Trinitonian Edition 8

SPRING ISSUE - OCTOBER, NOVEMBER, DECEMBER 2017

SEEING RED, FEELING BLUE ANGER & DEPRESSION IN KIDS

COLOUR ISSUE! GOING FOR

GOLD! TRINITONIAN SUPERSTARS

GREEN EYED

MONSTERS CONQUERING THE FRENEMY

The Trinitonian | 1 PLUS: COLOURFUL CURRICULUM • SHADY DESTINATIONS • COOL GADGETS

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

FOREWORD Dear Readers, Some time ago I was working on a document that articulates the Trinityhouse ethos in pictures and colours. I used some of this information in my speech during the Little Falls High School building opening ceremony, referring to the colour of the bricks and the gables of the new Trinityhouse buildings (most noticeable at Heritage Hill and at Little Falls), as well as the school crest with the Bible/open book and the Trinity Knot (Triquetra) with the school motto in the three school colours: maroon, blue and golden yellow.

Glenwood’s crest might not have the Triquetra, but those three loops certainly show a close resemblance!

When I arrived at Glenwood House for the first time, I saw the red bricks of their school buildings and the three entrances from the front of the main building, and I knew it was a perfect fit within the Trinityhouse brand. Even though maroon is not in their colours, the blue and yellow certainly are.

Are these colours really that important? I definitely think so! The First Rugby Team in Trinityhouse Preparatory are not called the “Blues” for nothing. So I did some research about symbolic meanings of our school colours and I discovered some interesting facts...

Blue: “Associated with the blue sky – the abode of the Supreme Creator.”

Maroon: “Has a close resemblance to red-brown, which is associated with the colour of Mother Earth; a colour obtained from clay and therefore associated with healing.”

Yellow/Gold: “Symbolises sanctity, preciousness, royalty, wealth, spiritual vitality and fertility.”

I was not surprised at my findings, especially when I read about the blue sky and the red clay bricks.

I was once told a true story of a young Glenwood House boy who got a paper cut on his finger that began to bleed. He was crying inconsolably because he truly believed that “his blood was blue”. As a proud Glenwood House pupil, what else did he expect? Someone should have told him that his blood isn’t even red – but that it is, in fact, maroon.

Enjoy the colourful theme of this Trinitonian and may God bless you.

Andries van Renssen

CONTENTS FEATURE ARTICLES

TRINITYHOUSE

LIFESTYLE

12/SEEING RED, FEELING BLUE

03/TRINITOON

74/KIDS PAGES

20/TOO GREEN FOR GREENPEACE

04/SPOTLIGHT NEWS: GOING FOR GOLD

78/SHADY DESTINATIONS

25/GREEN-EYED MONSTER

08/SPOTLIGHT NEWS: CELEBRATING 20 YEARS 33/SCHOOL SCOOP 35/COLOURFUL CURRICULUM 38/ALUMNUS: DANIELLA SALGUEIRO 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

85/CAR REVIEW 88/COLOUR ME HAPPY 92/GADGETS GALORE 96/RAINBOW NATION 100/SPOTLIGHT PRAYER

Content: Design Director: Candice Masson/Quinten Tolken Copy Editor: Angie Snyman Writers / Contributors: Damian Murphy, Danielle Forsyth, Donna Verrydt, Gord Laws, Nikki Bush, Traci Salter.

Printing: Theta Print & Graphics

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TRINITOON

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SPOTLIGHT NEWS

GOING FOR

GOLD Having a school full of achievers is something that we are all really proud of. At Trintyhouse Schools, we are particularly blessed with kids that are not only achieving great things but who are learning amazing life lessons and inspiring others around them to reach for greatness. Here are some of our golden boys and girls.

CRAIG OOSTHUYSEN School: Trinityhouse Preparatory Heritage Hill Grade: 1 Going for Gold Achievement: Gymnastics: silver medal club competition; gold medal Gauteng North qualifier; gold medal Gauteng North competition; silver medal Gauteng Zone competition.

Craig, you know everyone is proud of you but when were you most proud of yourself? The first time I got a gold medal and being able to compete in Nothern Gauteng colours. I never thought I would be able to do it, but with Mom, Dad and Coach Thabo’s support, I did it!

What is the most difficult move you had to do?

A front flip on the high bar. To perfect it, I just had to keep trying and never give up.

What is your ultimate dream? I want to go to the Olympic Games, but I know that will take hours and hours of practice, and I still have many levels to compete in before I can get to that level.

What do you do with all your awards and medals?

I have hung them up in my room and my grandad is busy building me a special display cabinet for them.

What do you do for fun? I love to watch TV! I also enjoy playing soccer in the park and playing badminton with my Dad. 4 | The Trinitonian

MELOKUHLE DLAMINI School: Trinityhouse High Palm Lakes Grade: 11 Going for Gold Achievement: Selected for the all-star team for Pietermaritzburg 7s Rugby League.

What has been the highlight of your rugby career? It was when I made the Rugby 7s team as a Forward. I was so happy.

What is the most difficult thing about rugby? Getting tackled! Sometimes you can get hit really hard. Luckily I haven’t had an injury and I just have to be faster than the defence!

What do you love about rugby? I love the teamwork involved. We all work so hard together to win and when we do it’s the best feeling What are you known for? I’m known for scoring tries and for being one of the strongest members of the team. I may not be the fastest, but they battle to take me down.

What is your ultimate dream? I want to play for South Africa.

Who is your inspiration? I think Brian Habana is amazing!

I’ve watched him play since I was young and have always looked up to him.

What has ruyby taught you? Rugby has taught me not to be selfish; you have to work together and pass the ball so that together you can win.

BRADLEY DE BEER School: Glenwood House Grade: 12 Going for Gold Achievement: SA Schools Golf, 1st team hockey, and 1st team water polo When were you most proud of yourself? Definitely when I won my first golf tournament because if I didn’t win that, I don’t think I would have gotten this far.

What frustrates you most about golf? Some tournaments I’m just not on my game and I can get frustrated really fast, but that’s when I have to stay calm – which is more difficult than it sounds.

What do you love most about golf? In golf it’s all on you, you don’t have to rely on anyone else to hit good shots for you. Golf comes with many challenges, and I just love trying to figure them out.

What was your best-ever golf shot? I was tied for the lead, playing the second last hole of a national tournament, and I had 90 meters to the hole for my second shot. I hit the shot two feet from the hole and made my birdie to win my first tournament by one shot.

Wow, well done! Where did you learn to play golf? My dad taught me when I was very young but over the last six years, I’ve been fortunate to be coached by Adam Mckinlay.

What’s your ultimate dream? My ultimate dream is to become one of the best golfers in the world What have you done with all your medals and awards? I keep them in my room so that if I ever get down on myself I can use them as a reminder that I won before, and I can do it again.

Who is your greatest inspiration? My father inspires me the most, because he is always reminding me that hard work always get rewarded and that you should always do your very best in everything thing you do.

ERIN JACOBS School: Trinityhouse Preparatory Randpark Ridge Grade: 6 Going for gold achievement: Plays tennis for South Africa Erin, you know everyone is proud of you but when were you most proud of yourself? When they announced my name as part of the South African Primary Schools team at the Interprovincial tournament in Bloemfontein.

What is the most difficult part about being a tennis player? Staying calm and focused during a match can be tough especially because tennis is an individual sport.

What is the best part about being a tennis player? Going to the USA to play matches and to attend the US Open! I have made such wonderful friends and get to wear cool outfits. Tennis is really fun to play!

What is your best tennis shot? My forehand.

What has tennis taught you? It’s taught me to be disciplined, determined and to never give up.

What is your ultimate dream? I’d like to play at Wimbledon as a pro tennis player one day.

When you are not practicing, what do you do for fun? I play netball, visit my friends, sing and dance to music.

Who is your greatest inspiration?

Rodger Federer! He is humble, friendly and enjoys every minute on the court.

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SPOTLIGHT NEWS CHRISTIAN HUMPHRIES School: Trinityhouse High Randpark Ridge Grade: 12 Going for Gold Achievement: Head Boy, First Team Rugby and Cricket, Academics and Choir. He was also approached by WITS to play Varsity Rugby next year.

What is a highlight moment for you? I’ve had many special moments in my high school career but leading my team out onto the field at the academy week this year was one of the best What’s the toughest thing about plating rugby? Rugby is obviously an extremely physical sport and so the toughest part is being able to manage your injuries and not to overwork yourself to the point where you become unable to play. As much as it sucks sitting on the side line, rest is definitely needed.

What is the best part about playing rugby? It allows you to express yourself. Everyone has their own style and flare and as a player you can express this through the way you play. No two players are the same.

What’s your signature move? My try celebration! It mimics that of Lions player, Lionel Mapoe… the rooster as they call it.

What is the greatest lesson rugby has taught you? It has taught me that you are never too old or too experienced to learn a new skill or improve on an old one. The magic of rugby lies in the fact that what you put into the sport is what you get out of it.

Your ultimate dream? I’d like to play on the international stage one day, much like any aspiring rugby player. My dream is to be a player that inspires someone to pursue their dreams.

What do you do during downtime? If schoolwork isn’t too hectic I enjoy fishing, learning new songs on the piano and strangely enough, watching rugby!

Who inspires you? My younger brother, Jonty. There isn’t anyone I’d rather spend my day with.

NALEDI MANYUBE School: Glenwood House Preperatory Grade: 7 Going for gold achievement: South African National Champion 2015 and member of the South African National Junior Tennis Team.

Naledi, congratulations on your tennis achievements! What has been your best achievement, for you? I was very happy when I won Junior South African Nationals, in 2015! That win meant I was one of the top players in my country and got to play against the best of the best.

When did you start playing tennis? I started when I was in Grade 1. I didn’t know which sport to play and a teacher recommended tennis. I loved it! I only got a coach when I was nine, so I think things have gone quite well.

What is the most difficult part about being a national tennis player? You have to manage your time well. I have to try and fit in training, gym, proper eating, stretching and school work.

What is the best part about being a tennis player? I get to travel and make lots of friends, who I see over and over again all around the world.

What is your signature move?

I’ve got good hands, so my volleys, smashes, slices and drop shots are good.

What has tennis taught you? It’s not over until the last point. Once, in Tunisia, I played a ten-point game and was 9-4. Down. I fought back and eventually won!

Never give up.

Who is your inspiration? Roger Federer inspires me. He is always cool and calm and I hope to one day play all the grand slam tournaments that he has played.

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JORDAN ANASTASIOU School: Trinityhouse High Little Falls Grade: 12 Going for gold achievement: Selected for the D12 cross country team(Gauteng Championship); Selected for the D12 Athletics team(800m) went to Gauteng Championships; Full colours for Cross Country; Half Colours for Hockey; Jordan, you must be very proud of yourself? To be honest, I never really feel pride after an achievement but rather gratitude to God. It makes me happy to see the joy it brings to my family.

I love making them proud.

What is the most difficult part about being an athlete?

Maintaining your fitness. You think you are fairly fit and then you don’t run for just two days and nearly pass out when you try jog again. When it comes to cross-country, it’s got to be the uphills.

What is the best part about being an athlete? The best part is experiencing that your mind is more powerful than any physical challenge that the body endures. It’s also a really great opportunity to participate in a sport where you can be part of a team but excel individually and test your own limits.

What is your favourite athletics event and why? I love long distance, so the 800 and 1500 are my events. I particularly like the 1500m because you can set a good pace in the beginning, jogging steadily through the first three laps and then you give it gas on the last three quarters of the lap. You get the best rush of adrenaline at this point, especially if you are able to overtake one or two of the leaders.

What has athletics taught you? Track has taught me to never be too confident nor under estimate any one of my competitors before the race but to rather see everyone as equally capable. Cross country, in particular, has taught me that, when life gives you an easy downhill, take it and use it to get ahead while because you never know when a steep hill lies around the corner.

What is your ultimate dream? To have a successful career, live a healthy lifestyle and to have a positive impact on the people around me.

When you are not practicing, what do you do for fun? I love to go for runs. Just kidding. I love cooking and baking and just being outdoors with my family or friends.

JORDAN SMITH School: Trinityhouse Preparatory Little Falls Grade: 6 Going for gold achievement: Rugby Jordan Smith started at Trinityhouse Preparatory Little Falls as a part of their first Grade 1 when Trinityhouse Little Falls opened its door to the community in 2011. Jordan has come full circle and has become an amazing scholar and athlete under Trinityhouse’s amazing sports programmes and under the guidance of teaching staff and coaches. Recently, Jordan made the u/12 Gauteng Lions Rugby team. In their first tour to Vryheid, Jordan scored his try against the Griquas playing #11 Left Wing on the first team. Trinityhouse Little Falls is so proud of our Jordan and we know he is going to accomplish much on the team and in the future.

Quote from Jordan: “I love rugby because of the brotherhood. Rugby is a team sport, you can’t play on your own.”

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SPOTLIGHT NEWS

CELEBRATING

20YEARS

& AN INSPIRING FUTURE

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rinityhouse is founded on time-honoured traditional values and has provided education for the past 20 years to pre-primary, primary and high school pupils.

The brand seeks to retain traditional values while preparing its pupils for an ever-changing world.

The first Trinityhouse School was established in 1997. The remarkable quality of education offered to pupils and the success of the school caught the eye of ADvTECH Ltd, that purchased the school in 2008. Since inception, Trinityhouse has established an exceptional reputation for academic excellence and faith integration in a private school setting.

The brand provides a holistic educational experience that ensures excellence in all areas. Pupils are offered a healthy balance between academic, sports and cultural activities within a structured and secure environment that is shaped by a strong Christian ethos.

Since 2011, the brand has enjoyed unprecedented growth with the opening of Trinityhouse Little Falls west of Johannesburg, Trinityhouse Palm Lakes in Tinley Manor KZN, Trinityhouse Heritage Hill on the border of Midrand and Centurion, as well as Trinityhouse Northriding and the acquisition of Glenwood House in George.

With at least 15 schools from pre-primary to high school level under the Trinityhouse banner, the group has been producing leaders in their fields for over 20 years. “Our Old Trinitonians (alumni) include pilots, restaurateurs, scientists and all manner of professionals, through to actors, politicians and housewives,” says Andries van Renssen, General Manager for Trinityhouse and Glenwood House. “Not everyone is suited to being a doctor, lawyer or accountant. Our alumni have

followed their individual dreams, and their education has given them the foundation to do so.”

Due to the demand for a Trinityhouse education, expansions to our current building structures is in progress together with an increasing pupil count. The tradition of academic excellence and a strong sense of school pride also continues to grow. Trinityhouse’s strong reputation for academic and sporting excellence and overtly Christian ethos are the main reasons why many of our parents send their children to a Trinityhouse School.

“At Trinityhouse we regard each child as a unique creation of the almighty God, one for whom His Son paid the ultimate price,” says van Renssen. “Educating him or her completely includes meeting the spiritual as well as intellectual, emotional and physical needs of the child. Trinityhouse focuses on the spiritual needs underpinned with the emotional and physical that directly teach, as well as model, Christ’s love, and care.”

Trinityhouse inspires, motivates and equips its pupils to achieve their potential. The past 20 years has seen Trinityhouse’s Education Beyond Expectation evolve.

The pupils enjoy active learning, using hands-on strategies, movement and collaboration. Project and problem-based learning, inquiry-based learning, and challenge-based learning are some of the core focuses in the curriculum. The brand also offers pupils a variety of choices and encourage them to think critically so they can learn to recognise and respond appropriately to information in the 21st-century world.

In addition, Trinityhouse provides learners with realworld connection and interaction that brings history,

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SPOTLIGHT NEWS

art, science and numerous other subjects out of the textbooks and into a 21st-century classroom.

The schools have also taken a more definitive step towards successfully integrating technology into the curriculum. Central to our pupils’ successes is the hands-on involvement by the management teams, as well as dedicated and hand-picked teaching staff.

The Trinityhouse School group has also established strong links with the families that send their children to their schools. “Your opinions of our schools and the standard of education we offer remains an important consideration for us,” says van Renssen.

Trinityhouse is excited about what the future holds. The schools live the motto of ‘An Education Beyond Expectation’, and look forward to exciting new experiences in education from so many different sources. Children will spend their days in collaborative learning alongside people of all different ages, backgrounds, professions from various walks of life. “Our pupils will insist on learning to make a difference, not learning for the sake of memorisation of various facts. Our students will demand that educators, facilitators, field guides, etc. provide them opportunities to use what they are learning,” says van Renssen.

Due to the wide appeal of the Trinityhouse brand, a number of new campuses are currently being planned. The vision is to have a wider national footprint that will provide more families access to the very special and unique Trinityhouse experience.

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FEATURE ARTICLE

SEEING RED, feeling blue

by Danielle Forsyth, Educational Psychologist at Trinityhouse Heritage Hill

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A

therapist once taught me that anger is the emotion we snatch up to avoid less comfortable internal feelings being expressed outwardly – namely rejection, confusion, anxiety, sadness and depression.

Handling children’s anger can be puzzling, draining and very distressing for adults. In fact, one of the major problems in dealing with anger in children is the angry feelings that are often stirred up in us. It has been said that as parents and teachers, we often need to remind ourselves that we were not always taught how to deal with anger as a fact of life during our own childhood. We were led to believe that to be angry was to be bad, and we were often made to feel guilty for expressing it.

It will be easier to deal with children’s anger if we get rid of this notion. Our goal is not to repress or destroy angry feelings in children – or in ourselves – but rather to accept the feelings and to help channel and direct them to constructive ends. Children should be allowed to feel all of their feelings. Adult skills can then be directed towards showing children acceptable ways of expressing their feelings, rather than internalising them. Strong feelings cannot be denied, and angry outbursts should not always be viewed as a sign of serious problems, but should rather be recognised and treated with the utmost respect.

To respond effectively to overly aggressive behaviour in children, we need to identify possible triggers of the behaviour. Anger may be a defence to avoid painful feelings, it may be associated with failure, parents arguing/separation/divorce, low self-esteem, and feelings of isolation; or it may be related to anxieties about situations over which the child has no control.

Anger defiance may also be associated with feelings of dependency, sadness and even depression. In childhood, anger and sadness are very close to one another. It is thus important to remember that much of what we as adults experience as sadness is expressed by a child as anger.

Symptoms to look out for in children with inward anger (depression): • Irritability or anger; • Continuous feelings of sadness, hopelessness; • Social withdrawal; • Increased sensitivity to rejection; • Changes in appetite – either increased or decreased; • Changes in sleep – sleeplessness or excessive sleep; • Vocal outbursts or crying; • Difficulty concentrating; • Fatigue and low energy; • Reduced ability to function during events and activities at home or with friends or at school; • Feelings of worthlessness or guilt; and • Thoughts of death or suicide.

Before we look at specific ways to redirect outbursts and feeling blue, several points need to be highlighted: Anger and aggression are not one and the same thing. Anger is a temporary emotional state caused by frustration and an internal negative energy force, whereas aggression is often an attempt to hurt a person or to destroy property. We must be cautious in differentiating between behaviours that indicate emotional challenges and behaviour that is normal. Thus, when assisting children to deal with anger and depression, our action should be motivated by the need to protect and to reach out, and not by a desire to punish. Adults should show a child that they accept a child’s feelings, while further suggesting other ways to express their feelings. It is not enough to tell children what behaviours we find unacceptable. They need to learn effective and age-appropriate means of coping, but can only do so through our guidance in communicating our expectations. Contrary to popular opinion, punishment is not the most effective way to convey this message to our children.

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FEATURE ARTICLE

Responding to the depressed-angry child: can reach their goals. Encourage your child to see • Catch your child being good. It’s important to make themselves as valued and that you accept their anger/ them aware of what behaviours you are pleased depressed feelings. It may even be good to ask if with, which allows for positive effort as well as you can experience and grieve the events leading reinforcement. A sensitive and observant parent can up to the emotion with them. Talking helps a child identify many moments during the course of the have control and thus reduces acting-out behaviour. day. For example: “I like the way you came to dinner You can then even provide some alternative ways of without being reminded”, or “you were really patient letting out their feelings through journaling, drawing, while I was on the phone.” Similarly, teachers can singing or playing music rather than wanting to be positively reinforce good behaviour with statements physical. But most importantly, model appropriate like: “I can see you worked hard on your project and behaviour and show your child how to process it in a I adore your efforts” or “I know it was difficult for you way that helps them work through it. to wait your turn, and I’m pleased you could do it.”

• The role of discipline. It is good to make promises of • Deliberately ignore inappropriate behaviours that future pleasures as it stops inappropriate behaviours can be tolerated. This doesn’t mean that you should and starts desirable ones. But it ignore your child, just the is also essential that we stick to behaviour. ‘Ignoring’ should be ENCOURAGE CHILDREN our promises. Limits should also planned and consistent. Even TO SEE THEIR STRENGTHS be clearly explained and enforced though the behaviour can be and children should be able to tolerated your child needs to AS WELL AS THEIR realise it’s inappropriate.

WEAKNESSES. HELP THEM function within these limits.

• Provide physical outlets and One of the most important goals TO SEE THAT THEY CAN alternatives. Physical exercise we strive for as parents, educators REACH THEIR GOALS. and movement in both the and mental health professional school and home environments is to help our children develop are so important. But be wary respect for themselves and others. While arriving at of placing children in tough, tempting situations. this goal takes years of practise and patience, it is a Plan ahead by having a temporary back-up plan and vital process in which parents, teachers and all caring enjoyable solution if the original physical activity adults can play a crucial and exciting role. In order to becomes a ‘problem’. accomplish this, we must see children as worthy human • Be ready to show affection and use closeness. beings and be sincere in dealing with them. Anger is the Sometimes all that is needed for any angry or inner child trying to take its power back. It is protection, depressed child to regain control is a sudden hug self-defence, and the awakening that we are all divine or other impulsive bouts of affection from a parent. beings of worth and value. We should not be ashamed Simply sitting next to a child and not saying a word, of our anger. We should honour it. Love it. Validate still expresses interest in assisting the child in what it. Use it constructively as fuel to dream bigger, and he/she is going through. love ourselves harder in order to accomplish our life’s ambitions and goals. Anger is the voice that says, “You • Encourage children to see their strengths as well deserve the best.” as their weaknesses. Help them to see that they 14 | The Trinitonian

P R O F E S S I O N A L S P O RT S S U R FA C E S

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ADVERTORIAL

PROTECTING YOUR CHILDREN FROM ONLINE PITFALLS

Kaspersky Lab experts share their advice on how to protect your children online

I

nternet addiction and game addiction are pathological conditions that parents around the world are becoming increasingly more concerned about. Not only are children spending more and more time online, often the content they are consuming is excessively violent and pornographic – totally inappropriate for children!

Gambling sites and online stores also capitalise on kids and their desire for instant gratification.

Teenagers, in particular, are living increasingly virtual lives, escaping more and more from reality. Sounds horrible, doesn’t it?

When considering all of this, it’s important to note that there is a difference between a medical condition, or addiction, and an enjoyed form of entertainment.

In terms of gaming, the industry is developing at a rapid rate and is constantly recruiting large numbers of teenage gamers. The fact that the number of players simultaneously online on the Steam gaming platform has long exceeded 10 million is an indicator of just how popular gaming has become. This doesn’t necessarily mean that we have in excess of 10 million gaming addicts; some teenagers spend relatively short periods playing online games.

INTERNET ADDICTION Remember, just because you think your child seems to spend too much time online doesn’t necessarily mean that they have an addiction.

If you think your son or daughter may be developing an Internet addiction, there are a few signs you can watch out for, including: • The proportion of time: if your child is so absorbed on the Internet that they cannot tear themselves away. Monitor the time your child spends online vs. the time they spend on other activities.

• Moods: if your child is calm, happy or excited when online, and irritated, aggressive, agitated or lethargic when offline.

• Suffering schoolwork: if your child used to get good marks at school, but marks have now plummeted.

• Relationships: if your child is experiencing a cooling of relations with real-life friends.

• Excessive reactions to trivial online events (such as the number of likes or comments): if your child becomes very emotional, monitors or tries to control what is happening online, becomes happy when there’s a reaction to their online activity and/or disappointed when the level of reaction is less than expected.

• Physical symptoms: headaches, backaches, dry eyes, sleeping disorders, reduced physical activity, inertia, and pallid countenance.

• Neglecting their basic needs: such as personal hygiene, sleep, meals, and a lack of appetite.

• Antisocial behaviour: lying, being offensive or physically aggressive to others who try to prevent them from going online.

Remember that none of the above factors alone (with the exception of aggression) is indicative of a developing addiction. For example, if your child has several hobbies, blogs about them, and gets upset about not receiving very many likes, this doesn’t necessarily mean they have an Internet addiction; it is more likely that they are simply engrossed in that activity. What you should be looking out for is a combination of several of the above factors.

If your child has developed an addiction, you should consult a professional. If you are concerned that your child is at risk of becoming addicted and would like to take preventative measures, try using dedicated software, such as Kaspersky Safe Kids – which allows you to control how much time your child spends using a device.

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VIDEO GAME ADDICTION You shouldn’t get overly concerned if your child sometimes becomes absorbed in a video game and you find it difficult to get their attention. In the same way that reading books at bedtime or watching their favourite cartoons can be engrossing, so can gaming. You should understand that a video game is a large artistic creation that your child wants to experience in its entirety, from the beginning to the end, and while a cartoon may take around 90 minutes to watch, a game could take 10, 20 or even 50 hours to complete.

Fifty hours may sound quite worrying, but in fact, it only means your child will spend more time playing that game instead of constantly returning to the adventures of their favourite heroes in creations that take less time to complete.

It’s a bit like reading a fantasy trilogy or War and Peace by Tolstoy instead of four or five single-volume books in the space of a month.

“Flow” is a term that describes the experience of becoming truly engrossed in anything, including a game. Video game developers use the term and, from their point of view, this is exactly what they want to produce in a player. In this condition a player doesn’t notice how time passes, they may fail to react to external stimuli, and they get irritated if they are distracted from their game. If a game succeeds at this, it means it’s a good game that the player finds interesting; this is not unlike the state that book lovers find themselves in while reading a good book.

Your child plays video games to tell you or their friends about how many levels they have completed, and because they are interested in what happens to the heroes next; it’s a hobby, an interest, a topic for discussion. This is not an addiction.

Addiction is when a child carries out virtual raids after school or even during school time, when real-life friends are replaced by virtual companions in trade guilds, and when a child loses all interest in real life and socialising with others. The most dramatic example that is usually cited when discussing video game addiction is that of a gamer who died of exhaustion after she played World of Warcraft non-stop for several days!

MMORPGs World of Warcraft is a massively multiplayer online role-playing game (MMORPG) in which players take on the role of one of the heroes living in a virtual world. MMORPGs are a major risk when it comes to gaming addictions. The nature of these games means the player keeps returning to play: the in-game content is infinite and is continuously expanded by the developers, the player continuously develops their character, working to reach achievements for their account; players also form social bonds during the game, which attaches them even more firmly to the virtual world.

In order to prevent your child becoming addicted to a video game, the same dedicated software for children’s online safety will also help – such software helps control the time your child spends on their device.

However, be careful when using this sort of software in conjunction with MMORPGs – it’s difficult to limit the time your child spends playing such games because the timer not only stops the game process it also stops interactions with in-game friends, and this can be difficult for teenagers to accept. It might be a viable option to ban such games altogether for some time – this can also be done with the help of software such as Kaspersky Safe Kids. All you need to do is add this type of video game to the list of blocked software.

Moreover, by using components that restrict the launch of games or content based on age ratings, this sort of security software can help make sure your child chooses age-appropriate games.

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ADVERTORIAL

HOW TO RESTRICT ONLINE SHOPPING, GAMBLING AND OTHER ADULT CONTENT You shouldn’t get overly concerned if your child sometimes becomes absorbed in a video game and you find it difficult to get their attention. In the same way that reading books at bedtime or watching their favourite cartoons can be engrossing, so can gaming. You should understand that a video game is a large artistic creation that your child wants to experience in its entirety, from the beginning to the end, and while a cartoon may take around 90 minutes to watch, a game could take 10, 20 or even 50 hours to complete.

Fifty hours may sound quite worrying, but in fact, it only means your child will spend more time playing that game instead of constantly returning to the adventures of their favourite heroes in creations that take less time to complete. It’s a bit like reading a fantasy trilogy or War and Peace by Tolstoy instead of four or five single-volume books in the space of a month.

“Flow” is a term that describes the experience of becoming truly engrossed in anything, including a game.

Video game developers use the term and, from their point of view, this is exactly what they want to produce in

a player. In this condition a player doesn’t notice how time passes, they may fail to react to external stimuli, and they get irritated if they are distracted from their game. If a game succeeds at this, it means it’s a good game that the player finds interesting; this is not unlike the state that book lovers find themselves in while reading a good book.

Your child plays video games to tell you or their friends about how many levels they have completed, and because they are interested in what happens to the heroes next; it’s a hobby, an interest, a topic for discussion. This is not an addiction.

Addiction is when a child carries out virtual raids after school or even during school time, when reallife friends are replaced by virtual companions in trade guilds, and when a child loses all interest in real life and socialising with others. The most dramatic example that is usually cited when discussing video game addiction is that of a gamer who died of exhaustion after she played World of Warcraft nonstop for several days!

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FEATURE ARTICLE

TOO GREEN FOR

GREENPEACE

by Gord Laws

Depending on who you’re talking to, Captain Paul Watson is either a hero at the forefront of an urgent mission to save the planet or an eco-terrorist. Either way, his efforts to enforce “direct action” against poachers, whalers and polluters are nothing if not proactive!

Some people have less flattering names for the elderly Canadian, though. Ask the people at Greenpeace, and they might tell you he’s a dangerous, counterproductive megalomaniac, thwarting the cause of nature conservation through irresponsible, dangerous actions. Have a word with the Japanese or Costa Rican governments and they’ll more than likely tell you about a dangerous criminal wanted by their respective governments for acts of “terrorism”.

H

e goes by “Captain” Paul Watson, even though officially, he’s never actually held a licence to captain a maritime vessel. He’s also known as the “Admiral” of the now-international nature conservation organisation, that he founded in 1977, the Sea Shepherd Conservation Society.

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Most people, however, know him as the outspoken leader of the small group of ships that were at the heart of the Animal Planet television show Whale Wars. These ships and their crew, take to the seas, intervene in whale and dolphin hunts and make life generally nightmarish for hunters and poachers wherever they can. These missions often happen at significant risk to their own freedom – and even their lives.

Not everyone agrees with all of Paul Watson’s views, but he’s certainly admired for his end goals and his determination to protect the planet from, well... humans.

He sees humankind as being at war with the earth. And there can be no mistaking which side he is on!

Taking things too far?

Watson was involved in Greenpeace’s beginnings in 1971. Even Greenpeace – with whom he now has a bitter relationship – will admit that Watson was a highly influential member and sat on their board from the very early days. He also crewed several of their voyages and skippered vessels under Greenpeace’s banner.

Their union, however, was short lived. Watson and Greenpeace differed on one core issue – the organisation’s interpretation of their policy of nonviolence.

Watson considers the group’s stance as being too submissive. He advocated (and still advocates) a policy of “direct action”.

Extreme Views The man openly advocates “tree-spiking”, which is the process of hammering metal spikes into trees set to be logged by lumberjacks. Designed to devalue the trees without threatening their lives, tree-spiking significantly damages the commercial viability of timber not to mention being extremely dangerous for lumberjacks who take to trees with chainsaws.

Watson has also talked and written extensively on the subject of “monkey-wrenching”, a synonym for sabotage. And he practices what he preaches.

In 1980, he was prosecuted for assaulting a police officer and getting too close to the demarcated “front” during government-sanctioned seal hunts in Canada. What was he doing there? Well, it’s very clever, even if it is illegal; the captain, along with his accomplices, were frantically painting seal pups with a red dye that permanently marks their hide, rendering it worthless, subsequently sparing the pup from the clubs of the hunters who beat them to death using a technique designed to prevent excessive bleeding, regardless of the animal’s suffering.

Because of activities such as these, in 1977, he was cast out of the board of Greenpeace in a landslide 11-to-one vote. Watson himself cast the only ballot in his own favour.

But there was one incident Watson says changed his life forever and caused him to intensify his position that passive resistance is not enough to win the fight to save the ocean’s mammals and the environment in general.

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FEATURE ARTICLE That Moment It was 1975, and Greenpeace ships had been deployed to intervene in the activities of a Soviet whaling fleet.

Greenpeace was attempting to block the whalers from their targets and Watson was in the thick of the action.

Injured and dying whales littered the sea. Suffice it to say, Watson crossed paths with a badly injured and very frightened whale, and it looked directly at him. What he saw in the gentle giant’s eyes was the fear of a selfaware, intelligent and helpless animal.

In that moment, eye-to-eye, Watson shared a wordless conversation with a creature that knew precisely what was happening to it. A creature that was afraid and one that was pleading for help. It was then that Watson decided that he would no longer let human procedures and legalities prevent him from taking action against those who would harm the sea and its creatures. Especially whales, for which he has a deep and committed love.

Sea Shepherd Two years later, he was out of Greenpeace and had founded the Sea Shepherd Conservation Society with supporters loyal to him. Today, they operate three vessels: the MY Steve Irwin, the Bridget Bardot and the Bob Barker. Most of their activities take place in international waters and the crews are always ready, willing and able to do whatever they can to stop the slaughter of marine creatures, even if it means sinking ships!

Terrorist In 1997, Watson was convicted in absentia by the Norwegian government on charges of attempting to sink the Norwegian whaling fleet.

The Japanese, have taken a tougher stance on Watson and his affiliates. There, he’s listed as a terrorist and wanted for trial on charges that will almost certainly result in serious jail time if he’s ever caught.

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He’s also wanted by the Costa Rican government where he is accused of intervening to stop a Costa Rican shipping vessel, the Varadero I, that was illegally finning sharks in Guatemalan waters in 2002.

Despite his enemies, Watson has friends. In the past, he’s been protected by the Netherlands and Germany.

The USA also refused to extradite him and in fact supported him with necessary travel documentation.

Canada, Watson’s own country, was once nonsupportive under the old government but since Justin Trudeau became president, Watson has received all the support and protection he needs. And most recently, Watson was given asylum in France for two years, as he ducked and dived capture by the Japanese government.

Still today, the Japanese claim that their activities in International waters are for internationally accepted scientific research, whereas Watson maintains that this is a cheap front for wholesale commercial slaughter.

Love him or hate him, Watson is unlikely to give up his fight anytime soon, unless he’s captured, or worse, by his enemies on the high seas.

We can only hope that Captain Watson will continue his fight. He has more passion, drive and fearless sense of justice than all the people of some towns. Perhaps he is proof that one man can change the world after all.

For more on Captain Watson and the Sea Shepherd Conservation Society, visit www.seashepherd.com

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FEATURE ARTICLE

Green-eyed

Monsters

CONQUERING THE FRENEMY!

by Donna Verrydt

“Do not teach your children never to be angry; teach them how to be angry.”

– Lyman Abbott, former American Congregationalist theologian, editor and author.

J

ealousy is a natural human emotion, one that we tell our children, from an early age, not to have.

Children shouldn’t be taught to feel bad about being jealous or made to feel weak for showing their emotions, but rather how to effectively manage them. However, when your child’s natural emotions, including jealousy, are exploited by their friends – well then, that’s a whole other ball game!

We’ve discussed bullying at great length and it will always remain an ongoing issue. But bullying is not just confined to name-calling, rumour-spreading or physical abuse by a child’s corridor enemy. The manipulation and exploitation of a child’s raw emotions is also a form of bullying and most of the time it’s done by the person or people closest to

them – usually their friends! This gives rise to the term ‘frenemy’ – a friend/enemy or a toxic friendship! And at the heart of most toxic friendships lies jealousy.

Frenemy!

For schoolgoing kids, friendships offer a powerful and necessary sense of belonging. We want our kids to feel accepted, respected and loved by their peers, but never to be used as pawns in someone else’s popularity game. And never for one moment doubt that this is a game. It is the social survival game of life. To dominate the social hierarchy, sometimes jealousy is promoted, through mean behaviours such as leaving a child out of a conversation or not inviting one child from a group to a party.

Children on the receiving end of this type of behaviour, experience a rise of jealousy that compromises their feelings of adequacy and acceptance. These children need to be taught how to express their feelings with assertive communication skills and confidence. Children should be able to say things to their peers like, “I don’t like the way you are treating me right now and I feel angry about what you just said/did/pretended not to do,” and, “I’m not going to let you treat me that way again.”

As parents, we can only try to teach our kids how to manage jealousy and how to build confidence; with confidence, they can walk away from toxic friendships and end jealousy for good.

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FEATURE ARTICLE

External Jealousy

The world of kids, especially girls, always begins as such a happy place. They make friends easily, they pick flowers for their teachers, they draw pictures for their parents, they laugh from the heart. Then… seemingly overnight, their sweetness becomes less brown sugar and more saccharine and sarcastic. For example, once a young girl said, “Oh I love your hair like that!” and meant it, now she says, “Nice hair!” and it drips with sarcasm, and is accompanied by vicious giggles. Yesterday’s birthday parties suddenly become today’s tool of exclusion. Invitations are the enforcer of social hierarchies, and a reason for your child’s green-eyed monster to emerge.

When to Helicopter?

So what do you do as a parent? We understand that all you want to do is drive over to the school and kick some pre-teen behind, but often when it comes to your kid’s friendship problems, being a helicopter parent (hovering over them and fixing problems) is the less effective option. Now, we’re not saying that a child should go through emotional pain, of any kind, alone. Kids need adult support and guidance when it comes to navigating jealousy and anger.

The Root of the Green

The thing that makes jealousy hard to deal with is that it often takes root in the under-the-radar behaviour of others. Teaching your child to establish whether their jealousy is internal (natural emotion) or external (motivated through the actions of others) is a good place to start.

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Make your kids aware of, and teach them how to recognise, these external jealousy-promoting factors: • Not getting invited to parties and play dates.

• When parties and play dates are talked about in front of kids who are not invited.

• Being given the “silent treatment” or being excluded from conversations.

• When a friend is “stolen” and the new friendship flaunted.

• “Forgetting” to save a seat for a friend or leaving a kid out by “saving a seat” for someone else.

• Being “unfriended” or “removed” from social media groups.

• When “happy pictures” having “so much fun” are posted all over social media, when specific people were left out

How to “De-green”?

First and most importantly, teach your kids that jealousy, sadness, and anger are not “bad” emotions or a sign of weakness. It is perfectly normal to feel those things and that they can talk to you, or a teacher, about the way they feel without being criticised or judged. Kids need to have a safe place to be vulnerable – to vent, to talk about their friendship frustrations, and even to cry.

However, when it comes to facing jealousy, anger, and sadness with their peers, there’s a whole other strategy. You need to teach your children unwavering strength!

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FEATURE ARTICLE Now, we’re not talking about the strength that involves fighting back – physically or verbally – which could lead to further hostilities, but rather strength of character. This includes being able to assess a situation for what it really is, using defence tactics to deflect hurtful behaviour, and having the confidence to defend themselves.

Humour is king!

If your child is in a situation where their feelings are being disrespected, a simple burst of humour could literally flip the situation on its head! If your child was not invited to the party, but the party was being discussed in front of him/her, they could say something like, “Ah guys, I would have come to your party, but I’ve got something on!” Another example if a “funny” story is being told about what they all did on the weekend (without your child), your child could say, “Oh, look at the time, I’ve got to make like a banana and split.”

Humour is a simple and powerful way to signal that you are in control of your jealousy and that you will not allow yourself to be treated poorly. If humour is difficult for your child, then a simple but firm response such as, “Cut it out guys!” or, “Stop what you are doing!”

Frenemy Game

Around the dinner table, during morning trips to school or any time when the mood is right, play the Frenemy Game with your kids to teach them how to recognise true friendship. Start off by asking: A real friend is someone who...

Hopefully, the end of your child’s sentence will sound something like: • Includes me • Will look after my secrets • Says nice things and means it • Listens to my opinion or ideas

• Shares with me • Helps me when I need it • Understands how I feel • Stands up for me • Is fun to be with

Conclusion: When kids understand what a healthy friendship should look like and how it should feel, they are best equipped to remove themselves from friendships that are toxic and which contribute to feelings of jealousy, anger and sadness.

This article has been formulated from information and research conducted and presented by psychology lecturer and author, Dr Tim Lomas, and school counsellor and author, Signe Whitson.

Believe it or not!

Question: The phrases, “green-eyed monster” and “green with envy”, both relate to jealousy. Why is green used in such a negative tone (get it)?

Answer: It’s thought that these phrases date back to the ancient Greeks who believed that jealousy resulted in the overproduction of bile, turning human skin a light shade of green.

When is jealousy good?

Jealousy, or envy, is rife these days thanks largely to social media. All of us are constantly bombarded with other people’s supposedly perfect lives – even though logically we know the images and videos we see are highly selective, if not edited. At our core though, we react to what we see and naturally become jealous of people who seem to have more money, longer overseas trips and betterlooking spouses. It’s even one of the Ten Commandments: You shall not covet your neighbour’s wife or belongings.

So clearly envy is a bad thing! But there is some good in all the bad. There have been suggestions that there are two forms on envy: vicious and simulative. Vicious envy is, as it sounds, hostile and destructive.

It is the simple build up of resentment towards another person which can lead to passive-aggressive behaviour, altercations and discontent. On the other end of the jealousy scale is simulative envy. This involves feelings of admiration, respect and inspiration. If used wisely, this kind of positive envy can encourage us to set our own goals and drive us forward to achieve them.

When jealousy first stirs within us, it is poised on a knife’s edge and can go either way.

The bad news is that it is human nature for us to choose the wrong side. The good news is that the power to overcome this human nature and to look for a positive alternative also lies within us. We can – and must – make a conscious decision to choose simulative envy. There are two main ways to do this: 1. Focus on ourselves, rather than on the target of our envy. Instead of obsessing over their good fortune, we can work out how to attain our own.

2. Set realistic goals. You’re probably not going to beat Michael Phelps in the next Olympics, but there are many goals to achieve that will positively impact your life. These goals should be realistic and meaningful, such as achieving a better relationship, finishing that book, getting fit or making new friends.

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SCHOOL

SCOOP

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SCHOOL ACADEMIC ARTICLE

Many ways to THINK! Many ways to SHARE!

by Traci Salter: Academic Strategic Development Advisor for ADvTECH Schools and an International Baccalaureate Organisation (IBO) trainer, educator and evaluation team member.

Creating colourful and creative conversations for our students

When considering the rapid pace of change and innovation taking place in the world around us, as educators and parents we need to revisit the ways we are asking our students to develop and substantiate their ideas and thinking, so that this extends beyond the facts and test results we far too often place unnecessary emphasis on.

This change in focus provides us with a myriad of opportunities to engage in conversations, debates and comparisons that encourage our young people to exercise their personal skills of applying and reasoning, when considering their own thought processes, solutions and suggestions.

To enable these kinds of dialogue we can look to the various ways we can create interesting, challenging and open-minded scenarios for students to be able to consider their opinions, understandings and perspectives, related to different topics of either personal interest, or centred around broader challenges, events and concerns currently being addressed in a local or global context.

To cultivate and develop this exchange of thoughts and interpretations - we are including in this article – one suggested activity and strategy that, using colours as cues, can involve all of us being part of the process and interactions that raise the conversation, perspectives and debate between our children and ourselves.

Introducing Parallel Thinking using the Six Thinking Hats Edward De Bono introduced us to the idea of different coloured hats, having different meanings, lenses and purposes, which when used as a strategy to unpack a situation, allows us to consider the various options, opinions and interpretations from six alternate angles.

This “parallel thinking hat� strategy has been used across boardrooms, leadership teams, classrooms and by individuals of all ages to scaffold their thinking process and conversations so they can unpack

and explore their own perspectives, as well as contribute to and engage in discussions with others around them.

The Thinking Hats are a tangible and user friendly approach that can be easily applied in all contexts.

For this reason we have provided ongoing staff training in using this strategy in the teaching and learning taking place in all our schools. Look out for more information and evidence of application in the future.

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SCHOOL ACADEMIC ARTICLE Considering the Knysna Fires

If we were to consider the topic of the recent Knysna fires we can discuss this according to the six colours:

WHITE HAT: What are the facts of the situation? How did it start?

Who was affected? What help was brought in? What did the people need? These are not opinions but facts that can be evidenced and supported.

YELLOW HAT: What are the positives of the way people responded to this crisis? Why?

RED HAT: What emotions are connected to this situation? Why? Consider the people trapped in the fire zones, the people who had families down there, the firefighters trying to bring this under control, the emergency services, the organisations trying to assist, and the animals.

BLACK HAT: What were the different challenges around this situation? Why?

GREEN HAT: What are the new ideas we have developed, learned and gained after experiencing this situation? What new procedures need to be put in place? What new inventions can we create to help us if this occurs again?

BLUE HAT: What were the lessons learned from this situation? Reflecting on everything we did in response to this situation, what could we do differently and better next time? How can we avoid a similar catastrophe in the future?

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ALUMNUS

DESIGN

! a v i D You’re an overachiever, aren’t you?

Why do you say that?

NAME: Daniella Salgueiro SCHOOL: Trinityhouse Randpark Ridge YEAR: 2010 CURRENT CAREER: Interior Architect

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Well, not only were you a stellar scholar at school, you also won some awards at Tuks too. Please, tell us about that.

I received three awards for my last year of my Interior Architecture degree (Honours). They were: best design student in the Interior Architecture Honours programme; best housing project at Honours level; and best product design in all programmes.

That’s fantastic! When did you decide you wanted to go into interior architecture?

I always wanted to be an architect, but at an open day at the University of Pretoria, I chatted to a student who told me about the Interior Architecture programme and I changed my mind.

What’s the difference between architecture and interior architecture?

Interior architects aren’t only involved in the spaceplanning and design of interior spaces, we’re also

responsible for detailing the construction aspects of a building, such as brickwork and ceilings, as well as specifying everything down to the furniture and the scatter cushions. So, in a nutshell, we are architects that specialise in interior spaces with specific knowledge of interior design, materials and spaceplanning.

The theme of this issue of The Trinitonian is Colour. What’s the importance of colour in interiors?

Most people are afraid of bold colour in a space, but colour can be a powerful tool. When used strategically, colour will not only transform the overall aesthetic of a space, it can also stimulate certain emotional and behavioural responses.

Most of the corporate world is moving towards a combination of bright colours and bold patterns‌ energy-enhancing design.

When designing an interior what things are of paramount importance to consider?

There are many things to consider, but understanding

the type of spaces the client requires is key. We need to do thoughtful, detailed space-planning with human ergonomics in mind, and creating a collection of spaces that work as an integrated system is the ultimate goal.

What did your room look like as a kid?

My room was always styled to my taste at the time.

I was constantly rearranging my furniture or finding small things to change up the space. I was always looking for an arrangement that made the best use of the space that I had.

So living your truth then! What is the best thing about being an interior architect?

The best thing is starting off with an empty shell and a vision, and ending with real-life spaces and experiences for people to enjoy. It’s very rewarding.

What is a typical day like for you?

We are very lucky that every day is completely different, with new tasks and challenges. Each project involves client meetings and presentations,

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ALUMNUS

initial concept development, design development (spatial and aesthetic), project team co-ordination and construction drawings, site visits, project management and weekly supplier visits.

Busy! What has been the best project you have worked on?

The most rewarding project was a hotel refurbishment of an existing hotel in Botswana. Both my experience and the transformation of the guest experience was invaluable.

You work for Savile Row Tailored Environments.

How did you end up at such a magnificent company?

Well, after I matriculated I moved to Hatfield, to complete the undergrad and Honours programme of Interior Architecture at Tuks. At the end of Honours, I returned to Johannesburg and started working at Savile Row, where I’m currently still working. As easy as that!

What subjects did you take at school to facilitate your career choice?

I took Mathematics and Physical Science. I had to pass these well too because there was a minimum pass rate requirement for the Interior Architecture course.

Were you the sporty type or the academic type at school?

I was a bit of both. I did Rhythmic Gymnastics outside of school, I got a few matric distinctions and some other academic awards over the years.

Do you still keep touch with other Trinitonians?

Yes, my closest group of friends are my friends from school.

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That’s great. Where do you see yourself in 10 years time?

I see myself happily married with children.

What advice would you give the current Grade 12s who are about to embark on life in the real world?

The best advice I can give is to speak to someone who has sufficient working experience in your chosen field of study. Get to understand the ups and downs of the job to see if it’s in line with your thinking.

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SCHOOL SCOOP

GLENWOOD HOUSE

PRE-PRIMARY Grade 000: Meerkat Class

The Meerkat Class was tickled pink when it acted out The Story of the Rainbow. It was definitely not a blue Monday as our pupils eagerly participated in this exciting moral story. As they were given the green light to hold up their props, there were no grey areas of where they had to play their part. As a proud teacher of the Grade 000 class at Little Glens each and every child deserved the red carpet treatment for their participation!

The pupils took turns to be particular colours in the rainbow where they boasted and argued about which colour is the best and most important because of its qualities. However, we were mindful that, like colours, we’re all different and unique and must look after, care for, and see all the good things in one another.

Grade 00: Hippo & Leopard Class

The Grade 00 Class at Glenwood Pre-Preparatory always has fun using and experimenting with colours.

During our recent Transport theme, we were given the opportunity to create beautiful hot air balloons.

The pupils coloured on paper towel using different-colour kokis. Once a balloon shape was cut out, they sprayed water over it. The end result was spectacular, as the colours ran into each other creating new colours, and a colourful balloon!

To conclude our lesson, we sang the Colour Song where pupils had to run around the class finding the different colours that the teacher would call out.

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From L -R (Back row) Emily Reed, Isabella Stephenson, Isabella Claughton, Rachel Hamilton From L - R (Front row) Alek Clasquin, Charlie Baenisch, John Barnard holding up pictures to symbolize the colours used in ‘The story of the rainbow’.

The Grade 00s thoroughly enjoyed this lesson and experimenting with colour. It brought out their inner creativity as well as feelings of happiness and contentment

Grade 0: Giraffe & Cheetah Class For the past two weeks, the Grade 0s have been learning about The Garden Route, where we are fortunate enough to live. We’ve discussed the colourful beauty of the region (the mountains, gardens, dams and animals). With the theme, the Grade 0s have been having heaps of fun exploring with colour

in a number of different ways and in all areas of learning. We have done a variety of activities that have encouraged colour mixing, sorting of colours, sensory play and creative tasks.

The pupils explored “sea creatures” swimming amongst “seaweed”, which was pink spaghetti. They thoroughly enjoyed getting their hands dirty and playing with the squishy textures. They also played with “moon balls” and sorted the different-colour balls into groups.

Maths concepts were discovered by engaging in sensory play.

Timothy Whitehead, Carter Farrell (seated) with Bao Bao Gao, Gia de Swardt and Awstin Griffiths.

The Gr 000 Meerkat Class against the rainbow backdrop.

Chameleon Art – Some examples of the Gr 0 artwork and the inspiration behind it.

Mixed chameleon Isabella Baehnisch making a delightful colourful chameleon.

Lisakhanya Cekeshe, Jonatan van Coller and Brooklyn-Rose McDonald demonstrating what a hot air balloon does.

Keyla Douglas having fun painting a rainbow with “puffy paint” (shaving foam, construction glue and powder paint).

The colourful Chameleon – Miro Jamneck at the easel with his masterpiece.

Lastly, the pupils were introduced to Eric Carle’s delightful story, The Mixed-up Chameleon. After reading the story, the pupils created their own mixed-up chameleons with paper plates, as well as mixed-up animals by exploring with colours at the easels. The pupils enjoyed this story so much, we decided to dress up and act it out. We all enjoyed their dramatisation of the story.

All things bright and beautiful, all creatures great and small, all things wise and wonderful, the Lord God made them all.

Colour Spagetti The Gr 0s looking amongst the “seaweed” for the “sea creatures”.

Colour Spray – The Gr 0s having lots of fun spraying and mixing colours.

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SCHOOL SCOOP

GLENWOOD HOUSE

PREPARATORY Magic happens in the Art classes with colour

Pupils at Glenwood House have recently explored the magic that happens when florescent light hits neon colours. In the Grade 2 and Senior Extra Art classes, children explored fantasy flowers inspired by the movie Avatar. Grade 3s learned about our solar system and then continued envisaging themselves as astronauts.

Sometimes colour is a great tool to express oneself in art. At other times it just gives that WOW factor!.

Senior Extra Art Fantasy Flowers

Grade 3 Astronauts in Space

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Grade 2 Fantasy Flowers

Junior Preparatory extramural culture programme

Glenwood House Preparatory pupils have the opportunity to be involved in our creative afternoon Art and Drama classes which form part of our varied extra-curricular programme. Drama classes cover a large spectrum of activities which equip pupils with the necessary skills to perform at their best, whether on the stage, presenting an oral or participating in an Eisteddfod.

Our most recent production was an adaptation of Romeo and Juliet staged at our local Arts Theatre on 3 September as part of the National Shakespeare Schools Festival. We were to date, the youngest group to enter the festival. The colour RED represented the feisty Capulet ‘cat’ household and the colour BLUE represented the Montague ‘cat’ household. The talented cast, lively dances and colourful costumes contributed to a unique and successful production.

An ensemble of Capulets and Montagues Abraham played

by Liam McDonald and the crazy messenger played

by Gideon Botha

The messenger played by Gideon Botha

Tie-dye Art class

In our Art Department, pupils are exploring the element of colour by experimenting with the ancient technique of tie-dye. Tie-dye is a process where chemistry meets art, resulting in a magical reaction of a pigment solution, salt and soda ash. As the pupils apply only three colours to their 100% cotton fabric, they observe colours mixing naturally to form secondary colours. Thus, the colour wheel unfolds before their eyes.

“Have you RED a good book?” Visit the Glenwood library.

Marele Coetzee displaying her T-shirt

Ande Magadla, displaying her end product

Ande Magadla, displaying her end product

Tim Ryan, very happy with his tie-dye creation

The Trinitonian | 45

SCHOOL SCOOP

GLENWOOD HOUSE

COLLEGE The Changing Colour of the Ocean

Glenwood House Environment Society always thought that the colour of nature was green. Getting involved in several beach clean-ups has taught us some lessons! The colour of nature is transforming as we discover kilogram upon kilogram of marine debris deposited on our beautiful local surf beach, Victoria Bay. Hundreds of thousands of plastic particles have washed up and continue to be deposited on our pristine beaches during high tides and storm swells. Our Enviro Society set about trying to collect as much of this harmful pollution as possible, during three focused, one-hour beach clean-ups.

We learned that over nine million tonnes of plastic enter the world’s oceans on a yearly basis (boomerangalliance.org. au). In addition, this plastic doesn’t decompose; it is broken down into increasingly smaller pieces by the action of the sun and sea. In time, these tiny micro-plastic parts enter marine food chains as they are accidentally consumed by birds, sea turtles, marine mammals and fish.

Fishing line, nets, bags, drinking straws and other plastic items can entangle sea creatures or be inhaled into their respiratory systems. Over 100 million marine animals die each year due to marine debris, according to the Sea Turtle Conservancy.

On our beach clean-ups, we found thousands of pieces of plastic, most of them less than 5mm in diameter.

Hundreds of plastic pellets about the size of lentils were sieved from the 46 | The Trinitonian

We collected Coca-Cola bottle caps and donated them to Interwaste. This recycling company will donate a wheelchair to a charity of our choice for 150kg of bottle caps.

sand. These are called nurdles and countless billions are used each year to make virtually all of the worlds’ plastic products. They wash into the ocean from shipping accidents and are deposited along reefs and beaches. We found thousands of plastic sticks from cotton ear buds, hundreds of drinking straws, tens of plastic bottle tops, toys, cigarette lighters, cigarette butts, fishing line, lures, reels and packaging in a variety of colours.

As a species, our footprint on this planet is taking on a worrying rainbow hue. However, as a school society, we have decided to take action against marine plastic pollution by raising awareness on our Instagram and Facebook pages where we regularly display images of what we collect.

We have committed to improving our school-wide recycling system and completely banned all plastic drinking straws from our tuck shop.

We are spreading the message about reducing single-use plastics and trying to live ‘greener’ waste-free lives.

You can join us.

What you can do: 1. Never leave rubbish at the beach.

2. Use a reusable cloth, shopping bag instead of buying plastic packets at the shop.

3. Sip with your lips – avoid singleuse plastic beverage straws in restaurants.

4. Avoid plastic water bottles – rather buy one durable, reusable, BPA-free bottle and insist on a school water font to refill it.

5. Refuse to buy cosmetics which contain plastic microbeads (look for polyethylene in the list of ingredients).

6. Recycle your plastic.

7. Join or perform regular beach clean-ups with a group of friends.

8. Investigate the following hashtags #take3forthesea #twohandsproject #banthebag #oceanguardian #thelaststraw #banthebead

Lollipop sticks and cotton ear bud sticks are very common.

Glenwood House students collected over 7kg of plastic on three separate beach clean ups at Victoria Bay. Here is a small sample of the marine debris they found.

This is a tiny sample of the multicoloured plastic debris collected from Victoria Bay by the Environment Society.

Glenwood House Environment Society members Back (L-R): Johan Wahl, Tosca Musiker, Kahleah du Toit, Jennifer Teifel, Matthew Duminy, Elisa Guangreco, Middle (L-R): Danielle Marx, Shani Julius Front: Robin Mahne

Victoria Bay beach after a storm swell in August.

Many kilograms of marine plastic were washed up.

Toothbrushes, straws, toys and other items were found.

The Trinitonian | 47

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TRINITYHOUSE

PRE-PRIMARY HERITAGE HILL

by Nicole Walker, Grade 0 Elephant Class teacher

O

ver the last two years, Trinityhouse Heritage Hill PrePrimary has been focusing on Core Skills/21st Century Skills. You may be wondering why. There has been a shift in education, and educators have seen a need to equip scholars with various skills in order to prepare them for their future occupations. When conducting research about how first-year employees were performing in the workplace, most employers stated that the employees had exceptional knowledge, but lacked the necessary soft skills needed when working as part of a team.

Core Skills/21st Century Skills are a set of skills that focus on four critical areas of development, namely collaboration, creativity, critical thinking and communication. When looking at the necessary skills in the workplace in 2020, within the top three is creativity. Why then is creativity so important?

Firstly, creativity is the ability to take your ideas and turn them into an actual product. It is the art of being innovative. As a creative individual, you’re able to see the world around you differently, find hidden meanings and patterns and see the connection between things that would appear to be unrelated.

Creative thinkers then use this skill set in order to solve complex problems and generate solutions.

Linda Naiman said, “Creativity involves two processes: thinking, then producing. If you have ideas but don’t act on them, you are imaginative but not creative.”

So, how are we teaching children to be creative, and is creativity

48 | The Trinitonian

Building with colourful Legos. something that can be learned?

The answer is yes! A study by George Land revealed that all children are naturally creative; we are born with creativity. As we mature, we tend to lose our creativity. It is often stifled by our surroundings and circumstances, as we are expected to fit in with societal norms. Creativity is a skill that can be developed and a process that can be managed.

Creativity blossoms when one has a good foundation of knowledge.

It requires discipline and tuning in to a specific way of thinking.

Creativity is developed when one experiments and explores, questions things, uses our imagination and processes our own thoughts. Learning to be creative

is like learning to play a new sport.

It requires practise to develop the right muscles and a supportive environment in which to flourish.

Now, let us have a look at the link between colour and how it affects creativity. We often surround ourselves with a limited range of colour. Our homes, offices and clothes are often so limited that we almost blend in with our background. Scientists have proved that colour has a direct impact on the way we think and feel, and the colour of your environment can have a profound effect on your mood.

The four primary psychological colours include red, yellow, blue and green. Red affects the

Colourful chalk pastel nebulae.

Colourful shape, sticky paper collage.

Galaxy painting.

Mixing food colouring to make galaxy cookies.

Weaving a sun using sun-coloured material.

Painting Starry Night.

Working with a neutral colour palette.

Mixing plasticine colours to make planets.

body, blue affects the mind, yellow affects self-confidence and green affects the balance between mind, body and emotions. Each of the four colours also generates a specific temperament that lends itself to a varied skill set.

Green, for example, is the best colour to boost creativity, inspire innovation, promote harmony and balance, reduce anxiety, and reduce eye-strain. Orange is good for generating enthusiasm and creating a high-energy work environment. Red is seen as the best colour to promote adrenaline and grab attention, while yellow is stimulating and promotes a sense of optimism.

Finally, the colour blue has

a calming effect that is most conducive to brainstorming sessions and promoting a sense of trust.

Colour influences almost every choice that we as human beings make. It affects the food we eat, the clothes we wear, our homes, our cars and even our pets! Colour plays a vital role in the way we teach and the environment in which learning takes place. Even De Bono’s Six Thinking Hats, one of the tools we use to promote 21st Century Skills, have specific colours for an intended purpose.

At Trinityhouse Heritage Hill Pre-Primary, our little people have ample access to a variety

Using different coloured elastic bands to make geoboard creations.

Tebello Nolan, Bee Class.

of colourful mediums and materials. We encourage free experimentation with interesting objects and products, in every colour of the spectrum. We plan activities that involve discussions and planning, carrying out plans and reflecting on the end product. We ensure that every pupil has an opportunity to be innovative and creative.

When planning our classrooms, teachers pay careful attention to the small details. Every aspect of the classroom is created with specific intent. Now that 21st Century Skills are embedded in our teaching philosophy, many changes will be taking place in the classrooms.

Watch this space!

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PREPARATORY HERITAGE HILL Importance of colour in our classrooms

By Kotie Pienaar and Cindy Frost Your first learning experience, in your mother’s womb, involved colour.

From the first time, we open our eyes we are bombarded by colour.

That’s why it isn’t surprising to learn that colour affects our feelings, behaviour and mood. Young parents put a lot of planning into decorating the new nursery. The brighter and busier the better, or is it? Teachers also find it challenging to decide how to decorate their learning spaces for effective learning.

Precision Media did extensive research in this regard, and hopefully, this article will provide you with some tips on how to colour your classroom effectively.

To get away from a boring classroom, let’s paint our classroom red, yellow or even orange.

Unfortunately, a very wrong choice!

Although all those colours are cheerful or stimulating, they all may cause overstimulation in a learning environment.

Many teachers aren’t allowed to paint their classroom walls. What colour is a traditional classroom?

White, grey or off white? Grey is associated with negative emotions including sadness, tiredness, anger, etc. Green and blue are calming colours and can be incorporated in the class décor.

The age of the learners and the subject must also be taken into consideration when you play interior decorator. Teachers must realise 50 | The Trinitonian

Alien dress-up day in the Bridging Class. that the colour of the classroom can enhance or impair learning.

According to Karen Walstra, an educational consultant, classroom decor is not limited to coloured walls alone, colourful furniture and rugs are also very effective if the teacher isn’t allowed to repaint the classroom.

Instead of painting the walls bright colours, paint frames for your posters. Hang a colourful quilt on the wall, or place a rug in the centre of the room. Get coloured bins to mark contents or stations. Also remember that a bright, well-lit space goes a long way, and it can be more effective than a room filled with too much colour.

Don’t add too many different coloured chairs and desks as it may cause the learners to lose focus.

July Barret, from the Board of Education in California, did extensive research on this topic.

She found that colour gives clues to the brain as well as where to find information. Using colour overlays when reading can enhance comprehension skills by 80% in dyslexic children. The glasses help them to increase their reading ability when they use grey or blue overlays on their work. Colours also assist children in expressing themselves.

Teachers, have fun in your classroom and play around with colour. Just be mindful of not overdoing it… Keep it simple!

Resources: Precision Media: Psychology of Colour, www.brighthubeducation.com

Art makes our children powerful.

Celebrating all the happy times.

Colourful and happy – concert time.

Healthy sandwich day in Gr 1.

Our U11 Boys making Trinityhouse proud at Athletics.

Pirate Day for the Grade 3s.

Some healthy competition at Interhouse Athletics.

Somewhere over the rainbow – concert time.

Welcome to Trinopolis.

Sport brings us closer together.

Colour me happy – concert time.

Together we are better!

The Trinitonian | 51 Heritage Hill Preparatory Praise and Worship.

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PRE-PRIMARY LITTLE FALLS Our Colourful Curriculum

C

hildren of Pre-Primary age learn primarily through the stimulation of all their senses. It is therefore vitally important for our curriculum to be integrated on a sensorial level to allow children to master speech, play and learning, and gross motor skills.

All these experiences develop eye-hand co-ordination, visual-spatial perception, and auditory language skills.

These are the foundations for skills that children will need for daily living activities and behaviours. This growth and development lays the foundation for cognitive development and intellect. None of this development can take place without nurturing caregivers and teachers, and opportunities for play and exploration.

In Sensory Integration and the Child, Dr. A. Jane Ayers refers to the young child’s brain as a “sensory processing

Visual Skills:

machine” because, rather than having thoughts or ideas about things, until he is about seven a child is busy taking in sensations while moving, talking and playing, and processing those sensations. This information amplifies the importance of play and opportunities for gross motor activities.

Play and exploration that includes the opportunity to manipulate materials, is how a child collects sensory information, can make sense of, and interpret the information and experiences.

Therefore our curriculum incorporates sound perceptual, movement and cognitive programmes that stimulate the visual, auditory, tactile and movement-based senses. The areas covered in our curriculum are:

Auditory Skills: 1. Auditory processing

4. Auditory sequencing

2. Visual memory

5. Visual analysis + synthesis

2. Auditory memory

5. Auditory closure

3. Visual discrimination

6. Visual motor skills

3. Auditory discrimination

6. Auditory localisation

4. Visual sequencing

7. Visual figure ground

1. Visual processing

The Gr 00s honing their visual discrimination skills by drawing real-life flowers.

Creative Arts: 1. Music and movement 2. Drama 3. Visual arts 4. Art appreciation 52 | The Trinitonian

The Gr 000s practise auditory discrimination by identifying high and low-pitch sounds.

Music, movement and drama are developed through concert practise.

Physical Development:

Fine Motor Skills:

1. Locomotion 2. Non-locomotion 3. Balance & Stability 4. Eye-hand/foot co-ordination 5. Large manipulatives

6. Core strength 7. Body awareness 8. Crossing the midline 9. Bilateral integration

The Gr 0s use the step-and-catch apparatus to develop their eye-foot and eye-hand co-ordination.

Language & Literacy: 1. Listening & Speaking Skills 2. Phonics

3. Emergent literacy 4. Pre-writing skills 5. Zulu

1. Small manipulatives 2. Use of drawing, writing & painting tools 3. Cutting

The Gr 00s develop fine motor muscles by building with small construction toys.

Mathematics:

1. Number Concept Development 2. Patterns, Functions & Algebra 3. Measurement 4. Data Handling

The Gr 0s develop number concepts by using Unifix blocks.

Zulu is an additional language to which our children are exposed from Gr 000.

Social & Emotional Skills:

1. Social interaction/play 2. Relationships

3. Self-regulation 4. Empathy & caring

Knowledge & Skills: 1. General knowledge 2. Health & Safety 3. Personal information 4. Environmental awareness

5. Basic life skills 6. Technological skills 7. Thinking skills

The Gr 00s engage in fantasy play to enhance social interaction and play.

Many of the skills that children need to learn can be taught through modelling in the classroom. Our teachers model learning and thinking strategies and techniques, use of technology and other resources. Children are provided with opportunities to role play appropriate behaviour.

The Gr 000s build their thinking skills by discussing what products we get from trees.

The children’s interests are allowed to direct learning and lesson content where appropriate. Children are encouraged to formulate questions and justify their own thoughts and answers. They must collaborate, co-operate and communicate on a daily basis. These are all important 21st century learning skills.

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PREPARATORY LITTLE FALLS A

London bus, Marilyn Monroe’s pout, a New York cab, a new duckling, an emoji, a lemon…

A certain kind of movie, a delicate Delft case, a clear summer sky, juicy oranges, a campfire, traffic cones…

Yes, we have a bee in our bonnet... A yellow and black bee in a red bonnet – COLOUR! Gone are the days of black and white, the strict regimen of fingerwagging middle-aged men in white collars and black suits telling us what is right and what is definitely-absolutely-under-nocircumstances-no-exceptions-tothe-rule-not-allowed. Gone also are the days of pupils being seen and not heard, blind obedience to authority and endless repetition (and regurgitation) of facts found in outdated textbooks written by men with white hair and glasses with thick black frames. The world is simply no longer black and white, right and wrong, with clearly defined boundaries you dare not cross; and, at Trinityhouse, we are preparing children to function in this brave (colourful), new world!

Core skills (thinking, research, communication, social and selfmanagement skills) develop children’s whole being – the whole spectrum of who they are – and teach them to deal with the world, and an increasingly complicated and nuanced world at that. Stretching our colour analogy I would say that thinking, research and self-management skills are like the colour blue: practicing these you need a cool intellect, precise serenity in separating and categorising 54 | The Trinitonian

Tshiamo Maherry acts in the Preparatory School’s Production “Sho’t left to Mzansi” as a lion in a scene that told a traditional African fable.

Trinityhouse recently introduced robotics and Lego engineering in an introductory workshop to the delight of our pupils. Here foundation phase students are learning the names and functions of different Lego pieces.

to order the turbulent world into a calm ocean or lake; and the almost spiritual ability to argue a case or tackle a problem from different perspectives.

Moving to the opposite side of the colour wheel, we have the warmer colours. Here social and communication skills come into play: dealing with difficult and pleasant character traits of group members, mixing angry red and giggling yellow during group work; and producing a useful, workable, warm-hearted solution

Creating tomorrow’s successful leaders by providing “an education beyond expectation”. A Grade 1 pupil making his own tower with a pulley in the Lego engineering workshop.

like orange, to practice empathy, lead a group or be willing to be led.

After having been very snooty about black and white, I will admit, it’s not all that bad: pandas and penguins are cute, the little black dress will always be in, and in De Bono’s thinking hats there are a white and a black hat representing useful thinking stances. But, bear in mind there is a riot, a spring, a madly spinning wheel, millions of Smarties filled with colours out there!

Everything is more posh in Paris. “Pragtige Parys Meisies” featuring Lisa Greville, Gabrielle Harrison, Jenna Schulze, Shannon Matthews and Mikayla Jordaan at their Afrikaans Markdag stall. The pupils learn about business, economics, planning and entrepreneurship at this charity Market Day and it teaches them to do so while learning and communicating in another language.

#SMILE was a group of Grade 4 girls that had an emoji-themed stand that included taking your own selfies and pictures of your friends at a recent Markdag.

Ever-awesome Grade 3B shows off their funky hairstyles during a charity day.

“Wacky Waffles” featuring Jenica Jacobs, Amber Shawe, Cayla Hurrie and Lisa Smith, who served up homemade waffles that pupils got to decorate with a variety of toppings during the Grade 7 Entrepreneurs Day.

Katleho Koloti stole the show at the Preparatory School’s Sho’t left to Mzansi production as she danced and represented the Zulu culture in a rendition of Miriam Makeba’s Pata Pata.

Nurturing Creative Minds. Naudé Van der Merwe created his own extraordinary hairstyle in a recent OPD (Other People’s Day) where Trinityhouse pupils are allowed to dress to a certain theme in support of a charity.

Grade 7 pupils Daniel Brown and Matthew Govender brought “Aloha” chilled flavour to Trinityhouse Preparatory School’s Soapbox Derby – a fundraising event for charity where classes compete against each other in different costumes and themes.

Mrs Nell’s Grade 7 crew in a theme of “Robbers” at our recent Soapbox Derby.

Mrs Gudmanz’s Grade 1 pupils had a blast during a robotics and Lego The Trinitonian | 55 engineering workshop.

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HIGH LITTLE FALLS “Whatever you do, work at it with all your heart, as working for the Lord, not for man.”

Colossians 3:23

T

rinityhouse High School Little Falls is a colourful place to be and the experiences we have shared with staff and pupils over the past few months are a testament to this. Our pupils continue to excel both in and out of the classroom.

We recognised our top academic achievers at our Academic Awards Assembly and celebrated with our top winter sports achievers at the Winter Sports Dinner. Our Athletics Team won Inter-High, which we hosted. Our Junior Chess Team achieved silver and our Senior Team achieved bronze in the Roodepoort Chess League. A number of our Cross-country players also made it to Gauteng Championships.

Our Grade 10s hosted a beautiful and very successful Women’s Day Tea and the Debutantes and Squires of 2017 celebrated raising over R88 000 for charity at their ball.

Thirty of our pupils assisted with the Dreamflight Charity Day at Grand Central Airport and fulfilled roles both on the runway, in the air and with the children on the ground.

Our classrooms have also been colourful with a number of new and exciting activities that have been used to enhance the teaching and learning of our high school pupils, while focusing on the development of Core Skills.

The Grade 8s have been working on their research skills and used Smarties in Technology to analyse colours and represent their findings using graphs in Excel. They have 56 | The Trinitonian

Grade 8s learning about sound in a practical activity for Natural Science.

also learnt how to Sketchnote and how to think critically, creatively and reflectively in their research lessons. They experimented with sound in Natural Science and produced beautiful colour portraits in Art. The grade has continued to give of their time by making lunches for ‘Tjokkertjies vir Jesus’, and also enjoyed a visit to the Sandton Library.

The Grade 9s enjoyed crunchies and meringues while learning about weathering in Geography, drew landscapes of our school in Art, studied the brain and dissected kidneys in Life Science and acted out the balcony scene from Romeo and Juliet in English.

They also tried their hand at creating virtual reality viewers in Technology.

The Grade 10s have been using iPads extensively in a number of their subjects and have learnt so much about the various apps that can be used to create their own content. They engaged in silent conversations in English and used 30 Seconds to learn terminology in Business Studies. They are also investigating their favourite historical stories to enter into the John Green competition.

Traci Salter led the Grade 8s, 9s and 10s in a Core Skills masterclass that resulted in much hilarity and discussion as the pupils discovered the reasoning behind our teaching of Core Skills in the high school.

The Grade 11s created DNA out of sweets, worked through

Morgan Mail comes first in her 200m race at Inter-High Athletics.

Grade 12 Geography pupils enjoy their tour of Soweto with a stop at the Orlando Towers.

The Cross-country Team which won D12 Champs.

The Debutantes and Squires enjoying their ball on Friday 1 September 2017.

Juanita Carriera and Faith Chetty dissect an eyeball in Natural Science.

Hayden Joubert helping at the Dreamflight Charity Day.

Micheala van Rensberg and Kaleigh-Jean Roodt serving their table at the Grade 10 Women’s Day High Tea, which was held to raise funds for charity.

a whole section on energy using the Chromebooks and investigated business ethics in a manufacturing company. We also celebrated with the grade as the Seniors were announced. This group of 13 pupils will become our 2018 Prefects.

Grade 8s visit the Sandton Library for an English outing.

Mahlako Machika and Sameer Patel display their DNA model made from sweets.

The Grade 12s enjoyed a History and Geography field trip to Soweto and worked hard to prepare for prelims. They also submitted their final One Research Task Option projects.

Trinityhouse High School Little Falls pupils continue to enjoy all that is on offer at school, and continue to give of themselves to those less fortunate than themselves.

Noluthando Hlope receives the Most Improved Netball Player of the season at the Winter Sports Dinner.

L-R: Jordan Anastasiou, Amy Fisher, Keagan Strydom and Jayson Pledger hand out cake to celebrate the school’s 5th birthday!

Amarachi Maduforo, Ipeleng Magangoe, Avela Fogoqa and Tadiwanashe Matope using their Communication Skills in a Core Skills masterclass.

Self-portrait done Self-portrait done by Carmen van der Merwe by Timon Taljaard in The Trinitonian | 57 Grade 8. in Grade 8.

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PRE-PRIMARY & PREPARATORY NORTHRIDING We are a small, intimate school that aims to create a sense of family by which children learn to value and respect the family they live with, our school family and, most importantly, the family of God, to which we all belong.

As a young, upcoming and innovative school, offering Grade 000-Grade 4 in 2018, we currently only have 15-18 children per class. Small group teaching encourages pupils to be actively involved, it increases their interest, fosters teamwork and develops selfmotivation, and ensures that deeper learning takes place. Moreover, it enhances child-teacher and peer-peer interaction. In this environment we have the ideal opportunity to work with small groups of children, differentiating for each child and meeting everyone where they are at. We are therefore in the fortunate position to extend children according to their strengths, and provide scaffolding for them according to their needs.

Learn through play – Little ones seated in a small group learning through play

We are living in a time of change and, as a school, we’re enthusiastically embracing the challenges that lie ahead.

We recognise that teaching has to prepare children for the modern world and what it entails. We are continuously implementing strategies to ensure that we keep up with what is best theory as that will guide us to use best practice in our teaching and learning. In every class, one will see evidence of colourful, efficient, modern day strategies such as De Bono’s thinking hats, Kagan structures, Philosophy for Children (P4C), Making thinking visible, and Big idea teaching.

We strongly believe in creating an environment where children will love learning, think deeply and have unlimited hope for their future.

58 | The Trinitonian

Time 2 Read in the Pre-Primary

Isabella Dakovic – concept-driven units form the core of our Life Skills.

Learning should be engaging and fun.

Veronica Yudina and Angelique Cochlan working together (Collaborative learning – capacity)

Time 2 Read in the Pre-Primary

Emily Palmer and Page Scott says Oh-Oh, we have a problem (De Bono’s thinking hats)

Small group teaching in action.

Shoulder buddies (Kagan structure), Megan Vorster and Makanaka Chikonyora

Philosophy for Children (P4C)

Mathematics in action, Lilitha Draai in Grade 0

Chaeny Lee and Graig Grant are using their communication skills to solve a problem together.

Milena Schmidt (Gr 0) – Chess teaches children how The Trinitonian | 59 to plan and problem solve.

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PRE-PRIMARY PALM LAKES A

t the beginning of the year, in front of the easel with an array of colours at their disposal, most of the Grade 000s would grab one and use that for their entire picture. Unless encouraged to change, they were content with one colour. We are now seeing that colour has significant relevance to their art pieces. The more mature children will carefully consider their choice and wait patiently for a specific colour to become available. Colour is beginning to have meaning in their lives and we see their art reflecting this, really coming to life.

Red, yellow, blue which one is for you? The Gr 00s used colour to sort out a mathematical problem.

Using Kagan’s strategies, groups of four children solved it. On the carpet, were various classroom items, the goal being to categorise them into the allocated squares representing each colour.

Once they counted each square’s items, they agreed on which had the most. Groups tackled the problem differently. Some pupils chose a colour and sorted that one only. Another worked as a team sorting all the items simultaneously. One pupil showed leadership and allocated a colour to each pupil and told them which square to use, keeping them on track throughout the task.

“Don’t just live a life of black and white when there’s a spectrum of colours available to you.

Don’t confine yourself, instead express yourself and have some fun.” – Anonymous 60 | The Trinitonian

Verena Subramanian, Ruel Mokoena, Kallum Moodley, Lonk’uthando Shabalala and Veren Subramanian.

Verena Subramanian, Ruel Mokoena, Kallum Moodley, Lonk’uthando Shabalala and Veren Subramanian mixing colours in milk.

This quote expresses children’s excitement when they talk about their favourite colours.

Life would be so boring without diversity! The Grade 0 scientists mixed primary colours, using dishwashing liquid, discovering secondary colours, as their choices danced in “exploding

milk”. Using problem-solving skills they came up with ideas for what to do when the result did not turn out the way they had planned.

Mathematical concepts such as more and less, measurement and addition were key. Favourite ‘new’ colours were labelled “yucky muddy orange” and “slimy green”.

Christian Lauderdale and Shiloh Janse van Rensburg

Lindo Manyathi, Mia van Niekerk, Desana Naicker and Aadi Balgobind

Jared Marais

Jared Marais and Oliver Warren

Mikah Rebelo, Jared Marais and Luca Rebelo

Kamilah Peacock, Shiloh Janse van Rensburg, Aleah Viramuthu and Emma Morphew

Leone Peacock and Annabelle Hall

Matthew Page, Christian Lauderdale and Shiloh Janse van Rensburg

Zachary TheGovender Trinitonian | 61

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PREPARATORY PALM LAKES A

t Trinityhouse Palm Lakes, The Grade 1s have decided to explore the community in all its colour and diversity. They began by learning all about the different jobs we have in our community.

To kick-start this theme, our pupils were tasked with sharing what their respective parents do for a living. We all found it very interesting to hear about the various jobs that our parents do, as well as learning about what each job entails and how it benefits the community. The pupils used their colourful creative thinking while working in groups to discuss the importance of four common professions. Ultimately it was decided that every occupation is important and that each job has a role to play in our diverse community.

In Grade 2, we incorporate creative and colourful methodology in as many lessons as possible. Mrs Matthee truly believes that if a child enjoys a lesson, he/she will remember it very clearly. Let’s use Mathematics as an example. Most pupils do not enjoy Maths, they complain that it is boring, difficult and even mundane. Therefore, Mrs Matthee had to think of creative ways to make Maths more appealing.

When she thinks of something appealing, she naturally thinks of her deep and eternal love for chocolate, which is shared by many a young child. She decided to incorporate Smarties (colourful and oh-so-tasty) into their lesson about doubling and halving.

It worked brilliantly and using concrete apparatus like Smarties helped to reinforce the difficultto-grasp concept.

62 | The Trinitonian

Women’s Day Art – let’s decorate with glitter glue!

Suyash Poonmassy and Sibongisipho Madlala

In Grade 3, we experience a variety of creative and colourful methods of learning. We have had such fun learning Time. The Grade 3s became human minute and hour hands on our big bright and colourful clock. They also explored the themes Reptiles and Amphibians. We started our theme with lots of colourful activities, learning Reptile and Amphibian eggs by using grapes and speckled

Aayush Dinanath

eggs to show the difference, making anaconda swamps out of jelly, and playing a game of pin the tongue on the snake.

We live in a country where diversity is celebrated. Where individuals are accepted for their uniqueness and differences. Our Grade 4 pupils have been exploring their rights as South African citizens, and not only have they learnt about their basic

The Grade 1s learning about occupations.

Suvan Poonmassy, Junaid Pillay and Suyash Poonmassy

Using templates for our chocolate fractions.

Our fractions board

Chantel Molwana, Imitha Radebe, Sonchita Badesi, Amelia Smuts and Shiloh Jayakaram

Tristan Smuts, Amy Olivier and Jayden Benniman

The Grade 1s working together learning about doctors.

rights but also the importance of being responsible when receiving those rights. With rights come responsibilities. If both are practiced we can fly the South African flag high as we rejoice in the beauty of our famous Rainbow Nation.

In Grade 5, the pupils began a theme titled Reading is Uplifting.

Maddison Wilkinson and her occupation.

Thandolwethu Mthembu

Mangaliso Mthembu – is it a quarter or a whole?

Taye van Niekerk

Grade 4s expressing diversity.

Grade 2s creating their shadow art.

Christian Heafield Suvan Poonmassy. and his occupation.

The goal was to promote reading amongst all pupils and make it known that one could be uplifted by reading. To paint a picture creates an image on a canvas, reading a book creates an image in one’s mind. In time, not only will they benefit in their academic success, but also hope that it empowers them

Kaige Ellinas throroughly enjoying her fractions lesson.

Grade 2s, very excited to learn about fractions.

to dream just a little more, to dream in detail and in colour.

Trinityhouse Preparatory Palm Lakes will embark on yet another new journey this term when they take to the sports field in their house colours for Athletics Day.

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HIGH PALM LAKES A

t Trinityhouse Palm Lakes it’s not just about studying and parrot-fashion learning. Instead, it’s about gaining knowledge and giving our pupils a choice to creatively engage with their syllabus and present their knowledge to us in various forms of their choosing.

The History class has been learning about propaganda and were asked to create their own posters to visually represent who they are and what they stand for. Their propaganda poster showcasing themselves also needed to include one white lie. Colours, imagery and creativity were the order of the day and they presented some fantastic work!

Colour is used in teaching Mathematics every day as it highlights differences. Colour can attract attention to where you need those eager eyes to focus, for example, in substitution or sign change. We encourage our learners to use colour in their books as it focuses their attention on what needs special attention or what that needs to be remembered, like a rule or a graph. In addition, if all else fails colour is fun and makes an otherwise dull subject that much more interesting.

The Life Science pupils are able to investigate the awesome creation of our God, in whom colour originated.

The pupils have investigated ecosystems and have had the opportunity to appreciate the variety of beautiful shades and blends of colour we have in nature. Science at Trinityhouse is used in a variety of ways and learners explored the colours in nature that we so often take for granted.

64 | The Trinitonian

Grade 11 girls with their English teacher in front of the Purple Hibiscus wall display.

I am a woman phenomenally.

Phenomenal woman that is!

The Creative Arts learners appropriated the art form graffiti and tape art as a form of protest to acknowledge women. We plastered colour all over Trinityhouse Palm Lakes, creating empowering quotes to celebrate the incredible females in our school.

The Grade 11 pupils are currently studying Chimamanda Ngozi Adichie’s debut novel, Purple Hibiscus. Adichie is a Nigerian writer who has received critical acclaim for all three of her novels.

She was awarded the Orange Prize for Fiction for her second novel Half of a Yellow Sun. She then went on to write Americanah which was published in 2013. Adichie won the 2013 National Book Critics Circle Fiction Award for this novel.

Americanah will be the focus of the Grade 12 literature study.

Our Grade 9 pupils are incredibly fortunate to be studying Markus Zusak’s remarkable novel The Book Thief. The book is a work of historical fiction and is set in Germany during World War II. The story is narrated by Death.

Yes, you heard me – Death. This unusual choice of narrator injects humour, insight and compassion into one of the darkest periods in human history. In order to distract himself from all the suffering and despair, Death chooses to focus on the colours in the world.

We at Trinityhouse Palm Lakes have been very privileged this term when we received our new sports kit for the Sevens Rugby Team. The boldness of the gold running its lines through the maroon, with the navy covering the chest, shows off the school’s colours perfectly.

Beautiful deep red caterpillar discovered

by Amelie Zeelie, Darius Govender and Sikhona Sibiya.

Natural blends of green at the Harold Johnson Game Reserve during the Grade 8 investigation on ecosystems.

Parody of Jeff Koons’ Lips, 2000. By Tia Kasavan, Grade 8.

Nhlakanipho Mavundla and Nsindiso Sibisi love reading The Book Thief.

Layers of colours.

Parody of Piet Mondrian’s Composition II in Red, Blue and Yellow, 1930. By Mateo Maistry, Grade 8.

Parody of Pablo Picassos’ Sylvette, 1954. By Amelie Zeelie, Grade 8

Tape art completed by Calib Naidoo, Asande Buthelezi, Sahil Dinanath, Yusharia Naidoo and Nhlakanipho Mavundla.

Grade 8 pupils with their art of parody practicals.

Melokuhle Dlamini showcasing the back of our new sports kit.

Tape art completed by Samantha Mhlungu, Ayanda Mbele, Hugo Mhlongo and Ndalo Hlongwane.

Melokuhle Dlamini showing off The Trinitonian | 65 our new sports kit.

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PRE-PRIMARY RANDPARK RIDGE Written by Andrea Brann – Trinityhouse Pre-Primary Randpark Ridge

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ooking around us through the eyes of a preschool child, and trying to understand how they experience their little worlds, colour is a very good place to start. In a preschooler’s life colour is essential. Children are drawn to bright and colourful things. Our classrooms truly are a “colour treat”. Everywhere you look, there are bright and happy surroundings which draw the children and have a positive effect on them, enabling them to get excited about the next wonderful discovery. Our walls of art are a mirage of colour, allowing children the freedom to explore and to be creative.

Children begin by learning the three basic primary colours – red, yellow and blue. Together blue and yellow make the next colour – green. Children learn many concepts through the medium of colour e.g.: shapes are always taught in different colours and eventually children in Grade R can make patterns of shapes and colours.

God ensured that His creation was very colourful. Gazing at a sunset over a beautiful ocean, watching the sky fade from yellow to orange to purple, or observing the seasons display their beauty, even in the starkness of winter, allows us as humans to revel in God’s majestic design of this world. The truth is – colour makes us happy and, for children, it encourages exciting learning to take place.

This third term has certainly been a colourful one! For the first time 66 | The Trinitonian

Gr 00 creating colourful butterflies for their Insects theme.

in the history of Trinityhouse Randpark Ridge, we had two concerts back to back! Our first was the wonderful celebration of our 20th year with the magnificent production of Roots and Wings.

We were so proud of our little Grade Rs who jived to the Bare Necessities, finishing off with the joyful rendition of Every Praise complete with marimba band and all. We look back at the goodness of God to us as a campus, and we give Him all the Honour and Praise for how He has kept us and seen us through these last twenty years. Our next concert for the Grade 000 and 00s was held on Saturday, 9 September. Our theme was The Creation and the children acted out the seven days of creation with song and dance.

Our Grandparents Day was held

in our beautiful gardens this year, where our precious loved ones were spoiled with a mini concert and a scrumptious tea afterwards.

Grandparents Day is always a highlight of the year enjoyed by young and old!

Break-up day on 22 September dawned with great excitement, as all the children celebrated the beginning of the holiday and warmer spring days with our annual Spring Hat Parade – what an incredible display of colours in nature with the stunning flowers that decorate all the hats, and what fun! The children parade on our Grade R corridor and show off their beautiful creations to all their friends. We thank God for another busy and successful term!

Our pre-primary had a wonderful morning learning about the different types of trees and the many things that can be made from them.

Gr 000s painting colourful artworks as part of their Wood theme.

Grade 000s experimenting with colour

Our Gr Rs gave a wonderful performance in our Roots and Wings 20-year production.

The children planted colourful flowers all around the pre-primary in celebration of Spring Day.

Gr Rs practising their fine motor skills by picking out buttons with tweezers as part of a class game.

A wonderful morning spent celebrating our grandparents.

Gr000s 000sselecting selectingbooks Gr ???? books toreading. enjoy reading. to enjoy

Gr Rs practising their fine motor skills by picking out buttons with tweezers as part of a class game.

Our concert on Creation and all its magnificent colours.

Our Gr Rs made wonderful pieces of art for their Space theme.

Gr Rs learning the letters ofThe the Trinitonian alphabet in creative | 67 and colourful ways.

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PREPARATORY RANDPARK RIDGE T

he third term at Trinityhouse comprises a ‘colourful array’ of sports, arts and academic programmes. We view our sports and arts to be just as important as the academic development of our children.

Our Biblical mission is to develop well-rounded, skilled and selfless children, and this will always be the compass we use on this welltravelled yet challenging journey.

At the beginning of the term, we celebrated academic results in two ceremonies. Our Top 10 children deservingly received their accolades for excellence, while our Academic Merit Award ceremony, highlighted the hard work of the children who improved their aggregate by 3% or more. Pupils who received an average of 80% or above were also acknowledged.

We salute all of them.

One of the highlights of the term was the 20th-Anniversary celebration concert, Roots and Wings. The concert made a real impact on our school community.

The staff and cast of choristers, musicians and presenters were simply outstanding. Once again, we came to see and experience the high level of talent amongst our children, while realising the magnificent work done by our staff.

We look forward to the next twenty years on campus! Our Trinityhouse colours were well represented.

The Vibes pupils enjoyed a memorable experience at the Scripture Union Camp at Kloofwaters in August. They had the opportunity to act out their faith by doing ‘good works’ in the 68 | The Trinitonian

20 years’ worth of celebration for Trinityhouse.

lives of children at the farm school in Kloofwaters. They brought some colour to the school by painting a classroom for the Grade 2 and 3 children.

Our pupils celebrated Mandela Day by preparing vegetables and making soup for the charity organisation Kids Haven. 600 litres of soup and 200 loaves of bread were donated. Both the Vibes camp and the Mandela Day charity drive were a blessing for our pupils, as they experienced first-hand, the difference kindness can make. They learnt the valuable lesson that true joy comes from serving others.

The annual Grade 7 Market Day was something to behold.

Newlands Field was transformed into a festival of colour! Once again, our Grade 7 pupils

impressed us with their creative ideas and entrepreneurial spirit.

Many valuable lessons were learned and the excitement was palpable.

The Art Club in both the Intersen and Foundation Phases brought colour to the corridors as amazing works of art were displayed week after week.

We are now at that special time of the year where the magnificence of our God is manifested in the beautiful colours of Spring. This special season has arrived in all her glory, dressed in blossoms of pink! New leaves are budding on the trees and the wonder of creation abounds all around us. As we reflect on the awesomeness of our Creator, we continue to thank God for bringing us to our 20-year mark and for keeping His hand on our school.

Our Gr 3s created a 3D ocean of colour.

Our core values displayed through a range of colours.

20 years’ worth of celebration for Trinityhouse.

Our Gr 1s dressed up as their favourite book character in celebration of World Literacy Day.

Reading brings out a world of colour.

Gr 7s built their own gardens using Vegetative Reproduction as the theme.

Our Gr 7s saw the wonder of colour in an experiment on water absorption in plants.

The Six Thinking Hats are used throughout the prep to improve pupils’ decision-making.

Adding some colour to the lives of other children. Through our Mandela Day initiative, we handed over 600 litres of vegetable soup and 200 loaves of bread to Kids Haven.

Vibes Scripture Union painting a splash of colour into the classrooms of less fortunate children at Kloofwaters Primary School.

Sometimes all you need is a little splash of colour.

The Trinitonian | 69 Colour displayed through Science by our Gr 3s.

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HIGH RANDPARK RIDGE Written by Mr Farone Eckstein – Trinityhouse High School Randpark Ridge

T

he third term has certainly provided many opportunities for our school to display its colourful and vibrant nature.

The Roots and Wings show was undoubtedly the highlight as it highlighted the amazing 20-year journey that we have been blessed to be a part of. The amazing abilities of our pupils and staff came to the fore once again as they displayed their musical and oratory abilities while detailing the amazing history of our school.

The finale, which included the Trinity singers, prep choir and pre-primary choir along with the string ensemble, marimba band and horn section in a rendition of Anthem of Courage, left the entire audience awed by the magnitude of the performance. The presence of Mr Brown, Mr Matthee, Mr Thompson and Mr De Wit at the gala evening added greatly to the event as it allowed us to acknowledge their vital role in the success story of our school.

The efforts and activities of our Outreach projects have been able to provide some colour to the lives of those less fortunate than ourselves. The school celebrated Mandela Day on 27 July by collecting and distributing 1 368 food packs and 633 beanies to underprivileged schools in the area. The Grade 8s have been working frenetically on their Thandanani projects, which is aimed at raising funds for the Thandanani House of Refuge. The month-long project has witnessed many colourful fundraising efforts, mainly involving the sale of mouth70 | The Trinitonian

Roots and Wings – a wonderful celebration of an amazing 20-year journey.

Kosdag – what a wonderful time to see the many colours from around the world.

watering delicacies which have certainly improved the mood (and trouser size) of the school community. Historically our Grade 8s have raised in the region of R180 000 and we hope to exceed this amount this year. I have no doubt that the recipients of our Outreach projects have fully appreciated the efforts that our pupils have invested in their lives.

Our sports teams have also successfully added their flavour and colour to our school. The 1st Rugby Team managed to make it all the way to the quarterfinals of the Beeld provincial section before losing narrowly to Brandwag.

The team’s performances despite being injury-ravaged speak

volumes about the character of the Wolves. The Athletics Team has also brought great pride to the school with the increased level of participation and performance. It remains an amazing achievement for a school of our size to be competing in the B-league where our competitors tend to number over 1 000 pupils. Our Softball Team has continued with their impressive legacy of being the dominant team in Johannesburg.

With spring looming along with the vast array of colours that it brings, it remains a source of pride to see the Trinity colours of blue, gold and maroon rising to the fore in the Johannesburg school community.

Inter-High Athletics – a day of fun bringing many smiles and laughs.

Well done Wolves!

Gr 11s learning about electric current using a simulator on a Smart Board.

Gr 12 Biology practical bringing out colour while learning.

Gr 10s building connective tissue with sweets and play dough.

What could be better than that?

Gr 11s completing a Biology practical with the use of bacterial agar plates.

Colourful sweet treats sold by the Gr 8s during their Thandanani projects.

Gr 8s participating in a practical on the Particle Model of Matter (Kinetic Particle Theory).

Roots and Wings – a wonderful celebration of an amazing 20-year journey.

HS pupils prepare lunch packs to be distributed, adding colour to the lives of the less fortunate.

As the sun colours flowers, so does art colour life.

The Trinitonian | 71

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72 | The Trinitonian

TRINITY

LIFESTYLE

The Trinitonian | 73

KIDS’ PAGES

s e g a P ’ Ki ds

How to draw a RAINBOW snail!

Draw each section bit by bit until your snail is complete.

TEKNO KITTY WINNER!

When we launched the competition to win the Tekno Dog in a previous issue of The Trinitonian, things went barking mad! It was clear by the sheer number of entries that we received that this prize was hot property. Luckily for us, our friends at Prima Toys offered us another Tekno Pet – the Tekno Kitty – to give away, and again, the entries flooded in.

We did the draw on 30 September and we are delighted to announce that the winner of the Tekno Kitty is Chad Veltman, Grade 3, Trinityhouse Preparatory Randparkridge!

For more information visit: www. primatoys.co.za 74 | The Trinitonian

Congratu lations Ch a d!

Dino paint-by-numbers

Bring this dinosaur back to life by bringing a little colour into his world.

Match the colours

The Trinitonian | 75

TEEN SCENE

COLOtUoRbaTRfflIVeIAthe brain

THE TRUTH ABOUT...

RED: the first colour a baby sees.

WHITE: the car colour least involved in accidents.

BLUE: the most popular colour.

YELLOW: can make you nauseous and dizzy if you look at it for too long.

YELLOW + RED: the combined colours reportedly promote hunger.

CHROMOPHOBIA

Chromophobia, also known as chrometophobia, is a persistent, irrational fear of colours. A severe form of this phobia can hinder daily activities and can make life selflimiting. People with chromophobia may correlate a distressing past event with a colour.

BULLS HATE RED – NOT!

MOSQUITOS ARE AFTER HUE

It appears that the bad blood between bulls and the colour red is a total myth. It isn’t the colour of the muleta that makes the bull go charging but the movement of it. In fact, bulls don’t seem to have any colour preference at all. Any moving object – regardless of its colour – is a likely target for them.

When planning to go on a camping adventure, better leave your dark-coloured shirts at home unless you’re a mosquito lover. Research shows that mosquitoes are attracted to dark colours, and especially blue. So instead, wear light-coloured shirts and loose-fitting long sleeves.

MINION PANTONE

Pantone, the company that has developed and just about owns every colour in the universe, has announced a brand new colour for spring... Minion Yellow. Based on the hit animated film Despicable Me, the bright and zesty hue will be the paint company’s newest colour on the swatch and the first-ever colour inspired by a movie.

TOP RAINBOW TUNES FOR PARENTS...

Black Or White – Michael Jackson Yellow Submarine – The Beatles Red Red Wine – UB40 76 | The Trinitonian

Indigo Girl – Watershed Green Door – Shakin’ Stevens Blue Suede Shoes – Elvis

Rubik’s Tower Rubik’s Build It Solve It

Rubik’s Void Cube

Rubik’s 3x3 Cube

Rubik’s Race

Rubik’s Speed Cube Rubik’s Junior Cube

@Prima Toys www.primatoys.co.za

Did you know?

Over 400 million Rubik’s Cubes have been sold worldwide – making it the best selling toy of all time.

Rubik® and Rubik’s Cube® copyrights and trademarks are owned, protected and enforced by Rubik’s Brand Ltd. Rubik’s toys available at leading retail outlets nationwide.

The Trinitonian | 77

TRAVEL

Shady Destinations

by Donna Verrydt

At The Trinitonian we’re all about going the extra mile. So, instead of merely painting your town red, we urge you to aim higher, travel further and splash the planet with your personal palette. If you need a little hue assistance to kick-start your colour fest, then find our primary picks of “shady destinations” in these, our treasured travel pages.

THE BLUE LAGOON Grindavík, Iceland

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elcome to the Blue Lagoon. Not the Brooke Shields and Christopher Atkins Blue Lagoon of the tropical island variety but rather the chillier Iceland version set amongst black volcanic rock. While one would think the latter location would deter even the die hardiest of Speedo wearers, the lagoon, the country’s top tourist attraction, is a magnet for minimally attired bodies from all over the world.

The Blue Lagoon is, after all, the world’s most famous geothermal pool and actually has to be cooled for visitor comfort. And even though the water appears milky blue, it is considered über green in the ‘save-the-planet’ kind of way. This is an extraordinary example of humankind’s ability to use nature for energy.

You see, the lagoon rests beside a power plant, one that generates energy by pumping seawater into the ground then using the related steam to turn turbines which results in electricity being produced, which is then distributed to all inhabitants of Iceland.

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The only waste in this process is hot water, which, tada!, ends up in the lagoon and, voilà!, is now a major tourist attraction. Not only is the lagoon a kind of a novelty and quite attractive too, it is also really good for you.

The high silica and mineral content of the water does amazing things for your skin, so much so that they have actually created a range of beauty products from it too. So while bobbing about in the steam, enjoying a massage, why not reflect on how astute Iceland is? Any country that can take money off tourists so that they can wallow in your power plant waste is a country worth reckoning with!

There is only one airport in Iceland, so there is no way to enter this arctic paradise without visiting the capital.

But that’s not a bad thing. Reykjavík is the cultural and entertainment hub of the Arctic Circle and has also been dubbed the trendiest city in the world – yes, world! This is largely due to the Icelanders’ obsession with technology, architecture and design. The city, also known as a giant small town, has a main road called

Other things to do in Iceland

PUFFIN PARADISE Puffins are extraordinarily beautiful birds, and Iceland is home to more than eight million of them – for part of the year anyway.

Puffins arrive in Iceland between April and August every year, where they teach the Icelanders something about being good parents and faithfulness. Not only do puffins stick with the same mate their entire lives, when their one egg a year hatches, both parents take care of the chick in equal measures. Puffins can be spotted in puffin colonies which can be seen by car ride or nesting on the cliffs if you take a boat trip.

Laugavegur, which is home to some of the swankiest cafés, bars and clubs on the planet. The unbelievable nightlife is legendary and given that in the winter the night can last 24 hours, that’s quite a jol…

But the true treasure of this slice of volcanic rock is its people, often referred to as the friendliest people on earth.

The Icelanders are a very jovial and welcoming nation and their zest for life can be attributed to their appreciation of art, theatre and music (even though they inflicted the world with Björk). And if you think we’re being over-optimistic about the optimism of the Icelanders, then it would be interesting to note that their motto is: fietta reddast!, which loosely translated means, “It’ll work out in one way or another!”

AN INTERESTING PLACE TO STAY Did you know the Islanders believe in “hidden people” – little elves that hide in the countryside? Hasina is the owner of the Glymur Hotel beside Hvalfjordur (the Whale Fjord). Up until recently, Hasina struggled with a failing business on a plot of land that has a history of failed businesses. One day a neighbour suggested Hasina explain to the “hidden people” what she was doing there. So she began to hike the hills each day, babbling into the wind. Soon business turned around, and the Glymur was booked to capacity. Within a couple of years, Glymur has built a reputation as one of the best hotels in the country! Maybe it’s just folklore, but whatever works… www.hotelglymur.is The Trinitonian | 79

TRAVEL

THE (NOT SO) ORANGE RIVER Richtersveld, South Africa

Y

ou have to really be lacking in optical rods and cones if you looked at the Orange River and thought it was named after the colour of the water. The water is, in fact, muddy-brown and the river was actually first named the Nu Gariep by the indigenous Nama (or Namaqualand) people. However, when Colonel Robert Gordon, commander of the Dutch East India Company garrison in Cape Town, made a trip to the interior in 1779 and “discovered” the river, he named it after the Netherlands’ William of Orange. And therein lies the name.

The river’s source lies in the Drakensberg Mountains, and like a giant reptile, it slithers through a great part of South Africa, and a bit of Namibia and Botswana too, to meet the Atlantic Ocean at Oranjemund. It is the 39th-longest river in the world, measuring an impressive 2 092km from source to mouth.

Tucked away on the Atlantic coast, in the far northwest corner of South Africa, lies the driest place in the Namakwa. With less than 50 millimetres of rain per year and temperatures averaging 50 degrees Celsius, the Richtersveld National Park is why factor 100+ sunscreen is made in South Africa.

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As the Orange River flows through this region, it quenches the thirst of the scorched, rugged landscape while quenching the thirst for adventure of many an excitement-seeking traveller.

Four- and six-day river trips leave from a base camp in the Richtersveld Reserve, a place where you are thoroughly briefed, where you will receive all necessary floating equipment and where you will bid farewell to flushing ablutions and hot showers too.

The first day on the river includes a guide an initiation where new guests are sent on a “nappy run”… that is when life jackets are strapped to you like a nappy and you glide down the fast-moving river with your bottoms well floated.

On the river, the water speed changes according to the water level. Most of the time it is slow and offers you the opportunity to enjoy the breathtaking desert landscape and to spot springbok, baboons, zebra and maybe even a brown hyena… maybe.

Other things to do

SUCCULENTS ARE A GIRL’S BEST FRIEND It is said that the true treasures of the Richtersveld desert are not diamonds but succulents. Of the 2 700 species of succulents here, 600 exist nowhere else on earth. This area also boasts the famed and beautiful Quiver Tree and a flower show every September, when all the succulent seedlings lying dormant beneath the soil germinate. Then this barren landscape is transformed into a tapestry of colour.

But then there are other times when the river is at the mercy of the rugged rocks, and rapids form, promising an adrenalinefuelled flip or two. But don’t be afraid, the experience of the guides is second to none, and all heads are kept well above water, most of the time.

Camps are set up on the sandy banks of the river, where all guests gather around “beach” bonfires for a drink, a chat and a well-deserved meal – complete with salads!

Sleeping in a tent beside the mighty (not so) Orange is a peaceful experience, except for the odd loud splash now and again. For those who like to “go roofless”, why not opt out of the tent and lie beneath the magical Milky Way. In this part of the country, where clean air is abundant and pollution isn’t, the moon and the stars are so bright, you won’t even need a torch when trying to find an adequate spot for a wee. www.riverraftingtrips.co.za

AN INTERESTING PLACE TO STAY If you’re exploring other areas in this region, head up to the Fish River Canyon on the border between South Africa and Namibia. Here you will find the spectacular Canyon Lodge in the Gondwana Canyon Park. The allure of the resort is not just that the 25 en-suite chalets are built from natural stone and thatch but that they are nestled against massive granite boulders. The park here is breathtaking, and it’s up to you how you want to explore it – on horseback, foot or by 4X4. www.gondwana-collection.com The Trinitonian | 81

TRAVEL

RED SEA RIVIERA Sharm El Sheikh, Egypt

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hen you think Egypt, you may think of Cleopatra, the Nile River, the Pyramids of Giza, and maybe even the Facebook-inspired social uprisings of 2011.

In 2011, history was made when, through the power of social media, the people of Egypt were able to overthrow their president, Hosni Mubarak, thus ending a 36-year tyrannical reign. As the political and social unrest unfolded in Cairo, desperate tour operators rallied to assure booked holiday makers that the freedom of the Egyptian people would in no way interfere with their Red Sea Riviera dream holiday.

Fortunately for the Riviera, it takes a lot to keep a diver away from compressed air, so politics did little to deter tourism. In fact, tourism flourished and has continued to do so since; there is no denying the fact that this body of water does offer the ‘best diving in the world’, a sure-thing for repeat-business.

Of course, Cairo does offer the once-in-a-lifetime experience to see the Pyramids of Giza, one of the seven wonders of the ancient world. But therein lies 82 | The Trinitonian

the problem – it’s a once-in-a-lifetime experience because once you’ve done it you really don’t need to do it again. The coast on the other hand offers endless experiences.

The Riviera boasts many sandy beach resorts, all offering access to top diving sites. By far the most popular of these resorts is Sharm El Sheikh, on the southern tip of the Sinai Peninsula. Sharm, as it is fondly referred to by locals and regulars, is home to the longest stretches of beach in the region and boasts modern and stylish hotel chains. The shops here are designer, and the bars are social hotspots.

Just across the Gulf of Suez lies Hurghada, equally vibey but with a little more spice. Besides the big beach, swanky hotels and internationally acclaimed restaurants, Hurghada also boasts local spice markets and grand bazaars. Many a scuba bag has arrived in Hurghada, and most have gone home stuffed with shisha (flavoured tobacco) pipes, spices, leather goods, Egyptian cotton bed linen, pottery and brass.

Other things to do

As any seasoned diver will tell you, diving takes a lot out of you. While some divers can spend time on the boat all day and party up a storm all night, there are those who are just not able to pull raucous allnighters after a day of diving. For the latter group there’s laid-back Marsa Alam. It offers amazing water and mountain views and some fantastic traditional eateries too – we’re talking local food cooked by local people. Try ful, a spicy stew of beans, kofta (meatball) kebabs and lamb. Or, if you’re battling to understand the menu, you can never go wrong with a meze platter – not only easy to pronounce but also a mix of delicious goodies including falafel and hummus.

HELLO LAWRENCE Old meets new in this experience where visitors can carve up the desert-scapes in a 4X4 before retiring to a traditional Bedouin camp for an authentic Egyptian meal. What could be more Lawrence of Arabia-esque than reclining (in your case, post meal) beneath a sky ablaze with stars or taking an evening stroll through the cooling sands on the back of a camel?. www.sharmexcursions.com

Neighbouring Taba is also wonderfully relaxed and boasts a championship golf course. Savour a Sakara, a refreshing local beer, on the 18th. Taba is also a stone’s throw away from Jordan’s border, so a visit to the Lost City of Petra is a breeze.

Although each town is different, the common thread between all is the ocean and its amazing offerings. The Red Sea promises an abundance of marine life and largely undamaged coral beds. Garden Reef and famous Ras Mohamed Marine National Park are like the holy grail of submerged treasures. People flock here to swim with the dolphins, stingrays, whale sharks and turtles.

In August, Ras Mohamed’s beach is home to nesting green and hawksbill turtles, and the sight of hundreds of tiny waddling shells racing to the sea means another tick on most people’s bucket lists. Even if you prefer to flap about on the surface, many Red Sea Riviera resorts offer the joys of colourful marine life just a few steps off the beach, perfect for submerge-o-phobes.

AN INTERESTING PLACE TO STAY Hey, if you’re in Egypt to experience the Red Sea, then sleep on it. The Emperor Orchid is one of the liveaboard boats available from Emperor Divers. Docked just off Sharm, the Orchid is a 26-metre boat offering 12 divers surprisingly spacious and comfortable air-conditioned, ensuite accommodation in five twin-berth cabins and a double suite. Add to that all diving and safety equipment, including two Zodiacs, a sun deck with full drinks fridges and an airconditioned saloon, and you have a diver’s dream. www.emperordivers.com The Trinitonian | 83

CAR REVIEW

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CAR REVIEW

THE POLO VIVO HATCH – CITI A colourful trip down memory lane

V

olkswagen decided to discontinue the Citi Golf back in 2009.

The Citi Golf was the envy of every learner driver as they were easy to drive and funky in design. Back in the mid-80s, VW launched the Red, Yellow and Blue campaign around the Citi Golf and those particular models became cult icons of the time. Now, VW has decided to relaunch the Red, Yellow and Blue Citi range, but in the Polo stable.

These hot little hatchbacks are the perfect runarounds for learners.

They provide a safe, economical and easy-to-use vehicle option, which comes with all the bells and whistles. And while they look really good, every parent of a new driver can rest assured that these cars do not have overly exaggerated power which could easily be misused by new drivers.

However, the 55kW engine is by no means sluggish and you never feel the need for more speed; but at the same time, it feels controlled when you depress the accelerator. The five-speed manual gearbox gets respectable performance out of the 1.4-litre engine and it is also extremely economical. The combined 6.2 litres per 100km driven seems high for a car of this size, but we suspect that since the VW emission scandal this may actually be the most accurate reflection of emissions from any manufacturer.

The Polo Vivo Citi has air-conditioning, a decent sound system and remote locking as standard features. It comes with ABS braking, airbags for the driver and front passenger and height-adjustable seatbelts. Some of the optional extras include cruise control and electric windows, but we weren’t able to add Bluetooth off their list of extras, which in today’s world is an absolute must.

BMW i8

The colours to choose from are as cool as their names, but they really do come down to preference. Cornflower Blue, Flash Red and Sunflower Yellow make this VW stand out from the crowd. At R178 800 for the base model, we did find the price tag a tiny bit high, but you can almost never go wrong with a Volkswagen. They are sturdy, safe, well built and retain their value well. This is a great buy for a first-time driver.

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HEALTH HEALTH

e m r u Colo

y p p a H

Definition: Colour therapy is the use of colour energy to effect positive change in our well-being.

A

ccording to colour therapists, there are studies that show when colour is absorbed into the human system it causes cellular and hormonal changes that bring cells into balance.

If, like us, you’re saying, “Blah, blah, airy fairy, blah, blah”, then know that colour therapy is, in fact, an ancient form of healing, used in Egypt, where light frequencies (or wavelengths) were used.

Egyptians built healing temples, where sunlight was channelled through tunnels in the walls to shine through coloured gemstones such as rubies or sapphires. An ailing person lay down in the light stream, allowing the energy to heal them.

Sunlight (or white light) can be broken down into seven primary colours, the rainbow colours. Our bodies absorb these colours, and messages are sent to our subconscious; each colour corresponding to a specific area of the body.

A colour frequency will always remain the same, but the frequencies of your body will change according to the challenges you face at that particular point in time. For instance, when you’re sick, your body

is out of balance and not functioning at the correct frequencies. The aim of colour therapy is to bring balance back to the area of sickness. Since each colour corresponds to a specific area of the body, we need every single colour to truly remain in balance – mentally, physically and emotionally.

Therapists advise that the best way to receive colour is through the eyes, but good results can also be achieved through the skin. This means you should be able to heal yourself by wearing a specific colour.

Wearing red, for example, will give you more motivation and confidence and help you get things done. But if you have high blood pressure, it means your body is overheating, so the last colour you should wear is red. However, blue would be a perfect calming influence for you.

You can supposedly also heal yourself by eating different coloured foods. Again, a person with high blood pressure should not eat too many red foods, such as meat or chillies. But if you’re feeling lethargic, a steak might do you the world of good, giving you necessary energy.

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Your imbalances can be established with a colour reading. During a colour reading you’re shown an array of coloured oils and asked to select those colours to which you’re immediately drawn. Your choices will apparently identify areas of concern.

RED Physical: Legs, feet, lower back, hips, knees, ankles.

Qualities: Energy, grounding, financial stress, passion, motivation, feeling stuck.

ORANGE Physical: Hips, lower back, reproductive organs, bladder, bowel, kidneys.

But if you want to do a quick self-assesment, then pick the three colours that you are most attracted to in the colour wheel and then read up on the possibilities.

BLUE Physical: Shoulders, throat, thyroid, sinuses, teeth, jaw, ears, back of neck, anti-inflammatory Qualities: One-on-one communication, issues with males or authority figures, trust, loyalty, speaking your truth.

YELLOW

Qualities: Releasing shock, creativity, relationship patterning, inner wisdom.

Physical: Mid-back, liver, spleen, pancreas, gall bladder, nervous system, skin.

INDIGO

Qualities: Confidence, self-esteem, releasing fear, joy, inspiration, calming nerves, weight issues.

Physical: Sinuses, ears, headaches, insomnia, pain relief.

Qualities: Introspection, introversion, connecting to intuition, depression, nightmares, calming, balancing male and female energies.

WHITE Physical: Mid-back, liver, spleen, pancreas, gall bladder, nervous system, skin.

Qualities: Confidence, self-esteem, releasing fear, joy, inspiration, calming nerves, weight issues.

VIOLET Physical: Skeletal system, nervous system, migraines, neurological disorders.

Qualities: Substance abuse, deep intuition, grounding, living your truth, releasing grief and sadness, self-forgiveness.

GREEN Physical: Upper back, lungs, ribs, breasts, arms, respiratory issues, allergies Qualities: Change, emotions relating to relationships, balance, self-validation, boundaries.

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HATFIELD CHRISTIAN CHURCH ACCOMMODATION

A GAP YEAR TO REMEMBER

ALL STUDENTS WELCOME!

20 JANUARY – 24 NOVEMBER 2018

WI-FI

STUDY CENTRE

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HOME IS A SAFE SPACE TO GROW HOME IS A PLACE TO TAKE SHELTER IN A STORM HOME IS WHERE YOU CAN MAKE NEW FRIENDS

GROW IN GOD CHANGED FOREVER +27 12 368 2354

community@hatfield.co.za

90 |www.hatfieldcommunity.co.za The Trinitonian

+27 12 368 2354

yoyl@hatfield.co.za

www.yearofyourlife.co.za

HATFIELD CHRISTIAN CHURCH LEARNING TO LEAD TO HOPE

IT’S TIME TOTIME INVEST IT’S TOIN YOU

INVEST IN YOU

MUSIC ACADEMY www.hatfieldartscentre.co.za

WORSHIP ACADEMY www.hatfieldworshipacademy.co.za

Full-time ministry preparation Distance learning Leadership courses

HATFIELD MUSIC PUBLISHING www.hatfieldmusicpublishing.co.za

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LEADERS DEAL WITH REALITY and LEAD TO REAL HOPE

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training@hatfield.co.za

www.hatfieldleadershipacademy.co.za

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hac@hatfield.co.za

www.hatfieldartscentre.co.za The Trinitonian | 91

INSPECTOR GADGET

GADGETS GALORE SMEG RAINBOW FRIDGE R24 000.00 Now this will certainly add a splash of colour to your kitchen. It’s the SMEG iconic retro-style refrigerator all dressed up in candy stripes.

Not only is it awesome-looking, it’s also very practical with 222 litres of storage space inside. Other extras include three adjustable glass shelves, a fruit and veggie container, a covered storage box and a chrome wine rack. It also has a freezer section with 28 litres of space. The SMEG fridges are all available with both right-hand and left-hand hinge styles. www.smeg.co.za

ZOKU QUICK POP MAKER R529.00

THE SCRIBBLE PEN ($99 online) or approximately R1400

Draw in any colour, on anything, in any conditions. Using incredible technology, the Scribble pen can draw in any colour, simply by scanning an object. Put the Scribble pen up against an orange, it will scan the exact colour of the orange and, within seconds, it will be able to draw in that colour. It has an ink cartridge attached, which is replaceable and gives the user access to millions of colours. www.scribblepen.com

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Now you can make colourful pops, fruity pops and even pops with a flavour in the middle. And get this, your Zoku Quick Pop Maker will even freeze your pops in seven minutes! You don’t even need to find space for it in the freezer because it works without electricity. When you’re not using it, simply store the compact device in your freezer ready for the next batch. It can make up to nine pops before the unit needs to be re-frozen. The device comes with six reusable sticks that are easy to use and even easier to wash. The sticks have a rigid design so that the ice pops stick to them safely and a drip tray so you don’t make a mess. Instant slurpy satisfaction, just in time for summer. www.takealot.com

THIS IS AN “EXHILARATING YEAR OF YOUR LIFE” DURING WHICH YOUNG PEOPLE WILL DISCOVER AND DEVELOP THEIR LEADERSHIP POTENTIAL. IT IS THE GAP YEAR OPPORTUNITY OF THE CENTURY! A PROGRAM FILLED WITH VISION, PURPOSE, ADVENTURE AND CHALLENGE. OUR PROGRAM IS DESIGNED TO MEET, CHALLENGE AND GROW THE COMPLETE INDIVIDUAL, BODY, MIND AND SPIRIT, AS WE TRAIN TOMORROW’S LEADERS TODAY!

FULL & HALF YEAR OPTIONS NOW AVAILABLE!

Full Year: 20 Jan – 24 Nov • 1st Half Year: 20 Jan - 16 June • 2nd Half Year: 7 Jul - 24 Nov facebook/beyond.adventure • beyondadventure.co.za • Tel: +27(0) 42 231 8051 Fax +27 086 618 4803 • Email: bacampus@myriver.com

TRENDY NEW CORK RANGE

THE MOST EXCITING, EXHILARATING

AND COMPREHENSIVE GAP YEAR PROGRAMME TODAY!

ACCESSORISE YOUR LIFE! Imported from Portugal and combined with genuine leather, our large range is available in different colours and reflects the seamless beauty of cork manufactured in South Africa.

Now also available in full leather.

Contact: Morné Crous • 083 447 7528 • edgefashionsa@gmail.com • www.edgefashionstore.com

Beyond Adventure, Bushman Sands Lodge & Golf Estate, Main Road, Alicedale, Eastern Cape

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Spoil Your Teacher with

This Festive Season

BEAUTIFUL SELECTION OF A Teacher takes a hand, opens a Mind & touches a Heart.

Shop in-store and online.

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H O M E

S PA

–

w w w. m a t s i m e l a . c o . z a

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INSPECTOR GADGET RAINBOW IN MY ROOM R1 129.00 From the manufacturer Uncle Milton comes the Rainbow in my Room light, which transforms any space into a rainbow-like wonderland – at the flick of a switch. All you need to do is pop in four AAA batteries and let the light fantastic begin. The projector also has an automatic shut-off feature in case you fall asleep beneath the multicoloured splendour. www.bidorbuy.com

WORDS OF GRACE COLOURING BOOK R52.00 Reflect on God’s faithful promises with inspiring Scripture art and accompanying Bible quotes, whilst giving expression to your creativity. This uplifting and inspiring colouring book features art from renowned artist Annabelle Grobler.

It was designed to give both peace and inspiration and lets you focus on the beauty of Scripture whilst bringing it to life through colouring and meditating on God’s Word. www.takealot.co.za

MY FIRST ROBOT BY TINKERBOTS R1 975.00 Coding robotics and gamification come together for the first time! Children from 5 years old and up can build their very own robot friend (or ally) and playfully experience technology at its best. The small robot is learnable and controllable with the free app via smartphone or tablet. Now with a new double motor, the robot can move freely around any room and experience even more exciting adventures. Thanks to the separately available Tinkerbots® extensions and the compatibility with LEGO®, My First Robot can also be built again and again with other exciting functions. www.deftech.co.za Note: For Tinkerbots My First Robot, you will need an Android 5.0+ or iOS 7 and Bluetooth 4.0.

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FEATURE ARTICLE

n o i t a N w o b n i Ra We have long been called the “Rainbow Nation” for the diversity of our people.

But, after a little sightseeing through our lovely land, it’s apparent that the “rainbow” description may also relate to the plethora of colour within our borders.

Beach houses – Muizenberg Beach, Cape Town

Red hot sky – sunset, Kruger National Park

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Orange carpet – daisies, Namaqualand

Purple spring – Jacaranda trees, Pretoria

Boats at rest – fishing boats, Paternoster

Rainbow boxes – Bo-Kaap houses, Cape Town

Bright cats – catamarans, Durban beachfront

Tower art – Orlando Towers, Soweto The Trinitonian | 97

FEATURE ARTICLE

Night colour – Mandela Bridge, Johannesburg

Orange Triggerfish or “underwater dancers” – Sodwana Bay

Earning stripes – Green Point lighthouse, Cape Town

Rising gold – Golden Gate National Park, Clarens

PHOTOGRAPHIC

COMPETITION

There is beauty all around us, even in a selfie! If you rate yourself as a photographer, send us your best pictures. It could be your school, your friends, yourself, your holiday, sport, scenery, adventure or even food.

In the next issue of The Trinitonian we will publish the top 15 pictures submitted and then we will open an online vote for a winner.

To enter, email your pictures to Trinitonianreporter@contactmedia.co.za 98 | The Trinitonian

Beauty in colour – Ndebele lady, Polokwane

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References: 1. Covarex Athlete’s approved package insert. August 2007. 2. Covarex product monograph. Data on file Meyerzal Laboratories. 3. Crucè LC, Assunção BF, Medawar LG, et al. Toliclate versus miconazole, a double-blind trial in patients with dermatomycosis. J Int Med Res 1980;8(2):144-147. 4. Saunders JCJ, Davis HJ, Coetzee L, et al. A Nobel Skin Penetration Enhancer: Evaluation By Membrane Diffusion And Confocal Microscopy. J Pharm Pharmaceut Sci. 1999;2(3):99-107.

S1 Covarex Cream. Fungicide, containing Miconazole nitrate 2 g/100 g, with imidurea 0,2 % m/m, methylparaben 0,15 % m/m, sodium propylparaben 0,15 % m/m preservatives and an anti-oxidant butyl hydroxytoluene 0,02 % m/m. Reg. No. 33/13.9.2/0124. See COVAREX package insert for full prescribing information.

Glenmark Pharmaceuticals South Africa (Pty) Ltd. 34 Monte Carlo Crescent, Kyalami Park, Midrand, 1684. Tel: +27 (0) 11 564 3900. www.glenmarkpharma.co.za. COV006/09/2017 LEPETTA 082 382 4645 7547J

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SPOTLIGHT PRAYER

GOD BLESS OUR RAINBOW NATION! There’s nothing more colourful than our rainbow nation, which is celebrated by our national anthem and prayer.

IsiXhosa and IsiZulu

English

Afrikaans

Nkosi sikelel’ iAfrika

Lord, bless Africa

Seën ons Here God, seën Afrika

Maluphakanyisw’ uphondo lwayo

May her [His] spirit rise high up

Laat haar mag tot in die hemel reik

Yiva imithandazo yethu

Hear [thou] our prayers

Nkosi Sikelela Nkosi Sikelela

Lord bless us, Lord bless us.

Nkosi sikelel’ iAfrika

Lord, bless Africa

Lei ons tot by eenheid en begrip

Maluphakanyisw’ uphondo lwayo

May her spirit rise high up

Hoor ons as ons U om vrede vra

Hear thou our prayers

Seën ons, in Afrika

Lord bless us

Kinders van Afrika

Your family.

Chorus

Chorus

Daal neer, o Gees, Heilige Gees

Descend, O Spirit

Daal neer, o Gees, Heilige Gees

Descend, O Holy Spirit

Kom woon in ons,

Lord bless us

lei ons, o Heilige Gees

Your family.

Seën ons Here God, seën Afrika

Yizwa imithandazo yethu Nkosi Sikelela Thina lusapho lwayo.

Chorus Yihla moya, yihla moya Yihla moya oyingcwele Nkosi Sikelela Thina lusapho lwayo.

Hoor ons as ons in gebede vra Seën ons, in Afrika, Kinders van Afrika Hou u hand, o Heer, oor Afrika

Neem dan nou die boosheid van ons weg Maak ons van ons sondelewe vry Seën ons, in Afrika Kinders van Afrika.

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