Accelerated Foundation Reading - the Holistic Way

Reading for Juniors

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1. Reading is really about identifying symbols and sounds
2. A child's enthusiasm to read must be entertained at the earliest year.
3. Any restricted methodology or grading system will hamper progress
4. Children though loves challenging themselves to conquer levels of achievements - a common feature used in computer games - which even adults are hooked on.
5. The above thus sets the stage for the holistic accelerated reading program, which encourages:
   a. using single, hand-written reading levels combined with art - that which a child can easily imitate ( printed books cannot easily be imitated by children)
6. Start as early as possible - my experience is that children at 4years show an interest in reading and this is what made me start the accelerated program with my baby daughter who was then able to read the first levels within two weeks. She could read fluently when she entered Grade 1. Now restricted old school thinking teachers will say - "No, but the child will be bored in grade 1" that will only happen if the methodology is teacher-centred and not child-interest-centred. The advanced readers are   a teacher's reading tutors for the new non-readers (peer-reading)
7. It is advised that teachers and parents who see this accelerated holistic reading program, should re-write the notes with a black fine-liner so that the child can imitate the structures. Use numbers so that children can identify their progress. Letters and words must be placed in blocks to allow children to develop their spacial skills. I unfortunately do not have the computer icons to do the program in type-set, but interested parents/ teachers can see it on a Google video on "ICS Intervention Juniors"

Reading Levels

It is good to make big posters that contain a Level on a poster - in black paint/ felt-tip. It leaves a large and lasting print on the brain.

Level 1 ( sound the letter do not use the name of the letter)

1. 'a' for apple ( replace the word with a simple drawing)
2. 'b' for ball      "
3. 'c' for cat        "
4. 'd' for dog       "
5. 'e' for egg        "
6. 'f' for fork
7. 'g' for gate

N.B. the child will be able to read 'for' after the first seven sound introduction
The child cannot go to level 2 if he/she did not master level 1

Level 2

1.'g' for gel and 'g' for grass ( because 'g' has two sounds - children must be introduced to it early)
2. 'h' for hat
3. 'i' for iron
4. 'i' for ice ( remember replace the word with a picture/ drawing)
5. 'j' for jug
6. 'k' for kettle
7. 'l' for ladder

Level 3

1. 'm' for mat/ man/ mom ( have pictures/ simple drawings to illustrate)
2. 'n' for net
3. 'o' for orange
4. 'p' for pot
5. 'q' for queen
6. 'r' for rope
7. 's' for saw

Level 4

1. 't' for top
2. 'u' for umbrella
3. 'v' for vase
4. 'w' for wheel
5. 'x' for xylophone
6. 'y' for yo-yo
7. 'z' for zebra

N.B. Children tend to want to now want to write their own letter and drawing. Let them and encourage them

Level 5
replace the nouns with pictures or simple drawings

1. in the box
2. in the hat
3. in the house
4. in the vase
5. in the kettle
6. in the packet
7. in the car

The child will familiarise and identify 'in the'

Level 6

1. on the table ( have a picture/ drawing)
2. on the box
3. on the house
4. on the stool
5. on the chair
6. on the fridge
7. on the desk

The child will recognise "on the"

Level 7

1. at the beach
2. at the table
3. at the desk
4. at the school
5. at the house
6. at the hospital
7. at the door

Level 8

1. go out
2. go in
3. go to the house
4. go over
5. go to the school
6. go to the desk
7. go to the table

Level 9

1. he is big
2. He is small
3. he is wet
4. He is good
5. he is bad
6. he is full
7. he is dry

The child learns small and capital letters

Level 10

1. She is at the school
2. She is at the house
3. She is at the doctor
4. She is at the desk
5. She is at the beach
6. She is at the garage

Level 11

1. This is a dog (Picture)
2. This is a cat
3. This is a hat
4. This is a cup
5. This is a pen
6. This is a rubber
7. This is a phone

Level 12

1. Where is the dog ? (pictures)
2. Where is the hat ?
3. Where is the cup ?
4. Where is the pen ?
5. Where is the cat ?
6. Where is the rubber ?
7. Where is the phone ?

Level 13

1. The pen is there. (pictures in the place of the noun)
2. The cat is there.
3. The mat is there.
4. The cup is there.
5. The hat is there.
6. The phone is there.
7. The rubber is there.

The child will master 'the', 'is', 'wh' and 'th' sounds

Level 14

• Now the child masters similar three letter sound words. 
• The child cannot go onto the next number unless he/she has mastered the complete list back-to-front

1. bat,cat, hat, mat, sat, rat, that, fat, what, man, tan, van, ran, pan,
2. net, set, let, met,
3. car, bar, jar, tar, far, are
4. but, cut, nut. hut, tut, rut
5. pot, rot, not, hot, dot, lot
6. cool, pool, stool, noodle poodle, fool. tool, wool
7. door, pour, roar, snore, bore, store, more

Level 15

1. stand still
2. stood straight
3. still stiff
4. start stare
5. more to store
6. all the stalls
7. when, where, what, with, why ?

Level 16

1. state, rate, hate, wait, straight, date, spate, slate
2. make, hake, wake, rake, fake, lake
3. need, steed, weed, kneel, steel, wheel, reel, feel
4. stale, bale, hail, whale, sale, pale, nail, stale, mail, tail
5. dome, home, comb, stone, alone, come
6. follow, shallow, hollow, swallow,
7. shake, shook, shall, share, shave, shift, shack, shell, sure

Level 17

1. water, later, earlier, waiter, sailor,
2. should, could, would
3. mine, wine, shine, kind, line, fine
4. were, here, because, therefore, whenever, whatever, thereafter, before
5. think, thought, buy, bought, seek, sought, make, made, take, took, tell, told, go, went.
6. all, fall, tall, hall, mall, stall
7. lost, frost, toast, roast

Level 18

1. won-der-ful (wonderful)
2. fa-bu-lous (fabulous)
3. ex-cel-lent (excellent)
4. mag-ni-fi-cent ( magnificent)
5. in-cre-di-ble (incredible)
6. fan-tas-tic (fantastic)
7. mar-vel-lous (marvellous)

This allows the child an advanced level of reading syllables.
The aim is to allow the child now enough vocabulary to structure his/her own sentences from the many basic words. 

Level 19

1. big, bigger, biggest
2. small, smaller, smallest
3. great, greater, greatest
4. weak, weaker, weakest
5. strong, stronger, strongest
6. new, newer, newest
7. little, less, least

This allows the child to deal with suffixes to form degrees of comparison - a needed feature for sentence structure 

Level 20

1. The big boy has a small toy
2. The small girl has a big doll
3. The happy boy had a long stick
4. The sad girl had a very big bag
5. The lonely man had a smile on his face
6. The strong boy saw many pennies in the large bowl
7. All the marvellous men and women had a gorgeous time in the magnificent castle with many fabulous lights, candles, bangles and trimmings.

Allow the children to read everything backwards so that they are sure they are able to read well

Level 21

After this level the child will be able to read any Grade 1-6 text with confidence and will become a strong reader with lots of practice.

Each sentence that follows is developed to tell a story with the aid of similar sounds that will not only develop reading skills, but also comprehension and depth understanding of literary styles. The sentences also establish certain moral rectitudes that can be discussed with the child/children, opening doors for much deeper thinking and creative writing opportunities.

Parents and teachers can ask the child to explain in his/her own words what each sentence-story is about.

1. The famous star aimed to tame his hair before he gets the blame and becomes ashamed.
2. Would you, could you or should you mould those crowns from ground ?
3. They screamed for ice-cream and he screeched for bread, but she was quiet.
4. The horrible, terrible soldier sprayed and spewed fire from his machine-gun. Everyone dreaded his furious rage and angry mood.
5. He broke the brake with a stroke of intense power that made people shout out loud in a freak-like manner
6. The pain was too much for the slain fighter, who fought for the rights of people who suffer.
7. Which sprinkler sprouts water in the puddle in which children jump, scoop, tread, play and splash ?
8. We were shocked to see the smocked and crocheted, beautiful frock broken to shreds and thrown away.
9. Through the tunnel went the thug, but his thumb got stuck in the handle of a gate that threw him off balance.
10. Are you stunned to see how much fun we can have with gorgeous things that are expensive and rare, but good ?
11. The girl swirls around, while she stirs a mixture of stew that brew on the open fire.
12. It was fine that he drew on a cloth that was mine and on which we dine.
13. We saw an exquisite mountain view from a plain of lush grass, speckled with an extraordinary array of wildflowers that represent the heritage of Cape Town's colourful peoples of various religions and cultures.

Parents, teachers and children can challenge themselves to create new sentences using the words that developed this foundation phase reading development program.

Happy reading and writing.

ICRA Comprehensive School (ICS) Children in Action

The Stop-Frame Movie Makers

ICS Students are driven by the school's Foci: Motivation, Integration and Acceleration of learning

ICS on-site qualified St John's First Aider, Uzair Carr::Congratulations.

Photographer: another ICS Student: Mogamat Thaakier Abrahams

Design Students doing their 2014 Final Practical Exam

Running a Country Successfully is not Rocket Science !

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Running a country successfully is not rocket science, because all it needs is trust, honesty, care, service and hard work. All have it. Few use it, but many abuse it - by not using it/ or pretending to use it. It is then obvious that a few of these people can lead the masses.

Politics has been riddled with dishonesty - because it often centres around wheeling and dealing with funders to keep the political party going. Yet the masses still believe in the systems of governments that keep failing them - hoping that the next leader will be better, forgetting that if the structure of government stays the same, any one placed in it - however noble the intention - is forced to toe the line and eventually again become unpopular - unless he/she has the power to change the core structure how governments operate.

South Africa has made history with a bloodless take-over by the masses and now faces problems because of internal politicking and misappropriation. But citizens are now hoping to go to the poles and vote in a new government (2014). Voting is not an act of empowerment, but rather an act of disempowerment. The individual gives another the power to lead him/her while forgoing the responsibility to act in the interest of others. It is then understandable that the voter will be disillusioned, because he/she has shirked his/her basic human right not to depend on others and to do the work he/she can do him-/herself.

Running a country is purely about doing for others what they are not able to do themselves - connecting all - with legal support (internet has made people able to connect, but only the few who have resources - the greater majority are still unconnected and exploited). It is about identifying your people's talents, gifts, strengths, abilities and aptitudes and giving them the freedom to serve each other unselfishly so that everyone can benefit - and rewarding them. A leader of a country is the kind of person who motivates, integrates and accelerates the service to each other without first seeing to him/herself from the resources of others. Leaders are not voted in. Leaders are chosen from their track record of service to humanity, but when such leaders operate in a government structure that is bad then their leadership fails.

South Africa has an excellent constitution - and a people who are tolerant. These two ingredients can make for a very successful country that can again make history.

What is needed is that the trustworthy, honest few in each family and community must be chosen and they in turn must choose, from among themselves, the most trustworthy, honest, caring and strong leadership team. Those chosen must meet as a group. Such a group will among themselves choose their leader of excellence from among them. It will then be easy for them to put their trust in their leader, because they are the honest, trustworthy ones - elected by the good people of the masses. This needs the belief that "a honest few can make a big difference and an unguided mass wreck havoc".

The leader, under the advisory of the honest "board", will have the final say after listening to every honest one's opinion. Trust is a given amongst honest people. Mistrust is prevalent in a group that do not know each other's work ethic. The trusted few were chosen by their own people based on their work ethic track record. An election of true leaders is not impossible, because life always shows us who are the trustworthy, honest, hardworking, selfless people - but the often masses choose to ignore it, because they often support the popular ones -so that they get popularity and then they believe that popular mass unity is power. It is the yearning for popularity and power that allow the masses to be fooled by voting for self-appointed groups who manoeuvre and sweet-talk to get elected by a mass of ill-informed, gullible people who have power and not honesty as their focus. It is not surprising that after the vote the same masses are disillusioned. Many do not realise that ONLY the unity of good people is powerful even if they are a few. But when the good people fail to unite and have the strength to come forward to serve, all will suffer.

The trustworthy leader must then make every effort to harness the goodness of his/her nation to serve as many people's needs as possible and take the responsibility to serve those, the masses are unable to reach. In such a case the service provision is large and the budget small. This will leave an enormous amount of money available to advance the country. When a leader provides the needs of the people from the people, he/she needs less staff to run the country. A government that waits for people to ask for their needs, needs a large staff to deal with all the complaints and requests and in the process billions are spent on an enormous staff complement that really do not care for the people they serve, but only the money they can earn - few in government do care, but they are overwhelmed by bad elements and flawed structures. This is where the crux of the problem of modern-day governments lie - large groups of people, in divergent departments, dealing with requests and complaints that could have been seen to if government just went out and serve, instead of waiting for the people to come to them and beg - that is power-play, not powerful leadership.

The power of people's real honesty, care and service can be seen in the reports on natural disasters  - when the financial and physical help of just the people outstripped the governments contribution and help they could give the nation. Well that should be enough evidence that we can help ourselves if we can tap into our true human qualities and stop depending on others. Each of us has something to give another to supply the needs of everyone - without a large body of state officials who are often in meetings and never available.

What all people need is a free, good and unrestricted holistic education, medical care and safety and security. It is often that when a community is well knit and supportive that all these needs are available without any state department intervention. A very good example are indigenous peoples who fend for themselves, thrive and live in peace - it is only when multinationals with state help converge on indigenous people that all problems occur.

The known facts of the above calls upon us to get going in guiding the process of self-sufficiency and progress for every family,  community and country.

Holistic Education - 786 - The Practical Model

Holistic Education - 786 -The Practical model

Holistic Education is presently (since 2009) raising its head in various discussions in Educational, Religious, Economic, Psychological and Political circles.What is clear is that there is a lack of structural implementation of processes to make Holism possible. This is so because within a fragmented, western, capitalistic ethos that was built on divide and rule, feeding the ego through difference and quelling the value of unity of all for all - fractional professionals were created who do not have the skills to think truly and practice holistically. The need for a new holistic approach in all fields and the appeal for the rewriting of specialised secularly influenced disciplines, is the 2008/2009 economic crash of the Capitalistic System which showed the flaws of specialisation without the holistic awareness of the integrated nature of all phenomena. It is at this point  I invite you the reader to open my discussion of Holistic Leisure Learning (HLL) on Youtube Videos or to open the text document on Transformation of Education towards Distinguished Awareness on my Bo-Kaap: Helper Blog. Your comments and discussions will be welcomed. Thank you all.

FET Examinations and Answers

786 FET Examination Questions and Answers

Nature: Physics

1. List the core steps of the scientific method.
Answer: Identify what, Predict result (hypothesis), Design Experiment, Determine Control elements (unchanging ones) and variable (changing ones), Collect data, Interpret, Verify results, Explore Findings, Formulate the Pattern of events, Write the Law of the Result. 

2.  Choose from the words below to fit the sentences/ statements:
Amplitude, Velocity, Period, Speed.
a. The number of meters travelled per second...
b. .....is the Maximum vertical distance a wave rises or drops from the equilibrium position
c. The pace at which a wave moves per second is called ....
d. ....is the time a wave takes to pass a given point.
Answer: a) Velocity. b) Amplitude. c) Speed. d) Period. 

3. Which apparatus will represent electrolysis?
Answer: Two rods in an Electrolyte solution with a current attached to it

4. Give the name of CuCl2 and as what will it function?
Answer: Copper Chloride, functions as an ionic electrolyte that will allow ions to freely flow when the current is switched on.

5. Why are Carbon Electrodes used when CuCl2 is the electrolyte?
Answer: Carbon does not have an affinity (attraction/ reaction) with Copper/ Chorine

6. What is Electrolysis?
Answer: The process in which electric current is used to separate ionic compounds

7. Give the Chemical Equation of the reaction caused by the current sent through a CuCl2 solution.
CuCl2 -> Cu++  + Cl--

8. Explain why the Cu-deposit settles onto the Cathode (- Charged Electrode) and the Cl2 gas bubbles at the Anode(+ Charged Electrode)
Answer: The Cu -ions are positively charged and is therefore attracted to the Cathode (- electrode). This is the brown deposit on the negative electrode. The Cl2 gas are negatively charged ions that are attracted to the + Charged electron (anode), hence/therefore the bubbles at the positive electrode.

9. Match Column Numbers and B Letters                               
1. Vacuum
A. Light Bending
2. Displacement
B. rear-view mirror
3. Refraction
C. waves bend at ends
4. Reflection                                    
D. Space with no air molecules
5. Concave Mirror                            
E. higher wave
6. Convex Mirror                              
F. Direction
7. Super Position                              
G. Shaving
8. Diffraction                                    
H. Straight-line distance
9. Vector                                          
I.  no direction
10. Scaler                                          
J. light ray bounces off at 90 degrees

Answers: 1-D; 2-H; 3-A; 4-J; 5-G; 6-B; 7-E; 8-C; 9-F; 10-I. 

10. In reaction 2H2 + 02 ->  2H20
a. Give the names of the reactants
b. How many moles of reactants yield how many moles of the product
c. Give the Molar ratio of the above reaction

Answer: 
a. Hydrogen, Oxygen. 
b. Water
c. 2moles of Hydrogen, 1mole of Oxygen yield 2moles of Water
d. 2:1:2

11. The electron in a hydrogen atom is on average 5x10 to power minus 11 meters from the proton in the nucleus of the atom. Calculate the Electrostatic Force (F) of attraction between a proton and an electron separated by 5 x 10 to power minus 11. (K= 9 x 10 to the power plus 9; Proton Charge = Electron Charge = 1,6 x 10 to the power minus 19; F=K Qq/r squared)

Answer:

F = K Qq/r squared
   = 9 x 10 to the power 9 x 1,6 x 10 to the power minus 19 x 1,6 x 10 to the power minus 19 DIVIDE by 5 x 10 to the power minus 11 squared
   = 9,216 x 10 to the power minus 8 Newton

12. Two athletes R and L compete in a 100m event. R accelerates uniformly @ 2m/s from his starting block for 4 seconds to reach his maximum speed.
a) what is R's maximum speed?

v = u + at
   = 0 + 2(4)
   = 8 m/s maximum speed

b) What distance does he run in the 4 seconds?

s = ut + 1/2 at squared 
  = 0(4) = 1/2 (2)(4)squared
  = 16 metres

c) How long will R take to finish the race?

t =  change in s/ change in v
 = 100-16m/ 8
 = 10,5sec

d) If L is 6m behind R and runs 9m/s. Who will win ?

t = 84m + 6m/ 9
  = 10 sec 'L' is faster and will win the race.

HLL Videos

Business Parent Educational Consulting BPEC

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BUSINESS, PARENT EDUCATIONAL CONSULTING (BPEC)

INTRODUCTION

Our National Association hopes to guide all stakeholders towards quality educational service to our country's children. We often find that some officials in education tend to forget that the children must be served and not used for the ends of adults. We would like thus to encourage all adults to participate in the complete national involvement of BPEC in ensuring quality educational delivery that open doors for our children. We encourage even officials of schools, businesses and government to join us in their capacity as parents, guardians and concerned adults to ensure that local and national civil servants in education play their role with dignity, professionalism and courtesy that behoves such an important position. BPEC aims the work towards the creation of an all inclusive quality assurance educational delivery for all children and youth in all educational institutions-
pre-primary, primary, high school and tertiary institutions.

Our Duties include:

1. Striving to ensure that all educational policies do not violate our children's right to learning and education - formal and informal

2. lobbying for the acceptance of all self-learning processes and practices (physical and cyber) for all education and employment considerations

3. protecting the rights of pupils, teachers, parents, principals, advisors and education officials to express their dissatisfaction without fear of reprisals from state or individual bodies 

4. to serve as mediators in disputes within the educational fraternity

5. to strive to ensure that all efforts are made to ensure that all learning institutions within communities receive the necessary protection from government to exist for its people and attain accreditation.

6. to report any misconduct of educational officials / institutions that violate the code of conduct of proper service to members of the public, to relevant official legal institutions.

7. to strive that accrediting bodies fulfill the professionalism of service they wish to uphold and that they are themselves mandated by the people whom they wish to serve and follow their body's code of conduct

8. to strive towards ensuring that training is provided to officials who wish to serve BPEC

9. Not to receive any cash/ kind for any service provided for the people via the BPEC representation. 

10. To strive to inform South African parents of their rights to ensure proper educational services from all state and private officials and organisations for their children

11. to reduce the impact of bureaucracy in all education-related organisations and institutions

12. To strive to inform the public and educational officials and ministries of the value of holistic, integrated educational models and management strategies. 

Aim of BPEC

To work towards the improvement of society through proper educational service provision to our children - setting the example to our children of truly caring adults that sincerely strive for their children's future.

Appeal

Those who wish to support BPEC's endeavours may simply register their email addresses in the comment space of this Blog or simply register as a follower of the blog or sign a BPEC provided list of supporters.

Founding Executive Members
Dr. Isaacs (Passed away 2012: God's Blessings be on him) Mr.Abrahams, Dr.Arnold, Mr Malgas, Mrs Fredericks, Miss Cloete.

Communication

This Blog will be our communication channel and will advertise  the annual meetings of BPEC.

Extension of Executive membership:

Individuals with a track record of unselfish service to people will be welcomed and elected as executive members.

BPEC Achievements 
1. Successfully negotiated with the Western Cape Education (WCED) the removal of a policy they published which violated the constitutional rights of parents and students.
2. Negotiated with a school to re-assess a Grade 1 failure more carefully and successfully attained a pass for the learner
3. WCED employed one of BPEC's consultants to help them in school holistic management workshops.

Future BPEC Endeavour
Creating a platform for parents, students, business and government to establish a country-wide relevant  and free qualitative recognition of all learning achievements (formal, informal, cyber and personal) of citizens to ensure that all have access to jobs and educational institutions. It is hoped that BPEC will then serve as an overall accrediting body of citizen representation to ensure no national or international accrediting body abuse their authority to exclude public members from free access to learning recognition or institutions being charged unnecessary fees to stay open to offer quality, acceptable learning content.

BPEC Mission
To freely serve the qualitative, educational developmental interests of learners, parents, business and government to ensure the progress of all citizens and in so doing protect the freedom of each individual to progress without barriers from institutionalised bureaucracy or any form of oppression or prejudice.

Free
BPEC Membership, affiliation and service towards quality educational service is FREE. This is to ensure that no-one benefits financially from holding office while many other committed people volunteer. BPEC is a total voluntary National Association which aims to help everyone in the country prosper to their fullest potentials - God Willing. It is hoped that the sincere service to children will generate a holistic impact that will develop all parents, business and state departments for a total South African Economic Development that all of us will be be grateful for - laying the foundations for another South African Miracle. We hope that through our selfless service to all our children and our preparedness to advise official bodies, that Goodness will spread in our country and around the world - God Willing.

BPEC Short History
BPEC was formulated and operated before internet became common use. Its original parents and business people supported a signed a physical list of signatures and addresses (since 1998, 74 signatures of support). We are hoping that the internet will help us gain wider support for the noble venture.

Appeal to Computer Savvy Adults
We appeal to all out there who wish to support the BPEC cause to Tweet, Facebook (or whatever social media are out there) the BPEC link , to help BPEC gain the wide support we so wish for. The more people who support the cause, the greater the value of its impact in our country -God Willing.

New Active, Elected BPEC Executives:
Mr Carr, Mr Malgas, Miss Hall, Dr Arnold, Mrs Luddy, Mr Soeker, Miss Kamadien, Mr Abrahams

Contact Details
email: mfarnold@gmail.com
Phone: 021-4243921