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7 Ways You can Help Your Child Prepare for Exams

girl-finishing-her-homework-school

Exams can feel like a big mountain to climb for children and their families. But with the right support, preparation and encouragement, exams can become an opportunity for growth rather than a source of stress. Here are some practical ways you, as a parent or guardian, can help your child feel confident and ready to succeed.

7 Ways You Can Help Your Child Prepare for Exams

 

1. Create a Calm, Consistent Routine

Children thrive when they have a clear and steady routine. Set regular study times in the lead-up to exams so that preparation becomes a natural part of the day. This reduces last-minute panic and helps build good study habits. Make sure your child also gets enough sleep and has time to rest and play – balance is key.

2. Set Up a Distraction-Free Study Space

Help your child find a quiet, comfortable place to study, free from distractions like TV, loud music, or mobile phones. Keep all their stationery, notes and textbooks in one place so they can easily focus on their work.

3. Break It Down

Young children can feel overwhelmed when faced with large chunks of information. Help them break their subjects into smaller, more manageable pieces. Use simple checklists or timetables to track what they’ve studied and what’s still to come. This makes the process less intimidating and helps build confidence.

4. Make It Fun

Learning doesn’t have to be boring! Turn revision into a game—try flashcards, quizzes, or even spelling out answers with fridge magnets. Use colours, drawings, or memory tricks to help your child remember key facts. If your child enjoys learning, they’re more likely to retain the information.

5. Talk, Listen, Encourage

Ask your child how they’re feeling about their exams. Sometimes just being able to talk about their worries can be a big relief. Offer encouragement, praise their efforts, and remind them that doing their best is more important than being perfect. Avoid comparing them to others – it’s their own progress that matters most.

6. Stay Informed and Involved

Keep in touch with your child’s teacher. Ask about exam topics, revision resources, or areas your child may need help with. Teachers can offer valuable insight and often provide revision guidelines to support home learning.

7. Look After Their Wellbeing

Stress can affect concentration and memory. Encourage healthy habits like drinking enough water, eating nutritious meals, taking breaks, and getting some exercise. If your child is feeling very anxious, reassure them that feeling nervous is normal—and that exams are only one part of their learning journey.

Final Thoughts

Every child learns differently. Some are visual learners, others remember things better by talking through them or practising with their hands. The most important thing is that your child knows you are there to support and cheer them on. With love, encouragement, and structure, you can help make exam time a positive experience.

Let’s work together to help every child feel calm, confident, and capable.

Read to Lead – How You Can Help Children Thrive

Grandmother reading to granddaughter and they share a laugh

At Uitsig Primary School, we strive to shape “joy‑optimally developed learners” within a caring, innovative and stimulating environment¹. Reading is at the heart of this mission. From early years in the Foundation Phase to learners fluent in two African languages, nurturing literacy is key to building strong, independent readers

Why Reading Is So Important

Reading provides the linguistic foundation upon which all future learning builds. When you read to young children – even before they can speak – you model language, rhythm and expression. This early exposure to books helps children connect reading with closeness and enjoyment, gaining a head start when they arrive at school.

Even when children begin reading independently, maintaining story time reinforces the idea that reading is bond-building, fun and comforting. If you are not confident reading yourself, telling stories or exploring picture books together still instils curiosity and love of books.

Preschools and early learning centres also play a key role. Reading, storytelling and exploring books at a young age build a strong foundation for school success.

How to Foster a Daily Reading Habit

At Uitsig Primary, we encourage every home to set aside a regular reading time – ideally about 30 minutes each evening – where the whole family reads quietly. When children see us reading, they understand it matters.

Tips for effective reading time:

  • Consistency matters: Children who read daily often outperform peers in fluency and comprehension
  • Choose a calm moment: Avoid times when children are tired or distracted
  • Sit side by side: It creates intimacy and allows you to guide fluency
  • Discuss the story: Ask questions about characters, plot and meaning to check understanding

This structured habit helps reading feel natural – a non-negotiable part of the day.

Reading Material Types to Explore

Good reading doesn’t have to be limited to storybooks. Magazines, comics or local library reads can spark interest just as well.

Consider these categories:

  • Picture books and wordless books for ages 0-5
  • Early readers (ages 5-7) to build skills gradually
  • Short chapter books (ages 7-9) and longer ones for ages 9-12
  • Young‑adult fiction from age 12 upwards

Uitsig encourages learners in Grades 1-7 to take part in iSizulu or Setswana as First Additional Languages – a unique opportunity to read in another language from a young age¹.

Let children choose some books themselves – they are more likely to read when they feel ownership of the choice.

Setting Up a Home Reading Space

Creating a cosy reading corner can encourage more frequent and focused reading:

  • Keep books within easy reach
  • Ensure the spot is well-lit
  • Make it comfortable—pillows or beanbags help
  • Keep it quiet and distraction‑free
  • Rotate books regularly to maintain interest
  • Allow reading in bed, increasing enjoyment and time spent

Even a small corner can become a treasured reading nook.

Books as Thoughtful Gifts

Books are gifts that grow with time, fostering wisdom, imagination, and calm. Uitsig encourages parents to give books as a gift in place of gadgets, particularly where books may not be a common household item. Owning books makes children feel they are valued and helps build a reading culture that transcends school.

Library and Community Resources

In 2018, Uitsig Primary received a mini‑library container conversion for Mandela Day celebrations, with book donations from Van Schaik and support from community partners². This has provided learners with more engaging access to books on-site.

Parents are encouraged to make use of public libraries and support children in borrowing books, even before starting school. These venues often provide storytime and other literacy activities for home enjoyment.

Local Literacy Programmes and Resources

South Africa offers several initiatives that can support your efforts:

  • Nal’ibali provides multilingual stories for all official languages
  • African Storybook publishes openly licensed storybooks in local languages³
  • Vula Bula offers phonically structured readers in African languages⁴

These excellent resources complement Uitsig’s African languages programme and support a multilingual reading environment at home and school.

In Summary

Encouraging your child to read – and making it pleasurable – is one of the most impactful things you can do for their education and life. At Uitsig Primary, we are committed to delivering a balanced education that includes strong literacy in both English and African languages¹.

Together, parents, caregivers and the school can cultivate confident, curious and capable readers.
Because at Uitsig Primary School, when children read, they lead.

For book suggestions, guidance on setting up reading routines or tips on using African language readers at home, please contact your child’s class teacher or our media centre team.

Sources

¹ Uitsig Primary School Overview
² DA: Uitsig Primary gets new library on Mandela Day
³ African Storybook – Wikipedia
⁴ Vula Bula – Wikipedia

This post was inspired by DBE Read to Lead.

Building Self-Confidence in School Children

Love, black family hug and grandmother with children enjoy outdoor quality time together, peace or nature park freedom. Fun kids, bond and portrait of excited sisters play with grandma on grass field.

Confidence is one of the greatest gifts we can give our children. In the primary school years, when children are developing their identity and learning how to navigate the world, self-confidence lays the foundation for resilience, curiosity, and emotional strength. As parents and caregivers, we play a vital role in shaping how our children see themselves and their abilities.

Here are a few simple, powerful ways to help your primary school child build confidence:

1. Celebrate Effort, Not Just Results

Instead of focusing only on marks or trophies, praise the effort your child puts into their schoolwork, sports or hobbies. Saying things like “I’m proud of how hard you worked on that project” teaches children that trying their best matters more than being perfect.

2. Encourage Independence

Let your child take on age-appropriate responsibilities like packing their own lunch, tying their shoelaces, or helping with simple chores. When children do things for themselves, they develop a sense of pride and self-belief.

3. Create a Safe Space for Mistakes

Remind your child that it’s okay to make mistakes. Learning from failures is a key part of building confidence. Share stories of times you struggled but kept going—this helps children feel less alone in their challenges.

4. Be Their Cheerleader

Support their interests, whether it’s painting, dancing, coding or football. Attend their school events or matches when possible. Your presence and encouragement show them they matter.

5. Teach Problem-Solving

Instead of jumping in to fix every problem, guide your child to think of solutions. Ask questions like, “What do you think you could do differently next time?” This helps them grow into confident, capable problem-solvers.

6. Model Confidence

Children learn by watching us. Speak positively about yourself and face your own challenges with courage. When you show confidence, even in difficult times, your child learns to do the same.

7. Celebrate Their Uniqueness

Every child is different. Embrace what makes your child special – whether they’re shy, talkative, creative, or analytical. Let them know they are loved exactly as they are.

At Uitsig Primary, we believe that every child has the potential to shine. By working together – teachers, parents and caregivers – we can build a supportive environment where our learners grow into confident, happy individuals ready to shape the future.

Let’s raise children who believe in themselves, because they know we believe in them too. 🌱

Working Together for Our Children’s Success

Mother helping and supporting her daughter with homeschool while staying at home. New normal lifestyle concept.

At Uitsig Primary, we believe that every child deserves the best opportunity to learn, grow, and succeed. But this important journey is not one the school can take alone — we need the support and involvement of our children’s first and most important teachers: their parents.

The Department of Basic Education has created a helpful booklet to guide parents in becoming active partners in their child’s education. It aims to answer key questions that many parents have, such as:

  • How is my child doing at school?

  • How can I help my child do well and improve?

  • What can I do to support my child emotionally and socially?

  • How can I ensure my child has a positive school experience?

By working together in a spirit of respect and cooperation, parents and teachers can create a supportive environment where children thrive. Whether it’s checking homework, talking about school, encouraging reading, or attending school events, every small action makes a big difference.

As the African proverb says, “It takes a village to raise a child.” At Uitsig Primary, we are proud to be part of that village — and we invite every parent to walk this journey with us, side by side.

Let’s build a brighter future for our children, together.

Download the Parent Guide here

Source: Department of Basic Education

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Bullying in School and What You Can Do?

Close-up of schoolkid bullying a sad boy in corridor at school

School bullying is a type of bullying that occurs either inside or outside of school. Bullying can be physical, verbal, or emotional and is usually repeated over a period of time.

In schools, bullying occurs in all areas. It can occur in nearly any part in or around the school building, though it more often occurs during school breaks, in hallways, bathrooms, on school buses and waiting for buses, classes that require group work and/or after school activities.

 

Bullying in school sometimes consists of a group of learners taking advantage of or isolating one learner in particular and gaining the loyalty of bystanders who want to avoid becoming the next victim.

The following tips can help parents understand the problems their children may face when harassed at school. Parents and educators must stay vigilant, look for these warning signs, and attempt to address problems quickly. Learners must feel safe at school; parents and other adults can help learners who suffer at the hands of bullies.

 

Warning signs of being bullied

These are some of the warning signs victims of bullying might display.

  • Sudden decreased interest in school (wants to stay at home);
  • Sudden loss of interest in favourite school activities;
  • Sudden decrease in quality of school work;
  • Wants the parent to take her to school instead of riding the bus;
  • Seems happy on weekends, but unhappy, preoccupied, or tense on Sundays;
  • Suddenly prefers the company of adults;
  • Frequent illnesses such as headaches and stomach aches;
  • Sleep issues such as nightmares and sleeplessness;
  • Comes home with unexplained scratches, bruises, and torn clothing;
  • Talks about avoiding certain areas of the school or neighbourhood;
  • Suddenly becomes moody, irritable, or angry and starts bullying others (e.g., siblings, children in neighbourhood)
  • Seeks the wrong friends in the wrong places (e.g., drug users, gangs, etc)
  • Talks about being sad, anxious, depressed, or having panic attacks;
  • Wants to stay home on weekends;
  • Talks about suicide.

 

What parents can do!

Remember: For behaviour to be labelled as bullying, it has to be persistent (repeated over time) and intentionally designed to hurt or frighten your child. Remember the bully has power and control over your child!

  • Assure children that you will immediately investigate and report the situation with the school principal or senior teacher;
  • Check if your child needs to avoid certain areas on school property at certain times;
  • Suggest that your school increases supervision in the high-risk areas where the child has to go or more closely monitor the child’s interactions with other learners;
  • Encourage your child to talk to an adult, such as a supportive teacher, every day to provide an update on the mistreatment;
  • Stay calm;
  • Be sensitive to the fact that your child may feel embarrassed and ashamed;
  • Find out what happened, who was involved, and when and where it happened, and keep a record of this information;
  • Express confidence that you, the adults at school, and your child will be able to find a solution.
  • Ask your child to express his/ her thoughts and feelings about what happened;
  • Explain that bullies seek to hurt and control. So your child must not let them know he is hurt by their behaviour.
  • Let your child know that it is normal to feel hurt, fear, and anger;
  • Avoid being a “fix-it” dad or mom by calling the bully’s parents. Most of the time, this action is not effective. However, not all parents of bullies respond in a protective manner.
  • Don’t tell your child to retaliate. It’s against the rules, and retaliation frequently makes the bullying worse and more persistent.
  • Don’t tell your child to ignore the bully. Most of the time, ignoring doesn’t work;
  • Teach your child to be assertive, but not aggressive;
  • Don’t promise that you will not tell anyone;.
  • Ask for a copy of the school’s policy.
  • Involve your child in activities inside and outside school. Involvement in activities he or she enjoys increases the chances of high-quality friendships;
  • Monitor your child’s whereabouts and his friendships;
  • Watch for signs of depression and anxiety in your child, and do not hesitate to seek professional counselling;
  • Don’t give up.

 

What schools can do

Strategies to combat bullying in schools.

  • Make sure an adult knows what is happening to their children;
  • Enforce anti bully laws as part of the Code of Conduct for learners;
  • Make it clear that bullying is never acceptable;
  • Recognize that bullying can occur at all levels within the school;
  • Hold a school conference day or forum devoted to bullying/victim problems;
  • Increase adult supervision in the schoolyard, halls and toilets;
  • Emphasize caring, respect and safety.
  • Emphasize consequences of hurting others;
  • Enforce consistent and immediate consequences for aggressive behaviours;
  • Improve communication among school administrators, teachers, parents and learners;
  • Have a school problem box where learners can report problems, concerns and offer suggestions;
  • Help bullies with anger control and the development of empathy;
  • Encourage positive peer relations;
  • Offer a variety of extra-curricular activities which appeal to a range of interests;
  • Keep in mind the range of possible causes: e.g., medical, psychological, developmental, family problems,etc.

Source: Department of Basic Education

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Homework Tips

Shot of a young mother helping her daughter with homework at home.

The topic of homework often comes up in my office and in general parents and children are equal in expressing their dislike for this after-school activity.  Teachers argue that the purpose of homework is to reinforce what has already been taught in class and that it gives the child an opportunity to consolidate the information on their  own without the assistance of a teacher or their peers.

Most studies suggest that there is a positive correlation between the amount of time spent on homework and children’s later achievement in tests BUT  these positive effects are mostly seen in High School children.  There seems to be very little correlation between homework and achievement in tests for Primary School children.  Why is that?  Well, most probably because younger children still have poorly developed study skills and find it difficult to tune out distractions at home.  These findings suggest that, even though Primary School children  might not benefit directly in tests, a little bit of homework each day might help them form good study habits.  It helps to foster responsibility and independent learning in children and also serves to give parents an idea what work their child has been doing in class.

However, homework becomes problematic when it:

  • Becomes boring – simply repeating the same work over and over should be avoided.  Teachers should aim to specifically include some interesting items and parents can also help keep homework interesting by providing novel ways in which to complete tasks – for instance, have your child practice drawing his spelling words in sand or mud.
  • Denies children the opportunity to take part in leisure activities.  It is important to strike a healthy balance and parents should avoid focusing solely on academic pursuits.   Leisure activities provide children with physical exercise, gives them an opportunity to practice their socialisation skills and teaches them important life skills.
  • Parents get too involved in homework and put pressure on children to achieve.

 

How much homework should your child do?

The general rule of thumb is to add 10 minutes of homework for each Grade level.  Thus a Grade 1 child shouldn’t do more than 10-minutes of homework a day, while a Grade 12 student should do a maximum of 2 hours of homework a day.  Studies show that if students go past this prescribed maximum they get burned out and their achievement goes down.

This doesn’t sound like a lot of time, but the problem is that homework is not the only thing that happens after school.  When we take into account things like sports activities, religious obligations, extra-murals activities as well as the time needed to bath children, prepare and eat dinner and have enough time to wind down before bedtime –  the growing amount of time needed for homework as the child gets older becomes difficult to manage.

Some teachers like to give homework assignments at the beginning of the week – this way a child can complete the assignments at his own pace, spending more time on the things he finds difficult and working through easy items more quickly.

You can help your child by following these homework tips for parents:

  • Discuss your expectations with your child and explain to them why it is important for them to do their homework.
  • Make sure your child is focused and that there are no other distractions vying for his attention.
  • Set a time-limit for homework – this also helps children remain more motivated and teaches them to work within a specific time frame
  • Monitor your child, but don’t micromanage his work.
  • Rethink your child’s after-school schedule and cancel or re-schedule any activities that you put you under too much time pressure.
  • Intervene before frustration builds up and your child has a “melt down”.
  • If the work is truly too much or too difficult, consider sending a note to the teacher asking for further instruction or individual help after class.

Source: Article by ChildPsych.co.za