Baby Names for Girls

Naming your baby is probably one of the most mind-occupying tasks of being a new parent. So, what better name to give your sweet pea than to honour a historical name filled with life-long meaning and blessing!

Girls Names

  1. Abigail - means “Cause of Joy” or “Father’s Joy”
  2. Adah – means “Adornment” or “Ornament”
  3. Adriel – means “Flock of God”
  4. Adina – Unisex name means “Delicate”
  5. Agnes – means “Pure” or “Holy”
  6. Anna – means “Favour” or “Grace” Anna is also the name of a woman who became the first Christian Missionary.
  7. Anah – means “One who Answers” or “One who Sings”
  8. Angel – Unisex name means “Messenger of God”
  9. Ashtoreth – means “Goddess of Love” This is a Hebrew inspired name
  10. Atarah – means “Crown”
  11. Athaliah – means and refers to “The Time of the Lord”
  12. Bernice – means “One Who Brings Victory”
  13. Bethel – means “House of God”
  14. Bethany – Name of a town near Jerusalem.
  15. Candace – means “Pure” and “Innocent” can be shortened to Candi or spelled Kandace
  16. Claudia – biblical name meaning “Lame”
  17. Charis – Greek word meaning “Grace”
  18. Deborah – means “Bee” Christian names from the Bible
  19. Delilah – in Hebrew it means “Delicate”
  20. Dinah – means “God will judge”
  21. Dove – is the bird of Peace
  22. Drusilla – means “fruitful” or “dewy-eyed”
  23. Eden – means “Delight”
  24. Elizabeth – means “Worshipper of God” or “God is my Oath” can also be spelled Elisabeth
  25. Elisha – Unisex name meaning “God is Salvation”
  26. Esther – Biblical name with many meanings. Most commonly agreed to mean “Star”
  27. Eve – means “Living”
  28. Faith – means “Trust” or “Belief”
  29. Gabrielle/Gabriella – derived from Gabriel, meaning “God is my Strength”
  30. Gomer – Unisex name meaning “Complete” in Hebrew
  31. Grace - means “Courteousness” or “Politeness”
  32. Hannah – means “Full of Mercy” or “Gracious” can also be spelled Hanna
  33. Hope – One of the 3 main Christian virtues
  34. Jezebel – mentioned in the Bible
  35. Joanna – means “God is Gracious”
  36. Joy – means “Joy” or “Rejoicing in Happiness”
  37. Judith – means “The Praised One” can be shortened to Judy
  38. Keturah – mentioned in the Bible, means “Incense”
  39. Kezia/Keziah – means “sweet-scented spice” Hebrew name
  40. Leah – Hebrew name meaning “weary” Leah was the first wife of Jacob
  41. Lydia – means “From Lydia” in Greek and from the Bible means “kind” or “kindred spirit”
  42. Magdalene- means “From Magdala” can also be Magdeline or Magdalena
  43. Mary – means “Wished-for-child” and was the Mother of Jesus
  44. Myra – refers to a town in the Bible
  45. Naarah – means “young woman” or “girl/child of the Lord”
  46. Naomi – means “pleasant”
  47. Noah – Unisex name meaning “rest” or “comfort”
  48. Oprah – means “fawn”
  49. Phoebe – Greek name meaning “bright”
  50. Rachel – means “ewe” a female sheep
  51. Rebecca – means “captivating” can also be spelled Rebekah
  52. Rhoda – Greek name meaning “rose” or “from Rhodes”
  53. Ruth – Hebrew baby name meaning “companion” or “friend”
  54. Salome – means “peace”
  55. Sapphira – means “sapphire”
  56. Sarah – means “Princess”
  57. Sarai – means “lady” or “princess”
  58. Shiloh – means “abundant job” or “peace”
  59. Tabitha – From the Aramaic word for gazelle, means “beauty” or “grace”
  60. Talitha – means “child” or “little girl”
  61. Tamar/Tamara – means “a palm tree” and it signifies beauty
  62. Terah – means “scent” or “to breathe”
  63. Zemira – means “one who is praised”
  64. Zibiah – means “doe”
  65. Zion – refers to “a highest point” or monument
  66. Zipphorah – means “little bird”

If you liked our list of Christian baby girl names, share it with all your friends and don’t forget to check back for our boy’s names list! And if you really can’t wait, we suggest you purchase this Christian baby Names book from – it has over 2,000 entries for boys and girls!





Is your child not performing according to their potential? They may need a concession or special Accommodation during exams.

Concession & Accommodations

A concession or accommodation assessment is used to determine if a learner or student requires certain support or accommodations to help him/her achieve his/her potential and are usually done during a child’s high school education.  Concession applications for Grade 12 examinations must submitted during the child’s Grade 11 year.

Concession and accommodation assessments are generally required by schools, education departments and the IEB when applying for learners to be granted the following concessions during examinations:

  • Additional Time– An additional five, ten or fifteen minutes per hour of examination is granted to learners.
  • A Scribe– A scribe writes verbatim what the learner dictates.  A separate venue is required for this accommodation.  The entire examination session must be recorded and a copy of the recording submitted with the answer booklet.
  • A Reader– A reader reads all text in an examination paper to a learner.  The learner may request sections of text to be re-read.  A separate venue is required for this accommodation.  The entire examination session must be recorded and a copy of the recording submitted with the answer booklet.
  • Amanuensis– An amanuensis is a person who reads to and scribes for the learner.  The entire examination session must be recorded and a copy of the recording submitted with the answer booklet.  A separate venue is required for this accommodation.
  • A Prompter– The function of a prompter is to refocus a learner who is easily distracted.  This may be done using a verbal or physical cue. A separate venue is required for this accommodation.  The prompter may not interfere with the learner’s answers to the examination.
  • Spelling – A spelling accommodation is awarded when there is a significant discrepancy between the chronological age and spelling age of the learner and the learner’s ability to express thoughts adequately is thus compromised.  A spelling sticker is placed on each of a learner’s answer books.  The marker must ignore the spelling as long as what is written is phonetically correct. Please note that in the languages in Paper I where textual editing is examined and spelling is part of the content knowledge required at Grade 12 level spelling will count.
  • Handwriting– A handwriting accommodation means that a sticker is placed on each of a learner’s answer books.  This indicates to the marker that untidy writing must be accommodated.
  • Braille– When the learner has been educated using Braille, examination papers can be offered in Braille.
  • Enlarged Print– Enlarged print can be requested to make an examination paper more accessible to a learner.
  • A Computer– A learner may use a computer to present his/her answers in a typed form.  Access to a printer is essential.  A separate venue is required for this accommodation.
  • Medication/Food Intake– Learners may require an opportunity to take medication during an examination and/or have access to food and beverages used to maintain sugar levels and treat low blood sugars.  Rest breaks should also be applied for in conjunction with this accommodation.  A separate venue is usually required when this accommodation is granted.
  • Practical Assistant– A practical assistant accommodates a learner’s specific needs to ensure he/she is able to complete an examination.  For example, a child in a wheelchair may require a practical assistant during a practical examination and a colour blind candidate may require a practical assistant in Geography Paper II.  The appropriate assistance must be provided without the practical assistant engaging in conversation with the candidate.  A separate venue is required for this accommodation.
  • Rest Breaks– A rest break is a period of time when the learner is not required to be at his/her desk but must remain in the examination venue.  Rest break time does not count as extra writing time.  The rest break time used will be added to the examination session.  A separate venue is required for this accommodation.
  • Separate Venue– A separate venue is a quiet environment away from the main examination centre.  The use of a separate venue is either to assist an individual learner or to prevent possible disturbance to others.
  • Special Equipment – The IEB must be notified of any specific equipment required. In circumstances where the use of specific equipment may distract others a separate venue may be requested.

Concessions and accommodations are granted once learners have been assessed and show at least an average intellectual ability and a significant long term learning disability which will compromise examination performance.

Applications for Concessions and Accommodations need to be accompanied by the following documentation:

  • Psycho-Educational Assessment– A full psycho-educational assessment which thoroughly assesses the barrier to learning and a comprehensive clinical history is required.  An educational assessment report completed within 6 months of the application must be submitted.
  • Relevant Medical Reports– A medical report from the relevant practitioner must be provided.  This report must include the date of diagnosis, diagnosis, intervention strategies (current and previous), residual challenges and the professional recommendation.
  • Supporting Historical Evidence– Any supporting reports such as occupational therapy, speech therapy, remedial programme reports or any other medical documents should be included to support the accommodation application.
  • Teacher Comments– At least three pertinent subject teacher comments should be included with the application. These should be written independently. The comments should provide an understanding of how the learner’s difficulties impact on work in class and in assessments. Therefore, comments from teachers of subjects where the learner’s difficulties are manifested should be included.
  • School Report– The most recent school report must be submitted as well as any other recent relevant school reports.
  • School Samples– Examples of work which support the consideration of the accommodation being applied for should be submitted. For example – a handwriting application would require submission of an example of timed deteriorating handwriting, a time accommodation would require samples of incomplete tests and a reading accommodation would require tests involving comprehension.


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Online shopping is no longer just a fad, it’s a lifestyle. People everywhere are taking advantage of the convenience of ordering anything - and having it delivered right to their doorstep. In order to capitalize on this shift in lifestyle, you can now sell on-line on our SA Fleamarket for a small once of fee. No running costs, no commission!

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Understanding High Functioning Autism in Children

Although they may vary slightly from person to person, children with High Functioning Autism (HFA) end to have similar symptoms, the main ones being:

  • A need to know when everything is happening in order not to feel completely overwhelmed
  • A rigid insistence on routine (where any change can cause an emotional and physiological meltdown)
  • Difficulties with social functioning, particularly in the rough and tumble of a school environment
  • Obsessive interests, with a focus on one subject to the exclusion of all others
  • Sensory issues, where they are oversensitive to bright light, loud sounds and unpleasant smells
  • Social isolation and struggles to make friends due to a lack of empathy, and an inability to pick up on or understand social graces and cues (such as stopping talking and allowing others to speak)


  1. “Typical" children and those with HFA may have very different ways of communicating their feeling about life events, including: managing emotions, learning from life events, incorporating rituals and traditions for managing life events, dealing with dying and death, and coping with illness, injury or recuperation. Just because children may process and communicate their feelings differently, though, doesn't mean it's right or wrong. It is best to be honest and literal to help these children to manage major life events. Provide information and allow them time to process it.
  2. A child with HFA may have difficulty understanding clichés or expressions and interpret a phrase literally. By speaking directly and factually, like saying "It's easy" as compared to "It's a piece of cake", the child is more likely to understand the line.
  3. HFA children have difficulty with transitions. So, don’t surprise them – let them know your plans.
  4. Body language, facial expressions, gestures, and turning away from someone may be cues that are missed by an HFA child. When this happens, it is another opportunity for parents to be direct and factual, realizing that their body language or social cues may not be picked up by their child.
  5. Children with HFA can manage situations by being aware of what they're feeling and thinking and expressing their thoughts to important adults in their life. Being aware of when they need help - and asking for it - is a good skill to have.
  6. Children with HFA take in information from their five senses as do “typical” children. The difference is that HFA kids are not able to process it as quickly and can become overwhelmed by the amount of information that they are receiving. As a result, they may withdraw as a coping mechanism.
  7. Due to the break of routine with family vacations, many parents of HFA children may avoid taking vacations. Steps can be taken to help make for a successful family vacation. One is sharing information with the child, like pictures or internet web pages. There are organizations that will make accommodations, if requested, to better manage uncertainty, crowds, and noise disruption. This includes theme parks who allow “special needs” children to skip long lines and airlines or airports that may allow for a dry-run prior to the trip. Also, prepare prior to the trip so that there is a plan for managing boredom.
  8. Many children with an autism spectrum disorder are hypersensitive to changes in sight, touch, smell, taste and sound. The sensory stimulus can be very distracting and can result in pain or anxiety. There are other autistic children who are hyposensitive and may not feel extreme changes in temperature or pain. Each of these has implications for making an autism-friendly environment.
  9. Since change of routine can be quite anxiety-producing for many HFA children, a structured, predictable routine makes for calmer and happier transitions during the day.
  10. Social stories have been a great method to communicate ways in which my HFA child can prepare herself for social interaction.
  11. Talking about - or engaging in - activities that the HFA child cares about is a great way to bond with him or her.
  12. When you find out that an HFA child may not be able to look you in the eyes, realize that he or she is not trying to be rude. It’s simply uncomfortable for some of these children to do



Fambook comes to the rescue as it enables moms and dads in South Africa to source, find and choose the right person, place or product whilst waiting at ballet or karate classes or after kids have gone to bed.  You can contact, book, buy or organise right here and and know that our sourced professionals, schools and suppliers are proudly South African, close to you, confirmed family-friendly, affordable and available.  They are even reviewed and rated on the site by parents like you.  Also ask our experts or other moms for advise right here and feel part of a family.  List your family friendly business on now and your first referral will pay your fee!

Fambook also hosts the first on-line flea-market and craft-market in South Africa.  Handmade toys, baby blankets, gifts, clothing, pet accessories or birthday cakes.  Extremely low once-off joining fee with no hidden costs and this includes free marketing!!  Advertising and marketing time, effort and budget is on us.  Parents in South Africa are looking for your services and products and they WILL find you here!!

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