Mother’s Day Chocolates
For Mother’s Day, a couple of weeks ago, our Year 8s worked together as a team and made more than 800 chocolates to be delivered to the school for Mother’s Day. They had so much fun!
This activity reminded me of the importance of giving children the opportunity to get involved in the kitchen and allowing them cook or bake. I know it can be messy, and the results might not be great (at first). However, aren’t these life lessons themselves? We learn to cope with frustration, how to react when things get messy, and reflect on what can be done next time to avoid the same outcome? Practice makes perfect. There are endless lessons when cooking and so many benefits for children as young as toddlers and all the way to adolescence.
Below, I have compiled a list of reasons why you should let your child cook:
- It is an important life skill: imagine giving your child the confidence and independence to cook. Many people reach adulthood not knowing how to cook mainly because they were never given the opportunity to do so when young.
- Builds relationships: Cooking with your child is a wonderful, fun and proactive way to spend time together and bond with them. Moreover, cooking together fosters cooperation and communication among the family.
- Develops Fine Motor Skills: A lot of cooking tasks (like pouring, rolling, stirring, sprinkling) allow young children to refine their fine-motor skills.
- Requires following instructions: To make sure the end product tastes good, they need to follow recipes and stick to specific quantities, times and procedures.
- Develops reading skills: For the younger children, you can start with recipes that include visual ingredients and ask them to list them for you. For older children, and teens look for easy-to-follow recipes (or write them yourself) and let them read them and follow through. There will be new vocabulary they will learn.
- Develops Maths Skills: Believe it or not, cooking involves lots of Maths, from simply counting, to taking measurements, to working with fractions, etc.
- It is a creative outlet: Young kids love to be involved in deciding what is for dinner and to choose different ingredients as well as experiment with textures and flavours. Older children can use their creativity in developing a dish or meal and the presentation, or using whatever is in the fridge and/or pantry to make a meal. Master Chef here we go!
- Creates opportunities to serve: Whether it is helping to cook dinner for someone going through a hard time, making a snack for a family member, or making chocolates for a fundraiser, food is such an amazing way to show love, to serve and care for others.
- Gives appreciation for food: When cooking a meal from scratch, one realizes how much effort, time, and ingredients are required for one meal. This is an opportunity to be thankful for having access to food, to talk about food wastage and appreciate the cook’s effort.
- Relieves mom or dad: This might not be the case at the beginning (especially with younger kids) but imagine one day not having to make your child’s lunch box, or their afternoon snack or perhaps even having the night off courtesy of your child! Making food can become another way of helping at home.
Written by: Mrs Mariana Quintero, Spanish Teacher
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Erfeniskos (Heritage Food)
Our Year 9 Afrikaans class explored some of our inheritance handed down from our families and discovered that food, the atmosphere in the kitchen while making it and the joy of being together are all part of what makes happy memories in our lives.
Enjoy these glimpses into the kitchens of three of our Year 9 students.
Brijani
Die kombuis wanneer my ma brijani maak, is…DAAR IS NOOIT STILTE NIE. Daar’s altyd klanke soos die geborrel van die potte of die irriterende geskree van ‘n sesjarige opgewonde klein sussie, maar die reuk van die borrelende potte is heerlik. En ek hou van die klank van die soutmeultjie wanneer my ma nog sout in die pot sit.
Wat is in die potte? Dis rys. My ma sit borrie en speserye in en die borrie maak die rys geel. Nie enige geel nie; dit maak die rys ‘n lekker ligte blinkgeel. Daarna sit sy die lensies wat sy nou net gemaak het by en dan die sagste hoender op aarde.
Wat eet jy met brijani? Wel, jy kan dit net so eet of saam met groente of potjiekos, maar jy kan dit met enige iets eet. Brijani is lekker vir middagete, maar selfs beter vir Sondagmiddagete of net in die algemeen.
deur Arella
Pannekoek op ‘n reënerige dag
Dit storm buite en die reën val hard op die huis se dak. Die reën loop af in die pad en almal se swembaddens word vol.
My gesin maak pannekoek elke keer as dit reën. Dit het begin toe ek ‘n baba was. Pannekoek was my gunstelingkos en is nogsteeds.
Wanneer my ma pannekoek maak, sweef die lieflike geur daarvan deur die hele huis. Partykeer ruik ‘n mens dit al in die pad. Die sputtering van die pannekoek in die pan maak so ‘n lekker klank.
Die kombuis is altyd vol stoom en bestanddele wat oral rondstaan. My ma het altyd ‘n spatel in haar hand wanneer sy pannekoek maak. Dit lyk altyd so cool wanneer sy die pannekoek flip deur die lug en weer vang terug op die pan.
Die moeilikste deel van pannekoek maak, is die wag vir die om te set. Die deeg van die pannekoek moet ‘n uur staan voor ‘n mens dit maak sodat die borrels kan uitkom. Wanneer jy pannekoek eet, gooi jy kaneelsuiker of roomys of Nutella of vulsel in en dan eet jy dit met ‘n mes en ‘n vurk, of met jou hande. Pannekoek is lekkerder warm as koud. En dink pannekoek is die lekkerste kos.
deur Zander
Brejani
Van my kamer hoor ek ‘n sputtering, potte en panne wat geraas maak en ‘n singende ma. Ek staan op en gaan na die kombuis toe, ek kry ‘n stoel en sit by die toonbank. My ma is so bly dat ek daar kom sit, want sy glo ek moet dieselfde kos maak vir my familie. Ek wil dit graag doen.
Persoonlik voel ek dat my ma die beste brijani maak. Dit is een van die redes hoekom ek presies wil weet hoe sy dit maak. Terwyl ek kyk hoe my ma die hoender voorberei, vertel ek haar oor die een seun van wie ek hou. Ek hou baie van die geselsies met my ma.
Soos ek en my ma ‘n gesprek het, speel die radio in die agtergrond. Die atmosfeer is perfek; ek en my ma wat gesels en die reuk van gebraaide uie en die reuk van borrie en die radio in die agtergrond.
Hierdie is die beste dae van my lewe, want in die kombuis is ek en my ma alleen en ons kan praat oor goed wat vir my privaat is.
deur Althea
MathsArt Competition 2022
Some of our Year 7-12 students are currently busy working on their entries for the local MathsArt Competition 2022 run by the GMMDC (Govan Mbeki Maths Development Centre Nelson Mandela University). The theme for this year is: “Mathematics: the language of the sciences”. This serves to link Art, Maths and Science (STEAM subjects) to address the question: “What do you get when you add MATHS and ART and the THEME and mix them up to the power of your CREATIVITY”?
On the last day of Term 1, our Year 9 students together with their Sciences and Art & Design teachers explored some fun colour experiments to connect Art and Science by a series of simple paper chromatography experiments by looking at the components of black and coloured koki pens using: paper towel and/or filter paper and/or coffee filter paper, black and coloured kokis, plus different marker pens (permanent/non-permanent), water or vinegar and bicarbonate of soda, glass or tile bases, and pipettes.
In the first experiment black and coloured koki lines or designs were drawn on the paper towel, filter paper and coffee filter paper, with pipetted water droplets applied to the various papers so that the black and colours could diffuse. This resulted in students observing that black ink is simply not black but, along with the other colours, could separate into a rainbow of colours of differing lengths.
The same method was applied with the second experiment, however, bicarbonate of soda was sprinkled onto the black lines and coloured designs which resulted in a ‘fizzy’ chemical reaction when the vinegar was pipetted onto the bicarbonate of soda allowing colour mixing to occur.
So what really happened? Marker inks are made from many different coloured dyes. (This being the most obvious with dark colours like black and purple.) Each dye is made up of different chemicals, some heavier and some lighter, that travel at different speeds as the water moves them up the paper. Heavier dyes will separate out first and move more slowly whilst the lighter dyes move faster up the paper, creating a tie-dyed or washed-out effect. It is interesting to try and count how many different colours one can observe in the final product. The same activity can also be tried using Sharpies or other permanent pens and isopropyl alcohol instead of water. What happens? The water-based markers are water-soluble and can diffuse in water. The permanent markers are not water-soluble but are only alcohol soluble. The markers react and diffuse when vinegar is dropped onto bicarbonate of soda.
By performing this experiment the learners taking mathematics and Science observed the physical (cognitive) link between science and art and the art learners witnessed the link to Science. Mathematics and Science are subjects in which creativity is essential for problem solving, summarising and retaining theory and seeing the bigger picture.
This local MathsArt Competition is an amazing opportunity to bridge the gap between Art and Science and we look forward to more learners from the Science discipline participating next year! Thank you, Mrs Leibbrandt, for the opportunity!
Ms Amelia Burger and Mrs Lynda Leibbrandt
The Counselling Corner
Welcome to the Counselling Corner: A space where we will discuss all things mental health.
Reflections on our first PARENTING WORKSHOP
This week we had our first parenting workshop at Helderberg International School. We focused on the topic of SELF. We had a closer look at our childhood, our self-concept, and our parenting styles and its direct effect on our children. We also discussed the importance of self-care on our parenting practices and how we can support our own wellbeing in the midst of taking care of others.
For the parents who missed out on our first session, a summary of the topics we discussed:
My Childhood: Our unresolved childhood experiences affect our parenting, especially if we were raised in an environment where our childhood needs were not met (physical, psychological, social, and/or educational).
Childhood experiences that can cause struggles in our parenting practices include:
- Need for safety and belonging not met
- Loss of a parent/caregiver
- Abusive/neglectful parents
- No positive role models
- Raised by authoritarian or permissive parents
- Poverty/ socio-cultural turbulence
- Parental divorce/ discord
The above examples are only some of the experiences that can cause deep hurts within our psyche that we carry into adulthood, not realising the effects thereof on our emotional and behavioural responses towards our children. We thus bring our ‘unfinished business’ from our childhood experiences into our child rearing practices without being cognitively aware thereof.
This is where self-reflection becomes crucial. Self-reflection and the process of uncovering our core beliefs (the things that govern our behaviour) is a critical part of the process of becoming more effective, happier, and peaceful parents, and enables us to start the journey of healing our ‘inner child’ of the hurtful beliefs we adopted during childhood.
My Self-Concept: Building on the above foundation we explored the effects of our self-concept (ideal-self, self-image, and self-esteem) on our parenting. We focused on how our low self-esteem affects the development of our children’s self-concept and influences our ability to establish healthy relationships with them.
My Parenting Style: Thereafter we explored the different parenting styles and their effects on our children. A parenting style is the standard strategy that parents use in their child-rearing practices. We had to identify which style we make use of most and where we could make adjustments to our parenting style to support our children’s needs better.
Self-Care for Parents: Lastly, we delved into self-care and its vital importance to parenting. We explored the difference between ‘self-indulgence’ and ‘self-care’ and discussed the various ways in which we can take better care of ourselves (emotionally, socially, spiritually, and physically).
Thank you to the parents who joined the workshop and for your enthusiastic participation!
I hope to see you all in our next session together where we will cover topics such as:
- Understanding childhood development and speaking their ‘language’,
- Connecting with your child, and
- Building self-esteem in your child.
You are welcome to contact me with any enquiries, comments, or discussion topics you would like to see in The Counselling Corner.
Until next time, keep well!
Inge Smit
counselling@ingesmit.co.za
Irma Stern Museum
Early on Tuesday, 15 February, the our Year 10 and 11 Art and Literature High School students eagerly departed for a long awaited outing to the fascinating Irma Stern Museum at The Firs, in Cape Town.
The Curator, Educational Coordinator, Nombuko, had tables, chairs and umbrellas set up in the luscious green garden. The tour started with an introductory talk about the life and times of Irma Stern and her passion for the arts, mostly inspired by German Expressionism, her travels to exotic destinations in Africa and abroad and her eclectic collection of artefacts gathered over the years.
We visited each brightly coloured room which contrasted her paintings and art collections in a lively manner and listened to a brief history of the works housed in each section of the house, enabling the students to discuss her work, then fill in a worksheet, sketching and analysing their favourite inspirational artwork of choice.
After a short break we were fortunate enough to view the current exhibition Memórias da Madeira focusing on her time spent in the area. The students were invited to add their personal colour and mark making techniques with koki’s and pencils to a public group mural of an enlarged, black outlined version of one of her works which they participated in with great enthusiasm!
The next exciting project was the creation of a Remixed collage using colour copies of Irma’s artwork and other famous local and international artworks, pieces of newspaper, enhanced with oil pastel or koki if desired. There were some surprising and beautiful spontaneous artworks created in next to no time!
Students had the opportunity to wander around and picnic in the garden thereafter, then all too soon we embarked on the homebound journey to Somerset West. We learned a lot from Irma’s larger than life figure – her passion for the arts, sometimes suffering harsh criticism for her style of painting, her love of the exotic, travel and zest for life – always remaining true to herself.
Some inspirational quotes and reviews from our students follow:
Timeon, Year 11 Literature student writes…
“The day began ordinarily, but by the second period’s closure, we were long gone and off to the Irma Stern museum, where I realized that February 15th was the antithesis of ordinary. We arrived at a building that seemed too homely to be a museum. I later found out that the building had been Stern’s home for over forty years – no wonder the building where so many artworks were created inspired such a vivid feeling. That is what art is, no? The expression of vivid feeling through physical means.
Throughout the day, I gained a new appreciation for Stern and her works: the detail in her bushstrokes, the enduring colours and the emotion that came from the art. By the end of the day, we had all learnt something that would inspire the collages that were made. Each person created their own “remix” of Stern’s work that contained their own creativity. I may not be a visual art student, but Stern’s art still inspired me and it could inspire anyone else with an open mind. “
Lene, Year 11 Literature student adds:
“We started the day off as per usual – classes and such – and then the fun began.The building was a tan colour and also happened to be Irma Stern’s house. The inside, however had a mixture of bright neon colours on the walls with paintings and findings and sculptures in every direction you looked. Our guide used a calm relaxed tone and was quite knowledgeable on the paintings and different artefacts. Then came the activities: Firstly, we had to complete a worksheet where we were to describe an artwork. We then created our own art works, which consisted of using one of Stern’s works and combining it with other ‘art works’.All in all, it was a nice relaxing yet informative day out with class mates.”
Haadiya (Year 10) – What I found inspiring on my visit yesterday, was how unapologetic her artwork and life was. She was true to herself and expressed that freely in her paintings.
Zoey (Year 10) – I loved her scenic paintings and portraits, they were quite realistic but with her personal touch and you could kind of see how she felt while she was painting. It was nice to find out more about the artist herself and hear about her travels, the people she met along the way and to see her personal collection of objects she collected.
Isabell (Year 10) – I enjoyed getting to know more about the life of the artist and to see her different ways of painting. I could see that she was proud of her work and she did it in her own unique way.
Iminathi (Year 10) – I enjoyed seeing all the different artwork. The drawings and paintings were all unique but all expressed in the same way. I loved seeing how perfectly imperfect her work was because it taught me that I don’t have to be so cautious about my work and that it’s all about expressing yourself.
Connor (Year 11) – I really enjoyed the story of Irma Stern – getting to know the artist. I also really liked the way she used the different brush strokes and seeing all the beautiful paintings she made. I really loved how you could see that her work is really unapologetic.
Sidney (Year 11) – I liked the fact that she eventually didn’t care about other people’s opinion of her artwork and that she could turn anything into a great art piece like the flowers in a vase. I also like the colours that she used like the bright oranges and blues, with the hard brush marks visible at times. I loved the fact that she could paint still lives, portraits and create sculpture and pottery.
Ineke (Year 11) – I found quite a few artworks interesting, but I found one that I particularly liked because it reminded me of the Middle Ages artwork of dancing skeletons from the Danse Macabre. I liked the composition, poses, colour and the voluptuous women contrasted with the skinny skeletons that she painted on one of the doors in her studio. The music playing in the room also added to the atmosphere.
Keenan (Year 11) – The Irma Stern outing was a truly eye-opening experience for me,it made me completely rethink how I do art.It helped me realize that art is not being as perfectly identical and correct, but should be a reflection of the artist’s uniqueness, which Irma is mastered in.
Sino (Year 12) – What I found most inspiring is how Irma Stern’s artwork had a lot of African background to it and the way she used oil paint to capture many details on clothing, buildings and facial features but mostly the bright colours contrasted with the dull colours on her other paintings.
Sam (Year 12)- I found her Zanzibar door very inspiring.
Arnoux (Year 12) – For me, the most inspiring thing was how the paintings did not follow conventional painting techniques for the time. It takes a lot to be different, which I respect.
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The Counselling Corner
Welcome to the Counselling Corner: A space where we will discuss all things mental health.
We cannot give from an empty cup!
Navigating parenthood, your job, your family, and your relationships can be challenging. Never mind keeping the house in order, squeezing in an hour of Netflix, and taking care of yourself.
We are bombarded with things fighting for our attention every day, making it especially challenging to make time for ourselves. We often forget to pause and check in on ourselves, to reflect on our wellbeing. This reflection is crucial as we are at the centre of everything we do. Our emotional wellbeing influences every aspect of our lives, including the people we interact with. My hope is thus that you choose to take a moment each day to focus on your wellbeing this year—to ask yourself how you are really doing.
My aim is that the Counselling Corner will serve as a space where you can learn how to fill your cup; where you can be equipped with the tools to improve your mental health and overall wellbeing; where you can check in on yourself and be reminded of the importance of your emotional state and its effect on the wellbeing of your child/ren.
Some topics we will discuss throughout the year include:
· Dealing with adjustment
· Positive discipline strategies
· Managing depression and anxiety
· Healthy childhood development
· Barriers to learning (how can I help my child?)
· Emotional regulation
· Time management
· Self-esteem and motivation
The What, Why, and Who of CounsellingThe What, Why, and Who of Counselling
WHAT is counselling:
I like to describe counselling as a process that aims to help people feel better about themselves, to cope better with their emotions and environment, to understand their thoughts, behaviours, and problems, and develop coping skills and solutions for them.
Counselling is a supportive, trusting, empathetic, genuine, and reflective relationship, aimed at helping individuals express themselves fully, without fear of judgement or condemnation. It is a safe and confidential space where someone can figure out what they want or need and how to accomplish it. A space to implement positive change and make positive choices by working through challenges.
During counselling we talk, play, draw, complete worksheets, and participate in physical activities with the aim to encourage the processing and expression of emotions.
Going for counselling does NOT mean:
• “Something is wrong with me”
• “I am crazy”
• “I am weak”
• “I’m just going to lie in a chair”
• “Someone will be telling me what to do”
WHY counselling:
Children:
Children move through several psychosocial developmental stages as they grow up. These stages require them to overcome social and emotional challenges to successfully move to the next stage of their development. Sometimes (due to loss, trauma, change, behavioural challenges, and/or emotional turmoil) children may require extra help to successfully move from one stage to the next.
Counselling can be extremely helpful to support your child’s development. During counselling, I will help your child express their feelings and thoughts in a safe and appropriate way. I will help your child feel better about themself and develop a stronger sense of self. I will also work on helping your child communicate and cope better with their environment. When working with children below the age of 14, the collaboration of parents (and sometimes teachers/family members) plays an important role.
Adolescents:
Adolescence can be a stage of emotional turmoil, uncertainty and confusion. Adolescents experience many challenges, especially regarding their self-esteem, identity formation, relationships, school performance and peer pressure.
During counselling, I aim to provide a safe space for your adolescent to speak freely, without shame or fear of judgement. Helping your adolescent develop the skills and emotional competence to better cope with life’s challenges will be a core focus of the counselling process.
When working with children/adolescents, I utilize an integrative approach to counselling, primarily drawing upon Play Therapy techniques, Person-Centred Therapy and Cognitive-Behavioural skills training.
WHO would benefit from counselling:
Any person (young and old) who experiences any of the following:
- Anxiety/stress
- Lack of self-esteem
- Anger/frustration
- Need for subject/career guidance
- Wanting to hurt oneself/someone else
- Sadness/ loneliness/depression
- Home/work challenges
- Loss of a loved one
- Being bullied
- Struggling with school (which includes specific barriers to learning)
- Prolonged fearfulness/hypervigilance
- The effects of trauma
- Substance use/addictive behaviour
- Adjustment and life changes
- Feeling overwhelmed/struggling to cope
- Struggling to make friends or effectively communicate with others
You are welcome to contact me with any enquiries, comments or discussion topics you would like to see in The Counselling Corner.
Until next time.
Ms Inge Smit
HIS School Counsellor
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From the Principal’s Desk – 19 August 2021
Dear Parents
Do you throw that old cereal box, margarine tub or jam jar into the rubbish bin? Don’t let one of our Eco-warriors see you!
Our precious Year 3s take their chosen responsibility of protecting Mother Earth very seriously indeed. Not only have they worked tirelessly on the recycling campaign, but they have also taken it upon themselves to ensure that the whole school understands the severity of the problem and the benefits that small gestures can have for everyone.
They took the time to address not only the foundation phase, but also – very bravely – the Primary and High school students during their assemblies. I have not heard that enthusiastic an applause from the High school in some time!
These young students, brim-full of energy, dedication and determination, are an example to us all. Choose one cause (there are so many to choose from), apply yourself rigorously and make small changes that will result in a big impact when repeated consistently. And that, ladies and gentlemen, boys and girls, is how you change the world. You, too, can make a difference with not too much effort.
Our recycling bin will be arriving on campus within the next week or two and we would like to extend an invitation to our whole community to contribute to the cause by adding your paper waste to our bin. Not only will you make a difference to our environment, but you will also contribute to the funds raised with every bin filled with paper.
Mrs Moyes has certainly earned every day of her maternity leave this term! With her last day dawning tomorrow, we wish her all the best as she and her family prepare to welcome a new little person into the fold. May their days be filled with joy and wonder as the family celebrate the miracle of life and growth. The Year 3 students will thus be welcoming Mrs Mary Farmer back after having met her earlier in the week. We know that Mrs Farmer will do a great job given her many years of experience and, together with the Year 3s, we are excited for the opportunities that a new teacher brings to the classroom.
Another new development at HIS is the appointment of a new High School Coordinator. Congratulations to Mrs Nicci Geyer on the appointment. We have no doubt that she will guide the High School efficiently and with compassion. Should you have any high school related queries, please feel free to email her at nicci.geyer@iesmail.com.
Please remember tonight’s Elevate course for parents at 18h00, and the student workshops being held tomorrow at school. These have proven to be extremely valuable to both parents and students and we encourage to attend if possible. Please do let us know if your child will be attending online.
It has been wonderful welcoming more of our students back this week. I watched in wonder and joy as a group of teens ran around the field chasing each other laughing yesterday and was reminded that happiness is to be found in the little things – fresh air, friends and freedom. Walking home in the evening with the opportunity to greet passers-by, smell the jasmine heralding the coming of Spring and hearing birds acknowledging that this is so.
Wishing you all a weekend full of joyful little things.
Ms Cristina Sanchez Black
Principal
Year 6 – Nature’s Art
Our Year 6 class spent time learning about the British artist, Andy Goldsworth. He is a British artist known for his installations involving natural materials and the passage of time. Andy owes his love towards nature to his family, who introduced him to agriculture at a very tender age. Since then, he had the idea of creating sculptures using already existing elements of nature. He is a meticulous sculptor producing site-specific land art situated in natural and uban settings.
The Year 6 class took advantage of the beautiful sunny winter weather and we went outside to explore nature’s art. They looked at details, colour, patterns and freedom. Even the online students went on the Art walk with their class.
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From the Principal’s Desk – 13 August 2021
Dear Parents
We are thrilled to announce that our latest exam series has been one of our most successful to date after receiving our students’ results this week.
Our IGCSE students achieved the following:
An astounding 20 A* symbols,
14 A symbols,
7 B symbols, and
14 C symbols.
Equally pleasing are the A symbols achieved by two of our AS candidates, who wrote off the AS component of their subjects earlier than usual.
A hearty congratulations to all of our students (pictured above, as well as those who are online from home). We are so very proud of the hard work that these results represent and of the growth that you have all shown as students. I’d also like to congratulate our High School teachers who have guided these young people to the successful completion of and, indeed, excellence in their subjects.
Receiving exam results naturally leads one to ponder the nature of progress, development and growth, a topic that has been on my mind lately as we sand, chip and grumble our way through some DIY renovations at home. With each new discovery of a loose patch on the wall or yet another damp area, the challenge can seem overwhelming. And after a long weekend of finger-numbing and back-aching scraping amongst the swirls of fine dust that settles everywhere, it looks like you have achieved very little.
The fact is though, that as I lay my weary head on my pillow, a deep sense of accomplishment and satisfaction envelops me and I realise that good progress has been made; that in order to make progress or develop, one often needs to digress or take a few steps back to correct something; that in order to improve, one needs to be totally immersed in the task at hand. There is no other way.
This holds true for our students too. Those who aspire to grow and develop their potential, engage fully in their lessons, immerse themselves in their subjects when doing their homework and ensure that they have got to the very core of a topic in order to understand it fully. Just slapping on a coat of paint over a bad patch, or quickly rushing off a task to say that it has been completed achieves nothing.
It would seem to me that our Year 11 students in particular have learned this valuable life lesson and know how to approach their learning and development with intent and pride. They have taken ownership of their own growth. It’s a simple life truth really: what you put in, is what you will get out.
Of course, this philosophy can be taken further to include other aspects of life. How we approach the limited and restrictive life we are forced to lead now, determines what the future holds. Let’s put in patience, understanding and self-care; let’s be respectful of others’ well-being and perspectives; let’s not drop our guard.
Please take note that the second Elevate workshop will be held next Friday, 20 August, at school. Students who are still attending class online are encouraged to attend the workshop in person, however, it will be online should any of the participants be at home for any reason.
This term we are hoping to have some fun with our teens as the High School hosts a Cultural Bonanza. Please encourage your teens to participate. We know that our students are very talented and celebrating one another’s skills while having some fun is just the kind of event that we all need at the end of the term.
As the second half of August approaches and we enter the fifth week of the term, effectively having passed the mid-term mark, you are requested to fill in a google form once more, indicating whether you will be sending your child to school from the 16th or not. This will help us to plan and prepare the classes accordingly. Online classes will continue to be available for those who prefer to keep their children at home for now, however, we would like to suggest that it would be best to send Foundation Phase children to school as soon as possible. We also ask that you please ensure that your children understand the need to comply with the health and safety protocols that the school is required to maintain. Please take some time to speak to them about the need for social distancing and clean face masks that are worn correctly.
We look forward to welcoming more of our students back next week. Take care and stay safe. Wishing you all our families a good weekend.
Cristina Sanchez Black
Principal
From the Principal’s Desk – 30 July 2021
Dear Parents
What a wonderful week it has been having some of our students back on campus! It has been a week filled with the simple pleasures of eager, curious eyes, happy chatter, spontaneous laughter and active teaching. Despite the third wave, Helderberg International has not skipped a beat and our students are on track with their learning for the year. How very blessed we are! And how very blessed we are as teachers to serve our community. Having said that, we think of those in our community who have lost loved ones due to the pandemic. You are in hearts and thoughts.
Margaret Mead (1901 – 1978), the anthropologist, was once asked by a student what she considered to be the first sign of civilization in a culture. The student expected Mead to talk about fishhooks or clay pots or grinding stones.
Instead, Mead said that the first sign of civilization in an ancient culture was a femur that had been broken but had healed. She explained that if an animal breaks its leg, it dies. It cannot run from danger, cannot get to a river to drink, nor can it hunt. It becomes prey. No animal survives a broken leg long enough for the bone to heal.
A broken femur that has healed is evidence that someone has taken the time to stay with the one who is injured, has bound up the wound, has carried the person to safety, and has tended the person through recovery. According to Mead, helping someone else through difficulty – serving others – is where civilization starts.
It gives me great pleasure to witness, every school day, myriad small acts of service within our civilized community. From the courteous year 4 boy who insists that I pass through the door first, to the jovial caretaker who elicits a smile from everyone he passes, we all contribute to the well-being of the HIS family. Sadly, a member of the family will be leaving us after more than 17 years of dedication and tireless service. Minkie, we thank you for your contribution to our school over so many years and wish you every happiness as you begin this new chapter of your life. We also say goodbye this week to Teacher Danni who has made an impact in such a short time with her cheerful spirit and willingness to help as she jets off to the USA to complete her studies. We have no doubt that she will make a great teacher. Go well, Danni – there are some very lucky children waiting to become your students!
Today happens to be International Friendship Day. Proclaimed by the UN in 2011, the idea is behind this celebration is that friendship between people, cultures and countries has the power to inspire peace and build bridges between communities – an idea that aligns perfectly with the IES vision. There is no better time to celebrate those close to us, and show gratitude and support for our peers, friends, family and staff. Wishing you all a happy Friday and a blessed weekend.
Ms Sanchez Black
Principal