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Woensdag, 7 Januarie 2026 | Tel: 021 910 6500 | e-pos: nuus@tygerburger.co.za | Website: www.tygerburger.co.za
WCED TACKLES CAPACITY ISSUES ONDERSTEUNINGSPAN OOK BELANGRIK
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WEIGHING UP AI IN THE CLASSROOM EARLY LEARNING BOOST FOR WC
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1STE DAG: STAAN JOU KIND SO BY SCHOOL ANXIETY: EXPERT STRATEGIES
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SCHOOL BULLYING SCARS FOR LIFE KOEL KOP EN WARM HART IS DIE BESTE
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STATIONERY ON A BUDGET: MONEY-SAVING AND DIY TIPS FOR PARENTS
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Woensdag,7Januarie2026
TYGERBURGER Bellville
More desks, less crowding: WCED tackle capacity issues
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schools and 1 450 additional he provincial department EDUCATION DEPARTMENT INITIATIVES classrooms being built to date. of education has several projects up CREATE SPACE AT HIGH SCHOOLS PLANNING its sleeve to increase the capacity “Details on new schools and in schools in its Metro North RAPID SCHOOL BUILDING PROGRAMME classrooms for the 2026 school year will district. This is part of the Rapid School Building be released in coming weeks when we The WCED has increased the capacity (RSB) Programme, an initiative by the provide the admissions update,” according of Tygerberg High School and Filia department to address the urgent need for to Hammond. School with additional brick and mortar school infrastructure in the province. The Hague High School, Belhar High classrooms for the 2026 school year, says “The programme was launched in School and Fisantekraal High School are Bronagh Hammond, spokesperson for the the 2022-'23 financial year to reduce currently in the final stages of planning, department. overcrowding and placement backlogs but will not be ready for the start of the “Tygerberg High School has been caused by rapid learner population 2026 school year. provided with six new classrooms growth, migration from other provinces “We await further details in this regard,” and Filia School with a further four and budget constraints. Hammond says. classrooms. The capacity will depend on “It aims to expand access to quality “There are also a number of projects the schools’ current needs and admission education by building new schools and on the go in the other districts, to lists,” she said. classrooms quickly and efficiently,” accommodate the immediate needs of “The number of additional learners in Hammond says. communities, as part of our rapid school the school will only be determined in the The programme resulted in 13 new building programme,” she says. first term next year.”
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Korreksies Volgens die redaksionele beleid van TygerBurger verwelkom ons voorstelle en kommentaar oor die koerant se inhoud en stel ons beduidende foute so gou as moontlik reg. Stuur asseblief inligting oor die regstelling van foute in die koerant aan die ombudsman van Novus Media se Gemeenskapspers, George Claassen, by mediaombud@novusmedia.co.za of SKAKEL 021 851 3232. Lesers kan ook klagtes oor die inhoud by die Persombudsman van Suid-Afrika, Herman Scholtz, aanhangig maak. SKAKEL in daardie geval gerus 011 484 3612/8, stuur ‘n FAKS na 011 484 3619 of ‘n EPOS na nakhanyim@ombudsman.org.za of hermans@ ombudsman.org.za
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Ondersteuningspersoneel by skole ook belangrik om wiele aan die rol te hou Vir ’n skool om doeltreffend te wees, het jy meer as ’n skoolhoof en onderwysers nodig. Elke skool het ook ondersteuningspersoneel nodig om seker te maak elke rat is geolie en skakel by die ketting in. By die Hoërskool de Kuilen is daar sommer ’n dubbele span, met die Thomasegpaar Colin en Sonay, wat reeds jare saam as ’n kardinale legkaart in die skool se dag-tot-dag-bestuur is. Colin het al 15 jaar diens as veiligheidsbeampte en Sonay 14 jaar diens as administratiewe- en leerondersteunintsbeampte. GESIG VAN DIE SKOOL Almal wat De Kuilen gereeld besoek, weet dat Colin die eerste mens is wat jou by die hek ontvang – dus die gesig van die skool. Hy beskerm daardie hek asof dit sy eie fort is, maar besoekers gaan altyd weg met die wete dat hulle vriendelik en met respek ontvang is. “Die Bybel sê ’n sagte woord keer die grimmigheid af, dus – wanneer daar moeilike mense is – probeer ek altyd om die situasie kalm en met eerlikheid te hanteer. Ek bly steeds streng en ek bly by die reëls sodat geen misverstande later opduik nie. Op so ’n manier kom daar altyd later ’n beter verstandhouding en weet hulle presies met wie hulle te doen het,” sê Colin. Vir hom is dit ’n riem onder die hart hoe De Kuilen se ouers en leerders hom met respek behandel. “Dit maak dit vir my aangenaam om my werk met lus te doen en dit laat my voel ek beteken iets. Leerders kom groet my elke dag en dit gee my krag om aan te gaan. Daar is kinders wat uit moeilike omstandighede kom en wat my as ’n ouerfiguur sien en hul probleme met my deel. Dit maak my belangstelling gaande en ek voel dat hulle my waardig ag,” sê hy. Uiteindelik bly die veiligheid van die leerders sy eerste prioriteit. “Om seker te maak dat hulle veilig op die perseel is en dat hulle veilig voel by die skool is my prioriteit. Dis ook vir my belangrik dat ek van die leerders leer ken, sowel as die ouers en die personeel. Sodoende sal ek vinnig besef wie nie daar hoort nie,”
Colin en Sonay Thomas, die hartklop van die Hoërskool De Kuilen.
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Jy hoef nie ’n onderwyser te wees om ’n onderwyser te wees nie.
benadruk hy. Vir Sonay is dit ’n voorreg om met haar man as kollega te werk. “Dis soms ’n nuwe dinamiek, maar dit maak my dankbaar dat ons mekaar op meer as een vlak kan ondersteun. Ek voel ek is nie alleen nie en ek geniet dit om hom in ’n ander rol te sien sowel as hoeveel warmte en liefde hy aan die leerders openbaar,” sê Sonay. RESPEK Vir haar vorm die leerders die kern van haar werk. “Die grootste respek wat ek kry, is van die leerders. Wanneer ek hulle oor verkeerde optrede aanspreek, luister hulle en vra verskoning. Hulle respekteer my, al is ek streng, maar hulle weet ook ek is altyd daar vir hulle. Selfs die onderwysers behandel my ook met groot respek en sal altyd geselsies aankoop. Hulle wys hulle stel belang in my as mens,” sê sy. Colin se filosofie is dat jy nie ’n
onderwyser moet wees om ’n verskil te maak nie. “Een van hulle het eendag vir my gesê ‘jy hoef nie ’n onderwyser te wees om ’n onderwyser te wees nie’ en dit het my laat besef dat almal van ons in ’n kind se lewe moet ploeg deur net te luister en uit jou eie lewensondervinding raad te gee. My raad aan ondersteuningspersoneel van ander skole is om in ag te neem dat ons met verskillende mense werk. Almal is nie dieselfde nie. Ons kom uit verskillende agtergronde met verskillende persoonlikhede, maar ons moet mekaar steeds met respek behandel. “Dis ook baie belangrik dat almal regverdig behandel moet word, want dit bring eenheid in die werksplek – nie op grond van jou beroep nie, maar om menslikheid te openbaar en om jou te laat voel jy doen die belangrikste werk, al is jy ook ’n skoonmaker. Ten slotte is ek is dankbaar dat ek deel kan wees van ’n skool om ’n verskil te maak en deel te wees van ons jeug se toekoms,” sê hy.
SKOOLKWARTALE 2026 SCHOOL TERMS KWARTAAL
1 TERM
14 Januarie - 27 Maart
KWARTAAL
2 TERM
8 April - 26 June
KWARTAAL
3 TERM
21 Julie - 23 September
KWARTAAL
4 TERM
4 October - 27 December
TYGERBURGER Bellville
1ste Dag: Stappe om jou kind by te staan “
RICHARD ROBERTS
RICHARD.ROBERTS@NOVUSMEDIA.CO.ZA
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es-Kaapse skole heropen aanstaande Woensdag (14 Januarie) en vir talle ouers én kinders kan die eerste dag – hetsy by ’n laer- of ’n hoërskool – soms uitdagend wees. Vir kinders bestaan die vrees vir ’n nuwe omgewing, klaskamer, klasmaats, opvoeder en akademiese werk wat voorlê. Vir ouers is dit die nuwe verhouding met die opvoeder, skoolhoof of skoolbeheerliggaam, hoërskool-vakkeuses en sport. TygerBurger het om dié rede by prof. Rouaan Maarman, die adjunk-dekaan in navorsing by die fakulteit opvoedkunde aan die Universiteit van Wes-Kaapland en ’n kenner in opvoedkunde, gaan aanklop om te hoor hoe ouers en kinders die eerste jaar van gr. 1 en gr. 8 kan benader. Maarman is gevra wat die belangrikste is wat ouers in gedagte moet hou wanneer hul kind met gr. 1 of gr. 8 begin. “Daar is ’n redelike verskil tussen ’n gr. 1-leerder wat die eerste keer skool toe gaan en ’n gr. 8-leerder. As ons met gr. 1 begin, moet ons onthou deesdae woon kinders reeds voorskoolse sentrums soos vroeëkinderontwikkelingsentrums of pre-primêre skool by. In stede gaan kinders soms nog vroeër na sulke sentrums as gevolg van ouers se werksomstandighede; hulle is dus al redelik gewoond
Ouers moet weet waarmee hul kinders by die skool besig is, al is dit in ’n opsommende manier.
daaraan om uit die huis te gaan – weg van die ouers af – as hulle in gr. 1 kom. Hier en daar op die platteland gaan kinders ’n bietjie later na sulke soort sentrums, as gevolg van die opset op die platteland, wat verskillend is. “Soms is dit nie meer so ’n uitdagende ervaring vir die kind soos wat dit 20 of 30 jaar gelede was nie. Ek dink ouers is altyd opgewonde wanneer ’n kind in gr. 1 skool toe gaan en dit is waarom ouers baie meer in die voorbereiding van die kind belê – sosiale voorbereiding soos wat by die huis met die kind bespreek word, die skool en dit wat in die vooruitsig is. Dit kan soms uitdagend wees as gevolg van die vreemde omgewing. Dit is moontlik, maar ek dink dan moet ’n kind net deur die ouers gerusgestel word. Gewoonlik het skole ook ’n vergadering met die ouer en kind voordat die kind begin om die kind by die skool te verwelkom. Dit is dus nie meer ’n moeilike ‘eens-op-’n-keer’ervaring nie.” Volgens Maarman is gr. 8 anders, want hulle het ’n baie meer intensiewe skoolprogram. “Ek dink die oorgang van laerskool na hoërskool speel ’n baie groot rol. Daardie oorgangsfase is waaraan ons bietjie meer tyd moet bestee – om te sê wat is nou eintlik nodig
en hoe ervaar kinders dit. Ek dink nie genoeg navorsing word gedoen nie. Die oorgangsfase van laerskool na hoërskool is iets wat ons weet bestaan, want gewoonlik wanneer jy met die hoërskool praat, sal hulle sê die gr. 8-klas is die moeilike klomp in die skool. Dit is ’n aanpassing, die oorgangsfase, vir die kind, onderwyser en ouers,” sê Maarman. Hy is ook gevra oor hoe belangrik dit is vir ouers om by skool-aktiwiteite en die kind se akademiese program betrokke te wees. “Dit is baie belangrik. Ouers moet weet – al is dit in ’n opsommende manier, moet hulle verstaan hoe lyk die kind se akademiese program wat die verskillende skoolvakke betref. Ouers is gewoonlik moeg wanneer hulle tuiskom en die kinders moet nou deurdruk met tuiswerk ter voorbereiding vir assessering, take ensovoorts. As ouer het jy nie aldag laat in die dag die energie om behoorlik toesig te hou nie. Wat jy ten minste moet hê, is jy moet weet waarmee die kind besig is, jy moet weet wat hulle op daardie spesifieke dag moet voltooi, jy moet seker maak hulle het dit wel op die dag gedoen en hulle ook help om vooruit te beplan.” Hy stel ook voor dat ouers ’n program saamstel sodat op ’n
BACK-TO-SCHOOL BLUES
Expert strategies to help your child MAURICIA PETERSEN MAURICIA.PETERSEN@NOVUSMEDIA.CO.ZA
As the new school year approaches many children experience a mix of excitement and anxiety about returning to the classroom. Whether it’s starting a new grade, changing schools or simply adjusting after the holidays, back-to-school anxiety is more common than many parents realise. TygerBurger spoke to educational psychologist Charlene Wessels of The Practice and educational support platform iRainbow about recognising and addressing this challenge.
EXPRESSING ANXIETY According to the iRainbow guide published in January 2025 children may not always verbalise their anxiety but instead express it through behavioural and physical signs. Parents should watch out for: Physical symptoms such as unexplained stomach aches or headaches. Changes in sleep patterns and increased fatigue. Irritability over seemingly minor issues. Social withdrawal from friends and family activities. Academic decline in previously strong learners. Excessive worry about school-related situations. Avoidance behaviours such as refusing to discuss school. “Children often express their anxiety indirectly,” according to iRainbow. “Recognising these subtle signs is the first step in providing support.”
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TEN STRATEGIES Wessels outlines 10 practical strategies that parents can implement to help their children navigate school anxiety: 1. Normalise their feelings: Reassure children that feeling nervous about school is completely normal. Use empathetic language like “Lots of children feel this way” to reduce shame and create a sense of safety. 2. Rebuild predictability: Start establishing school routines one to two weeks before term begins. This includes setting appropriate bedtimes, wake-up times and creating visual checklists for morning tasks. 3. Use gradual exposure: Instead of avoiding anxiety triggers, gradually expose children to school-related situations in small steps. This may include driving past the school, visiting the playground or walking through the school gates briefly. 4. Validate first, problem-solve second: Children
need to feel heard before they can approach problems calmly. Try phrases such as “I can see this feels big for you. Let’s figure out one small thing we can do together.” 5. Teach body-based coping skills: Practise calming techniques that children can use during stressful moments at school, such as balloon breathing, hand-tracing breathing or grounding techniques. 6. Rehearse challenging scenarios: Role-play situations that may cause anxiety, such as getting lost, sitting alone or feeling nervous in class. This helps children feel equipped to handle these situations. 7. Focus on strengths: To build confidence remind children of previous times they had overcome similar worries and succeeded. 8. Create a connection ritual: Develop a simple, predictable goodbye routine to ease separation anxiety, such as a special handshake or a comforting phrase like “You’ve got this. I’ll see you at 2.” 9. Model calm behaviour: Children mirror their parents’ emotional states. Demonstrating calmness and confidence signals that the situation is safe and manageable. 10. Celebrate small wins: Acknowledge incremental progress to strengthen resilience. Praise effort and courage.
RELAXATION TECHNIQUES The iRainbow guide provides specific relaxation exercises that parents can teach their children: Five-finger breathing: Trace one hand with the other, inhaling when moving up a finger and exhaling when moving down. Lion’s breath: Inhale deeply, then exhale forcefully with a loud “ha” sound while sticking out the tongue. Balloon breathing: Imagine inflating a balloon while breathing deeply. Encourage children to imagine calming scenes like beaches or peaceful parks. Try colour breathing: assign calming colours (like blue) to inhale and stressful colours (like grey) to exhale. Art-therapy activities and colouring books can provide therapeutic benefits for children of all ages. Wessels said the key to supporting children through back-to-school anxiety lies in early preparation and consistent support. “Remember, with the right support and strategies children cannot only overcome their back-to-school anxiety, but also develop valuable coping skills that will serve them throughout their educational journey and beyond.
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Prof. Rouaan Maarman
gestruktureerde manier aandag gegee kan word aan assesserings en toetse wat voorlê ter voorbereiding vir die sperdatum. “Sodat die kind dit nie te moeilik ervaar nie, en ook sodat die kind leer hoe om te beplan, om sy of haar tyd te bestuur, en dit is belangrik op hoërskool. Solank die ouers belangsteling toon en gesprekke met die kind het, te kyk na die werk, die handskrif, netheid en of die werk voldoende is. As jy dit doen, dan doen jy reeds goed. Die ouer moet ook beskikbaar wees vir interaksie met die skool en onderwysers. Ek dink skole vaar deesdae goed op daardie vlak,” sê Maarman. Hy is ook gevra hoe belangrik dit is dat ouers en die skoolbestuur met mekaar kommunikeer as probleme soos afknouery, leerverwante probleme of die tekortkoming van
konsentrasie en fokus opduik. Hy is ook gevra oor die soort ondersteuningstelsels by skole om ouers sowel as kinders in sulke gevalle by te staan. “Die Suid-Afrikaanse skolewet spel die skool se verantwoordelikheid uit wat betref beleide, riglyne en praktyk. Dit is duidelik daarin saamgevat en skole moet daarby hou. Wat vir my belangrik is, is die kommunikasie daarvan aan ouers. Dit moet baie duidelik wees, dit moet vroeg genoeg wees en dit moet in die taal van die ouer wees, sodat hulle dit kan verstaan. Wat ook belangrik is, is onderwysers staan in die plek van ouers wanneer die kind by die skool is. Jy as onderwyser is dus verantwoordelik vir die sorg van die kind terwyl die kind by die skool is. “Skole moet hul stelsels reg hê en die departement van onderwys is daar om hulle te help. Skole het baie om in die algehele versorging van kinders te doen. Die kommunikasie moet duidelik wees wat die assessering van die kind betref en die ouer moet weet wanneer is daar toetse en assesserings sodat die ouer die kind tuis met beplanning kan help . Dit is ook belangrik dat skole ouers uitnooi. Nooi hulle uit en laat hulle verstaan julle het ’n oopdeur-beleid sodat jy nie ouers verloor namate die skooljaar vorder nie.” Maarman sê dit is ’n voorreg om ’n ouer te wees, om jou kind te ondersteun en hom of haar by te staan en te ondersteun.
Woensdag,7Januarie2026
TYGERBURGER Bellville
Weighing up AI in the classroom DESIRÉE RORKE
I
DESIREE.RORKE@TYGERBURGER.CO.ZA
n the age of AI a pertinent question exists in the education field, something pondered about in great lengths by parents and teachers alike. How can artificial intelligence be integrated into education as a supportive tool while preserving critical thinking skills? To gain insights into the topic, TygerBurger approached Protea Heights Academy (PHA), a STEM school hailed for the use of technology in its curriculum to help learners develop creative, critical and analytical thinking skills for solving real-world problems, where unreservedly teachers shared their views. Their responses revealed both promising opportunities and genuine concerns surrounding AI integration in the classroom. For learners who struggle with traditional learning methods, AI presents unprecedented opportunities in that it can create visual learning aids like flowcharts, bulleted summaries, and flashcards, while also providing detailed explanations that can be tailored to learning needs, according to one teacher. The value in teaching learners to craft prompts was noted. “Learners should be taught to use prompts to summarise material or give examples that best dovetail with their own experience and learning needs. While ChatGPT can give a summary of a chapter of content, it is really only another text, unless this is focused on a learner's existing understanding,” a teacher noted. The coding classroom has become a testing ground for AI collaboration, with a teacher using AI to find quicker or alternative solutions. However, like any tool, it was pointed out that the capability of
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AI’s pros and cons demonstrate that solving the controversies of the sector, even in education, may lie in trial and error.
AI should be mastered to avoid it being underused or wrongly used. EXPERIMENTING WITH AI Some teachers at the school have begun experimenting with various AI platforms for lesson planning and assessment. The most commonly mentioned tools include ChatGPT, Claude, Perplexity, Microsoft Copilot, and Gemini, saying that these technologies are proving particularly valuable for creating quiz questions and examination papers. “I already use it as an assistant when it comes to setting quick and short quizzing as well as setting papers,” said one teacher. “I can give it my source and ask it to help formulate questions for me. I can give it past papers and the CAPS document to help. But as the teacher I have to go through the questions and scrutinise them as AI is far from perfect.” Nevertheless, perhaps one of the most concerning findings is the apparent lack of structured guidance from education authorities. Asked about departmental approaches to AI implementation, teachers’ responses ranged from frustration to resignation. One educator bluntly stated, “Other than sticking their head in the sand about it there is none.” Another teacher said there have been intimations that the department is aware of the issue, but as for “a standardised policy regarding the use and monitoring of this from both learners and teachers this is not apparent.” Yet another teacher noted the education system was struggling to embrace this opportunity.
THE COPY-PASTE GENERATION A recurring concern among teachers was the misuse of AI by learners when completing assignments. Rather than using these tools to enhance learning, many learners are simply copying and pasting AI-generated content. “Unfortunately, some of them blatantly copy and paste from ChatGPT, emoji icons and all,” one frustrated educator reported. “It is unfortunately making the lazy students lazier.” Even more concerning is how AI is influencing writing styles, but teachers have become adept at identifying AI-generated text through linguistic patterns. “Even when students are unable to access electronic resources, the style of writing favoured by ChatGPT is apparent: lots of ‘deep dives’ and ‘showcasing’ is ‘woven into the tapestry’ of their commentary, as is the use of participle forms instead of verbs.” TO INTEGRATE OR NOT Teachers said the integration of AI varied significantly across different disciplines. While some teachers believed “all subjects are suitable” for the integration of AI others saw clear distinctions. Physics educators see substantial potential gains, while language teachers express greater concerns about authenticity and skill development. An English and history teacher offered a cautionary perspective: “Integration is not an option, except as a tool for demonstrating the value of human knowledge and understanding. Viewing AI in the classroom as a potential ally is akin to the conquered
peoples of the ‘New World’ being blind to the threat of ‘European colonisation’.” One teacher believed AI could best help education by serving as a tool for teaching learners to compare AI-generated information against reliable existing knowledge. In this manner educators can show learners why blindly trusting AI sources is problematic rather than simply telling them not to use AI. THE LOSS OF THINKING SKILLS On the flipside the erosion of critical thinking skills emerged as teachers’ primary concern as AI “will simply do the work for them.” They worry learners will lose thinking skills and therefore struggle to reason and explain themselves when AI tools aren’t available. “As rigour is sacrificed for convenience in setting assessments the expected standard of responses will drop accordingly,” said one teacher. “AI can widen the gap between the method of instruction, and the method of assessment, or in other words, learners accustomed to having summarised, paraphrased or just generated content, will struggle with an examination in which ideas will need to be transferred to paper through handwriting and a pen.” PHA educators were of the belief that the best approach is to model good AI use and show learners how to do it properly. They emphasised teaching students to use AI as a support tool for learning and assignments rather than letting AI do all the work for them. One teacher stressed critical
thinking, logical reasoning and problem-solving skills must be taught first without relying on AI, and then schools could add AI-focused modules to existing subjects like Life Orientation to teach responsible use. However, one teacher admitted this challenge felt overwhelming, asking “How do we teach humanity to use new technology for the greater good?” It suggested the scope of the problem extended far beyond individual classrooms. In the same breath teachers felt training is needed to properly use AI tools properly in their classrooms, wanting to learn prompt engineering, basically how to ask AI the right questions to get useful answers and to learn how to examine what AI produces critically. They emphasised the need to understand how to write good prompts that would give them the results they wanted.
TRAINING NEEDED FOR ALL In addition, they recognised that training is needed for all education levels, from primary school through high school. One teacher concluded that subject knowledge remained the most important skill explaining that if teachers couldn’t factcheck AI outputs, they become “people who blindly accept anything with flowery language and citations,” regardless of whether the information is actually reliable or credible. As education institutions navigate uncharted territory it is clear that balancing the potential of AI with the goal of developing independent thinking is of paramount importance. As one teacher summarised it, “AI can be a powerful tool but, as with any other tool, its value depends on how skilfully and thoughtfully it is wielded.”
Western Cape introduces new measures to strengthen early learning The provincial education department will implement several new initiatives from the start of the school year aimed at strengthening foundational literacy and numeracy skills among young learners. Provincial Education Minister David Maynier announced that building strong foundational skills in literacy and numeracy through investment in the Foundation Phase remain a key priority for the province. “Working together, we can and will improve early learning outcomes in the Western Cape,” he said. The department will continue implementing additional time allocations for mathematics and reading, which were first introduced in the third term of 2022. This measure provides an extra two hours per week for reading and one additional hour per week for mathematics, drawn from within the existing school day. NEW ASSESSMENT TOOLS Following positive feedback from schools, the national Department of Basic Education recommended the implementation of the additional time in all provinces as an interim measure in 2023 and 2024. The Western Cape extended this in 2025 and will continue it into 2026.
According to the department benchmarking per term and per grade serves as clear, measurable goals that guide teaching, learning and assessment throughout the school year. Regular assessment using these benchmarks will enable teachers to plan lessons more effectively and target specific skills where learners struggle, allowing for differentiated instruction and timely interventions.
Provincial Education Minister David Maynier during a visit to ACJ Phakade Primary School in Nomzamo, Strand.
From the beginning of the 2026 academic year baseline assessments of literacy and numeracy skills will be introduced for all Foundation Phase learners. These informal integrated assessments will be implemented
by teachers using standardised tools, with detailed guidance provided for each grade and language. “The data will be recorded to assist teachers, schools and the province to identify gaps in learning early, and to tailor
our interventions to support learners,” Maynier explained. BENCHMARKS Reading fluency benchmarks will also be implemented across the Foundation Phase from the start of 2026.
NUMERACY INTERVENTION The department had launched the pilot phase of a structured numeracy intervention for Foundation Phase teachers and learners, building on the success of early-grade reading interventions. Developed in partnership with Funda Wande through its Bala Wande programme, the initiative provides teacher training, teacher guides, learner books and mathematics resource kits. These kits include flashcards, posters and physical objects to demonstrate mathematical concepts. In October last year Grade 1 teachers at 70 schools across the province received training. A full roll-out with training for remaining Grade 1 teachers in the province will follow in this year, with plans to cover the full Foundation Phase over the next three years.
TYGERBURGER Bellville
School bullying scars for life KAILIN DANIELS
I
KAILIN.DANIELS@NOVUSMEDIA.CO.ZA
n playgrounds, WhatsApp groups and school corridors across the country bullying is leaving devastating emotional scars on children. Once dismissed as a “rite of passage”, bullying has become an entrenched crisis that schools, families and the government can no longer afford to ignore. An estimated 40% of schoolgoing children in South Africa experience some form of bullying, with emotional and physical abuse alarmingly common. Even more concerning, one in three teenagers is affected by cyberbullying, where harassment spills beyond school hours and follows victims relentlessly through social media platforms.
“
the group or app that the cyberbullying is taking place on; Block the person or group of people who are cyberbullying; Do not respond; Do not engage in rage wars; Report the bullying and seek adult support; Report to school principal if students are involved, even if it is after school hours; If it does not stop file a harassment order or contact a lawyer.
. ... . .
Mental-health professionals treat adults bearing scars of bullying.
.
As far as possible no reaction is the best reaction. A bully is looking for a reaction. Don’t give them one. Ensure your social media account settings are set to “friends only” or “private”. Screenshot any comments and report to the relevant social media platform as offensive content. Report any offensive photos or comments you see on your friends' newsfeeds/timelines as offensive content. It is better to be the upstander than the bystander. Tell someone – a parent, a teacher – but someone who can provide you with some support. Don’t like or share a post even if it’s from a friend without reading it fully. The content could still be inappropriate and disrespectful and this will impact on your digital footprint.
. .
DIGITAL ABUSE LEAVES NO ESCAPE
“We’re not just dealing with bruises anymore,” said Dr Alicia Porter, a board member of the South African Society of Psychiatrists (Sasop). “Children are anxious, depressed and, in some cases, suicidal. When bullying is compounded by digital shame the psychological damage can be lifelong.” Bullying is no longer limited to fists and name calling. Voice notes, manipulated photos, group chat exclusions and public shaming on platforms such as WhatsApp, Instagram and TikTok create humiliation that leaves children feeling exposed, vulnerable and helpless. For many victims there is no escape.
LOCAL INCIDENTS HIGHLIGHT A NATIONAL PROBLEM
The seriousness of bullying has been brought into sharp focus locally, following a bullying incident at Milnerton High School, which was previously reported on by TygerBurger. In October 2025 a violent bullying incident at Milnerton High School sparked widespread outrage when video footage of the assault went viral on social media. The footage showed a group of older learners physically assaulting a Grade 10 learner, with reports indicating that up to 10 younger learners were targeted during the attack, which some described as an alleged initiation ritual involving objects such as hockey sticks, belts and wooden sticks. The disturbing video prompted a police investigation and
I’M BEING BULLIED ONLINE WHAT CAN I DO?
.
. .
disciplinary action by the provincial education department, with eight learners suspended and assault charges filed in the Cape Town Magistrates’ Court.
SILENT SUFFERING AND LIFELONG TRAUMA
Children often suffer in silence, only reporting abuse after enduring repeated trauma. Victims describe persistent fear of rejection, isolation, loss of self-esteem, anxiety and academic decline. “Long after the bullying ends, emotional wounds remain,” Porter explained. “These often manifest in adulthood as anxiety, post-traumatic stress disorder, trust issues and relationship struggles.” She said mental-health professionals regularly encounter adults still carrying the pain of bullying experienced decades earlier. “These are not just childhood memories. They are
psychological injuries.”
BOYS, GIRLS AND THE DIFFERENT FACES OF BULLYING
While bullying affects both boys and girls, it often presents differently. “Boys are more likely to experience physical bullying such as fighting or pushing,” said Porter while girls are more often targeted through relational or verbal bullying, including exclusion, name calling and the spreading of rumours. “However, many children experience a combination of both.” In South Africa bullying can also intersect with race, ethnicity and socioeconomic status, with children from disadvantaged backgrounds often more vulnerable in diverse school environments.
LAWS EXIST, BUT ENFORCEMENT FALLS SHORT
South African law is clear on
protecting children from bullying. Section 6 of The Promotion of Equality and Prevension of Unfair Discrimination Act (2000), the South African Schools Act (1996) and school-governing bodies place a legal responsibility on schools to create and enforce anti-bullying codes of conduct. However, Porter says enforcement remains inconsistent. “Many schools recognise the problem and have introduced programmes, but incidents often go unreported or are inadequately addressed. Urban schools tend to have more structured responses, while rural or under-resourced schools struggle due to lack of training and support.”
..
HOW TO PREVENT, HANDLE BULLYING
If cyberbullying is taking place: Screenshot the content; Remove yourself from
I’M BEING BULLIED IN PERSON WHAT CAN I DO?
.
The most important thing to remember is that this is not your fault. No reaction is the best reaction. Bullies are actively seeking a reaction from you. Tell someone. Don’t be afraid to tell a teacher, a parent or someone who can support you. Write it down. Keep a diary of events to show when the bullying is taking place. Be the upstander, not the bystander. If you see someone being bullied, offer them support. A little bit of kindness can go a long way. Don’t join in if someone is being bullied. That makes you a bully too. “This is a crisis hiding in plain sight,” Porter warned. “The emotional violence of bullying is as real as any physical wound. And unless we intervene now with urgency, compassion and a commitment to justice we are failing an entire generation.”
. . .
.
Koel kop en warm hart is die beste
Mishandeling kan net ‘n selfoon weg wees. FOTO TER ILLUSTRASIE: COTTON BRO STUDIO
Wanneer kinders aanlyn mishandeling ervaar, word hul gevoel van veiligheid bedreig. Hoe ouers of versorgers hierop reageer kan egter deurslaggewend wees. Volgens Jelly Beanz, ‘n organisasie sonder winsbejag, wat onder meer terapeutiese dienste aan getraumatiseerde kinders verskaf, sal baie kinders nie vir ‘n volwassene daarvan vertel wanneer hulle aanlyn mishandel word nie. Die redes hiervoor kan wees omdat hulle bang is dat hulle in die moeilikheid sal beland, of dat hul selfoon of ander internettoegang weggeneem sal word of omdat hulle dink dat hulle bloot nie geglo sal word nie. Voortdurende aanlyn teistering kan tot verhoogde angs en selfdood-gedagtes lei. Navorsing van onder meer die Verenigde Nasies se Kinderfonds (Unicef) en die Wêreldgesondheidsorganisasie dui daarop dat ‘n kalm ouer of versorger wat ‘n vertrouensband met ‘n kind het van die beste beskerming teen aanlyn mishandeling bied.
HOE OUERS, VERSORGERS ‘N KIND KAN ONDERSTEUN
1. Weet hoe aanlyn mishandeling lyk: Boeliegedrag, afdreiging, manipulasie, uitsluiting en die deel van foto’s sonder toestemming via sosialemedia-platforms, is alles vorms van aanlyn mishandeling. 2. Bly kalm: ‘n Beheersde reaksie sal die kind help om veilig genoeg te voel om teenoor jou oop te maak. 3. Luister sonder oordeel: Eenvoudige frases soos “ek hoor wat jy vir my sê” of “jy is nie in die moeilikheid nie” help die kind om jou met die inligting te vertrou en verminder hul gevoel van skaamte. 4. Gee erkenning aan die kind se gevoelens: Laat hulle verstaan dat hoe hulle voel en op die situasie reageer, sin maak. Om erkenning te gee aan gevoelens is noodsaaklik vir emosionele welstand en verminder skuldgevoelens.
5. Beskerm en tree op: Neem skermgrepe as bewyse, blok skadelike sosialemedia-profiele en pas privaatheidsverstellings op platforms saam met die kind aan. 6. Weet wanneer om bykomende hulp en ondersteuning te kry: As kinders hul afsonder en aan die samelewing onttrek, buitengewoon angstig is of skadelike gedrag (‘’self-harm’’) ten toon stel, kry professionele hulp. Vroeë ingryping en ondersteuning verminder die kanse van langdurige gevolge. Jou kalm teenwoordigheid, vertroue in jou kind en jou gewilligheid om te luister, maak meer saak as enigiets anders. Jy hoef nie al die antwoorde te hê nie, jy moet net daar wees vir hulle. Besoek https://jellybeanz.org.za vir meer inligting.
.
Woensdag,7Januarie2026
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FORM JJJ LOST OR DESTROYED DEED (Form JJJ added by GNR. 62 OF 25 January 2019) Notice is hereby given in terms of Regulation 68(1) of the Deeds of Registries Act, 1937, of the intention to apply for the issue of a certified copy of Deed of Transfer Number ST2391 /2017 passed by 1. JACOBUS MARITZ ACKERMANN and 2. SUZAAN ACKERMANN in favour of NEEL RUST, IDENTITY NUMBER 590328 5063 087, MARRIED OUT OF COMMUNITY OF PROPERTY, in respect of A Unit consisting of (a) Section No. 118 as shown and more fully described on Sectional Plan No SS 342/1995 in the scheme known as WILGERPARK in respect of the land and building or buildings situated at BELLVILLE, IN THE CITY OF CAPE TOWN, of which section the floor area, according to the said sectional plan is 43 (Forty Three) square metres in extent and (b) An undivided share in the common property in the scheme apportioned to the said section in accordance with the participation quota as endorsed on the said sectional plan. which has been lost or destroyed. All persons having objection to the issue of such copy are hereby required to lodge the same in writing with the Registrar of Deeds at Floor 4, Information Desk, 2 Riebeek Street, Foreshore, Cape Town within two (2) weeks after the date of the publication of this notice. Dated at CAPE TOWN on this 07 January 2026
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Woensdag,7Januarie2026 7
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Casual receptionist needed. Email CV to: gerardshairstylist19@gmail.com
TELEFOONBERMARKINGS - AGENTE Ons is 'n Nasionale Maatskappy wat as gevolg van 'n fenomenale groei ons Tygervallei kantoor uitbrei. Ons is opsoek na nuwe talent om telefoniese afsprake met besighede te maak vir ons bemarkings konsultante ten einde ons spesialis dienste te bemark. Ondervinding is nie 'n vereiste nie aangesien behoor-like in-huis opleiding verskaf word. Basies, Kommissie en Prestasie Bonusse van toepassing. Afrikaans en Engels magtige kandidate sal voorkeur geniet. Skoolverlaters is welkom om aansoek te doen.
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STATIONARY ON A BUDGET
Money-saving tips for parents LAUREN O'CONNOR-MAY
DIY: RECIPES THAT ARE SIMPLE TO MAKE
LAUREN.OCONNOR-MAY@NOVUSMEDIA.CO.ZA
S
chool is upon us and if this year’s stationery list has made you grey, here are some tips from this mom of seven with five children at school to save you some pennies next year.
Home-made paint
TIPS FROM MOM
1. Spring-clean It seems unrelated, but while the children are still home and bored let them clean. Lots of stationery and other long lost items will suddenly find their way home again when you move the beds, strip the mattresses and repack the cupboards and school bags. 2. Buy the name brands This tip may seem counterintuitive, but quality versus quantity is the key to this hack. The cheaper brand is usually inferior and gets used up or breaks more quickly, while the better-quality brand gives you better value for money as it needs to be replaced less frequently. 3. Stock-up throughout the year The worst time to buy something is when it is in demand, because that’s when the price goes up. Keep an eye on the sales pamphlets throughout the year and when the prices drop stockup, which also brings me to the next tip… 4. Buy in bulk Things that don’t expire but are used up quickly, such as pencils, erasers, books and so on can be bought in bigger quantities when they are cheaper and stored until they are needed, and if your child no longer needs triangular pencils then… 5. Swap with friends Do you have leftover books with Irish margins that your child only needed for Grade 2, or unlined books that you zealously over-bought extra for Grade 1 that you’re now stuck with? Reach out on social media groups and see if there are parents who would like to swap or buy it from you.
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INGREDIENTS:
6. Browse the thrift spots Thrift shops, church bazaars and car-boot sales are good places to browse for discounted stationery. You may even find other useful items that are going for a steal. 7. Put some skin in the game A lot of stationery or school items are lost throughout the year because it takes some children time to learn to be responsible. They learn it a lot faster though if they have some skin in the game. If you’ve had to replace a lost item multiple times, then attach a penalty. Dish out pocket-money fines or screen time bans for items lost due to irresponsibility and the lesson will hit home a lot sooner. 8. Re-use All those brown-paper shopping bags and saved pieces of giftwrap work just as well as book covers. Make a point of saving them and if your little one wants to add some colour, decorating their own brown-paper book covers can be a fun holiday project. 9. Save the packaging Don’t throw out your cereal or tea boxes. It can be reused as cardboard for school projects. Likewise with all the plastic packaging that comes with deliveries. A lot of it can be reused to cover books and some of the bigger zipped bags can be reused as pencil bags. You won’t only save your pocket but the environment too. 10. DIY Some items on the stationery list, like paint and play dough, can be made at home from items in your kitchen.
½ cup flour ½ cup salt ½ cup water Food colouring
ETHOD:
Blend ½ cup of flour with ½ cup of salt. Add ½ cup of water slowly and whisk until smooth. Divide into equal portions and put into squeeze bottles or empty and cleaned sauce bottles. Add a few drops of food colouring and shake. Or, put into plastic packets, tie them securely (maybe use ziplock bags) and allow children to squish the colours into the mixture. Then cut a corner and squeeze the paint mixture into the bottle.
Make your own paint with a dash of food colouring to add colour to your creations.
Home-made glue
No cook play dough
This recipe dries clear and lasts for months when stored in the fridge. In a pinch it can be used as a stick glue replacement if there’s enough time to let it dry.
Grade Rs and 1s usually have playdough on their school stationery lists.
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INGREDIENTS:
1 cup cornflour 1 tablespoon of white vinegar 2 teaspoons of salt 4 cups of hot water
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INGREDIENTS:
½ a cup of salt 1 cup of flour Food colouring or paint Lukewarm water A teaspoon of cream of tartar Tablespoon of oil
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METHOD:
Mix the dry ingredients together. Add the oil and slowly add the water while kneading to make a soft dough. When the dough is no longer sticky, portion and add a few drops of food colouring.
ETHOD:
Add all the ingredients to a pot and whisk until smooth. Boil on a high heat until the mixture thickens and becomes clear (a few minutes). Allow to cool and pour into a glass jar to store.
Papier mâche Not quite a stationery item but papier mâche is another life saver for school projects.
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INGREDIENTS:
Flour Water Salt Paper cut into strips Mold (whatever shape you would like to sculpt)
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METHOD:
Mix the flour and water and whisk until it is smooth and resembles thin pancake batter. Add a few tablespoons of salt to prevent mould. Cut paper into 4 cm-wide strips. Dip your strips into the paste and run through your fingers to remove excess paste. Lay the strip over mold, pressing it into place. Continue until your mold is covered. Extend the edges of the paper strips beyond the rim of your mold. This will be trimmed once dry. Put in a warm place and allow to dry completely. This may vary depending on the weather. The back of the fridge gives off constant heat and is the perfect place to store anything that needs gradual drying. Once dry, add another layer and allow to dry. Continue adding layers until the sculpture is the desired thickness. Allow to dry completely and paint. If you want to give your creations some longevity you can add a few layers of varnish.
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The school-stationery list can be overwhelming if you are on a tight budget.
For a different touch, add some glitter to your home-made playdough. PHOTO: PEXELS
Salt dough (for sculpting)
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NGREDIENTS:
½ a cup of salt 1 cup of flour Food colouring or paint Lukewarm water
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METHOD:
Mix the dry ingredients together. Slowly add the water while kneading to make a soft dough. When the dough is no longer sticky, it is ready for sculpting. To colour your creations you can either add the food colour or paint to the portioned dough before you sculpt or you can sculpt, bake and paint afterwards. Once the sculptures are complete, bake in the oven at 250ºC until hard or put in a sunny windowsill for a few days (the length of time may vary depending on thickness). This dough comes in handy for school projects that need models.
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