Term 4 has seen the return of most of our students to regular classes and the Year 9 Computer Science students began the term with a particularly interesting chapter in their syllabus, namely “Sensors”. Using various sensors, they were able to program and build models that react to certain environmental situations.
We focused on various problem-solving skills as the importance of students being able to interpret algorithms to discover what works and what doesn’t, is a valuable skill in all spheres of learning. The discovery of different solutions to various problems encourages and stimulates creativity in students.
Thinking about the 2020 pandemic, we realise how technology has progressed in leaps and bounds to connect us to our everyday tasks. We are mindful of the science involved to get us to this point.
Questions that lead to algorithms ultimately lead to new technological developments. If I look at what was achieved in such a short time span, I can only be excited about future developments.
Who knows, our next major development could be from one of our very own students.
Computer Science Teacher
Karsten van Zandvoort sadly left our class in June. He has now been enrolled in a school in Ravenstein, Netherlands. His mother contacted me during the September holidays to ask if we would be interested in meeting his class. We arranged for a class-to-class Google meet, for last Friday. To introduce ourselves and our school, the students of Year 4CS made the special videos you can view below.
On Tuesday, we received a picture of Karsten’s class watching one of our videos. His class was very excited. Then on Wednesday, I received an email – due to the spike in Covid cases in the Netherlands, we have to reschedule our meeting to 30 October. In the meantime we sent our well wishes.
We simply can’t wait to share our classroom experiences with our new friends in the Netherlands!
Year 4 Teacher
“Heal the world, make it a better place…”
“Pollution should never be the price of prosperity.” Al Gore
Year 2 Teacher
In Reception Year we have been learning all about the farm. This theme is always a favourite as the students have lots of stories about their own personal experiences in visiting different farms, from milking cows to collecting eggs. We asked the students to tell us some of their favourite things about the farm.
This is what they shared:
“I like the horses because whenever I see them I want to ride them. I love it!’ (Daniel Beer)
“My favourite is the cows because they make milk. I like milk” (Muhammad Zaeem Allie)
“My favourite is the pigs because they are funny when they roll around in the mud.” (Olu Mbeki)
“I saw all the different animals but I like the cows because I like milk” (Aubrey Moodley)
“I like the baby goats because they are also kids” (Cayden Floor)
“I like the sheep because they can make t-shirts with their fur’ (Kirby Melvin)
Reception Year Teacher
“A child is like a butterfly in the wind. Some can fly higher than others, but each one flies the best it can. Why compare one against the other? Each one is different. Each one is special. Each one is beautiful.”
– author unknown
An educator at heart, the best part of my job is working with children and over the years, having worked with students from diverse backgrounds, I continue to be moved by the innocence and humanity of my students. It is a privilege to aid in the development of a child and watch as they discover and develop their potential.
There are various ways in which we as parents and educators can encourage a child’s individuality.
- Make time every day to engage with your child and take note of all the little changes as they grow and develop.
- Foster their interests and encourage their hobbies.
- Introduce them to various activities to broaden their horizons.
- Encourage their innate curiosity.
- Practice patience no matter the situation.
Every child has unique characteristics and abilities which makes them special. It is up to us to celebrate their achievements and encourage them at all times. It is important that children feel understood and supported and that they know that we, as parents and educators, are always available to them.
I wish you all a wonderful weekend of happy play times, exciting discovery, and effective communication.
In 1969, a few professors from three California universities created the first communications network called the ARPANET. This would be the precursor of what we know today as the INTERNET. Since then, the growth in the number of users has risen exponentially, reaching more than 4.5 billion in this year 2020.
Today you can find on the “network” multiple services developed on different protocols such as email, instant messaging, online video games, education and communication platforms, or popular social networks, among others.
The recent pandemic caused by COVID – 19, has in many cases forced teleworking, proving a new normal way of living and communicating with the rest of the world. The use of global platforms for the acquisition of consumer goods over the Internet and the massive development of social networks such as Facebook with 2.45 billion users, YouTube with 2 billion, Instagram with 1.1 billion or TikTok with more than 850 million has also increased, just to name the most popular and widespread.
Today our world’s reality is very different from that of a few years ago, we can ask ourselves a series of questions:
– Do these technological devices or the algorithms that manage these applications cause addiction?
– Does the excessive use of social networks have negative effects on mental health?
– Are the big companies behind social networks using our personal data in a disinterested way?
– Is our consumption and life habits being influenced by controlling the use we make of social networks?
– Are massive amounts of data being manipulated to influence our citizens’ decisions in politics, life choices, hobbies, etc.?
These and other questions have complex answers.
As responsible educators, at Blouberg International we are concerned that our students may be making the wrong use of social networks and digital applications. We are convinced that benefits can be obtained, but there are also risks. We believe that parents and educators must do everything possible so that our students can take advantage of technological advances to have optimal personal, physical and mental development, but more importantly have them know how to discern between the positive and the negative in the world around them.
Recently, the Netflix platform has included in its offer the documentary “The Social Dilemma”. We believe it is a very interesting film and recommend students over the age of 14 to watch it. It will allow them to better understand how these and other networks interact with them as social network users, but of course, this being not a program specifically designed for schools, it must be you, their parents who decide at your own discretion whether or not it is convenient for them to watch it.
In 2019 we hosted Emma Sadlier from the Digital Law Company to address parents and students about the dangers of social media. We hope to have a follow up on the talk she had with us and would like to encourage you to attend when we host the next session with her.
Have a wonderful weekend ahead.
With just around 7 million native speakers, Afrikaans is one of the world’s youngest languages.
Afrikaans originated in South Africa in the 17th century with the arrival of Dutch settlers in the Western Cape region. The language evolved from European Dutch dialects and drew influences from indigenous South African languages, Malay, Portuguese and Indonesian. Although sometimes described as a Dutch-based creole, Afrikaans is recognised as a distinct language in its own right.
Afrikaans is spoken in South Africa and neighbouring Namibia and Botswana. You’ll also find large expat Afrikaans communities in places like Australia, New Zealand and the UK.
So, let’s get into it. Here are 4 reasons you should learn Afrikaans.
Afrikaans is considered one of the easiest languages to master for English speakers. The Foreign Service Institute (FSI) classifies Afrikaans as a Category 1 language, meaning you’ll need around 23-24 weeks (575-600 hours) to reach proficiency.
It can help you learn Dutch
Afrikaans is a descendant or daughter language of Dutch. Although Afrikaans has borrowed from other languages such as Malay, Portuguese and French, around 90% of Afrikaans vocabulary is derived from Dutch.
If your plan is to become a polyglot, Afrikaans is a good stepping stone to mastering Dutch and Flemish (and maybe even German at a bit of a push).
Experience the vibrant South African culture
If you’re planning a trip to sunny South Africa, knowing a bit of Afrikaans will instantly make you the most popular tourist in the room. Throw in some isiXhosa and we’ll practically hand you the key to the city.
Although pretty much everyone speaks English, knowing the local lingo will enrich your travel experience and may even get you invited to a ‘lekker’ braai (a fun barbeque).
Access a whole new world of exciting literature
Afrikaans has a rich literary tradition. From the poetry of N. P. van Wyk Louw to the fast-paced crime thrillers of Deon Meyer, you won’t be wanting for good reading material.
Students favourite Afrikaans words:
|pikkewyn||penguin||Danie M (Year 9)|
|pannekoek||pancakes||Connor N (Year 7)|
|koejawel||guava||Tumelo M ( Year 11)|
|Leeu||lion||Brenden A (Year 8)|
|tannie||aunt||Oratile T & Damon M ( Year 7)|
|braai||barbeque||Keno T ( Year 9)|
|verlief||in love||Siena A ( Year 7)|
|spookasem||candyfloss||Layla M ( Year 9)|
|pantoffels||slippers||Chloe R ( Year 7)|
Carmen de Villiers
High School Afrikaans Teacher
The jewelry of ancient Egyptians held religious and symbolic significance and was treasured for its beauty and power against evil and death. It was buried with men and women because the Egyptians expected to enjoy wearing their finery in the afterlife.
The Year 3 students used their creativity to create the most beautiful Egyptian necklaces. This is how their beautiful necklaces make them feel:
“My necklace makes me feel shiny,” said Mila Arpesella.
“My necklace makes me feel like an Egyptian.” Said Jesus Da Silva.
“When I wear my necklace I feel like I can do anything, just like the Egyptians,” thinks Skye Venzke-Krecklenberg.
“My necklace makes me have joy,” explained Manjulika Moodley.
Year 3 Teacher
This term in Year 1 we have been observing and exploring plants in our Science lessons. Taking photos, labelling and even planting our very own seeds are all fun activities that we have been partaking in these past few weeks together.
We asked the students to make their very own model of a flower, taking into account the various parts of a plant. They thoroughly enjoyed getting creative and using a variety of different materials to make their own plant.
It is very impressive to see what some of the children came up with and how they made their flower stand up.
Well done to our budding scientists!
Year 1 Teacher
The students enjoyed the various activities planned around this theme especially planting some seeds in their own container and learning how to take care of the seedlings. They are very excited to observe their little seedlings grow.
I asked some of the students what their favorite farm animals are and why. This is what they answered:
Larsen Fulton (4 years old) – “Sheep, because it is extra soft.”
Ori Monyai (5 years old) – “Horse, I like riding them and they go fast.”
Jan Pani (5 Years old) – “Turkey, they can be in the mountains and forests.”
Arye Shaik Mahomed (5 years old) – “Cow, because you get milk from a cow and I drink it.”
Ingelam Mabona (4 years old) – “Piglets, are cute and splash in the mud.”
Juliet Cronje (4 years old) – “Dog, because it is so nice and fluffy.”
Jadey Howes (5 years old) – “Sheep, when I feed them they are so soft when they eat their food.”
Don Mwenda (5 years old) – “Horse, they go super fast!”
Aaron April (5 years old) – “Dog, we have a dog at our house.”
Naleli Tsietsi (4 years old) – “Cow, because it is my favourite.”