Newsletter: June 2015

IN OUR JUNE EDITION: E-news       Tweet This

Director's Message:

This has been a very busy month! Of course, half year always is… assessments done and report cards out, we breathe a sigh of relief as the school holiday sets in. I was once again heartbroken (for lack of any better word) by much of the outcome from our June assessments. Yet again I see so many little grade 1 children that are nowhere near where they should be in terms of half year outcomes. And sadly, school teachers are under pressure to move on with the curriculum and cannot wait for what is often way more than half of the class that does not understand previous work. So challenging and truly so sad. We can only hope that in some small way the support we offer in the afternoons makes a little bit of a difference to these children. And where ever possible and whenever possible we call out to their parents to please offer their children any support they can in terms of their schooling.
Our projects remain open for the full duration of the holidays and for this we are most grateful to our hardworking and caring facilitators!
Running on,

3 R's News, Exams and Rewards

In June, due to the school exams, the normal routine of the 3 R’s programme tends to be quite interrupted so we roll with it and take this into consideration with our planning.

Before the school exams start, our learners complete both a literacy and maths revision worksheet. Following this, all Anna Foundation learners write a grade-specific exam for which the results are recorded and used as part of the monitoring and evaluation of our education programmes. It is therefore vital that the children are not assisted by the facilitators in any way (except when explaining questions to the Grade R and 1 children who can’t yet complete formal assessments unassisted).

Added to the exam mark is a reading assessment mark which includes points for fluency, tone, recognising punctuation and reading with understanding. As Grade R’s can’t yet read, they are required to tell their facilitator a story from interpreting a series of pictures and Grade 1’s need to be able to recognise individual sounds and sound combinations. The exam results are paired with the reading assessment mark to give an overall figure for the child’s academic performance for the semester.  Facilitators are required to write a comment for each learner which is then included on a report card and handed out at the end of term.  

In the final week of the school term, we learn about the history of inventions and have fun building and constructing a few of these contraptions, including the clock and the very first airplane.

In between the desk-work, the children get doses much-needed fresh air with some exciting soccer games which require loads of running. In the drama programme our Grade R – 3’s continue to play fun games which teach them about managing their anger while the Grade 4 – 7’s delve back into creative stories.

And at the end of a busy 6 months we love to treat our deserving children to a reward. Some of our Ashton learners were lucky enough to watch a movie at neighbouring farm, Viljoensdrift and others were treated to milkshakes and a toasted sandwich! Of course, this was only applicable to children who attended the after school regularly and showed good behaviour and cooperation (that said, very few children missed out on these exciting outings!).

Thanks to Lindi Viljoen (Viljoensdrift) and Amanda de Wet (Excelsior) for your support, for treating the children and for assisting with transport!

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Life Skills Interview Findings

In order to monitor our life skills (‘Right-ing’) programme, we need to determine how it is impacting on the children’s overall self-development and self-esteem. In 2014 we started assessing the drama life skills programme by conducting one on one interviews with the facilitators in the Langeberg and Boland, and a sample group of learners. The aim was to monitor the success, appeal and impact of the drama programme and to evaluate whether there have been any perceived changes in the children’s behaviours and attitudes.

The interviews done during June 2015 have been compared to the interviews done in November 2014 where three common trends have been identified: Improved ability to recall experiences, improved ability to elaborate on answers and improved critical awareness (analysing experiences). The facilitator interviews were then compared to those done with the children, and their experiences correlated on almost every aspect.

Here are some of the other observations from the June 2015 interviews:

Interview Confidence: In 2014, children in the Langeberg really struggled with the interviews and gave little more than yes/no answers (with much encouragement) while other questions were answered with “I don’t know”. While the learners still struggle to express themselves in full sentences and are still visibly shy, there is a noticeable improvement in their ability to remember specific activities, to elaborate on their answers and to analyse their experiences on a superficial level. 

Classroom Confidence: Most children express a fear of public speaking in the classroom although they admit to feeling less shy at the time of the June 2015 interview compared to the previous one in November. On this note, facilitators add that children have become more willing to speak in front of their peers due to the many opportunities to practice public speaking during the drama classes. Facilitators find learners to be more respectful of the person speaking by listening intently, not laughing at inappropriate moments and applauding every effort, which increases the class’s overall confidence.

Problem Solving: Most children find solving social problems in the classroom difficult and at first would resort to violence.  Strong guidance is required from facilitators during drama games which focus on solving social problems.  Both the children and facilitators find that coming up with solutions to problems improve with practice and facilitators noted that the children’s ability to solve problems is being seen in other areas of the after-school programme as well.

Daily Influence: Although the majority of children interviewed are still unaware of consciously connecting what they learn in the drama lesson to their everyday lives, the facilitators report that they see the learners applying the drama skills and values in other areas of the after-school and that they actively remind the children to apply these skills.

General Findings: The majority of facilitators feel positive and encouraged by the progress that they are experiencing in the drama programme, noting increased self-esteem, respect, communication skills and creativity in the learners. They have also observed how the storytelling and performance games have helped the children to see each other in a more positive light. The children have come to value one another’s ideas and opinions and this has resulted in them being more willing to take creative risks and to grow in their ability to think on their feet.  

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Facilitator's Team Building

Due to June’s training date coinciding with the start of the school holidays we decided to use the opportunity to treat our facilitators to a special team building training session. Much to the excitement of all our Boland facilitators, we also decided to host the training in Robertson and bus all our Boland staff up to join in the fun! At the training, everyone got involved in an energising and fun drama workshop giving all facilitators a perfect opportunity to unwind, have fun and get to know one another better. This was followed by a session with suggestions for the upcoming holiday. Activities and game ideas were taken from books by education specialist, Renee Lighton – these fun games use every day recyclable material such as cereal and egg boxes, and toilet roll inners (accessible to everyone!). We taught staff how to turn these waste products into various tools that can enhance fine motor skills, reading and even maths. The training session closed with an introduction of mixed games and sports to be used during the holiday period. To show our appreciation for all the hard work done during the first semester, facilitators were treated to a half-year celebration – lunch at the Robertson Dros!  

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Cape Town Marathon Motivation

A group of everyday people (some who've run crazy distances before and others who haven't - yet) are committed to take on the Cape Town Marathon and raising funds for us while they do it! Just in case the 'fuzzy feeling' they get when raising funds isn't enough, we are throwing in an incentive and will reward the runner who has raised the most by Friday, 10 July with a two night, log cabin getaway to the stunning KolKol Mountain Lodge in the Overberg!

Want to run? The Anna Foundation will cover your race entry (including temp licence and Race Tec Chip) in exchange for a bit of fundraising - aiming for R1000. You will receive an official event shirt, and a newly-designed Anna Foundation running shirt in which to run. We still have a few spots left for anyone else keen to tackle the marathon so please contact Carolyn if this is you. Go on, challenge yourself!

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Thank You

  • Tekco: We appreciate your generous donation
  • Lilla Howe Trust: Monthly donation
  • Croft Trust: Monthly donation
  • Dr Brom: Monthly donation
  • de Villiers Family: Monthly donation
  • van der Merwe Family: Financial support for school tuition
  • 1%Club Members: We appreciate your support
  • Kargo National: Funding of facilitators and truck branding
  • Operation Shoebox
  • J E T Lee Will Trust: Donation
  • VinPro: Winter Warmer Drive
  • GivenGain Donors
  • Boland Gazette: Thank you for your support, Michelle!
  • MySchool MyVillage MyPlanet and all our 'card swipers' 
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May 2015
April 2015
March 2015
February 2015
January 2015


In a Row

In the recent Anna Foundation exams, Debroh (Gr 3) from Robertson, Esunati (Gr 4) from Stellenbosch, and Graeme (Gr 8) from Ashton were the highest scoring learners in the Foundation, Intermediate and Senior Phase groups respectively! Well done to these hard-working boys for coming up tops!


Cape Epic
We are extremely proud to be selected as one of the Associate Charity partners for next year's Absa Cape Epic. 2016 will be our third year of involvement with this top-class mountain biking event! 




Reading assessments


Inventions: Constructing an airplane


Soccer fun


Life Skills
Life skills: speaking in front of a group
Life Skills
Life skills: Compromise Stories


At each year end, our children receive a shoebox filled with a goodies from very generous people involved with Operation Shoebox.  Each year at this time we find out what kinds of things our children would like to receive. Here are a few of the cuties and funnies...
What would you like to find in your shoebox?
   ♦  Hotty Totty perfume
   ♦  A swimming pool
What is your favourite type of sport?
   ♦  Drama
   ♦  Push-ups
What is your favourite colour? Rainbow
Kargo Truck
Hoot and wave if you see this truck...! Kargo National recently surprised us with this bold branding on one of their Cape Town based distribution vehicles! Kargo specialises in express road freight so our kids and 'reading man' are guaranteed to be seen by many in the Mother City. Thank you Greg Blackwell and team for the wonderful exposure!



Facilitators are required to walk with a balloon between them and the person in front, without using their hands



WIN!!! A two night
log cabin getaway!
KolKol Lodge
KolKolCT Marathon



Twitter Blanket Drive
Thank you, Operation Shoebox for keeping our children warm by donating 100 blankets which have been distributed between all our after-schools! Each winter, South Africans on Twitter collect blankets for the Twitter Blanket Drive (#TBD). Operation Shoebox was chosen as the Cape Town beneficiary and selected us as one of the lucky recipients of blankets. What a difference these blankets are making - huge THANKS to all involved!



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