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Rooted in Growth, Hartenbos (2026)

11/09/2026

Bounce - How to Raise Resilient Kids
By Naomi Holdt

“Resilience isn’t something children are born with - it’s something they learn through experience, support, and connection.”

In a world where uncertainty, pressure, and fast-paced change are the norm, resilience has become one of the most important traits we can nurture in our children. Bounce is a heartfelt, practical guide for parents and educators who want to raise children who can navigate life’s ups and downs with courage, adaptability, and emotional strength.

Naomi teaches us that:
💭 Resilience is learned, not inherited
Holdt reminds us that children develop resilience when they’re taught how to process emotions, handle stress, and bounce back from challenges.
💭 Emotional intelligence is the foundation
Teaching children to identify, name, and work through their feelings gives them the emotional vocabulary they need to self-regulate and recover from setbacks.
💭 Open communication builds strength
Creating a space where children can talk freely without fear of judgment fosters trust, reduces anxiety, and helps them feel supported, even when things go wrong.
💭 Connection comes before correction
Resilience isn’t built through empathy and validation, but rather through harshness or “tough love”. It's guiding them and saying, “You’re not alone in this.”
💭 Small efforts make a big difference
Daily check-ins, consistency, and simply showing up matter more than grand gestures. Resilience grows in safe, stable relationships.
💭 Parents need support too
This book affirms how hard parenting can be and encourages us to show compassion to ourselves as we grow alongside our children.

If you're looking for practical ways to help your child become emotionally secure, confident, and adaptable, this book is a valuable and encouraging companion.

📚 Check your local library, try the Libby app, grab the hard copy or audiobook if this book resonates with you!

🎧Follow the link to listen to the Future Smart Parenting Podcast:
https://www.futuresmartparent.com/raising-resilient-kids...

07/09/2026

How to Learn Almost Anything in 48 Hours
🖋️ By Tansel Ali

“Learning should be exciting and fun and never frightening.”
As parents and teachers, one of our biggest hopes is to see children thrive in learning without feeling overwhelmed. Tansel Ali, a memory champion, offers practical tools to help learners study smarter, not harder.

Here are 8 powerful takeaways we can use to guide our children:
📝 Focus beats multitasking
Give your full attention to one task for deeper
learning.
📝 Memory tools
Mind maps, mnemonics & memory palaces make
learning stick.
📝 Chunk it down
Break big tasks into smaller, more manageable
steps.
📝 Active learning
Teach it to someone else, test it in real life, and
explain it in your own words.
📝 Spaced repetition
Review little and often, not all at once.
📝 Sleep matters
Rest is part of the learning process, too.
📝 Set up the environment
A calm, focused space helps the brain to remain
focused.
📝 Mindset is key
Mistakes are stepping stones, not setbacks.

These principles remind us that learning is a skill, and with the right approach, our kids can build confidence, independence, and curiosity.
At the heart of this book lies the empowering message that each of us can learn far more than we ever imagined when we approach learning with focus, strategy, and the right mindset.

🖋️ Which of these 8 lessons do you think would help your child most right now?

📚 Check your local library, explore the Libby app, or grab a hard copy or audiobook if this book resonates with you. You can listen to a summary of the book here: https://www.youtube.com/watch?v=cw1vnHrTUZg

31/08/2026

The final stretch of matric can feel like a Formula 1 race. 🏁

You may be the one driving, but you don’t have to do the race completely alone.
Use your “pit stop” well. That might mean:

• eating something proper and drinking water
• sleeping enough and taking short breaks
• asking for help with planning
• telling people what kind of support you actually need

Sometimes the best thing you can do is refuel, reset and then return to the next lap.

And as always… we keep growing 🌿

30/08/2026

Matric Prelims & Finals Part 5
The Matric Pit Stop: Supporting Learners Through the Final Stretch

The final stretch of matric (including our AS & A Level Cambridge students and American High School Diploma learners) can feel a little like a Formula 1 race. The learner may be the one driving the car, but they are not the only one involved. Behind every driver is a pit crew - people who refuel, adjust, check, and encourage the driver to get back onto the track.

During prelims and finals, home can become the pit stop - not another exam room or source of pressure, but a place where learners can refuel, reset and prepare for the next lap. Here are five “pit stop” roles parents can play during this season:

1. Refuel

Food, water, sleep, sunlight and movement are not glamorous, but they matter. A tired brain does not retrieve information well. Also, a hungry, dehydrated or overstimulated learner will usually struggle to concentrate, regulate emotions and think clearly. This doesn't mean every routine will be perfect, but that basic care becomes part of exam support. A proper meal, a short walk outside or an earlier night may be more helpful than another hour of exhausted studying. And this applies to parents too. Exam season can drain the whole household.

2. Reduce friction

Some conflict is a natural part of family life. But during this season, it helps to reduce the friction where possible. Park the problems that can wait. Pre-empt the ones that usually cause stress. Lower the temperature around things that are not urgent. This does not mean parents must ignore disrespect or remove every responsibility. It simply means choosing battles wisely. The messy room, the moodiness, the short answers and the unfinished chores may need perspective. Sometimes the better question is: “Does this need to be addressed now, or can it wait until after the next paper?”

3. Check the dashboard

Many parents ask, “Are you studying?” It is understandable, but it often lands as pressure. A better approach may be to check the dashboard gently:
“What paper are you focusing on next?”
“What feels heavy today?”
“What would make tomorrow morning easier?”
“Do you need help planning, or do you need quiet?”
“Do you want advice, encouragement or just someone to listen to you?”
These questions give information without pushing buttons. They also help learners feel supported rather than monitored.

4. Protect recovery time

Breaks are not laziness. They are part of sustaining performance. A useful break might include a short walk, a shower, sitting outside, or lying down for a few minutes. Not every break should become a scrolling break because phones can easily turn a ten-minute reset into forty-five minutes of mental noise. During this season, parents can help learners balance pushing hard when needed with recovering enough to keep going.

5. Stay steady as the parent

Parents carry their own stress during matric. Concerns may include marks, future plans, finances, or the possibility of a child leaving home after school. This season can bring pride, worry, nostalgia and grief all at once. It is not only a big transition for the learner. It can also be a big emotional transition for the parent. That is why parents also need space to reflect on and process their own fears. Our anxiety can easily become nagging, and our fear can sound like criticism. Sometimes, even our love can come out as control. The most helpful gift we can give our children during exam season is a steadier version of ourselves.

The Raising Children Network has a helpful article on teen stress and notes that exams, schoolwork and pressure to do well can all contribute to stress. They also suggest practical support such as helping a teen prepare by working out a study timetable together. I’ll add the link in the comments.

The goal of the pit crew is not to climb into the car and drive the race. We’re the ones helping the driver refuel, reset and return to the track. We’re not trying to control every lap, but we’re making sure that the pit stop at home is steady and safe.

You’ll find an image in the comments with 20 Pit Stop Questions for Matric Parents. Share it with any other parents who may need it.

And as always… we keep growing 🌿

27/08/2026

Matric Prelims & Finals Part 4
Past Papers Are Exam X-Rays

A past paper is an exam X-ray that helps you see what is happening underneath the mark. Learners have, for the umpteenth time, heard “do past papers.” However, learners must remember that the real value of a past paper is not only in completing it, but in what it reveals afterwards. Learners can use past papers to discuss comments such as “I knew the content, but ran out of time” or “I lost marks because I did not read the question carefully.” They can even identify skipped calculations or answers that don't match the mark allocation. This information is useful for future papers.

Here are a few ways learners can use past papers more effectively during prelims and finals:

1. Start with the exam guidelines.

Before working through papers, learners should check what may be assessed and how the paper is structured. For CAPS learners, the DBE Grade 12 examination guidelines and CAPS documents are useful.

https://www.education.gov.za/2021Grade12ExamGuidelines.aspx

For IEB learners, the IEB subject assessment guidelines can help. https://www.ieb.co.za/assessment/high-schools/national-senior-certificate/nsc-past-papers?

This matters because learners need to know what the exam may ask, which sections carry more weight, and how the paper is likely to be set. It does not help to spend most of the study time on a small section while avoiding a section that carries many marks.

2. Use papers differently during different stages.

Past papers can be used in more than one way when preparing for the current and upcoming exams. Learners do not always need to sit with a full paper for three hours. Before their prelims, learners can use selected questions to practise exam-style thinking and identify weaker topics.

After prelims, past papers can help learners target the gaps that prelims revealed.
And closer to finals, full papers under timed conditions become important for stamina, timing and exam technique.

Past papers can be found on these websites:
https://www.education.gov.za/Curriculum/NationalSeniorCertificate(NSC)Examinations/2025NovemberExamPapers.aspx
https://www.advantagelearn.com/grade-12-past-exam-papers/
https://wcedeportal.westerncape.gov.za/nsc-past-exam-papers-and-memos
And for IEB:
https://wcedeportal.westerncape.gov.za/nsc-past-exam-papers-and-memos

3. Learn the language of the exam.

Past papers teach learners how examiners ask questions. Command words truly matter. Words like: define, explain, describe, discuss, evaluate, analyse or interpret all mean different things and carry different marks.

Sometimes, a learner may know the content very well but lose marks when they need to analyse to a certain level, for example. This is why past papers are so valuable: they help learners practise how knowledge is tested in an exam.

For a learner-friendly article, CAPS 123 has a post explaining exam vocabulary and what different question words require. https://caps123.co.za/demystifying-exam-vocabulary-a-guide-to-key-terminology/?

For Cambridge learners, Cambridge has a very clear official page on command words. It explains that command words tell learners how to answer a question, and includes words such as compare, discuss, evaluate, and explain. https://www.cambridgeinternational.org/exam-administration/what-to-expect-on-exams-day/command-words/?

4. Use the mark allocation.

A 2-mark answer and a 6-mark answer should not look the same. The mark allocation can help them decide how much detail, how many steps, or how many points they need. This is especially important in subjects where learners need to explain, motivate, compare, calculate, show working, analyse sources or write longer answers. Learn Pro Academy has a lovely article about answering exam questions correctly: https://learnproacademy.com/post/grade-12-exam-answer-questions-correctly

5. Treat the memo like a radiologist’s report.

If the past paper is the X-ray, the memo is the radiologist’s report. It helps the learner see what the examiner wanted. The memo can show:

• which words or ideas were expected
• where marks were awarded
• which steps earned method marks
• how much detail was needed
• how working should have been shown
• where the learner’s answer was too vague

Use the memo to understand how marks are earned, rather than focusing only on what the learner got right or wrong.

6. Keep an error list.

Mistakes are not just marks lost, but rather, clues. After marking a past paper, learners can make a short error list. Very often, the errors repeat themselves. This way, the learner can remind themselves of the possible errors before writing the next paper. For example:

• content I did not know
• questions I misunderstood
• careless errors
• timing problems
• formulas I forgot
• steps I skipped
• command words I misread
• diagrams, graphs or maps I struggled with
• topics I keep avoiding

This list becomes a study plan for the next few days.

7. Redo the questions that caught you.

This is where many learners lose the value of past papers. They complete the paper, mark it, feel disappointed and move on. Rather than focus on the disappointment, review the memo, update your summaries/notes, and return to those questions to try again. Correcting an error becomes useful when the learner can answer the question again and improve the attempt.

8. Use YouTube walkthroughs actively.

Past-paper walkthrough videos can be very helpful, especially when learners are stuck. But watching someone else complete a paper can become passive very quickly. A better process is:

Try the question first.
Watch the explanation.
Pause and correct.
Redo the question without the video.
Add the mistake to your error list if needed.

A few YouTube channels that offer exam paper walkthroughs:
https://www.youtube.com//courses
https://www.youtube.com//playlists
https://www.youtube.com//playlists
https://www.youtube.com//playlists
https://www.youtube.com//playlists
https://www.youtube.com/

Let YouTube support your learning, rather than replace the work you need to do.

9. Parents can help with the setup.

Parents don’t need to understand every subject to be helpful. Sometimes the most helpful thing is making the practice easier to start. Parents can help by:

• finding official past papers and memos
• printing papers where possible
• helping the learner find the correct exam guidelines
• asking what the paper revealed
• encouraging the learner to redo difficult questions
• checking that YouTube support does not replace active practice

A helpful question after a past paper is: “What did this paper show you?” instead of “What mark did you get?”

A past paper is one of the clearest ways to see what still needs attention before the final exam. When learners use past papers well, they do not only practise content.

They practise timing, exam language, mark allocation, stamina, application, correction and resilience.

And as always… we keep growing 🌿

25/08/2026

Matric Prelims and Finals Part 3
Stop Re-reading. Start Retrieving.

So the page looks busy, and the highlighter has been working hard. That means that you’ve been very productive - right? Many matric learners are currently spending hours re-reading notes, highlighting textbooks and looking over summaries.

And sometimes, it really does feel productive. If your highlighter knows the work better than you do, it may be time to change strategy. You may feel that the work is familiar, but so does your favourite Netflix show that you rewatch. You know the episodes, and you can retrieve it easily - but can you explain the show to someone that has no idea what it is about? And can you explain the plot under pressure?

Learners often say: “I know this.”
But what they mean is: “I recognise this when I see it.”

Carnegie Mellon’s Eberly Center explains retrieval practice as the process of recalling information from memory. In simple terms, this means closing the book and asking your brain to recall the answer. This strengthens memory, especially when learners check afterwards and correct what they missed.

Here are three levels learners can use when studying:
1. I recognise it when I see it.

When you get to this part of your studying, the work feels familiar when you open the book or when you have the memo next to you. It is easy to think you know your work well at this stage, and this is where many learners stop studying. But in the exam, the page is not open, and the summaries are not in front of you. Recognition feels comforting, but it doesn't mean the student can produce the answer independently.

2. I can explain it without looking.
This is a stronger place to be. At this stage, the learner can close the book and explain the concept, draw the diagram or list the steps, comfortably. This is actually where real retrieval starts happening. A useful question to ask yourself at this stage is: “Can I explain this without looking?” If your answer is "yes", then you are ready for the next step.

3. I can use it in an exam question.
This is the goal that we’re working toward. Ideally, you want to apply the work when the wording changes, the question looks different, or the pressure is on. I always tell students they should be able to discuss their answer in the paper as if the teacher marking it is learning the content for the first time. But this takes intentional practice, which is why past papers are so important. A learner may understand a topic very well, but still struggle to use it in the way the exam asks.

So instead of only re-reading, learners can try some of the following ideas:

• closing the book and writing down everything that they remember from that study session
• explaining the topic out loud to themselves, a tennis ball, the fridge or anyone willing to listen
• drawing the diagram from memory and marking it accordingly to spot errors
• answering questions without having your notes - this is particularly helpful if a family member can ask you questions on the topic and you need to explain it in a way that will make sense to them
• marking their answers and reviewing the errors which are purely data, not mistakes
• correcting those errors and, when they occur frequently, keeping a sheet with the list of errors so that you can review them before a test
• turning notes into flashcards and revisiting those flashcards as often as possible
• using past papers to practise application

AI can also be useful here, if used carefully. Learners can ask AI to become a retrieval-practice partner. Some helpful prompts include:
“Quiz me on this topic one question at a time.”
“Ask me 10 Grade 12-style questions on this section.”
“Create flashcards from these notes.”
“Give me questions at three levels: recognition, explanation and exam application.”
“Mark my answer and tell me what I missed.”

Remember! AI can help with practice, but learners should still check answers against their school notes, textbooks, memoranda or teacher guidance.

Flashcard tools can also help. Anki is useful for learners who want strong spaced repetition, especially for formulas, definitions, terminology, dates, processes and key facts. It is powerful, but it may take a little more effort to learn.
https://apps.ankiweb.net/

Quizlet is usually easier to use and more visually friendly. It works well for quick flashcards, vocabulary, definitions, terminology, and self-testing. The free version may have limited features, but many learners still find it helpful.

https://quizlet.com/

The tool does not matter as much as the method.

The real shift is this: Do not only ask, “Did I read this?” Ask:
“Can I bring it back without looking?”
“Can I explain it clearly?”
“Can I use it in an exam question?”

And as always… we keep growing 🌿

22/08/2026

Matric Prelims & Finals Part 2
The Study Plan That Actually Fits Real Life

Most matric learners know they need to study at this critical stage of Grade 12. However, their “I need to study” is often too vague to support a structured plan. As prelims and finals approach, learners need a plan that tells them exactly what to do next. That way, they can build consistency intentionally. Here are a few things that I feel could be helpful to parents and their children in this specific season:

1. Start with the timetable, not the mood.

If you wait until you feel in the mood to study, the study session may never happen. Rather start by DOING, and let the ‘mood’ follow. A clear, scheduled timetable can make the world of difference when studying. This visual representation answers: Which paper comes first? Which papers are close together? Which subjects need more time? Where are the gaps between papers? Let the timetable guide the plan.

Creating a timetable can be a challenge in itself. If possible, and where necessary, help your child create the timetable. You are not enabling them, but supporting the ‘start’ of the task which is quite often challenging for all of us.

2. Plan according to weak spots.

Not every subject needs the same amount of time. For example, if Geography mapwork is a weak area, it needs more deliberate space in the plan. If prescribed literature needs rereading, plan for that. For subjects such as algebra and organic chemistry, allocate time to practice the types of questions that may appear in the exam. A realistic plan looks at what actually needs work. After the prelims, the plan can be adjusted to ensure it remains realistic and sustainable for the final stretch.

3. Check the exam guidelines.

Learners should know what may be assessed and how much certain sections may count. It does not make sense to spend most of the study time on a small section while avoiding a section that carries a much bigger mark allocation. For CAPS learners, the DBE Grade 12 examination guidelines and CAPS documents can help. For IEB learners, the IEB subject assessment guidelines are useful. I’ve listed them below.

4. Name the type of study session.

Not all study sessions should be the same. Some sessions will revise content, while others will focus on making a few extra summaries. Some sessions may be used for past papers, marking and correcting, and another session for memorising formulas, quotes, terminology or key facts.

Instead of writing “Study Life Sciences” on your timetable, write something specific like: “Revise meiosis diagrams and complete 5 short-form past-paper questions.” That gives the learner a clear task. Clarity feels safer and can measure consistency more effectively.

5. Avoid fantasy timetables.

A plan that says, “I will study for 7 hours today,” might look good on paper but is likely to fall apart in real life. A better plan breaks the day into realistic blocks. For example:

1 hour algebra practice questions
30 minutes marking and correcting
45 minutes English poetry revision
20 minutes break
1 hour Physical Sciences past-paper section
Specific and measurable is much easier to follow than vague and overwhelming.

6. Protect energy.

A study plan should include more than study blocks. Other things matter, too: sleep, food, movement and breaks from working. A tired brain does not learn or retrieve information well. If you have frequent dips in concentration, the Pomodoro technique may be just what you need to keep moving forward. I’ll include the video below. Small, consistent habits protect energy.

7. Make the plan visible.
A plan in your head is easy to lose - put it somewhere you can see it. Learners who enjoy using an app can try MyStudyLife, which helps organise exams, homework, study tasks and reminders across web and mobile. Learners who prefer a printed timetable can use the free version of Canva, search for a weekly or monthly study-planner template, edit it, and print it directly from the website. You can find the websites at the bottom of the post.

8. Revisit the plan every few days.
A study plan is not fixed forever. Things change and so should the plan. A topic may take longer than expected, or a paper may reveal a new weak spot. Sometimes, due to unforeseen reasons, they may miss a study block, or their energy may dip. So instead of throwing the whole plan away, we adjust as we go.

9. Parents can help by pre-empting.
Instead of waiting until after a poor result and asking, “Why didn’t you study?” it can help to check in before the paper by asking helpful questions like:

“What topics feel that they need the most attention?”
“What are you working on in your first study block today?”
“Do you need quiet, printing, food, transport or any other help today?”
“What can we move around at home this week to make life a bit less stressful?”
This kind of support helps the learner think ahead instead of only explaining afterwards.
Some resources that I’ve found helpful for parents and students:

- https://mystudylife.com/ (digital timetable)
- https://www.canva.com/ (printable timetable)
- https://www.education.gov.za/2021Grade12ExamGuidelines.aspx (CAPS guidelines)
- https://www.ieb.co.za/assessment/high-schools/national-senior-certificate/nsc-subject-assessment-guidelines (IEB guidelines)
- https://www.youtube.com/watch?v=3FjIuPMQzxo&t=4s (pomodoro technique)

And as always… we keep growing 🌿

20/08/2026

Matric Prelims & Finals Part 1
Prelims are practice, not prophecy

Prelims feel very heavy for matric learners and their parents, and I understand why. By this stage of the year, the final exams are close, everyone is tired, and the pressure feels real. The prelim mark often feels like a prediction of what will happen in the final exams. And yes, the prelims matter, for sure, but they are not the final story.

Prelims give useful information about:
• whether the learner understands the content
• whether they can complete a paper under time pressure
• whether they know how to answer exam-style questions
• which topics still need revision
• whether study methods are working
• how they manage exam stress and stamina
• where support is needed before finals

A poor prelim result does not automatically mean the final exam will go badly, just as a strong prelim result does not mean the learner can relax. Prelims are feedback. They show the student what likely still needs their attention, while there is still time to adjust. This is why I often think of prelims as a diagnostic moment - maybe the learner knows the content but ran out of time, or they studied hard but only managed to recognise the work instead of being able to retrieve or apply it. Another student may understand the theory but struggle to apply it in exam questions. Identifying these concerns before the actual test matters most.

During the prelims, parents should try to make use of the 2 C’s: staying CALM and CURIOUS.

Here are a few questions that may be helpful to sit and answer together with your child:

“What did this paper show you?”
“Where did you lose marks?”
“Was it content, time, wording, anxiety or exam technique?”
“What needs to change before the final?”
“What support do you need now?”

That kind of conversation gives a learner something to work with, rather than purely feeling shame for possibly not studying hard enough or not applying themselves well enough. The prelims are a time to adjust where needed. Students can use the prelims to refine their study plan, identify weaker topics, practise exam technique, work through past papers and protect energy for the final stretch.

In a media statement made by the Department of Education, they state: “..the preliminary/preparatory examinations are an opportunity that allows candidates to sit for fully fledged examinations which assess their state of preparedness to write the final examination in each subject.

For students who wish to dive a bit deeper into topics that they feel require some extra support, I’ve found a few helpful websites with playlists for Grade 12 students:

DBE TV has playlists with Grade 12 revision support across various subjects:
https://www.youtube.com//playlists

Mindset Learn offers video courses and revision support for high school learners:
https://www.youtube.com//courses

The Answer Series has subject videos and explanations that can support revision:
https://www.youtube.com/

ThunderEDUC has playlists with CAPS-focused subject support and past-paper style revision:
https://www.youtube.com//playlists

Topic.co.za is another helpful platform for Grade 10–12 CAPS learners. Learners can create a free account and access CAPS-aligned lessons across 11 subjects, including Mathematics, Mathematical Literacy, Physical Sciences, Life Sciences, Accounting, Business Studies, Economics, Geography, History, English Home Language and English First Additional Language.
https://topic.co.za/

Prelims show us what still needs attention before the final stretch. They should guide the next step, rather than define the learner.

And as always… we keep growing 🌿

Rooted in Growth

11/09/2026

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31/08/2026

30/08/2026

27/08/2026

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