# Cambridge Early Years in the South African landscape

https://www.youtube.com/watch?v=t6dsDEXi1Yw

[00:13] uh welcome to everyone who has joined uh.
[00:16] uh welcome to everyone who has joined uh.
[00:18] my name is ingred NY I'm the marketing manager at Cambridge University press and assessment uh.
[00:22] we also have on the call with us Christina Naidu who is our business development executive and we.
[00:28] also have boo seaka digital marketing lead um so I would just love to introduce you all to Carrie um krie.
[00:33] we're delighted to have you here presenting another earlier webinar with us um and for those who don't know krie.
[00:36] she is an educator a lifelong learner.
[00:47] she's been a school principal uh hailing from cill Nel um but raised in joerg uh.
[00:54] krie has been in the field of education for over two decades um but her true passion really is working with Young Learners and she is a specialist in early childhood education she is a.
[01:08] early childhood education she is a Cambridge primary examiner and teacher.
[01:11] Cambridge primary examiner and teacher trainer um and so she is well-versed in the Cambridge early Year's program um.
[01:18] and she will be able to take you through this program uh present you an introduction to the resources and answer any questions that you have so that you can understand how this program is relevant not only to the Cambridge School System but to all early early childhood development centers uh throughout South Africa so I will not take up any further time Carrie over to you.
[01:42] wonderful thank you so much ingred I see we still have some people madly joining so we'll just keep admitting them as we go but thank you everybody for joining us and thank you for being with us for this afternoon um I don't know I'm actually in Jook at the moment and it is freezing cold and rainy I'm sure most of you have feeling exactly the same way um it would be lovely to see your faces if you can put your cameras on for a few moments very happy if just now you want to um switch cameras off but it would be nice to just
[02:09] cameras off but it would be nice to just see some faces um just a little bit.
[02:12] see some faces um just a little bit about me before we get going um as.
[02:14] about me before we get going um as ingred said my name is Carrie MacArthur.
[02:17] ingred said my name is Carrie MacArthur I have been in education for way too.
[02:20] I have been in education for way too long I absolutely love what I do I love.
[02:22] long I absolutely love what I do I love working with these little kitties I've.
[02:24] working with these little kitties I've had my own school for a few years been a.
[02:27] had my own school for a few years been a principal at a school and um current.
[02:29] principal at a school and um current Curr L our school runs from two years.
[02:32] Curr L our school runs from two years old up to grade seven but I must admit.
[02:35] old up to grade seven but I must admit my three to four year olds I think on my.
[02:36] my three to four year olds I think on my on my weak point because they are the.
[02:38] on my weak point because they are the cutest um I've been with Cambridge now.
[02:41] cutest um I've been with Cambridge now since uh oh goodness me I was trying to.
[02:43] since uh oh goodness me I was trying to count the other day I think it's since.
[02:44] count the other day I think it's since about 2017 2014 2015 for examining and.
[02:48] about 2017 2014 2015 for examining and then 2017 2018 for training um I do the.
[02:53] then 2017 2018 for training um I do the early years training I do primary.
[02:54] early years training I do primary Cambridge combined training all of that.
[02:56] Cambridge combined training all of that sort of thing is what I do for for.
[02:58] sort of thing is what I do for for Cambridge person L I'm a mom of three my.
[03:01] Cambridge person L I'm a mom of three my oldest daughter is already 24 made us.
[03:05] oldest daughter is already 24 made us broke last year by getting married and.
[03:07] broke last year by getting married and my son is just finished school he
[03:09] my son is just finished school.
[03:12] he finished mat trick last year um and then finished mat trick last year um and then my youngest daughter is now 13 in um at.
[03:16] my youngest daughter is now 13 in um at at a school close to us so she's in grade seven currently this year.
[03:18] grade seven currently this year my passion as as ingr said is early childhood and these kitties because if we don't give them the Good Foundations they're not set up for life and it's up to us to give them that so I think let's get going and people can join us as we as we go but please we are going to have two two moments where it's going to be a bit interactive I'd love to hear from you um if we can't get you into break rooms then what we'll do is we'll just chat online I'd love you to unmute yourselves and talk to us um so as I said there are two sections through the presentation that I'd like some just some interaction from you guys um but at any point if you're confused about something you you've got a question please pop it into the chat and then I will endeavor to answer it if I can't answer it this afternoon then we will get back to you um as soon as we can right let me just share my screen and let's get
[04:12] going can everybody see my screen I could just have a thumbs up
[04:17] screen I could just have a thumbs up from someone I can see it wonderful thank you
[04:26] someone I can see it wonderful thank you so much okay so so we're here obviously to discuss the carebridge early years um
[04:33] discuss the carebridge early years um I'm here really to talk through the program that we offer and um very importantly the resources that are offered
[04:38] offered I think there's in many way places in South Africa one of the biggest things we battle with is the lack of really good quality um and in-depth resources that are there to support the teachers
[04:51] support the teachers so I really hope that I'll be able to give you a bit of insight into that um and then obviously allay any of your your concerns about the curriculum so let's have a look sorry let me just get it going here
[05:04] there we go all right so we're going to go through four things this afternoon I'm going to look at the ecd situation in South Africa currently I'm going to look at the program overview specifically the Cambridge program
[05:13] Specifically the Cambridge program overview, the resources that we offer.
[05:15] Overview the resources that we offer that are absolutely beautiful and then.
[05:18] That are absolutely beautiful and then Christina or boy will talk through um.
[05:20] Christina or boy will talk through um the rest of the information so if we.
[05:23] The rest of the information so if we look at the ECD situation in South.
[05:25] Look at the ECD situation in South Africa at the moment um this is a huge.
[05:28] area of concern at the moment our government has obviously been high on.
[05:30] Government has obviously been high on the agenda government they've been.
[05:32] The agenda government they've been talking all over the place for a few.
[05:33] Talking all over the place for a few years now they've um been talking.
[05:35] Years now they've um been talking through the importance of birth to four.
[05:38] Through the importance of birth to four years and then obviously moving on from.
[05:40] Years and then obviously moving on from four four years old up to grade R so.
[05:43] Four four years old up to grade R so quite a while ago they introduced the.
[05:46] Quite a while ago they introduced the national curriculum framework I'm sure a.
[05:48] National curriculum framework I'm sure a lot of you are familiar with this but.
[05:50] Lot of you are familiar with this but for those of you that aren't 100%.
[05:52] For those of you that aren't 100% certain we wanted to just give you a.
[05:53] Certain we wanted to just give you a little bit of an overview so that you've.
[05:56] Little bit of an overview so that you've got the background for how we we develop.
[05:58] Got the background for how we we develop the Cambridge.
[06:00] The Cambridge curriculum the challenge that we have is.
[06:01] Curriculum the challenge that we have is that a huge number of children do not go.
[06:04] That a huge number of children do not go to preschool we have this problem it's.
[06:07] To preschool we have this problem it's it's an issue in South Africa where so.
[06:09] It's an issue in South Africa where so many of our children go straight from.
[06:13] many of our children go straight from home into your grade one environment and
[06:16] home into your grade one environment and because of that they haven't developed
[06:18] because of that they haven't developed the foundations that they need um to
[06:20] the foundations that they need um to continue going into the primary school
[06:23] continue going into the primary school environment so the national development
[06:25] environment so the national development plan the vision for 2030 was developed
[06:27] plan the vision for 2030 was developed in 2011 this really was around the
[06:30] in 2011 this really was around the Thousand Days um for pre pre-birth early years and then late infancy and it just
[06:36] years and then late infancy and it just really refers to the fact that those
[06:38] really refers to the fact that those early years those thousand days are so
[06:41] early years those thousand days are so highly sensitive to the environmental
[06:43] highly sensitive to the environmental effects that the children are exposed to
[06:45] effects that the children are exposed to and we as a community and as a country
[06:47] and we as a community and as a country need to make sure that we are sensitive
[06:49] need to make sure that we are sensitive to that and that we are we are on top of
[06:52] to that and that we are we are on top of it all that we know what's going on and
[06:54] it all that we know what's going on and how best to support our
[06:56] how best to support our kitties the national curriculum
[06:58] kitties the national curriculum framework was veloped this is developed
[07:00] framework was veloped this is developed for children from birth to four years
[07:02] for children from birth to four years old and this was really in a response to
[07:04] old and this was really in a response to what the ecd sector was facing what we
[07:07] were battling with we needed some guidance we needed to know what the
[07:09] guidance we needed to know what the overarching curriculum needed to be a
[07:13] overarching curriculum needed to be a lot of us had our training but at the end of the day we would need to work with the government and the country that we in now.
[07:22] um we had a lovely curriculum for primary school but the ecd was being left behind and I think a lot of you will agree that the ecd is very often um Left Behind when people are thinking about schooling and it needs to change.
[07:35] we need to get to a point where our our ecd sector is taken seriously.
[07:41] so the first step to development of the national curriculum framework was the was the development of the national early learning standards.
[07:49] this was in 2009 hopefully most of you are recognize that picture of the little book on the right hand side that is what the elders or the national early learning standards was was published.
[08:03] in this ncf is aimed at improving the quality of basic education so we had a situation where a lot of us went through training we all did teacher training in some form but there were so many schools.
[08:15] some form but there were so many schools the under resource schools schools that did not have the proper training that they were just letting kids run right play just do whatever and there was no guidance for them so it really was just an opportunity for the Department of Education to come alongside the people the practitioners that are working with Early Childhood early children so we then obviously it was sent out to the training organizations universities parents have access to it caregivers have access to it and it really is just to enhance the child's Learning and Development at the end of the day one of the most important things we need to remember is that preschool is that foundation for all learning if we do not develop a love for learning in the preschool environment we are setting the primary school years up for failure children need to love learning and at the end of the day we can do that if we well prepared and we know what we're talking about so my my challenge all the time is just beyond above everything just make sure your children love being
[09:16] just make sure your children love being in your classroom.
[09:21] so if we look at the elders specifically.
[09:23] so as I said this was part of the national curriculum framework.
[09:26] what they did is they broke it up into three different themes.
[09:27] the first one being I'm a competent person.
[09:31] now you'll see that all of this wording is around the child embracing this and making it their own.
[09:38] theme two was my Learning and Development is important.
[09:41] and then theme three was I need strong connection with adults.
[09:43] now within those three themes they developed four different um principles as it were.
[09:51] so for example theme one I'm a competent person.
[09:53] principle three says I flourish when attention is paid to equality of opportunities where I can participate to develop my own potential.
[10:01] if we look at theme two my Learning and Development is important.
[10:06] and we look at for instance L say number seven play and handson active experiences enhance my Learning and Development.
[10:12] theme three was I need the strong connection with adults.
[10:15] and if you look at number 10 it refers to the fact
[10:19] look at number 10 it refers to the fact that I benefit from a close and loving relationship with an adult.
[10:23] so as you can see they've broken those those three themes into the overarching principles.
[10:28] and this was the f foundation for the elders so from that they developed the Early Learning and Development areas.
[10:35] this really gave the adults that work with them an opportunity to just understand where the development areas are and where best to support the children.
[10:43] and by support it really is around organizing activities that are needed from as we said from birth all the way up to four years old is what the elders specifically cases for.
[10:55] so there are six Early Learning and Development areas within the Elder they integrate into those three themes and 12 principles.
[11:05] those six um development areas are well-being identity and belonging communication exploring mathematics creativity and knowledge and understanding of the world.
[11:14] now I'm sure a lot of you already work with these you know how it works and all of this is already encompassed into your curriculum.
[11:20] already encompassed into your curriculum so we just we're going to just be creating this foundation so you can see how Cambridge interacts with this.
[11:26] so let's just give an example for those of you that are new to the environment and maybe not have seen it as often and when we look at the Early Learning development areas and this activity I've chosen is specifically playing with water and sand which I know the parents often don't like the children going home with sand but they must not deal with it because it really is such a crucial and important part of what our children learn.
[11:50] so if we look at the Elder being wellbeing out of that just that simple activity of playing with water and sand wellbeing is for example playing safely or developing those small muscles.
[12:00] if we look at communication it's about speaking and listening it's about understanding their friend and understanding what their friends are doing and helping them or working with them.
[12:10] it's about the structure and the vocabulary of the language within those interactions.
[12:14] it's also about understanding that if I pour sand of my friend's head how is he going to react to me and how's he going to respond so it's all about building those.
[12:20] it's all about building those relationships with other children that
[12:22] relationships with other children that you're playing with and with the adults
[12:24] you're playing with and with the adults that are
[12:25] that are facilitating a lot of people don't seem
[12:27] facilitating a lot of people don't seem to think that mathematics and come into
[12:30] to think that mathematics and come into water and sand it all comes could be
[12:32] water and sand it all comes could be sorting it could be classifying it could
[12:35] sorting it could be classifying it could be building it could be around space and
[12:37] be building it could be around space and measurement comes into mathematics
[12:39] measurement comes into mathematics creativity is a simple one with sand and
[12:41] creativity is a simple one with sand and water I mean solving problems it's
[12:43] water I mean solving problems it's making up sand Cel it's trying to figure
[12:46] making up sand Cel it's trying to figure out why the water pours this way and not
[12:49] out why the water pours this way and not that way it's things like that and then
[12:51] that way it's things like that and then the final Elder being knowledge and
[12:53] the final Elder being knowledge and understanding of the world this is
[12:55] understanding of the world this is really just around understanding and
[12:57] really just around understanding and exploring time and place EXP drawing and
[12:59] exploring time and place EXP drawing and investigating our world around us so
[13:01] investigating our world around us so that's a very brief example of how the
[13:04] that's a very brief example of how the elders are built into every activity
[13:07] elders are built into every activity that is done on our daily basis with our
[13:10] that is done on our daily basis with our children so what I'd like to do now is
[13:12] children so what I'd like to do now is I'm going to pose two questions to you
[13:15] I'm going to pose two questions to you as a group and for this I would like you
[13:18] as a group and for this I would like you to be active somebody has to be brave
[13:20] to be active somebody has to be brave enough to put just put up your hand talk
[13:23] enough to put just put up your hand talk to us and let's answer these two.
[13:26] to us and let's answer these two questions firstly what are the challenges that are currently faced by.
[13:28] questions firstly what are the challenges that are currently faced by The Early Childhood environment you're in this environment what are you battling with what challenges are we faced with and do you think that enough is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:31] challenges that are currently faced by The Early Childhood environment you're in this environment what are you battling with what challenges are we faced with and do you think that enough is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:33] The Early Childhood environment you're in this environment what are you battling with what challenges are we faced with and do you think that enough is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:35] in this environment what are you battling with what challenges are we faced with and do you think that enough is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:36] battling with what challenges are we faced with and do you think that enough is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:39] faced with and do you think that enough is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:41] is being done to address these whether it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:43] it's through curriculum providers whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:45] whether it be through our government whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:47] whether it be through our District's environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:50] environment do we have enough support is enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:52] enough being done to address these and as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:53] as I said that is in response to what challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:55] challenges are being faced so if you would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:58] would like to chat if you would like to put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[13:59] put it into the chat and typing if you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[14:02] you're not quite um if you if you can't speak whatever then put it into the chat but I'd like to hear from some of you.
[14:04] speak whatever then put it into the chat but I'd like to hear from some of you.
[14:07] but I'd like to hear from some of you.
[14:14] anybody are you all very quiet any ideas what challenges are we faced with.
[14:18] anybody are you all very quiet any ideas what challenges are we faced with.
[14:20] ideas what challenges are we faced with we all fac with the same things we all battle if you get to get in with another.
[14:22] we all fac with the same things we all battle if you get to get in with another.
[14:24] battle if you get to get in with another ecd teacher what are you going to moan?
[14:27] ecd teacher what are you going to moan about what are you challenged with?
[14:28] about what are you challenged with currently in your environment you can type it into the chat or chat to me verbally.
[14:31] verbally anyone nobody so you're all fun there's no challenges as very much out that I know.
[14:45] nobody so you're all fun there's no challenges as very much out that I know that we ble with it there we go thank you Natasha you said language barriers.
[14:55] you Natasha you said language barriers oh that's huge especially in our ecd because these children come to us from so many different backgrounds.
[15:00] oh that's huge especially in our ecd because these children come to us from so many different backgrounds I've got a child currently in our school that came from Arisha.
[15:01] child currently in our school that came from Arisha so not only are we battling with our local languages but now are we battling with International languages as well.
[15:04] so not only are we battling with our local languages but now are we battling with International languages as well but isn't it amazing at how quickly these kids pick up languages in a school environment.
[15:06] battling with International languages as well but isn't it amazing at how quickly these kids pick up languages in a school environment.
[15:08] but isn't it amazing at how quickly these kids pick up languages in a school environment B thank you very much too many Learners with no assistance language barriers and lack of Parental.
[15:10] these kids pick up languages in a school environment B thank you very much too many Learners with no assistance language barriers and lack of Parental.
[15:11] environment B thank you very much too many Learners with no assistance language barriers and lack of Parental.
[15:15] B thank you very much too many Learners with no assistance language barriers and lack of Parental.
[15:19] too many Learners with no assistance language barriers and lack of Parental.
[15:22] many Learners with no assistance language barriers and lack of Parental.
[15:24] Learners with no assistance language barriers and lack of Parental.
[15:26] language barriers and lack of Parental support that is so true I think parents.
[15:29] support that is so true I think parents are so quick just to dump their children.
[15:30] are so quick just to dump their children and run away we don't have enough.
[15:32] and run away we don't have enough parents that are really involved and.
[15:34] parents that are really involved and active in their child's lives and see it.
[15:37] active in their child's lives and see it as a um opportunity to spend time with.
[15:39] as a um opportunity to spend time with their children and learn alongside their.
[15:43] their children and learn alongside their children are you currently getting the.
[15:45] children are you currently getting the right kind of support that you.
[15:48] right kind of support that you need teacher training we need teacher.
[15:51] need teacher training we need teacher training we need more people that attend.
[15:54] training we need more people that attend training and keep up with the local and.
[15:56] and the latest trends that are around I.
[15:57] and the latest trends that are around I agree with you.
[16:00] agree with you what about resources we have a problem.
[16:03] what about resources we have a problem in our ecd environment where people put.
[16:06] in our ecd environment where people put out these lovely resources but have they.
[16:08] out these lovely resources but have they actually taught in a school the amount.
[16:09] actually taught in a school the amount of books that I've opened and I've gone.
[16:11] of books that I've opened and I've gone has this person ever actually spent any.
[16:13] has this person ever actually spent any time in a classroom how do they expect.
[16:16] time in a classroom how do they expect me to do this with my three-year-old.
[16:17] me to do this with my three-year-old it's not going to happen so resources is.
[16:20] it's not going to happen so resources is a huge thing s thank you parents view.
[16:23] a huge thing s thank you parents view that more formal education Portman's.
[16:25] that more formal education Portman's lack of understanding that learning.
[16:27] lack of understanding that learning through Play It's so so true especially.
[16:30] through Play It's so so true especially in South Africa that parents just seem to think that kids must sit behind a desk and do worksheets all day and write their names and do their numbers.
[16:38] they don't realize that just through playing they're getting a huge amount of learning already.
[16:43] already may we get some similar ecdc as a play sense and they don't understand the framework and mil.
[16:48] they don't see the the balance of what we actually do underground.
[16:52] yes Kim thank you parents want to focus on the cognitive development and seem to dismiss the importance of growth mot skills 100% perceptual social emotional development.
[17:03] and don't don't you find that you have to explain to a parent that the children learn more about social emotional developments in the playground than they do in the in the classroom.
[17:12] in the classroom they're little they're sitting there they're behaving but on the playground is when their social interaction really kicks off and that's where they learn the most.
[17:20] do you think that we're getting enough support do you think more support can be given by our different support.
[17:28] can be given by our different support teams as it works.
[17:39] well my personal feeling is no there's not enough support and we need to tap in to the places that are able to provide us with that support um so yes okay so thank you very much for your contributions um I really do appreciate it um and yes 100% I agree with all of your comments and yes Bo 100% we need more supports in our Arena and that is exactly what Cambridge is trying to do is to come alongside you and address those challenges that we are faced with in ecd so if we look at our actual the program that is offered so ultimately it comes down to having the best startart in life as we said we want to develop a love for learning these children need to want to be in school because ultimately they're going to be there for the next 12 years.
[18:28] going to be there for the next 12 years let's be real from grade one upwards and
[18:30] let's be real from grade one upwards and they if they don't love it it's going to
[18:32] they if they don't love it it's going to be a hard
[18:33] be a hard slug so the Cambridge curriculum is
[18:36] slug so the Cambridge curriculum is designed from children from 3 to six
[18:38] designed from children from 3 to six years old so we've gone come alongside
[18:40] years old so we've gone come alongside the South African
[18:42] the South African curriculum now the educational Journey
[18:45] curriculum now the educational Journey has to start and it has to get going so
[18:47] has to start and it has to get going so whether that start is through the
[18:49] whether that start is through the Cambridge um pathway through caps itself
[18:52] Cambridge um pathway through caps itself which is obviously our government system
[18:54] which is obviously our government system or other curriculums something has to
[18:56] or other curriculums something has to happen there has to be a kickoff Point
[18:58] happen there has to be a kickoff Point some way and ultimately we wanting to
[19:01] some way and ultimately we wanting to make that exciting for these
[19:03] make that exciting for these children it needs to be child centered
[19:06] children it needs to be child centered and play based and that's what some of
[19:07] and play based and that's what some of you have said already in the chat is
[19:09] you have said already in the chat is that too many people don't realize the
[19:10] that too many people don't realize the value in having something that is play
[19:13] value in having something that is play based and at the end of the day child
[19:15] based and at the end of the day child Center as I said earlier I look at some
[19:16] Center as I said earlier I look at some of these books and I wonder whether
[19:18] of these books and I wonder whether people have even spent any time in the
[19:20] people have even spent any time in the classroom because they actually don't
[19:22] classroom because they actually don't look at um whether is child sensored
[19:24] look at um whether is child sensored they're just so quick in putting
[19:25] they're just so quick in putting documents together that there's no Focus
[19:28] documents together that there's no Focus given to the the child from a Cambridge point of view.
[19:32] child from a Cambridge point of view from the best start in life we look at everything that we need for high quality.
[19:37] everything that we need for high quality learning it's holistic the balanced curriculum is important we need engaging.
[19:41] curriculum is important we need engaging classroom resources that is what is available the development is available.
[19:45] available the development is available as B Miller said we need more support we need ingr said we need teacher training.
[19:49] need ingr said we need teacher training and that's where the professional development comes along too many times.
[19:52] development comes along too many times I'm sure a lot of you did your um degrees adversity.
[19:53] I know I did it back in the day when vits education was was still jce or Johannesburg College of Education.
[20:01] still jce or Johannesburg College of Education and I remember leaving there after my few years and doing my stuff.
[20:06] after my few years and doing my stuff leaving there going how do I actually teach these children.
[20:08] leaving there going how do I actually teach these children how do I stand in front of a class of kids and teach them.
[20:10] front of a class of kids and teach them to count to 10 and that is where that ongoing learning happens.
[20:14] to count to 10 and that is where that ongoing learning happens and that's why ingred referred to me as a lifelong learner.
[20:18] ingred referred to me as a lifelong learner because I've got so much to learn still.
[20:20] learn still and we as teachers need to continue learning so professional development is key.
[20:23] continue learning so professional development is key and then very importantly in with this um this.
[20:29] importantly in with this um this Cambridge pathway or the Cambridge Side
[20:31] Cambridge pathway or the Cambridge Side is that assessment option to measure
[20:33] is that assessment option to measure learn of progress we're going to get
[20:34] learn of progress we're going to get into a whole lot of detail
[20:37] into a whole lot of detail there so our curriculum is developed to
[20:40] there so our curriculum is developed to be holistic and balanced focusing on the
[20:43] be holistic and balanced focusing on the whole child somebody said earlier that
[20:45] whole child somebody said earlier that parents are so worried about the
[20:46] parents are so worried about the cognitive side that they're not looking
[20:48] cognitive side that they're not looking at the social and emotional and the
[20:50] at the social and emotional and the physical developments of the child we
[20:53] physical developments of the child we focus on nurturing every part of the
[20:56] focus on nurturing every part of the child that whole growth about the child
[20:58] child that whole growth about the child developing the whole child emotionally
[21:00] developing the whole child emotionally socially physically all aspects of the
[21:02] socially physically all aspects of the child we want to equip those Learners
[21:05] child we want to equip those Learners with the foundation of their knowledge
[21:06] with the foundation of their knowledge their understanding and the skills that
[21:08] their understanding and the skills that are essential for their next step in the
[21:11] are essential for their next step in the education Arena or the pathway that
[21:13] education Arena or the pathway that they're going to take towards their
[21:15] they're going to take towards their final
[21:16] final education we need to give them the
[21:18] education we need to give them the skills and the methods in order to meet
[21:22] skills and the methods in order to meet those Milestones that are needed so
[21:24] those Milestones that are needed so every child's going to go through those
[21:26] every child's going to go through those Milestones there's an international list
[21:28] Milestones there's an international list of milestones we all know what they are
[21:30] of milestones we all know what they are but we as practitioners need to help our
[21:33] but we as practitioners need to help our children reach those milestones in the
[21:35] children reach those milestones in the in the right way and not push the kids
[21:37] in the right way and not push the kids too fast or hold them back and we can
[21:40] too fast or hold them back and we can only do so with the correct knowledge
[21:41] only do so with the correct knowledge and the correct tools at
[21:44] and the correct tools at hand we then obviously want to connect
[21:46] hand we then obviously want to connect Learners with the world around them
[21:48] Learners with the world around them we've always said the world's becoming a
[21:49] we've always said the world's becoming a very small place it used to be Six
[21:52] very small place it used to be Six Degrees of Separation in other words you
[21:54] Degrees of Separation in other words you knew everybody within six different
[21:56] knew everybody within six different people so within PE six
[21:59] people so within PE six touch points you will have met everybody
[22:01] touch points you will have met everybody that's reduced to three or four the
[22:03] that's reduced to three or four the world has become so tiny that the
[22:05] world has become so tiny that the children need to hear about what's going
[22:08] children need to hear about what's going on in the world around them they cannot
[22:10] on in the world around them they cannot be isolated in their little bubble as it
[22:13] be isolated in their little bubble as it were um the world is going to impact
[22:15] were um the world is going to impact them and we need to make sure that
[22:17] them and we need to make sure that they're ready for
[22:19] they're ready for that we really just want to make sure
[22:21] that we really just want to make sure that there steps that we build for them
[22:23] that there steps that we build for them for their educational journey is that
[22:25] for their educational journey is that foundation and that is the way that the
[22:27] foundation and that is the way that the Cambridge pathway is ready designed our
[22:30] Cambridge pathway is ready designed our curriculum specifically aligns with
[22:31] curriculum specifically aligns with those International benchmarks and for
[22:34] those International benchmarks and for early development and we really want to
[22:35] early development and we really want to connect our Learners with the world as I
[22:37] connect our Learners with the world as I said and fostering that sense of Cur
[22:39] said and fostering that sense of Cur curiosity and a desire to engage with
[22:42] curiosity and a desire to engage with their
[22:44] their environment at the end of the day by
[22:46] environment at the end of the day by doing this the learning is going to
[22:47] doing this the learning is going to become meaningful and relevant and
[22:49] become meaningful and relevant and they're going to internalize it if you
[22:51] they're going to internalize it if you go back to what those Elder principles
[22:53] go back to what those Elder principles were is all those I am statements I feel
[22:55] were is all those I am statements I feel this and that is what it's all about
[22:57] this and that is what it's all about it's really just connecting and engaging
[22:59] it's really just connecting and engaging with the child and making them
[23:01] with the child and making them responsible for their learning at the
[23:03] responsible for their learning at the end of the day we want to extend beyond
[23:06] end of the day we want to extend beyond the classroom and take them into the
[23:08] the classroom and take them into the wider world that they are already part
[23:12] wider world that they are already part of So within the Cambridge curriculum
[23:14] of So within the Cambridge curriculum our early Year's curriculum covers six
[23:16] our early Year's curriculum covers six different curriculum areas and they are
[23:18] different curriculum areas and they are supporting learning statements for each
[23:20] supporting learning statements for each one the resources that I will go through
[23:23] one the resources that I will go through just now provide opportunities for these
[23:25] just now provide opportunities for these activities that shows you how to teach
[23:27] activities that shows you how to teach it so the six curriculum areas are
[23:30] it so the six curriculum areas are communication language and literacy
[23:32] communication language and literacy mathematics creative expression physical
[23:36] mathematics creative expression physical development personal and social personal
[23:39] development personal and social personal social emotional development and then
[23:41] social emotional development and then understanding the world now these are
[23:43] understanding the world now these are very similar to Elder you will see that
[23:45] very similar to Elder you will see that and we're going to show you a bit of a
[23:47] and we're going to show you a bit of a crosswalk just now along with this comes
[23:51] crosswalk just now along with this comes a really strong focus on assessment and
[23:55] a really strong focus on assessment and support so for example this is one of
[23:58] support so for example this is one of the activities out of the book we give
[24:01] the activities out of the book we give each child we can give each child a set
[24:02] each child we can give each child a set of numbers from 0 to 10 with a glue
[24:05] of numbers from 0 to 10 with a glue stick and a strip of colored paper and
[24:07] stick and a strip of colored paper and we'll say to them please stick your
[24:09] we'll say to them please stick your numbers in order on the paper so now we
[24:11] numbers in order on the paper so now we are what we're doing as a facilitator we
[24:13] are what we're doing as a facilitator we are observing can the child recognize
[24:15] are observing can the child recognize the numbers and can they put them in the
[24:17] the numbers and can they put them in the right order you as a fac then tells you
[24:19] right order you as a fac then tells you as a facilitator move around ask
[24:21] as a facilitator move around ask questions such as which numbers one more
[24:23] questions such as which numbers one more than six all of those sort of extension
[24:25] than six all of those sort of extension questions make sure that each child has
[24:27] questions make sure that each child has written their name on the back so it
[24:29] written their name on the back so it literally just guides you through the
[24:30] literally just guides you through the steps now the support that you may need
[24:33] steps now the support that you may need to give there it tells you there
[24:35] to give there it tells you there children may need support with sticking
[24:36] children may need support with sticking their numbers in order and finding the
[24:38] their numbers in order and finding the correct orientation because remember
[24:39] correct orientation because remember they're going to put them all upside
[24:40] they're going to put them all upside down and all sideways and things and
[24:43] down and all sideways and things and you're going to then help them with that
[24:45] you're going to then help them with that now so it helps you understand what
[24:47] now so it helps you understand what support may be needed but then it also
[24:49] support may be needed but then it also says to you you're going to have a child
[24:51] says to you you're going to have a child that maybe needs a bit more challenged
[24:53] that maybe needs a bit more challenged that it just needs to be a little bit
[24:54] that it just needs to be a little bit above where where you've given them so
[24:57] above where where you've given them so here we can Mark out a Circle and
[24:58] here we can Mark out a Circle and challenge the children to stick the
[25:00] challenge the children to stick the numbers in order on a circle instead of
[25:02] numbers in order on a circle instead of a line you can see already that that is
[25:05] a line you can see already that that is going to be linked to reading a clock at
[25:07] going to be linked to reading a clock at a later stage so the links there are
[25:10] a later stage so the links there are going to be really really strong so the
[25:12] going to be really really strong so the assessment support or the activities
[25:14] assessment support or the activities that are given to you it explains the
[25:15] that are given to you it explains the activity in detail it tells you what
[25:18] activity in detail it tells you what sort of support you may need to provide
[25:20] sort of support you may need to provide and then it also helps you to just give
[25:21] and then it also helps you to just give you a challenge on how to challenge that
[25:23] you a challenge on how to challenge that learner that maybe needs a little bit
[25:26] learner that maybe needs a little bit more from you
[25:29] more from you now we know that we already have caps
[25:32] now we know that we already have caps everybody knows that by now caps is the
[25:34] everybody knows that by now caps is the national curriculum and we often go well
[25:37] national curriculum and we often go well how does this compare to the other
[25:39] how does this compare to the other curriculum so we've got Cambridge that
[25:41] curriculum so we've got Cambridge that obviously we were talking about the
[25:42] obviously we were talking about the Cambridge early year specifically and we
[25:44] Cambridge early year specifically and we want to look at it as as a comparison to
[25:47] want to look at it as as a comparison to caps and how they work in
[25:51] tandem so both the Caps ncf National
[25:55] tandem so both the Caps ncf National curriculum framework and the Cambridge
[25:56] curriculum framework and the Cambridge earlier curriculum both look at the
[25:59] earlier curriculum both look at the holistic and the integrated teaching and
[26:00] holistic and the integrated teaching and learning looks at the whole child it's
[26:02] learning looks at the whole child it's complete they're both really good from
[26:05] complete they're both really good from that point of
[26:06] that point of view from a from a Cambridge point of
[26:09] view from a from a Cambridge point of view we provide an English Second
[26:10] view we provide an English Second Language route for communication and
[26:12] Language route for communication and language and very often this is going to
[26:14] language and very often this is going to work better with the children that have
[26:16] work better with the children that have got a second language teaching
[26:17] got a second language teaching environment um something that is
[26:19] environment um something that is different from their home language
[26:20] different from their home language background and something quite
[26:22] background and something quite interesting it might just be a different
[26:24] interesting it might just be a different exposure to English that they've come
[26:25] exposure to English that they've come from not necessarily a pure second
[26:27] from not necessarily a pure second language
[26:28] language some of our children in our classes as
[26:30] some of our children in our classes as you will have experienced are some as
[26:32] you will have experienced are some as third fourth language English so they
[26:34] third fourth language English so they definitely need the support from an
[26:36] definitely need the support from an English Second Language process now in
[26:39] English Second Language process now in the older primary caps does provide us
[26:42] the older primary caps does provide us we've got English as a second language
[26:44] we've got English as a second language but it's so important that the
[26:46] but it's so important that the foundations are built we've discussed
[26:47] foundations are built we've discussed that already so for that we need to make
[26:50] that already so for that we need to make sure that in the early years environment
[26:52] sure that in the early years environment we also giving them an opportunity from
[26:54] we also giving them an opportunity from an English Second Language because at
[26:57] an English Second Language because at the end of the day these children need
[26:59] the end of the day these children need to love the learning if you can't
[27:00] to love the learning if you can't understand the language you're never
[27:01] understand the language you're never going to love the
[27:03] going to love the learning we do have a phonic program
[27:05] learning we do have a phonic program that is coming in a little bit later
[27:07] that is coming in a little bit later through the end of 2025 into 2026 this
[27:10] through the end of 2025 into 2026 this is going to cover early years one all
[27:12] is going to cover early years one all the way through through to the primary
[27:14] the way through through to the primary and all Foundation second year um so at
[27:17] and all Foundation second year um so at the moment we do suggest other phonic
[27:19] the moment we do suggest other phonic schemes but at the end of the day you
[27:22] schemes but at the end of the day you can um sorry I just got distracted by my
[27:25] can um sorry I just got distracted by my question you can use other funny schemes
[27:28] question you can use other funny schemes alongside the Cambridge program sorry I
[27:30] alongside the Cambridge program sorry I moved my chat to the screen somebody
[27:32] moved my chat to the screen somebody asked me what age would this activity be
[27:34] asked me what age would this activity be for so there you're looking for because
[27:36] for so there you're looking for because it's from 0 to 10 the children are
[27:38] it's from 0 to 10 the children are recognizing number 0 to 10 you're
[27:40] recognizing number 0 to 10 you're looking there at the um later 3 to 4 or
[27:43] looking there at the um later 3 to 4 or early 45 year old age group Because by
[27:46] early 45 year old age group Because by the time they get into your grade R
[27:47] the time they get into your grade R level they should already be able to
[27:49] level they should already be able to recognize those numbers and you should
[27:50] recognize those numbers and you should be pushing them a little bit further and
[27:53] be pushing them a little bit further and now according to the Caps environment um
[27:55] now according to the Caps environment um you'd be horrified that a lot of the
[27:57] you'd be horrified that a lot of the Caps say by the into grade R they must
[27:59] Caps say by the into grade R they must learn up to 10 but I'm almost certain
[28:01] learn up to 10 but I'm almost certain you guys go up to 10 at a much earlier
[28:03] you guys go up to 10 at a much earlier stage so that water um activity would
[28:07] stage so that water um activity would have been aimed at um the 3 to four
[28:09] have been aimed at um the 3 to four level because it's within the Elder
[28:12] level because it's within the Elder curriculum um so LeAndre there are so
[28:15] curriculum um so LeAndre there are so many phonic programs that are available
[28:17] many phonic programs that are available out there um currently in my school we
[28:20] out there um currently in my school we follow Letterland I love lant um and why
[28:24] follow Letterland I love lant um and why I think I love it is because the sounds
[28:26] I think I love it is because the sounds are so natural and the they've got so
[28:29] are so natural and the they've got so many songs and resources that are
[28:31] many songs and resources that are attached to it it just makes sense you
[28:33] attached to it it just makes sense you know bouncing Ben any Apple all of those
[28:35] know bouncing Ben any Apple all of those sort of things so that's personally what
[28:36] sort of things so that's personally what I use it but that's my personal opinion
[28:38] I use it but that's my personal opinion a lot of other people have got lots of
[28:40] a lot of other people have got lots of other ideas on other phonic schemes so
[28:43] other ideas on other phonic schemes so if anybody would like to share with us
[28:44] if anybody would like to share with us the phonic schemes that they currently
[28:46] the phonic schemes that they currently use that would be wonderful but
[28:48] use that would be wonderful but personally as I say I use the Letterland
[28:50] personally as I say I use the Letterland and I'm very very excited to see what
[28:53] and I'm very very excited to see what Cambridge is going to come up with
[28:54] Cambridge is going to come up with because I'm I'm certain it's going to be
[28:56] because I'm I'm certain it's going to be as strong but for now use what you have
[28:59] as strong but for now use what you have available to you um yes there we go
[29:01] available to you um yes there we go Jolly phonic I personally haven't used
[29:03] Jolly phonic I personally haven't used it I've seen it it looks amazing um but
[29:06] it I've seen it it looks amazing um but Jolly Phonics and splash phonics at
[29:08] Jolly Phonics and splash phonics at their school another Jolly Phonics
[29:09] their school another Jolly Phonics lovely time to read is brilliant I've
[29:11] lovely time to read is brilliant I've seen it I haven't actually experienced
[29:13] seen it I haven't actually experienced it myself you know what it becomes a
[29:15] it myself you know what it becomes a situation you're doing this for so long
[29:16] situation you're doing this for so long you kind of stick with what you know um
[29:18] you kind of stick with what you know um so we need to push ourselves out of our
[29:20] so we need to push ourselves out of our comfort zone sometimes but yes oh
[29:23] comfort zone sometimes but yes oh another one time to read yes lovely so
[29:25] another one time to read yes lovely so thank you very much for those ideas
[29:26] thank you very much for those ideas everybody
[29:28] everybody um so identity and belonging this really
[29:31] um so identity and belonging this really will this is all around who we are and
[29:33] will this is all around who we are and where we are in our community now here
[29:36] where we are in our community now here it's very very difficult Cambridge as
[29:38] it's very very difficult Cambridge as you know is an international environment
[29:40] you know is an international environment we've got um schools all over the world
[29:43] we've got um schools all over the world um within Africa America the asias you
[29:46] um within Africa America the asias you name it these schools everywhere now
[29:49] name it these schools everywhere now it's very very difficult to develop one
[29:51] it's very very difficult to develop one curriculum that is going to suit
[29:52] curriculum that is going to suit everybody so what we advise as Cambridge
[29:55] everybody so what we advise as Cambridge is that for identity belonging you look
[29:57] is that for identity belonging you look at your locally specific resources now
[30:00] at your locally specific resources now this is even more important in South
[30:02] this is even more important in South Africa because we just in our different
[30:05] Africa because we just in our different provinces we've got different
[30:07] provinces we've got different experiences and different in um
[30:10] experiences and different in um involvements in our you know in our
[30:12] involvements in our you know in our cultural environments and our languages
[30:14] cultural environments and our languages that we speak I mean for instance kid in
[30:17] that we speak I mean for instance kid in um Zulu is a very well-known very wellp
[30:19] um Zulu is a very well-known very wellp spoken language but you can't really
[30:21] spoken language but you can't really take Zulu into the Eastern Cape you
[30:23] take Zulu into the Eastern Cape you might find a few people that would
[30:24] might find a few people that would understand it but it's not the spoken
[30:26] understand it but it's not the spoken home language so it's so important that
[30:29] home language so it's so important that we look at what is h what is local to us
[30:32] we look at what is h what is local to us to our communities um just looking at
[30:35] to our communities um just looking at Johannesburg the difference between
[30:36] Johannesburg the difference between ramberg and Rit or ramberg and Sanson of
[30:41] ramberg and Rit or ramberg and Sanson of PS apart so it's very very difficult to
[30:44] PS apart so it's very very difficult to apply one a one siiz fits all approach
[30:47] apply one a one siiz fits all approach to the identity and belonging so from
[30:49] to the identity and belonging so from this point of view as we say we look we
[30:52] this point of view as we say we look we recommend that you look at locally spe
[30:54] recommend that you look at locally spe specific resources um look at maybe
[30:57] specific resources um look at maybe Reader books that specific to to South
[30:59] Reader books that specific to to South Africa and our environment I mean just
[31:02] Africa and our environment I mean just our animals are different um our
[31:04] our animals are different um our cultures are different so we want to
[31:06] cultures are different so we want to make sure that we incorporate all of the
[31:07] make sure that we incorporate all of the differences into what our identity
[31:09] differences into what our identity belonging is we do advise what kinds of
[31:12] belonging is we do advise what kinds of activities will support identity and in
[31:14] activities will support identity and in language um and you'll see that in the
[31:16] language um and you'll see that in the let's explore books so there is already
[31:19] let's explore books so there is already some guidance but we want you to
[31:21] some guidance but we want you to supplement it with our local South
[31:24] supplement it with our local South African sort of flavor if you want to
[31:26] African sort of flavor if you want to call it that
[31:29] call it that the Cambridge early years curriculum
[31:31] the Cambridge early years curriculum does not cover the second language home
[31:34] does not cover the second language home language okay so this is where we refer
[31:36] language okay so this is where we refer to we've got English as a second
[31:37] to we've got English as a second language we do not have the second home
[31:40] language we do not have the second home language this is a requirement from of
[31:43] language this is a requirement from of of the national curriculum framework but
[31:45] of the national curriculum framework but from grade one so at this stage the
[31:48] from grade one so at this stage the earliest curriculum doesn't cover the
[31:50] earliest curriculum doesn't cover the second home language components but
[31:52] second home language components but obviously as we said earlier English as
[31:54] obviously as we said earlier English as a second language is definitely covered
[32:00] so we've when you look at the beginning
[32:02] so we've when you look at the beginning knowledge strains within caps versus
[32:04] knowledge strains within caps versus Cambridge early years beginning
[32:06] Cambridge early years beginning knowledge covers the history geography
[32:07] knowledge covers the history geography and science until the end of foundation
[32:09] and science until the end of foundation so year three and then after that
[32:12] so year three and then after that science becomes a separate subject so at
[32:14] science becomes a separate subject so at the end of the early years ongoing you
[32:16] the end of the early years ongoing you will see that science becomes a
[32:17] will see that science becomes a completely separate subject now that is
[32:19] completely separate subject now that is really strong we do science in
[32:22] really strong we do science in Foundation phase but it is done
[32:24] Foundation phase but it is done alongside more of the life skills
[32:26] alongside more of the life skills component it's not really a separate
[32:28] component it's not really a separate subject now at the end of the day
[32:31] subject now at the end of the day science has become so fundamental to
[32:34] science has become so fundamental to where we are in the world that it's
[32:36] where we are in the world that it's great that it's a separate subject at
[32:38] great that it's a separate subject at the end of the early years so that
[32:39] the end of the early years so that children get exposure to it really
[32:41] children get exposure to it really really
[32:43] really quickly so here's an example of how the
[32:47] quickly so here's an example of how the ncf and the early years program differs
[32:51] ncf and the early years program differs or or or more is similar so we've
[32:54] or or or more is similar so we've referred to early years one being your 3
[32:56] referred to early years one being your 3 to four early years 2 and then early
[32:58] to four early years 2 and then early years three now early years three is
[33:01] years three now early years three is essentially where our grade R level
[33:03] essentially where our grade R level would be so if you look at this for
[33:05] would be so if you look at this for instance um if you go down to
[33:07] instance um if you go down to communication so early years one we just
[33:09] communication so early years one we just look at communication language and
[33:11] look at communication language and literacy okay that's what our thing says
[33:14] literacy okay that's what our thing says Elder says or ncf says communication now
[33:18] Elder says or ncf says communication now if you look at ncf which is dou r and
[33:20] if you look at ncf which is dou r and the Age 4 to5 they've got home language
[33:23] the Age 4 to5 they've got home language one we then offer home language um or
[33:26] one we then offer home language um or English as a first language and English
[33:28] English as a first language and English as a second language so you've got both
[33:30] as a second language so you've got both options to follow there and similarly
[33:33] options to follow there and similarly with the age 5 to six early years three
[33:35] with the age 5 to six early years three which is our current grade R year
[33:38] which is our current grade R year mathematics is mathematics a lot of my
[33:40] mathematics is mathematics a lot of my children I'm a maths teacher as well for
[33:41] children I'm a maths teacher as well for primary school and my children always
[33:43] primary school and my children always say ma'am what's your favorite language
[33:44] say ma'am what's your favorite language and I'll say Matts is my favorite
[33:46] and I'll say Matts is my favorite language and all of them you know
[33:47] language and all of them you know totally disagree with me why on Earth do
[33:49] totally disagree with me why on Earth do you say Matts and my response is always
[33:52] you say Matts and my response is always because Matts is not emotional mats
[33:54] because Matts is not emotional mats doesn't feel anything number five is
[33:56] doesn't feel anything number five is always going to be number five
[33:57] always going to be number five regardless of how you look at it so I
[33:59] regardless of how you look at it so I love maths because it's straightforward
[34:01] love maths because it's straightforward simple and unemotional so that's my
[34:04] simple and unemotional so that's my opinion of math so math is exploring
[34:05] opinion of math so math is exploring mathematics from ncf is very similar to
[34:08] mathematics from ncf is very similar to the way that Cambridge has handled
[34:10] the way that Cambridge has handled maths if we look at for example
[34:12] maths if we look at for example creativity um the Elders of the ncf
[34:15] creativity um the Elders of the ncf refers to creativity earliest one says
[34:18] refers to creativity earliest one says let explore now don't you just love that
[34:19] let explore now don't you just love that term let explore because that's what
[34:21] term let explore because that's what it's all about is it's really just
[34:23] it's all about is it's really just making it at your own understanding the
[34:26] making it at your own understanding the understanding the concepts and just
[34:27] understanding the concepts and just exploring the concepts within our early
[34:29] exploring the concepts within our early years so here we refer to creative
[34:32] years so here we refer to creative expression then into um ncf grade Double
[34:36] expression then into um ncf grade Double R that that's where we now bring in life
[34:39] R that that's where we now bring in life skills um because as you know Double R
[34:40] skills um because as you know Double R is a little bit more formal and there
[34:42] is a little bit more formal and there they've got the creative arts whereas
[34:44] they've got the creative arts whereas early years 2 on the Cambridge Side
[34:46] early years 2 on the Cambridge Side again is let's explore creative
[34:48] again is let's explore creative expression and then in the grade in the
[34:50] expression and then in the grade in the grade R it's a similar thing life skills
[34:52] grade R it's a similar thing life skills creative arts and then the earliest
[34:54] creative arts and then the earliest three also refers to it as creative
[34:56] three also refers to it as creative expression so you see that it's very
[34:59] expression so you see that it's very very similar the the crosswalk between
[35:01] very similar the the crosswalk between the curriculums are very similar and it
[35:03] the curriculums are very similar and it really is around trying to support the
[35:06] really is around trying to support the local curriculum not necessarily replace
[35:09] local curriculum not necessarily replace it as
[35:10] it as such so as you can see through this
[35:12] such so as you can see through this graphic it really just shows you how the
[35:15] graphic it really just shows you how the Cambridge early years sort of really
[35:18] Cambridge early years sort of really encompasses the South African National
[35:20] encompasses the South African National curriculum framework it already starts
[35:22] curriculum framework it already starts Bolding into where essay caps is already
[35:24] Bolding into where essay caps is already in the grade R side and then it gets
[35:26] in the grade R side and then it gets taken over by the foundation phase and
[35:29] taken over by the foundation phase and that's where our stages come in as well
[35:30] that's where our stages come in as well from a Cambridge point of view so this
[35:33] from a Cambridge point of view so this really just feeds into the South African
[35:34] really just feeds into the South African curriculum it aligns well with the South
[35:37] curriculum it aligns well with the South African National curriculum framework
[35:39] African National curriculum framework the one that was C you from birth to
[35:40] the one that was C you from birth to four years and it aligns with caps for
[35:43] four years and it aligns with caps for grade R providing that local relevance
[35:46] grade R providing that local relevance and the international standard
[35:47] and the international standard foundation for a strong strong starting
[35:49] foundation for a strong strong starting grade one that's all we wants regardless
[35:52] grade one that's all we wants regardless of our curriculum our kids are follow we
[35:54] of our curriculum our kids are follow we want to make sure that they've got that
[35:55] want to make sure that they've got that strong foundation so that when they
[35:57] strong foundation so that when they start grade one they are flying they're
[35:59] start grade one they are flying they're not floundering trying to figure out
[36:01] not floundering trying to figure out where they are and how to do things so
[36:03] where they are and how to do things so it really is just about that alignment
[36:05] it really is just about that alignment and that support for the local
[36:07] and that support for the local curriculum as
[36:09] curriculum as well and you will see in our new brocher
[36:12] well and you will see in our new brocher that this is the new graphic that has
[36:14] that this is the new graphic that has come out I'm not going to go through
[36:15] come out I'm not going to go through this in detail it's really really lovely
[36:18] this in detail it's really really lovely but what you're seeing here is the
[36:20] but what you're seeing here is the yellow segments the bright yellow
[36:23] yellow segments the bright yellow segments that you can see there are the
[36:25] segments that you can see there are the ncf development areas the blue segments
[36:28] ncf development areas the blue segments are the four caps areas so that's where
[36:30] are the four caps areas so that's where your grade R comes into play and then
[36:33] your grade R comes into play and then the purple wedges show the early years
[36:36] the purple wedges show the early years coverage of the development area and all
[36:38] coverage of the development area and all that subject and then those those icons
[36:42] that subject and then those those icons there are really there to represent the
[36:44] there are really there to represent the curriculum the curriculum areas and how
[36:46] curriculum the curriculum areas and how they align with the checkpoint areas and
[36:49] they align with the checkpoint areas and or subjects so you'll be able to see
[36:52] or subjects so you'll be able to see this in a bit more detail I'm not going
[36:53] this in a bit more detail I'm not going to spend a huge amount of time on it but
[36:55] to spend a huge amount of time on it but it really just goes through those key
[36:57] it really just goes through those key similar acies around identity belonging
[36:59] similar acies around identity belonging it's exactly what we've just discussed
[37:01] it's exactly what we've just discussed now if you look at the key differences
[37:04] now if you look at the key differences is the early years ncf and caps it's ncf
[37:07] is the early years ncf and caps it's ncf is more in emphasis on safety
[37:09] is more in emphasis on safety understanding how to maintain health and
[37:10] understanding how to maintain health and keepy well if you look then at caps it's
[37:13] keepy well if you look then at caps it's got additional Co um content obviously
[37:15] got additional Co um content obviously as you would have all known we've had to
[37:16] as you would have all known we've had to include Robotics and coding now um and
[37:19] include Robotics and coding now um and word sequencing and all that sort of
[37:21] word sequencing and all that sort of thing has come into play in the grade R
[37:23] thing has come into play in the grade R age then Cambridge early years again we
[37:25] age then Cambridge early years again we build even more on that and we provided
[37:28] build even more on that and we provided additional content on not just the
[37:29] additional content on not just the digital side digital technology we've
[37:32] digital side digital technology we've got the communities Earth and space and
[37:34] got the communities Earth and space and more specific content on managing
[37:36] more specific content on managing feelings behaviors and
[37:38] feelings behaviors and self-regulation and when we train we
[37:40] self-regulation and when we train we have a whole section just on
[37:42] have a whole section just on self-regulation because these little
[37:43] self-regulation because these little ones are so little they don't understand
[37:45] ones are so little they don't understand impulse control and self-regulation and
[37:48] impulse control and self-regulation and it's up to us to help them with that so
[37:50] it's up to us to help them with that so that's really the key differences
[37:52] that's really the key differences between the three essentially the three
[37:54] between the three essentially the three curriculums as we as it were
[37:58] curriculums as we as it were so as you can it's lovely I I was really
[38:00] so as you can it's lovely I I was really impressed when I saw this it was such a
[38:01] impressed when I saw this it was such a pretty I just love colors typical ecd
[38:04] pretty I just love colors typical ecd teacher I love colors so this was really
[38:06] teacher I love colors so this was really this appealed to my sense of color all
[38:09] this appealed to my sense of color all right so if we look at both the
[38:10] right so if we look at both the curricula if we look at both the
[38:12] curricula if we look at both the remember early years covers including
[38:14] remember early years covers including caps so when I talk about both curricula
[38:15] caps so when I talk about both curricula I'm talking about the elders and caps in
[38:18] I'm talking about the elders and caps in combination with Cambridge being on the
[38:20] combination with Cambridge being on the side so Cambridge builds that Global
[38:22] side so Cambridge builds that Global awareness that critical thinking that
[38:24] awareness that critical thinking that flexibility as I said it's all around
[38:27] flexibility as I said it's all around fle ability being able to adjust things
[38:28] fle ability being able to adjust things as we go and support the local
[38:30] as we go and support the local curriculums not necessarily replace them
[38:34] curriculums not necessarily replace them for Cs and Elga Alo we they embed that
[38:37] for Cs and Elga Alo we they embed that cult relevance and it provides those
[38:38] cult relevance and it provides those clear developmental guidelines Cambridge
[38:41] clear developmental guidelines Cambridge also gives the developmental guidelines
[38:42] also gives the developmental guidelines but this is where I said we need to
[38:44] but this is where I said we need to bring that South Africa flavor into the
[38:46] bring that South Africa flavor into the Cambridge identity and belonging and
[38:48] Cambridge identity and belonging and that's around the cultural relevance and
[38:50] that's around the cultural relevance and things like that whereas caps and Elders
[38:52] things like that whereas caps and Elders obviously built that in already because
[38:53] obviously built that in already because it is a South African
[38:55] it is a South African curriculum together they build or they
[38:58] curriculum together they build or they offer that balanced and enriched
[39:00] offer that balanced and enriched preschool experience and that is what I
[39:03] preschool experience and that is what I think any of us is just trying to
[39:04] think any of us is just trying to achieve for our children so the
[39:07] achieve for our children so the recommendations for you as teachers and
[39:09] recommendations for you as teachers and practitioners is I've got into four
[39:11] practitioners is I've got into four things incorporate use balance and adapt
[39:13] things incorporate use balance and adapt incorporate your local culture into
[39:15] incorporate your local culture into their Cambridge inquire inquiry driven
[39:18] their Cambridge inquire inquiry driven activities use those Elder domains don't
[39:20] activities use those Elder domains don't forget about it they are still really
[39:22] forget about it they are still really strong use them to structure a daily
[39:24] strong use them to structure a daily routine and assessment along with what
[39:27] routine and assessment along with what Cambridge has already given you and and
[39:29] Cambridge has already given you and and gives you that foundation for balance
[39:31] gives you that foundation for balance your free play with teacher guided
[39:33] your free play with teacher guided lessons and in that I want to say make
[39:35] lessons and in that I want to say make sure that we communicate with our
[39:37] sure that we communicate with our parents because they don't understand
[39:38] parents because they don't understand the love and the importance of free play
[39:40] the love and the importance of free play that we have and finally to adapt at the
[39:43] that we have and finally to adapt at the end of the day life is about adaption
[39:44] end of the day life is about adaption and we need to adapt activities to the
[39:47] and we need to adapt activities to the class's language and their own
[39:49] class's language and their own developmental needs and that is really
[39:51] developmental needs and that is really where those activities form that
[39:53] where those activities form that beautiful Foundation that that Cambridge
[39:55] beautiful Foundation that that Cambridge has been able to give you
[39:58] has been able to give you what challenges are we faced with
[39:59] what challenges are we faced with currently we have different differences
[40:02] currently we have different differences in terminology between curricula you
[40:03] in terminology between curricula you kind of go well you told me about
[40:05] kind of go well you told me about Cambridge but I don't understand all of
[40:06] Cambridge but I don't understand all of these different pieces of verbal
[40:09] these different pieces of verbal language and techn terminology and
[40:11] language and techn terminology and everything's a bit confusing so it
[40:12] everything's a bit confusing so it really is around that differences how do
[40:14] really is around that differences how do we tackle that I would I would suggest
[40:17] we tackle that I would I would suggest that you create that glossery for
[40:19] that you create that glossery for consistent use when you're lesson
[40:20] consistent use when you're lesson planning and you do this as a team so
[40:21] planning and you do this as a team so where you confused or where where just
[40:23] where you confused or where where just every time you have to go back on is
[40:25] every time you have to go back on is what on Earth did that mean again create
[40:27] what on Earth did that mean again create it put it in your file and then you'll
[40:29] it put it in your file and then you'll have that glossery for forever and
[40:31] have that glossery for forever and ever another challenge could be that
[40:33] ever another challenge could be that you're balancing the structure that
[40:35] you're balancing the structure that learning with play time and the solution
[40:38] learning with play time and the solution there is to integrate the Caps goals
[40:41] there is to integrate the Caps goals where that cognitive learning is coming
[40:42] where that cognitive learning is coming into play into the cambridge's play
[40:45] into play into the cambridge's play based approach because Cambridge is so
[40:47] based approach because Cambridge is so strong on the play based approach that
[40:50] strong on the play based approach that to incorporate those caps goals into it
[40:52] to incorporate those caps goals into it is going to be so easy for you another
[40:55] is going to be so easy for you another one could be aligning assessments how do
[40:57] one could be aligning assessments how do we line assessments you know parents in
[40:59] we line assessments you know parents in South Africa just want marks on a piece
[41:01] South Africa just want marks on a piece of paper it drives me insane I'd much
[41:03] of paper it drives me insane I'd much rather give them a comment than a mark
[41:04] rather give them a comment than a mark but our parents want marks so how do we
[41:06] but our parents want marks so how do we do that and this is really the solution
[41:08] do that and this is really the solution here is to design an integrated
[41:10] here is to design an integrated assessment tool between both the caps
[41:12] assessment tool between both the caps and the and the Cambridge facility and
[41:14] and the and the Cambridge facility and we do provide you with a huge wealth of
[41:17] we do provide you with a huge wealth of assessment and I'm going to show you now
[41:20] assessment and I'm going to show you now how what the what one of the ideas is
[41:22] how what the what one of the ideas is for the assessment
[41:23] for the assessment tool so if we look at our the guidance
[41:26] tool so if we look at our the guidance that I've put in place for that I've
[41:27] that I've put in place for that I've suggested for schools and teachers there
[41:30] suggested for schools and teachers there are so many there's guidance documents
[41:31] are so many there's guidance documents electronic support available there's
[41:33] electronic support available there's those books the resources that are
[41:35] those books the resources that are available it helps you with implementing
[41:37] available it helps you with implementing the curriculum the resources that we
[41:39] the curriculum the resources that we give you the teacher guides that we
[41:41] give you the teacher guides that we provide are really just around those
[41:43] provide are really just around those approaches that are part of the
[41:44] approaches that are part of the Cambridge early years it really goes
[41:46] Cambridge early years it really goes into the active learning that play based
[41:48] into the active learning that play based approach and then as we said earlier the
[41:50] approach and then as we said earlier the multilingual approach as
[41:52] multilingual approach as well it encourages speaking listening
[41:54] well it encourages speaking listening and self-regulation and we want in our
[41:57] and self-regulation and we want in our in our guidance for you you will see how
[42:00] in our guidance for you you will see how we encourage that discussion and that
[42:03] we encourage that discussion and that collaboration we provide the short
[42:05] collaboration we provide the short medium and long-term planning I mean how
[42:07] medium and long-term planning I mean how amazing is that honestly um just for
[42:10] amazing is that honestly um just for Cambridge early years to be able to
[42:11] Cambridge early years to be able to provide that is wonderful we don't have
[42:13] provide that is wonderful we don't have to recreate the wheel guys it's all
[42:15] to recreate the wheel guys it's all there for us we Pro the you got these
[42:17] there for us we Pro the you got these templates you've got the planning
[42:19] templates you've got the planning involved there everything is available
[42:21] involved there everything is available we don't have to sit for hours doing the
[42:23] we don't have to sit for hours doing the admin somebody's already sat for hours
[42:25] admin somebody's already sat for hours doing it
[42:27] doing it it helps us or guides Us in learning how
[42:29] it helps us or guides Us in learning how to create that safe inclusive inspiring
[42:31] to create that safe inclusive inspiring environment that will really help our
[42:33] environment that will really help our children and this comes along with the
[42:36] children and this comes along with the concept of differentiation now that
[42:39] concept of differentiation now that again is another whole Topic in the main
[42:41] again is another whole Topic in the main training and that is around how to
[42:44] training and that is around how to change your lessons to adapt to all
[42:46] change your lessons to adapt to all types of children that are in your
[42:48] types of children that are in your classroom because we all have the most
[42:50] classroom because we all have the most amazing Personalities in way children
[42:53] amazing Personalities in way children learn and that differentiation comes out
[42:55] learn and that differentiation comes out very very strongly in the resources that
[42:57] very very strongly in the resources that we provide so I spoke earlier about the
[43:00] we provide so I spoke earlier about the assessment tools that are available one
[43:02] assessment tools that are available one very exciting one and when I saw this
[43:04] very exciting one and when I saw this when I first started training it I
[43:05] when I first started training it I absolutely loved it um it is so so
[43:08] absolutely loved it um it is so so strong and it is so easy especially for
[43:10] strong and it is so easy especially for our children that love the technology I
[43:12] our children that love the technology I mean I think my child at the age of four
[43:14] mean I think my child at the age of four could teach me more about my my cell
[43:16] could teach me more about my my cell phone than I actually could so this is
[43:19] phone than I actually could so this is particularly called Cambridge check
[43:20] particularly called Cambridge check together it is designed for children
[43:23] together it is designed for children aged 4 to5 so why it's 4 to5 why it's
[43:26] aged 4 to5 so why it's 4 to5 why it's early years to is because they're still
[43:29] early years to is because they're still building those foundations up until that
[43:30] building those foundations up until that point they're still building their
[43:32] point they're still building their vocabulary and they identification of of
[43:35] vocabulary and they identification of of shapes and colors and all that kind of
[43:37] shapes and colors and all that kind of thing but we need we need that very
[43:40] thing but we need we need that very strong assessment for before the
[43:41] strong assessment for before the children go into the more formal year of
[43:44] children go into the more formal year of grade R so this is why it is perfectly
[43:46] grade R so this is why it is perfectly positioned for children in that four to
[43:48] positioned for children in that four to five age group now it's a digital one
[43:51] five age group now it's a digital one it's online um you would sit as a
[43:54] it's online um you would sit as a facilitator or you would have somebody
[43:55] facilitator or you would have somebody that would sit with the child one in one
[43:57] that would sit with the child one in one and they would do this assessment takes
[43:59] and they would do this assessment takes approximately 20 minutes but honestly it
[44:02] approximately 20 minutes but honestly it flies so fast that the kids don't even
[44:04] flies so fast that the kids don't even realize they're doing it because it
[44:05] realize they're doing it because it really is game activated is colors these
[44:09] really is game activated is colors these activities it's amazing so it really is
[44:11] activities it's amazing so it really is fun it's
[44:12] fun it's engaging it helps them to discover to
[44:15] engaging it helps them to discover to decide do record and it helps you to
[44:17] decide do record and it helps you to record and report for ear literacy
[44:19] record and report for ear literacy numeracy and personal social emotional
[44:22] numeracy and personal social emotional development too often in our curriculums
[44:24] development too often in our curriculums that we have available to us they' so
[44:26] that we have available to us they' so focused on literacy and numeracy we
[44:29] focused on literacy and numeracy we haven't got a clue how to assess the
[44:31] haven't got a clue how to assess the personal social and emotional side and
[44:34] personal social and emotional side and this check together helps you with that
[44:36] this check together helps you with that so that's really a lot of where the
[44:38] so that's really a lot of where the strength comes in so can we check
[44:40] strength comes in so can we check together go try it it is amazing so
[44:43] together go try it it is amazing so second discussion points and I'm hoping
[44:45] second discussion points and I'm hoping that some of you might come on a little
[44:46] that some of you might come on a little bit vocal with this one but otherwise
[44:49] bit vocal with this one but otherwise put it into the chat for me please don't
[44:50] put it into the chat for me please don't be shy I am going to wait so I'd like
[44:53] be shy I am going to wait so I'd like some comments from you my two questions
[44:55] some comments from you my two questions are how do you think the Cambridge
[44:58] are how do you think the Cambridge curriculum that I've just tried to go
[45:00] curriculum that I've just tried to go through with you can support your
[45:02] through with you can support your current practice do you think that it
[45:03] current practice do you think that it can and what more would you like to see
[45:06] can and what more would you like to see from a curriculum so you haven't
[45:08] from a curriculum so you haven't necessarily been exposed to the cambrid
[45:10] necessarily been exposed to the cambrid curriculum a lot of you may not have
[45:12] curriculum a lot of you may not have seen it before but with having seen a
[45:14] seen it before but with having seen a little bit of what I've shown you what
[45:16] little bit of what I've shown you what would you love if you could design your
[45:19] would you love if you could design your perfect curriculum the curriculum that
[45:20] perfect curriculum the curriculum that you know would work for you and other
[45:23] you know would work for you and other practitioners what would you like to see
[45:25] practitioners what would you like to see in that curriculum
[45:27] in that curriculum so throw your ideas out let's have a
[45:29] so throw your ideas out let's have a look and
[45:30] look and see what how do you think Cambridge can
[45:32] see what how do you think Cambridge can best support you within what we've
[45:34] best support you within what we've offering and what more would you like to
[45:36] offering and what more would you like to see from a curriculum what is
[45:41] your I think maybe um individual lesson
[45:44] your I think maybe um individual lesson plans for different weeks that are that
[45:48] plans for different weeks that are that are user friendly um and it will be a
[45:51] are user friendly um and it will be a lot more a lot easier especially for
[45:53] lot more a lot easier especially for teachers that are not um experienced and
[45:57] teachers that are not um experienced and they don't know where to start I think
[45:58] they don't know where to start I think maybe that would be a good
[46:00] maybe that would be a good idea stunning exactly and I think a lot
[46:03] idea stunning exactly and I think a lot of our student teachers come out of
[46:05] of our student teachers come out of college and they stand there like a deer
[46:07] college and they stand there like a deer in headlights they haven't they don't
[46:09] in headlights they haven't they don't know where to start and I agree with you
[46:11] know where to start and I agree with you having that in the curriculum would be
[46:13] having that in the curriculum would be well is phenomenal any any other
[46:16] well is phenomenal any any other thoughts anybody
[46:27] sorry maybe I I'm speaking too much
[46:30] sorry maybe I I'm speaking too much but another thing which I which I think
[46:33] but another thing which I which I think that the children are lacking a lot is
[46:35] that the children are lacking a lot is like music and movement so um rhymes and
[46:38] like music and movement so um rhymes and songs and specific movements that would
[46:41] songs and specific movements that would be um age appropriate and the teacher
[46:44] be um age appropriate and the teacher could also use that um which helps with
[46:47] could also use that um which helps with their physical development with their
[46:48] their physical development with their rhythm with all of that but they're also
[46:50] rhythm with all of that but they're also having fun while they're learning um I I
[46:53] having fun while they're learning um I I don't I don't I know they do have that
[46:55] don't I don't I know they do have that in the caps but it's not it's not easily
[46:58] in the caps but it's not it's not easily understandable in my opinion 100% And
[47:02] understandable in my opinion 100% And especially to a teacher that is not
[47:03] especially to a teacher that is not necessarily musical themselves um not
[47:06] necessarily musical themselves um not all teachers can play the piano or can
[47:08] all teachers can play the piano or can dance I can't dance I've got two left
[47:10] dance I can't dance I've got two left feet um but I have an amazing amount of
[47:12] feet um but I have an amazing amount of time with fun time with my kids and yes
[47:14] time with fun time with my kids and yes music and I'm sure you all know this
[47:16] music and I'm sure you all know this music and the math brain are so interl
[47:19] music and the math brain are so interl that if we can get our kids to love
[47:21] that if we can get our kids to love music and get exposed to music that math
[47:23] music and get exposed to music that math brain is already developing so yes 100%
[47:26] brain is already developing so yes 100% I agree with With You music and movement
[47:28] I agree with With You music and movement is not seen enough but where it is
[47:30] is not seen enough but where it is people don't know how to use it properly
[47:33] people don't know how to use it properly and we really want to make it part of
[47:34] and we really want to make it part of our daily lives with our kids I was
[47:36] our daily lives with our kids I was actually quite sad the other day um this
[47:38] actually quite sad the other day um this is my own daughter I was like Hari
[47:40] is my own daughter I was like Hari honestly can't believe you I asked her I
[47:42] honestly can't believe you I asked her I was singing a nursery Ryme and she's
[47:44] was singing a nursery Ryme and she's like Mom what are you singing I'm like
[47:45] like Mom what are you singing I'm like it's this one she goes I've never heard
[47:47] it's this one she goes I've never heard that I was disappointed in myself for a
[47:49] that I was disappointed in myself for a moment there I really was um rxan thank
[47:53] moment there I really was um rxan thank you very much you've said you're
[47:54] you very much you've said you're teaching children different learning AB
[47:56] teaching children different learning AB barriers and how to self-regulate to
[47:57] barriers and how to self-regulate to help both children and teachers and I
[48:00] help both children and teachers and I agree with you self-regulation with
[48:03] agree with you self-regulation with teachers itself as well are so important
[48:05] teachers itself as well are so important because the amount of times I've had to
[48:07] because the amount of times I've had to take myself out of my classroom and
[48:09] take myself out of my classroom and counter teen myself because a child is
[48:12] counter teen myself because a child is is just doing my head in um and how best
[48:15] is just doing my head in um and how best can we model that to our own children I
[48:17] can we model that to our own children I agree with you self-regulation is huge
[48:20] agree with you self-regulation is huge and those learning barriers and that's
[48:21] and those learning barriers and that's where that differentiation comes in um
[48:23] where that differentiation comes in um as I said with the curriculum it really
[48:25] as I said with the curriculum it really brings in that differentiation and how
[48:27] brings in that differentiation and how you can differently teach something to
[48:31] you can differently teach something to accommodate all types of learning
[48:35] styles uh do we need a diploma to teach
[48:37] styles uh do we need a diploma to teach in South African School following the
[48:39] in South African School following the Cambridge curriculum so any teacher in
[48:41] Cambridge curriculum so any teacher in South Africa regardless of whether you
[48:44] South Africa regardless of whether you are which doesn't matter what curriculum
[48:45] are which doesn't matter what curriculum you're following you do need a qual a
[48:48] you're following you do need a qual a teaching qualification of some sort
[48:49] teaching qualification of some sort there are so many available out there um
[48:52] there are so many available out there um because and that's that is official from
[48:55] because and that's that is official from grade r at the moment going up and there
[48:57] grade r at the moment going up and there are checking safe records for those um
[49:01] are checking safe records for those um and yes it is expected that if you're
[49:02] and yes it is expected that if you're teaching little ones that you do have
[49:04] teaching little ones that you do have some formal training behind you um but a
[49:07] some formal training behind you um but a lot of the early years it is training on
[49:10] lot of the early years it is training on the job or training through professional
[49:12] the job or training through professional development um and as long as youve got
[49:14] development um and as long as youve got a really good strong Mentor behind you
[49:15] a really good strong Mentor behind you you'll be fine while you're studying so
[49:18] you'll be fine while you're studying so it is important that you do have some
[49:20] it is important that you do have some sort of formal training but from a grade
[49:22] sort of formal training but from a grade R onwards out the law says that you have
[49:24] R onwards out the law says that you have to have the grade R qualification which
[49:26] to have the grade R qualification which I'm sure all of you know by now is going
[49:29] I'm sure all of you know by now is going into the degree they no longer offer the
[49:32] into the degree they no longer offer the diploma any other thoughts on this um
[49:36] diploma any other thoughts on this um krie sorry can I just ask a question
[49:39] krie sorry can I just ask a question it's not quite Rel I can hardly hear you
[49:42] it's not quite Rel I can hardly hear you leel there
[49:43] leel there you um it's not quite
[49:55] related sorry just I think maybe there
[49:58] related sorry just I think maybe there was another computer phone close to you
[50:00] was another computer phone close to you with the same thing that was causing a
[50:01] with the same thing that was causing a bit of
[50:02] bit of feedback do you want to try again leel
[50:04] feedback do you want to try again leel do you want to type
[50:06] do you want to type it um gri if I can ask you um my
[50:10] it um gri if I can ask you um my question is not quite related to your
[50:13] question is not quite related to your discussion points um we've already
[50:16] discussion points um we've already registered for Cambridge early years um
[50:19] registered for Cambridge early years um so we're in the process but one concern
[50:23] so we're in the process but one concern that I do have is that tradition Ally
[50:27] that I do have is that tradition Ally and I don't I hope I don't come across
[50:30] and I don't I hope I don't come across the wrong way but traditionally we've
[50:32] the wrong way but traditionally we've always thought that um the British
[50:36] always thought that um the British curriculum um is faster they they push
[50:40] curriculum um is faster they they push the children quicker than we do so the
[50:43] the children quicker than we do so the expectations of for example a 4 to fivey
[50:46] expectations of for example a 4 to fivey Old in terms of ability to read and
[50:50] Old in terms of ability to read and write um is s they they expect those
[50:54] write um is s they they expect those things sooner than we would in South
[50:56] things sooner than we would in South Africa
[50:57] Africa has that changed um is it very much in
[51:00] has that changed um is it very much in line with what we expect in South Africa
[51:03] line with what we expect in South Africa or are the children expected to sit down
[51:06] or are the children expected to sit down and write formally or read formally
[51:10] and write formally or read formally sooner than than we do
[51:12] sooner than than we do it lisel thank you so much I agree with
[51:15] it lisel thank you so much I agree with your question it's a really good
[51:17] your question it's a really good important question so I must admit I was
[51:19] important question so I must admit I was one of those up until a couple of years
[51:22] one of those up until a couple of years ago there was when a parent would say to
[51:23] ago there was when a parent would say to me should I put my child in a Cambridge
[51:25] me should I put my child in a Cambridge School or a normal school and I would
[51:27] School or a normal school and I would naturally go well you know Cambridge is
[51:29] naturally go well you know Cambridge is a great curriculum but it doesn't suit
[51:30] a great curriculum but it doesn't suit all children because it's very fastpaced
[51:32] all children because it's very fastpaced and it's much higher from a a sort of a
[51:35] and it's much higher from a a sort of a academic point of view now while the the
[51:38] academic point of view now while the the quality is still there the Cambridge
[51:40] quality is still there the Cambridge quality is still phenomenal and what our
[51:43] quality is still phenomenal and what our children end up leaving with at the end
[51:45] children end up leaving with at the end of their High School career is
[51:47] of their High School career is exceptional um what they've done with
[51:49] exceptional um what they've done with the early years's curriculum is they've
[51:51] the early years's curriculum is they've made it in such a way that different
[51:53] made it in such a way that different different countries can use it for the
[51:56] different countries can use it for the fa for the stages so I had a look at the
[51:59] fa for the stages so I had a look at the four to five grade um book specifically
[52:02] four to five grade um book specifically and we'll look at a couple of examples
[52:03] and we'll look at a couple of examples just now but you will see that it is
[52:06] just now but you will see that it is very much in line with what us um in in
[52:09] very much in line with what us um in in South Africa do expect of our grade R
[52:11] South Africa do expect of our grade R Learners um and then yes again if
[52:13] Learners um and then yes again if there's some activities that your kids
[52:15] there's some activities that your kids aren't quite ready for you can wait
[52:16] aren't quite ready for you can wait until later in the year but I believe
[52:18] until later in the year but I believe having seen it myself that it is quite
[52:21] having seen it myself that it is quite it's quite good it's quite um balanced
[52:24] it's quite good it's quite um balanced between what South Africa and the
[52:25] between what South Africa and the British curricul is allow for because I
[52:27] British curricul is allow for because I agree with you they do start a year
[52:29] agree with you they do start a year earlier than us and that's only because
[52:31] earlier than us and that's only because they run an midyear um teaching year
[52:36] they run an midyear um teaching year whereas we run January to December so
[52:38] whereas we run January to December so our ages differ um so yes the curriculum
[52:42] our ages differ um so yes the curriculum short answer is the curriculum is
[52:44] short answer is the curriculum is designed and it is flexible enough to
[52:47] designed and it is flexible enough to accommodate our Learners and where they
[52:49] accommodate our Learners and where they are and where they need to be going into
[52:50] are and where they need to be going into our traditional grade ones but at the
[52:53] our traditional grade ones but at the same time if you're already at Cambridge
[52:55] same time if you're already at Cambridge School and you've got the C CD Primary
[52:57] School and you've got the C CD Primary School the early year curriculum
[52:59] School the early year curriculum beautifully feeds into the Cambridge
[53:01] beautifully feeds into the Cambridge primary school as well it does not
[53:03] primary school as well it does not necessarily mean you have to go into
[53:05] necessarily mean you have to go into Cambridge Primary School the early year
[53:07] Cambridge Primary School the early year supports our caps curriculum very very
[53:09] supports our caps curriculum very very well so I hope that answers your
[53:12] well so I hope that answers your question but I encourage you to look at
[53:13] question but I encourage you to look at the resources because you'll see exactly
[53:15] the resources because you'll see exactly what I'm talking
[53:18] about any other thoughts
[53:27] all right let's move on I'll give you
[53:29] all right let's move on I'll give you opportunity at the end just if anybody
[53:30] opportunity at the end just if anybody else wants to ask a question please
[53:33] else wants to ask a question please typing in the chat box keep typing in
[53:34] typing in the chat box keep typing in the chat box if you want to and I'll
[53:37] the chat box if you want to and I'll catch up those questions as we
[53:41] go okay so let's have a look at the
[53:43] go okay so let's have a look at the actual resources that's essentially what
[53:45] actual resources that's essentially what you're interested to see um I love them
[53:49] you're interested to see um I love them I must admit I just had a look at just
[53:50] I must admit I just had a look at just the front cover and I fell in love with
[53:51] the front cover and I fell in love with these books and I started working with
[53:53] these books and I started working with them sort of end of last year September
[53:57] them sort of end of last year September October last year is the first time I
[53:58] October last year is the first time I was able to get my grabby little hands
[54:00] was able to get my grabby little hands on a copy of them I was actually
[54:02] on a copy of them I was actually training in Tanzania at the time and um
[54:05] training in Tanzania at the time and um I was so excited that they had copies of
[54:07] I was so excited that they had copies of the books there that I could actually
[54:09] the books there that I could actually look at and Fiddle with myself um and I
[54:12] look at and Fiddle with myself um and I I absolutely love them they're beautiful
[54:14] I absolutely love them they're beautiful inside so let's have a
[54:17] inside so let's have a look so we've the teaching resources are
[54:20] look so we've the teaching resources are available they are available in print
[54:21] available they are available in print predominantly they are a they were
[54:23] predominantly they are a they were available digitally they are they they
[54:25] available digitally they are they they were available Lally only in the
[54:27] were available Lally only in the beginning until the printing really came
[54:29] beginning until the printing really came into play there was a there was that
[54:31] into play there was a there was that slight delay in the printing but that's
[54:33] slight delay in the printing but that's all resolved the prints are beautiful
[54:36] all resolved the prints are beautiful and as I say they've been around since
[54:37] and as I say they've been around since last year um the teaching resources
[54:41] last year um the teaching resources you'll see that there's a teacher guide
[54:42] you'll see that there's a teacher guide and the learner books that supplement
[54:44] and the learner books that supplement that as well so you'll see it's all very
[54:47] that as well so you'll see it's all very nicely laid out so there's the four
[54:49] nicely laid out so there's the four things there you've got the Cambridge
[54:50] things there you've got the Cambridge early
[54:51] early years um teaching resource you've got
[54:54] years um teaching resource you've got the early years one ey1 you've got ey2
[54:58] the early years one ey1 you've got ey2 and
[54:59] and ey3 um and you will notice though that
[55:01] ey3 um and you will notice though that you'll see the characters on the front
[55:02] you'll see the characters on the front of the box you'll see them carry through
[55:05] of the box you'll see them carry through you got the monkey then you got the
[55:06] you got the monkey then you got the cheetah that carries through all the
[55:08] cheetah that carries through all the subject areas not just literacy or not
[55:11] subject areas not just literacy or not just MTH you'll see the same characters
[55:14] just MTH you'll see the same characters appear all the way through which just
[55:15] appear all the way through which just helps with that continuation as
[55:17] helps with that continuation as well so if we look at the components of
[55:20] well so if we look at the components of the program that is on offer early years
[55:22] the program that is on offer early years one comes in three learner books
[55:25] one comes in three learner books specifically then you've got the the
[55:27] specifically then you've got the the teacher resource book in both print and
[55:29] teacher resource book in both print and digital early years two has it's
[55:32] digital early years two has it's separated now but so the three learner
[55:34] separated now but so the three learner books for early years one covers all
[55:36] books for early years one covers all those content areas in one book because
[55:38] those content areas in one book because obviously they're little they're three
[55:39] obviously they're little they're three to four years old they shouldn't be
[55:40] to four years old they shouldn't be sitting in front of a book writing
[55:42] sitting in front of a book writing worksheets um we want them to be playing
[55:45] worksheets um we want them to be playing as much as possible so this is really
[55:46] as much as possible so this is really just that supplemental worksheets um
[55:49] just that supplemental worksheets um that are available to them so that's why
[55:50] that are available to them so that's why it's just in three books um the three
[55:53] it's just in three books um the three the reason for the three is because of
[55:55] the reason for the three is because of the three terms so that's just the way
[55:58] the three terms so that's just the way that Cambridge has designed it but just
[56:00] that Cambridge has designed it but just because they're in three books doesn't
[56:02] because they're in three books doesn't mean you have to follow a three- term
[56:03] mean you have to follow a three- term process what we've done is we've
[56:05] process what we've done is we've literally gone and we just work through
[56:07] literally gone and we just work through book one and once we finish that we work
[56:10] book one and once we finish that we work through book two and you'll find that
[56:11] through book two and you'll find that you'll move slightly into the next term
[56:13] you'll move slightly into the next term but you will finish it quite easily um
[56:16] but you will finish it quite easily um so you just you tailor it and again
[56:18] so you just you tailor it and again that's where that flexibility comes into
[56:19] that's where that flexibility comes into play you tailor it for the school that
[56:21] play you tailor it for the school that you're in so if you look at earliest two
[56:24] you're in so if you look at earliest two earli as two and three are identical to
[56:26] earli as two and three are identical to one another in the actual components so
[56:28] one another in the actual components so you've got three term one two and three
[56:30] you've got three term one two and three or book one two and three communication
[56:32] or book one two and three communication language and if you go back to what I
[56:34] language and if you go back to what I said right in the beginning we've got
[56:35] said right in the beginning we've got English as a first language and English
[56:37] English as a first language and English as a second language for both for early
[56:39] as a second language for both for early years two and three we've got the maths
[56:42] years two and three we've got the maths book and then we've got the let's
[56:43] book and then we've got the let's explore learner books and then exactly
[56:46] explore learner books and then exactly the same is provided in the early years
[56:48] the same is provided in the early years three which is your um five to six year
[56:50] three which is your um five to six year olds and this is really your
[56:52] olds and this is really your communication and language the maths and
[56:54] communication and language the maths and then the let's explore as as I said
[56:56] then the let's explore as as I said there's three books but it does not
[56:58] there's three books but it does not necessarily mean that it has to be split
[57:00] necessarily mean that it has to be split up into three different terms so this is
[57:02] up into three different terms so this is what they look like for early years one
[57:04] what they look like for early years one is ages 3 to 4 then early years two is
[57:08] is ages 3 to 4 then early years two is is the ages 4 to five which is our
[57:10] is the ages 4 to five which is our double n Gray age in South Africa and
[57:13] double n Gray age in South Africa and then early years three covers your five
[57:16] then early years three covers your five to six which is what we typically know
[57:18] to six which is what we typically know as grade
[57:20] as grade R for maths straightforward math
[57:22] R for maths straightforward math communication language this is your
[57:24] communication language this is your English and English is a second language
[57:26] English and English is a second language um and then let's explore covers your
[57:29] um and then let's explore covers your physical development your creative
[57:30] physical development your creative expression personal social and emotional
[57:34] expression personal social and emotional development so if we look at examples of
[57:36] development so if we look at examples of the types of themes that are included in
[57:38] the types of themes that are included in early years one 2 and three so for
[57:40] early years one 2 and three so for example early years one we'll talk about
[57:42] example early years one we'll talk about all about me because we know the three
[57:44] all about me because we know the three to four year olds are a little bit more
[57:45] to four year olds are a little bit more when they their own little bubbles
[57:47] when they their own little bubbles earliest two moves into the friends
[57:49] earliest two moves into the friends family and me and then earlier three
[57:52] family and me and then earlier three Builds on that Foundation into places
[57:54] Builds on that Foundation into places near and far so you can see how that
[57:57] near and far so you can see how that just has grown Through The
[57:59] just has grown Through The Years um we look at animals there's um
[58:02] Years um we look at animals there's um food and Things We Grow there's caring
[58:04] food and Things We Grow there's caring for others in the world how things work
[58:06] for others in the world how things work oh my kitties love that um wonderful
[58:09] oh my kitties love that um wonderful water is one of the themes so there's
[58:11] water is one of the themes so there's some beautiful themes that are there and
[58:13] some beautiful themes that are there and those are built up and grown through
[58:15] those are built up and grown through through the
[58:17] through the years if you look at the actual teacher
[58:19] years if you look at the actual teacher resources are available they are
[58:21] resources are available they are teaching activities that are projectable
[58:23] teaching activities that are projectable stories so they're digital they Avail
[58:25] stories so they're digital they Avail their future to project if you got that
[58:27] their future to project if you got that facility there's activity sheets to go
[58:30] facility there's activity sheets to go back to what I think it was Kathy was
[58:31] back to what I think it was Kathy was saying earlier you got the song lyrics
[58:33] saying earlier you got the song lyrics and the flash cards to support that so
[58:36] and the flash cards to support that so you got the songs the the um the music
[58:38] you got the songs the the um the music that you can play with the lyrics um and
[58:41] that you can play with the lyrics um and I have a lot of parents strange enough
[58:43] I have a lot of parents strange enough that say could you please send the
[58:44] that say could you please send the lyrics home because they don't
[58:45] lyrics home because they don't understand what their child's saying and
[58:46] understand what their child's saying and that's quite sweet so I like to send the
[58:48] that's quite sweet so I like to send the lyrics so the parents can sing along
[58:49] lyrics so the parents can sing along with their kitties at home and there's
[58:52] with their kitties at home and there's slideshows for the let's explore section
[58:54] slideshows for the let's explore section and then activity sheets that the
[58:56] and then activity sheets that the support that um and the maths and all of
[58:59] support that um and the maths and all of that sort of thing so it really is very
[59:01] that sort of thing so it really is very very comprehensive um it helps the
[59:04] very comprehensive um it helps the children I mean children L you helps the
[59:06] children I mean children L you helps the teachers fully teach that early year
[59:08] teachers fully teach that early year curriculum huge amount of digital
[59:10] curriculum huge amount of digital downloadable material to support you and
[59:12] downloadable material to support you and it really just follows that step-by-step
[59:14] it really just follows that step-by-step approach in the first year and then
[59:16] approach in the first year and then there's the as I say there's the
[59:17] there's the as I say there's the downloadable flashcard stories lyrics
[59:20] downloadable flashcard stories lyrics slideshows and all the activity sheets
[59:22] slideshows and all the activity sheets are downloadable that you can then
[59:24] are downloadable that you can then reproduce as you need to
[59:27] reproduce as you need to if you look inside the teacher guide um
[59:31] if you look inside the teacher guide um apologies if I'm glancing at the screen
[59:32] apologies if I'm glancing at the screen it's only because it's bigger on my
[59:33] it's only because it's bigger on my other screen um so for example I'll give
[59:36] other screen um so for example I'll give you an example there of mathematics week
[59:38] you an example there of mathematics week two so one of you asked for daily or
[59:41] two so one of you asked for daily or weekly lesson plans and this is really
[59:43] weekly lesson plans and this is really what it gives you so it gives you a
[59:45] what it gives you so it gives you a week's worth of activities that's
[59:46] week's worth of activities that's clearly labeled okay so they'll tell you
[59:48] clearly labeled okay so they'll tell you what activities are available if you
[59:51] what activities are available if you remember going back to those learning
[59:52] remember going back to those learning statements and if you look at this at
[59:55] statements and if you look at this at the learning statements on Cambridge
[59:57] the learning statements on Cambridge site they've all got their little number
[59:59] site they've all got their little number so there's learning statements that show
[01:00:01] so there's learning statements that show how that learning is being developed in
[01:00:03] how that learning is being developed in each of the activities that you've
[01:00:04] each of the activities that you've provided that we've provided that you
[01:00:06] provided that we've provided that you have ultimately chosen so for example
[01:00:09] have ultimately chosen so for example one of the activities here was
[01:00:10] one of the activities here was everything is in order and the outline
[01:00:13] everything is in order and the outline just giv you a brief outline because
[01:00:14] just giv you a brief outline because it's obviously in detail a lot further
[01:00:16] it's obviously in detail a lot further and that's from um begin to learn how to
[01:00:19] and that's from um begin to learn how to order numerals from 0 to 10 and that's
[01:00:21] order numerals from 0 to 10 and that's the activity that we did earlier or I
[01:00:24] the activity that we did earlier or I showed you earlier um it then tells you
[01:00:27] showed you earlier um it then tells you what resources are available to you um
[01:00:29] what resources are available to you um in that bottom orange block it gives you
[01:00:32] in that bottom orange block it gives you the key vocabulary which is so important
[01:00:35] the key vocabulary which is so important um and then it gives you safety tips as
[01:00:37] um and then it gives you safety tips as well within the activities that are
[01:00:38] well within the activities that are being offered to
[01:00:39] being offered to you on the other side um if you remember
[01:00:43] you on the other side um if you remember we referred to those the theme blocks
[01:00:45] we referred to those the theme blocks for in the teacher resource and this
[01:00:47] for in the teacher resource and this really covers those five weeks of
[01:00:49] really covers those five weeks of teaching um in those blocks being 30
[01:00:52] teaching um in those blocks being 30 weeks in total which more than
[01:00:54] weeks in total which more than adequately covers our teaching weeks
[01:00:56] adequately covers our teaching weeks um and there it goes into a bit more
[01:00:58] um and there it goes into a bit more detail on the activities that's the
[01:01:01] detail on the activities that's the example I gave you with the support and
[01:01:02] example I gave you with the support and the guidance and in the challenges that
[01:01:04] the guidance and in the challenges that gives you and then activity two was that
[01:01:07] gives you and then activity two was that sticky num is a sticky numbers activity
[01:01:09] sticky num is a sticky numbers activity same thing it gives you the resources
[01:01:11] same thing it gives you the resources that are needed the key vocabulary the
[01:01:13] that are needed the key vocabulary the guidance and then the support and the
[01:01:15] guidance and then the support and the challenges that are needed that are
[01:01:17] challenges that are needed that are offered to you so it really just covers
[01:01:20] offered to you so it really just covers there's three digital teaching resources
[01:01:22] there's three digital teaching resources one per year early as one two and three
[01:01:25] one per year early as one two and three they organized into those theme based
[01:01:26] they organized into those theme based blocks each block represents five weeks
[01:01:29] blocks each block represents five weeks of teaching or a half term as it were
[01:01:32] of teaching or a half term as it were and within each of those blocks is weeks
[01:01:34] and within each of those blocks is weeks worth of activities and it's clearly
[01:01:36] worth of activities and it's clearly clearly labeled so there are three times
[01:01:39] clearly labeled so there are three times 20 minute activities per week per
[01:01:41] 20 minute activities per week per subject um The Learning statements are
[01:01:44] subject um The Learning statements are very very clear it supports those and it
[01:01:46] very very clear it supports those and it help shows you how it's being developed
[01:01:48] help shows you how it's being developed in each of the activities and then the
[01:01:50] in each of the activities and then the listen and observe assessment feature
[01:01:52] listen and observe assessment feature supports you as the facilitator the
[01:01:54] supports you as the facilitator the teacher in observing how the learning is
[01:01:56] teacher in observing how the learning is happening and that ultimately helps you
[01:01:58] happening and that ultimately helps you in planning the next steps so um that's
[01:02:03] in planning the next steps so um that's really how theyve broken up the teacher
[01:02:05] really how theyve broken up the teacher resources if you care on going into the
[01:02:07] resources if you care on going into the teacher resources here this is the let's
[01:02:10] teacher resources here this is the let's explore strand as well this supports
[01:02:12] explore strand as well this supports those learning statements from
[01:02:13] those learning statements from understanding the world as we said
[01:02:15] understanding the world as we said physical development creative expression
[01:02:17] physical development creative expression all of that comes into the let's explore
[01:02:20] all of that comes into the let's explore side um it allows for continuous
[01:02:22] side um it allows for continuous provision and guided play now here we
[01:02:24] provision and guided play now here we got your guided play and the free play
[01:02:27] got your guided play and the free play and that both of those are important and
[01:02:29] and that both of those are important and it does support both as we discussed
[01:02:31] it does support both as we discussed earlier it's got ready made slideshows
[01:02:33] earlier it's got ready made slideshows for you you don't have to fight with us
[01:02:35] for you you don't have to fight with us you they already available to you and
[01:02:37] you they already available to you and then the activity sheets that provide
[01:02:39] then the activity sheets that provide that language support if it's needed the
[01:02:42] that language support if it's needed the let explore strands are then on the
[01:02:44] let explore strands are then on the right hand side there in the green block
[01:02:46] right hand side there in the green block it literally tells you which um activity
[01:02:50] it literally tells you which um activity and what the actual um learning concept
[01:02:52] and what the actual um learning concept is or content is so for example Activity
[01:02:55] is or content is so for example Activity one is my bedroom and this one is make a
[01:02:58] one is my bedroom and this one is make a bedroom in a box that's just your basic
[01:02:59] bedroom in a box that's just your basic outline the activity the learning
[01:03:02] outline the activity the learning statement of support is talk about the
[01:03:04] statement of support is talk about the visual and tactile qualities of items
[01:03:06] visual and tactile qualities of items they discover and play with and so it
[01:03:08] they discover and play with and so it continues the resources that you will
[01:03:10] continues the resources that you will need it tells you that you need a shoe
[01:03:12] need it tells you that you need a shoe box things to decorate the bedroom in a
[01:03:14] box things to decorate the bedroom in a box so like wallpaper samples magazines
[01:03:17] box so like wallpaper samples magazines to cut out paint color all of that sort
[01:03:19] to cut out paint color all of that sort of thing and then it talks you through
[01:03:21] of thing and then it talks you through that gu that activity but what's lovely
[01:03:24] that gu that activity but what's lovely is it gives you model questions that you
[01:03:26] is it gives you model questions that you can ask as you going so it doesn't leave
[01:03:29] can ask as you going so it doesn't leave you to just let the kids play or to do
[01:03:31] you to just let the kids play or to do this it helps you and guides you as to
[01:03:34] this it helps you and guides you as to what sort of how you can get
[01:03:36] what sort of how you can get communication going and discussion going
[01:03:38] communication going and discussion going and this really is just around helping
[01:03:40] and this really is just around helping you save time and spending more time
[01:03:42] you save time and spending more time with your kids and less time behind your
[01:03:44] with your kids and less time behind your computer trying to
[01:03:45] computer trying to plan the play based approach as we
[01:03:48] plan the play based approach as we discussed is hugely important through
[01:03:49] discussed is hugely important through Cambridge our resources include that
[01:03:52] Cambridge our resources include that continuous provision um those the
[01:03:55] continuous provision um those the features at the beginning of the week at
[01:03:57] features at the beginning of the week at the beginning of each week support it it
[01:03:59] the beginning of each week support it it includes how to set up different areas
[01:04:01] includes how to set up different areas of your classroom with ideas for the
[01:04:03] of your classroom with ideas for the adults or the facilitators to guide the
[01:04:05] adults or the facilitators to guide the play towards those learning
[01:04:08] play towards those learning statements um and then all those lesson
[01:04:09] statements um and then all those lesson ideas are in clear language with those
[01:04:11] ideas are in clear language with those model questions so for those students
[01:04:13] model questions so for those students that are brand new or somebody anybody
[01:04:15] that are brand new or somebody anybody that's brand new to the environment the
[01:04:17] that's brand new to the environment the curriculum set out and the teaching
[01:04:19] curriculum set out and the teaching resource is straightforward it's simple
[01:04:22] resource is straightforward it's simple it's it's not huge learning needed here
[01:04:24] it's it's not huge learning needed here it really is it's it's self-guided it's
[01:04:27] it really is it's it's self-guided it's there available to you and it's simple
[01:04:29] there available to you and it's simple for people to understand without getting
[01:04:32] for people to understand without getting themselves completely confused and
[01:04:33] themselves completely confused and trying to spend too much time on
[01:04:35] trying to spend too much time on it so if you look at the learner books
[01:04:37] it so if you look at the learner books we've discussed this they were they've
[01:04:39] we've discussed this they were they've been available since about August 2024
[01:04:41] been available since about August 2024 as I say they are
[01:04:43] as I say they are beautiful um the early years one books
[01:04:47] beautiful um the early years one books uh one A B and C they're approximately
[01:04:49] uh one A B and C they're approximately 32 pages each and then as I say you go
[01:04:52] 32 pages each and then as I say you go into the other Year's other other
[01:04:54] into the other Year's other other subjects and you will see if you can
[01:04:56] subjects and you will see if you can look at the two middle ones you got the
[01:04:58] look at the two middle ones you got the earli years the pink book and the purple
[01:05:00] earli years the pink book and the purple book you can see those character the
[01:05:02] book you can see those character the cheetah that is carrying over so here
[01:05:05] cheetah that is carrying over so here the core offering we got the teacher
[01:05:06] the core offering we got the teacher resource it comes out termly um and then
[01:05:09] resource it comes out termly um and then you want to um there there's various
[01:05:12] you want to um there there's various covers that you can that you can easily
[01:05:13] covers that you can that you can easily identify them um the as I say early
[01:05:16] identify them um the as I say early years one is all combined into one book
[01:05:18] years one is all combined into one book and then two and three the books are
[01:05:19] and then two and three the books are split out by
[01:05:22] split out by subject um we as I say they are the
[01:05:25] subject um we as I say they are the version of the teachers resources are
[01:05:27] version of the teachers resources are available you do not need to be a
[01:05:30] available you do not need to be a Cambridge School to have these resources
[01:05:31] Cambridge School to have these resources that's what I loved about it is you can
[01:05:33] that's what I loved about it is you can use these resources as a non Cambridge
[01:05:36] use these resources as a non Cambridge School and the support is the same the
[01:05:38] School and the support is the same the teacher resource is the same it's there
[01:05:40] teacher resource is the same it's there for you to supplement what you already
[01:05:42] for you to supplement what you already have so I encourage you to use it even
[01:05:45] have so I encourage you to use it even if you're not a Cambridge School so if
[01:05:48] if you're not a Cambridge School so if we look into the actual math books Al
[01:05:50] we look into the actual math books Al the different books it helps Learners
[01:05:52] the different books it helps Learners develop their math skills through play
[01:05:54] develop their math skills through play based activity things are counting
[01:05:56] based activity things are counting measuring things like this this is what
[01:05:58] measuring things like this this is what the inside of the book looks like isn't
[01:05:59] the inside of the book looks like isn't that absolutely beautiful um it again it
[01:06:02] that absolutely beautiful um it again it links back to that block the home and
[01:06:04] links back to that block the home and buildings it talks about um Counting and
[01:06:07] buildings it talks about um Counting and writing which is which is where the
[01:06:09] writing which is which is where the activity is that comes to support this
[01:06:10] activity is that comes to support this page they're written with engaging
[01:06:13] page they're written with engaging illustrations and then right at the
[01:06:15] illustrations and then right at the bottom there where it says for
[01:06:16] bottom there where it says for practitioners if you can't read it on
[01:06:17] practitioners if you can't read it on the screen it literally says look at the
[01:06:19] the screen it literally says look at the J jungle scene together children count
[01:06:21] J jungle scene together children count the animals and write the number in each
[01:06:23] the animals and write the number in each box so it really is straightforward it
[01:06:26] box so it really is straightforward it tells you on the page what to
[01:06:28] tells you on the page what to do um so it's helpful it again planning
[01:06:32] do um so it's helpful it again planning is just so simple um we don't
[01:06:34] is just so simple um we don't necessarily expect them to complete all
[01:06:36] necessarily expect them to complete all these activities all the time but they
[01:06:38] these activities all the time but they are there to be worked on independently
[01:06:40] are there to be worked on independently as well they're meant to be engaging
[01:06:42] as well they're meant to be engaging they're meant to be full of
[01:06:44] they're meant to be full of illustrations um but obviously the young
[01:06:46] illustrations um but obviously the young kitties will need some support in these
[01:06:49] kitties will need some support in these books so communication and language I
[01:06:52] books so communication and language I love the orangutang he's he's so cute he
[01:06:55] love the orangutang he's he's so cute he really Appeals to me um so this refers
[01:06:58] really Appeals to me um so this refers to we look at International fiction and
[01:06:59] to we look at International fiction and non-fiction text engaging activities
[01:07:02] non-fiction text engaging activities really about building that important
[01:07:04] really about building that important reading and writing skills so here again
[01:07:07] reading and writing skills so here again lovely beautiful um Graphics um it as I
[01:07:10] lovely beautiful um Graphics um it as I said covers the international fiction
[01:07:12] said covers the international fiction and non-fiction texts are used um this
[01:07:14] and non-fiction texts are used um this one is around the communication and
[01:07:16] one is around the communication and language so it contains print versions
[01:07:18] language so it contains print versions of the stories and then the learner book
[01:07:21] of the stories and then the learner book activity support those stories and the
[01:07:23] activity support those stories and the learning statements so the stories are
[01:07:25] learning statements so the stories are just beautifully laid
[01:07:27] just beautifully laid out on the let's explore side when we
[01:07:31] out on the let's explore side when we look at understanding the world here
[01:07:33] look at understanding the world here we're looking at the physical personal
[01:07:34] we're looking at the physical personal social emotional development we're
[01:07:36] social emotional development we're wanting them to learn through activities
[01:07:38] wanting them to learn through activities like matching drawing sticker activities
[01:07:41] like matching drawing sticker activities play all of that sort of thing um so
[01:07:44] play all of that sort of thing um so this is the let explore range again
[01:07:46] this is the let explore range again gorgeous activities now this is lovely
[01:07:48] gorgeous activities now this is lovely this is a um a sticker book so here the
[01:07:51] this is a um a sticker book so here the practition practitioner block says look
[01:07:53] practition practitioner block says look at the picture together and discuss the
[01:07:54] at the picture together and discuss the buildings of people show the stickers
[01:07:57] buildings of people show the stickers discuss with the children where the
[01:07:59] discuss with the children where the stickers go on the page children stick
[01:08:01] stickers go on the page children stick the matching stickers in place ask the
[01:08:04] the matching stickers in place ask the children what do you think this building
[01:08:06] children what do you think this building is made from who do you recognize from
[01:08:09] is made from who do you recognize from our community and encourage children to
[01:08:11] our community and encourage children to find um Jerry in the picture so here
[01:08:14] find um Jerry in the picture so here they're talking about find that
[01:08:16] they're talking about find that character which is that little rangit
[01:08:17] character which is that little rangit tag and he's obviously up top right
[01:08:20] tag and he's obviously up top right hanging off the building the hospital so
[01:08:23] hanging off the building the hospital so that's why I'm saying those characters
[01:08:24] that's why I'm saying those characters go through all the books which I just
[01:08:26] go through all the books which I just love and the kids love recognizing those
[01:08:28] love and the kids love recognizing those characters once they get exposed to them
[01:08:30] characters once they get exposed to them they start looking for them all over the
[01:08:31] they start looking for them all over the place so you can see here that the
[01:08:33] place so you can see here that the pictures are designed in such a way that
[01:08:35] pictures are designed in such a way that where the stickers are to be placed the
[01:08:37] where the stickers are to be placed the actual picture underneath it guides them
[01:08:39] actual picture underneath it guides them and giving them a very very faint
[01:08:42] and giving them a very very faint version of the picture or the sticker
[01:08:44] version of the picture or the sticker and then they take those stickers and
[01:08:45] and then they take those stickers and they put them on top so that really is
[01:08:48] they put them on top so that really is just what the what the what books look
[01:08:51] just what the what the what books look like how beautiful they are and they're
[01:08:55] like how beautiful they are and they're color they're vibrant but they're simple
[01:08:57] color they're vibrant but they're simple enough but what I particularly love is
[01:08:59] enough but what I particularly love is that even your assistant teacher can
[01:09:01] that even your assistant teacher can pick up these books and work with a
[01:09:03] pick up these books and work with a child because the the guidance is on the
[01:09:05] child because the the guidance is on the page for you now as I said this does not
[01:09:09] page for you now as I said this does not have to be only for a Cambridge School
[01:09:11] have to be only for a Cambridge School um we've used them in all sorts of
[01:09:13] um we've used them in all sorts of different environments they are they
[01:09:15] different environments they are they support our curriculum in South Africa
[01:09:17] support our curriculum in South Africa and it really is just um an opportunity
[01:09:21] and it really is just um an opportunity for you to use this curriculum inside
[01:09:23] for you to use this curriculum inside your own school without having to follow
[01:09:26] your own school without having to follow the Cambridge curriculum going on so the
[01:09:28] the Cambridge curriculum going on so the resources are beautiful they they don't
[01:09:30] resources are beautiful they they don't specifically only for Cambridge they
[01:09:33] specifically only for Cambridge they support the whole curriculum the caps
[01:09:34] support the whole curriculum the caps and the elders as
[01:09:36] and the elders as well um so yes okay so that those are
[01:09:40] well um so yes okay so that those are the books I hope you love them I love
[01:09:42] the books I hope you love them I love the teacher Resource as well because I
[01:09:43] the teacher Resource as well because I don't have to reate the wheel that way
[01:09:46] don't have to reate the wheel that way um that is pretty much it from me on the
[01:09:49] um that is pretty much it from me on the slideshow so I'm going to stop sharing
[01:09:51] slideshow so I'm going to stop sharing so I can see my face a bit
[01:09:53] so I can see my face a bit bigger um has anybody got any questions
[01:09:56] bigger um has anybody got any questions other than what you've put in the chat I
[01:09:58] other than what you've put in the chat I see leisel did ask do you have to use
[01:10:00] see leisel did ask do you have to use the books only if you reg to Cambridge
[01:10:02] the books only if you reg to Cambridge um so if you're reg the cambrid you have
[01:10:04] um so if you're reg the cambrid you have to use the books now short answer is no
[01:10:08] to use the books now short answer is no you wouldn't have to use it but I would
[01:10:10] you wouldn't have to use it but I would suggest that you do because the the
[01:10:12] suggest that you do because the the curriculum supports you in such in that
[01:10:14] curriculum supports you in such in that way so the books are there they're not
[01:10:17] way so the books are there they're not expensive um they are really they they
[01:10:21] expensive um they are really they they um accessible by so many so many areas
[01:10:24] um accessible by so many so many areas and I would I would suggest that you use
[01:10:26] and I would I would suggest that you use them if you're following the Cambridge
[01:10:27] them if you're following the Cambridge curriculum especially going into your
[01:10:29] curriculum especially going into your primary school this partic these
[01:10:31] primary school this partic these particular books you'll see carry
[01:10:32] particular books you'll see carry through all the way through so they
[01:10:34] through all the way through so they while they can be used to support a
[01:10:36] while they can be used to support a South African curriculum they are
[01:10:38] South African curriculum they are designed to also support the Cambridge
[01:10:40] designed to also support the Cambridge curriculum so I would suggest that you
[01:10:43] curriculum so I would suggest that you use them just to keep continuity going
[01:10:44] use them just to keep continuity going as
[01:10:46] as well any other thoughts or questions
[01:10:48] well any other thoughts or questions from
[01:10:50] from anywhere um Christina boo you sorry I
[01:10:53] anywhere um Christina boo you sorry I don't I don't know the shipping question
[01:10:55] don't I don't know the shipping question you're able to answer where they are
[01:10:56] you're able to answer where they are shipped
[01:11:04] from I don't know Christina's still on
[01:11:06] from I don't know Christina's still on the call as far as answer the best I can
[01:11:10] the call as far as answer the best I can Christina will be able to answer better
[01:11:12] Christina will be able to answer better um they are shipped from the UK but they
[01:11:14] um they are shipped from the UK but they are available in stock at the moment um
[01:11:16] are available in stock at the moment um and you can either order them through
[01:11:18] and you can either order them through your preferred uh book seller or from uh
[01:11:22] your preferred uh book seller or from uh the Cambridge office in Cape Town I'll
[01:11:24] the Cambridge office in Cape Town I'll put that email in into the chat now so
[01:11:26] put that email in into the chat now so that you can see that if you have any
[01:11:27] that you can see that if you have any further
[01:11:30] queries we like to use the books in the
[01:11:33] queries we like to use the books in the training I know we've got training
[01:11:34] training I know we've got training coming up in South Africa within the
[01:11:35] coming up in South Africa within the next couple of months and early years is
[01:11:37] next couple of months and early years is one of the courses that is being run and
[01:11:39] one of the courses that is being run and I love to have the books with me because
[01:11:41] I love to have the books with me because then it gives the teachers the
[01:11:42] then it gives the teachers the opportunity to go through them because
[01:11:43] opportunity to go through them because they are really I can't explain to you
[01:11:45] they are really I can't explain to you how beautiful they are they such good
[01:11:46] how beautiful they are they such good quality um and I'm not saying it just
[01:11:49] quality um and I'm not saying it just because I'm here on behalf of Cambridge
[01:11:51] because I'm here on behalf of Cambridge um as a teacher I'm very critical over
[01:11:53] um as a teacher I'm very critical over what I use um and I particularly love
[01:11:56] what I use um and I particularly love these books they're just so pretty any
[01:11:59] these books they're just so pretty any other questions or thoughts oh there we
[01:12:02] other questions or thoughts oh there we go Sally can the teacher resource books
[01:12:03] go Sally can the teacher resource books be easily used without the learner books
[01:12:07] be easily used without the learner books 100% it can be because a teacher
[01:12:08] 100% it can be because a teacher resource book is there to guide the
[01:12:11] resource book is there to guide the curriculum obviously there's so many
[01:12:13] curriculum obviously there's so many activities that are supported within the
[01:12:15] activities that are supported within the learner books but if for some reason you
[01:12:17] learner books but if for some reason you for instance you've had a week where the
[01:12:19] for instance you've had a week where the kids have just been stuck in their books
[01:12:20] kids have just been stuck in their books the whole week and you just they've been
[01:12:22] the whole week and you just they've been stuck in a classroom because it's been
[01:12:24] stuck in a classroom because it's been raining like it is day you can still use
[01:12:27] raining like it is day you can still use the teacher resource and the guide to do
[01:12:30] the teacher resource and the guide to do other curriculum areas the activities
[01:12:31] other curriculum areas the activities there are not only for the books they
[01:12:34] there are not only for the books they are across the board and as I say
[01:12:36] are across the board and as I say Cambridge is very very strong on the
[01:12:37] Cambridge is very very strong on the play on the play based curriculum so
[01:12:39] play on the play based curriculum so you'll see the teacher resources heavy
[01:12:41] you'll see the teacher resources heavy on incorporating play into into your
[01:12:44] on incorporating play into into your work or into the daily routine as it
[01:12:46] work or into the daily routine as it work so yes you can um use the teacher
[01:12:49] work so yes you can um use the teacher resource outside of the learner books
[01:12:51] resource outside of the learner books but the learner books definitely support
[01:12:54] but the learner books definitely support the teacher resource and you will see it
[01:12:56] the teacher resource and you will see it referenced all the time in the teacher
[01:12:59] referenced all the time in the teacher resources
[01:13:01] resources um so give you an idea of cost of a set
[01:13:04] um so give you an idea of cost of a set I know that Cambridge can definitely
[01:13:05] I know that Cambridge can definitely send that through to you um ingred or
[01:13:08] send that through to you um ingred or Christine I'm not sure who it was has
[01:13:10] Christine I'm not sure who it was has put the email address in the in the chat
[01:13:13] put the email address in the in the chat so it's orders at cup. co. and then they
[01:13:16] so it's orders at cup. co. and then they are going to send out the digital
[01:13:18] are going to send out the digital brochure that one image that I bought
[01:13:19] brochure that one image that I bought with a purple and yellow that I really
[01:13:20] with a purple and yellow that I really liked they are going to send out the
[01:13:22] liked they are going to send out the digital brochure as well so you'll have
[01:13:24] digital brochure as well so you'll have the contact details in
[01:13:31] they any other questions or
[01:13:43] thoughts if if we want to come to the um
[01:13:47] thoughts if if we want to come to the um to the what are that you said that
[01:13:49] to the what are that you said that they've got some type of a training
[01:13:51] they've got some type of a training course going on if we want to do that
[01:13:53] course going on if we want to do that and we want to be part of that what
[01:13:55] and we want to be part of that what would be the the steps to go ahead to be
[01:13:59] would be the the steps to go ahead to be part of that so if you go onto the
[01:14:01] part of that so if you go onto the Cambridge the main Cambridge websites
[01:14:04] Cambridge the main Cambridge websites there is a professional development area
[01:14:06] there is a professional development area and in that is where you would register
[01:14:08] and in that is where you would register for the course through that um so it's
[01:14:11] for the course through that um so it's very very easy straightforward and then
[01:14:12] very very easy straightforward and then it is handled by the South African
[01:14:14] it is handled by the South African office because it will be it's obviously
[01:14:15] office because it will be it's obviously in South Africa so they will handle it
[01:14:18] in South Africa so they will handle it um I'm not sure whether um ingred or
[01:14:23] um I'm not sure whether um ingred or Christin or somebody can maybe put the
[01:14:24] Christin or somebody can maybe put the link up but as I say if you go on to
[01:14:26] link up but as I say if you go on to even if you just Google I did it the
[01:14:28] even if you just Google I did it the other day because I was looking for
[01:14:29] other day because I was looking for something I went Cambridge professional
[01:14:30] something I went Cambridge professional development and it brought up the page
[01:14:32] development and it brought up the page that I needed to go on
[01:14:34] that I needed to go on to hi krie it's Terry I'll put it in the
[01:14:37] to hi krie it's Terry I'll put it in the chat now for South Africa right ear
[01:14:40] chat now for South Africa right ear South Africa wonderful yes thank you
[01:14:42] South Africa wonderful yes thank you very much ter and it is being held in
[01:14:44] very much ter and it is being held in jobber which is wonderful last year or
[01:14:46] jobber which is wonderful last year or the year before this in Cape Town which
[01:14:48] the year before this in Cape Town which was a bit far but it isn't jobber so and
[01:14:50] was a bit far but it isn't jobber so and I'm going to be this I'd love to meet
[01:14:51] I'm going to be this I'd love to meet all of you at the training it'll be
[01:14:53] all of you at the training it'll be great than thanks Terry sure
[01:14:59] Carrie any other questions or
[01:15:05] thoughts well look the Kish team is open
[01:15:08] thoughts well look the Kish team is open for chats if you need to find out
[01:15:10] for chats if you need to find out anything you think of something as
[01:15:11] anything you think of something as you're driving home today please just
[01:15:13] you're driving home today please just drop them an email phone them um get
[01:15:15] drop them an email phone them um get hold of them they'll happily help you um
[01:15:17] hold of them they'll happily help you um I'll just hand over briefly back to the
[01:15:19] I'll just hand over briefly back to the Cambridge team thank you very much
[01:15:21] Cambridge team thank you very much thanks for having
[01:15:23] thanks for having me thank you
[01:15:25] me thank you sorry if I can just jump in there to
[01:15:27] sorry if I can just jump in there to answer the last um participant the next
[01:15:31] answer the last um participant the next training is actually in Harari in harar
[01:15:34] training is actually in Harari in harar in May for March we're not having early
[01:15:37] in May for March we're not having early years in
[01:15:38] years in Johannesburg I'm just on the calendar
[01:15:40] Johannesburg I'm just on the calendar now so we do welcome um teachers to go
[01:15:45] now so we do welcome um teachers to go between countries um K will tell you
[01:15:47] between countries um K will tell you we're always having teachers from Zambia
[01:15:49] we're always having teachers from Zambia bwana attending in South Africa or in
[01:15:52] bwana attending in South Africa or in Zimbabwe so I'll put it in the chat but
[01:15:55] Zimbabwe so I'll put it in the chat but for now we're only having it face to
[01:15:57] for now we're only having it face to face in arar but it is available
[01:15:59] face in arar but it is available virtually as well there you can do it um
[01:16:02] virtually as well there you can do it um from the comfort of your own
[01:16:05] school thanks very much yeah I know
[01:16:08] school thanks very much yeah I know there's other training happening as well
[01:16:09] there's other training happening as well I'm just not sure what the courses are
[01:16:10] I'm just not sure what the courses are but please just have a look at that
[01:16:11] but please just have a look at that professional development and keep an eye
[01:16:13] professional development and keep an eye on it and if you find that you want
[01:16:15] on it and if you find that you want something please get hold of your
[01:16:16] something please get hold of your Cambridge coordinator your team and let
[01:16:19] Cambridge coordinator your team and let them know that you're looking for
[01:16:20] them know that you're looking for something and then obviously then is
[01:16:22] something and then obviously then is something that we can keep in mind going
[01:16:24] something that we can keep in mind going forward but thank you very much thank
[01:16:25] forward but thank you very much thank you
[01:16:26] you ingred um thank you Carrie that was uh
[01:16:30] ingred um thank you Carrie that was uh really interesting I I know a fair bit
[01:16:32] really interesting I I know a fair bit about the program and the resources and
[01:16:34] about the program and the resources and I was still captivated so uh really
[01:16:37] I was still captivated so uh really appreciate uh your engagement and the
[01:16:39] appreciate uh your engagement and the information and thank you everyone else
[01:16:40] information and thank you everyone else as well for your uh interesting comments
[01:16:42] as well for your uh interesting comments and
[01:16:43] and questions um terai thank you so much for
[01:16:47] questions um terai thank you so much for um sharing you'll be sharing the link
[01:16:49] um sharing you'll be sharing the link shortly to the PD I'm sure lots of
[01:16:50] shortly to the PD I'm sure lots of people will be interested in that um and
[01:16:53] people will be interested in that um and then uh of course uh we will follow up
[01:16:56] then uh of course uh we will follow up this webinar with an email that will
[01:16:58] this webinar with an email that will include some of the details that you
[01:16:59] include some of the details that you might need uh to access the brochure to
[01:17:02] might need uh to access the brochure to access the prices and with some key
[01:17:04] access the prices and with some key contact information for you um but I
[01:17:07] contact information for you um but I would love to just encourage you um
[01:17:09] would love to just encourage you um before you do get that please do fill in
[01:17:10] before you do get that please do fill in the survey it is really short I promise
[01:17:13] the survey it is really short I promise um just to help us uh know what works
[01:17:16] um just to help us uh know what works for you what you want to know more um
[01:17:18] for you what you want to know more um and then we can also stay in touch with
[01:17:20] and then we can also stay in touch with you after that so um if there are no
[01:17:23] you after that so um if there are no further questions um for this webinar uh
[01:17:26] further questions um for this webinar uh you are welcome to follow up at any time
[01:17:28] you are welcome to follow up at any time uh via any of the other channels uh with
[01:17:29] uh via any of the other channels uh with questions as you have them and I think
[01:17:32] questions as you have them and I think if that's that then everyone has just
[01:17:34] if that's that then everyone has just earned themselves an extra 40 minutes in
[01:17:35] earned themselves an extra 40 minutes in their
[01:17:36] their day thanks
[01:17:38] day thanks everyone all right thank you everyone
[01:17:41] everyone all right thank you everyone and have a wonderful week