ALLES Magazine Edition 52 May 2020

South African Travel Expert Member

CENTER OF EXCELLENCE

Your direct source to industry information for all ''Out-of-classroom'' learning and experiences for South African children

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National Provincial Rural Current infrastructure

ALLES MEDIA, ALLES SCHOOL'S C(oE) ALLES MAGAZINE and The IDB Group called on their national network of Outdoor Education Centers to role out the EDUCATIONAL BUBBLE PROJECT with the the support of stakeholders from within the outdoor learning and accommodation structure. The program proposed a solution to the challenges that Department of Education faces in their fight against the Covid-19 pandemic. This may be a valuable tool that will successfully add value to the 2020 Academic year.

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Wi-Fi mostly available

NE - www.allesmag.co.za - Office (064 5090918) 4840716) - Email editor@allesmag.co.za

Copyright and Confidential - ALLES MEDIA 2020

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Most are equipped

Business as usual Legal Disclaimers

Photographs: Front Page: Mona Preller, Alles Camps, contributing advertisers, pcJumbo, Writers: Mona Preller, MediaClub South Africa, Brand South Africa, Proudly South Africa, Contributing Advertorial Writers. .

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The information provided and opinions expressed in this publication is provided in good faith, but do not necessarily represent the opinions of this publication, the publisher or editor.

Neither the publisher or the editor can be held legally liable in any way for damages of any kind whatsoever arising directly or indirectly from any facts or information provided or omitted in these pages or any from statements made or withheld by this publication.

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The information contained on this site is not medical advice and should not be used in place of the care of a medical

doctor or other qualified healthcare professional.

Limitations In no event shall ALLES Media be liable for any damages arising out of the use or inability to use the materials and/or ideas on ALLES Magazine’s site, even if ALLES Media and its subsidiaries authorized representative has been notified orally or in writing of the possibility of such damage. Because some jurisdictions do not allow limitations on implied warranties, or limitations of liability for consequential or incidental damages, these limitations may not apply to you.

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Alan Champkins

LIFE ON CAMP ''We’re all connected, we’re all in the same storm, and we all are struggling with the loss of connection"

So here is my challenge to school camps (and any one else for that matter): How can you support schools with what they need at this time? * Do you have ideas for games or activities for teachers to do that can help relieve the tension in the classroom or be done with physical distancing on the field?

* Can you help with ideas to foster social and emotional learning?

* Can you provide resources or ideas for teachers to use so they can take the curriculum out the class so the learners can spend time learning outside?

* How could you facilitate the strengthening of the bonds within the community?

* Can you give a better understanding of the benefits of the outdoors and free play to educators?

* Could your program staff use their facilitation, team building, conflict resolution and emotional health skills to help teachers and learners remotely?

* Would you be willing to offer your venue when it is safe and legal to do so as a place for people to reconnect with nature and each other at a discounted rate, or even for free to those who have supported you in the past?

* Could you use your kitchen to prepare donated food for learners in need if you live near a school?

* Would you let a teacher use your games equipment for a day?

You may ask how can camps do this when they have no income or may even be facing closure?

My answer is 'why can’t you do it?'

Especially if it is not going to cost you financially, but will help strengthen the bonds of a mutually beneficial relationship and above all else make a difference in people’s lives whilst you can’t make a difference in their lives on camp.

We may not be allowed to host groups for now but we can still use our skills to create social connections while still maintaining physical distancing.

Give it a try; throw that ball of string out and see who you can connect with and who they can connect with and how those connections can become stronger and mutually supportive so that when we are able to run camps again we do it even better than ever before.

It’s in times like these that Bruce Springsteen’s words echo in my heart: ‘Remember, in the end, nobody wins unless everybody wins.”

I challenge all of us to win together. Let the new normal bring hope, healing and strong connections.

What you do today will make a difference tomorrow.

Alan Champkins alanchampkins@gmail.com 0718967109 Editor's note: ALLES Media is a platform for open communication, we have freelance writers contributing free to our content from industry and is not necessarily a reflection of the publisher or editor's view on different matters.

Š Plan International / John von Ahlen

COVID-19

The impact on girls The COVID-19 outbreak will deeply affect the environment in which children and young people grow and develop, from the earliest years to late adolescence. Girls, especially the most marginalised, will be particularly affected by the secondary impacts of the outbreak due to harmful social norms and double discrimination based on age and gender.

To meet the needs of girls and to protect them globally our response will be equitable, gender-transformative and protective of human rights.

ʺ plan-international.org

The reality facing girls ŵ “I am a student, but the school is closed…

This is an emotional shock. COVID-19 is terrorising us and the impact on employment is alarming.” – Linguere, 20, Senegal

Today the world is home to some 1.2 billion girls, of whom 600 million are adolescents – they will suffer particular disadvantages due their gender and age, which is compounded by poverty and other discriminatory factors, such as disability or ethnicity. Often, they enter adulthood already at a severe disadvantage as a result of violence, early pregnancy, child marriage and limited opportunities for education and employment.

COVID-19 shutdowns will disrupt early learning, formal education and livelihoods. The lives of girls, their families and communities face extreme stress from health and economic burdens, crowding and isolation. Measures to curb the disease have worsened existing inequalities, forcing girls out of school and placing them at heightened risk of violence in their home. With school and university closures affecting nearly 91% of the world’s student population, over 1.5 billion learners have had their education disrupted, including 743 million girls. Nor can girls equally access online learning. Boys are 1.5 times more likely to own a phone than girls in low and middle-income countries and are 1.8 times more likely to own a smartphone that can access the internet.

When girls are out of school they struggle to access social support structures and essential services such as sexual and reproductive health services. We have seen a global increase in domestic violence that is being described as the ‘second pandemic’. Economic downturns, job losses and school closures will increase sexual violence, exploitation, trafficking, child labour and harmful practices. Girls face an unequal burden of unpaid care and domestic work, which will increase as they are kept at home.

Plan International knows from past crises the long-term indirect impacts facing vulnerable children and young people. Girls living in the least developed countries, or fragile, conflict or disaster affected contexts, where healthcare systems are usually weak and will quickly become overwhelmed, are acutely vulnerable to a diversion of resources away from other key medical services.

Baifeun, 14, is learning at home during the lockdown in Laos

ʺ plan-international.org

GENDER INEQUALITY EXACERBATES COVID-19 RISKS FOR GIRLS AND YOUNG WOMEN Greater exposure to infection

Globally, women undertake more than three quarters of unpaid care. In rural communities and low-income countries, women spend up to 14 hours a day on care work.

Lower access to lifesaving information

Girls, women and other marginalised groups are least likely to have access to technology. In low-and middle-income countries, 433 million women do not own mobile phones and 165 million fewer women than men own a mobile phone.

IMPACTS OF THE PANDEMIC ON GIRLS AND YOUNG WOMEN 743 million girls out of school due to closures, including 111 million in the world’s least developed countries.

Rates of domestic violence have risen across the world as a result of COVID-19 related movement restrictions. Ŋ A threefold increase in calls to women’s shelters in China at the height of the quarantine

Ŋ A nationwide spike of 30% in domestic violence in France.

Child marriage and teenage pregnancy are likely to go up. In villages highly disrupted by Ebola in Sierra Leone, adolescent pregnancy increased by 65%.

Plan International’s COVID-19 response is focused on protecting the most vulnerable children and placing the needs and rights of girls and young women at the centre as the crisis unfolds. Through efforts that will reach more than 50,000 communities across 50 countries, Plan International aims to prevent the transmission of COVID-19 amongst the world’s most vulnerable communities, particularly in refugee camps and displaced settings, and reduce the disease’s negative social impact on girls and their families who are disproportionately affected by the crisis. We are working with communities, national governments and partners to tackle the spread of COVID-19, and to ensure that the impacts of the crisis on the rights and well-being of children, particularly girls and young women, are fully understood and taken into account in national response efforts and international cooperation. We are also working to ensure that girls have a seat at the decision-making table through all stages of the response. As the longerterm impacts of the crisis unfold, we will continue to work closely with girls and women to amplify their voices and ensure that they are an active part of the process of rebuilding.

ʺ plan-international.org

Plan International’s recommendations We urgently recommend the following actions to power-holders to mitigate the impacts on girls and protect their rights, safety and well-being: Ŋ Governments must support global and regional institutions and mechanisms and the international humanitarian system to spearhead a coherent and effective global response. This includes working closely and openly with civil society organisations to ensure the inclusive and equitable nature of global policies, guidance and measures.

Ŋ Authorities must recognise that COVID-19 affects girls and boys, women and men differently and ensure that policies and interventions to prepare for and respond to the outbreak are equitable, gendertransformative and protective of human rights.

Ŋ Promote and ensure the engagement of communities, including local leaders, families and caregivers, and particularly girls and women, in all stages of the overall response. Strengthen the leadership and meaningful participation of girls and young women in all decision-making processes to ensure their perspectives are heard and needs are met, and create space for the role of youth and girl-led organisations in iniatitives and coordinating bodies.

Ŋ Prioritise learning continuity in the period of school closures and ensure that adolescent girls’ needs and lived realities are considered. This includes accessible and inclusive distance learning that will reach the most marginalised and limit inequalities in the education system. Ŋ Consider the gender digital divide and address gender disparities in access digital

learning. This includes working to provide free or low-cost mobile internet access.

Where digital solutions to distance learning and internet are accessible, ensure that girls are trained with the necssary digital skills, including ways to stay safe online.

Ŋ Rigorous protection and safeguarding of all children, and of girls and women from gender-based violence must be prioritised in all policies, information and guidance throughout the response. Child protection and welfare services must be fully funded and adapted where needed.

Ŋ Gendered data should be made available, analysed and actionable: all data related to the outbreak and the implementation of the response should be disaggregated by sex, age and disability, and include other gender equality indicators. Monitoring should be stepped up for those children, particularly girls, most vulnerable to exploitation, violence and neglect. Ŋ Sexual and reproductive health and rights must be prioritised, funded and recognised as life-saving, along with essential health services for young children’s survival and growth.

Ŋ Responses to the outbreak must ensure that targeted measures are taken to protect and support young women’s economic empowerment, including social protection and paying attention to the unequal distribution of unpaid care and domestic work during this time.

Woman reads leaflet on preventing the spread of COVID-19 produced by Plan International, Indonesia

look forward to Fun Educational School Tours

CAPPS cirriculum aligned toursÂ

Life orientation History Biology Social science Business economics Mathematics Geography Technology

Unique professional education and fun school tours to the benefit of the learner, the school & the country.

EM SENI CAMP

KZN’s Best Kept Secret!

S

ettled at the base of Spioenkop Mountain along the banks of the Tugela River, this awesome Christian Campsite is a place to experience life at its best. We are located in the foothills of the Drakensberg, near Winterton, KwaZulu-Natal. The campsite is a 3 hour drive from Durban, and 3.5 hours from Gauteng.

Em’seni is a place of peace, healing, and life.

We pray that everyone passing through will experience this peace.

Em’seni, meaning “Place of Grace” in IsiZulu, serves as a base for adventure camps, as well as a range of other camps and retreats. These include school confirmation, leadership and prefect training, school journeys, choir camps, church groups, family camps, spirituality retreats, men’s groups, leadership courses for children from disadvantaged schools, and outdoor education.

Em’seni camp is also the host race village to the Joberg2C and Berg&Bush mountain bike races, as well as the Oxpecker trail races.

CHRISTIAN ADVENTURE MINISTRY Our Christian Adventure Ministry offers church groups, Bible study groups, or youth groups the chance to have an outdoor adventure – which might include white water rafting, kayaking, mountain biking, or hiking up Spioenkop.

LEADERSHIP DEVELOPMENT Our passion is for youth development and leadership. Henry Bro, our Director, has extensive experience with outdoor ministry and wilderness training. He and his team of trained facilitators work with all schools.

Em’seni is not a simple “adventure centre,” but seeks to use both outdoor activities and indoor workshops to explore many facets of becoming a Christian leader.

FACILITIES Em’seni camp has been developed over the past 13 years. Em’seni has 150 beds with quality ablutions adjoining the bedrooms. A large dining room and separate conference hall with smaller alcoves and meeting rooms allows for ample meeting space for 200 people. A modern industrial kitchen is fully equipped and food standards are high.

We offer our own programmes but work closely with schools to meet their leadership needs.

Some of the schools we work with include Hilton College, Michaelhouse, The Wykeham Collegiate, St Johns College JHB, and St Anne’s Diocesan College. We cater for junior schools and work with home schoolers too.

IDEAL FOR GETAWAYS Self-catering chalets are available and ideal for leaders, teachers, or families wanting a break. Our bush camp, known as the Porcupine Camp, allows back-to-basic camping, but has modern ablutions and a covered eating and preparation area.

ACTIVITIES The spectacular Tugela River frontage offers many water opportunities, including a “bum slide” and kayaking, tubing, rafting, birding, and excellent fishing. A large irrigated sports field, adventure initiatives and climbing wall, plus river walks, trail runs, and access to the Spioenkop Game reserve, are all options for activities.

There are plenty of free time games too, which include volley ball, 9 square, frisbee golf, tetherball, trampolines, pingpong, pool table, plus many more facilitated team building initiatives including archery. 

Contact us today to find our more info@emsenicamp.co.za | 036 488 9015 www.emsenicamp.co.za

The Only Way World-Class facility where we host and facilitate affordable, out-of-this-world camps presented by well-qualified facilitators that really love people.

We specialise in providing adventure and experiential learning camps that include leadership identification, leadership development, and team building Camp UA lies in the heart of the Waterberg, approximately 12km North of Modimolle (previously Nylstroom) in Limpopo Province.

We provide facilities for nature camps, study camps, sport camps, and holiday camps. We also host self-catering groups as well

Our Dream is to Connect Young People with their Purpose, Poten�al & Dreams through Experien�al Learning Camps • Ice Breakers

• Hiking

• Night Marches

• Farm Building

• Eco-Treasure Hunts

• Veld Focus

• Farmers Fun

• Volleyball

• Water Sports

• Route Marches

• Ra� Building

• Zip line Into The Dam

• Hide & Seek

• Problem Solving Course

• Minute To Win It

• Bushveld Aerobics

• Obstacle Course

• Survivor

• Bushveld TV

• Sleeping Out In The Bush

• Crea�ve Games

• Stalking The Lantern

francoispienaar@ul�mateaim.co.za 072 196 5541

All this and much more!

SPORT CAMPS Stretch any sports team or individual in a series of sport specific coaching sessions as well as team building and personal development activities.

LEADERSHIP CAMPS Develop leadership skills like conflict management, motivation, team dynamics, effective communication etc. through experiential learning activities.

TEAMBUILDING CAMPS

ADVENTURE CAMPS

We facilitate activities and tasks to improve your team’s social relations, overall efficiency, motivation and define roles within the team.

Getting out of the known environment and experience the bushveld in a fun and adventurous way.

CHURCH CAMPS Grow in your relationship with God in a Christian centered environment. Strengthen your faith through Bible study, prayer and church services.

STUDY CAMPS Get away and focus on your education, filled with study time and subject tutors to make sure one improves one’s grades.

kenneth@ul�mateaim.co.za 071 395 2795

Welcome to Warthog inn

AT

WARTHOG INN

T HERE

ARE THREE VENUE

A REAS , NAMELY K OEDOE , Z EBRA AND N YALA

The people of Warthog Inn are its The beautiful surrounding of our campsite, expertise of our staff and tailor most valuable assets and as such are made programs promise to provide a expected to share and support the visions and values of our camp. memorable experience for all.

Respect for each other.

Warthog Inn hosts one of the best Honesty and integrity. developed adventure courses in South Africa.

Here at Warthog Inn the learners discover their potential through our outdoor adventure learning.

Our highly skilled instructors will lead the learners to new levels self-discovery, potential and development.

Office: info@warthoginn.co.za Cell: 082 319 0429 Kobus Snyman: kobus@warthoginn.co.za Cell: 082 431 7776

Activities include the following and are planned according to duration of camp and specific needs: Adventure course with (26 obstacles ) - Foefieslide Boeresport - Field focus program and training Go cart racing - Archery Self-defense (Marius Ferreira, 6thDan in Karate) Dance and karaoke - Huge Water slides - Reptile show Game drives (more than 16 different species) - Solitaire Reptile show - Kettie shoot - Target Shooting Literia course - Night adventure - Night march Group Dynamics 22 meter swimming pool (Ideal for swim camps)

A Great Team Experience!

Warthog Inn offers Sport Weeks available for Rugby, Rugby Sevens, Netball, Hockey, Cricket & Soccer.

The sports school division in association with JARU Sport Academy brings a variety of sport camps, including rugby, cricket, netball, softball, seven-rugby and practice camps at professional level. JARU Sport Academy also now works in conjunction with THE BLUE BULLS & TUKS RUGBY ACADEMY. JUMPSTRETCH SA now forms part of the exceptional Sport clinics at Warthog-Inn. JUMPSTRETCH TECHNOLOGY = Variable Isotonic Resistance Systems (Flexband) and Functional Conditioning and Rehabilitation with Flexband Technology.

WARTHOG INN & JARU SPORT ACADEMY A camp site that offers a huge variety of action, fun and adventure at an affordable rate.

Looking for the PERFECT DESTINATION for your next school outing or team building weekend?

Forever Swadini is an award-winning Resort that’s nestled in the peaks of the Drakensberg, a mere stone’s throw away from VARIOUS EDUCATIONAL LANDMARKS like Kruger National Park, Bourke’s Luck Potholes, The Pinnacle, Mac-Mac Falls and God’s Window.

WE SPECIALISE IN:

• • •

THINGS TO SEE AND DO IN CLOSE PROXIMITY:

Fully catered kids’ accommodation Day Visit packages Team building activities

• • • • •

Jessica the Hippo Moholoholo Animal Rehab Centre Hoedspruit Cheetah Project Reptile Centre Kruger Park

features 4 DORMITORIES, each sleeping 22 kids, and 2 teacher’s rooms each sleeping 2 people.

OUR FULLY EQUIPPED YOUTH HOSTEL

THE RESORT FEATURES A WIDE RANGE OF KID-FRIENDLY ACTIVITIES, INCLUDING:

Cold and Heated Swimming Pools | Mini Golf | Trampolines | Volleyball | Tennis Court | Paintball | Kids Play Area | Outdoor Chess | Hiking Trails | Quad Biking | Horseback Riding | Kloofing | Mountain Bike Trails | And much more!

BOOK TODAY, OR CONTACT US FOR MORE INFO !

FOREVER SWADINI TEL: +27(0)15 795 5141 EMAIL: swadinibanq@foreversa.co.za

w w w. f o r eve r s wa d i n i . c o . z a | w w w. f o r eve r s a . c o . z a

CENTRAL RESERVATIONS TEL: : +27 (0)12 423 5600 EMAIL: info@foreversa.co.za

AWAITS AWAITS ININTHE THEHEART HEARTOF OFLIMPOPO! LIMPOPO! Exclusive Exclusive Boat Boat Trips Tripsononthe theBlyde BlydeDam, Dam,gives givesschool school groups groups a safe a safe and and extraordinary extraordinaryopportunity opportunityto tospot spot Hippo Hippo and and Crocodile.

Crocodile.

Swadini Swadini is landlocked is landlocked by the by the Blyde Blyde River River Canyon Canyon Nature Nature Reserve Reserve and and nestled nestledamongst amongstthethe Drakensberg Drakensberg peaks, peaks, on the on banks the banks of the of the Blyde Blyde River.

River.

The unique The unique and magnificent and magnificent natural natural treasures treasures in this in this worldworld renowned renowned area,area, activates activates engaging engaging andand valuable valuable educational educational properties properties for for school school groups. groups.

An educational An educational tourtour must must is the is the Kadishi Kadishi Tufa Tufa Waterfall Waterfall Did you Did you know? know?

WhatWhat is mesmerising is mesmerising about aboutthetheKadishi Kadishi waterfall waterfall is the is the striking striking resemblance resemblance thethe rock rock face face of the of the waterfall waterfall bears bears to atoweeping a weeping face, face, the drop the drop of water of water veryvery likelike a sheet a sheet of tears. of tears.

ForFor this this reason reason it has it has been been called called thethe 'weeping 'weeping faceface of nature'. of nature'.

Swadini Swadiniwill willgive giveyour yourgroup groupsome some of of the the most most unique unique activities activitiesininthe thelargest largestgreen greenbelt beltcanyon canyon in in thethe world. world.

Looking Looking forfornew newspecies? species? What Whatabout abouttaking taking your your school schoolgroup groupononananexploration explorationadventure? adventure? The The Resort Resort is is not notonly onlyhome hometotothe thenewly newlydocumented documented Eastern EasternScissortail ScissortailDragonfly, Dragonfly, but but also also home home to to other otherunique uniqueDragonflies Dragonfliessuch suchasas Painted Painted Sprite, Sprite, Great Great Sprite, Sprite, Lined LinedClaspertail Claspertailand andSpined SpinedFairytail.

Fairytail.

Hidden Hidden at the atend the end of the of Blyde the Blyde Dam, Dam, it isitone is one of few of few rare living rare living tufa tufa waterfalls waterfalls in the in the world world andand is said is said to to be the be second the second highest highest tufatufa waterfall waterfall in the in the world, world, dropping dropping 200 metres 200 metres fromfrom its limestone its limestone shelf shelf to the to the waterwater of the ofBlydepoort the Blydepoort Dam. Dam. TufalTufal waterfalls waterfalls taketake million million of years of years to form. to form.

Water, Water, running running overover dolomitic dolomitic rocks, rocks, absorbs absorbs calcium calcium from from the rocks. the rocks.

The mosses The mosses thatthat alsoalso grow grow on these on these rocks rocks drawdraw out carbon out carbon dioxide dioxide whilst whilst photosynthesising, photosynthesising, which which causes causes the the calcium calcium in the in the water water to deposit to deposit layerslayers of tufa of tufa on the on surface the surface of the of the waterfall waterfall (a bit (a bit like crystalisation like crystalisation of water). of water).

TheThe water water continues continues to to flow flow overover and underneath and underneath the the layer layer of calcium. of calcium.

Unique Unique trees treeslocated locatedatatSwadini Swadiniinclude include Lebombo Lebombo clusterleaf, clusterleaf,Carrot-tree, Carrot-tree,Mitzeeri, Mitzeeri,Forest Forestfever fever tree tree and andMatumi.

Matumi.Unique Uniquebirds birdscan can also also be be found found in in Swadini Swadini and andinclude includeCrowned CrownedEagle, Eagle,African African Black Black Duck, Duck,African AfricanFinfoot, Finfoot,Half-collared Half-collared Kingfisher Kingfisher as as well well asas the theTrumpeter TrumpeterHornbill.

Hornbill. Wild Wildanimals animals that that can canbebefound foundin,in,and andaround aroundthe the Resort Resort include include Leopard, Leopard,Kudu, Kudu, Hippo, Hippo, Crocodiles, Crocodiles, Waterbuck, Waterbuck, Bushbuck, Bushbuck, Meerkat, Meerkat,Duiker, Duiker,Mongoose Mongooseand andImpala.

Impala.

With being in close proximity to all the majour educational tour destinations, your class will have too little time to fit in all the treasures in the area. What about a visit to the Endangered Species Centre or some interaction with elephants? From a traditional tribe, entertaining with dance and music, to being on the border of the Kruger National Park (where you can book additional talks about animal species and activities) to being mid some of the world’s greatest wonders, like Bourke's Luck Potholes, The Pinnacle, Mac-Mac Falls, God's Window and the ever popular Graskop Lift! Plan your roundabout tour and ensure you visit the Three Rondavels, the oldest Boabab trees and the magical mining town of Pelgrim’s rest.

Swadini has an extensive team and group program that includes, hiking, horse riding river rafting and much more. Please enquire for a full list of all our activities. The Swadini School Tour will become the pinnacle of your school’s annual outdoor experiences calendar!

Contact our friendly team today to discuss all your needs.

Reception and Reservations: +27 (0)15-795 5141 +27 (0)76 634 1170 swadinires@foreversa.co.za Alternatively guests can book online

www.foreverswadini.co.za

The ones who are crazy enough to think they can change the world, are the ones who do.

STEVE JOBS

DUIN IN DIE WEG OUTDOOR EDUCATION AND SPORTS CENTRE Who we are?

Outdoor education - Sport - Accommodation - Conferences & functions DUIN IN DIE WEG is a guest farm with an established Outdoor Education and Sports Centre since 2004, catering primarily for the school going youth. We also offer excellent accommodation and programmes for various groups, tourists, and have facilities for conferences and functions.

Where can you find us?

DUIN IN DIE WEG is located along the Orange River, 2 kilometers from the N10, between Upington and Groblershoop. The name is derived from our particular environment, being one of the few places where the Kalahari dunes and the Orange River meet. In the earlier years, after windy conditions, sand was blown over and covered the roads in the area, hence the dune in the road. The farm encapsulates all the contrasts of the beautiful Northern Cape – from the Kalahari dunes to the great green belt along the Orange river. This is a truly unique place where different ecosystems come together.

What we do Being located on a privately owned farm that comprises over 2000 hectares, it is the perfect destination for outdoor education. Our outdoor educational and sport programmes are appropriately designed to fit different groups and focus on the environment, adventure, fun, leadership, teambuilding, tours and sport. We cater for all grades, schools, teams and other groups.

You are welcome!

I hope we will have the privilege of spending time in the Kalahari with you!

Alie Brand Chief Executive

Sasol Young Explorer – Mammals is a beautiful, exciting and multilingual app that introduces young kids (3–8 years old) to the majestic wild creatures of southern Africa. The app seamlessly blends

storytelling and game playing in a fun and educational way, which will keep kids engaged for hours at a time as they develop their reading and learning skills.

Young Explorer is beautifully illustrated throughout, with each animal presented separately and

shown in its natural habitat. It is packed with fascinating facts: where the animals live, what they eat,

Camping outdoors is perfecthow forbigSchool, and Team they are, Church what their tracks look like,buildand when they are active. Calls and videos of animals in ing camps. the wild provide extra entertainment for curious young minds.

Challenging, games are thrown into the mix, adding extra fun and pleasure to the We are just 30 km from Somerset West,age-appropriate or 8 km from Grabouw. learning experience.

We are right on the buffer zone of the unique Kogelberg & HotThere are four languages in the app – English, isiXhosa, isiZulu and Afrikaans. Kids can read tentots Holland Biospheres. Surrounded by the Cape Pines descriptions, listen to narrations and play games in any of these languages, and easily switch between Forestry pine trees – this is the ideal camping getaway for anyone. them within the app.

Pub date: April 2015 Price: R99,99

FEATURES

• Multilingual app with four languages (English, IsiXhosa, IsiZulu and Afrikaans) • Packed with accurate info written by a mammal specialist

Initiative Activities) Language:Courses English, (Brain-Teaser • Tap and listen to text in all four languages Run on a daily basis and are completely IsiXhosa, Afrikaans Low RopeIsiZulu, & High Rope Courses (Teamwork Conquering of • Record and listen toand yourself reading customisable to reach the specific aim Recommended age: 3–8 Fear) • Tap to play calls or watch videos of the camp Designed for: iPad(Teamwork & • Play interactive educational games (with multiple levels of difficulty) Jacobs Ladder and Conquering of Fear) Android tablets • Fun Knots for kids to use on their own, with friends, siblings or older family members Raft Building and Learning Rope (Educational Adventure) File size: ± 300 mb • Fosters a love of nature • program that is excellent Paint Ball (Slingshots) • No collection of personal/location data, in-app purchases,for advertising or external website linksCorporate Schools, Churches and Map Reading and Orienteering (Educational Adventure (except in the Help section which is Race) protected by a parent gate) Groups Zip-line & Canoeing (Fun Adventure) • Camps supplementing Night Hikes & Sleep outs (Outdoor Fun) Check out our app videos YOUTUBE: the curriculum with outdoor expehttps://www.youtube.com/channel/UCULXN2Enp3k9CMWfWgL48dw Fishing & Swimming (Fun and Relaxing) riences to ensure the best foundation Cycling & Hiking (Outdoor Fun) WEBSITE: www.youngexplorerapp.com for learning Camp Craft & Cooking (How to build shelters, get water, etc.)

• motivate sports and work teams to perform

By Special Arrangement: optimally together • to get the adrenalin pumping with some fast-paced or Paint Ball (Guns) fear-conquering activities Climbing Wall (Conquer fear) • to learn Drumming (Team build fun) more about the wonders of forest Archery (Team build fun) • , ideal for Kloofing (Outdoor Adventure) sports teams to prepare for an event MEDIA & BLOGGERS: Lazer Tag & Clay Pigeon Shooting (Top-G) while still having fun For further information or to request Flower & Fruit Picking Tour (Educational) • review copies pleasePrograms contact: for a break Joanitafrom Nel the daily routine Eskom Palmiet Hydro Electric Tour (Educational) away JNel@penguinrandomhouse.co.za Wagon Trail Tour (Historical Educational) * Combination of the above 011 327 3550

www.b2bcamps.co.za Main Camp Information:

The larger of the two campsites and can sleep 148 in army tents on bunk-beds.

It has a maximum capacity of 250 people by means of extra dome tents pitched by special arrangement.

It includes a fully equipped kitchen making catering a breeze.

Pub date: August 2015

Sasol Young Explorer – Frogs is the second app in the new Young Explorer nature series for kids. Colourful,

Language: English, The smaller

species found in southern Africa.

Bush Camp Information: informative and stimulating, Frogs introduces young children (3–8 years old) to 55 of the most common and rare frog

Price: R99,99

of the twoThe campsites that sleeps up to 54 people on descriptions of the animals – in English, isiXhosa, isiZulu and Afrikaans – are written in easy and accessible IsiXhosa, IsiZulu, Afrikaans bunk beds in army tents and to 150 in domevoice-over tents. artists. There are also calls for all the frogs, except one – the only language andup narrated by professional Recommended age: 3–8 voiceless species in It thealso region – while videos for 29 species Maximum capacity is 100 people. features a Marque tent show these delightful creatures in their natural habitat.

Designed for: iPad & ‘Quick facts’ about the size, egg type, location and conservation status of each species are revealed by toggling doubling as the Hall for lectures, etc.

Android tablets File size: ± 300 mb

between illustrations of the different features on the screen.

The app includes a play section with four games: puzzles, memory card games, an animal naming game and a nature cleanup game.

There are lots of opportunities to tap, toggle, touch and swipe, listen, watch, and learn. Perfect for pre-readers and young learners, the app will keep kids engaged and help them learn about the fascinating creatures that we share our world with.

FEATURES • • • • • • • • • •

Multilingual app in four languages (English, IsiXhosa, IsiZulu and Afrikaans) Packed with accurate info written by a frog specialist Tap and listen to text in all four languages Ideal learning tool, especially for children learning to read, or learning a second language Expands kids’ vocabulary in a way that is engaging and relevant to them Record and listen to yourself reading Tap to play calls or watch videos Play interactive educational games (with multiple levels of difficulty) Fosters a love of nature Mail us on: No collection of personal/location data, in-app purchases, advertising or external website links admin@b2bcamps.co.za

Contact Information:

YOUTUBE: https://www.youtube.com/channel/UCULXN2Enp3k9CMWfWgL48dw WEBSITE: www.youngexplorerapp.com

Office: +27 21 844 0000 Cell: +27 82 373 5162 Fax: +27 21 844 0000 or +27 86 545 8223

PRAISE FOR SASOL YOUNG EXPLORER – MAMMALS

“My kids really loved it … fun and easy learning that inspired them to explore further. We really can’t wait for more apps in this series to be – Se7en Blog published.”

“This is a brilliant app for kids.

It is Company great for4 vocabulary stimulation and Sample Line 1Address Line–2Address 2 information building! Address It kept all three my kids 8, 6 andLine 3 years – entertained.”

Address Line 3 Line 4 – Rabia Mohidien, Language Therapist "He who can see the invisible, canSpeech doAddress theand impossible" Ph. (123) 456-7890 Fax (123) 456-7899 name@company.com www.company.com

Directions: Our campsite is situated just 8km MEDIA & BLOGGERS: For further information or little to request from the wonderful town of review copies please contact: Grabouw.

Joanita Nel jnel@penguinrandomhouse.co.za 011 327 3550

a camp built on the foundation of love, trust and hope

a great venue hidden in the bronberg hills 20 minutes from the city - leadership camps - hockey clinics - adventure centre - great obstacle course - break away camps - and much more ... only skill needed: you must play in the mud

Jackie Knoetze en Antoinette Wildon Tel no: 0828022519 Mobile no: 0826794496 E-mail: info@adventurepeaks.co.za

We cannot wait to welcome you!

More than just a "touch and feed” activity EDUCATIONAL INTERACTIONS

Book Today!

Email : adventures@zebula.co.za Telephone: +27 (0)14 734 7730 Mobile: +27 (0)79 431 7655

Our qualified, experienced and friendly elephant handlers will introduce you to each of our AWESome elephants, Mussina, Shan, Nuanedi, Chishuru, Chova, Bela and Zambezi and show you remarkable aspects of each individual and of the species as a whole.

Here you'll learn about elephants from trunk tip to tail tip and everything between, experience first-hand an elephant's intelligence through to how acute its sense of smell is, you'll experience their gentle nature as well as the stimulating levels of trust and companionship that can be developed between elephant and man.

Take part in allowing an elephant to remember your name or identify you by your scent.

We run a responsible tourism operation that offers the highest level of elephant care, food requirements, hygiene and environmental enrichment. Through playful methods, we guarantee you a day of inspiration and the start of a lifetime love for the African elephant and for wildlife.

“It’s easier to protect wildlife if you care about it.

It’s easier to care about it if you understand it.

It’s easier to understand it, if you can experience it closely and safely. ” — Sean Hensman

Rory Hensman Conservation & Research Unit (RHCRU) The late Rory Hensman learnt so much from observing wild elephants and living with tamed and trained elephants. His wish was that through education and knowledge of the wonders of this animal, we humans would be motivated to look after them for future generations.

As we head into a modern world where wildlife and humans compete for limited resources, research, knowledge and education are vital to the conservation of various species.

The Rory Hensman Conservation & Research Unit (RHCRU) is establishing an elephant research centre of excellence, the intention of which is to find and promote the potential benefits of elephants to human society and general wildlife conservation, to research Human Wildlife Conflict Solutions and elephant DNA Database, to assist rural communities, to prevent poaching, and overall to learn more about elephants in general from their welfare through to their complex behaviours and communication and even their milk composition for orphaned elephants, and more.

Videos: https://youtu.be/jMN7QVs6l4I https://edition.cnn.com/videos/world/2018/02/ 13/inside-africa-when-your-dad-brings-home-anelephant-a.cnn

Rory Hensman Conservation & Research Unit (RHCRU) Our Researchers We believe education and conservation go hand in hand and work with several researchers to bring more knowledge about these majestic animals.

Our research unit focuses on several areas: Human Wildlife Conflict Welfare Communications Scenting Abilities DNA Foot pressures Behaviour Feeding Behaviours Hearing abilities To name a few Read the full research: http://adventureswithelephants.com/research

’n Ervaring sonder weerga!

ATKV-Drakensville, geleë in die pragtige Drakensberge, spog met ’n Omgewingsentrum wat ’n groot verskeidenheid opwindende avontuurervarings en ontwikkelingsprogramme aanbied. Ons ervare kursusaanbieders en opwindende reeks aktiwiteite is ontwerp vir skool-, studente-, en selfs kerkgroepe.

ATKV-Drakensville Omgewingsentrum Aksie, avontuur en spanbou in die berge Kursusse en programme Die Omgewingsentrum bied programme aan wat in lyn is met die Nasionale Kurrikulum en kan ’n positiewe bydrae lewer tot die volgende skoolvakke: • Natuurwetenskappe, Geografie, Ekologiestudie, Toerisme, Geskiedenis, Lewensoriëntering en nog meer • Spesiale leierskap- en doelwitstelling-ontwikkeling vir groepe

Enig in ons soort!

Ons Omgewingsentrum is uniek aan die Drakensberge met ’n wonderlike uitsig oor die omliggende Wêrelderfenisterrein, uitstekende fasiliteite en ook ’n groot verskeidenheid programmoontlikhede. Alle gidse is geregistreer by die Departement van Ekonomiese ontwikkeling, Toerisme en Omgewingsake.

Akkommodasie • • • •

Spanbou- en ander pret aktiwiteite

Twee koshuise op die perseel Addisionele verblyf Konferensiefasiliteite beskikbaar Etes word voorsien deur die Koswerf Restaurant

Alle ouderdomme, almal welkom!

Drakensville: 036 438 6287 | drakensville@atkv.org.za www.drakensville.co.za | www.facebook.com/ATKVOORDE

• • • • •

Glykabel Abseil Boogskiet Staptoere Kultuurervarings

• • • •

Vlotbou Verfbal Hindernisbaan Groepuitdagings en –speletjies

ATKV Klein-Kariba’s Leadership and Adventure centre offers a wide variety of activities, accommodation, and programmes. Our experienced team of presenters will offers wide variety of ensure an unforgettable experience for school, student, and evenachurch groups.

Courses and programmes » Leadership » Team-building » Fun and adventure » Sports » Life skills and goal-setting

Activities

Facilities

» Box car racing

» Two warm mineral baths

» Abseiling

» Cold water outdoor swimming pool and splash pool

» Archery

» Waterslide

» Hiking trail

» 9-hole short and miniature golf course

» Horse riding

» Volleyball and rugby

» Raft building

» Horseback riding

» Paintball

» Game viewing

» Obstacle course

» Hiking trails and cycling

» Tracking

» Pedal and rowing boats

» Target shooting

» Fishing

» Water study

» Pool and electronic games

» Group challenges

» 4x4 motorcycle rides

ATKV Klein-Kariba: Telephone: 014 736 9800 Email: kkinligting@atkv.org.za Website: www.klein-kariba.co.za Facebook: www.facebook.com/ATKVKLEINKARIBA

Leadership and Adventure Centre Action, adventure, and team-building in the Bushveld.

014 736 9800 | kariba@atkv.org.za | www.facebook.com/ATKVKLEINKARIBA

Goodland Fountain Estate Group Camp Venue

GOODLAND ESTATE is nestled in the peaceful Seringveld Nature Conservancy 45 km from Pretoria and 15 km from Cullinan.

Three unique facilities on two different farms for group camps, such as youth camps, adventure training, team building, prayer retreats, church camps and day hiking.

GOODLAND FOUNTAIN (main camp) offers: Accommodation for groups of 60-100 Large multi-function hall and kitchen Veranda with seating for 50 diners Luxurious lawns ideal for group games and team building activities A boma for campfires Two swimming pools for supervised swimming Barn (8mx16m) for indoor activities and games.

Garden with secluded corners for contemplation CASA RIPARIA (‘The River House’) offers: A serene, secluded venue by the dam wall En suite accommodation for groups of 10-20 (Four rooms with five beds each).

Attractive function hall (5mx8m) for parties and events A boma for campfires A small but equipped kitchen 20 caravan stands KAMP REYNARD offers: Accommodation for groups of 20-50 Hall (17m x 7 m) for church activities, lectures, group games or dining Vast veranda (30m x 3 m) for socializing, relaxing and regeneration 80 Hectares of bushveld with hills, valley and stream for getting away from it all Trails for hiking and nature study Shallow swimming pool (1 m deep throughout) for supervised swimming Spacious lawns ideal for group games, tents or caravans A boma for campfires An equipped kitchen

Kamp Reynard forms part of the GOODLAND ESTATE, although it is situated on a different and separate farm on the opposite side of the Boekenhoutkloof. Although it is not a fenced game farm, it forms part of the Seringveld Conservancy and takes pride in the richness of its unspoiled nature.

We believe that every visitor passing through has an impact and makes a difference – either positively or negatively. We are deeply grateful for every thought, word or deed that actively seeks to honour the Lord’s presence on our land. And we are deeply concerned about anything that casually or purposefully dishonours Him.

GOODLAND ESTATE is a Christian establishment that has been dedicated to the Lord.

We have been blessed so richly by the Lord that we earnestly seek to channel this blessing to everyone who comes through our gates. We have also been blessed very richly by visiting groups who have established places of worship. We sincerely wish every visitor to be touched by the living presence of the Lord on our land, and to experience his blessing, peace, healing and regeneration.

In this vein we actively discourage excessive use of alcohol, music that is heard outside the walls of the building where it is played, noisy quadbikes, littering, etc.

And we welcome every visitor who reveres and enjoys this wonderful world created for and entrusted to us.

HE MAKES ME LIE DOWN IN GREEN PASTURES HE LEADS ME BESIDE QUIET WATERS HE RESTORES MY SOUL (Psalm 23)

Contact: Lalie Fourie - Tel: 082 520 2232 - Fax: 086 697 5315 - Web: www.goodland.co.za facebook.com/GoodlandEstateCampVenue

© UNICEF/UN062313/Batbaatar

United Nations Educational, Scientific and Cultural Organization

Framework for reopening schools April, 2020

Global school closures in response to the COVID-19 pandemic present an unprecendented risk to children’s education, protection and wellbeing. The United Nations Secretary-General António Guterres recently called on governments and donors to prioritize education for all children, including the most marginalized, and the Global Education Coalition was established to support governments in strengthening distance learning and facilitating the reopening of schools.

While we do not yet have enough evidence to measure the effect of school closures on the risk of disease transmission, the adverse effects of school closures on children’s safety, wellbeing and learning are well documented. Interrupting education services also has serious, long-term consequences for economies and societies such as increased inequality, poorer health outcomes, and reduced social cohesion. In many countries, data on virus prevalence is incomplete and decision makers will need to make their best assessments in a context of incomplete information and uncertainty. National governments and partners must simultaneously work to promote and safeguard every child’s right to education, health and safety, as set out in the Convention on the Rights of the Child.

The best interest of the child must be paramount.

Across countries leaders are grappling with difficult and uncertain trade-offs as they consider easing lockdowns. This framework serves to inform the decision-making process on when to reopen schools, support national preparations and guide the implementation process, as part of the overall public health and education planning processes. Contextualization and continuous adaptation are necessary in order to respond to local conditions and meet each child’s learning, health and safety needs.

Why reopen schools?

Disruptions to instructional time in the classroom can have a severe impact on a child’s ability to learn. The longer marginalized children are out of school, the less likely they are to return. Children from the poorest households are already almost five times more likely to be out of primary school than those from the richest. Being out of school also increases the risk of teenage pregnancy, sexual exploitation, child marriage, violence and other threats. Further, prolonged closures disrupt essential school-based services such as immunization, school feeding, and mental health and psychosocial support, and can cause stress and anxiety due to the loss of peer interaction and disrupted routines. These negative impacts will be significantly higher for marginalized children, such as those living in countries affected by conflict and other protracted crises, migrants, the forcibly displaced, minorities, children living with disabilities, and children in institutions. School reopenings must be safe and consistent with each country’s overall COVID-19 health response, with all reasonable measures taken to protect students, staff, teachers and their families.

When, where and which schools to reopen?

The timing of school reopenings should be guided by the best interest of the child and overall public health considerations, based on an assessment of the associated benefits and risks and informed by cross-sectoral and context-specific evidence, including education, public health and socio-economic factors. This analysis will also help to prioritize risk mitigation measures. Decision-making should be done together with subnational stakeholders so that actions are based on an analysis of each local context.

Decisions on reopening will require countries to quickly gather critical information on how schools, teachers, students and communities are coping with closures and the pandemic. Rapid response surveys of school and local leaders, teachers, students and parents can help provide this information. Decision makers must then assess how learning and wellbeing can best be supported in each context, with special consideration of the benefits of classroom-based instruction vis-à-vis remote learning, against risk factors related to reopening of schools, noting the inconclusive evidence around the infection risks related to school attendance.

•

How essential is classroom instruction to achieve the respective learning outcomes (foundational, transferable, digital, job-specific), recognizing issues such as the importance of direct interaction with teachers for play-based learning with younger children and developing foundational skills?

•

How available and accessible is high-quality remote learning (for respective learning outcomes, age groups and for marginalized groups)?

•

How long can the current remote learning approach be sustained, including learning achievements, and social-emotional wellbeing, given domestic pressure on caregivers and other context-specific factors?

•

Do caregivers have the necessary tools to protect children from online harassment and online gender-based violence, while they are learning through online platforms?

•

How are the ‘high stakes’ key transition points on the learning journey (readiness for school; primary completion and transition; secondary completion and transition to tertiary) affected by the pandemic and responses to it?

•

How ready and able are teachers and educational authorities to adapt to different administrative and learning approaches? Are they able and ready to implement infection prevention and control measures?

•

Are there protection-related risks related to children not attending school, such as increased risk of domestic violence or sexual exploitation against girls and boys?

•

Do school closures compromise other support services provided by schools, such as school health and nutrition activities?

•

What are the social, economic and well-being related implications of children not attending school?

•

What is the capacity of the school to maintain safe school operations to mitigate risks, such as social distancing (i.e. size of classroom compared to number of students); and water, santiation and hygiene facilities and practices?

•

What is the level of exposure between the school population and higher-risk groups, such as the elderly and those with underlying medical conditions? If exposure is high, can sufficient mitigation efforts be taken?

•

How does the school population travel to and from school?

•

What are the community-related risk factors considering epidemiological factors, public health and healthcare capacities, population density and adherence to social distancing and good hygiene practices?

Analyzing the context-specific benefits and risks enables prioritization of schools (or components of schools) for reopening; prioritization of risk mitigation measures within schools and communities; and areas of focus for remote learning.

How to reopen schools When select schools have been identified for reopening, six key dimensions should be used to assess their states of readiness and inform planning: policy, financing, safe operations, learning, reaching the most marginalized and wellbeing/protection. Policy considerations and financial requirements together create the enabling environment needed to support each of the other dimensions.

Contextualization and adaptation will be critical to respond to local needs and conditions, particularly in contexts where there are multiple deprivations (such as densely populated areas, low water settings, conflict, etc). Analysis must be done against pre-pandemic conditions, with an acknowlegement of both existing limitations in low-resource contexts, and current goals

Safe operations [See IASC Guidance on COVID-19 Prevention and Control in Schools for detailed advice.]

Prior to reopening

Safe operations

Including the most marginalized

Learning

Wellbeing and protection

Policy Financing

to improve operational and learning conditions. The response should serve as a catalyst to improve learning outcomes, increase equitable access to education and strengthen the protection, health and safety of children.

Part of reopening process

With schools reopened

Prepare with critical policies, procedures and financing plans needed to improve schooling, with a focus on safe operations, including strengthening remote learning practices.

Adopt proactive approaches to reintegrate marginalized and outof-school children. Invest in water, sanitation and hygiene to mitigate risks and focus on remedial education to compensate for lost instructional time.

Actively monitor health indicators, expanding focus on wellbeing and protection. Strengthen pedagogy, adapt remote education for blended teaching and learning, including knowledge on infection transmission and prevention.

Provide clear national guidance on parameters for decision making on school openings. They may need to be progressive, beginning in areas with the lowest rates of transmission and lowest localized risk.

Education authorities should strengthen communication and coordination mechanisms that promote local dialogue and engagement with communities, parents, and children on education matters.

Develop a decision model for reclosing and reopening schools as needed due to resurgence of community transmission.

School openings can also be staged – for example, they could initially be limited to a few days of the week, or only apply to certain grades or levels. National policies should provide clear guidance for sub-national assessment and decision making.

Develop clear and easy-to-understand protocols on physical distancing measures, including prohibiting activities that require large gatherings, staggering the start and close of the school day, staggering feeding times, moving classes to temporary spaces or outdoors, and having school in shifts to reduce class size.

Increase the share of schools with safe water, handwashing stations, cleaning supplies and, wherever possible, establish or expand sex segregated toilets or latrines including provisions for menstrual hygiene management.

Develop detailed protocols on hygiene measures, including handwashing, respiratory etiquette, use of protective equipment, cleaning procedures for facilities and safe food preparation practices.

Train administrative staff and teachers on implementing physical distancing and school hygiene practices and increase staff at schools as needed. Cleaning staff should also be trained on disinfection and be equipped with personal protection equipment to the extent possible.

Revise personnel and attendance policies with teacher unions to accommodate healthrelated absences and support remote and blended teaching.

Provide school leaders with clear guidance to establish procedures if students or staff become unwell. Guidance should include monitoring student and staff health, maintaining regular contact with local health authorities, and updating emergency plans and contact lists.

Policies should protect staff, teachers and students who are at high risk due to age or underlying medical conditions, with plans to cover absent teachers and continue remote education to support students unable to attend school, accommodating individual circumstances to the extent possible.

Schools should also ensure there is space to temporarily separate sick students and staff without creating stigma. Share procedures with staff, parents and students, including advising all sick students and staff to remain home.

Emphasize behavior change to increase both the intensity and frequency of cleaning and disinfection activities and improve waste management practices.

Prior to reopening Identify response and recovery financing for immediate investments in school water, sanitation and hygiene. Prioritize costs of supplies and services to thoroughly clean and disinfect schools and for contingency plans and stocks.

Part of reopening process

With schools reopened

Promote hygienic practices at all levels and for all staff of the school system, with an emphasis on handwashing and respiratory etiquette.

Encourage the use of hand sanitizer, and where recommended by national authorities, emphasize the importance of proper use of cloth masks. Information on hygiene should be widely available and accessible, including in minority languages or braille, and in childfriendly language.

Revise admissions policies and requirements to align with the goals of universal education by eliminating barriers and reducing requirements to entry.

Increase investments in remote learning (1) to prepare for future rounds of school closings, (2) to strengthen teaching and learning where closures remain in effect and (3) to supplement instructional hours with a blended model where schools may be operating on partial or otherwise adapted schedules.

Utilize the COVID-19 response as an opportunity to review policies on use of school facilities during emergencies (as shelters, health facilities, quarantine locations, etc).

Provide teachers and school leaders with support and training on remote learning and ways to support their students while schools are closed. This could include creating peer groups on mobile platforms or providing phone credits to contact parents.

Establish or update equivalency standards and official recognition for alternative learning pathways.

Include increased funding for teacher capacity-building and training.

Focus on learning

Develop alternative academic calendars based on different public health scenarios and taking into consideration modalities to be used for remote learning.

Equip teachers to deal with both learning recovery and students’ mental health and psychosocial (MHPSS) needs. Training efforts should explicitly improve teachers’ ability to meet students’ basic literacy/numeracy and social-emotional needs, particularly in schools with a high proportion of at-risk students.

Teachers should be trained to identify agerelated behavioral and cognitive changes and provide age-appropriate learning support.

Assess impacts on the private education sector and consider possible responses, including expanding public supply, public financing of private supply, or other responses as appropriate.

Implement large-scale remedial programs to mitigate learning loss and prevent exacerbation of learning inequality after school closures, with a focus on literacy and numeracy for primary-age children and accessibility accommodations for children with disabilities.

Consider waiving less important examinations, such as those used for promotion decisions, in order to focus resources on ensuring that critically important examinations (such as those used for secondary school graduation or university entrance) are carried out in a valid, reliable, and equitable way, with due consideration to physical distancing and other health requirements.

Consider universal promotion wherever possible and assess students’ levels of learning following school closures to inform remedial efforts.

Implement innovative teacher support methods, such as online professional development, coaching, or use of tutors to help bring capacity development efforts to scale more rapidly. This training and skills building can also be integrated into formal pre- and in-service teacher trainings.

Wellbeing & protection

Accelerated education models can be implemented in parallel to integrate previously out-of-school or over-age children.

Ensure continuous and timely payment of teachers’ salaries, with attention to those on precarious contracts, to mitigate against teacher attrition and promote wellbeing.

Increase provision of mental health and psychosocial support services that address stigmatization/discrimination and support children and their families in coping with the continued uncertainties of the pandemic.

Share clear, concise and accurate information about COVID-19, normalize messages about fear and anxiety and promote self-care strategies not only for students and their families but also teachers and other school staff.

Conduct a risk assessment for teachers and other staff (considering age, chronic conditions and other risk factors), then implement a staggered approach for returning to school.

Review and strengthen referral systems, particularly for severe cases. Ensure any providers are aware of other care services, including referral to services for GBV/PSEA and sexual and reproductive health (SRH) services.

Re-establish regular and safe delivery of essential services. This includes, but is not limited to, critical nutrition, WASH and health services such as school feeding, vaccination campaigns, protection referrals (MHPSS, gender-based violence, abuse, etc.) and specialized services for children with disabilities.

Where services are not available at school, strengthen referral systems, including for SHR services that are youth-friendly and fully accessible.

Reaching the most marginalized

Prior to reopening

Part of reopening process

With schools reopened

Direct education funding to schools hit hardest by the crisis, for example through formula-based funding that prioritizes the most marginalized. In terms of mechanisms, consider school block grants and cash transfers (conditional or unconditional) to students.

Waive school fees and other costs (school uniforms, etc.) wherever possible and eliminate other barriers to entry to maximize re-enrolment rates.

Prioritize financing to support new recovery needs, especially for disadvantaged students. One approach is to suspend or temporarily revise performance-based elements in per-capita funding, which can ensure continued financing and prevent reductions due to lack of achievement or compliance.

Adapt school opening policies and practices to expand access to marginalized groups such as previously out-of-school children, displaced/migrant children and minorities.

Diversify critical communications and outreach by making them available in relevant languages, accessible formats and tailoring them to populations of concern.

Take specific measures to support girls’ return to school through increased community engagement.

Ensure learning materials/platforms, information, services and facilities are accessible to people with disabilities.

Public health information and communication should be available in multiple, accessible formats, including for those with auditory or visual impairments.

Take specific measures to mitigate protection risks while girls and other marginalized groups are out of school through increased community engagement and improved referrals.

Modifications should be made to ensure water, hygiene and sanitation services are accessible. Plan for continuity of assistive services if schools are reclosed.

Related Guidance Several supplementary resources and tools are available or in development to underpin this framework. This list will be updated regularly.

WFP, FAO, UNICEF, Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren https://www.wfp.org/publications/ mitigating-effects-covid-19-pandemic-food-and-nutrition-schoolchildren UNESCO, COVID 19 Education Response – Education Issue Note N° 7.1 – April 2020 https://en.unesco.org/covid19/educationresponse UN Special Rapporteur on the right to adequate housing, COVID-19 Guidance Note Protecting Residents of Informal Settlements https://unhabitat.org/ sites/default/files/2020/04/guidance_note_-_informal_settlements_29march_2020_final3.pdf World Bank resources on education during COVID-19 landing page: https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-educationand-covid-19

References IASC, Guidance on COVID-19 Prevention and Control in Schools https://www.unicef.org/reports/key-messages-and-actions-coronavirus-disease-covid19-prevention-and-control-schools United Nations, Policy Brief: The Impact of COVID-19 on children 15 APRIL 2020 https://www.un.org/sites/un2.un.org/files/policy_brief_on_covid_ impact_on_children_16_april_2020.pdf World Bank, We should avoid flattening the curve in education – Possible scenarios for learning loss during the school lockdowns, https://blogs. worldbank.org/education/we-should-avoid-flattening-curve-education-possible-scenarios-learning-loss-during-school?CID=WBW_AL_BlogNotification_ EN_EXT) World Bank, The COVID-10 Pandemic: Shocks to Education and Responses, Draft Paper World Health Organization, Considerations in adjusting public health and social measures in the context of COVID-19 Interim guidance 16 April 2020 https://apps.who.int/iris/bitstream/handle/10665/331773/WHO-2019-nCoV-Adjusting_PH_measures-2020.1-eng.pdf World Health Organization, Non-pharmaceutical public health measures for mitigating the risk and impact of epidemic and pandemic influenza (2019) https://www.who.int/influenza/publications/public_health_measures/publication/en/ World Health Organization, Reducing transmission of pandemic (H1N1) 2009 in school settings https://www.who.int/csr/resources/publications/ reducing_transmission_h1n1_2009.pdf

United Nations Educational, Scientific and Cultural Organization

Dad [ noun ]

world's greatest hugger

Tel: 039 975 2196 35 Umdoni Drive

Fax: 039 975 2196 Pennington

Mobile: 082 372 3256

e-mail: holidaywithus@telkomsa.net

The resort is situated within walking distance (500m) from the beach in Pennington, 9Km south of Scottburgh on the KwaZulu-Natal South Coast. Durban, Margate and the Wild Coast are within one hour's drive, which makes daily excursions easy.

Several chalets, Log cabins, Camping sites and a lodge is situated amongst indigenous trees. (Chalets, Log cabins and Lodge can also be combined for larger groups).

Groups such as churches, schools adventure camps, conferencing, NGO,s , Universities, FET colleges and Team Building is always welcome at Pennington.

Break away from the hustle and bustle of city life and join us for a fun filled full activity program to suit your time, needs and pocket.

Tailor made group packages are planned for either Churches, Schools, Technicons , Universities or for corporate team building. Packages are made up from the activities below and can include some or all depending how many days you are on camp.

Full catering done by our chefs from the kitchen at very reasonable rates for your camp.

Team building * Leadership Identification Beach Olympics * Wall-climbing * Low Ropes Course Campfire * Kayaking * Obstacle Course Archery and much more ...

Crystal clear swimming pool * Trampoline A large Boma with braai facilities * Table Tennis Darts * TV * Campfire * Rock and Surf Fishing Kayaking - Groups only * Pool Table If you are a Golfer, you will enjoy outstanding golf courses in the area, at Umdoni, only 2km away, Selborne, only 2km away and Scottburgh, 12 km away And do not forget to enjoy our brand new 2 x 200 m zip line, run by the qualified instructors of TVG!

TRAIN WITH US.

Add a heading

PHONE:

060 746 8499

EMAIL: VISION@ROAGACADEMY.CO.ZA WWW.ROAGACADEMY.CO.ZA

We offer the following legal CATHSSETA Unit standards and skills programs (SAQA)

ROAG Academy is still the only training provider for camp sites that can offer you legal CATHSSETA accredited Adventure Based Learning unit standards or skills programs as well as Adventure Guiding, Nature Guiding and Culture Guiding Unit Standards, Skills program and the full Tourism Qualification

VALUABLE SKILLS What is good about Tourism and ABL SAQA unit standards? · It’s based on standards set by industry professionals · It adheres to legislation(NQF act and Tourism Act, especially new legislation in process) · Certification doesn’t expire like some associations certificates does · You can register Adventure Site Guide skills program with NDT and receive a “licence to operate” even within the tourism sector · Renewals at National Department every 3 years are under R300

GET IN TOUCH Address: De Wildt, Pretoria North, Gauteng, South Africa Phone: 060 746 8499 Email: vision@roagacademy.co.za www.roagacademy.co.za

· Flat water pro-paddling · White water guiding · Abseil guide · Mountain walking guide(Hiking guide) · Nature Guide · Culture Guide · Generic Adventure Site Guide(Mountain Biking, Surfing, Zip Lines) · Low Ropes Supervision · High Ropes Supervision · Navigation · Orientation · Minimum Impact Practices · Abseil Instructor (Artificial Environment or selected natural site) · Set up and operate a camping site · Lead a survival experience in the outdoors · Conduct a sea kayaking experience for recreational use · Conduct an Adventure Based Learning reviewing session · Conduct an adventurous experience for ABL · Control and maintain adventure equipment · Facilitate learning through an adventure based learning experience · Outdoor Health and Safety · Basics of Guiding · Customer Care · Fall Protection and Fall arrest · Site Safety File creation and implementation (SAQA Accredited over multiple SETA’s). · Rescue at height

Some courses already available online Other Courses will also soon be available on Online Format making them super affordable!body text

“Sport has the power to inspire and hope for people in despair. Sport is boost social cohesion

Yik Wai Chee (Rico), Youth an

d unite our communities and create not only “fun” but a real solution to n and reduce poverty.”

nd Sport Task Force Member

The Role

in Turning the 2030

The 2030 Agenda for Sustainable Development sets ou ambitious and transformational vision for global develo with sport playing a critical role as an enabler of achiev seventeen Sustainable Development Goals (SDGs):

“Sport is an important enabler of sustainable developmen recognize the growing contribution of sport to the realiza development and peace in the promotion of tolerance and and the contributions it makes to the empowerment of wo of young people, individuals and communities as well as t education and social inclusion objectives.� (UN, 2015).

In addition to bringing significant psychosocial and phy benefits for individuals, sport can also unite, engage an mobilize diverse populations towards a common goal.

To help governments connect the 2030 Agenda with th international and national policies, UNESCO developed Kazan Action Plan (KAP), in consultation with over one experts and practitioners from governments, the UN sy sports organizations, NGOs and academia.

According to the KAP, sport and physical education con to the realization of the entire 2030 Agenda, but is esp relevant for the achievement of nine SDGs.

e of Sport

0 Agenda into Realty SDGs

ut an opment, ving its

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Ensure healthy lives and promote wellbeing for all at all ages.

4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

nt. We ation of d respect omen and to health,

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Achieve gender equality and empower all women and girls.

8

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

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ntributes pecially

10

Reduce inequality within and among countries.

11

Make cities and human settlements inclusive, safe, resilient and sustainable.

12

Ensure sustainable consumption and production patterns.

13

Take urgent action to combat climate change and its impacts.

16

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

www.shop.childline.org.za

@ChildlineGP

Childline-Gauteng

SEQUENCE FOR PUTTING ON PERSONAL PROTECTIVE EQUIPMENT (PPE) The type of PPE used will vary based on the level of precautions required, such as standard and contact, droplet or airborne infection isolation precautions. The procedure for putting on and removing PPE should be tailored to the specific type of PPE.

1. GOWN • Fully cover torso from neck to knees, arms to end of wrists, and wrap around the back • Fasten in back of neck and waist

2. MASK OR RESPIRATOR • Secure ties or elastic bands at middle of head and neck • Fit flexible band to nose bridge • Fit snug to face and below chin • Fit-check respirator

3. GOGGLES OR FACE SHIELD • Place over face and eyes and adjust to fit

4. GLOVES • Extend to cover wrist of isolation gown

USE SAFE WORK PRACTICES TO PROTECT YOURSELF AND LIMIT THE SPREAD OF CONTAMINATION • Keep hands away from face • Limit surfaces touched • Change gloves when torn or heavily contaminated • Perform hand hygiene CS250672-E

HOW TO SAFELY REMOVE PERSONAL PROTECTIVE EQUIPMENT (PPE) EXAMPLE 1 There are a variety of ways to safely remove PPE without contaminating your clothing, skin, or mucous membranes with potentially infectious materials. Here is one example. Remove all PPE before exiting the patient room except a respirator, if worn. Remove the respirator after leaving the patient room and closing the door. Remove PPE in the following sequence:

1. GLOVES • Outside of gloves are contaminated!

• If your hands get contaminated during glove removal, immediately wash your hands or use an alcohol-based hand sanitizer • Using a gloved hand, grasp the palm area of the other gloved hand and peel off first glove • Hold removed glove in gloved hand • Slide fingers of ungloved hand under remaining glove at wrist and peel off second glove over first glove • Discard gloves in a waste container

2. GOGGLES OR FACE SHIELD • Outside of goggles or face shield are contaminated!

• If your hands get contaminated during goggle or face shield removal, immediately wash your hands or use an alcohol-based hand sanitizer • Remove goggles or face shield from the back by lifting head band or ear pieces • If the item is reusable, place in designated receptacle for reprocessing. Otherwise, discard in a waste container

3. GOWN • Gown front and sleeves are contaminated!

• If your hands get contaminated during gown removal, immediately wash your hands or use an alcohol-based hand sanitizer • Unfasten gown ties, taking care that sleeves don’t contact your body when reaching for ties • Pull gown away from neck and shoulders, touching inside of gown only • Turn gown inside out • Fold or roll into a bundle and discard in a waste container

4. MASK OR RESPIRATOR • Front of mask/respirator is contaminated — DO NOT TOUCH! • If your hands get contaminated during mask/respirator removal, immediately wash your hands or use an alcohol-based hand sanitizer • Grasp bottom ties or elastics of the mask/respirator, then the ones at the top, and remove without touching the front • Discard in a waste container

5. WASH HANDS OR USE AN ALCOHOL-BASED HAND SANITIZER IMMEDIATELY AFTER REMOVING ALL PPE

OR

PERFORM HAND HYGIENE BETWEEN STEPS IF HANDS BECOME CONTAMINATED AND IMMEDIATELY AFTER REMOVING ALL PPE CS250672-E

HOW TO SAFELY REMOVE PERSONAL PROTECTIVE EQUIPMENT (PPE) EXAMPLE 2 Here is another way to safely remove PPE without contaminating your clothing, skin, or mucous membranes with potentially infectious materials. Remove all PPE before exiting the patient room except a respirator, if worn. Remove the respirator after leaving the patient room and closing the door. Remove PPE in the following sequence:

1. GOWN AND GLOVES • Gown front and sleeves and the outside of gloves are contaminated!

• If your hands get contaminated during gown or glove removal, immediately wash your hands or use an alcohol-based hand sanitizer • Grasp the gown in the front and pull away from your body so that the ties break, touching outside of gown only with gloved hands • While removing the gown, fold or roll the gown inside-out into a bundle • As you are removing the gown, peel off your gloves at the same time, only touching the inside of the gloves and gown with your bare hands. Place the gown and gloves into a waste container

A

B

C

D

E

2. GOGGLES OR FACE SHIELD • Outside of goggles or face shield are contaminated!

• If your hands get contaminated during goggle or face shield removal, immediately wash your hands or use an alcohol-based hand sanitizer • Remove goggles or face shield from the back by lifting head band and without touching the front of the goggles or face shield • If the item is reusable, place in designated receptacle for reprocessing. Otherwise, discard in a waste container

3. MASK OR RESPIRATOR • Front of mask/respirator is contaminated — DO NOT TOUCH! • If your hands get contaminated during mask/respirator removal, immediately wash your hands or use an alcohol-based hand sanitizer • Grasp bottom ties or elastics of the mask/respirator, then the ones at the top, and remove without touching the front • Discard in a waste container

4. WASH HANDS OR USE AN ALCOHOL-BASED HAND SANITIZER IMMEDIATELY AFTER REMOVING ALL PPE

OR

PERFORM HAND HYGIENE BETWEEN STEPS IF HANDS BECOME CONTAMINATED AND IMMEDIATELY AFTER REMOVING ALL PPE CS250672-E

opinion

Three Ways for Schools to Help Students Cultivate Kindness VICKI ZAKRZEWSKI

S

chools try many approaches to encourage students to be kind and helpful—from rewarding them for good behaviour, to implementing service-learning programmes, to directly teaching them social and emotional skills.

Sometimes, however, the most powerful learning happens when students are encouraged to discover something for themselves— especially when what they’re “learning” is already a natural part of who they are as human beings. According to science, kindness is a natural part of us all.

Kindness Starts Young Many studies have demonstrated that children as young as 14 months have innate altruistic tendencies, well before socialisation can have a major influence on their development.

VICKI ZAKRZEWSKI, Ph.D., is the founding education director of UC Berkeley's Greater Good Science Center. As an international thought leader on the science of well-being in education, Vicki writes articles, gives talks and workshops all over the world, and leads the GGSC’s annual Summer Institute for Educators. Vicki also sits on several advisory boards, consults with organizations on how to incorporate the science of well-being into education, and is the lead creator of the GGSC's, Greater Good in Education, a collection of free research-based practices for cultivating student and teacher well-being. Vicki earned her Ph.D. in Education and Positive Psychology from Claremont Graduate University.

ISSUE • 11

For example, researchers Felix Warneken and Michael Tomasello found that in a variety of situations in which an adult experimenter was ostensibly having trouble performing a task, 18-month-old infants readily helped. In one scenario, an experimenter who was hanging towels on a clothesline dropped a clothespin and appeared

Many studies have demonstrated that children as young as 14 months have innate altruistic tendencies, well before socialisation can have a major influence on their development.

OPINION

to have trouble reaching for it.

In an even more challenging scenario, the experimenter was unsuccessfully trying to get a spoon by squeezing his hand through a tiny hole in a box; unprompted, the children not only helped, but also showed the adult a more effective approach of lifting a flap on the side of the box.

In speculating why such young children had the impulse to help, Warneken noted that they did so even if no parent was present and, thus, couldn’t have been responding to unconscious parental cues.

For instance, children still helped when

doing so required them to disengage from playing with a toy or to climb over obstacles. “Children are thus motivated to help another person,” writes Warneken, “even if it involves opportunity costs or effort to do so.”

Science has also shown that young children receive a boost in positive emotions when giving away something of their own to another.

For example, in one study, toddlers were introduced to a puppet that liked treats.

Each child was given eight treats and then watched the experimenter give a

Science has also shown that young children receive a boost in positive emotions when giving away something of their own to another. treat to the puppet. After being asked, children gave one of their own treats to the puppet. Next, the experimenter found 1 5

opinion

a treat and asked the child to give it to the puppet. Researchers found that while the children’s happiness levels increased when they shared a “found” treat, happiness levels were even higher when the children sacrificed their own treat.

While these experiments show that kindness and its resultant joy are innate from a very young age, this quality/ experience still needs to be cultivated as children enter environments where incentives that support these aspects are not always in place. Thus, it is incumbent upon schools to create environments in which these qualities can flourish.

What schools can do to cultivate kindness Both research and experience offer some

Instead of offering rewards for good behaviour, teachers and school administrators should model kindness toward students and one another, and talk about how much better it feels to be kind rather than unkind. key insights for schools that would like to develop students’ innate kindness: 1. Hold the rewards Schools don’t need to reward kind behaviour; the reward occurs naturally through the warm feeling that comes

from helping another person. People who witness others doing unexpected kind acts often get a similar warm and uplifting feeling—psychologist and researcher Jonathan Haidt calls this elevation.

Haidt’s research shows that across cultures, human beings are moved and inspired when they see others acting with courage or compassion, and this elevation makes them more likely to want to help others and become better people.

Yet, rewarding children for kind actions has become commonplace in our schools. These kinds of rewards go against everything researchers know about developing altruistic tendencies in children. Perhaps the most convincing argument comes from a study in which scientists found that 20-month-old children who were offered a reward for helping behaviour were less likely to help again compared to those who had not received a reward.

Instead of offering rewards for good behaviour, teachers and school administrators should model kindness toward students and one another, and talk about how much better it feels to be kind rather than unkind. If students see adults behaving compassionately and if they learn to notice within themselves how kindness makes them feel happy, they will be intrinsically motivated to act on their natural proclivity for altruism.

2. A gentle nudge will do It does not take much to bring out students’ inherent kindness. Simply hearing about the science of kindness can motivate students to try it for themselves.

Research, however, suggests that it can be even easier than that.

In a study published in the journal Psychological Science, 18-month-old infants were shown photos, each featuring one of four backgrounds: blocks, two dolls facing each other, a single doll, or two dolls facing away from each other. The study revealed that the background of the photo

ISSUE • 11

OPINION

decisively influenced behaviour—the toddlers who saw the dolls facing each other were three times more likely to spontaneously help a person in need than were the toddlers who saw the other background images. All it took was a gentle reminder of our human connectedness to prompt these toddlers to reach out and help someone.

Such reminders are easy for schools to do—hang posters that show kind, helpful behaviour; greet students by name as they enter the classroom; use a warm tone of voice with students; write an encouraging word on an assignment; start the day with a positive quote; and share stories of kindness.

3. Express gratitude Saying “thank you” to someone who has done something kind for you is not the same as rewarding that person. Instead, it’s an affirmation that we have received a gift. According to gratitude expert Robert Emmons, gratitude is a relationship-strengthening emotion. “Mainly,” he writes, “because it requires us to see how we’ve been supported and affirmed by other people.”

Schools that implement practices fostering gratitude receive a myriad of benefits. Research by Jeffrey Froh and Giacomo Bono indicates that gratitude increases students’ positive emotions and optimism, decreases their negative emotions and physical symptoms, and makes them feel more connected and satisfied with school and with life in general. Gratitude also makes teachers feel more satisfied and accomplished, and less emotionally exhausted.

Fortunately, gratitude is one of the easiest things to encourage in schools. Here are a few ideas: • Hang gratitude bulletin boards in the school hallways and in the staff room on which people can write what they’re grateful for.

• Start or end class time or staff meetings with everyone stating one thing for which they’re grateful.

• Have students keep gratitude journals.

• Help students understand the deeper aspects of gratitude by teaching explicit lessons. Visit Greater Good in Education for free elementary and secondary gratitude lessons.

Lighting the Torch of Kindness “A student is not a container you have to fill, but a torch you have to light up.”

This oft-quoted saying from Albert Einstein beautifully expresses what students may experience when they learn that kindness is innate in all of us. Rather than being coerced into kindness by the promise of rewards, students can discover of their own volition what is already inside them—the joy that arises from making the world a better place through their own kind acts.

A version of this article first appeared in ASCD’s “Educational Leadership.” 1 7

I'D RATHER BE KAYAKING

United Nations Educational, Scientific and Cultural Organization

UNESCO’S COMMITMENT to BIODIVERSITY Connecting people and nature for an inspiring future

2

UNESCO’S COMMITMENT TO BIODIVERSITY

WHY BIODIVERSITY IS VITAL Halting biodiversity loss is a Sustainable Development Goal (SDG 15), one that is strongly linked to all other SDGs .

Keeping ecosystems resilient and safeguarding our planet’s biodiversity is fundamental to poverty eradication, human health and wellbeing .

Biodiversity is essential not only to the proper functioning of Earth systems, it is also key to the delivery of ecosystem services that are crucial to human dignity and wellbeing .

These biodiversity-dependant ecosystem services include the provision of potable water, food and fibres, soil fertility, maintenance of the genetic databank of biodiversity, climate regulation, and recreational and aesthetic values among others . Biodiversity and cultural diversity are intricately linked .

A diverse world gives us the flexibility to adapt to change, including climate change . Biodiversity therefore underpins most SDGs and its loss constitutes a threat to both security and peace .

10

11

24

ŠWorld Bank The Sujat Nagar urban slum school in Dhaka, Bangladesh. This country was the origin of International Mother Language Day, observed annually on February 21 in recognition of the Bengali Language Movement of 1952.

EDUCATION KEY CHALLENGES

Education is essential for the sustainable and equitable use of biodiversity and its conservation.

It is also crucial for mainstreaming biodiversity. The erosion of indigenous and local knowledge and the associated decline in sustainable traditional land use threatens biodiversity and ecosystems services, as well as communities’ contributions to accomplishing SDG 4 (inclusive and quality education). It is therefore vital to integrate biodiversity into education and learning programmes.

KEY MESSAGES

• Education is essential for the sustainable and equitable use of biodiversity and its conservation.

• The future of biodiversity will depend on the global collective action of an educated society, including efforts to promote local and indigenous knowledge of biodiversity.

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EDUCATION

UNESCO’S ROLE IN EDUCATION UNESCO leads the global Education for Sustainable Development (ESD) agenda and actively supports education on biodiversity .1 The Organization has initiated activities to strengthen biodiversity education and learning, notably in the area of teacher training and the development of learning materials in the context of biosphere reserves, World Heritage sites and UNESCO Global Geoparks, with the involvement of the UNESCO Associated Schools Network (ASPnet) and UNESCO Chairs .

UNESCO actively contributes to communication, education and public awareness of CBD Plan of Action 10 (strengthening formal and informal education on biodiversity), implementation of Aichi Biodiversity Target 1 and the UN Decade of Biodiversity .

The Global Ocean Science Report offers advice for strategic investments in ocean science capacity including for women and African and SIDS scientists studying ocean biodiversity and ecosystem services . The Ocean Teacher Global Academy

1 2 3 4

26

and its regional training centres provide a learning environment for ocean scientists worldwide .

UNESCO coordinates the implementation of the Global Action Programme on ESD .2 Its activities also contribute to addressing the place of biodiversity in sustainable consumption and production and to education for sustainable lifestyles in the framework of the 10YFP3 Programme on Sustainable Lifestyles and Education and the Partnership for Education and Research about Responsible Living (PERL)/UNITWIN programme .4

Pirque Agro-ecological School: promoting culturally acceptable, socially just and ecologically sound education (Chile) The Pirque Agro-ecological School is the first educational institution in Chile to implement an innovative form of teaching based on student-teacher trust to apply this relationship to the environment in its educational programme . The school prioritizes students who have not been accepted into other schools and those willing to opt for training in the agricultural field . Since the school was established in 2005 more than

According to UNESCO survey data, 59% of countries have implemented action on biodiversity education (UNESCO, 2012).

See http://unesdoc.unesco.org/images/0023/002305/230514e.pdf The 10 Year Framework of Programmes on Sustainable Consumption and Production.

See: www.livingresponsibly.org

© UNESCO/Nora Houguenade Child soldiers, young refugees, social entrepreneurs and environmental activists came to UNESCO Headquarters to discuss how best the Organization can help and engage with young people.

UNESCO’S COMMITMENT TO BIODIVERSITY

2,000 students have attended, 100% of whom have graduated, and 75% of whom have graduated with a technical diploma in agriculture and livestock, finding job opportunities immediately after completing their studies .5

Indigenous knowledge transmission of the Mayangna in Nicaragua UNESCO’s Local and indigenous Knowledge Systems (LINKS) programme has worked with the Mayangna people of the BOSAWAS Biosphere Reserve in Nicaragua to document their indigenous knowledge, specifically of turtles and fish, and to develop educational materials that can be used in schools . The aim is to provide materials that bring Mayangna knowledge into the classroom, encouraging both students and teachers to engage more widely with the knowledge of their elders and other community members . Another aim is to improve respect for Mayangna knowledge among non-Mayangna children and the general public, who may not be aware of the knowledge held by the Mayangna people or their role in managing the BOSAWAS biosphere reserve . Materials developed include books in Mayangna and Spanish, teacher’s manuals and posters .

5

See http://fundacionorigen.cl/eng/agroecological-school-pirque/

SUGGESTED AREAS FOR FUTURE ACTION « Design flexible frameworks in educational resources that allow for two-way learning in line with the principles of social learning and reflexive learning methodologies; « Move beyond traditional approaches to teaching Education for Sustainable Development (ESD) and biodiversity education, which are often restricted to CEPA (Communication, Education, Promotion and Awareness raising) activities, by embracing the broader concept of sustainable development and human wellbeing; « Strengthen institutional capacities by mobilizing sufficient financial resources (e.g. increased funding from both public and private sources together with innovative financing mechanisms such as ecological fiscal transfers); « Combine different knowledge systems with technological innovation (e.g. transition movements); « Improve planning and reporting by building biodiversity education into the National Biodiversity Strategies and Action Plans (NBSAPs) of the CBD. Better guidance on indicators to capture biodiversity education needs to be developed, beyond mere awareness raising, within the reporting mechanisms for the CBD and other relevant multilateral agreements.

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Classroom Rules 1. Do your best 2. Be ready to learn 3. Eyes forward and listen 4. Raise your hand 5. Be respectful 6. Say please and thank you 7. Keep hands to yourself 8. Follow directions 9. Try new things 10. Work hard and have fun 11. Believe in yourself

reduce. reuse. recycle.

DO YOUR PART IN SAVING THE PLANET.

Due to the Cov-19 outbreak the Iron Man event project forms part of the Lindiwe Mahlangu Foundation has been posponed to late 2020. We will keep you up- (LMF), a registered Public Benefit Organisation (PBO) approved for purposes of section 18A(1)(a), focusing on dated on new dates. assisting persons with disability.

BENEFICIARIES Following on from a successful 2014/2015 The beneficiaries will be identified and selected by variIRONMEN project campaign ous Eastern Cape institutions dealing with disabled chilThe IDB Group’s (IDB) IRONMOBILITY 2019/20 dren who will benefit from receiving a wheelchair as www.ironmobility.net project aims to build upon the well as selected amputees who will benefit from receivprevious successes achieved by providing mobility in the form of wheelchairs and prosthetics to 40 wheelchair ing a relevant prosthetic device. bound children from the Eastern Cape and Prosthetics to THE IRONMOBILITY TEAM The IRONMOBILITY project outcomes are driven by 5 amputees. five Ironman Triathletes supported by three additional athletes who will complete the Ironman 2020 corporate A team of 5 Ironman Triathletes will train for over a 6month period while raising funds prior to the event and Challenge and a selected number of children both disabled and able bodied who will complete the IRONKIDS during the event to 2020 Challenge. supply the devices.

For more information or how you may be able to conDuring the 2020 SA Ironman event the IRONMOBILITY team will in addition complete the ‘Corporate Chal- tribute, you are welcome to email our offices on lenge’ as well as have representative kids taking part in info@allesmag.co.za or call 0645090918 for your copy of the funding letter and relevant contact information. the ‘Iron Kids’ challenge.

PURPOSE ALLES Magazine will soon activate our schools project, The main purpose of the project is to bring mobility to which will contribute to the project form the national 40 children unable to obtain their own wheelchairs and school’s platform as part of their Life Skills curriculum.

Prosthetic mobility to 5 below the knee amputee youth from the rural Eastern Cape. The IRONMOBILITY

WORD SCRAMBLE Use this workbook to help you feel better whenever you need it. Talk with your parents about how you feel. And always remember, what happened is not your fault!

EBHRTAE

INSG

OROLC

LISME

CDANE

AKLT

Fold Here

Can you unscramble the words below?

RADW IFENLSEG PLHE SGHU SLETIN PYAL EDAR SERT Answers: breathe, color, dance, draw, feelings, help, hugs, listen, play, read, rest, sing, smile, talk

4

CS287347-A

HOW THE HURRICANE MADE ME FEEL

Sometimes bad things happen. It’s okay if you feel sad, mad, or scared. Grown-ups sometimes feel this way, too.

How do you feel right now? Circle the face that matches how you’re feeling.

If none of those are right, fill in the blank face to show how you’re feeling instead.

1

Do something fun to help you feel better. You can dance, listen to music, tell a story, play with toys, read, draw, or color! If it’s safe and your parents say it’s okay, you can even play outside with friends.

What do you like to do for fun? Color in your favorite activities. If your favorite fun activity is missing, draw it in!

2

CONNECT THE DOTS If you still don’t feel better, imagine you are blowing up a balloon. Breathe in slowly and then try to blow your balloon as big as it can be in one breath. Repeat two more times.

Connect the dots to reveal the picture!

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36 39

33

40

32

37

46

1

38 45 41 42 43 44

2

3 Fold Here

31 30

4

8

29 28 10

9

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10111 is not an enquiry line or chat line.

A prank call may prevent real emergency calls from reaching 10111. It may even cost lives.

It is a criminal offence to make prank and abusive calls to 10111.

www.saps.gov.za 10111 Poster.indd 1

2013/12/27 10:49 AM

FIRST AID

FOR

SNAKEBITE

Snakebite...

IF THE SNAKE RESPONSIBLE HAS BEEN IDENTIFIED

In Boomslang or Twig Snake bites...

Common Boomslang male

Cape Boomslang - male

Cape Boomslang female

Common Boomslang juvenile

Twig Snake

In Adder, Stiletto or Spitting Cobra Bites...

Puff Adder

Gaboon Adder

Mozambique Spitting Cobra

Zebra Cobra

Night Adder

Berg Adder

Stiletto Snake

Black Spitting Cobra

Black-necked Spitting Cobra

Rinkhals

Photo Marius Burger

In Mamba and Non-spitting Cobra Bites...

To order, please e-mail admin@africansnakebiteinstitute.com

Black Mamba

Green Mamba

Cape Cobra

Snouted Cobra

Anchieta’s Cobra

Forest Cobra

IF THE PATIENT EXPERIENCES DIFFICULTY WITH BREATHING

If the snake responsible has NOT been identified

Elevate the affected limb slightly above the heart and immobilise the limb.

If there is pain and swelling

I T U T E.c

TM

If the patient experiences difficulty with breathing

Promptly transport to the nearest hospital

johan@africansnakebiteinstitute.com

om

AF R

ST

E

Apply mouth-tomouth resuscitation. Make use of a Bag Valve Mask.

IN

Wrap the affected limb in pressure bandages and apply a splint.

B IT

C

S NAK N A E

I

NO PRESSURE BANDAGES

Š Johan Marais African Snakebite Institute

Immobilise the patient and promptly transport to hospital.

www. AFRICANSNAKEBITEINSTITUTE .com

WHAT TO DO...

“Keep the Beach Clean” mobile visit - What to expect?

Our puppet show lessons are designed to teach visual, auditory and kinaesthetic skills.

Small groups, interaction and the repetition of information in different forms allow all learners the opportunity to understand and remember core messages.

Keep the Beach Clean

INTRODUCTION & STORY TIME (5 min)

The storybook is used to introduce the puppet show characters and storyline.

Why did Sally the Seal eat the plastic bag?

You might be able to see the difference between a plastic bag and a squid, but seals cannot.

Written & illustrated by Marguerite Venter

2019/02/05 2:06 PM

PUPPET SHOW (15-20 min)

Smaller groups allow every learner the opportunity to see, hear and engage well.

Sally the Seal mistakes a plastic bag for a squid and eats it. Meet all her friends as they try to help her get the plastic bag out of her throat.

LESSON (20-30 min)

During this time, we will discuss the difference between a plastic and a reusable bag.

We will also clean up litter from the ocean whilst playing a fun magnetic fishing game; we’ll practise hand-eye co-ordination and concentration. Grade 2 and 3 learners are divided into colour coded teams. Let’s see which team picks up the most litter! Younger learners can fish at their own pace.

WHAT DID WE LEARN? Sea animals- seal, crab, seahorse, penguin, shark and dolphin.

Difference between a plastic and a reusable bag.

Importance of picking up litter.

ADDED EXTRAS Teachers can use the storyline and book to further discuss different ocean animals: fish, mammals & birds.

Taking action: clean the school grounds; join a beach, wetlands or park clean-up.

Rethink the use of plastic shopping bags.

“My Wild Pets” mobile visit What to expect?

Our puppet show lessons are designed to teach visual, auditory and kinaesthetic skills.

Small groups, interaction and the repetition of information in different forms allow all learners the opportunity to understand and remember core messages.

INTRODUCTION & STORY TIME (5-10 min) The storybook is used to introduce the puppet show characters and storyline.

Learn how to love, respect and care for all animals, wild and pets. Also learn about sea stars as we meet one who journeys from the ocean to the Aquarium becoming an ocean ambassador.

PUPPET SHOW (15-20 min)

Smaller groups allow every learner the opportunity to see, hear and engage well.

We will meet the sea star and Hermit McDermitt, the hermit crab. We will see how Geo and Beauty take care of their pets, and see the wild animals in and around their homes. Don’t forget to say “Hello” to Olita the owl too.

LESSON (20-30 min)

During lesson time, we will divide animals between pets and wild animals.

Then we will use our imagination as we look at what our pets need. We will take the little sausage dog for a visit to the Vet and a walk in the park. We will brush his coat and make sure he has food. He is always keen for some love and cuddles too!

Remember that cleaning up after your pet is also important.

WHAT DID WE LEARN? Animals- sea star, hermit crab, dog, cat, owl.

Easy facts about sea stars. The differences between wild animals and pets. How to take care of your pet.

ADDED EXTRAS Teachers can use the storyline and book to further discuss: Differences between pets and wild animals. The importance of all animals.

How can we help wild animals? What do they need? What kind of pet do you have? Taking care of your pet.

“Water Cycle Adventure” mobile visit - What to expect?

Our puppet show lessons are designed to teach visual, auditory and kinaesthetic skills.

Small groups, interaction and the repetition of information in different forms allow all learners the opportunity to understand and remember core messages.

INTRODUCTION & STORY TIME (5-10 min) The storybook is used to introduce the puppet show characters and storyline.

A sneak peek at who will be in the show: Thalie and her friend, Geo. Sunny, Fluffy the cloud, The Wind, Amanzi the raindrop and The Big Old Tree, Uncle Mthi.

PUPPET SHOW (15-20 min)

Smaller groups allow every learner the opportunity to see, hear and engage well.

Join Thalie and Geo as they go on an imaginary journey and learn about where our water comes from. Sunny, Fluffy, Amanzi and Uncle Mthi teach us about evaporation, condensation and precipitation.

LESSON (20-30 min)

We will have a quick look at the uses of water in our daily lives.

Then we will “save water” by keeping all the “water droplets” in the “pond” while playing a fun parachute game. This game will practise balance, concentration and social skills as team work is key to keeping all the balls on the parachute. Grade 2 and 3 learners are divided into teams, let us see which team drops the least balls. Younger learners play at their own leisure.

WHAT DID WE LEARN? Our fresh water does not come from a tap, but from the water cycle. Water is important for humans, animals and plants. It is important to treat water with respect.

ADDED EXTRAS Teachers can use the storyline and book to further discuss: The natural water cycle: Evaporation, condensation, precipitation, transpiration and collection.

Your city’s water systems. The importance of water. Uses for water. Saving water. Water pollution, what can you do to help?

Connecting a wide audience with nature

Two Oceans Aquarium Environmental Education Centre Booking Pack

Welcome to the Two Oceans Aquarium Environmental Education Centre School Groups - Discovery Centre lessons: The Two Oceans Aquarium’s Environmental Education Centre has a range of lessons designed to complement your visit and to focus the minds of your pupils on what they will experience when walking through the Aquarium.

Each lesson focuses on a specific marine topic as well as general marine environmental issues. The lesson options are broadly CAPS compliant. This enables you to choose a topic related to class work that you might be covering during the year. Your visit to the Aquarium could thus serve as an introduction to a subject or revision of the subject.

You are welcome to consult with our teaching team, before your visit, to arrange an activity specific to your requirements.

Enrichment Courses: Our Marine Sciences Academy programme comprises several courses that cater for young people who have a passion for the ocean and who may be interested in a career in Oceanography or Marine Biology.

These courses focus on interesting animals and environments. The Young Biologist course is aimed at Grade Tens who are interested in becoming Aquarium volunteers. Our Marine Science components provide enrichment for Grade Elevens who are interested in studying Marine Science at tertiary level. These courses and components are conveniently presented over weekends and school holidays. Please see further details on these courses in this booklet or visit our website on www.aquarium.co.za.

Contact Details: For school group bookings, please contact Carrin Virèt on schools@aquarium.co.za or call +27(0)21 814 4559.

For more information on our enrichment programmes and how to apply, please contact Katja Laingui on education@aquarium.co.za or call +27 (0)21 814 4555.

EDUCATION PHASES The Two Oceans Aquarium Environmental Education Centre offers stimulating programmes that complement the school curriculum for all education phases. Each education phase is colour coordinated.

FoUndaTion PhaSe Grade 1 - 3

inTermediaTe PhaSe Grade 4 - 6

Underwater wonders Fish lesson Water conservation Plenty of fish in the sea! rocky shore ecology Shark lesson exploring under our oceans Structures and skeletons Four pillars of smart living Kelp forest and holdfast ecology data collection marine sustainability issues Biodiversity invertebrates ecotourism in our two oceans

Senior PhaSe Grade 7 - 9

FeT PhaSe Grade 10 - 12

DISCOvEry CENTrE lESSONS Our activities guide students to discover and learn about freshwater, coastal and marine ecosystems through hands-on learning.

Should you wish your activity to relate to a different topic, we would be happy to discuss your requirements and structure an activity accordingly. Please discuss this with our Bookings Coordinator.

Underwater wonders Recommended for touring groups and groups visiting the Aquarium for the first time.

This exciting hands-on investigation of a selection of live rock pool animals enables multi-sensory exploratory learning about various adaptations for survival.

For more senior grades we include food chains, food sustainability and marine environmental issues.

Suitable for all phases

Fish lesson An activity aimed at investigating how fish have adapted to living in water as well as providing an introduction to a few unique fish species.

In the past a fish dissection was done as part of this lesson. This is no longer done as sardines have been categorised a red-listed sustainable seafood product.

Suitable for all phases

Water conservation A presentation on the importance of water and why we need to conserve it. Among other activities, this includes a hands-on investigation into how leaking taps waste water.

An understanding of percentages and the calculation of averages are essential for this activity.

Pupils are required to bring calculators and pens for this lesson.

Intermediate and senior phase, Grade 6 onwards

Plenty of fish in the sea!

Is this statement true? We will look at: the various effects fishing methods have on our marine resources e.g. overfishing and bycatch; Define the concept of sustainable and unsustainable use; and discuss the Southern African Sustainable Seafood Initiative (SASSI) as a way for consumers, retailers and restaurants to choose more sustainable seafood resources.

Suitable for Grade 9s

rocky shore ecology This lesson activity introduces students to animals and plants found in rocky shore ecosystems. It also investigates the factors that influence their distribution.

This activity can be in preparation of a rocky shore visit before you take your class to the seashore‌ You can also book one of our teachers to do a follow-up lesson at a rocky shore near you.

Intermediate, senior and FET phase, Grade 6 onwards

Shark lesson An investigation using live shysharks to discover more about cartilaginous fishes and how they are related to bony fishes.

We discuss the importance of sharks and their endangered status and debate whether they really deserve the negative reputation they currently have.

Intermediate, senior and FET phase

exploring under our oceans Learn more about wrecks around the Cape coast and how they have become fantastic homes for all sorts of plants and animals. Each lesson also includes a handson introduction to some of the highlighted animals. (i.e. brittle stars, sea cucumbers and shy sharks.) After the lesson, the exploration can continue in the Aquarium, which showcases a multitude of habitats and organisms from our own offshore environments.

Intermediate, senior and FET phase

Structures and skeletons A look at support structures and skeletons in animals focussing on invertebrate and vertebrate classification, using live animals as examples, where possible. We refer to fish, sharks, and rock lobsters and have arthropod exoskeletons as well as live sea anemones and sea urchins in the lesson for hands-on observation.

Suitable for intermediate phase From Grade 5 - 8 and Senior.

Four pillars of smart living This lesson seeks to introduce the four pillars of Smart Living; then focusses on Biodiversity, using our coastline, the Aquarium displays and live animals in the classroom to illustrate the topic. The next phase of the lesson highlights littering, how much terrestrial litter ends up in the ocean and what practical measures can be taken to minimise this issue. This is rounded off with a practical exercise on sorting and recycling common litter items.

Suitable for Grade 6 - 9s

Kelp forest ecology This hands-on activity explores kelp forest ecology, including the fascinating animals that can be found in the kelp holdfasts.

Pupils will be introduced to the kelp forest ecosystem, its resident invertebrates and how they have adapted to survive.

Suitable for senior and FET phase, Grade 8 onwards

data collection A hands-on activity in which students perform an investigation into sustainable pilchard harvesting. This is done through the scientific method of establishing the mass and length of pilchards in order to generate data which is collated and processed to be used for discussion on seafood sustainability.

Pupils should bring pens.

Suitable for senior and FET phase, Grade 9 onwards

marine sustainability issues An investigation using some live animal ambassadors to explore the concepts of biodiversity, sharks in crisis, seafood sustainability and marine pollution.

Suitable for senior and FET phase, Grade 8 onwards

Biodiversity This activity is a hands-on investigation of the geographical and biological diversity of our two oceans, using a range of local rock pool invertebrates.

Suitable for FET phase

invertebrates Scientific classification, definitions and principles of basic zoology are dealt with through a hands-on study of various animals representing a range of invertebrate phyla and classes.

Suitable for FET phase

ecotourism in our two oceans This activity highlights the difference between the cold Atlantic and warm Indian Oceans and how they affect ecotourism along the South African coastline.

Also involves a hands-on study of some common rock pool inhabitants.

Specifically for students studying tourism.

Suitable for FET phase

SCHOOl GrOUP bOOkINGS accompanying adult supervision • For Grades 1 – 12, we require 1 adult to every 10 children, but can accommodate two adults within the same price range.

• For Grades 0 – R, we require 1 adult to every 5 children, but can accommodate two adults within the same price range.

Adults need to supervise their assigned group at aLL TimeS. Booking • Book your Aquarium visits a minimum of two weeks in advance.

• Select topics that are applicable to your classroom and your children.

• Select more than one date, as your first choice might not be available.

• Bookings for multiple days need to be completed on separate booking forms.

Confirmation of visit Once your booking form has been received by the Aquarium, an invoice will be sent as confirmation of the booking. If you have not received an invoice within 24 hours, please contact the Booking Coordinator on tel: +27 (0)21 814 4559.

Payments • Bus payments are to be made one week prior to the visit. We will only book the bus once payment has been received.

• Payments for the visit can be made beforehand, or at the Aquarium on the day of your visit.

• Please send pre-payment proof to fax: 086 6794078 or email: schools@aquarium.co.za • Please bring proof of payment with you on the day of your visit.

• No group will be allowed access into the Aquarium without payment. account details Please arrange an EFT payment into the following account: Bank:

Nedbank

account number:

108 329 0614

Branch:

Foreshore

Branch Code:

108 309

Cancellations One week notice is required.

SCHOOl GrOUP bOOkING FOrm 2019 eating areas Complete and return to schools@aquarium.co.za or fax to 086 679 4078.

Pricing structure

* Please note these prices do not apply * Prices are subject to change without n than*welcome to sit Prices applicable to RSA schools only.

Applicable to groups of 10 or more.

There are benches outside the Aquarium where the children are more and eat. If it rains, an alternative plan can be made on the morning of your visit. There are School name: ......................................................................................................................................................... no holding areas for lunch bags / packs.

Contact information

School telephone number: .................................................................................................................................

Be on time Fax number: ..........................................................................................................................................................

11 February to 4 December

Allow ...................................................................................................................................................... time for parking, restroom visits, etc.

School district:

Children / learners

Please contact the Bookings Coordinator if you are running late.

Outing Coordinator’s name: .............................................................................................................................

Outing Coordinator’s cell number: .................................................................................................................

Accompanying adults (Grade 1 to 12: 2 a

Additional adults (*Discounted rate app

E-mail address: ......................................................................................................................................................

Back to School Special 9 January to 8

Grade (s): ...............................................................................................................................................................

Children / learners

Xhosa

Afrikaans

Language preference: English

Date option 1: .......................................................... Date option 2: ............................................................

GET INvOlvED 09h00

10h45

12h00

Additional adults (*Discounted rate app our rules

Lesson activity (± 45 minutes) and self guided tour (± 60 to 90 minutes) Preferred timeslot (please tick)

Accompanying adults (Grade 1 to 12: 2 a

14h00

The Aquarium is open to the public and

• Running, shouting and general misbeha • Food, beverages and chewing gum may • Accompanying adults are to assist with Sponsor a Child’s Visit / adopt a School • The Aquarium retains the right to ask If for self guided tour only, please indicate a time: .......................................................................................

• Please be reminded no discount is give Many children in the Western Cape have never been to the Aquarium. Many have • No food storage facilities are available Transport never even seen the sea. The Two Oceans Aquarium’s “Sponsor a Child’s Visit and

Activity: ..................................................................................................................................................................

Adopt School” enable visitors and We are able to provide aGolden Arrowprogrammes Bus Services at a special sponsored rate.

• •

* Adults other interested parties to outside of the ratio qualify for a sponsor child’s visit to the Sponsored children will be treated to a Available for 10h45 anda12h00 group bookings slotsAquarium. only.

Payment must be made at least one week in advance. hands-on discovery activity presented by one of our highly trained and skilled education staff.

Physical address: ...................................................................................................................................................

Visit www.aquarium.co.za to learn more and to make a contribution. agreement and signature

....................................................................................................................................................................................

Pick up time from school (from rethink the09h00 Bagonly): ...............................................................................................

Outing Coordinator Name

....................................................

....................................................

Pick up time from (until 14h00 only): ...........................................................................................

TheAquarium Two Oceans Aquarium supports the Rethink the Bag campaign. ThisSignature campaign

aims at having single-use plastic bags banned in South Africa. To this end, the Two Oceans Aquarium, in 2011, banned all staff and volunteers from bringing single-use plastic bags onto the premises.

Visit www.rethinkthebag.org to learn how your class can make a difference to the environment by supporting this campaign and saying NO! to plastic bags.

Penguin Promises The Two Oceans Aquarium is proud to be associated with the Penguin Promises campaign and encourages everyone to join the movement. This is not a fund-raising campaign, but rather an awareness campaign that urges people to make a change in their lives that will have a positive impact on the environment.

Visit www.penguinpromises.com to make a promise and a difference!

PUPPET SHOWS

during school holidays or on weekends. notice.

Our Early Childhood Development (ECD) puppet shows help children to learn in a fun and interactive way.

Should you wish to customize your each ............................ activity,R 65.00 please make an appointment with adults per 10 learners) R 65.00 each ............................ our teaching staff at least one week prior to your visit. plies) ............................

8 February

Please indicate the name of the activity and preferred time on booking form.

adults per 10 learners)

plies)

R 45.00 each

............................

R 45.00 each

............................ ............................

Suitable for: foundation phase

duration: 30 minutes

students are expected to be considerate to other visitors.

marine Food Chains

aviour are not permitted. y not be consumed / chewed inside the Aquarium. h guiding learners through the Aquarium.

This puppet show illustrates who any groups contravening these rules to leave the premises. and who in the ocean. en if the adult-child ratios are incorrect. e.

*i Live Smart eats what

a discounted rate: Subject to quote.

...........................

*Keep the Beach Clean A puppet show illustrating the dangers of litter on beaches and the value of recycling.

Principal

*i Love Turtles ............................................................................

........................... ...........................................................................

This puppet show illustrates the difference between turtles and tortoises and the danger marine debris poses to marine animals.

Meet some interesting sea creatures like clownfish, sharks, penguins and seals while learning about living smartly.

A storybook and 12 printable activity sheets are available for this puppet show.

*my Wild Pets Join Beauty and Geo on their latest adventure as they learn about the differences between pets and wild animals; how to love, respect and care for all animals. Also learn about sea stars as we meet a sea star who journeys from the ocean to the Aquarium becoming an ocean ambassador.

*Water Cycle adventure Meet a fluffy cloud, the hardworking sun, the cutest raindrop and a big old tree.

Together these friends teach about the importance of water and how to save this precious resource. *Puppet Books available for these puppet shows.

*Wetlands not Wastelands Let Thalie and Geo teach you all you need to know about where your rubbish goes and how to help the environment by using the five important Rs - Refuse, Redue, Reuse, Recycle and Responsibility.

GET IN TOUCH

Two Oceans Aquarium Environmental Education Centre School group bookings Tel: +27 (0)21 814 4559 Fax: +27 (0)86 679 4078 Email: schools@aquarium.co.za

Enrichment programmes Tel: +27 (0)21 814 4555 Fax: +27 (0)86 686 5893 Email: education@aquarium.co.za

Open daily 09h30 - 18h00 • Dock Road, V&A Waterfront • www.aquarium.co.za

Situated within the beautiful 1,000 hectare Umhloti Nature Reserve, 15 kilometres outside Nelspruit, the Jane Goodall Institute (JGI) South Africa Chimpanzee Sanctuary is home to chimps that have been misplaced from their natural habitats in Africa.

Chimp Eden was established in 2006 and is home to 33 chimpanzees. This JGI chimpanzee sanctuary brings the world of chimpanzees closer to humanity through education end eco-tourism.

The goal of the chimpanzee sanctuary is to rescue chimpanzees that have survived the bush meat trade, been orphaned, traded in the illegal pet market, or rescued from being traumatised for entertainment in circuses, beach resorts and night clubs.

Thomas

Bazia

Charlie The chimpanzees at Chimp Eden are the lucky ones, living out their lives in a risk free environment and being provided with the necessary attention to recover from the trauma they have experienced.

The chimpanzees spend their days in semi-wild enclosures, and show normal social interaction and behavioural patterns as group members.

The South African chimpanzee sanctuary is proud to be part of the Jane Good Institute, which is a global leader in the effort to conserve and preserve endangered species and habitats, and in particular chimpanzees.

On your guided tour, each chimpanzee is introduced and their often sad stories are told in an effort to create awareness and educate the guests on the struggles wild chimpanzees face and what we all can do to help save an protect these beautiful creatures for our future generations.

Martha The sanctuary is open to the public 7 days a week.

Two chimpanzee families are visited on the 3 daily tours (10:00am, 12:00pm &14:00pm)

Cozy

The sanctuary is a non-profit organization and rely greatly on donations from the public and the guests that visit the sanctuary and support us by doing a tour, becoming a chimpanzee guardian or simply buying a unique gift in our curio shop.

What is a chimpanzee’s favourite flower‌?

A Chimp-Pansy

Tour prices

Azzie

Suzie

Adult: R185.00 Pensioner: R145.00 Children under 12: R80.00

Tamu

Facebook.com/JGISA

www.chimpeden.com

We need your help!

Please come visit soon.

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