Wingu Academy

Future-proof your child’s employability from an early age with 4IR Skills

The world of work has been changing over the past decade. There were talks of the 4th industrial revolution by many forward thinking individuals, but the trends towards the revolution has become very clear in the workspace. Trends such as remote work which seemed an impossible consideration for many companies, has become centre stage and many will pay the price if an effective remote work policy is not put in place. Most employers had to rapidly change the way they worked, resembling the 4IR trends that have shaped the vision of the Future of Work. The catalysing effect of the COVID-19 pandemic has turned leaders to focus on what the lasting effect of the pandemic will have on their workplace. Leaders in education have turned their focus on what the lasting effect will be on (a) educators and (b) the future leaders – the youth – and they have a responsibility as a transformative element in society to be paving the way to thriving, growth mind-set individuals ready for the 4th and even the 5th industrial revolutions. But how?    According to a report by the World Economic Forum, titled “The Future of Jobs”, the skills that will be most in demand during the fourth industrial revolution are: Complex problem solving Critical thinking Creativity Managing people Coordinating with others Emotional intelligence Judgement and decision making Service orientation Negotiation Cognitive flexibility “Education can no longer be about learning facts. Educational organisations must focus on being transformative experiences, delivering an individual that has gained more than knowledge after completing a program. Central to these future skills is a mindset resembling that of the entrepreneurial-mindset where resilience and personal growth are centre stage in determining success. Education systems and mindsets – striving to master a fixed set of learning outcomes and avoiding failure are outdated viewpoints. Instead, critical and creative thinking, embracing failure as a positive growth opportunity, resilience and collaboration should take centre stage in transformative education strategies. It’s important to future-proof your child to thrive with skills of the future, like lifelong purposeful learning, unlearning and relearning, adaptability and rapid (re)skilling, says Ian Strydom – Managing Director Wingu Academy.  Why is it important to future-proof your child’s employability? The industries tied to the defining 4IR technologies (robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification) will birth new areas of work. McKinsey and Company predicts that by 2030, up to 30-40 percent of all workers in the developing world may need to move into new jobs or at the least up- or re-skill significantly.  At Wingu Academy learners are introduced to subjects such as coding, robotics, app development and game development from an early age to build a foundational grasp of these fields.  Learners and parents have a preconceived idea of Robotics and Coding and in general believe it’s for the “smarter” kids or for learners who are doing really well in other subjects. In doing so, they automatically disqualify themselves from enriching their future careers with these skills. We want to challenge this mindset. Every field in the future will incorporate coding and robotics to some extent and having a keen understanding of the underlying principles will set them up for success.   Apart from the hard practical skills learnt, integrated robotics and coding curricula teaches students invaluable soft skills such as  critical thinking, collaboration and solving problems logically and has the added advantage of teaching them to persevere in solving problems. Employers are looking for high-performance individuals – young people and mid-career employees- who are in sync with the demands of a rapidly-changing digital workforce. Learners that have these skills at school will be at an advantage, even if a child doesn’t go on to pursue a career in coding/IT. Even if a learner doesn’t go on to pursue a career in coding/IT, how will this benefit them? The first obvious advantage is the opportunity to be employed directly in the IT industry which offers huge employment potential. Currently SA has 200,000 unfilled positions that require a knowledge of coding.  Coding has emerged as a new literacy that allows us to leverage the power of computers.  At school it is important that children learn to use computational thinking to solve problems as this way of thinking is best developed early on. A keen understanding of computational processes allows team members to collaborate with programmers, to better understand the impact of actions and decisions on enabling digital technological processes (and the teams that develop them) and use design thinking principles to drive innovation effectively.   Coding and IT are becoming prominent in almost all career fields. For instance; artists are using machine learning algorithms to create unique art, acting and entertainment machine learning algorithms are used to write scripts and in medicine or biology it is used for diagnosing diseases and finding new treatments by repurposing medicine. “Our aim is thus that learners who complete these courses will not only be more desirable to employ, but at the same time exceed employers expectations,” Strydom concludes. What will the learners be taught to master with these programmes at Wingu Academy? Learners in the Coding and Robotics programme will use a variety of different programming languages such as Python and JavaScript to solve various problems, some translating into creative solutions in the real world. They will apply their skills in various different fields of interest including music, robotics, science and others to demonstrate the power of coding in various fields. More mature learners enter the Software Development programme where they work on front-end and back-end solutions and build a variety of web applications to develop a portfolio of evidence, equipping them with many entry level skills in the IT industry. Parents who would like to find out more about Wingu Academy’s Kukua Programme can visit https://wingu-academy.com/innovation/. The internationally recognised curriculum at Wingu Academy prepares learners for entering University degrees locally and across the globe, and focuses on building critical and creative thinking skills. The

Wingu Academy

How Wingu Academy changes lives – one Wingulian at a time!

At Wingu Academy we pride ourselves in doing school differently. Schooling is no longer one-size-fits-all and therefore we believe the fundamental purpose of education is to unlock potential. We also have the privilege of schooling learners with different needs and requirements. Following; is one Wingu parent’s account of how Wingu Academy creates an environment for a learner (Wingulian), that’s atypical, to thrive and excel: My husband and I were discussing High School options for our children even before they were of high school age.  The decision to change our children from CAPS to Cambridge, brick-and-mortar to online and then specifically Wingu Academy, were made due to the following factors. Living in Pretoria the options for good, affordable, non-private high schools are many, if your Afrikaans speaking, but options for English speaking children are very few and far between. We also wanted to give them the opportunity to study abroad if they wanted to and Wingu’s British curriculum was the best option for this decision.  When we started researching the different online schools, we kept in mind that both my husband and I must work and needed a platform where we weren’t responsible for teaching, but where we could keep track of classes, homework, assessments, etc. A big concern was that towards the end of 2020 our daughter had become super anxious and started struggling with social interaction at her school, distancing herself from her circle of friends and self-harming.   After researching other platforms, we decided on Wingu Academy, because 1. It has online classes where there is interaction with a teacher, and 2. the support structure that exists for students and parents.  In retrospect we can now see that Wingu’s set-up, teachers, and classmates were the absolute ideal option for our daughter. Changing to online schooling was an easy decision, but when she was diagnosed with Autism Spectrum Disorder (aka ASD or Asperger’s) we chose to register with Wingu. The first part of 2021 was extremely stressful for our girl, not only because Cambridge was new to her and doing online schooling had its own challenges, but I was in hospital with Covid mid- February.  The stress of me not being home and not knowing whether I would leave the hospital alive was a huge burden on my family and our daughter had to try and navigate the new schooling system pretty much alone for almost four months, before I was mentally and physically able to focus on anything other than survival.  ASD has a lot of amazing positive traits which we are encouraging.  One of these traits can also be negative though. It is the propensity to stick to a set routine and intense focus on their interests to the detriment of others.  With CAPS she had gotten into a ‘non-homework’ routine as she was so good at retaining any information she heard in class and regurgitating during exams, which gave her 90+% in almost every subject.  Once I could focus on her schooling, I could help her create a new routine of doing online quizzes, assignments, homework and read questions in a way that she would not just regurgitate information but actually apply the knowledge.  This has taken a while and I still need to encourage the new routine on almost a daily basis, but she has made great strides and we are SO proud of her.  There are so many aspects of her life that have been positively affected by being at Wingu. As for most teenagers, not having to get up at the crack of dawn to get to school on time is a huge bonus. The fact that she doesn’t have to leave home to go to school with throngs of other teenagers has reduced her anxiety levels immensely. The Wingu teachers are aware that being on camera is an issue for her and have been very accommodating.  This has made classes such a safe space for her that she now feels comfortable to engage with her teachers and classmates via audio. She has made friends with some of her classmates and not only hosts online homework sessions (off-camera) but goes ice-skating and has ‘live’ visits with friends she made at Wingu. Yes, there will be social limitations for her going forward, but having a platform where she is accepted as she is, given space to interact when she feels comfortable to do so, whilst getting a world-renowned education, has been an absolute Godsend.   For any parents who are considering online homeschooling, whether they are atypical or typical, this is my advice. Do your homework in researching different platforms. Be honest with yourself about your capacity.  I knew with a full-time job I would not have the capacity to teach my children myself, or research extra resources as many platforms would require you to do. You know your children and their abilities – Even with ASD I know my daughter would not cope with just watching videos day after day, she would stop watching them out of utter boredom.  Although she is socially awkward, she needs the structure that a class environment supplies. I also know my son, who will be joining Wingu for Stage 6 in 2022, would get super bored with videos and so a class environment would be ideal. Set up a time with the Wingu admission specialists and consultants and ask every question you can think of.  The staff are super helpful and patient.  After our daughter was diagnosed with ASD at the end of 2020, we had even more questions for the Wingu consultants, and they were very helpful and informative. If you are looking for quality, internationally recognised schooling, Wingu Academy is your answer as SA’s best-rated online homeschool with education rooted in innovation and excellence. Our Wellness Hub and Learning Coaches can assist both learners and parents with professional academic and wellbeing support and guidance to ensure that learners develop, grow and thrive in the Wingulian environment. Enrolments for 2022 are still open. Book a consultation with

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Wingu Academy to open its first Learning Hub in Centurion – enrolments now open!

Wingu Academy has ventured into establishing its first Wingu powered Learning Hub in Centurion to provide a future focused, safe, reliable, and social environment for learners from different backgrounds to learn.  The first Learning Hub is currently open for January 2022 enrolment for learners aged 6 – 19. Interested parents can follow this link to book a free consultation here: https://form.jotform.com/203373140162039 Wingu’s Learning Hub will provide the opportunity for a blended approach to allow learners to learn from home or get support in person at the Hub, providing a unique level of flexibility and uninterrupted education. Learners will engage and interact with fellow learners in a safe and friendly environment that promotes learning and personal growth. The Hub will provide support such as learning spaces to attend seminars and tutorials, collaborative learning spaces, learning coaches, science and robotics laboratory access and other extra-curricular support.   Wingu Academy officially launched in July 2020 and soon after joined TuksNovation (The University of Pretoria’s High Tech Incubator and Accelerator) where it has been housed ever since.  Their remote-learning platform offers educational support to schools, tutoring centres and home-schoolers across the globe, with live classes and tutorials, interactive online content that is aligned with British International Curricula (a Pearson Edexcel examinations centre) catering for qualifications such as the General Certificate of Secondary Education (GCSE) and AS/A-levels with a focus on developing fourth industrial revolution skills. After finishing these exams, students are welcome to apply at the leading institutions such as the top 100 Universities in the world.   Developed by teachers, UP alumni and postgraduate students who hold advanced degrees in respective fields, and in collaboration with researchers at the Wits School of Education, Wingu prepares students for an international curriculum that is relevant and accredited globally. There is a focus on blended, student-led learning, gamification and instant constructive feedback and continuous assessments. The Wingu platform has evolved markedly over the past year to provide a unique blended experience for the families allowing to utilise Wingu for either complete online schooling or traditional home-schooling with the ability to take advantage of the benefits of both approaches. The core of the Academy is to develop Fourth Industrial Revolution Skills, including critical thinking, problem solving and emotional intelligence. All learners will also be given access to the Wingu Wellness Hub which will provide physical, mental and emotional support to ensure academic success while supporting holistic learner wellbeing. Wingu Academy further offers a variety of different social clubs that enable learners to identify activities they enjoy. The Fitness Club is one example of this, which promotes a healthy level of physical and mental stimulation to keep learners fit, focused and happy. There are limited spaces available at the Learning Hub in 2022, interested parents can follow this link to book a free consultation here: https://form.jotform.com/203373140162039

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Surviving year-end academic burnout

Have you ever woken up in the morning and felt less motivated to get going? Maybe even irritable and just plain exhausted, or even frustrated for no reason? You may very well be experiencing Academic Burnout. Academic Burnout is something that affects most learners, especially when you are putting in those extra hours to complete that every growing mountain of assignments and homework throughout the school year, and that prolonged state of stress. It is experienced through an increase in negative emotions, physical and mental reactions due to prolonged studding which can also results in exhaustion, frustration, a lack of motivation and reduced ability in school. It is often caused by the accumulation of weeks of hard studying of the same material and back-to-back classes.  Academic Burnout, however, is not to be confused with a student’s occasional feelings of frustration and fatigue from putting in hours of studying for and upcoming exam or pulling and all-nighter to catch up on missed work.  Academic burnout is far more serious than this. Academic Burnout can severely reduce your productivity, reduces all your energy which leaves you feeling hopeless, helpless, and resentful towards your educators, peers, and parents. These negative consequences from burnout often spills over into other areas of your life, including our personal and social life. Therefore, it is so important to understand what exactly academic burnout is and how to survive it. Constant exhaustion, no matter how much sleep you get; disrupted sleep patterns or insomnia; a serve lack in motivation to either attend classes or complete homework assignments; loss of confidence in your academic abilities, frequently ill or somatic pians are just a few of the common symptoms to look out for that are associated with academic burnout. But it’s not all doom and gloom. “There are ways to help prevent and manage Academic Burnout before it becomes too severe. The first step to treating Academic Burnout is to acknowledge it and understand that a change does need to be made to how you are current way of tackling school tasks and activities,” says Jessica Hart from Wingu Academy’s Wellness Hub. Here are a few changes you can introduce: Make time for the things you enjoy: Its important to remember that there is more to life then school and work. Use your weekends to spend time with friends and family, and to reconnect with the things that make you happy. Up the exercise: Finding the motivation to get up and exercise can be tough. But its always important to remember that a healthy body equals a healthy mind – the two go hand in hand. Try being active at least three times a week and remember to stay hydrated and eat health. Welcome that fresh air: Spending time outside in the fresh air and sunshine, will not only help your body produce that much needed vitamin D, but it will help reduce levels of stress and anxiety, helping you feel more relaxed, improve mental focus and concentration. Set reasonable goals for yourself: Use a calendar or planner and organise what needs to be done in a way that allows you time to rest in between tasks. Trying to get a months’ worth of work done in one week is not going to benefit your grades or mental well-being. Set reasonable goals and stick to them. Wingu Academy’s Wellness Hub offers guidance to all learners and parents on academic, well-being and mental health support. As an online home school we can offer education in a more relaxed environment in the safety of your home. Enrolments are still open for January 2022 at Wingu Acadamy. Book a FREE consultation here: https://wingu-academy.com/book-now/ or visit https://wingu-academy.com/ for more information.

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The fourth industrial revolution is here – is your child ready?

The fourth industrial revolution (4IR) is more than just a catchy buzzword. To understand this term, it is necessary to look at the origins and outcomes of the preceding industrial revolutions, as these set the foundation for the advent of the fourth industrial revolution. The first industrial revolution (1760-1840) was brought about by the invention of the steam engine. Why a “revolution”? Because this technology rapidly changed the way society organized itself – from an agrarian, artisanal society, to a more mechanized one. For example, dresses were no longer handmade by a local seamstress, but produced in a textile factory by machines. Average income and population growth soared. Rapid urbanization took place. The second industrial revolution (1870-1914) expanded on the technologies introduced during the first industrial revolution. Railroad and telegraph lines expanded, ushering in a wave of globalization. The invention of electricity and the telephone also emerged during the time. This industrial revolution finally brought the concept of standardization and the assembly line to the fore, as pioneered by the Ford motor company in 1913. The economic outcome of this was tangible. Economic life organized itself around the mass production of consumer goods. Mega-corporations emerged, which could control segments of the market. There is even an economic theory centred on this outcome – aptly called Fordism. Finally, the third industrial revolution was bought about by the invention of the semiconductor. This led to a slew of innovative technologies, most of which are well known to us by now, such as mainframe computing, personal computing and the internet. This still begs the question however, what is the fourth industrial revolution and what will its outcomes be? And most importantly, how can you ensure your child’s readiness to face these rapid changes? Similar to preceding industrial revolutions, the fourth industrial revolution is being brought about by new technologies such as robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification and bioscience technologies, which are shaping the way we organize our societies. Just as artisanal dressmakers had to adapt to a changing society during the 1760s, so too will our children have to adapt to the changes arising from the current industrial revolution. The fourth industrial revolution will eliminate some jobs, but also create new ones in their stead. Children currently in grade R might someday fulfil a role that doesn’t even exist on paper yet. Other jobs will not necessarily be eliminated, but it will require people to adapt and to learn how to leverage these new technologies in their existing roles. One sector of society that has been relatively slow to adapt to changes being bought about by the fourth industrial revolution, is the education sector. The traditional education system is currently based on training factory workers, who had to focus on repetitive tasks for long hours. It is therefore not designed to foster critical and creative thinking, but rather to encourage compliance and regurgitation of facts. In an increasingly automated world, jobs which require repetition and regurgitation are rapidly being eliminated by machines and software. So which skills will be relevant in the coming fourth industrial revolution? And how can we ensure that our children will graduate from school with the necessary skills to thrive in this environment? According to a report by the World Economic Forum, titled “The Future of Jobs”, the skills that will be most in demand during the fourth industrial revolution are: Complex problem solving Critical thinking Creativity Managing people Coordinating with others Emotional intelligence Judgement and decision making Service orientation Negotiation Cognitive flexibility The industries tied to the defining 4IR technologies (robotics, artificial intelligence, augmented and virtual reality, nanotechnology, cloud computing, quantum computing, machine learning, additive manufacturing, genetic modification) will birth new areas of work. For example, traditional methods of manufacturing will increasingly be replaced with additive manufacturing technologies (3D printing), as the technology improves. Think 3D printing is just for hobbyists? Think again. Professor Mashudu Tshifularo from the University of Pretoria conducted a pioneering surgery in 2019, transplanting 3D printed middle-ear bones in a patient. In another example, NASA’s “Made in Space” 3D printer is being used by members of the International Space Station to print tools, reducing the number of objects that have to be stored onboard. It is also creating opportunities for recycling and re-use of materials – which in turn creates new opportunities to launch longer manned space missions to planets such as Mars. In conclusion, teaching our students the basis of these defining 4IR skills from a young age is vital. Ensure that your child’s educational provider incorporates elements such as coding, robotics, 3D printing and software development into their offering. Furthermore, jobs which require creative and critical thinking, as well as empathy and emotion – innate human qualities – are less likely to be replaced by an automated system. Learning should be about more than just what your child learns, but about how they learn it. Are they just repeating the solution presented to them by someone else, or being encouraged to discover a new solution of their own? Are they encouraged to solve problems creatively and taught to think analytically and independently? Fostering these skills in students will ensure that they are resilient and able to adapt to changing career and societal circumstances with ease. At Wingu Academy we pride ourselves on doing education differently. Students are introduced to subjects such as coding, robotics, app development and game development from an early age. Teaching pedagogies are based on a blended learning approach, which blends synchronous and asynchronous learning to allow and encourage independent study. Students are engaged with their work through interactive quizzes and simulations, as well as live class presentations by subject experts. The implementation of the application focused British International Curriculum further ensures that students develop critical thinking and problem solving skills. Enrolments for 2022 are still open. Visit our website at www.wingu-academy.com and book a FREE consultation now at: https://wingu-academy.com/book-now/

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Wingu Academy’s online art auction raises R30 000 for Endangered Wildlife Trust’s Canine Conservation Unit

Wingu Academy, online homeschooling curricula provider, raised an amazing R30 000 during a nail-biting one-hour live art auction on Thursday night, 7 October via Zoom. All the money raised will be donated by Wingu Academy towards Endangered Wildlife Trust’s (EWT) Anti-poaching Canine Conservation Unit. This initiative by EWT provides trained detection and tracking canines to the conservation sector to support well-structured security plans. This benefits not only rhinos, but also other species that are targeted by poachers including elephants, pangolins and lions. The overarching aim of this project is to ensure that Conservation Canines are strategically placed across South Africa’s private, provincial and national parks and are contributing to the protection of our wildlife. Wingu learners and teachers created their masterpieces from a variety of recycled material, during September in celebration of Heritage Month. The overall winning art piece, a beautiful mirror was created by Wingu learner, Michaela-Lee Pretorius, and is called “Reflection of the monsters we have become”. Artworks varied from interpretations including rhinos, fish, a protea, the Voortrekker Monument and even a living tree made of moss and flowers,  to capture our beautiful heritage. EWT extended an invitation to all participating artists to enjoy seeing the canines in action at their Conservation Training Centre.  “We are blown away by the generosity of Wingu Academy, all the bidders and of course all the hard work by these talented artists that made this event unforgettable,” says Dr Andrew Taylor who manages EWT’s Wildlife in Trade Programme. Ian Strydom, Managing Director of Wingu Academy, says: “Wingu Academy is immensely proud of all our artists and supporters who made this event possible. What a wonderful showcase of the difference creativity and innovation can make, and all that in aid of an extremely worthy cause; protecting our wildlife for generations to come.” 

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Bok van Blerk’s Hanna Foundation benefits from Wingu Academy and Umma Afrika’s fundraising drive

The money raised by Wingu Academy and Mahala Loyalty during Mandela Month towards the Umma Afrika Charity Trust was donated to Bok van Blerk’s Hanna Charity and Empowerment Foundation to support families in need. The initial aim was to raise R6 700 between 16 – 30 July 2021, but the Back-a-buddy initiative raised over R7 000! Through the kind donations by Wingu Academy and Mahala Loyalty supporters, Umma Afrika Charity Trust was able to donate 240 Umma Pot Meals (each Umma Pot Meal feeds up to 6 people), as well as care packages to the Hanna Charity and Empowerment Foundation. Thank you to everyone who participated in this worthy cause during a time when communities need it the most!

Wingu Academy

Eating Disorders – Food for thought

Eating disorders is one subject that is very important to address, especially since it usually has its onset during the teenage years but can even develop at a younger age and continue well into the adolescent years. Eating disorders can cause a lot of conflict, stress and even death in families and thus it’s important to understand the types, causes and treatment. Types There are various types of eating disorders. The most common ones according to the South African College of Applied Psychology include binge eating disorder, where the sufferer overeats; anorexia nervosa, where the sufferer eats too little; bulimia nervosa, where the sufferer attempts to rid themselves of food they’ve consumed; and even rumination disorders where the sufferer regurgitates food.  “The most common factors that come into play are that the person is anxious about their physical appearance, and how it appears to others around them. This also includes that the image that they have of their own bodies, are distorted. Subsequently, they also have eating behaviours that are maladaptive. Research has further shown that eating disorders affect both genders, although they occur more frequently among females,” says Dr Serahni Symington, Child and Adolescent Play Therapist. Causes Dr Symington says that the causes of eating disorders must be understood from an integrative model, because there is not a single causal factor that leads to the development of it. Multiple factors could lead to the development of an eating disorder and is often also accompanied by other diseases like manic depression, anxiety, possessive compulsiveness disorder and substance abuse. According to reports by psychologytoday.com, researchers have long been probing the underlying causes and nature of eating disorders. Unlike a neurological disorder, which generally can be pinpointed to a specific lesion on the brain, an eating disorder likely involves abnormal activity distributed across multiple neural systems. Eating disorders appear to run in families, and there is ongoing research on genetic contributions to the conditions. Other factors—psychological, interpersonal, and social—can play a role in eating disorders. Among identified psychological factors are low self-esteem, feelings of inadequacy and lack of control in life, depression, anxiety, anger, and loneliness. Interpersonal factors include troubled family and personal relationships, difficulty expressing emotions and feelings, a history of being teased or ridiculed based on size and weight, or a history of physical or sexual abuse. Social factors that can contribute include cultural pressures that glorify thinness and place value on obtaining the “perfect” body, narrow societal definitions of beauty that include only those people of specific body weights and shapes, or cultural norms that value people on the basis of physical appearance and not inner qualities and strengths. People with anorexia nervosa see themselves as overweight even though they may be dangerously thin. In bulimia nervosa, despite usually weighing within the normal range for their age and height, sufferers, like individuals with anorexia, may fear gaining weight, desire to lose weight, and feel intensely dissatisfied with their bodies. Many with binge-eating disorders are overweight for their age and height. Feelings of self-disgust and shame associated can lead to bingeing again, creating a cycle of binge-eating. Treatment Because of their complexity, eating disorders require a comprehensive treatment plan involving medical care and monitoring, professional interventions, nutritional counselling, psychotherapy, and, when appropriate, medication management. Treatment for eating disorders lies in recognizing and overcoming underlying triggers. Depending on the type of eating disorder and its associated underlying triggers; medications can be used to ease symptoms of co-occurring disorders such as depression and anxiety. Selective serotonin reuptake inhibitors (SSRI) are known to help reduce binging and purging and is specifically used in some cases of bulimia nervosa. The first-line treatment for all eating disorders is psychotherapy, which encompasses a broad range of therapy approaches such as cognitive behavioural therapy (CBT) and dialectal behavioural therapy (DBT) which aim to recognize and reduce the harmful thoughts and emotions associated with the eating disorder and works to develop productive coping mechanisms and tools to help the individual engage in positive thoughts, emotions, and behaviours in order to overcome their past traumas and low self-esteem. Other skills and tools learned in therapy include mindfulness, relapse prevention skills, meditation, nutrition counselling, art therapy, and relationship building. The good news Eating disorders can be treated, and a healthy weight can be restored. The sooner an eating disorder is diagnosed and treated, the better the outcome is likely to be.  Wingu Wellness Hub Parents who have any concerns about eating disorders and wellbeing of their children can contact the Wingu Wellness Hub to assist with guidance to get the help they need. Sources:  https://www.psychologytoday.com/za/conditions/eating-disorders, https://www.psychologytoday.com/za/blog/happiness-is-state-mind/201703/eating-disorders-it-s-not-all-about-food

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Wingu Academy’s Wellness Hub takes the lead in providing a safe online learning environment

Student well-being is a core focus area for Wingu Academy, especially due to the increase in mental health awareness in the online environment.  In fact, Wingu Academy takes this so seriously that they have a dedicated wellness hub, called Wingu Wellness. The vision is to collaborate with students, guardians, and parents, as well as the valued staff of the Academy, to build a safe online learning environment. “Wingu Wellness provides up to date information on mental health issues, learning barriers, coping mechanisms and stress management, to mention a few. Working alongside top names in the field, like Dr Serahni Symington, counsellor and play therapist specialist, we will be providing counselling and mediation sessions and webinars free of charge, to anyone in the Wingu Family.” says Ian Strydom, Wingu Academy’s Managing Director. Services offered by Wingu Wellness Hub Current services include:  Organising concessions for learners with learning barriers; Wellness consultations with a wellness coach or qualified counsellor;  Monthly webinars; Sensitivity training; Resolution of behaviour misconduct; Assisting students and parents with day-to-day educational needs, i.e. study assistance, identifying learning styles, etc. Diagnostic Testing facilitated by Educationist, Dr Belinda van der Westhuizen Family mediation offered through Dr Serahni Symington How does Wingu Wellness assist students? The Wingu Wellness Hub will be assisting students by offering free consultation sessions with either the Wellness Coach or a trained psychologist. This will act as a safe space for learners to talk about what is weighing on them. We also provide learners applicable content to assist them in matter that they do not feel comfortable coming forward about. We also provide external coaching in the form of play therapy for the younger learners, by referring them to Dr. Symington.  Wingu Wellness will also act as a means to further promote the many social clubs within the Academy to assist learners in still benefitting from the social aspects that are sometimes lacking in the cyber world.   How does Wingu Wellness assist parents/guardians? Assistance includes the same support as to students, but on top of that also offering family mediation through Dr Symington. “We offer comprehensive and professionally verified content to assist in matters dealing with how to cope with situations such as moving a learner from a mainstream school into an online learning environment or to things like dealing with family trauma.” says Panashe Tiffany Saungweme, Associate Director of Human Capital.  How does Wingu Wellness assist staff members? Not only do the teachers and staff have access to the Wingu Wellness Hub through the Academy’s platform, which gives them the opportunity take full advantage of the consultations, posted contented and the many services offered by Dr Symington, they also have access and can benefit from the internal wellness check-ins aimed at reminding the Wingu staff to ensure they keep in mind the importance of their own well-being. The staff benefit from life coaching through the Hub in order to thrive in their personal and professional lives.   Aiming to assist the Wingu Family with their overall well-being. “Wingu Wellness is not just an initiative to create awareness of mental barriers we may all have, but rather a platform providing a safe space to find solutions and encourage positive well-being behaviour for everyone part of the Wingu Family.” Strydom concludes.

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Wingu Academy – challenging expectations about schooling from home through excellence and innovation.

Due to the global pandemic and the subsequent disruptions in the traditional schooling environment, home-schooling, and specifically online schooling, has seen a significant rise. With the concern for their children’s health, coupled with the flexibility and convenience that online home-schooling offers, it has become a viable option for many parents. Wingu Academy arguably has the most advanced distance and blended learning platform in the online space in Africa. Our platform gives educational support to home-schoolers all over Africa between the ages of 5 – 19 years. Live classes and tutorials are presented along with interactive online content. The platform aims to enrich learners with 4th industrial revolution (4IR) skills such as critical thinking, creativity, complex problem solving and online collaboration. Housed at TuksNovation (University of Pretoria’s High Tech Business Accelerator), it has been developed by teachers, UP alumni, and postgraduate students who are experts in their respective fields with additional collaboration with researchers from the Wits School of Education. The ever-evolving Wingu platform provides the internationally recognised British curricula and as of January 2022 Wingu Academy will extend their high-school offering to include the South African CAPS curriculum.  Enrolments are now open for the January 2022 intake! Wingu Academy focuses on a blended learning approach that includes asynchronous (self-paced, student-led) and synchronous (interactive live classes) learning, enriched with animations, video content, infographics, gamification and simulations to cater for the major types of learning styles (visual, auditory, reading/writing, kinaesthetic learning styles)  and implementing constructive feedback in continuous assessments providing a wide variety of choices to support individual learning at home. The learners are exposed to computation thinking from as early as grade 1, and the coding and robotics courses culminate into industry relevant software development certificates for the high school learners, increasing their employability and readiness for the Future of Work. Wingu is also very proud to announce the launch of WinguNet. “The launch of WinguNet has been much anticipated and serves to address the need of stable, high-speed internet in areas where there is poor or no coverage,” says Ian Strydom, Wingu Academy Managing Director. The introduction of WinguNet to the range of services delivered by Wingu Academy further indicates how in tune we are with the needs of parents and students. “This will be introduced to the existing parents and students first on the platform who struggle with connectivity, thereafter being rolled out with the mission of connecting and educating students in difficult-to-reach, isolated areas. This satellite initiative is the first of its kind – just another way that Wingu stays true to their principles of advancing education and enabling excellence,” Strydom concludes. The platform is well suited for full-time learners, global citizens that travel frequently, star athletes that need to focus on training but still want an internationally recognised education, and students that would like to obtain entrance to university degrees either locally or abroad. ‘’We decided to homeschool four years ago when we were wanting to relocate. Although we did not relocate we continued with homeschooling because of the freedom it gave us. The cost and distance of “good” private schools were extremely high and exhausting. With homeschooling we didn’t have to leave home early and spend hours in traffic, the money we saved on school fees, travel expenses and uniforms were spent on extracurricular activities and family outings”, says Melissa Dhunraj, a Wingu parent. Many parents may be worried that their children will miss out on social interaction, but they still get to meet friends and even form study groups as they are not bound by geographical borders.  In fact, Wingu also offers a variety of Clubs varying from fitness, chess to photography and parents have the opportunity to become involved too. “We have been home schooling for a few years and decided to go a more formal route with our children this year. We have been pleasantly surprised with the support and structure that Wingu Academy has offered us, whilst still allowing us the flexibility of being able to travel, to continue our homeschooling friendships and still allow our kids the time to follow their passions. Our children enjoy the social events offered by the school, the staff who make every effort to ensure lessons are fun and interactive, and the new friends that they are making,” says Marlene van der Colf, another happy Wingu Parent. But what do our students say? “My favourite part about Wingu is that we can do school anywhere and we don’t have to wear a mask. I like the homework and announcements so I can be ready before class,” says Ariana age 8, Stage 3. “I enjoy the fact that we can learn online with less pressure and no unnecessary subjects and inapplicable projects.  It gives me more flexi time during the day,” says Conrad, age 13, Stage 8. Student well-being, particularly mental health, is at the heart of Wingu’s core foundation. Our Wellness Hub is expanding to offer professional guidance to both students and parents in areas of concern, as well as leadership initiatives for the learners. Another addition to the Wingu offering is the establishment of Learning Centres. We have identified that there are certain towns, rural or lower-income areas where there is a need for learning centres. The aim is thus to assist these learning centres with developing and growing their business into small independent schools or becoming registered Cambridge Assessments International Education schools. We do so with a special Incubation Programme which offers business development, management and operational support. Wingu Academy’s innovative strategy is at the forefront of equipping students for the 4IR with a forward-thinking strategy of anywhere, anytime, staying connected and offering the future classroom today! Enrolments to start schooling in January 2022 are officially open. There is limited space, so reach out soon. Go to https://wingu-academy.com/book-now/ to book a FREE consultation now!

Wingu Academy

Self-care tips for teens and young adults

Stress, anxiousness, depression and loneliness are now even more prevalent under teens and young adults than ever before. No one really knows the root cause, but it seems to be a perfect storm of several factors. Some experts believe teens now are being raised with unrealistic expectations. Modern media — and social media — also tells teens they should always feel good and show the “perfect” aspects of their lives. As a result, parents neglect teaching their teens the kind of coping skills they need to survive during chaotic and pressure-filled times. Adding to these complexities is that the adolescent brain is still developing, which means a large centre of functionality within the brain has not fully matured. The parts of the brain responsible for emotion and reward develop first. Anna Sidis, a clinical child psychologist, talks about why self-care is critical for adolescents. “The parts of the brain responsible for understanding the consequences of your behaviour – like the frontal lobes – develop much later, possibly not until 20 or 25,” she explains. “So what that means for adolescents is they’re struggling with really big emotions they haven’t had before. They might be sensitive to emotional stimuli and to nonverbal communication, and have difficulty making decisions because their frontal lobes aren’t yet developed.” This results in teenagers making decisions that don’t make sense, or being overly impulsive and not thinking of long-term consequences of their actions. Suffice it to say, this is why making self-care activities a habit or cultivating an actual self-care practice for teenagers is so important to their overall health and well-being. Tools for Self-Care 1. Carve out time. This is the basic pre-requisite for just about all the ways to take of yourself. You need time, and it has to be part of a daily routine. It’s not always easy to set time aside with everything going on in life, but learning to carve it into your schedule is necessary. 2. Meditation. We’ve come a long way from meditation being considered hocus pocus. Mindful meditation has proven to change the structure and function of the brain, and it’s a fabulous way to promote relaxation while reducing anxiety, depression, and stress. It can be learned in-person with an expert, or online (there are plenty of YouTube instructional videos or smartphone apps). This is something you can do anytime in any place, whenever you need it! 3. Yoga. Yoga and other types of Eastern methods of activity involve stretching, improving flexibility, connecting mind and body – all of which are helpful for stress reduction and wellness, and have been used extensively for thousands of years. The best way to learn Yoga is through a studio, but you can also do so from videos online. 4. Exercise. Working out comes in many forms. There’s training for strength, endurance, and aerobic activity (getting your heart beat up). But simply walking 3 km a day is great exercise – plus it gets you outside! Exercise not only gets you physically fit, but it’s a natural way to help decrease depression and anxiety. 5. Get some sleep. Easier said than done, but sleep deprivation is detrimental to a person’s thinking, and their physical and emotional state. Most young people need eight to nine hours of restful sleep to function at their best. It’s not easy fitting this into a schedule filled with academic, social and recreational activities, but it sure has a big payoff. Try to have as regular a sleep schedule as possible, and you’ll generally find that your “biological clock” will remember when to fall asleep and wake up. 6. Creative expression. Choose a creative outlet to convey your thoughts and feelings. This could be journaling, writing poetry, painting or drawing, doing photography, dancing, or playing music. The key here is channelling your emotional state through an art form. And, don’t strive for perfection! Simply immersing yourself in creative arts can ward off adverse thoughts and feelings. 7. Play with a pet. If you are lucky and can have a pet, there may be few better ways to foster self-care. If you have one, you know what I mean. Cuddling with a pet, taking care of them, and feeling their unconditional love is something we rarely experience on such a consistent basis. 8. Meet and communicate with friends. Research has found that meeting with peers and talking about what’s going on with you — including past events you’re still processing — prevents burnout and promotes well-being. Group connections are so important for fostering resilience and releasing chemicals in the brain that support well-being. And the activities don’t have to be just talking. Things like doing art projects together or gaming all work. And despite the pressure to have huge numbers of “friends” or “followers,” it only takes a few special friends to make a big difference in your life. 9. Appreciate nature. Research has repeatedly shown a link between being outdoors and lower levels of stress, depression and anxiety. Time in nature also helps counteract the mood disturbance caused by too much screen time. 10. Turn off smart phones (at least for part of the day). It’s hard. But really, you don’t need it on constantly, as if it’s stitched to your side. You can take a break, even for just part of the day. There may be some withdrawal or anxiety about not being right there for what you think is critical, but just stop and think. How many texts, Instagram stories or other digital communications do you need to see immediately? Very few! Once you try it, you may actually find it refreshing to have a break from the constant notifications. 11. Do something for someone else. Our brains are wired for giving. In fact, the chemicals released by the brain during the process of giving is far more rewarding than when we receive gifts. 12. Have a DIY Spa Day at Home. Teens with a busy schedule can stop and indulge in self-love by having a DIY spa day at home. You don’t have to spend a lot of money to enjoy a spa day, either. All you need are

Wingu Academy

Don’t worry, be happy – avoiding anxiety!

We all experience moments of feeling stressed and overwhelmed.  Teenagers, especially, feel under pressure which could be caused by deadlines, exams or conflict with fellow students and parents. That’s normal. Anxiety though, is a whole different matter all-together.  Sometimes it’s hard to distinguish between the two, as the lines can easily be blurred. So, what is the difference between stress and anxiety? Stress is when situations can be managed. It can also have an upside when it motivates you to meet expectations, perform better and provide an energy to be more productive. It can improve focus, concentration and build your capacity to cope with stress. Anxiety is when you experience a bodily response and shift in energy. It’s often referred to as the fight, flight and freeze response. Symptoms include: Feeling helpless. Feelings of panic, fear, and uneasiness. Mood swings. Restlessness and agitation. Change in eating and sleeping habits. Having a rapid heart rate and fast breathing. Many parents are also worried that their child may be suffering from an anxiety disorder, but in actual fact most of the time it’s rather episodes of anxiety.  This is good news, because if managed correctly it will pass. If you are worried as a parent, the obvious questions are, what are the signs to look out for and when should you be concerned? According to medical journals anxiety disorder include prolonged periods of excessive fear and anxiety and related behavioural disturbances like worrying about events that will likely not happen. It could also consist of constant panic attacks and feelings of hopelessness. Should these symptoms persist for a period of 6 months or longer, it would be best to seek professional help from a psychiatrist and phycologist. The first step would be to identify the type of anxiety and intensity the child is experiencing.  The two main forms of anxiety experienced by teens are social or general anxiety. This could be treated with practicing mindfulness, cognitive restrictive management and dialectical therapy. In some instances, medication can be prescribed to help your child cope. How can you support a child with anxiety? According to Dr Serahni Symington, counsellor and play therapist specialist, she would advise parents to do the following: Assist your child to verbalise and accept the situation which is causing anxiety. Determine what your child needs in that immediate moment.  Is it comfort or solutions? Practice deep breathing exercises to help your child relax. Identify and try to avoid triggers that will agitate anxiety. Assist your child to transition from having an emotional to a logical mind response which will then result in a “wise mind” response. “Something that can’t be stressed enough is to practice selfcare.  Taking time off to relax and take care of yourself gives you the capacity to face what lies ahead and look at things with a new perspective” says Dr Symington. Managing Director, Ian Strydom also adds: “At Wingu Academy we have a Wellness Hub of trained professionals that can guide parents and students in attaining routine, structure and planning which in most cases will avoid anxiety.”

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Wingu Academy – changing the face of online home schooling in South Africa

The on-going Covid pandemic has changed the schooling landscape in South Africa completely, especially the traditional schooling environment.  With very little notice, parents had to become teachers while still maintaining a full-time job. Learners’ routines were abrupted and remote learning became the “new normal”. This, however, also lead to homeschooling and especially online home schooling, becoming a contending alternative. Wingu Academy offers a distance, blended learning platform that provides educational support to home-schoolers all over Africa, offering live classes and tutorials along with interactive online content. It has been developed by teachers, UP alumni, and postgraduate students who are experts in their respective fields with additional collaboration with researchers from the Wits School of Education. Not only this, it is a by-product of collaboration between two innovative start-ups, TutCo Tuition and EduWingu Cloud Education Solutions. Their ever-evolving platform currently provides the internationally recognised British curriculum, but as of 2022 Wingu Academy will extend their high-school offering to include the South African CAPS curriculum.  Wingu focuses on student-led learning, utilising gamification and implementing constructive feedback providing a wide variety of choices to support individual learning at home along with alternative options through their tutoring centre. Mrs Becker who has both her children enrolled at Wingu Academy has the following to say about her experience as a “Wingu Parent” : “Wingu is passionate about learning. They saw what did not work, listened to parents and made the necessary changes. My children are happy. My oldest says, it is so nice to be able to ask a teacher a question when you don’t understand the work. If a student is shy, they have the option of asking in a classroom chat. The teachers don’t mention who asked, so the child is saved the potential embarrassment that would have prevented them asking in a traditional setting. The blended learning approach is fantastic. Teachers are available for consultations if students struggle. Teachers have a consultation session once a week in the afternoons and students can freely ask any questions. The students have experts in their fields as teachers. They hold Honours and Masters  degrees. There are even a few PhD candidates among the teachers. The feedback the students get on home work is very valuable. Mistakes become learning opportunities.” Many parents may be worried that their children will miss out on social interaction but they still get to meet friends and even form study groups as they are not bound by geographical borders.  In fact, Wingu also offers a variety of Club options to learners varying from fitness to chess to photography clubs and parents have the opportunity to become involved too. Furthermore, Wingu Academy’s flexible environment also caters for learners who would like to pursue their passions and professional aspirations in sports, music and other extra-curricular activities. Another “Wingu Parent”, Mrs du Preez says what she appreciates most about Wingu Academy is the positive and respectful attitude of support and patience. “They make the idea of home schooling worth it and a lot easier. If it was not for the Wingu platform, I would not have done it. Even more so with the help of the online coach to get them on track. My daughter had to catch up two terms in one and still managed to do very well.” Student well-being is at the heart of Wingu’s core foundation. Their Wellness Hub offers professional guidance to both learners and parents in areas of concern. Wingu’s innovative learning platform equips learners for the 4IR with a forward-thinking strategy of anywhere, anytime, staying connected and offering the future classroom today!

Wingu Academy

How to raise a confident teen with a positive identity

Helping your teen to navigate through difficult challenges and still come out resilient, knowing they will recover after a set-back, is an important part of parenting. When a teen has confidence, they are equipped to make decisions. When they have a better understanding of the world around them it’s easier to risk opportunities which helps them exceed in life. A study by Harvard University’s Centre on the Developing Child found that: Resilience requires supportive relationships and opportunities for skill-building. Resilience results from a dynamic interaction between internal predispositions and external experiences. Learning to cope with manageable threats to our physical and social well-being is critical for the development of resilience. Some children respond in more extreme ways, therefore individual traits need to be acknowledged. Individuals never completely lose their ability to improve their coping skills, and they often learn how to adapt to new challenges. Research has identified a set of factors that help children achieve positive outcomes in the face of significant adversity. Individuals who demonstrate resilience in response to one form of adversity may not necessarily do so in response to another. Yet when communities and families strengthen these factors, they optimize resilience across multiple contexts. Factors include: Providing supportive adult-child relationships; Scaffolding learning so the child builds a sense of self-efficacy and control; Helping strengthen adaptive skills and self-regulatory capacities; and Using faith and cultural traditions as a foundation for hope and stability. Good self-esteem activities that parents can apply according to Dr Serahni Symington, Child and Adolescent Counselling and Play Therapist, include the following: Encourage independence to make their own decisions about how they dress, for instance. Having responsibilities at home like walking the dog or making dinner. Enable problem-solving by assisting your child in making choices in a safe space.  This will help equip them to make good decisions when they find themselves in less protective situations. Encouragement is good, but over-praise can do more damage than good if they lack the ability to take responsibility for their actions. Praise effort not outcome. Your teen can control their effort, but not always the outcome. Set realistic bars for outcomes. Emotional expression is crucial. TALK about emotions and feelings. Explore all aspects of anger, grief, fear, joy and happiness in a thoughtful and logical way. Help develop positive self-talk. How teens talk about themselves says a lot about how they see themselves. Help them identify thoughts that aren’t true by pointing out how being overly harsh can be detrimental. Teach them to reframe the irrational with something more realistic. Lead by example. It’s important to model self-confidence and resilience during challenging times as children look to their parents as role models. “Identity is grounded in feeling safe in your environment. Nurturing growth and believing in yourself, is an important stepping stone to raising a confident teen with a positive identity, “ Dr Symington concludes. Wingu Academy realises the importance of encouraging a positive identity.  This is why they established a Wellness Hub that assist both students and parents with guidelines and counselling to find a healthy balance between self-improvement and self-acceptance.

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How do I help my child cope with exam stress?

Exam time is usually a dreaded and stressful period for parents and children alike, but a little support and motivation can go a long way in reducing stress levels. Here are some guidelines of what you can do to make life a bit easier on your child (and in effect you too!): Create a consistent study environment.  According to parentinfo.org it’s best to set up a study corner that is comfortable and inviting to work in, with as few distractions as possible. Everything should be close at hand so they don’t have to spend time searching for things like highlighters, post it notes, paper, etc. Keep communication open. It’s important to show that you are interested in your child’s studies.  Ask them how they are doing, do they need any help, how did the exam go. Sometimes a child just needs to vent or know you care about their well-being. Encourage relaxation and taking part in other activities to unwind, like exercising, listening to music, painting and interacting with friends. These can aid significantly in stress management. When it comes to studying and breaks the Pomodoro Technique is the most effective in the world. Study for 25 minutes with 5 minute breaks in-between each study session. After four cycles of 25 minute studies, take a longer 30-minute break.  Help your child stay focused with following a well-structured study schedule. According to brainbuxa.com discipline is the bridge between goals and accomplishment.  It’s important to enforce restrictions, but don’t micro-manage. Show your child that you trust him/her enough to take responsibility. If your child prefers being quizzed to prep for exams, put in the effort and make it a time of bonding rather than a time of frustration. Stay calm, do flash cards and reward accomplishments by sneaking in a favourite snack. Ensure that your child eats healthy and gets enough sleep.  These are very important factors for the brain to recharge and function properly, especially during exam time. Always remember to use words of encouragement. Whether the exam went well or not. Help your child to stay positive. Most children are less worried about the exam itself than about disappointing their parents or losing the respect of their fellow classmates if they do badly.  So if it didn’t go well, instead of dwelling on the mistakes, which they cannot change, rather help them relax and prepare for the next exam. “The role of the parent is very important in this online teaching journey. Parents should create and promote a positive learning environment for the student.  Parents should also encourage the student to follow a routine to stay focussed and to develop responsibility, self-discipline and independence. Our teachers, student mentors and tutors all have one goal in mind and that is to see our students succeed and prosper,” says Belinda van der Westhuizen, Wingu-Academy’s Director of Education and Assessments. “Most importantly, celebrate your child’s accomplishments and enjoy the journey with him/her.”

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How can parents encourage entrepreneurship at home?

It has become increasingly important for children to hone their entrepreneurship skills, not just in the classroom, but especially at home.  It’s important for parents to encourage their children to succeed and by applying the following guidelines by Sue Scheff, author and parent advocate, it’s easier than you think! Kids earn an allowance for chores, not for existing: Instil a good work ethic in your children by requiring that they earn their allowance. Emptying the dishwasher, mowing the lawn, and washing the family dog are all ways that kids can learn how to earn money. Take it a step further by encouraging them to do similar tasks for neighbours as a way to earn additional money. Create a bank account for your child:  Lay the foundation for earning money by giving it a place to go. When your child earns money, have fun helping your kids do the math and figure out how much they’ve put away in the bank for all their hard work. Share opportunities for extra earning: Teach your children that going above and beyond leads to increased earning. Give them the opportunity to do more difficult chores that go above what they’re normally expected to do. Encourage good personal finance skills: Kids begging for items at the store might be annoying, but it’s a teachable moment. When your child asks for something that’s out of budget or not really necessary, make it a goal to earn enough money to buy it. Encourage your child to come up with ideas on how to buy it themselves. Encourage them to follow their ideas: Whether your kids want to start a blog or sell vegetables from your garden, give them your time and encouragement. Let them learn by doing, and find opportunities for lessons along the way. Ask them to consider how they’ll fund their start-up, where to get supplies, how much to charge, how to find their customers, and of course, what to do with the money they earn. You should of course set some limitations for time, legality, and safety, but be open to let your kids explore their own ideas. Allow them to fail, and turn failures into learning moments. Teach good teamwork: Rarely do entrepreneurs succeed completely independently. Even if they’re in business alone, they’re networking, getting others interested, and meeting with people that can help get their business off the ground. Learning how to work with others is essential for success, so be sure to encourage group work in school, in your home, and beyond. Encourage team sports: Team sports are a great way to teach kids to work with others, and they’re also great for learning business lessons. Chances are, they won’t win every game, but the setbacks and hard work that are a part of playing sports can teach kids how to work toward success. Be available: Every great entrepreneur needs a mentor, and for your kids, you are that person. Although you should encourage your child to operate independently, always be there to answer questions or offer helpful suggestions. If you don’t know how to solve a problem, learn how to do it together. Teach your kids to be self-starters: Doing what they’re told is easy for most kids. Asking them to complete certain chores is simple and straightforward. But if you want them to start thinking creatively, encourage their initiative. Ask them to come up with ideas for chores that need to be done, or encourage them to plan a meal and cook for the family once a week. Encourage adventure and observational skills: Some of the best entrepreneurs found success simply by filling a need that no one else even knew existed. The world is full of business opportunities, if only we could notice them. Parents can help their children learn to recognize these types of opportunities by developing observation and creativity. Walk around your neighbourhood with your kids and consider which needs are not being met. Do you have neighbours that need lawn care? Businesses that need a website? Teach kids to recognize and anticipate the needs of others. Teach problem-solving: Entrepreneurship can be a bumpy road full of obstacles and challenges to overcome, even for the best-laid plans. Show your children that problems are just solutions that have not been solved yet. Give them small challenges to overcome, and nudge them in the right direction to find a solution. Play business games: Many games exist to teach kids the basics of business. Make learning about entrepreneurship fun by engaging your children in these games. Read the full article here: http://www.suescheffblog.com/15-ways-parents-can-promote-entrepreneurship/

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The devastating effects of cyberbullying in South Africa

The devastating effects of Cyberbullying in South Africa and how Wingu Academy protects and supports Wingu students. Did you know that South Africa has the fourth highest rate of cyberbullying worldwide according to a global survey by YouGov? The survey found that one out of every five teens fall prey to cyberbullying and 84% of classmates know of someone who have been victimized. Sadly, with the rise of the digital age becoming a necessary part in our lives, it’s no surprise that this form of bullying has become one of the biggest concerns for both parents and students who suffer and have to deal with the devastating, often life-long effects. But what exactly is cyberbullying? Cyberbullying is any form of bullying that takes place online including on platforms like WhatsApp, Snapchat, TikTok, Instagram and gaming chat rooms. Young people today are increasingly exposed to many different tools and apps. Thus, it is very easy to produce videos, memes, manipulated photos, or even simple text messages with degrading comments and name calling. Trolling and cyberstalking of online profiles is also rapidly on the rise. According to the South African College of Applied Psychology victims feel isolated, ashamed, hopeless and depressed wondering if the situation will ever change.  They are desperately looking for a way out which often leads to thoughts and attempts of suicide. This form of abuse influences a child’s identity, self-worth and often leads to long term effects like the inability to form meaningful and sustainable relationships. Not to mention trust issues and even mental health issues. Parents often don’t know because the victims don’t tell them. They feel ashamed and don’t want their parents to get involved as it would worsen the abuse. What are the main signs parents should look out for if they suspect that their child is a victim of cyberbullying? If a child’s mood or behavior suddenly changes drastically, from being socially interactive to being depressed, anxious and isolated. If they start hiding their devices and/or no longer allow you access to their social media accounts. If their academic performance drastically decreases. If they avoid any form of social interaction. What can parents do to help and support their children? According to Dr Serahani Symington, Child and Adolescent Counsellor and Play Therapy Specialist, the following approach is recommended. It’s critically important to have an open relationship where your child feels safe to express their feelings, concerns and problems. Don’t overreact and stay calm during the discussion. Don’t tell your child to simply ignore the situation as it’s very real to them. They have the need for the abuse to be acknowledged. Ask your child what their immediate need is.  Is it to provide comfort or a solution? Co-create a solution with your child to make them feel safe, secure and empowered to handle the situation. Don’t retaliate. Rather address the issue with the school and not with the bully or his/her parents. Never invite the bully into your home, your child’s safe space, to resolve the issue. Monitor and spot check your child’s devices with the narrative that it’s for their own protection and not because you don’t trust them. Look at the ratings, age-restrictions and if possible, experience the games and apps your child interacts with for yourself to look for possible pitfalls and warning signs that could put your child in danger. How does Wingu Academy protect and support parents and students against cyberbullying? “At Wingu Academy we have a zero-tolerance policy against any form of bullying. Our Wellness Hub offers counselling and support to students and parents. By following a holistic approach of creating a culture of inclusivity and high moral values we teach our students to respect their fellow students,” says Managing Director Ian Strydom. Wingu Academy’s Cyberbullying Policy also offers guidelines to students to protect them. Some of the recommendations include: Do not answer abusive messages but save them and report them to the Student Mentor. Do not delete anything until it has been shown to your parents/carers or a member of staff at Wingu Academy (even if it is upsetting, the material is important evidence which may need to be used later as proof of cyberbullying). Do not give out personal details or contact information without the permission of a parent/guardian (personal data). Be careful who you allow to become a friend online and think about what information you want them to see. Protect your password. Do not share it with anyone else and change it regularly. Always log off from the computer when you have finished or if you leave the computer for any reason. Always put the privacy filters on to the sites you use. Never reply to abusive messages. Never reply to someone you do not know. Always stay in public areas in chat rooms. Article by Melanie Foxcroft from MF Consulting. Mobile: +27 82 650 3414 Email: melanie@mfconsulting.co.za Web: www.mfconsulting.co.za

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Benefits and disadvantages of homeschooling

More and more families are starting to realize the numerous benefits associated with homeschooling. Homeschooling is no longer a stigmatized, isolated learning experience. Through the power of the internet and the rise of online curriculum service providers, homeschooling has evolved into a bespoke educational offering that merges the best elements of a traditional brick-and-mortar school system with the advantages that independent distance-based learning can allow. However, despite the great benefits of homeschooling, there are also certain disadvantages to this approach.  Let’s explore some of these pros and cons of a homeschooling approach. Disadvantages A possible disadvantage experienced by a homeschooling parent, is that the parent might become frustrated by having to take on the role of a teacher. Deciphering not only the coursework, but the curriculum outcomes as well, can create a lot of anxiety for parents. Parents might struggle to know whether they are “doing the right thing” or not. Especially in cases where students are older, parents might be intimidated by the difficulty of some of the coursework, as they are not subject experts themselves, but are now expected to teach their children mathematics or physics that they have done 20 odd years ago – or sometimes not at all! In cases like the aforementioned, parents often start to invest in expensive private tutors, which can lead to a high financial burden. However, by making use of an online curriculum service provider, these disadvantages can largely be mitigated. Through a reputable online curriculum service provider, students can have access to subject expert tutors, which eliminate the need for parents to act as teachers themselves. With this in mind, let’s focus on the benefits of homeschooling, and in particular the benefits of online schooling. Benefits 1.  Academic flexibility The traditional education system allows for very little flexibility in learning, when in reality, education is not a one-size fits all solution.  Some students are very strong auditory and visual learners. Other students might learn best through repetition. Some might prefer learning through practical application. Homeschooling affords an individual the opportunity to learn in a way that suits him/her best, especially if combined with a blended learning teaching strategy – which incorporates live classes and non-live learning elements, such as interactive lessons, quizzes and games, as well as practical project based learning. For students who are professional athletes, or who have globetrotting parents, the flexibility of a homeschooling system is particularly beneficial. Furthermore, in a traditional schooling context, with high student-to-teacher radios, a lot of time is often spent waiting for assistance. Students are often expected to partake in extracurricular school subjects which do not interest them. The flexibility of homeschooling allow students more time to focus on things that truly interest them. Students can progress according to their own ability and interest. 2.  Fosters independent learning skills Students who are homeschooled and allowed the freedom to learn in a way that suits him/her best, naturally also acquire the ability to learn more independently. In other words, these students don’t need someone to guide them through all elements of the learning material step-by-step. They are more confident in assimilating academic resources for themselves – a skill which they have honed during their years of homeschooling! This sense of autonomy is an invaluable ‘soft-skill’ that will aid students for years to come, whether at university or at work. Furthermore, students who homeschool with the help of an online curriculum service provider learn how to be adept at using technology, often from a young age. These students learn how to use cloud computing tools to collaborate remotely – an essential future of work skill, which is becoming even more important in an increasingly globalized and interconnected world. 3.  Mental health Students who struggle with anxiety, social anxiety or depression, or who were victims of bullying in a traditional school context, can study from the comfort and safety of their own homes. Students have the opportunity to focus on their mental and emotional wellbeing. In small amounts, stress can be good, but the incredible pressure that is placed on students to perform academically – or that they often place on themselves – can become debilitating. There is less pressure on students to conform or fit a traditionally expected mold, which is beneficial to a student’s self-esteem. Students with special needs or learning disabilities might feel especially marginalized in a traditional school setting, and their confidence can suffer. In a homeschooling environment, parents are better equipped to introduce certain interventional strategies to address learning challenges. 4.  Social development A fear that many parents who are considering homeschooling have, is the fear of social isolation. Parents fear that their children will not develop social skills or have no friends. However, due to the flexibility of homeschooling, students often have more time to engage in social extracurricular activities or community initiatives – such as joining a sports club, or volunteering at a local shelter – where they can still make friends and interact with peers. For students who make use of an online curriculum service provider, the shift from parent-led to facilitator-led education means there is an even greater opportunity to interact socially. In an online school environment – which essentially emulates some elements of a traditional school environment, such as live classes – students continually interact with classmates and tutors. 5.  Higher quality education In traditional classes with high student to teacher ratios, students do not get individualized attention. In a homeschooling context, students can receive more individualized attention, either from a parent or tutor. When making use of a reputable online curriculum service provider, students can have access to a highly qualified subject expert at the click of a button. Furthermore, some parents might want their children to be taught using a different curriculum than the one offered by traditional government schools. In reality though, many parents simply might not be able to afford the cost of a private school that offers such an alternative curriculum. For these parents, homeschooling provides a way to

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

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

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

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

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

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

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International Examination boards from the United Kingdom

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

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

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

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Blended Learning and why parents need to pay attention

What is blended learning? There is no single definition, but there is a general consensus that blended learning involves a combination of face-to-face (either onsite or online) with online experiences to produce effective, efficient and flexible learning. Blended learning does not mean online learning. Simply teaching online in a “virtual school” with a teacher presenting work does not mean you are effectively using a blended approach. Blended learning means using different techniques to assist in the learning process, combining classical teaching approaches with online experiences (such as visual aids including videos, infographics, interactive software, gamification etc.). The result is faster learning, a greater understanding of difficult and abstract concepts, and a more engaging, fun learning experience. Consider why blended learning is important before making your choice of a virtual school. Why blend?   Improved lesson design Increased engagement  Increased guidance and triggers Individualised learning support Social learning and critical thinking skills Increased focus 1: How does a blended approach improve lesson design? When designing a new blended course from a traditional one, it is important not to simply look at the course you want to teach and to arbitrarily decide which activities will from now on be online. Simply replicating onsite activities online (as many virtual schools do) will not yield good results. The resultant course will not measure up to the academic rigour, engagement and outcomes of a traditional onsite course. Here are the common pitfalls many virtual schools make: “Creating a class and a half”. Adding online activities to an existing traditional course online gives the students even more work to do, and will result in burn out. A blended approach needs to replace some aspects of the traditional course. Unfocused technology. Adding technology just for the sake of adding technology is not useful, and will create barriers to learning. The lessons must focus on the learning outcomes every step of the way. Misfit modes. Some onsite (in-person) activities will not be effective when forced online. Forcing it will result in missed opportunities. A blended course needs a redesign of the entire instructional approach. How do you avoid common pitfalls? First and foremost, a blended course must be learning-centred. Students and teachers must share the goals of the learning outcomes. They must work as a team to achieve the learning outcomes. A traditional approach of a teacher acting as custodian of information will not work. Teachers must be guided by a clear vision of a successful student as well as the knowledge, skills, attitudes, and abilities that the teacher must track and monitor. Teachers must focus on experiences that build knowledge, develop skills and form behaviour and attitudes. Adding activities and tasks without meaning should be avoided. Make sure the virtual school you are considering has a clear strategy for a blended approach, and are not simply replicating a traditional school experience online. 2: Increased engagement  Engagement in a blended course is achieved in a meaningful way by including student-teacher, student-student and student-content engagement. Interactions increase rapidly online with students feeling more comfortable to approach the teacher, tutor or other students in group work using online meetings, emails or instant messaging. Content engagement is beyond simply reading a textbook or text-based materials and can be enriched by digital content (videos, animations, interactive simulations). Support in terms of one-on-one support or peer- support becomes quick and easy without the need for physical infrastructure. Ensure that the virtual school you are choosing does not rely on traditional textbook focussed teaching. Simply reading from a textbook online will instantly remind you of the days you sat in a classroom with your least favourite teacher. 3: Increased guidance and triggers There are a larger variety, increased frequency and a more focused manner of assessments. Teachers no longer need to do a few classes before being able to assess progress. Polls, quizzes, and interactive activities provide the opportunity for quick assessment with effective feedback. These assessments can be used as guidance and triggers to assist students in self-assessing what they need to focus on. Assessments can also focus on real-world and authentic problems in a much more accessible way online than onsite. Quickly showing something in a laboratory setting, an industrial plant or office park becomes easy with online video content for example. The best use of blended assessments involves those that provide instant and effective feedback. This enriches the students learning process and makes identifying misconceptions easy.  Make sure that your virtual school has a handle of the students. Some schools have over 100 students in a class, some even up to 500 students. Make sure that you have a teacher-student ratio of 1 – 20 in the classroom. The ratio can be improved by the use of tutors, and avoid schools that make empty promises. You need a teaching team to handle classes with many students effectively. 4: Individualised learning support Since teachers often have access to detailed analytics on the class or the individual students, it becomes easy to identify who needs assistance and with which sections of the work. Learning activities that can assist in individual needs can then be incorporated and additional support from teachers and tutors becomes targeted. The virtual school must be able to tell you your student’s progress at a click of a button. Avoid schools that can’t – they are not focussing on individual needs. 5: Social learning and critical thinking skills Social learning or community-driven learning often focuses on higher-level cognitive skills – in short, “critical thinking”. They emphasise social aspects of being human, expose students to different perspectives, allow deep reflection and increase participation. A blended environment provides a flexible way for students to participate (less time and place constraints) while having to carefully consider and search for evidence to substantiate claims, thoughts or ideas.Social interaction is needed. Make sure that students don’t feel isolated in your choice of school. 6: Increased focus Students are not limited by place and time, and time gets freed up by not moving so frequently to

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Mythbusters Homeschooling edition

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

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