Trinitonian Edition 7

WINTER ISSUE - JULY, WINTER ISSUE - JULY, AUGUST, SEPTEMBER 2017 AUGUST, SEPTEMBER 2017

ROFL! BRB! WYD? TEEN TECH TALK UNCOVERED

FUTURE WORLD 50 YEARS FROM NOW

CYBER BULLYING ...PARENTS BEHAVING BADLY

THE TECH ISSUE! Trinitonian |1 PLUS: TECH IN SPORT •BUSH VS BEACH BREAKS • DIGI DETOXTheYOUR FAMILY

The last time they were vaccinated they were probably learning to talk

Vaccines are not just for babies. need to be vaccinated to sustain their protection1,2. + Without up to date vaccinations, children become vulnerable to acquiring vaccine preventable diseases1,2 + Ensure that your child is vaccinated with the 4-in-1 booster vaccine for protection against Tetanus, Diphtheria, Pertussis and Polio References: 1. Centre for Disease Control. Measles, Mumps and Rubella – Vaccine use and strategies for elimination of Measles, Rubella and Congenital Rubella Syndrome and Control of Mumps: Recommendations of the advisory Committee on Immunization Practices (ACIP). MMWR, May 1998:47. 2. European Centre for Disease Prevention and Control Guidance. Scientific Panel on Childhood Immunisation Schedule: Diphtheria-tetanus-pertussis (DTP) vaccination. Available at www.ecdc.europa.eu accessed 30 November 2012.

Sanofi Pasteur, Division of Sanofi South Africa (Pty) Ltd. 2 Bond Street, Grand Central Ext 1. Midrand , 1685. Private Bag X207, Midrand 1683. Company Registration No: 1996/010381/07

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CONTENTS FEATURE ARTICLES

LIFESTYLE

06/THE PARENT TEST

66/KIDS PAGES

08/CYBER BULLYING

70/BUSH TO BEACH

14/THE WORLD 50 YEARS FROM NOW

76/TECH IN SPORTS

19/THE CHRONICLES OF CONSCIOUS KIDS

80/DIGI DETOX YOUR FAMILY 82/CARS OF THE FUTURE 84/6 LEARNING APPS

TRINITYHOUSE

89/SPOTLIGHT PRAYER

02/FOREWARD 03/TRINITOON 27/SCHOOL SCOOP 58/ALUMNUS ARTICLE

Published by: Contact Media & Communications Publishers: Donna Verrydt / Sean Press Editorial Director: Marthie van der Wat (ADvTECH) Editorial Manager: Christelle Wolmarans (ADvTECH) Editorial Assistant: Kumari Lewis (ADvTECH) Editor: Donna Verrydt (Contact Media) Head of Finance: Lesley Fox Sales: Contact Media Sales Team (011) 789 6339 info@contactmedia.co.za

Content: Design Director: Candice Masson/Quenten Tolken Copy Editor: Angie Snyman Writers / Contributors: Kate Rose, Donna Verrydt, Nikki Bush, Damian Murphy Printing: Theta Print & Graphics The Trinitonian | 1

FOREWORD

Andries van Renssen General Manager: Trinityhouse

Dear Readers, Last month, on my way to a meeting at one of the Trinityhouse schools, I made a phone call to the optometrist for an urgent appointment. The day before, I noticed a dark shadow on the side of my one eye and just wanted to have it checked. Fortunately, the optometrist was able to see me immediately because an hour later I was on my way to theatre for an emergency operation to repair a “retinal detachment” – a condition I knew very little about!

My education about retinal detachment was rapid, thanks to Google, and I learned that the condition is a medical emergency and had it happened to me 30 years ago, chances are, I would have lost the sight in my eye. A day later, I found myself in recovery mode, unable to go to work, but with the reassurance from the doctor that I was on the mend and, God willing, had a very good chance of a full recovery. Through this experience, I was shown how technology today is so advanced that complicated conditions can now easily be treated with amazing success rates, and it is getting better and better all the time!

During one of those ‘bed visits’, someone said to me: “Isn’t it absolutely amazing to see how God brings heaven closer and closer all the time?” In Genesis 1, we read about creation and how God, through words, made Heaven and Earth.

In Gen.1:31 we read: “God saw all that He had made, and it was very good.” He made everything perfect … paradise on earth. In chapter 3, we read about Adam and Eve and what is known as ‘The Fall’ and how that resulted in several curses for the serpent, the woman, the man, but also the Earth: “Cursed is the ground because of you …” (Gen.3:17).

The rest of history is known to us; how mankind and nature had to (and still do) suffer as a result. Death, war, destruction, disease, corruption, illness and many more sad things came into our perfect world and took the ‘perfect paradise’ away from us. My eye operation was but one small example of imperfections that is now a part of me. How many people before me have gone blind because of the same condition, simply because the technology to fix it did not yet exist?

But there is hope. Jesus came to Earth to restore what we broke and He did so by giving His life on the cross. The reparation of Earth has already started. In Revelations 21 we read about the new Heaven and the new Earth: “There will be no more death or mourning or crying or pain, for the old order of things have passed away” (vs.4) and He said, “I am making everything new” (vs.5). So this was the message of my bedside visitor: How wonderful it is to see how God uses technology to restore many of the curses and pains that became part of our lives after the Fall, and brings the new heaven and the new earth closer to us each day? Indeed – heaven is getting closer each day and He is in control.

The theme for this Trinitonian is “Technology”. We celebrate and discuss the advances in technology and how it practically impacts our schools and our daily teaching and learning practices. We are very committed to that.

Someone also alerted me to the fact that technology can only contribute to bringing ‘heaven closer’ if it is used for the good of all. It is also true that technology has brought more pain when used for evil reasons.

May we, and our children, see the hand of God in history and in the present and use the technology that He gives us each day to bring heaven closer and to be used to the glory of His name.

Everything will be perfect again. Paradise on Earth will return. Believe it.

May God bless you.

Andries van Renssen

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FEATURE ARTICLE

The Parent Test!

Technology, and social media, in particular, is a fast-moving sector of our society and there are no people more on top of this fast pace than our youth. Kids today are speaking a tech language to each other and as parents and teachers we are more often than not out of the loop! If you think you know what’s going on because you know what LOL means, think again...

BRB

WTTP (L)MIRL

BCNUL8R WYD

Salty Noob

TBH POS

I

t’s true that acronyms possibly emerged because social media is an instant messaging platform and we needed to communicate faster than usual, but acronyms could also have been created to hide information. Innocent acronyms like HYD (how you doing?) is fine but there are some very sinister ones like GNOC (get naked on camera) that, if understood, should raise a red flag for parents.

Katie Greer is a national Internet safety expert who has provided Internet and technology safety training to schools, law enforcement agencies and community organisations throughout the USA for many years.

Her Internet submissions on the subject are very interesting.

She says research shows that the majority of teens believe that their parents are keeping tabs on their online and social media lives and so acronyms are being used to hide certain parts of their conversations.

But parents will drive themselves crazy, she says, if they try to decode every text, email and post they see their teen sending or receiving.

“I’ve seen some messages before and it’s like ‘The Da Vinci Code,’ where only the kids hold the true meanings and most of the time they’re fairly innocuous,” she said.

Still, if parents come across any acronyms they believe could be

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problematic, they should talk to their kids about them, said Greer.

Talking to your kids is the first port of call because acronyms change all the time and these phrases may have different meanings to different people.

“Asking kids not only gives you great information, but it shows them that you’re paying attention and sparks the conversation around their online behaviours, which is imperative.”

If talking to your child is not an option for you, you only have to Google ‘acronyms in social media’ to decode the social media message. But from there, you may have to plan a strategy on how to raise this issue with your kids.

Carolyn Slabbert, Principal of Trinityhouse Pre-Primary Palm Lakes, took the Parent Test: Social Media Speak and fared rather well, showing she has her finger on the youth pulse but says, as parents, we need to be on top of things... Kids messaging each other using acronyms reverses the scenario of when they were little and we would spell out a word so they wouldn’t be able to understand.

Carolyn Slabbert Then, when they learned to spell, we’d speak in another language. I don’t want to be so in the dark of their tech language that I don’t know when to have a serious conversation with my daughter. This is why I try and keep my finger on the pulse of what is going on socially.

Take our little spot quiz and see how in touch you are…

THE PARENT TEST: SOCIAL MEDIA SPEAK Questions: 1. What does ‘BRB’ stand for?

2. What does ‘POS’ stand for?

3. What does ‘WYD’ stand for?

4. What does ‘BCNUL8R’ stand for?

5. What does ‘Noob’ stand for?

6. What does WTTP mean?

7. What does ‘Salty’ mean?

8. What does ‘(L)MIRL’ mean?

9. What does ‘Sus’ mean?

10. What does ‘TBH’ stand for?

TOTAL OUT OF 10:

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The answers:1) Be right back; 2) Parent over shoulder; 3) What you doing?; 4) Be seeing you later; 5) New person to the group; 6) Want to trade pictures? 7) Getting or giving the cold shoulder; 8) Let’s meet in real life; 9) Suspect or dodgy; 10) To be honest.

FEATURE ARTICLE

Kids and parents behaving badly!

The snowball effect of cyber bullying

by Donna Verrydt & Nikki Bush

L

ast year, Jessi was made the head girl of a local primary school in Johannesburg. Pride was made the deputy head girl of the same school. Both girls were deserving of their titles and did a great job in their respective roles. Unfortunately, another pupil, or perhaps pupils (we will never know), at this school disagreed that Jessi should be head girl and subsequently launched a cyber bullying campaign against her that not only caused Jessi and her family great distress, but which led to a snowball effect that saw other adults (parents, friends, teachers), all generally “good people”, suddenly turn nasty on social media and, unfortunately, Pride became a secondary target of the bullying. This is their story…

Jessi’s story I was selected as the head girl – a role I was so delighted to accept but one I didn’t ask for.

Apparently not everyone agreed that I should be head girl and I received abusive messages on the social media site Qooh.Me (Ed’s note: a social media platform that kids are using and which protects the anonymity of the users). The messages began shortly after I was announced as the head girl, and continued until the very last day of my primary school year. These messages were hurtful and something I had to face on a daily basis. But the hardest part was not knowing who 8 | The Trinitonian

Former Grade 7 Pupi

ls, Pride and Jessi

was behind them! Some of the messages criticised my speeches in assembly, some of them called me a “suck up” and some of them said how happy “everyone” was that I had chosen to go to another high school, instead of the popular high school choice in our area. And then there was the message that said I was the “worst head girl ever” and that the deputy head girl, Pride, would have been a much better choice.

A year that should have been filled with happiness and memories made with lifelong friendships, turned into a nightmare. I often didn’t want to go to school, my confidence took a knock and I felt like I was being mocked at every turn.

My mom knew what was happening to me, but I asked her not to take it further as I didn’t want everyone to know and I didn’t want to create an even bigger problem. We decided that I should remain on Qooh.Me in the hope that the bully would make a mistake and reveal his/her/their names. But unfortunately that didn’t happen and the bullying just continued.

Wtf... your billing squad!?!?

That was absolutely the worst speech ever!!!

You are such a s’ck up...

Shame poor attention seeking thing. You dont have Mrs Barabell to protect you next year and nobody takes crap like yours in high school Youre such a b*tch I think Pride should have rather been head girl Dont you realise how happy everyone is that you are not going to Northcliff

They wrote that I must have created a secret account and sent the messages to Jessi! They also said things like, “Pride and her gang will get what’s coming to them next year!” I had never even been on Qooh.Me, but suddenly people were saying that I was the bully. I was so sad. Jessi and I had always been friends and I always supported her as head girl and suddenly I was the one being bullied – by people who didn’t even know me.

No one likes you

My mom, and luckily other parents from our school defended me on Facebook. My mom Pride would be a better wrote that what these adults were doing to head girl than you would ever be me was bullying in itself. She used words like “irresponsible”, “defamation” and “legal action”. Some of the adults wrote back, so angry, and said my mom is naïve and that Throughout this experience Pride was very they bet that I had done it and that she was supportive of me and told me to ignore the messages, hiding her head in the sand. My mom was even more which I tried to do, but it was very difficult. upset when she found out that some of those adults On the final day of school, I got one last abusive message were teachers at other schools. We stayed on the side of and because I would no longer be at that school, my the road for an hour! mom decided to speak out. She took a screen shot of all the abusive messages I had received and posted them on Facebook warning other parents about Qooh.

Me. She urged parents to be aware of what social media their children were using and to check their kids’ phones No good can come from bullying, but in retrospect, regularly. My mom had hoped that this message would Jessi, Pride and their respective families are happy that build awareness around the problem of cyber bullying, but this happened because it has highlighted the major unfortunately the post took a turn for the worse… problem that exists in our schools and our society as a whole. Cyber bullying is not just happening at a kid-onkid or even an adult-on-adult level. Sadly it’s at an adulton-kid level too.

Everyone gossips about you and is so happy you are leaving.

Conclusion

Pride’s story

We were driving home from my final day of primary school, I was so happy to be free and on holiday when my mom received a disturbing phone call from another mother at our school. The mother told my mom that she needed to log on to Facebook because terrible things were being said about me.

My mom pulled the car to the side of the road and logged on to find the post by Jessi’s mom about the cyber bullying and the screen shots of all the abusive messages Jessi had received. Jessi’s mom was telling parents to be aware of Qooh.Me, and to check their children’s phones.

The one abusive message that stood out for me was the one that said, “Pride would be a better head girl than you would ever be”. It was this message that got Facebook friends of Jessi’s mom very angry. These friends were adults and parents, and they assumed that I had sent the abusive messages to Jessi, or at least had been involved in some way. They said that “obviously” I was “jealous” that Jessi was head girl and I was not.

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FEATURE ARTICLE

Parents behaving badly on social media!

W

hen creative parenting expert Nikki Bush presents her Tech-savvy Parenting talks at schools, she is often asked to politely encourage parents to curb their own behaviour online because they are setting a poor example for their children! How can we expect our children to behave appropriately online if we are setting a bad example? Here are five no-nos that Nikki wants parents to know:

1. Outing your own children on social media This is when parents vent their frustrations with their own children on social media. Whether they name them or not, their children know it’s about them and so do all their respective followers. If you are having a problem with your child, you need to deal with it in the real world and not on a social media platform. As Nikki says to the children, when they are feeling emotional, angry, upset or going through hormonal highs and lows, stay off social media and find a real shoulder to cry on. If you are outing your child on social media, you are out of control.

2. Being nasty to other parents on instant messaging groups

We are seeing parents attacking each other on social media groups and even inappropriate images mistakenly finding their way onto these platforms for all to see. You might recall a mother who shared a compromising picture of herself on the wrong Whatsapp group... Of course, she should have taken better care in the first place but instead of going to the source and helping to protect her, a 10 | The Trinitonian

second mother saw it fit to re-post the picture and it went viral in a big, big way. Do unto others as you would have them do unto you.

3. Abusing school Whatsapp groups

Schools are creating Whatsapp groups for parents to be in touch with their children’s day-to-day activities, such as homework, projects, news from camps and sports time changes. Unfortunately, some of these groups turn into naming, shaming and blaming platforms or are even used as an opportunity to whinge about the school. This perpetuates negativity and is unhealthy for everyone who is on that group. Stick to the group rules.

4. Don’t make quick judgements

One of the disadvantages of social media, and seeing pictures or comments about a single moment in time, is that messages can be taken out of context and can create misunderstandings when you don’t have the whole picture. Be careful about making judgements, especially on public platforms, when you don’t have all the facts.

Once again, rather go to the source in the real world and get the whole story.

5. Check yourself before you wreck yourself

Be aware of how much time you are on your cellphone when you are with your family. You can’t complain about not enough communication or too much time spent on devices if you are checking your messages and Facebook at every robot. Remember that your children are watching you. What’s good for the goose is good for the gander.

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ways to manage your kids and social media

1 Educate your children: 2 3

There are many lessons available on YouTube about the consequences and the ripple effects of social media. Kids need to understand how permanent the online world can be. Teach them what a digital footprint is and how inappropriate messages or images could be seen by future employers, university selectors or even partners.

Rules are rules:

When buying a phone for your child, you need to set some ground rules. The best way for families to agree on ground rules is to create a contract that all parties must sign.

Family contracts can be found online and will be a good guideline. Be sure to have an open discussion with your kids about the rules so there will be no misunderstandings.

4 Stay connected:

You must make it a rule that you will be connected to your child on any social platforms that they are on. If it is Facebook, then you will be their Facebook friend. If it is on Instagram, then you will follow them. If you are unable to monitor usage on a platform (cannot friend or follow them) then that platform should be banned.

5 High traffic zone: 6

Approve platforms:

Your child should be given a list of social media platforms of which you approve, and a list of platforms that are not allowed. Do your research. Find out what the kids are using and learn how those platforms work. Anonymous platforms should never be allowed.

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It’s much easier to keep tabs on your child’s online activity when they are not hiding in their room. Place the computer in high traffic areas such as the kitchen or family room so that everything is out in the open.

Use filtering software:

If you feel family contracts are not enough, then there are software programs available to help you monitor your child’s Internet usage. These programs show you what keys were typed, how much time was spent online and all computer activity. To monitor social media sites, block chats and filter content, Net Nanny and PureSight PC are good options.

For cellphone monitoring, My Mobile Watchdog is a good program to use.

Monitor the child’s pictures and posts: If your child shares photos on a social networking site, make sure the content of the photo is completely innocent and that no identifiable places can been pinpointed.

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Now is the time for a Plan B in Europe!

S

ecuring a second citizenship or permanent residency status in another country is very appealling to South Africans. It’s a ‘Plan B’ option to assure the future of your family by protecting against political risk and economical instability.

Europe is the world’s largest single market and global trading block and is still the preferred investment destination. Unlimited access to the EU and the UK is where a second citizenship in Europe excels. Chief benefits include: travelling, living, working and studying anywhere in the European Economic Area; plus visa-free travel to many countries.

Permanent residency is also attractive because it gives the permit holders the legal right to live in that country without having to go through onerous immigration processes should they wish to make a permanent move.

Cyprus, an ex-British colony and full EU member, currently has the most attractive second citizenship and permanent residency programmes available.

Citizenship is granted in three months via Cyprus’ “Citizenship through Investment” programme: • It’s the quickest process in Europe; • All dependent children up to age 28 and the parents of the investor qualify ; • It’s an investment – not a donation; • The property/ies can be rented out and need to be retained for only three years;

• Citizenship is passed down through descent offering a legacy to future generations.

Permanent residency is granted in 4-6 weeks on the “Fast Track” programme.

• This is the only programme in Europe where three generations in the same family (including both the parents and in-laws) all acquire residency by buying one property!

• Dependent children up to 25 qualify.

• The property can be rented out.

• There is no requirement to live in Cyprus; nor be domiciled there for tax.

Some attractions that Cyprus offers: • Euro-accredited education gives your children a distinct advantage when they enter the global job market; • Being an ex-British colony, there is no language barrier – everyone speaks English and all your documentation is in English. No need for a translator!

• The discovery of natural gas is already having a positive impact on foreign investment and infrastructural development; • Low cost but high standard of living; • Europe on your doorstep: Cyprus has two International airports and several marinas; • First World medical facilities and affordable healthcare with highly qualified doctors and specialists.

An astute offshore property investment that works for you in the short, medium and long term is the achievement of a lifetime. In Cyprus, investing in the “Citizenship through Investment” or the “Fast Track residency programme” not only makes financial sense, but it will tangibly benefit your family for generations to come. Can you afford not to take advantage of this while the programmes are still open?

Cypriot Realty, a proudly South African company in operation for nearly nine years, can assist you. We are recognised and respected as Southern Africa’s authoritative offshore investment specialists, promoting Cyprus as an ideal destination for acquiring EU citizenship or permanent residency, property investment, immigration or retirement and starting an EU-based business. We understand investors’ needs!

Contact us for a confidential meeting to discuss how we can help you realise your and you family’s Plan B in Europe.

Jenny Ellinas, Founder & Managing Director +27 83 448 8734 | jenny@cypriotrealty.com 12 | The Trinitonian

www.cypriotrealty.com

Contact: Jenny Ellinas | +27 83 448 8734 | jenny@cypriotrealty.com | www.cypriotrealty.com The Trinitonian | 13

FEATURE ARTICLE

The world

50 YEARS FROM NOW Welcome to the 4th Industrial Revolution – the Exponential Age

By Damian Murphy and Donna Verrydt

A

sking a schoolgoer what job they want to do when they leave school may be a futile exercise because technology is moving us forward at such a rapid rate that careers that will be available to our kids, may not even exist yet! What will the world look like in 50 years’ time? We have some clues, we have some time and we are ready to make some assumptions.

HOW LONG WILL WE LIVE? It’s said that medical companies are already building devices that will work with your phone (would you believe?), and will be able to take a blood sample, a retina scan and a breath analysis from you. It will then use the information against 54 biomarkers to diagnose almost all diseases! No more waiting for doctors who are running late, or whopper bills for a 15-minute consultation. In fact, it will be so cheap to diagnose yourself that most people on this planet will finally have access to First World medical assistance. This will keep more people alive for longer. The average lifespan has already increased by three months per year. Four years ago the average lifespan was 79 years. Today it is 80. By that rationale, in 50 years’ time life expectancy could increase to an incredible 92.5 years!

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WHERE WILL WE LIVE? The futurists have drawn renders of what cities will potentially look like in years to come. Visions of high-rise buildings with food or greenery being grown vertically along the high-reaching walls, and flying vehicles circling about, are common visions. But the truth is, with the development of communication, people are increasingly able to work from anywhere they please.

And if you do need to commute, you are still able to work while you travel! So if this is the case, then why would anyone choose to live somewhere ugly! It’s predicted that people may opt to actually move away from cities and to rather live in the more appealing countryside, bush or mountainous areas – albeit in a biosphere with an internally managed eco-system.

FOOD

JOBS It is said that 70 to 80% of all jobs available today will disappear in the next 20 years. The first to go will be the traditional nine-to-fivers, and only specialists in industries like software development and coding may remain. Sure, there will be many new jobs popping up that we haven’t even heard of yet, but the question is, will there be enough jobs for humans or will robots take over our world? Our only hope is to embrace the future! If you’re an entrepreneur, imagine life just 10 years from now and what you think the world will need. If you have an idea, build it. If you have a career in mind, research it. By 2020, 70% of the world’s population will have a smartphone, so whatever you choose to create, if it cannot be used on a mobile phone, it will never succeed.

In 50 years’ time, kids may fly (literally) through the front capsule of your home and ask, “What’s for dinner?” and you may say, ”crickets!” Insects are a very rich source of protein, more so than meat, and already today there are companies that are bringing insect protein food to our market. Of course they are, and will, call it something like ‘alternative protein source’ because now or then, nobody wants to eat ‘goggas’. More importantly though, an agricultural robot is being developed, cheaply, that will see farmers, even in Third World countries, managing their farms and not working on them. Food production will then go up and there will be food in abundance – let’s hope! Of course weather, and the crazy patterns we are already experiencing, may play a significant role in open farm lands… but have no fear because there is always agroponics! Agroponics, or aggregated hydroponics, is a closed growth system that needs much less water and where nutrients can be recycled. That means more growth in a shorter time.

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FEATURE ARTICLE

BUSINESS Can you imagine insurance businesses in the future? With driverless cars and wearable devices that can warn you of bodily danger, there will be less chance of accidents.

Insurance will have to become much, much cheaper if we will need insurance at all. In the USA, young lawyers are already battling to get jobs because of IBM Watson, an online business where you can get legal advice within seconds, with 90% accuracy compared with 70% accuracy when done by humans. Software will continue to disrupt most traditional industries. You only have to consider Uber, a company that deals in transport, but has no cars, or Airbnb, an accommodation company that has no properties! Software is taking over the world.

FUN What will fun look like in 50 years’ time? Well, with augmented or virtual reality, you could take a trip anywhere in the world, anytime you like. Visit the villages of France, ride San Fransisco’s biggest rollercoaster, party all night in a New York club, ski in the Alps and laze on a Seychelles beach – all in one weekend! You could even log into your trip with a friend and the two of you could do all kinds of things together! Now, it probably won’t be as sensory as the real deal; like what about tasting the food? Or feeling the sunshine on your skin?

However, it is fun and available immediately. It’s also a matter of time before all the senses are integrated and so yes, you could soon be enjoying a pasta in San Marco Square in Venice.

WATER We have all heard the prediction that the next world war will be about water. Crazy to think that we are short of water when 70% of the world is covered in it! Even crazier is the thought that “they” haven’t yet found a way to desalinate the ocean – well, they have! It has just been too expensive in the past to make a difference. But, technological developments have already made it more cost effective and we now only need 2kWh (kilo-watthours) of electricty per cubic meter of water. This, and the associated costs, will continue to decrease. While this does offer a little comfort in regard to the survival of the human race, we do worry about what it will do to our oceans!

CASE STUDY: KODAK

Twenty years ago, Kodak was the world leader in photograph printing and selling of 85% of the world’s photo paper. It boasted offices in every country, on every continent, and a total of 170 000 employees. Within a few years, Kodak’s business had not just gone bankrupt, its business model had completely disappeared. What seemed like an overnight crash, that most people didn’t see coming, was actually on the cards from as far back as 1975 – the year the digital camera was invented. When the first digital cameras went to market, they were not very good and there was a slow uptake. But technology developed and today every smartphone has a high-quality digital camera; and the thought of going to have pictures printed before you can even see them seems like it was around with the ox wagons.

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RELIGION Gone are the days of recruiting Christians door-todoor or not making it to church because your car wouldn’t start! Technology has given rise to the ‘cyber church’ – on-line Christian communities that are not governed by geography and not restricted by the challenges of physically attending church. ‘Cyber church’ is growing in popularity and is fast becoming the ‘place’ where Christians connect with, pray for, teach, love and give to each other – around the world.

Through technology, religion on the whole, and specifically Christianity, will grow as people seek out more personal religious lessons and connections with other Christians; a fellowship that will no longer be confined to four walls. The Word of God will be available in a medium that is consumed by many, and accessible to all! Even more exciting, will be our access to podcasts of intimate services from amazing churches and Christian leaders around the world.

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FEATURE ARTICLE

The chronicles

of conscious kids

By Donna Verrydt

How aware are our kids? Do they know that we live in a world that sadly has murders, terrorist attacks, rapes, abuse, natural disasters and abductions, to name a few? Do they know that not every stranger is a ‘baddie’ and not every person they know can be trusted? Do they have any idea how to identify danger and what to do in an emergency?

In this, we test our younger (pre-primary and preparatory) children about personal and home safety; we explore how technology has brought the news directly to our older kids (preparatory and high school) through their tablets and smartphones; and we offer tips on how to make your kids more conscious all-round in this not-so-safe world.

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FEATURE ARTICLE

The Saftey Test Personal and home safety Kids 3-12 years old

Y

ou may have seen recent video footage on the Internet of an attempted abduction of a child at a popular, kid-friendly restaurant. You may have asked yourself: what would I do in that situation? Perhaps the question you should be asking is: what would my child do in that situation? We don’t want to stress our kids out but the sooner we start teaching them about safety, the better their chances of survival in a life-threatening situation. The first port of call is to understand where your kids are in regard to safety and then teach them from there.

We tested five kids aged: 3; 6; 7; 8 and 12 and the results were reassuring, surprising and frightening all at once!

Lost: If you get lost in a shopping centre, what would you do?

Gift (3): I would cry.

Lerato (6): I would go to the car.

Travis (7): I’d make sure I hold my mom’s hand all the time.

Cayla (8): I’d call my mom on my watch or call a security guard.

Callum (12): I would go to the information desk or to the security guard.

Best advice: find a mother with children and ask her to help you find your parents. Always make sure you know your parents’ contact details.

Routine change: If your mom or dad doesn’t collect you from school, what would you do?

Lerato (6): I would ask my friend’s mom to call my mom.

Travis (7): I’d go with the school transport because I know our address.

Cayla (8): I’d go to the school office and ask them to call my mom.

Callum (12): I would use my phone to call my mom.

Best advice: go to the school office and ask them to call your parents or ask a friend’s mom to help you. Always know your parents’ phone numbers.

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Home emergency: If mom or dad got hurt at home and couldn’t talk, what would you do?

Gift (3): I would give my mom medicine.

Lerato (6): I would run next door to the neighbour.

Travis (7): I would take my mom’s phone and call 911.

Cayla (8): I would take my mom’s phone and call my dad.

Callum (12): I would call Netcare 911.

Best advice: make sure you know the emergency numbers and how to use a cellphone to make an emergency call.

Home emergency: If your little brother or sister fell into the pool and couldn’t swim, what would you do?

Gift (3): I’d give them my water wings.

Lerato (6): I would jump in and save them.

Travis (7): We learned to lie on our tummy on the side of the pool, then I would get a pool noodle and pull him out.

Cayla (8): I would phone someone to help from my phone watch.

Callum (12): I know how to save someone and will give them CPR. Best advice: throw a floating device into the pool and call an adult for help.

Abuse: If someone (family, friends or even a stranger) tells you to keep a secret, what would you do?

Personal information: if a stranger asks you about your family or what your address is, what would you do?

Gift (3): I will say ‘No!’ Lerato (6): I can’t keep secrets; by accident I always tell.

Travis (7): I’d keep it a secret.

Cayla (8): I would keep my friends’ secrets, but I would tell other secrets, especially from a stranger.

Callum (12): I would tell my mom or report the person to my school.

Best advice: Agree with your mom to tell her all secrets, she will act in your best interests and protect you. Always remember... You are not allowed to keep secrets.

Gift (3): I don’t have a phone number.

Lerato (6): I would tell them my number but not my address.

Travis (7): I wouldn’t listen and wouldn’t say anything.

Cayla (8): I would tell them about my family and where I live.

Callum (12): I wouldn’t tell them anything.

Best advice: Avoid speaking to strangers and don’t give strangers any information. Be sure to report the incident to a parent or teacher.

Hijacking: if a bad person wants to steal mom or dad’s car, and you are in it, what would you do?

Abduction: If someone in a public place tries to take you somewhere, away from mom or dad, what would you do?

Gift (3): I’d cry.

Lerato (6): I would kick and scream and scratch them.

Travis (7): I’d shout and whistle (a loud whistle).

Cayla (8): I would fight and scream and tell people around that someone is trying to hurt me.

Callum (12): I would elbow them in the face.

Best advice: In this situation, all manners go out the window. Kick, scream, break things around you; do whatever you have to do to get the attention of people around you. Never give up!

Abduction: If someone asks you to please help with their puppy, who has a broken leg, what would you do?

Gift (3): I would put a plaster on the puppy’s leg.

Lerato (6): I would help the poor puppy.

Travis (7): I’d help the puppy.

Cayla (8): I’d look at the puppy first to see if I’d help.

Callum (12): I wouldn’t fall for that one!

Best advice: Say, “I’m sorry, I can’t help you” and run to your caretaker as fast as you can.

Gift (3): Punch them.

Lerato (6): I would say, “This is my mom’s car and you can’t take it!”

Travis (7): I’d lock the car or punch them.

Cayla (8): I’d punch them.

Callum (12): I would listen to them and do as they say or they would shoot me.

Best advice: Remain calm. Listen to what the hijackers tell you to do. Immediately loosen your safety belt, open the door, get out and move away from the car. If you have a sibling in the car, quietly help them get out too.

Sexual abuse: If someone touched your private parts, what would you do?

Gift (3): [laughs] Lerato (6): I would say, “Don’t touch me!”

Travis (7): I’d smack them.

Cayla (8): I don’t know, maybe smack them?

Callum(12): I would fight them and then report it to the police.

Best advice: You are the boss of your body! If somebody touches you inappropriately scream, “No!” very loudly and run away as fast as you can.

Find a safe place or someone you can trust.

The Trinitonian | 21

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FEATURE ARTICLE

Top 5 tips for parents!

1

2

Personalised belongings: Don’t personalise your child’s belongings.

Now we are not talking about labelling of clothes, but rather personalising their backpacks or tog bags on the outside.

Kids are more likely to trust people who know their names, and finding out what a child’s name is very easy when it’s written all over their stuff.

3 4

Destruction: Teach your kids to be destructive to

draw attention. For instance, if someone is trying to grab your child in a shop, your child should go wild and try to knock things off shelves. This will get the attention of more people who will naturally look to see what is going on.

Who are you? Teach your kids to scream, “Who are you?” if they are being abducted. So often we see kids throwing tantrums or struggling against a parent in the shops and we often roll our eyes and think how badly behaved they are. But, if your child is screaming out things that may alarm others, they may have a better chance of being helped. Some other good phrases are: “Leave me alone! I don’t know you!” or “Where’s my mom and dad? Help!”

Code red: Create a family code word.

The word will come in handy when, for instance, you send someone new to collect your child from school on your behalf; that person must know the code word for your kid to know you sent them.

Or, if your child is at a friend’s house and something is making them feel unhappy or unsafe, they can call you and use the code word to alert you to their distress.

Make sure the word is normal enough to be used naturally in a sentence and obscure enough that you will know there is something wrong.

5

Listen to your gut. Teach your children about

their inner “uh oh” voice. Tell them it’s the voice that whispers to them that something is not right and that even gives them a funny feeling. Let them know that if they hear this voice or get an uncomfortable feeling, that they must immediately do what they can to leave the situation. Intuition is something that develops as kids grow, but make them aware that it exists and is an inner defence mechanism to keep them safe.

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FEATURE ARTICLE

KIDS AND THE NEWS!

T

echnology has allowed us all to be bombarded with news 24/7 through television, radio, the Internet, websites, social media, newspapers, magazines, books and even billboards! The news can be very upsetting for most adults, so how can our children be expected to absorb the information, process the facts and deal with the reality all on their own? With kids having their own tablets and phones, it’s become near impossible to shield them from distressing current events and no matter how old they are, threatening or upsetting news can affect them emotionally.

Here are some tips on how to help your kids deal with the news:

2 TIPS FOR ALL KIDS 2 TIPS FOR KIDS UNDER 7 Model reaction: Your kids will look at how you are handling the news to determine how they should react. If you are hysterical, your kids will follow suit, so remain calm and rational, and they will too.

Take action: You need to teach your kids that they have a voice and that they have the power to act. In regard to the recent Knysna fires, families found ways to channel their stress by helping those affected by the fire. Families collected clothes, blankets and food and even helped to pack trucks filled with aid packages for the victims. Other ways kids can be empowered is to sign petitions or raise money.

Bottom line: never let them feel like victims.

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Family safe: At this age, kids are most concerned about their family’s well-being and being separated from their parents. Explaining all the protective measures that exist to keep them safe and explaining things like geographical distance for news that happened far away, will help reassure them. For kids who live in places, such as South

Africa, where crime and violence is a reality, share age-appropriate tips on how to stay safe.

Be together: If your child is scared, listen to their fears and then focus on distraction and physical comfort. Snuggling up and watching a movie is much more effective than trying to explain what has happened in the news.

2 TIPS FOR KIDS 8-12

Be ready for impromptu Q&As: At this age, kids are in the process of developing their moral beliefs and will process events in stark black-andwhite terms. They may have lots of questions, so be ready to explain the basics of prejudice, bias, religious differences and mental illness; but be careful not to make generalisations, kids are building their beliefs based on what you say.

Filter news coverage: If your kids are getting the news themselves, and not from chatty friends, then filter the places they can

get their information. If you let your kids use the Internet, go online with them and guide them to reputable

news sites and be sure to check the content first; some pictures posted on these sites can be horrific.

2 TIPS FOR TEENS Check in: Teens will likely be all over big news way before you’ve even heard what happened, and they will probably have formed an opinion by the time you talk to them. In this

case, listening to their thoughts and offering insights into their developing politics and moral justice will not only support them but will let you know how they are processing the

information. Remember: If you overly push your beliefs and ideals on them, it is likely they will shut down the conversation immediately. Let them come to their own conclusions, with your guidance.

Let teens express themselves: Many teens will feel passionately about events and may even personalise them if someone they know has been directly affected. They’ll also probably be aware that their own lives could be affected by violence. Address their concerns, empathise with their feelings and help put it into context. It may also be worthwhile talking to them about the way the media portrays the news and other ways to look at what happens.

This will give them a more objective view of the situation and stop the internalisation.

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GLENWOOD HOUSE

PRE-PRIMARY Technology @ Little Glens!

When asked to write an article about technology in our preprimary, I turned to the one source I know would provide some insight…. Google. The term, STEM, kept coming up, and on further investigation, I discovered that STEM (Science, Technology, Engineering, Maths) is what we do with our children on a daily basis, providing opportunities for them to explore, discover, predict and discuss the world around them in a fun, informative and creative way.

Play is learning, and over this past term, Little Glenwoodians, have been having fun in all these areas… written by: Tersia Scholtz

Grade 0 – Giraffe class

When we think of technology, tablets, phones and computers come to mind. However, technology can be explored in a number of different ways.

The Grade 0s have enjoyed exploring technology in the form of construction using recyclable materials. The first task that the pupils were given was to build their very own rocket ship. The second task was a group task in which they built a group rocket using cups and wooden sticks. Both these activities taught the pupils a variety of skills.

It is said that construction has many benefits to children. It promotes learning of maths skills (colours, shapes), planning, spatial awareness, problem solving (thinking and reasoning) co-operative play and teamwork. Construction also improves fine motor manipulation, strength and control.

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Vegetable Astronauts: Grace Edwards, Darryl de Necker and Aston Reid displaying their “veg-to-nauts”.

These activities definitely involved practising the above skills as well as encouraging the children to use their imaginations while having fun at the same time. These activities were enjoyed by all even though at times the children found it a bit tricky to work together as a team and to get the parts of their rocket ships to stick together.

Grade 0 – Cheetah class

WHY STEM: The link between early childhood and STEM is indisputable.

Early exposure to STEM – whether it be in school, at a museum, a library, or just engaging in the natural trial and error of play – supports children’s overall academic growth, develops early critical thinking and reasoning skills, and enhances later interest in STEM study and careers.

(J.D. Chesloff in Sparking a Child’s Interest in Science and Technology.)

Woodworking. Just the mere word strikes fear in the heart of many of the most competent teachers, and conjures up images of a child approaching us, crying, with a bleeding finger, or a child hitting another in the head with a hammer. However, the Grade 00s at Glenwood Pre-Primary enjoyed block construction at the woodwork table using recycled bottle tops, wooden blocks

During our recent Space theme, we created “out of this world” astronauts using vegetables and toothpicks. A presentation on the importance of healthy eating set the tone for the fun vegetable sculpturing that took place!

Grade 00 – Hippo & Leopard classes

Box Construction: Megan Visagie and Emily Lewis planning their box rockets.

Rockets: Lyall Potts, Miro Jamneck, Monique Steyl and Madison Potterton hard at work for Team Mars!

Heleen van Wyk

Woodwork: Daniel Burgin, Toby Hoepfner, Lisa Cekeshe, Kyle Hahn, Connor Blaauw, Awstin Griffiths, Francois Deacon, Roux de Wet, Shayne Winson-Lagerway and Matthew Shaffler getting excited during the safety talk.

Woodwork: Rhoderick Simpson, Tyler Smith, Jordan Blaauw, Bao Bao Gao, Kyle Hahn and Daniel Burgin creating away.

Meerkat Catapult: Materials gathered and waiting to get started on building our catapults; seen here are Caiden Grant, Charlie Baehnisch and Marius Meyer.

Rockets: Janoux Hattingh, Aston Reid, Caitlin Douglas and Grace Edwards working together for Team Neptune.

and nails to express their inner creativity. Pupils were taught to utilise the woodworking area appropriately and learnt to respect the tools – just as in any other area in the classroom.

In view of the very important safety aspect, we limited the number of pupils at the table and with constant adult supervision. This exercise allowed them to practise problem solving, hand-eye coordination and fine motor skills.

Most importantly, pupils learned through having fun and activities like this provide pupils with memories to last a life time.

“It’s not about the product, it’s about the process!”

Grade 000s

The Meerkat class had lots of fun making ice-cream stick catapults and shooting pom-poms (our firing power) at targets.

The pupils enjoyed the explanation of the catapult being this large machine used to throw objects, such as rocks and spears, at buildings. Of course the boys absolutely loved the idea of hurling large objects over long distances.

The pupils counted out the materials that we needed and, with adult help, wound the elastic bands around the icecream sticks. Once completed we set up our catapults and loaded the firing power and fired at our targets! We made

Meerkat Catapult: Who can shoot the target?

Getting competitive are Sarah Rimbault and Elizabeth Robb.

some predictions – which will go further, and why some shoot farther than others? They were able to see this by pressing the “energy mechanism” with either more or less pressure. Lots of excitement was had by all our excellent target shooters!

In closing…

A good few laughs were had when we showed the pupils how some things looked when their parents were young children, such as an old telephone and a typewriter. Who would have thought things would change so dramatically in less than 20 years, which goes to show that tomorrow’s inventors and scientists are today’s curious young children.

We just have to give them plenty of opportunities to explore, and support to investigate.

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SCHOOLS SCOOP

GLENWOOD HOUSE

PREPARATORY Tech report from Grade 7 English class

I

n this term, our Grade 7 pupils spent time considering the current state of the world as well as confronting the fact that the earth cannot continue to support humankind unless some major changes happen in the way we manage and run our lives as well as the resources of the earth.

The springboard for these discussions was our english reader, The Giver by Lois Lowry. This is a book about a young boy who lives in a futuristic utopian society and is faced with the challenges of a controlled society.

These discussions gave rise to the children having the opportunity to dream about and design their own perfect world. In groups, the pupils chose aspects of their society which needed changing and set about to create a new world order which addressed all these shortcomings.

Thomas van Rijkevorsel and Gérhard Botha attempt to build a dwelling using a 3D pen.

What ensued was an amazing display of creative and critical thinking, with children dreaming big and coming up with some really fantastical, but in many cases, workable solutions to some of the modern world’s ills.

Technology played a major role in this project not only as the answer to some of our world’s problems, but also in assisting the pupils with research and the presentation of their ideas.

James Edwards creates a futuristic school using Minecraft.

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Lize Ferreira and Nina Goussard designing a flag and motto for their utopian society.

Jade van de Venter, Gemma Doherty and James Helling working on their utopian poster

Some of the posters created by the pupils.

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GLENWOOD HOUSE

COLLEGE Coding and robotics

G

lenwood House College embarked on a new adventure this year by offering coding and robotics to the Grade 8 and 9 pupils.

The year started off with the pupils coding in Scratch. Commanding their Sprites to follow their instructions brought much excitement into the class.

Grade 9s learning to code using Scratch.

The pupils have been exploring with Arduino and making circuits that amaze them. They completed simple circuits and were tasked to create the Arduino Spaceship Interface, which controls the behaviour of the LEDs based on a switch.

Engaged in the 3D printing process, the Grade 8s and 9s learn that it is not as easy as it seems. The 3D printers were assigned experimental jobs that include fidget spinners, Baby Groot, Tardis, toothpaste squeezers, biodegradable straw and even a snapping shark peg. The 3D printers will assist the subject departments in the school with STEM integration.

Computer Applications Technology (CAT) Glenwood House College offers Computer Applications Technology (CAT) as well as Information Technology (IT) in the subject choice for the senior pupils.

The practical skills developed in CAT are based on basic to advanced Microsoft Office skills and IT focuses on programming in Java.

The theory component of both subjects are expanded on in a practical manner, as pupils are given the opportunity to reassemble a computer to a working condition, as well as crimp and test networking cables to set up a network environment.

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Grade 8s linking their simple circuits with the Arduino.

3D printed toothpaste squeezer in beginning stages.

3D printed supports being added onto the Baby Groot.

3D printed fidget spinner.

3D printed snapping shark peg.

Grade 10 IT pupils reassembling the computers.

Ghislaine le Grange reassembling the computer.

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SCHOOLS PAGES

TRINITYHOUSE

PRE-PRIMARY HERITAGE HILL

By Jacky de Blocq, Principal

I

was privileged to attend the launch of Nikki Bush and Arthur Goldstuck’s book, “Tech-Savvy Parenting – A Guide to Raising Safe Children in a Digital World”, in 2014. Their book helped me get a handle on what’s happening in the digital space to ensure that our children are safe and sensible in this daunting digital world, with new technical challenges appearing daily.

I would like to share some of the essential developmental needs of children and how the 21st century can interfere in that development. Nikki Bush shared this in her presentation called Connecting with Children Through the Noise and Clutter, which deals with television usage, gaming, consumerism and changing childhood.

(L to R) Kwanda Dube, O.J. Mametsa and Lia van Zyl watching a DVD (Gr 0 Lions).

(As taken from “Tech-Savvy Parenting – A Guide to Raising Safe Children in a Digital World”, by Nikki Bush and Arthur Goldstuck, Appendix 4, p226-p232.)

Ashton Ferrier (Gr 00 Ladybugs)

Thando Manyathi (Gr 0 Giraffes)

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Amahle Mtshabi on an iPad. (Gr 000 Penguins)

(L to R): Nobuhle Masango (Gr 00 Bees), Taylinn van Zyl (Gr 00 Ladybugs) and Nkatheko Mathebula (Gr 00 Bees).

Simnikiwe Gama and Clarice Neels (Gr 00 Ladybugs)

Mulweli Nembambula on a cellphone.

(Gr 00 Ladybugs)

A child’s developmental needs

How the world is interfering

Children need freedom to explore, to find out how the world works, and to discover how they fit into the world.

Children live in a ‘barbed-wire culture’ with limited access to the outdoors, playgrounds and nature. Technology is encouraging them to be sedentary screen slaves.

Lack of parental presence or role-modelling is also affecting this need.

Children need plenty of physical movement in order to develop the neurological pathways that wire the brain for more sophisticated functions later.

The body is in fact the architect of the brain. Too much sedentary activity fails to stimulate the visual, vestibular and proprioceptive systems, which are the foundations for reading, writing and maths later in a child’s life.

Physical exercise also develops resilience, perseverance and social skills.

Children need to develop their imagination and creativity in order to have original thoughts that will help them to solve the problems of the future that are not yet problems.

A strong imagination and creativity are highly useful in subjects such as English, Art, Maths and Design and Technology.

Childhood obesity and diabetes are the most common problems, which relate to lack of exercise and physical movement in children as a result of an increase on on-screen activities.

Excessive TV viewing and on-screen activities are limiting this development in an alarming way. On-screen activities are replacing much of playtime, which is affecting social and emotional development, in addition to limiting creative and imaginative play. The same can be said of children who are overscheduled from a very young age with extracurricular activities from lunchtime until dinner time, with little opportunity to rest, free play, alone time and reflection.

Children need to play. Play is the language of childhood. It’s a child’s work – it’s how they learn about the world and find meaning.

Pre-schools today are falling into the trap of teaching via semi-concrete or abstract worksheets rather than providing a play-based curriculum through which children discover and learn for themselves through their own physical experience with their world.

Children also need play dates in home environments. Remember that they learn the most important things in the sandpit, or swinging from the jungle gym, and not in the classroom. And they learn them from you, their parents, and not from their teachers.

Many children are enrolled in too many extramural activities from a young age, or spend their afternoons in aftercare, which means that play dates are impossible to arrange.

Some parents push their children into competitive sports and fast-tracked learning experiences at the expense of play.

As adults we question whether children as young as seven or eight still enjoy childhood pursuits and freedom in the traditional sense of the word.

Children need real-life, real-time experiences, especially in the first seven years of life. It is only around the twelfth year that the brain is able to handle abstract learning with ease.

On-screen activities are transporting children into a virtual world that is not real. This is fine in moderation and when balanced with plenty of concrete play experiences. On-screen activities should not be a young child’s default setting.

Children need to feel safe and secure in order to access their learning potential.

They need to be calm and have a steady heartbeat for optimum learning to take place.

Constant exposure to inappropriate content via news programmes, reality TV and frenetic kids’ programmes does not lead to feelings of safety and security.

Children need information to be presented to them in many different ways to appeal to their different intelligences and learning styles in order to encourage and activate learning rather than inhibit or stifle it.

Children need parents and they need time.

The importance of parental input cannot be over emphasized. Children need as much time and attention as we can give them, and preferably in a way that they recognize as loving and supportive.

When a child is stressed for any reason, his or her heartbeat goes up, which can affect the workings of the brain. Even fast music or computer game soundtracks that play above heart tempo (80 beats per minute) will affect a child’s brain. At this point, the thinking brain shuts down and all input goes into the emotional brain (limbic system) where the child’s values, culture and beliefs sit. The child is now totally open to suggestion without protection.

Due to economic factors and changing family structures, we are not giving children the time and attention that they need. Yet parents are the facilitator’s of their children’s lives and play a pivotal role. As far as possible, therefore, they need to be present and accessible. Parents fill the leadership role. When they are absent, children will step into the gap and take control.

At Trinityhouse Pre-Primary Heritage Hill, we pride ourselves in our Learn through Play approach. This is a play-based curriculum through which children discover and learn for themselves with their teacher’s guidance.

There is a strong link between play and learning for young children, especially in the areas of problem solving, language acquisition, literacy, numeracy and social, physical and emotional skills.

All children need freedom to explore and find out how the world works, and to discover how they fit into the world. Play is a vital part of a child’s optimal social, cognitive, physical and emotional development. Children need to play. Play is the language of childhood. It’s a child’s work – it’s how they learn about the world and find meaning.

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SCHOOLS PAGES

TRINITYHOUSE

PREPARATORY HERITAGE HILL A digital learning journey

by Kotie Pienaar igital learning is about far more than merely providing children with tablets and laptops. Apps, blended learning, flipped classroom, Wikis, BYOD, SmartBoards, disruptive technology and tech savvy are but a few of the many buzzwords. Teachers who are tasked to implement technology into their daily planning turn to the three Ws and the H of technology: What, When, Where and How. The reality is that it is not that complex once you realise that this is a journey, rather than a point-in-time event.

D

At Trinityhouse Heritage Hill, we have embraced the concept of 21st Century Teaching and Learning with enthusiasm and anticipation. We are eager to provide an education experience beyond expectation, integrating technology, knowledge and pedagogy (traditional teaching methodologies).

We have introduced Wikispaces as a resource to our Grade 5 and Grade 6 children. Each grade has their own Wiki pages. In these spaces, children and parents can find the weekly lesson schedules, homework, special events, revision exercises, and links to websites with additional content, videos and the presentations used in the class. The Wiki offers parents and children the opportunity to revise work done, as well as additional information beyond the content covered in the classroom.

Statistics are freely available to the teachers to monitor the frequency with which the Wiki is visited.

An interesting development that we have noticed is that teachers from other schools have accessed 36 | The Trinitonian

World Environment Day Scavenger Hunt

Grade 3s keeping their feet warm on slipper day

the Wiki and have browsed the content that we have uploaded.

If this Wiki initiative proves to be as successful as the initial results suggest, we plan to include other grades and subjects too.

In addition to this, we have also ventured into the blended learning space with our Intermediate Phase using Recycling as a theme. All the normal subjects are incorporated into one integrated assignment.

This will be a flipped classroom experience (research at home, bring the results back to school), using a Wiki page specifically

Our Grade 1s learning about ‘Op die plaas’ in Afrikaans

created for this project. We are very excited to see how this research-based teaching approach will be enhanced by incorporating technology. As part of this initiative, students will be allowed to bring their personal devices to school.

This will allow us to also test the viability of using the BYOD (Bring Your Own Device) concepts in teaching. We are very excited to launch this project, incorporating electronic devices, Wikis, surveys, on-line communication and more. This project is currently underway until the end of the term.

Tips for improving listening skills

by Tammy Ferrier

Celebrating Acsension Day in our Prep Families

Our Senior Netaball stars

Our Intersen Phase flipped classroom lessons. They are working in their Prep Families using various kinds of ICT to find out more about recycling

Grade 5 boys enjoying a sport filled afternoon

Outdoor Guided Reading Activites

In today’s technology-laden society, where distraction levels and background sound are at an all-time high, listening can be a very difficult task. Not only do we expect children to listen to specific information, but also remember detail.

As a parent, we often find that children who struggle with listening skills are criticised but are not given the tools to develop this skill. Like any other good habit, listening can become part of our daily routine. In order to help your child to hear, you need to help them to listen.

This may mean you will have to do things a little differently. Here are some ideas to try: Get “eye” attention: instead of calling your child repeatedly across the room, walk over to your child, make eye contact and then make your request.

Think about how you say it: the tone you use can either encourage your child to tune in or tune out.

Eliminate distractions: some children are easily distracted by background noise.

More of the Intersen We have had a great Phase flipped classroom Mini Netball season

The Bridging class showing off their plantable paper mache seed globes

Use instructions: be clear and specific about what you are asking.

Avoid overloading: break your request up into a number of smaller stages and encourage your child to repeat back to you what they have heard and understood.

Rugby is our game

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Gr 1’s at their table manners tea party with a special guest- Mr Wentzel

Our Grade 6 children are exposed to learning software coding (computer programming). Objectoriented programming using Alice3 is to be launched soon. We are confident that our children will enjoy and find this interesting.

We are also hopeful that it will motivate some of the students to consider Information Technology as a career to alleviate the shortage of IT skills in South Africa. The English Department has recently started using Purple Mash to create an interactive learning experience, and we are

Gr 2 Recycling Project

seeing some good results in this initiative.

At Trinityhouse Heritage Hill, we have proudly taken bold steps into 21st Century Teaching and Learning. We are confident that appropriate deployment of key systems will not only enhance the teaching experience for our children, but see us becoming a leading light on the South African education landscape. It is our dream to lead by example and to empower our children towards unmatched results. We believe that “No child must be left behind.”

Allow time: children take longer to process information.

Focus on the behaviour you want to see: rather than tell you child what you don’t want to see, state what you want them to do in a clear and simple manner.

Give choices: no-one likes being told what to do. Giving choices helps your child feel in control and is much more likely to result in a positive outcome.

Establish routines: it’s easier for children to comply when they know what is expected of them.

Use if/then or when/then statements: rather than threatening, try rephrasing by saying things like, “When you are finished your homework, you can watch TV”, rather than, “No TV if you don’t finish your homework”.

Reference: Promoting Listening Skills in Children, HSE Dublin South Primary Care Psychology 2014.

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PRE-PRIMARY & PREPARATORY NORTHRIDING Are schools preparing children for the Fourth Industrial Revolution?

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ive years from now, over one-third of skills that are considered essential in today’s workforce will have changed.

of adaptation will be the understanding that can be applied in different disciplines and in a multitude of situations.

These are the key skills that the World Economic Forum, We are also continuously exploring and applying after extensive research, has defined as being critical the five Core Skills namely: Communication, Thinking, to all people engaged in future working environments.

Research, Social, and Self-management Skills that will empower children to become lifelong learners, global citizens and prepare them for the working future that lies ahead.

At the end of the day, we want citizens and leaders that will focus on a future that embraces diversity and people being more globally minded.

Therefore we also concentrate on developing personal values and attributes that will help each child to become grounded, caring, community and internationally minded individuals.

These skills indicate that teaching and learning can no longer be a traditional experience of “sitting quietly and passively absorbing information” like we used to.

Theme-driven topics that are built on information alone need to be redesigned as units of inquiry that are driven by broader concepts.

Concepts are those “big ideas” that children will remember over time and be able to apply in many different situations in their lives. For example, instead of teaching children just about seasons, we teach them about adapting to (environmental) changes. The concept

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To answer the fundamental question, are we, as Trinityhouse Northriding, starting to prepare children for participating in the Fourth Industrial Revolution? Without a doubt the answer is: “Yes, we are!”

At Trinityhouse Northriding, teachers now guide the learning in the units, so they are using relevant and authentic experiences, encouraging pupils to make connections, test theories, solve problems, research further and draw conclusions about the relevant concepts being explored.

One such example is when the Grade 2 pupils inquired into the concept of organisation, and the effect of what a lack of organisation can have on people and communities.

1. Making Connections

2. Tuning In

Making connections: Mrs. Belinda de Kock, connected the ‘big idea’ to the pupil’s world by being exceptionally disorganised for a day. I think, I feel, I wonder... was the teaching tool used to help them express their feelings, thoughts and ideas about their day. This process allowed the students to make personal connections to the bigger idea and provided the foundation for the focus of the unit of learning to be inquired into.

Tuning in: the concept or ‘big idea’ of being organised/ disorganised and the cause and effect thereof was extended by ensuring the pupils understood this and could apply it to different scenarios provided. They had to list their connections to each of these key concepts before they could apply this to different scenarios to be explored in the next phase of the unit.

6. Drawing conclusions Drawing conclusions: each group could now personally reflect on their camping experiences and consider “what went well” in their organising of this, as well as the “even better if” possibilities for being better prepared and organised.

They were also now able to transfer this understanding to other real-life scenarios and consider the impact in each of these situations.

Inquiry unit: cause and effect, Inquiry Learning Cycle

Going further: the pupils planned and organised a campout where they had to exercise their organisational skills, as well as respond to the cause and effect of any fundamentals they may have forgotten to include in their planning. This was an authentic application of their understandings as well as a powerful personal experience to reflect on their choices, as nearly all groups had something they hadn’t considered and then needed to devise a “plan B” to ensure their camping experience was successful.

5. Going Further

3. Finding out Finding out: this stage is about gathering information in a variety of ways and through considering a variety of different scenarios. In one example, using their collaboration and effective communication skills, Keamogetse Mahloele and her group had to clarify, list and plan everything they considered essential for hosting a birthday party.

4. Sort Out Sorting out: Zanvio Dintal and Khumo Koko are hard at work, negotiating and ensuring that their party falls within the budget provided, thus deciding what could be included and what would be seen as non-essential to allow the event to be successful within the limits defined.

This could be transferred to limits placed around planning for any event.

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PRE-PRIMARY LITTLE FALLS Digital literacy

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018 will be a very exciting year for the Grade 0s as we will be introducing digital literacy into the classroom; part of our 21st Century Learning. The curriculum we will be following has been developed by Dr. Neelam Parmar.

Dr. Parmar currently works as Director of E-Learning at Ashford School in the UK. She was previously employed as the Director of Digital Innovation and Learning across the London Preparatory Schools in South West London and was instrumental in leading the transformational change of embedding technology within learning and development.

She has completed her PhD in developing a pedagogy using new technology with young children and is committed to empowering teachers to use technology in constructive and purposeful ways.

What is ‘digital literacy’?

Digital literacy is, “The capability to use digital technology and knowing when and how to use it.” (Rubble, M. and Bailey, G. (2007). Digital Citizenship in Schools. Eugene, OR: ISTE, p21)

What does digital literacy look like?

Digital literacy is when students are able to engage with multimedia to read and interpret text, sounds and images. It is when students can manipulate and evaluate data to construct their own meaning. And it also includes a student having knowledge about how to use technology to construct meaning, but most importantly in ways that are appropriate to their needs.

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Technology is slowly being introduced in the pre-primary. Here a Grade 0 class learns phonics via SmartBoard technology.

technology are also instructed by parents and teachers on how to use it effectively and appropriately to communicate a message.

Digital literacy in Grade 0

Digital literacy in Grade 0 develops young learners’ digital literacy skills, specifically in areas of computational thinking and programming, computer networks and creativity, and communication and collaboration.

Focusing on online safety and digital identity, children are encouraged to confidently develop their digital competencies while broadening their understanding of the technological world. They do this through activities that promote understanding instructions and logical thinking and they will also learn to combine texts, graphics and sounds to create digital stories.

Advantages of technology in the classroom: Today, students learn in ways that their teachers could not have imagined possible when they themselves were at school, decades

ago. Students learn technology just like they do the spoken language... by doing! Today it is not uncommon for a 3 year old to have some basic knowledge of how to get onto the computer and load a game (hopefully educational).

The way students learn and their abilities to showcase their learning has surpassed the years of book reports, posters and shoe box representations.

“We will not be able to achieve a liberating, collective intelligence until we can achieve a collective digital literacy, and we have now, more than ever, perhaps, the opportunity and the technologies to assist us in the human project of shaping, creating, authoring and developing ourselves as the formers of our own culture.

To this end, we must create the conditions for people to become wise in their own way.”

(Poore, M. (2011). Digital Literacy: Human Flourishing and Collective Intelligence in a Knowledge Society. Australian Journal of Language and Literacy, 19 (2), 20-26.)

Teacher Kim in Grade 0 shows the kids how the phonics program is transferred and appears on the SmartBoard, and via touching the SmartBoard you can make changes and start and stop the program.

The Grade 0 Zebra class excitedly watches an interactive phonics program on the SmartBoard.

Our Grade 0 kids had so much fun interacting with their phonics program on our SmartBoard.

Teacher Kim Du Preez uses the SmartBoard to navigate The Trinitonian | 41 through a phonics program with her Grade 0 class.

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oday, more than ever, the role of educational technology in teaching is of great importance. Educational technology can be defined as the effective integration of technology into the classroom. There are many benefits to using technology in the classroom.

The Internet gives students and teachers instant access to answers beyond what’s in their textbooks. In fact, today’s kids are already familiar with “Googling it” to find out what they want to know. A study by Educause found that students from Grade 0-12 prefer to have technology integrated into their curriculum. Computers, tablets and the Internet are the same tools that they use at home. One of the greatest benefits of technology in the classroom is student workplace readiness.

At Trinityhouse Little Falls we are in the early stages of integrating technology into the classroom. We have adopted a prudent and well-researched approach to the incorporation of technology. We would like to ensure that our pupils and teachers genuinely benefit from the technology we select. We offer structured computer lessons which follow a well-developed curriculum that ensures a progression in skills as the students move up through the system. We are in the process of ensuring that all the classrooms have projectors and that the teachers have a laptop at their disposal.

The rollout of this equipment should be complete by 2020. We are soon to pilot the integration of iPads into the Foundation Phase. Many hours have been spent testing and researching which apps would be the most beneficial to students. Ensuring that our teachers have the opportunity to attend courses that will equip them with the skills necessary to take our students into the future is also part of the plan.

That being said, technology will never replace the love, guidance and genuine engagement that a committed teacher offers to their students.

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Our Grade 4 pupils were busy presenting full PowerPoint presentations as part of their marks for computer class this term.

Our Grade 7 pupils used the SmartBoard technology during the visits at the High School in the Science Lab.

From Grade 1, in the Preparatory School, pupils are introduced to technology and learn important programmes like Microsoft Office (Word, Excel, and PowerPoint). Pictured here: Our pupils working on PowerPoint presentations.

Eleni Lambrou and Khaya Billie (pictured with Mr.Maine) learn the parts of a laptop after taking it apart.

Ethan Jordaan is an absolute whizz in technology class when it comes to PowerPoint.

Our Grade 7s had a blast playing an interactive game about the Periodic Table of Elements during their visit to the high school.

Anotha Ndlovu loves learning Technology and Computer Skills

Mr.Maine, one of our Computer Technology teachers shows (from left) Ethan Jordaan, Masiwakhe Mphampani, Nicolai Trinitonian | 43 Parain and Owen Denne the parts toThe a CPU.

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HIGH LITTLE FALLS Technology at Trinityhouse High School Little Falls

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” – Bill Gates

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echnology is an important part of a 21st Century pupil’s life, but it does need to be used responsibly (SchoolTechnology.org, 2012).

Pupils at our school are provided with a bank of iPads to use in specific classes, Chromebooks may be booked out by teachers when research tasks are needed and two state-of-the-art computer labs allow IT and CAT pupils to explore their subjects fully. The Grade 8s and 9s are guided through an introduction to high school technology and learn basics by using apps as well as how to code and create their own games. They are also guided on the responsible use of this technology.

In many subjects, pupils are interacting with their teachers in virtual learning spaces and are able to receive valuable feedback on their written work before it is even submitted. Many are receiving instant feedback on quizzes using digital forms and even more are using technology to assist them in developing their research skills.

Coding at Trinityhouse High School Little Falls Children of any age can learn to code with the current coding apps or software available. These apps and software are designed for specific ages and abilities, and are user-friendly. Most of the apps and software make use of relatable characters. Game designing is an appealing feature for any pupil and this feature is used to get our pupils excited about coding.

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We had so many pupils enter and achieve certificates in the Computer Olympiad this year. Here are the Grade 9 to 12 certificate recipients.

The Grade 10s used the iPads to engage in a Jigsaw learning experience in history.

They investigated a topic and then shared their own presentations with the rest of the class.

The most efficient way to introduce pupils to coding is to use programs that use dragging and dropping of visual blocks of code onto a script area. We use Code Academy in Grade 8 to introduce these critical and creative thinking skills. The Grade 8s are also taught to design algorithms, which are specific ways in which any problem can be solved.

In Grade 9, we introduce pupils to coding using Scratch by completing the Grade 10 prescribed work schedule. This develops thinking

and research skills which are vital for all children to thrive in the real world.

The next level of coders tend to use user-friendly programming languages. Pupils who have advanced to the next level of coding start working with complex programming languages that are similar to the language used by professional software developers.

The Grade 11 and 12 pupils are using Delphi to achieve this. We have also chosen to start teaching

Thando Ngidi and Fezeka Cokile are some of the Grade 9s who collaborated on a class presentation that explained the Factors affecting Development.

Mtha Nombida films his amoeba stop-motion animation in life science.

Matt Coombes works on a caricature for his claymation in art, which was filmed on an iPad and edited in iMovie.

Grade 8 pupils enhance their research skills in one of our computer labs.

Hayden Joubert and Matt Coombes work on a Google Slides presentation on Global Warming in geography.

Lusapho Mntambo and Akani Miyambu using their cellphones to photograph buildings around the school property, which they will use to draw in two-point perspective in art.

The Grade 10 pupils code away in their June IT practical examination.

Java to our future information technology students. Our pupils are on the path to being equipped with the “technological armour� needed to survive on the online battlefield in the real world.

We believe that all pupils need to be able to use computers and other technologies flexibly, creatively and purposefully. All pupils should be able to recognise what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the

Grade 9 pupils develop their research skills whilst watching videos to gather information about Climate Change for their science expo projects.

computer as part of the process of accomplishing this task. Individual computer skills take on a new meaning when they are integrated into the problem-solving process.

Pupils then develop true information technology literacy because they have genuinely applied various information technology skills as part of the learning process.

At Trinityhouse High School Little Falls, we will continue using technology as one of our tools to achieve 21st Century pedagogical

excellence. As teachers, we know that we will forever be lifelong learners in this regard and that we have so much more still to offer our pupils.

References:Google for Education. (2017).

Google for Education: Partners. [online] Available at: https://edu.google.com/ partners/ [Accessed 14 Jun. 2017].

SchoolTechnology.org (2012). Teaching Young Students to use Technology Responsibly. [online] School Technology.org.

Available at: http://www.schooltechnology. org/blog/2012/02/23/teaching-youngstudents-to-use-technology-responsibly [Accessed 14 Jun. 2017].

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PRE-PRIMARY PALM LAKES “Technology in the classroom is not the end goal. Enabling learning everywhere is the goal.” – Andrew Barras

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echnology has been brought into all classrooms at Palm Lakes Pre-Primary not because it’s a trend but because we believe that it will prepare our children for the future.

The Grade 000 class love to make use of the new laptop.

It is very important to teach children from a young age that technology plays a vital role in our world and how to make the best use of it. We used a wonderful search engine called “Kiddle” to do just that. “Kiddle” is a child-friendly version of Google that’s safe for little eyes, has only relevant information and childfriendly pictures. It’s definitely worth introducing to your children for school projects. We are training these little mites to be selfsufficient in this technology-hungry world so that when they get to the stage of school projects, they have the research skills needed to find out the answers for themselves.

Finding a child’s bargaining tool is always the key to any reward system. A positive reinforcement system that makes a child want to try their best, just to get their hands on that reward is happening in the Grade 00 class. We use the tablet with educational games as a reward for good behaviour.

Games such as “Android Fish” and “Kids Shapes” are great fun for the child but also give the teacher a tool to use to assess their skills when needing to apply their knowledge on shapes, colours and numbers. The children also have great fun with the animal sound games.

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Trying to find answers for little inquisitve minds

So many questions, so little time

The Grade 0 Seals also have access to the computer room for an hour of Mathletics weekly. The same username and password can be used at home for children to have an individual learning pace. Each child is allocated a computer to work on and they learn how to use the mouse and how the keyboard works.

They’re also allocated their own headphones which enables them to hear the audible instruction given, and to continue independently.

Through Mathletics the children have the opportunity to build on age-

Mia Van Niekerk, earning her reward of time on the tablet

appropriate mathematical concepts.

All the activities and results are saved on the child’s profile and we are able to track and monitor their progress as the year goes on.

We love having technology around!

We even find our aftercare owlets “Jiving” to the beat on the projector when worshipping or getting crucial indoor exercise.

“If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey.

Front – Reneiloe Lesenyeho; behind – Siyamthanda Langeni

Siyamthanda Ngema and Sebastian Kroell

Jared Marais matching colours

Marais Viljoen and Ziyanda Ngema listening to animals sounds

Pre-Primary children glued to the screen while listening to their afternoon worship songs.

Mia Van Niekerk colouring Liam Naidoo enthusistically in a picture has something to say

Lerato Foxton and Emma Morphew demonstrating how to play the Marimba.

Jared Marais having fun.

Kallum Moodley and Zenkosi Dlamini

With the use of the computer room SmartBoard, the aftercare children are so blessed to watch the latest age-appropriate movies on a Friday afternoon.

Teacher Amy, Ashlyn Sharneck, Emma Morphew, The Trinitonian | 47 Nqoba Dlamini, Sebastian Kroell and Matthew Page

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elcome to the year 2017. At this point in time, technology is literally embedded into every part of our school day.

The Grade 1s use desktop computers to engage in Mathletics. This program is an interactive website that aims to improve pupils mathematics skills via a number of mathbased exercises. The main advantage of this is that learning is individualised. In this way, we offer a more tailored learning process.

Using an iPad to complete a few mathematical activities, we started playing our game of “Who wants to be a Millionaire”, with Space-themed questions. The pupils each helped to create the questions, giving ideas and options, and a decision to hold a competition amongst the class to see who would become the Grade 2 Millionaire.

Integrating technology into the classroom, not only as an instrument that needs to be learnt, is a source of support that can be used to improve the Grade 3s’ hand-eye co-ordination, technological skills, development of problem-solving skills and expands the learners’ horizons.

It is important to educate pupils about the etiquette that is needed when using technology, particularly using social media. Part of the Grade 4 life skills component involved learning about bullying which included cyber bullying.

Cyber bullying involves intimidating or threatening someone through technology. Advice given if you are ever bullied via technology is: don’t 48 | The Trinitonian

Anezka Arthur, Thandolwenkosi Mazibuko, Akhona Moseya, Dylan Hugo and Tessa Heafield,showing us their peaceful demonstration, a poem/rap against Cyber Bullying.

Jayden Marais loves Mathletics.

respond or retaliate, reach out for help, use available tech tools, like blocking people from contacting you or viewing your personal information and photographs.

The Grade 5 pupils have been exposed to many new developments and this is seen simply in the language they use and terms they refer to. Time in the computer room allows us the opportunity to emphasise the

Mrs Kegel working with a group of children on the SmartBoard.

content we teach as teachers; however, our pupils often teach us a thing or two as well. Not only do they take easily to the programs assigned to them, some pupils even explore a step further.

Trinityhouse Palm Lakes looks forward to seeing the exciting impending developments and application of technology in the near future!

Grade 2s using the iPad to play “Who wants to be a Millionaire� with Space-themed questions.

Ari Hurbans, Mangaliso Mthembu and Leah Naidoo

Ethan Naidoo, Hannah Benniman, Rishaya Naidoo and Asanda Zama working on the Cyber Bullying placard.

Aston Pillay, Owen Govender, Kaige Ellinas and Phakade Mchunu

Shawn Kabongo, Lerato Madlala and Kethan Govender

Nonkosi Xaba, Owethu Nhlumayo, Christan Scharneck and Sisanda Makhathini showing us their peaceful demonstration, a chant against Cyber Bullying.

Ashley Nzuza and Kemeshen Pillay enjoying Mathletics.

Madison Wilkinson concentrating hard.

Eryn Govender loves Mathletics.

Sisanda Makhathini, Owethu Nhlumayo, Nonkosi Xaba and Christan Scharneck working on the Cyber Bullying placard.

Tessa Heafield, Anezka Arthur, Akhona Moseya, Thandolwenkosi Mazibuko and Dylan Hugo working on the Cyber Bullying placard.

Christian Heafield using the SmartBoard.

Ayabonga Zungu, Seth van Wyk and Amelie Sak working on the Cyber Bullying placard.

Jayden Marias using the

TheSmartBoard.

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HIGH PALM LAKES “Technology does not drive change.

It enables it.” – anonymous

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uring an IT lesson at Trinityhouse Palm Lakes the Grade 10 pupils have gone from not knowing how computers function, to writing instructions to tell a computer what to do; and a Grade 8 class who didn’t know how the word ‘mouse’ came to be have graduated to uploading documents on Google Drive and collaborating as a community amongst each other when working. Some of the most incredible programs were built from the simplest IDE programs.

These IDE programs have affected the thinking patterns and problemsolving techniques of the Grade 9 learners. So, when someone asks what technology is, the answer is: technology is a way of life that helps us to grow to new lengths.

Technology is a word high school pupils are very much in tune with – some even very dependent on. It’s for that reason that there was a “no technology” clause when our Grade 8 class went to Spirit of Adventure for their annual bonding tour.

Instead of messaging, Instagramming and Facebook, the learners were encouraged to engage in communication skills that form the foundation for friendship and social interactions. These are important core skills that are so often forgotten about in the rat race of our technologically minded world. So while technology is important, and it needs to play a part in development, it must not be forgotten that basic listening, talking and other communication skills play a vital role as well.

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Grade 9 learners completing the aptitude test

Marina Viljoen wearing the virtual reality headset.

Sikhona Sibiya wearing the virtual reality headset.

When it comes to natural science and life science lessons, technology makes learning fun and interesting.

Videos to complement the information and knowledge we receive from our textbooks and our notes are used.

information more easily using the exciting videos from National Geographic and Discovery Channel.

In the second term the Preparatory Science Club joined the Grade 11 Life Science kidney dissection lesson. To begin the lesson, a short video on how to take good care of kidneys was shown.

In an Afrikaans lesson, the visual and audio components in a PowerPoint presentation arrest and maintain the attention of the learners throughout the analysis process. This type of lesson also benefits the visual learner, enabling him/her to grasp and apply concepts that are dealt with during the lesson.

It is exciting to see pupils enjoying the subject, by exploring various concepts on the Internet and being able to interpret and understand

Pupils are encouraged to create and present PowerPoint presentations that add another dimension to their oral work.

Anele Mthembu presenting on Facebook.

Priyanka Maharaj

Dale Andersen creating an IDE program.

Divashan Luke

Kirsty Meek teaching, using Google Art & Cultural Institute.

Nqobakha Shange Grade 10 preliminary sketches and photography

At the end of the second term, the Grade 9 pupils need to start contemplating which subjects they intend taking to Matric.

The use of the computer room allows the Grade 9 pupils the opportunity to undergo a comprehensive subject choice

Keelin Sloane

Left to right: Siyanda Zungu, Venushan Naidoo and Pranay Govender, working on their emails during the Afrikaans class.

Nqobakha Shange Grade 10 practical

These presentations engage the audience enabling them to better understand the topic, especially in a first additional language class. This provides the learners with an excellent opportunity to present work in a manner that simulates the real working environment.

Chezlyn Pillay creating an IDE program.

Front to back: Chrisstel Viljoen, Varthika Pillay and Sasha Lee Woodman, working on their emails in the Afrikaans class.

Nothando Majozi Grade 10 Google Art & Cultural Institute as a resource.

assessment. The assessment is comprised of three aspects.

On day one of the assessment the pupils complete an aptitude test. Results from the aptitude test provide valuable information about our pupils areas of cognitive strengths and weaknesses. On day two the pupils complete a personality assessment, as well as an interest inventory. Based on the results of these three areas it is possible to generate a report that will help to guide the pupils and their parents in choosing subjects that will best suit their aptitude, personality and interests.

Caitlin Barkley Grade 10 preliminary work

The Grade 10 Visual Art pupils are starting at the very beginning of the art timeline looking at ancient civilisations. During our weekly visual cultural studies, we took a virtual tour exploring the ancient ruins of the Egyptian civilisation. This enthused the pupils to produce their own artworks inspired by how symbolism was evident in ancient Egyptian art.

We’re not describing an episode of The Magic School Bus, we’re talking about the reality that is Google Art & Cultural Institute. This innovative new tool has done wonders for the art studio when covering our visual cultural studies.

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he highlight of our term was the official opening of our new building, which was held on Thursday the 4th of May. Looking back on the last term of 2016, it really is quite incredible to believe that the new building went up in a total of three months! Originally, Trinityhouse Pre-Primary Randpark Ridge had been built in three separate phases and the offices were quite far away from the rest of the school. Having been at Trinityhouse since 2002, and stepping in as Principal in 2015, my dream from the start was to unify the school by building the admin block in the middle and adding two new Gr 000 classes, which were always needed. Being situated in the centre of the campus would mean having easier access to all three schools and in so doing ensure the smoother running of the day. ADvTECH gave us the go-ahead and I was completely amazed at the speed in which the new section was built.

The 4th of May dawned bright and early, filled with sunshine and the smiling faces of our children, who all had a turn to impress our guests with their enthusiastic performances. There was a welcome tea for special guests from ADvTECH as well as the other Trinityhouse Principals. Alex Isaakidis, the CEO of our Schools Division, shared the honour of cutting the ribbon with me. Having had a close bond with Trinityhouse RPR from 2008 when they acquired Trinityhouse, he declared that it was high time that the old farmhouse came down to make way for the new building and allow more children to be added to our Trinityhouse family! It truly was a wonderful day of celebration.

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Our lovely new building

20 year celebration Fun Walk

The rest of the term has flown by and ended with the highlights of Mother’s Day and Father’s Day. We are blessed to be part of such a special school and look forward to what the rest of the year holds in store for us all…

Technology in the classroom

by Shirley Edwards (Grade 00 Teacher) The Oxford Dictionary defines ‘technology’ as “The application of scientific knowledge for practical purposes, especially in industry”. Also, “Machinery

and devices developed from scientific knowledge” and “The branch of knowledge dealing with engineering or applied sciences”.

If our children are to have the ability to “apply scientific knowledge for practical purposes”, they should be given opportunities and encouraged to be curious about processes, properties and uses of materials, as well as things that happen in the world around them.

By doing hands-on experiments with children, they are able to explore and transfer knowledge

Grade 00 fun, playing on old computers.

Capturing a moment from our Grade R Mother’s Day concert.

Grade 000s learning about the significance of Ascension Day.

Our annual Cake and Bake to raise funds for Make a Difference and Project Orient.

Building technology through Lego.

from one context to another.

Valuing their discoveries enables them to be even more curious and creative.

Children need to be taught the skills to carry out an investigation and record the results. Asking them the right kinds of questions that pique their natural curiosity is a good starting point. Children need to learn efficient communication skills in order to formulate and share ideas and concepts with each other so that they can work together towards a solution. Testing

20 years of celebration for our wonderful school.

their theories and interpreting results is the same process that the scientific community uses. They need to know that if things don’t work out exactly as they planned, it’s not a failure – it’s just the next step in the process.

In their article, Encouraging communication, curiosity and creativity, Linda Thornton and Pat Brunton remind us that scientific discovery, even by the child exploring jelly, needs to be shared with others to be validated. Electronic media, which

Andrea Brann and Alex Isaakidis cutting the ribbon at our opening ceremony.

Matthew Smith listening to animal sounds during an evaluation.

nowadays is what first comes to mind when thinking about technology in education, can become a valuable resource at this stage of the process. Children can use electronic devices to record processes, thoughts and results that can be shared with their peers, parents and teachers.

If we want great ‘technologists’ in the future, let’s harness our children’s natural ability to explore, question and create, and teach them excellent communication skills to share their insights.

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e are living in an information age and the global need for Information and Communication Technology (ICT) in teaching and learning cannot be emphasised enough. The current generation of children and students are growing up with technology and they use it in every aspect of their daily lives, including at school.

We have altered how students are engaged in learning activities using technology. Jennifer Fleming said, “Teaching in the Internet age means we must teach tomorrow’s skills today.”

Towards the end of 2016 we decided to adopt the Bring Your Own Device concept and we introduced the use of e-learning to our 2017 Grade 7 pupils. We then introduced a program that allows our children to download and access their learning material on their devices. Teachers can add content such as extra notes, images and videos to the eBooks to enhance the learning experience. Without any question, this program has had a substantial impact on our teaching and learning for Grade 7.

Trinityhouse Randpark Ridge has 2 computer labs with 26 desktops each. These computer labs are used to teach the ICT curriculum that is later used to create projects. This promotes collaboration and creativity.

Programs such as Scratch, Google Apps, Purple Mash, Microsoft Office 2016, Hopscotch, Movie Maker, Mathletics, and Reading Eggs are also used in various ways to promote engaged learning, critical thinking, creativity and collaboration.

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We had great support from the prep school for Tekkie Tax Day.

James Cheetham (Grade 7) creating a picture with only straight lines using an iPad.

We are in the process of purchasing 26 iPads to be used as a mobile iPad laboratory. Teachers will be able to access this facility as the need arises. Much of the preparatory school building now has Wi-Fi connectivity. Some of our classrooms also have SmartBoard technology that is used to further enhance the learning experience.

As Steve Ballmer wisely said, “The number one benefit of Information Technology is that it empowers people to do what they want to do. It allows people to be productive. It allows people to learn things they didn’t think they could learn before, and so in a sense it is all about potential.”

Our U13A side at our Inaugural National Netball Festival.

The Preparatory School supporting our Inaugural National Netball Festival.

Love sandwiches are collected every Tuesday for Refilwe Primary School.

Our Grade 4s had a great Mark Dag.

Our digital platform allowing our Grade 7s to learn through the use of textbooks on iPad.

Grade 3 computer fun, creating digital stories.

Junior Engineers for Africa workshops.

Producing strawberries through the use of hydroponic technology.

The Trinitonian | 55

SCHOOLS PAGES

TRINITYHOUSE

HIGH RANDPARK RIDGE T

he high school is currently in its sixth month of implementing the Information Technology system programme, which has enabled teachers and pupils to engage with educational content in an unprecedented way. It incorporates the miEbooks app which serves as an e-book allowing pupils to highlight sections, add freehand sketches and generate automated summaries of highlighted text for study purposes.

All the pupils’ notes, sketches and highlights are stored on the tablet and backed-up in the on-site cloud. This means that should a pupil lose their tablet, they can simply download the app and their e-books on a new device at no extra cost.

Teachers are able to interact with the digital content and e-books by ‘pushing’ content such as images, videos, PDF documents, MS Office documents and web links directly into pupils’ textbooks, alongside sections of work being taught in the classroom. Pupils gain access to personalised content, additional multimedia resources and curriculum standard material in a single location. Interactive colour maps and YouTube clips have proved to be particularly popular amongst our students.

The miEbooks app also has an integrated calendar where teachers can send homework and share upcoming events with pupils.

A key function of the service offered is that it allows parents and educators to monitor pupils use and level of activity on the electronic platform. The service also allows you to compare a pupils level of activity to the grade’s average.

Other initiatives used in our classrooms include using a countdown app on a “wheel of fortune” basis where the wheel selects the person to answer. The “wheel of fortune” is projected onto a screen increasing the sense of suspense and excitement. We also use the Smart Doc Camera to teach map work and also do a basic GIS (Geographic Information Systems) program in the computer centres.

56 | The Trinitonian

A great evening at Join the Pack where we gave next year’s Grade 8s a little taste of all the great things that high school has to offer.

Grade 8 pupils learning more about biology through the use of tablets in the classroom.

Trinityhouse sound team = The A Team

Our Smart Document Camera being used in geography to point out specific locations to pupils in the classroom.

Technology on the sports field

A great time was had at the Aitken and Boden Hockey Tournament.

Matrics putting together an article on Technology vs Traditional Curriculum in Trinityhouse Schools.

Eat. Sleep. Netball. Repeat.

Our Grade 8 to 12s have the opportunity to create relationships and share skills with the Grade 00 to 7 learners from Kingsway School.

Every day is a great day for hockey for our 1st team girls.

Grade 10s making blankets which will be given over to the BHCC Hospital & Clinic Outreach.

1st team rugby boys in action.

Who says technology can’t be used during exams?

The Trinitonian | 57

ALUMNUS ARTICLE – SEAN YOKO

FACE TO

face to interface NAME: Sean Yoko SCHOOL: TRINITYHOUSE RANDPARK RIDGE YEAR: 2008 CURRENT CAREER: SOFTWARE ENGINEER

You went from a pupil at Trinityhouse to a successful Web Interface Developer in the USA. Be honest, you miss school a little, don’t you?

I do miss school! I miss the teachers the most. There were a specific few who genuinely cared about us and I really appreciated them.

Were you particularly good at certain subjects at school that led you to your career?

To be honest, I wasn’t very good at anything at school. I was a mediocre student and probably won’t be remembered much. The funny thing is,

58 | The Trinitonian

I even dropped IT as a subject because I thought I’d never need it!

Ah, come on, you must have been good at something…

Tennis! I was good at tennis and making the first team was a highlight for me. I didn’t dislike school, but I wasn’t really big on theory. Even today, I would rather just go out and do it, rather than that talk about it. But I have learned the value of planning, or at least knowing the direction I want to go in before diving in.

The Trinitonian | 59

ALUMNUS ARTICLE – SEAN YOKO

Tell us how you ended up in the USA… I had no idea what I wanted to do after school so I fumbled into mechanical engineering. That was a mistake!

I spent six months studying mechanical engineering and hated it. So I enrolled at Monash University for a degree in computer science instead. I got my first Job in IT in my second year of studies and ultimately continued working as a software developer, largely in the Oracle space. I then worked for Wesbank, through a large consulting house, on their Web Apps team. And then the fun started… My wife came to South Africa on a missions trip and I decided that she was ‘the one’. It took a year of long distance dealings but I finally ended up moving to America in December 2015. Now, I work for Tyler Technologies and I’m very happy in my job.

What is your role at Tyler Technologies?

I design User Interfaces (the things you interact with) in web-based applications. After I’m done designing them, I then write the code that sits behind them.

Sounds complicated! What is a typical day like for you?

Basically, I turn coffee into code! No, in all seriousness I work with AngularJS on a daily basis and that is currently what we’re using to develop our web apps. There’s also a lot of C# involved and some prototyping using prototyping software.

Okay, you lost us! Let’s try this: what are the perks of your job?

We have a table tennis table at work as well as a fully functioning gym. There’s also walking trails right outside the office and we have mechanical desks that we can work at standing up or sitting down. Oh, and a masseuse is available every two weeks and I also get paid every two weeks.

Nice! What is the coolest thing you have developed or project you have worked on?

Right out of university, I worked on the REDISA project,

60 | The Trinitonian

where we built a system that helped create jobs and reduce rubber waste. I felt like we really made an impact with that one.

Technology is upon us, what significant changes do you foresee in the future?

There’s a lot of good, but the automation of jobs is going to be putting a lot of people out of jobs and that’s a worry. Ultimately the only jobs that will be safe are those that require creative thinking and things that computers are unable to do. But who knows, maybe they’ll create an AI that can think creatively.

Some people may think that South Africa is a bit behind in the tech space. How far off are we?

Not very far off. Yes, you may get some things a little later but in terms of the banking industry, you’re ahead of some parts of the US. People still write cheques here.

To be honest you have a very cushy life there in South Africa. There are places in even the First World that are worse than the mediocre places in South Africa.

What is the biggest life lesson you have learned so far?

Nothing comes without hard work. If you don’t prepare and work hard at what you’re doing you’re not going to go anywhere.

And when you are not working hard, what do you do for fun?

I am a photographer in my free time. I enjoy hiking and exploring different places. It doesn’t matter where I am, as long as I am outside and with my camera, it’s as good as home to me!

And what advice would you give to your younger self?

Don’t find your self-worth in what others think of you.

Just be yourself and do the things you want to do – unless that involves late nights staying up playing games.

Don’t do that... It’s a waste of time!

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62 | The Trinitonian

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The Trinitonian | 63

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KIDS’ PAGES

s e g a P ’ Ki ds Exciting things ! n o o s g n i com

Colour me in

or our Look out f in colouringn ia n o it in r T ring all the u t a e f , k o bo s, se mascot Trinityhou your coming to n! school soo

WIN! A TEKNO KITTY

If you didn’t win the Tekno Puppy in our last issue, don’t fear because we have a Tekno Kitty to giveaway in this issue.

Programmed to act like a real 8-week old kitten, Tekno Kitty walks, twists its ear, curves its tail and responds to voice, actions, motions, lights, sounds and even an app on your Apple iPad device and tablets for Android. Thanks to her artificial intelligence program, Kitty will meow, cry, whine and change her eye patterns in ways to show you how she’s feeling. Tekno Kitty is available at leading toy stores countrywide.

To enter, send your: name, Trinityhouse school, age, and Contact number to Trinitonianreporter@contactmedia.co.za and answer the following question: What age kitten is the Tekno Kitty programmed to act like?

For more information visit: www. primatoys.co.za 66 | The Trinitonian

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The Trinitonian | 67

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TRAVEL

from bush 70 | The Trinitonian

to beach

Return to the wild

W

e are so fortunate here in Africa; we really are! Yes, we’ve been downgraded and our power stations are crumbling, but the two greatest stress relievers known to man (the ocean and the wild), are both on our doorstep.

Foreigners spend thousands of dollars and euros to find themselves in paradise, and we only have to open our eyes. It’s time to remove your family from the rat race and to give them a heritage holiday where they will learn to appreciate where they are from, the treasures we have and that there is in fact life beyond a computer screen!

The Trinitonian | 71

BUSH

JACI’S SAFARI LODGE Madikwe Game Reserve, Limpopo Why it’s amazing for adults?

Jaci’s Safari Lodge is well known, not just because of its incredible location but also because of its wonderful service and the activities on offer. Situated in the Madikwe Game Reserve, just a stone’s throw away from the Botswana border, the reserve goes above and beyond the Big-5 wildlife experience and brings you face-to-face with Africa’s ‘Top 10’! The top 10 is made up of the Big-5 (lion, leopard, buffalo, elephant, black and white Rhino), and also cheetah, African wild dog, brown and spotted hyena, giraffe and hippo! And the best part? You will never have 40 cars vying for a good sighting spot in front of a pride of lion because Madikwe doesn’t allow private cars. Game drives are in game vehicles with your own tracker.

For families looking for an amazing bushveld getaway, Jaci’s Lodge offers the kid-friendly Nare or Safari Suite – both are perfect venues, with the finest luxury

72 | The Trinitonian

accommodation in Madikwe. The two suites sleep families of six and feature a private plunge pool and viewing deck, as well as a private game drive vehicle dedicated to just your family. The suites are designed and decorated in vibrant colours and African textures and are even equipped with underfloor heating to keep the chilly winter nights away, and air conditioning and ceiling fans for those sunburnt summer days. Besides the walking and photographic tours on offer, Jaci’s also boasts the unique Terrapin Hide, a submerged, water level enclosure located in the middle of the waterhole. The low angle gives you an eye-level view of all the animals visiting the waterhole… close enough for you to even count the toenails on an elephant! The hide is accessible to all guests, 24 hours a day, seven days a week via an underground tunnel and is equipped with red LED interior lights, spotlights, and even a radio should you need to order your G&T in the late afternoon!

Why it’s amazing for kids?

‘Goggas’, snakes and spiders are all very exciting for the younger kids on safari and are the main focus of Jaci’s special “Jungle Drives”. These drives are shorter, depart daily at 11am and are open to children 5 years and younger.

Of course, the longer private family safaris are available twice a day when staying at the kid-friendly Nare or Safari Suites, and always promise exciting Big-5 sightings.

And, when your family returns from the drive, and you’re looking to buy yourself some downtime, rest assured that Jaci’s field guides are fantastic with children and often include them in their daily duties around camp, which is fun for kids, we promise!

There is also the games room with foosball, board games and scheduled activities, which is bound to keep the kids entertained.

When it comes to food, Jaci’s chefs understand how fussy little eaters can be, so upon arrival chefs will meet with you to discuss the culinary likes and dislikes of your kids and will then formulate a special kids menu; which will include favourites such as spaghetti, huge hamburgers, make-your-own pizzas, sweet potato chips and lots of crunchy vegetables (just to keep you happy).

Another reason to keep you, as parents happy, is that Jaci’s Safari Lodges are fenced off from the main reserve, so even though you are in ‘the wild’ dangers are reduced.

Malaria: no Wi-Fi: yes Distance: from Johannesburg to Madikwe, 4 hours by road Fly-in: from Johannesburg to Madikwe Reserve landing strip, 1 hour Email: reservations@jacislodges.co.za www.jacislodges.co.za The Trinitonian | 73

BEACH

ROCKTAIL LODGE iSimangaliso Wetland Park, St Lucia Why it’s amazing for adults

This is a safari lodge, but of the marine variety. With the Maputaland Marine Reserve just offshore and a pristine, tropical beach on your doorstep, Rocktail Lodge will appeal to families with a heart for the ocean. Of the 17 luxury rooms available, seven are family units with two bedrooms. The main lodge area boasts a central dining room, bar and lounge with large wrap-around veranda, a raised viewing deck, large pool, curio shop and most importantly, a wine cellar!

The coastal forest around Rocktail is not a traditional game viewing area, but abounds with red duiker, reedbuck and birdlife. Lake Sibaya nearby has the highest number of hippos of any lake in South Africa, which is a real treat.

But it’s the marine offering that has people flocking from all corners to Rocktail. It has been rated as one of the world’s top spots for scuba diving and snorkelling,

74 | The Trinitonian

which kicks-off from the idyllic beach. The reef systems here are prolific with soft and hard corals, and abundant fish species such as butterflyfish and triggerfish, rockmover wrasse, various eels, sharks (whale and ragged-tooth), dolphins and, of course, turtles.

Why it’s amazing for kids

Kids get to ‘rock it’ at Rocktail, with loads of cool things to do. Think sandboarding on the dunes in the morning, followed by snorkelling in the ocean in the afternooon! Snorkelling in these tropical waters reveals magical tidal life and there is an emerged rocky reef with a safe shore entry, so it’s ideal for guests of all ages. Kids can also enjoy a “game drive” out to sea, to look for bottlenose dolphins, turtles, manta rays and whale sharks. Or, enjoy a guided beach and forest hike and learn all about the fauna and flora of the coastal forest. For kids who aren’t game for adventure there is always the arts and crafts centre and baking activities.

Turtles: in summer (October to March), loggerhead and leatherback turtles come ashore to lay eggs – a once-in-alifetime viewing experience Malaria: yes, but low risk Wi-Fi: no... good thing!

Distance: from Johannesburg approximately 9 hours by road; from Durban approximately 6 hours by road.

Fly-in: from Durban, Johannesburg and Skukuza. www.wilderness-safaris.com The Trinitonian | 75

SPORTS

Technology in Sport Sport is not just a game; it’s a maker of heroes, an uplifter of communities and a uniter of nations, so we really can’t afford to get it wrong! Thank goodness for technology...

A

Hawk-Eye

s the late Nelson Mandela once said, “Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair. It is more powerful than government in breaking down racial barriers.”

Hawk-eye is a computer system used to track the flight of a ball bowled during a cricket match, in order to determine whether it would hit the stumps or not during marginal LBW (leg before wicket) decisions. The technology was developed back in 2000 specifically for cricket but is now used in several sports, including tennis and volleyball.

With so much resting on sport, there is very little room these days for error, not just in the umpiring of games or in the game plan itself, but also in the decisions about health and fitness of the players.

How it works: The system uses six cameras positioned around the stadium to film the ball’s flight from all angles. The video is then triangulated to create a 3D map of the trajectory of the ball and is accurate up to 5mm.

Today technology plays a huge role in the advanced management of sports and players and here we have highlighted some of the more exciting technology that has emerged.

76 | The Trinitonian

GPS Tracking Devices Shot Tracer Watching golf on telly has always been a bit of a cutaway experience. You see the pro golfer swing, then the camera cuts away to a close-up of the ball flying through the air and then cut-away to where the ball landed on the fairway. With this method, viewers had absolutely no idea what shot shape the ball took in the air, where it landed in relation to where the pro was aiming, or what kind of peak the ball had in full flight.

But now there is Shot Tracer, the new technology that is being used by the pros and enjoyed by fans.

How it works: Shot Tracer is an app that you will use to simply record your golf shot, to mark the impact position and the landing spot, and the app does the rest to calculate all the details, it will trace your shot from the beginning until the end and, after that, it’ll save into your phone’s gallery ready to share with your friends.

Oh, the rage! You know, the rage you get when the coach removes that hard-working forward during a critical period of play, ten minutes from the end? You question why that decision was made and call the coach all sorts of “not nice” names. But these days the coach knows so much more that you could ever imagine.

Have you ever noticed that lump in a player’s jersey at the top of their spine during some rugby games? That is actually a GPS tracking device. The device allows coaches to track speed, heart rate, distance covered, fatigue, acceleration and impact loading to determine whether a rugby player is staying within their limits or risking injury. This technology is allowing coaches to make good decisions for the game and the health and well-being of the player. This GPS technology is making its way into most elite professional sports.

Power, Cadence and Speed Monitor Professional cycling has been rocked by more scandals over the last two decades than any other sport. Yet cycling continues to grow in popularity and events like the Tour De France and Giro d’Italia are attracting huge TV audiences. The sport is incredibly tactical, a lot like chess on two wheels! You need to position yourself and your team perfectly in order to capitalise on the right opportunity when it presents itself. The latest power, cadence and speed monitors allow professional cyclists to cycle in the most efficient manner. Delivering the right power, at the right time, and in the right gear to maintain enough energy to get them to finish at the top of the pile. What Dimension Data are going to do for the 2017 Tour De France is to use the power and cadence data coming from the cyclists to determine when they will catch the break-away, when they will finish and at what speed they cross the line.

Most of this technology is available to the everyday sportsman in a simplistic version.

For the average Joe, technology is about enjoying the sport more and making TV more exciting. But for the athletes and coaches, the technology is helping break records, avoid injury and take their sports to another level.

The Trinitonian | 77

SPORTS

Trinityhouse High Randpark Ridge At Trinityhouse High Randpark Ridge we use a software program called Encode Pro which is a coaching and video analysis program specifically designed to code rugby, cricket and hockey matches.

We are currently piloting the program with rugby but are looking to extend it to hockey and cricket in 2018.

The program provides the coaching staff and players, with video analysis tools and stats. The program allows you to code in various modes, depending on what you, as a coach, want the outcome to be. These modes range from basic to standard through to advanced.

One can code pre-recorded or real-time matches with live stats feedback. Coaches have the ability to give feedback and share video analysis data with players via email while players become more accountable to the coach and to their team with regards to their individual performance. Video analysis sessions are conducted once a week as part of the weekly preparation for the next match.

No longer do we need reserves on the bench to manually keep a record, with pen and paper, of every tackle made, line-out thrown and scrums won or lost. In the past we had up to five individuals keeping stats, now we have one designated person from our photography club who takes a video of each match and gives the content to the coach who in turn codes the match with the software over the weekend. The content and the match stats are much more reliable, an overall improved system thanks to technology.

Written by: Johan Aucamp, Deputy Principal and Dean of Sport at Trinityhouse High Randpark Ridge

Glenwood House At Glenwood House, our swimming galas are managed by a timekeeper program called Flippers, which tracks swimming times. On our athletics field we use a program called Versus to make sure our ludorums are calculated correctly. Our cricket scoring is done via i-Pad, and an electronic clock system is used in water polo to manage chukkas. Pitch Vision is a program that is used in conjunction with SWD cricket, and allows us to analyse technical data which we can use to remediate technical deficiencies in our cricket players.

78 | The Trinitonian

EVERY SPORT, EVERY TURF. GREENFIELDS ARTIFICIAL SPORTS TURFS ARE LOCALLY MADE Our products are designed and made in South Africa to the highest international standards.

We provide a full service from the initial feasibility study to the manufacture and laying of the turf, to the development and implementation of an ongoing maintenance plan. We specialise in both water and rubber based pitches for all kinds of sporting scenarios including rugby pitches, hockey fields, indoor soccer surfaces and more.

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CALL FOR A FREE QUOTE: 033 897 7500 OR VISIT: www.belgotexsport.co.za The Trinitonian | 79

HOW TO...

DIGITALLY DETOX YOUR FAMILY! A

friend on Facebook recently posted how he had asked his wife to rate him, out of 10, as a father and as a husband. He was horrified when she gave him a seven and a six, respectively. His wife’s main reasoning was because he was often “checked out” when he was at home because he was so engaged with his digital devices. The realisation made him decide to ‘check his phone in’ when he got home from work and to spend a solid three hours engaging with his family.

He challenged others to make the same commitment and be present, in more ways than just physically. ‘Device check in’, is a good tip on how to digitally detox. Here are five more:

1. IRL (in real life)

One of the main reasons teenagers are addicted to their devices is not to surf the Net but rather to be in constant contact with their friends. Introduce ‘in real life’ friend experiences at your home once a month. This may mean 10 teenagers playing night soccer for an experience that will be enriching, meaningful and real!

2. POWER HOUR

Banning technology in your home will make kids want it more! Allow time for them to play on their devices, but set a time limit. Every day, after sport and homework of course, allow your kids surfing or TV time. Once that time is up, it’s game over – even if it means unplugging the modem.

3. BOOKS IN BED

Digital devices should never be allowed in any bedrooms – make bedrooms a techfree space. Build a library of kids’ books and allow your children to choose a book (made of paper) to read in bed. For smaller children it will give you quality time to introduce them to the classics and for older children, it will allow them the chance to discover the joy of being lost in a story, like Harry Potter for example.

4. TOPSY-TURVEY NIGHT

Once every two weeks on a weekend, implement family ‘topsy-turvey night’. This is a night when crazy happens and technology disappears. Set up camp in the lounge for the whole family, eat dessert before your mains and play ‘Family Has Talent’ – singing, dancing, acting and laughing! Engaging on this level will make them realise that fun exists beyond a screen and these are the things memories are made of.

5. GREEN FINGERS

Allow your kids to research how to build a veggie patch or plant a garden on their digital devices. The research will be digital but the actual build will mean fresh air, dirty hands, accomplishment and interest in nature.

80 | The Trinitonian

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CAR REVIEW

Cars of the

FUTURE

by Damian Murphy

W

orld-famous computer scientist, Alan Kay, famously said that the best way to predict the future is to invent it! And, there is no industry working harder to invent the world of tomorrow than the motoring industry. Less than 10 years ago, things like Bluetooth and satellite navigation were luxuries available in only the most high-end of motor vehicles. Today, Bluetooth and satellite navigation come standard in basic runarounds.

Technology and the motoring industry is developing at the speed of light, which makes predicting motoring in 10 years time, very tricky. But, we’ll give it a go‌ South African entrepreneur and global technology expert, Elon Musk, said that by 2020 the world would have fully autonomous cars. And as far-fetched as that 82 | The Trinitonian

may have seemed as little as two years ago, manufacturers like Ford and Tesla are already well into production of their driverless cars.

Even tech companies like Google are dipping their toes into these waters in the pursuit of the first safe and sustainable autonomous car.

Although the completely driverless car seems to be a reality only in the distant future, there is plenty of technology creeping into our cars every day that is leading us closer to the future of driving. Advancements in hybrid technology, electric engines and even semiautonomous functions which aid in safer driving are slowly taking us towards a world where the car is less about the engine and its moving parts, and more about the programs you upload to it.

As implausible as all of this may seem, most of us haven’t even noticed some of these autonomous functions that have crept into our cars over the last few years. Things like lane keep assist, assisted braking and adaptive cruise control are all standard place on most of the really expensive cars and, just like Bluetooth and satnav, slowly they will filter down to the mass market models and eventually into every car. The Volvo XC90 is a prime example of one car that is using the assisted driving aids to create a safer car that takes the overthinking out of driving. In the XC90, you can set the speed you’d like to drive at, set a safe following distance, and the car will do all the work. It will adjust your speed according to your surroundings and maintain a safe driving environment. All of these features cannot function without the presence of the driver, but the XC90 really has taken a step closer to a driverless tomorrow.

Another critical area in which most manufacturers are making huge advancements is in the areas of hybrid and electric technology. With the world’s fossil fuels dwindling, the need for an electric car or hybrid car that can deliver performance without sacrificing the experience is what most of the world’s manufacturers are after. Although Ferrari, McLaren and even Porsche have all come out with the most insane super hybrids, it is definitely BMW that has taken the lead with this futuristic technology. It may be nothing more than marketing hype, but the BMW i8 and the more recent edition, the i3 are, really setting the bar high for those who wish to follow. Jeremy Clarkson wrote about the i8 saying it was “as green as a Prius and as desirable as a Ferrari”, which goes to prove that the old combustion engine could well be a thing of legend as we move into a greener tomorrow.

Volvo XC90

Tesla

Gazing into the unknown future of motoring, one thing is certain, cars of the future will be just as much about being connected as they will be about making connections. What seems unbelievable today will be reality tomorrow.

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INSPECTOR GADGET

TOP 6

LEARNING AD APPS FOR KIDS

By Damian Murphy

T

rying to predict what schools will be like in 50 years is near impossible. Technology is developing at such a rapid rate, that life may depend on things we haven’t even heard of yet. Educational experts think it’s a possibility that schools will no longer exist in the physical form and that the world itself will become the classroom. It’s possible that the way we learn in the future will lean more towards a problem-solving and reasoning-based way of teaching, and subjects like mathematics will become more critical as the need to think laterally will become all-important. Below are six learning apps available now that will not only help your child to be a better student, but a student who is ready for the future.

MATH FACT MASTER – ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION Math Fact Master is a simple flashcard-style app for basic maths skills. Kids can choose the mathematical operation and numbers they’d like to practise, and the flashcards appear. There are two modes: Flashcard mode and Challenge mode. The Flashcard mode is for practise and the Challenge mode is for testing. The app supports profiles for multiple kids, and parents can have results emailed to them.

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ENDLESS READER This app introduces “sight words”, the most commonly used words in school, libraries and children’s books.

Kids need to recognise these words by sight in order to achieve reading fluency. Recognising sight words is advantageous for beginner readers because many of these words have unusual spelling, cannot be sounded out using phonics knowledge, and often cannot be represented using pictures. Kids will have a blast learning sight words and their context and usage with the adorable Endless monsters. Each word features an interactive word puzzle with letters that come alive, and then a sentence puzzle with words that become what they describe. See the word “dog” as a barking dog, and the word “up”, reach for the sky!

QUIZLET

SEESAW: THE LEARNING JOURNAL

Create flashcards on all manner of topics, or choose from the millions designed by other Quizlet users. This app will enhance your study experience with powerful interactive learning tools. You can create a study set, tell the app your deadline for learning your material and Quizlet Learn will kick-start your studying with an adaptive plan that charts your progress, helps you stay motivated with encouraging checkpoints, and keeps you on track with helpful study reminders. As you continue studying, the question types’ (flashcards, true/false, multiple choice and written), difficulty levels and frequency will all vary to help you master all of your material at a pace that’s right for you. The app’s goal is to help you progress through all the material you need to know and make sure you know every term and definition in your study set by the date of your test and long afterwards.

Seesaw is a student-driven digital portfolio that empowers students of any age to independently document what they are learning at school and share it with their teachers, parents, classmates and even the world. Used in more then 200 000 classrooms in more than 100 countries, Seesaw is learning in the future. For students, Seesaw helps them see their own growth and provides an audience for their work, whether it be peers, parents or the world at large. For families, Seesaw gives an immediate, personalised window into their child’s day so they can support learning at home. For teachers, Seesaw saves time on organisation and communication, makes formative assessment easy, and provides a safe place to teach digital citizenship skills.

SIMPLE MACHINES BY TINYBOP Explore the playful side of physics. This app allows kids of 4 and up, who have an interest in how things work, to experiment with levers, pulleys, inclined planes, wedges, wheels and axles, and screws. Discover how they work and investigate the invisible forces behind them in this sandbox app. Destroy a castle, make music, send satellites into orbit and more. Simple Machines integrates with a STEM curriculum so kids can alter and test each machine to learn about force and motion, actions and reactions, inputs and outputs, conservation of energy, mechanical advantages and trade-offs.

SUMMARY PRO Summary Pro turns your iPad into a unique study and research tool. With this app, you can now easily and smartly summarise your ideas, study notes and business reports while keeping track of the source of every piece of information in your summary. Surf the web, clip charts and copy text from articles with Summary Pro’s free-hand cutting smart copy and paste. Summary also opens all document extensions like PDFs, MS Word, Pages, MS Excel, Numbers, MS PowerPoint, Keynote, Text or RTF documents.

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ADVERTORIAL

DOORSTEP WEEKEND: You only have the weekend, you really need the break; where do you go for some quick fun and relaxation? Welcome to Irene, a little bit of country on the doorstep of two major Gauteng cities.

The Big Red Barn This large, red-roofed, antique hay barn was salvaged and rebuilt on Sunlawns Estate, a 200-hectare farm just 15 minutes from Centurion. The Big Red Barn is next to a 20-acre eucalyptus forest, and looks out over an expansive vista of fields, grasslands and the Kaal River.

Olifants CafÊ (in the Barn) serves delicious early morning breakfasts and lunchtime pizzas, but get there early because they don’t take bookings and it can get busy.

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African Pride Irene Country Lodge The lodge’s 75 rooms are elegantly designed with African mahogany wood furniture complimented by rich textured fabrics in earthy tones creating a warm ambience, reminiscent of the comforts of an old countryside manor but reflecting a unique South African flavour.

Irene Farm Acrobranch Need some Tarzan adventure for the family?

Acrobranch will have you swinging from eucalyptus tree to eucalyptus tree. There are wooden walkways, ziplines, nets and barrels to conquer and kids as young as three years old can take part.

It’s an old favourite, but certainly the heart of Irene.

Established in 1889, the Irene Dairy Farm has been run by the van der Byl family for five generations. It’s a great place to get close to a herd of dairy cows, and walk alongside the open stalls to interact with the calves.

A firm favourite with the children is watching the cows being milked, and the calves being bottle-fed each afternoon at 15h00.

There is also a shop and a restaurant to make this an all-day outing.

Clay Café Pop into the Clay Café for some creative fun. Choose from a wide variety of raw crockery including Minions, Olaf from Frozen and Thomas the Tank Engine for the kids. Spend a leisurely day painting your selection while sipping a Truth Coffee and munching on freshly baked cakes and treats.

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A

frican Pride Irene Country Lodge is the perfect weekend away destination, located in the heart of the historic Irene Village, just 35km from Johannesburg and 5km from Centurion Shopping Centre. It is a haven of peace and tranquillity and offers luxury accommodation for the whole family, with each room opening onto a private patio/balcony overlooking a beautiful lake.

Meadow Green Restaurant Within the breathtaking country setting, offering scenic sunsets over the lake, which is abundant with birdlife, the Meadow Green Restaurant is a superb dining experience like no other.

Meadow Green Restaurant is known for its scrumptious buffet dinners and famous Sunday lunches due to the popular live cooking and carvery stations.

Camdeboo Day Spa

WIN!

Camdeboo is surrounded by lavish gardens and a stinkwood forest, and is part of the African Pride Irene Country Lodge.

This pristine and intimate spa offers skin and body treatments designed to soothe the mind, rejuvenate the body, and transform your mental and physical stress into total relaxation. Other things on offer at Camdeboo Day Spa are lazing by the swimming pool on sun loungers and a state of the art Techno Gym. A Family Fun Break for four at the African Pride Irene Country Lodge and a dinner voucher, for four, at the Meadow Green Restaurant. Plus: two hand and foot rituals for the adults at the Camdeboo Day Spa.

How to enter: How far is African Pride Irene Country Lodge from the city of Johannesburg?

Go to Irene Country Lodge Facebook page to enter.

Terms & Conditions: 1. Please contact APICL team for availability and bookings at reservations@irenecountrylodge.co.za or on 012 667 6464.

2. Drinks and extras are excluded from the vouchers.

3. The competition is only valid on the African Pride Irene Country Lodge Facebook page.

4. The Family Fun Break accommodates two adults and two children.

5. To enter the competition, include the #APICLCompetition 6. The vouchers are valid for 6 months after the voucher has been issued to the winner. After 6 months the voucher will no longer be valid.

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For more information please contact us on the following: Tel: 012 667 6464 | Fax: 012 667 6476 Email: lodge@irenecountrylodge.co.za Facebook: www.facebook.com/irenecountrylodge Instagram: Instagram.com/irenecountrylodge/

SPOTLIGHT PRAYER

Lord, teach us to pray “Prayer is not an old woman’s idle amusement. Properly understood and applied, it is the most potent instrument of action. Prayer is the most powerful technology of all.”

– Mahatma Gandhi In the new technological world where everything has to go faster and faster, we are sometimes overwhelmed by the many ‘machines’ that are in our possession. We get caught up in the digital world and we forget the things that are important, such as family, gratitude and prayer.

Lord, We are so often overtaken by machines, trapped by technology.

Help us to find our lives again, enhanced and not eroded by these technical aids.

Help us to take control, at least in our hearts, and to put technology in its place.

Help us, Lord, to rejoice at the machines, and to be hopeful about the future benefits they can bring.

Help us, Lord, to rejoice at the machines, and to be hopeful about the future benefits they can bring. May technology serve us, Lord, so that we may better serve one another, and you.

Amen

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