment at home. Encourage your student to put away their phone, limit social media use, and find a quiet, dedicated space for studying. Minimizing distractions can enhance productivity and reduce stress. Be Patient and Understanding As a parent or guardian, it’s crucial to be patient and understanding during this period. Understand that your student may experience moments of frustration and anxiety. Offer your support and reassurance without judgment. Celebrate Achievements Acknowledge and celebrate your student’s achievements, both big and small. Positive reinforcement can boost their confidence and motivation. Celebrate not only the end results but also their efforts and progress along the way. Year-end stress is a common challenge for students, but with your support and guidance, they can navigate this period successfully. By creating a supportive environment, helping your student set realistic goals, and encouraging healthy habits, you can play a significant role in reducing their stress and anxiety. Remember that open communication and understanding are key, and your support can make a world of difference during this challenging time.

Koa Academy

Understanding the trends that will shape SA Education in 2024

For the longest time, education systems have changed at the proverbial glacial pace.  However, the rapidity of change in every other human-made system over the past few decades has put education under excruciating pressures to transform, to keep up and prove that it is fit-for-purpose in the modern world.  Education in South Africa is undergoing significant transformation which is driven by several key trends. This is ushering in an era where South African children are increasingly being educated in different ways, in different kinds of school environments with their teachers serving in different roles.  In short, the education of today’s children is becoming increasingly different from the education that their parents experienced. Mark Anderson, the Principal of Koa Academy, a high engagement online school started in 2021 in South Africa, is a strong advocate for schools delivering a relevant education that ensures that learners develop the real-world skills they need to succeed in the 21st Century.  We’ve asked him to unpack six trends that are currently shaping the South African educational landscape and are set to become more evident in 2024. Learning is becoming personalised – Personalised learning customises education to the individual learners needs, interests, and abilities. This is a radical shift from the traditional school classroom model where standardised content is delivered to a group of learners.  According to Mark, we’ve known for decades that collective learning is far from effective, and that students learn best when they are on individualised learning pathways.  He says, “Due to constraints, we’ve traditionally modelled education on the assumption that if we teach in a very standardised way then most of the learners in the classroom will be with us, and that we might need to differentiate for just a small portion of that group.  But the reality is that when we do this standardised teaching and assessing, we actually miss most of the learners.  The research is clear, learning is a highly personal journey, and therefore our education needs to be tailored for individual learning, not group learning.  So, we are seeing big shifts in the ways that schools are thinking about how content is delivered and how assessments are done to be much more personalised and individualised, while at the same time operating within constraints, which may be economic, geographic, and meeting legislative requirements.” Personalised learning not only changes the education experience for learners.  Teachers are no longer mere presenters of content, but the expert guides and facilitators who dynamically support and coach each learner as they progress on their unique learning pathway. “Personalised learning unleashes the real expertise of teachers who are trained to have deep knowledge and experience of how people learn and about different learning styles,” says Mark.  “It also addresses the major concerns that parents have when their child is either left behind because they are struggling with certain concepts, or they are bored in class because they grasped some other content more quickly than their peers.” The growth of online education in South Africa is also driving the trend towards personalised learning.  Mark says, “The online space is amazing for personalising the education journey. It opens up limitless opportunities to present content in different formats to suit different learning styles.  Individualised dashboards and timetables empower learners to chart their own course and track their own progress.  These tools also enable teachers to track every learner’s progress in real-time and quickly identify where learners need additional support.  At Koa, parents can also access their child’s dashboard every day, and see their child’s progress on their academic targets in real-time.” Mastery and competencies are in the spotlight – The mastery-based approach shifts the focus from advancing because of your age or grade level to advancing because you’ve mastered the concepts.  This emphasises not only a deeper understanding of subjects and the abilities to apply learning but also ensures that no student is left behind. Mark says, “The real strength of the mastery-based approach is that we don’t plaster over gaps in learning.  Historically, this has been a significant problem for kids in South Africa where they are promoted into the next grade, even when they have big learning gaps.  This has happened particularly in Languages and Maths.  Kids are pushed through into the next grade because schools understandably must get them through the system.  They end up going to the next grade with a shaky foundation and then we keep building on top of that, and it all comes crumbling down.  The idea of mastery-based education is that you can move at your own pace.  Once you have shown mastery in a particular area, you can move ahead without having to wait for others.  So, if a child is particularly strong in Maths and ahead of their peers, they move on quickly.  They then have more time to focus on the areas where they are not so strong, perhaps in their language course they may need to slow down or take extra time to get help from a teacher.  The mastery-based approach goes hand-in hand with personalised learning, and it doesn’t work in large groups.” For teachers, the mastery-based approach means more precise assessments, greater flexibility, and a redefined role in helping students achieve mastery, rather than just teaching to a curriculum. Gamification has entered the education landscape – With its propensity to deliver dopamine boosts, gamification is making learning more engaging and interactive. Through game elements such as targets, leaderboards, points, and rewards, schools are creating more enjoyable and motivating learning environments. For learners, this trend can encourage problem-solving, collaboration, and creativity as they navigate through challenges and adventures in the pursuit of knowledge. Mark says, “It’s important to note that gamification in education is not just about having fun. It’s about being rewarded for progress and inspiring you to be accountable for your own learning.  The idea is that I know what my academic goal is, I know what I must do to reach my goal, and when I reach it, I am rewarded. 

Glenoaks Remedial and Special Needs School

THE WONDER THAT IS AUTISM

Autism, is currently referred to as Autism Spectrum Disorder (ASD) although people with ASD themselves consider Autism a neurodiversity rather than a disorder. Almost 2% of the world’s population is diagnosed as being on the Autistic spectrum. “Spectrum” because some people appear to be mildly affected and others profoundly so. Since each person is an individual and presents differently, the diagnostic process involves a number of professional assessments to identify strengths and areas of difficulty.  Neurodiversity is not anyone’s fault and the causes of Autism are continuously being researched. There is no link whatsoever with vaccine treatments and the diagnosis of ASD. There does appear to be a genetic link, but the genes are not necessarily passed down from parents, since some genetic differences occur spontaneously.  Autism can be understood from a medical perspective, as a condition with symptoms that can be improved but not cured, or from a more relevant social perspective, as an alternate way in which the world is experienced. It is not a sign that a person is ‘stupid’, defiant, sick, selfish, crazy, flawed or weird. All people are unique and that is why there are a number of professionals involved in the diagnosis.  Paediatricians are perfectly positioned to follow a child’s developmental progress and although Autism isn’t fixed and changes over time, they may be the first professionals who detect neurodiversity in a child. Often paediatricians will refer their patients to other professionals if they detect a difference or delay in the child’s development. Parents can be overwhelmed by the process and feel isolated, but it’s important to remember that this team of professionals is there to support the entire family. Parents may also benefit from speaking to other parents in similar situations.  A psychiatrist may assist with high levels of anxiety, attention difficulties, poor sleeping patterns, worries and extreme emotional fluctuations commonly experienced in Autism. There is no medical cure for Autism however prescribed medication is often helpful in reducing these difficulties. A psychiatrist will often refer their patients with Autism to a psychologist, to facilitate an understanding of Autism with the whole family and assist them to address difficulties with acceptance, emotional responses, behaviour and self-expression. People with Autism DO feel emotion and empathy but may battle to communicate those feelings. Psychologists are often also responsible for administering educational testing, to determine existing academic levels and potentials, for correct school placement. Success at school is largely dependent on the learner’s innate cognitive ability boosted by a support team and up-skilled educators.  People with Autism often experience the sensory information in their environments differently to the way in which neurotypical people do.   This has an impact on the way they behave in different environments and situations, as well as on their emotional resilience and well-being. This is why extremely picky eating; a strong need for predictability and structure; and specific skill sets and interests are often associated with Autism.  Occupational therapists are a vital element in the team supporting children with Autism in this regard. The way in which sensory information is processed can fluctuate throughout the day, as well as from one situation to the next. Common responses for children with Autism include either “shutting down” and withdrawing from or avoiding engagement, or “melting down” and having temper tantrums or emotional outbursts and parents and teachers should understand and support this necessary ‘escape’. Neither of these is misbehaviour, but rather an instinctive response to the environment and the way in which sensory stimuli are being perceived. e.g. in a noisy chaotic place, noise reducing earphones may minimise the overload.  The use of Ayres Sensory Integration® in occupation- al therapy sessions goes a long way to helping children and adults with their ability to process the sensory information in their environments, thereby facilitating optimal function in daily activities whether they be daily hygiene activities, learning/ work activities and/or social activities.  A visual schedule at home and school is helpful for the child to anticipate what is coming during the day since people with Autism like predictability and structure and are thrown by unexpected changes in their routine. Occupational therapists can also provide support with motor and visual-perceptual development should this be required.  Communication is another significant aspect to consider in the diagnosis of Autism. A speech therapist will support the development of communication skills for developing and maintaining relationships.  Often more subtle aspects of communication are missed by a communication partner with Autism e.g sarcasm, facial expression, body language and tone of voice, leaving the person with ASD confused and excluded. While they may be able to define sarcasm for example, they may not realise when it is being used. Parents and teachers may need to point out social cues that have been missed.  Fluctuating auditory perception and difficulty starting, maintaining and following a conversation can lead to communication breakdown. This is not necessarily related to the child’s understanding of the topic of conversation so rewording may be necessary. Learners with Autism favour facts and brevity over figurative and inferential information, impacting on academic comprehension and output, and social interaction. People with Autism are not deliberately rude but are to the point, often without an awareness of how their communication is perceived so it may be beneficial to discuss the effect of their own communication on others.  Social norms are not always innate in neurodivergent children and adults. They may incessantly discuss a subject of their own interest and pay no attention to their conversation partner’s interest or disinterest in what is being said. Reciprocity in conversation may also be limited, leaving the listener with a sense of frustration and annoyance, shutting down opportunities for socialisation and relationship building. A speech therapist would encourage awareness and understanding of communication behaviours to minimise linguistic, social and emotional misunderstandings.  Academic support teachers are the touchstone between learners with Autism, their specialist team and the school setting. They facilitate recommendations from the team to the school and vice versa to maximise the learning potential and happiness

Parenting Hub

School sport: Where did the fun go?

There is a sign that can be seen on the side of sports fields around South Africa. With variations, it goes something like this: Please remember: They are only kids. They are here to have fun. The coaches are teachers. The referees are volunteers. This is not the World Cup. As a parent, attending your child’s match can be a challenging task, especially when you have many wannabe expert coaches in the parental spectator crowd. According to John O’Sullivan’s article, “How Parents Take the Joy Out of Sport”, there are six ways that adults can ruin the joy of sports for children: Coaching from the sideline, Yelling instructions while the ball is rolling, Disrespecting officials, Questioning the coach, Commenting on the child’s teammates, and Making the ride home/post-game talk a “teachable moment.” Every parent wants to help their child, to comfort them when they may not have had their best game, when they don’t understand a decision, or to help them to be the best they can be. But what is the best approach? Hayden Buchholz, Director of sport and Physical Education and Head of community Engagement at Somerset College Prep, offers the following advice to parents. What to focus on if they wish they were more naturally talented. Resilience, resilience, resilience. As parents and coaches, it’s crucial to remember that children have varying emotional maturity and cope differently with losing. Younger children may be especially vulnerable to feeling upset or discouraged after a loss, and it’s important to be sensitive to their individual needs and feelings. Offering appropriate emotional support and encouragement can help children build resilience and coping skills that will benefit them in the long run. Remember, sport is a marathon and not a sprint. School programmes are carefully designed by educators who want the best for children. Children will show GRIT when they feel supported and comfortable with the expectations. Help them manage these expectations by partnering with the school. Take time to understand these programmes yourself so that you can communicate effectively with your child. It is crucial to introduce children to diverse activities and experiences, regardless of their proficiency level. Do not overwhelm them with too many extracurricular activities but, equally, avoid a narrow focus on a specific sport or position at an early age. By diversifying activities, children can explore new interests and cultivate an array of skills that will benefit them in the long run. It must be fun! They are children. It must be fun. Acknowledging and celebrating our accomplishments is crucial for our personal growth and motivation. However, it’s equally important to acknowledge and wisely praise the effort that led to our success. According to Carol Dweck, a renowned psychology professor at Stanford University, we should avoid solely praising our children’s abilities or skills, such as saying, “You are so clever” or “Good at chess”. Instead, we should offer honest and meaningful feedback about the process that led to their achievement. This helps children understand that success is the result of hard work and dedication, rather than just innate talent or intelligence. By doing so, we can motivate our children to put in the effort and hard work required to achieve their goals, leading to personal growth and development. What should a post-match conversation in the car with your child look like? Don’t comment on the game or how they played. Your child is already mentally and physically exhausted. Instead, start with 5 simple words, “I loved watching you play.” If your child starts talking about the game, encourage them to reflect first before verbalising it. This also gives YOU a moment to collect YOUR thoughts too. Encourage them to take a warm bath and have something to eat or drink before discussing the match once emotions have settled. It is crucial that we give our children the opportunity to self-evaluate their performance, independent of our opinions as parents. As such, before we place our stamp of approval or disapproval on something, we must encourage our children to reflect on their performance and share their thoughts with us. By doing so, we can gain valuable insight into their perspectives, and we help them develop a stronger sense of self-awareness. It is important to remember that we should never have a (potentially) permanent discussion on a temporary emotion. Keep in mind that there are valuable lessons to be gained from losing, making mistakes, and failing. These experiences offer chances for our children to cultivate resilience. Let your children know that it is okay to feel disappointed and express their emotions. However, it is equally important to remind them that losing does not define them and that there is always a way to move forward. Life presents challenges, and shielding children from disappointment will only limit their growth and experiences. How to react if they think something unfair has happened? Parents see the best and worst of their children. Teachers don’t. Listen to your child in the evenings when you’re tucking them in at night and they share their fears or concerns about school. Partner and engage with the school by sharing these conversations (that which you can) with those concerned. At the heart of it, we all want the best for the children in our care. How to counsel them if they are “dropped”. We take this very seriously at Somerset College. Player feedback is an important part of our programme. Feedback is given before, during and after practices and matches and this can take on many forms, whether verbal or nonverbal. We have a rotation policy in the lower grades that aims to give every child a turn to give their best effort. Things get more serious when they enter the senior teams. When a player is dropped for performance and not rotational, we pull them aside and communicate the reasons clearly. We encourage them to ask questions, not to debate but to understand. We then announce the team to the group in a controlled manner that keeps the emotions

Educ8 SA

What does Educ8 SA offer?

Educ8 SA offers an online education solution for homeschoolers and learning centers. It offers a broad curriculum at affordable pricing. Our Mission is Improving Lives Through Learning And that’s just what we are doing… Improving Lives by connecting students and teachers to world-class curricula and resources online Then our Vision is Expanding Learning Opportunities In making quality education more accessible and improving lives through learning experiences online Our content is presented interactively and engagingly. We also cater to all different learning styles, so it doesn’t matter your pace What curriculum options does Educ8 SA have to offer? We have many different options, and all our Fees include all tutorials, assessments, and informational packs. Grade levels pre-school – Gr. 8: R450 per month GED: Grade 12 equivalent R500 per month General Education Development GED Exam FEE: $80/subject – 4 Subjects American High School Diploma (Gr. 9 – 12): R1800 per month And our fees start at R450… What sets Educ8 SA apart from other curriculum providers? Educ8 SA was established in 2017 due to a gap in the South African Education market for students and families with unique needs and circumstances seeking an innovative learning environment. Our program has received more than 215 awards to date and is an amazing program to use. Our program is one of those programs that you log onto and learning is simple and easy to navigate. Kids can log on and complete work at any time and work according to their pace. Making it easy to complete more than the one-grade level a year. Furthermore, our extra features… Parent Support:  Parents can log in anytime to view their child’s progress from the parent portal and see how their kids are doing and this helps with advising which subjects to complete and which to focus on more. Student Support:  Our Student Managers are on duty from 8 am to 4 pm and are always available to help should a student contact them via their messenger for assistance. These are just some of the fantastic features our program has to offer! How to sign up and are you open for new registrations? You can contact us and we will forward our informational packs straight to your email address. Sign up for our 14-day free trial period, these are amazing as your kids will do placement tests which helps them be placed in the correct grade level. All you need to start is an Internet connection, a device, headphones, or earphones. And Yes, our registrations are open all Year!!! You can start at any time. Contact us on! info@educ8sa.net www.educ8sa.com 084 685 2138 And on all Social Media platforms which include: Facebook Instagram Twitter LinkedIn YouTube

The Bridge Assisted Learning School

MOVING FORWARD WHEN MAINSTREAM SCHOOLING IS NOT AN OPTION

Choosing the best school for your child is one of the most important decisions a parent must make. This decision, while exciting, can also be a daunting and pivotal moment for both you and your child, and is a deeply personal one. It involves the exploration of your child’s passions and potential. While academic excellence is often a significant factor in the decision-making, parents must also consider the importance of a school’s values, its commitment to fostering a safe and inclusive community, and its ability to support your child’s social and emotional development. The ideal school is a place where children can flourish and grow as well-rounded individuals. It is, therefore, essential to embark on this journey of choice with a clear understanding of your child’s individual needs, strengths, and aspirations. And this is particularly the case for parents of neurodivergent children with unique needs. Including a child with specific educational need in a regular classroom alongside their typically developing peers, is not always the best option for every child. Parents may come to the realisation that their child would be better served in a different educational setting. If that is the case, this is a decision that requires time, research, and open communication with your child. Here are some tips for parents on dealing with this realisation and the process to follow to determine what school would suit their child: Accept Your Child’s Unique Needs: Recognise that every child is unique, and what works for one child may not work for another. Accepting your child’s unique needs without judgment is the first step in making the right educational choice for them. Consult with Professionals: Seek input from educational professionals, such as teachers, school counsellors, and therapists. They can provide valuable insights into your child’s specific needs and help you explore a neurodiverse schooling option. Evaluate Your Child’s Strengths and Challenges: Conduct a comprehensive assessment of your child’s strengths, challenges, and learning style. Understanding your child’s specific needs will guide your decision-making process. Visit Schools: Schedule visits to potential schools to get a feel for the environment, meet teachers, and observe classes. Pay attention to how the school accommodates children with similar needs to your child. Talk to Other Parents: Connect with other parents who have children with similar needs. They can provide valuable insights and recommendations based on their experiences. Transition Planning: If your child is currently in a traditional mainstream school, work with the school and professionals to create a transition plan that ensures a smooth move to the new educational setting. Stay Informed: Continuously educate yourself about your child’s specific needs and the educational options available to them. Trust Your Instincts: Ultimately, trust your instincts as a parent. You know your child best, and your goal is to provide them with the best possible education and support. At The Bridge Assisted Learning School we follow a neurodiverse perspective that is tailored to the individual needs of each student. Our Neurodiverse approach recognises that students learn and acquire information differently and we create unique learning paths to lead our students to success, starting from Grade R to Grade 12. Remember that the decision to move away from traditional mainstreaming is not a sign of failure but rather a proactive step to ensure your child receives the education and support they need to thrive.  By Renie Sutherland, Principal: The Bridge Assisted Learning School Morningside

Parenting Hub

Choosing the right career path : A comprehensive guide for Matrics

The transition from the structured environment of high school to the expansive horizon of what comes next is a challenging one, filled with excitement and anticipation. However, for those Grade 12 students who are still unsure about their future moves, it can be an extremely anxious and perplexing time. Most Matrics who are standing at this critical juncture find themselves balancing the enthusiasm of youth with the responsibilities of impending adulthood, having to make one of the biggest decisions they will ever make in their life. “For many, this is the first time they are asked to make significant decisions that will shape their futures. While parents can guide the process, ultimately the buck stops with the Matriculant who will have to live with the decision, which can easily lead to analysis paralysis on their part,” says Adrian Garden, Deputy Dean: Teaching and Learning at The Independent Institute of Education’s Rosebank College. While there may be endless possibilities, making the ‘right’ choice can be daunting. What career should they pursue? Which path aligns most closely with their dreams, skills, and values? How do they ensure that their chosen path won’t lead to regrets later? “This choice, undeniably, is monumental. It’s not just about securing a job or determining what they will study next; it’s about sculpting the foundation they will build for the rest of their lives. Each decision has ripple effects, influencing their immediate years after school and potentially determining their satisfaction, success, and well-being for decades to come,” says Garden. But the decision process can be made easier and more effective by following a few guidelines which will channel into a good choice, rather than just hoping the right idea will arise at some point, he says. “Through thoughtful, structured exploration and informed decision-making, school leavers can carve out a path that aligns with their aspirations and the ever-evolving demands of the modern world.” THE PLAN SELF-REFLECTION Attempting to understand yourself and what drives you is the first step. Ask: What am I naturally good at? Which school subjects or extracurricular activities resonate with me? What are my core beliefs and values? If you are not sure about who you are and what you want to do, there are a few structured assessments that can be illuminating, to help individuals align their intrinsic qualities with potential career paths. These include, for instance, the Myers-Briggs Type Indicator (MBTI), the Holland Code, and numerous other free career interest and personality assessments online. JOB MARKET ASSESSMENT It’s important to study the current and future job market, to view your options through a pragmatic lens. Research careers in high demand both locally in South Africa and internationally, potential income brackets in various professions along with future earning potential, and the expected longevity of the field and future growth prospects of specific sectors. It is also important to match your skills and subject choices with the careers you have an interest in. Student support and career services at good higher education institutions are invaluable in this regard – as they will have deep insight into careers of the future, as well as being able to help you match your strengths to specific fields of study. STUDY OPTIONS DEEP DIVE Further study after Matric is very likely a crucial stepping-stone to making your dream career a reality. But remember that not all institutions and programmes are created equally. So if you have an idea of your area of interest, thoroughly investigate the reputation of the various institutions that offer the qualifications within your field of interest; the content, curriculum and faculty; financial factors that come into play such as tuition fees and living expenses; and campus life, to see if it will be conducive to personal growth and networking. REAL WORLD DEEP DIVE To gain a real-world perspective on your prospective career, connect with mentors and professionals in the field who can give you a better understanding of what the field is like in reality. Try to understand day-to-day experiences and potential challenges faced in the role, essential qualifications, skills, and attitudes beneficial for that profession as well as personal stories of lessons learned. If possible, try to gain some hands-on experience by seeking out internships and volunteering roles. DEAL WITH FLUX Our current world comes with a level of uncertainty and unpredictability that can make it so much more difficult to take life-altering decisions. This is where resilience and adaptability come in. While one’s choice of study post Matric is important, it’s a misconception that one’s first career choice is permanent. In today’s dynamic world, many individuals change careers multiple times. The ability to pivot, adapt and build creatively on your experience is invaluable. MAKE THE RIGHT CHOICE FOR YOU, NOT OTHERS If you are uncertain about your next steps, it can be easy to let the ideas of others and outside forces sweep you in a direction. While well-meaning parents, teachers and parents may inadvertently pressure you towards a popular or lucrative career, remember it’s essential to value their advice but balance it against your aspirations and interests. The most successful career is the one where you will feel fulfilled, and which allows you to continue growing. “At the end of the day, you must take your time and do your research, and then trust your instincts,” says Garden. “Your journey is unique, and you must remember that choosing and pursuing a fulfilling career is a marathon, not a sprint. Every experience, be it a triumphant success or a challenging setback, will contribute to your tapestry of growth.”

Parenting Hub

WHAT ARE THE 8 SYMPTOMS OF ADHD?

Affinity Health, a leading provider of high-quality health cover, highlights eight symptoms of ADHD and emphasises the importance of early detection and intervention for enhanced quality of life. “ADHD, although common, remains misunderstood,” says Murray Hewlett, CEO of Affinity Health. “Recognising key symptoms of this condition is the first step toward seeking professional consultation and getting the necessary support a child needs to improve academic achievements, relationships, and overall well-being.” What is ADHD? Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurological condition characterised by persistent inattention and hyperactivity-impulsivity that interferes with daily functioning. Contrary to misconceptions, ADHD does not result from poor parenting or lack of discipline. Instead, it’s often rooted in genetics and brain structure. While the exact prevalence of ADHD in South Africa varies, some estimates suggest that ADHD affects around 5-10% of South African children, most of whom are diagnosed before age 12. Still, a diagnosis can be made as early as four years old. Many individuals diagnosed with ADHD in childhood continue to experience symptoms into adulthood. However, the way these symptoms manifest can change over time. The Eight Key Symptoms of ADHD The key symptoms of ADHD in children include the following: Short focus: Children with ADHD often find it particularly challenging to concentrate on uninteresting or mundane tasks. While anyone can get bored, those with ADHD might struggle even more with functions that don’t stimulate them. Over-activity in various forms: This isn’t just about physical movement. While many think of hyperactivity as constant fidgeting or running about, it can manifest as talking excessively or having heightened emotional reactions. Impulsivity: This involves making hasty decisions without considering the consequences. For instance, a child with ADHD might interrupt conversations, make impromptu decisions, or jump into activities without much forethought. Disorganisation and forgetfulness: They might need help keeping their bedroom tidy, remembering where they put their toys, or determining how to tackle tasks. Time management struggles: Often dubbed ‘time blindness,’ it refers to the difficulty in judging how much time a task will take, leading to frequent lateness or last-minute rushes regarding school tasks such as homework. Mood swings: Rapid and intense emotional shifts can occur in a child with ADHD. A minor disappointment might lead to significant distress, or a small success can lead to immense joy. A tendency to procrastinate: Even if they intend to get started on a task, a child with ADHD might find themselves consistently putting it off, often due to feeling overwhelmed or unsure of how to begin. Distractibility: Even with the best intentions, children with ADHD can easily be sidetracked by minor interruptions, background noise, or their thoughts. Diagnosis of ADHD As there’s no one test for ADHD – and its symptoms can be similar to other issues like sleep disorders or anxiety – a psychologist, psychiatrist, or even a paediatrician might consult not only with the child but also with parents, teachers, and others who interact with the child to understand their behaviour in various situations. Treatment of ADHD Treatment for ADHD often involves a combination of interventions tailored to the child’s needs. This may include: Medication: Stimulants are the most commonly prescribed medications for ADHD. They help increase the brain chemicals dopamine and norepinephrine, which play essential roles in thinking and attention. Non-stimulant medications are alternatives for those who don’t respond to stimulants or experience side effects.  Cognitive Behavioural Therapy (CTP): CPT provides support, feedback, and strategies to address specific challenges and behaviours. It can help a child with ADHD develop organisational skills, improve time management, and establish positive habits. Psychoeducation: Understanding ADHD can be empowering. Being educated about the condition helps individuals and their families cope better. Psychotherapy/counselling: This can help children with ADHD deal with frustrations, boost self-esteem, cope with any emotional issues, and assist parents in better managing a child with ADHD. Lifestyle changes: Regular physical activity, proper sleep, and a balanced diet can help manage symptoms. Social skills training: This can be beneficial for children to improve their interpersonal relationships and social interactions. Support groups: Connecting with others facing similar challenges can offer emotional support and shared strategies. “It’s crucial to note that what works for one person might not work for another,” adds Hewlett. “Regular follow-ups and adjustments to the treatment plan are often required. Collaboration among healthcare professionals, therapists, teachers, parents, and individuals with ADHD is essential for optimal outcomes.”   About Affinity Health Affinity Health is South Africa’s leading health cover provider, offering you a range of options at affordable rates, including access to the widest national provider network. We understand the importance of having medical insurance that meets your needs, budget, and lifestyle. Our healthcare products are designed to protect you and your family when it matters the most. We strive to give our clients peace of mind and the highest standard of service. For more information, follow us on Facebook, Twitter, and Instagram.

Glenoaks Remedial and Special Needs School

The benefits of getting an official diagnosis

Getting an official diagnosis can be your first step toward supporting your child’s development and well-being. Here are just a few of the benefits that come with having a documented need: Access to Therapies:  Oftentimes insurance will not cover therapy if the child does not have a  diagnosis that warrants it. With an official diagnosis, you may be able to receive financial help or insurance coverage for services.  Access to Accommodations: When a child is diagnosed with a learning disability, autism, or another condition, they can receive access to accommodations tailored to their specific needs. They may have preferential seating, more time to take tests, built in breaks, or more structured notes or instruction. These resources are often not available unless they have a documented need for them. Improved Understanding: Realizing that your child does have special needs can help you as a parent to improve your relationship with them. You can learn more effective ways of interacting, supporting their development, communicating, and building connections. Their communication, behaviour, challenges, and strengths can become less of a mystery because you have a better idea of what is behind them. Improved Support: Once you understand the challenges that your child is facing, you can be more proactive in getting them the support and services they need to be successful.  SARS Tax benefits: If your child has a disability that has been confirmed by a registered medical practitioner by way of an ITR-DD form, you can claim 33,3% of the qualifying out-of-pocket medical expenses (which includes disability related expenses), paid by you (and not recoverable) during the relevant year of assessment. In terms of the law, SARS must prescribe a list of physical impairment or disability expenses which, in addition to other qualifying medical expenses, may be claimed in consequence of any physical disability suffered by your child. By Charleen Crous and Sonelle Gerneke  A parents perspective  We were not looking for a diagnosis, just some guidance. We had no idea there was a diagnosis-there was nothing glaringly wrong. But one small word, after some tears and sadness, unlocked a pathway to understanding and getting to know my son. I saw that my well-intended brand of discipline, nutrition, socialization and even holiday plans were all putting up barriers that caused more harm than good. Obstacles, not enrichment for our family. Once I understood my child’s neurological differences, I saw an entirely different little human, admirably tackling a neurotypical world, not a child needing to yield to my understanding of what should be. His diagnosis made all the difference. Dana Altini (Mother and Clinician)

Parenting Hub

Toys R Us Launches a New Sensory Library with The LEARN Project

Tongaat School for Learners with Special Educational Needs (LSEN) Officially Opens Sensory Library   Toys R Us has once again partnered with The LEARN Project this time to launch a new sensory library at a school in Tongaat in KwaZulu-Natal. The sensory library has officially opened to the community of Tongaat which holds over a thousand books, educational resources and provides an interactive library experience with the aim of awakening the imagination and bringing stories to life to the children who visit. The LEARN Project is a South African non-profit trust with a vision of putting a book into the hands of every learner in South Africa to foster a love of reading and learning today, so that they may reach their full potential tomorrow. The project aims to equip schools with reading books and to create sustainable libraries and classroom book corners. To date, LEARN has donated almost 81 thousand books, established 23 school libraries, and placed over 339 book corners in schools and organisations. “The Tongaat School for Learners with Special Educational Needs sensory library is an interactive room filled with wonder, joy and knowledge with the purpose of encouraging learning through experience with the power of books,” says Roslynne Toerien, Co-Founder of The LEARN Project. “The wide variety of books contained in the new library include, touch and feel tactile books, auditory, light, sound, pop-up and number books and interactive story boxes with visual story aids that bring stories to life.” In addition, she adds that the library also includes safe and comfortable spaces for learners to relax and read a book with cushions, weighted blankets, and textured rugs. “Also contained in the library are sensory trays with textured toys and additional educational resources,” she says. “We ultimately wanted to create a learning experience never to be forgotten, one that awakens the imagination and brings stories to life.” According to Catherine Jacoby, Marketing Manager at Toys R Us, “As an organisation we are humbled to have worked with The LEARN Project for several years, this is our second library we have created with the team and are fortunate to be able to empower and provide relevant resources to young children in South Africa as we raise leaders of future generations.” “The power of play is a strong value at Toys R Us, and we believe that reading is a big part of this, children learn in different ways, this can be through using their imagination to bring a book to life or through touch, sound, visual engagement or play.” She explains that the sensory library embraces different ways of learning and encourages children to grow in a safe and happy space that has been specifically designed for their needs. “As a brand we believe that every child has the right to learn and develop through play, sensory experiences are interactive and this space embraces children’s differences and provides an appropriate place for learning for children with special needs.” “We want to thank everyone who purchased a Jolly colouring-in book from our stores during last month’s literacy month at each of our 50 stores nationwide, R5 of each book sold was donated towards this project and ensured that it came to life,” Jacoby says. “Literacy is a human right and the foundation of all learning, and we look forward to continuing to make even just a small difference to The LEARN Projects goals.”

Glenoaks Remedial and Special Needs School

Does your child have Visual Perception challenges?

Visual perception is a fundamental aspect of human experience. It is the brain’s ability to make sense of what the eyes see. It allows us the ability to interpret, filter, organise and make sense of the world around us, from recognising faces, to reading words, to judging distances and perceiving colours. During development, good visual perceptual skills are important and make up part of the foundation of learning. Difficulty with visual perceptual skills can lead to problems with learning. In this article we explore what visual perception is, the various aspects of it and highlight some key red flags that parents should be aware of.  Visual perception can be divided into the following complex processes: Visual Memory – Record and store information to be recalled and accessed later. Red flags that indicate challenges with Visual Memory include: Recalling site words Spelling – especially remembering how words are spelled Reading fluidly – each word read seems brand new Writing – recalling letter formation Drawing – remembering what an item is supposed to look like from past experiences Math skills – remembering how the problem is supposed to look, graphing, or using a calculator Completing life skills such as following a recipe, reading a map, shopping, using the internet, and typing Visual Sequential Memory – Similar to visual memory but helps us remember and recognise people, places we have been, and a series of events, equations, and procedures. This helps us to work through, plan and prepare for our days, and to access necessary stored information for engagement with all our daily tasks. Red flags that indicate challenges with Visual Sequential Memory are the same as for Visual memory. Form Constancy – Distinguish one shape from another which is similar. This can include difference in size, colour, or shape. For example, the difference between b and d. Red flags that indicate challenges with Form Constancy include: Difficulty completing worksheets/puzzles, and sorting items that are slightly different Slow or delayed learning to read, especially with different fonts, or writing styles Unable to effectively read other people’s handwriting Figure Ground – Filter, sort and extract the most important information from a busy background, which is important when organising your environment, including your room, your workspace, your work book etc.  Red flags that indicate challenges with Figure Ground include: Difficulty locating objects in competing environments such as a drawer, folder, or crowd Loses their place when reading, copying from the board, or writing from a model Struggles to find personal items in a crowded space Slow to complete work Unable to effectively sort items from a large pile Spatial Relations – Process and organise visual information from our environment and decipher where it is in relation to ourselves. Spatial relations include laterality and directionality. Laterality is the ability to distinguish between left and right on oneself.  Directionality is telling the difference between right and left on objects or someone else. Red flags that indicate challenges with Spatial Relations include: Knowing their left and right Reading similar letters such as b/d p/q without errors Forming letters/numbers correctly Following directions involving space, such as “go right” Moving around their environment without bumping into objects Learning social skills involving body language and spatial distance from others Copying written work, staying inside the lines, or writing within certain confines Completing puzzles – knowing which way to place a piece Visual Closure – Detect, differentiate, select, draw conclusions, and understand information when we are only given certain pieces of information, rather than the entire account, story or explanation. Red flags that indicate challenges with Visual Closure include: Difficulty completing puzzles Challenges with dot-to-dot activities Refusal to engage in tasks such as puzzles, dot-to-dot and colouring activities Slow reading fluency Visual Discrimination – Identify detail, determine similarities and differences in shape, colour, position, and orientation. The other six skills require some level of visual discrimination.  Red flags that indicate challenges with Visual Discrimination include: Difficulty sorting similar items such as coins, socks, silverware, especially those with subtle differences Difficulty effectively read maps Challenges with reading words that are similar such as “cat” and “cap” Difficulty completing puzzles or spot the difference pages Visual Motor Integration – Integrate the visual information received in the brain with fine motor skills. It involves interpreting and responding to visual information accurately and effectively, typically using precise motor movements.   Red flags that indicate challenges with Visual Motor Intergation include: Difficulty with fine motor skills  Messy handwriting  Poor hand eye co-ordination  Inaccurate cutting  Avoidance of activities  Difficulty with spatial awareness Visual Attention – Attend to visual information, while filtering out unnecessary details. Red flags that indicate challenges with Visual Attention include: Bumping into things, clumsy movements Not being able to find items Difficulty with reading and writing    What If my child has poor Visual Perception? If your child has poor visual perceptual skills, this can affect their participation in daily tasks and specifically in their school environment with reading, writing, organisation, and other executive functioning skills.  Visual perception plays a crucial role in a child’s development and learning. Whilst some variations in visual development are normal, parents/care givers and teachers/therapists should be attentive to red flags that may indicate potential issues. If you notice any red flags in your child’s visual development, it is essential to consult with an eye care professional such as a Behavioural Optometrist for a comprehensive assessment of the eye and its behavioural response to its environment. An Occupational Therapist, a Remedial Therapist or an Educational Psychologist can carry out the necessary assessments to determine the areas where your child is struggling and is able to provide appropriate assistance where necessary.  Early detection and intervention can make a significant difference in a child’s visual development and overall well-being.  Written by Nicky Forssman – Occupational Therapist Glenoaks School

Kumon

HOW TO BUILD UP YOUR CHILD’S CONFIDENCE IN MATHS

It’s a common experience… your child sits down to work on Maths homework but very quickly becomes visibly stressed, frustrated, or upset. For many kids, doing Maths can seem like a daunting task, even a scary one. And while many do overcome it, some of us carry this Maths anxiety with us for much of our lives. If you’re looking to help your child reduce their Maths anxiety, we have a few suggestions.  Be Empathetic to Maths Struggles  Empathy can go a long way. Whether it’s because you experienced similar struggles as a child or watched someone else struggle, making your child feel like they’re not alone can help ease their stress. When kids hear that others in their lives faced similar challenges it can help them to feel understood and a little more confident to tackle the task in front of them.   Teach Them to be OK with Making Mistakes  Learning to be OK with making mistakes is distinct from addressing the emotions that bubble up with failure. Once your child is no longer feeling overwhelmed, helping them to feel OK with making mistakes is all about showing them that mistakes are often how learning happens. We often remember our mistakes more clearly than the times we didn’t need to struggle at all. Identifying where we went wrong is one of the best ways to learn how to get to the answer or solution on your own. Understanding the path it took to get something right means committing to memory the path to success.   Tip: Try pointing out something that was previously hard for your child and is now easy because they figured out their mistakes and practiced until they got it. For example, learning to ride a bike, practicing a sport, or an earlier Maths concept.   Explain the Importance of Finding (And Filling) Gaps  Lastly, very often the cause of Maths anxiety is the fact that earlier concepts weren’t mastered. Gaps in foundational knowledge create a shaky foundation for more challenging concepts. Particularly, if children don’t do well in Maths at an early age, it can have a cumulative effect.   At Kumon, we focus on mastery. We start students off at a comfortable starting point, which can sometimes mean starting on material that is below their current grade level. Current struggles might be top of mind for parents and the kids themselves, but often the solution to current struggles is filling in gaps in knowledge of earlier concepts. If a child never fully mastered addition, multiplication, division, and other foundational concepts, they are likely to hit a wall when more complicated concepts are introduced.   Enrol In a Maths Programme to Help Them Practice and Master their Skills  Enrolling your child in an additional Maths study programme (such as Kumon) can help them fill those gaps as they consistently practice their Maths skills. While school studies march on, often leaving a child feeling overwhelmed and increasingly left behind, a supplementary programme can provide additional practice in key concepts and allow them sufficient time to truly master a concept before progressing to the next. This additional support can often help a struggling child to catch up, become confident and finally succeed in a previously dreaded subject. Maths anxiety is a condition that can be very detrimental to a child’s long-term school success, causing them to feel inadequate, not smart enough or even a failure. Anxiety can cause a child to get into a negative reinforcement cycle that perpetuates their feeling of inadequacy. When Maths work comes up they feel anxious because they don’t understand the work. This anxiety causes their brains to become confused or shut down which then prevents them from thinking logically or rationally and reinforces the experience that “I can’t do Maths!”  So, in conclusion, it is important to notice how your child feels about their Maths work and to identify Maths anxiety as early as possible. Then, if you notice this occurring, take every step possible to address the anxiety and to enable your child to overcome, feel confident and believe in themselves. This article is courtesy of the Kumon North America website* * https://www.kumon.com/resources/how-to-build-up-your-childs-math-confidence/ 

Sidebar Image

Sidebar Image

Scroll to Top