INTRODUCTION An important task lies ahead for parents and for pupils who must decide on what subjects should be pursued from Grade 10 until the end of the Grade 12 year. It is our wish to enable you to assist your son to make an informed decision, one with which he will be able to live for the next three years. The implications of this decision may be far-reaching in terms of vocational decision-making. It is obviously not essential to know exactly what career lies ahead after school – a 14 or 15-year-old cannot be expected to make such long-range decisions – but the choice of subjects now may well have long-term implications of which pupils need to be aware and which they need to consider with some care. Pupils need to be choosing subjects which they really enjoy and for which they have a natural aptitude, as they will be doing these subjects for three years. Successful vocational decisions depend on the selection of vocational fields for which the individual has a natural aptitude and a real enjoyment. We trust that you will find this document helpful to you and your son. UNIVERSITY AND UNIVERSITY OF TECHNOLOGY REQUIREMENTS For some universities of technology courses, admission requirements are increasingly similar to those at universities. At university, admission is presently based on a “points system”. Matric marks are allocated points, and a total point count for various degrees is specified. This differs from institution to institution, and also differs from year to year depending on the demand for courses. Higher Certificate Course Diploma Course Degree Course
NSC Plus 4 subjects (not LO) at 40% or more Plus 4 subjects (not LO) at 50% or more (Subjects may need to be related to the course applied for)
Most tertiary institutions employ this system and some also have entrance exams which students write in their matric year. More and more universities, in particular UCT, are using National Benchmarking Tests (NBTs) as an additional criterion for acceptance. Many university courses do not require specific subjects – the total points count is often more important than the exact subjects taken. Having said this, there are exceptions which need to be kept in mind. They differ from institution to institution and change each year in keeping with the demand for each course, but some general pointers are given below: a.
Courses relating to the Physical Sciences (engineering, chemistry) normally require Mathematics (not Maths Literacy) and Physical Sciences.
b.
Biological Sciences and Medical courses (marine biology, conservation, veterinary science, physiotherapy) require Mathematics, Physical Sciences and Life Sciences.
c.
For Commerce courses Mathematics is usually required. Accounting is not essential but is helpful.
d.
Some university courses do not require the matric equivalent subject. For instance, it is possible to do Accounting or Geography at university without having done it in matric.
It is the responsibility of pupils and their parents to find out the exact requirements of any specific tertiary educational course, and to understand that these may change on an annual basis.
2
FURTHER EDUCATION AND TRAINING PHASE A.
NATIONAL SENIOR CERTIFICATE
1.
Pupils who continue from the GET phase (which ends in Grade 9) move into the Further Education and Training (FET) phase.
2.
The duration of the course is 3 years – Grades 10, 11 and 12. Successful pupils will qualify with a National Senior Certificate (NSC).
3.
Tertiary Education: the requirements for admission to degree courses at Universities and/or to certain courses in professional training include an NSC as a minimum requirement for entrance to any tertiary institute.
B.
SUBJECT CHOICE
1.
Subjects are classified as Fundamental (i.e. compulsory) or Elective (i.e. choice).
2.
A pupil must choose 7 subjects – 4 Fundamental and 3 Elective. Home Language – English First Additional Language – Afrikaans or isiXhosa Mathematics Life Orientation Students are required to pick 3 elective subjects, offered in certain combinations, from the following list of NSC subjects: Accounting Construction Economics Electronics Engineering Graphics and Design Geography History Information Technology Life Sciences Music Physical Sciences Visual Arts
3
C.
GUIDANCE IN DECIDING ON A STUDY COURSE IS VERY IMPORTANT. WHERE IS THIS GUIDANCE TO BE FOUND?
1.
Your son’s academic achievement during the General Education and Training phase – GET (Grades 7, 8 and 9).
2.
The advice and suggestion of the school. • Headmaster • House Head • Tutor • Subject Teacher • Student Counsellor
3.
Your son’s preferences, interests, aptitudes and values.
4.
Private Educational Psychologists and other institutions.
5.
The possible choice of tertiary study, and career.
DO 1. Consider your son’s suitability for the chosen course. 2. Be realistic about the amount of advanced work he can cope with, but do not underestimate his capabilities or the effects of hard work. 3. Look ahead to future career plans and be certain of the university or career requirements. 4. Consult the school if in doubt.
DO NOT 1. Let your son opt for the easiest course only to find that he has limited options. 2. Let him choose certain subjects because his friends are choosing them. 3. Let him choose a subject because he likes a certain teacher.
4
D.
NATIONAL SENIOR CERTIFICATE COURSE OFFERED AT WYNBERG BOYS’ HIGH SCHOOL Pupils must choose 7 subjects, one from each of Options 1–4 and one from each of options 5 to 7. OPTION 1
English Home Language
OPTION 2
Afrikaans First Additional Language Xhosa First Additional Language Other (if exempt from a SA language)
OPTION 3
Mathematics
OPTION 4
Life Orientation
OPTION 5
Economics Engineering Graphics and Design Geography History Music Physical Sciences
OPTION 6
Accounting Economics Engineering Graphics & Design Geography History Life Sciences Music Visual Arts
or or or or or or or
OPTION 7.
Construction* Economics Electronics* Engineering Graphics & Design Geography History Information Technology Life Sciences. Music
or or or or or or or or
or or
or or or or
*Please note: Should you choose Electronics or Construction you MUST also choose Engineering Graphics and Design, and Physical Sciences.
5
E.
REQUIREMENTS FOR AN NSC
1.
To obtain the National Senior Certificate, a pupil must achieve at least 40% or more in three subjects, one of which is an official language at Home Language level, and 30% or more in three subjects, provided that evidence of the school-based assessment component is submitted in the subject failed.
2.
Performance Rating Codes Each subject will be assessed and coded as follows: 1 0-29% Not achieved 2 30-39% Elementary achievement 3 40-49% Adequate achievement 4 50-59% Moderate achievement 5 60-69% Substantial achievement 6 70-79% Meritorious achievement 7 80-100% Outstanding achievement
3.
Final Assessment Assessment consists of 2 components: Internal and External. • Internal Assessment, which makes up 100% of the assessment in Grades 10 and 11, and 25% of the assessment in Grade 12. • External Assessment, which consists of a series of final examinations in Grade 12, which makes up 75% of the assessment.
4.
Subject Change Policy Once subject choice has been completed this year: 1. Pupils may change only one subject per year in Grade 11 and two subjects per year in Grade 10. 2. Grade 10 pupils may only change one subject after the mid-year examinations and one more after the final examinations. Grade 11 pupils may only change one subject after the final examinations. 3. All changes are dependent on Western Cape Education Department approval. The school makes application for the change if requested by parents. 4. All changes are dependent on availability of space in the relevant classes. 5. All changes must go through the Vice Principal: Academics, and no change will be done until all the relevant forms are returned.
6
COMPULSORY SUBJECTS IN THE SENIOR HIGH SCHOOL PHASE (FET) LANGUAGES AFRIKAANS
Subject Head - Ms Renette Spammer
By the time learners enter Grade 10, they should be proficient in their First Additional Language with regards to both interpersonal and cognitive academic skills. Learners should be able to use their additional language at a high level of proficiency to prepare them for further or higher education. Specific aims of learning Afrikaans as an Additional Language Learning Afrikaans as a First Additional Language should enable learners to: • acquire the language skills necessary to communicate accurately and appropriately taking into account audience, purpose and context; • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for lifelong learning; • use their Additional Language and their imagination to find out more about themselves and the world around them. This will enable them to express their experiences and findings about the world verbally and in writing; • use their Additional Language as a means of critical and creative thinking: for expressing their opinions on ethical issues and values; for interacting critically with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research, critique.
ENGLISH
Subject Head - Ms Jocelyn de Mink
All pupils study English Home Language. English First Additional Language is not offered at Wynberg. The subject consists of the four basic elements of English: Writing, Reading, Speaking and Listening. In addition, we cover a range of Grammar issues, carefully laid out in a set of 14 booklets, which have been developed by one of our own staff members. These booklets are covered in grades 8 and 9, providing pupils with a firm foundation necessary for the more complicated and abstract work to follow. In addition to grammar issues, every Grade covers setworks (literature) chosen by the English Department, and the Department of Education (Grade12). We cover a wide variety of genres – from modern-day fantasy, to the classics. Our poetry anthology too, consists of a wide range of genres. There is also a Film Study module in Grade 10, for the aspiring film-makers in our midst.
7
isiXHOSA FIRST ADDITIONAL LANGUAGE
Subject Head - Ms Thabisa Ntsadu
The expectation is that pupils already have the ability to speak the language. The language of instruction is Xhosa. Pupils will learn language structures at a higher level than third language. Different forms of cultural and traditional links to the language are learnt. The rich idiomatic phrases of the Xhosa language will also be covered. Pupils are expected to study literature books until Grade 12. These include novels, drama books and short stories. As a result three exam papers are written. The first paper is a Language paper, the second paper covers Literature and the third paper deals with Creative Writing. The advantage of learning Xhosa as a second language for mother-tongue Xhosa speakers is that it increases their level of understanding, writing and reading skills in the language whilst at the same time introducing them to the rich heritage of the language.
SECOND LANGUAGE EXEMPTION [Mr Engelbrecht] Pupils may only be exempt from offering a second language if they are immigrants who satisfy the following conditions: (i) a child or a dependant of a diplomatic representative of a foreign government accredited in South Africa, or (ii) a person who (a) first enrolled at and entered a South African school in Grade 7 or a more senior grade, or (b) having begun his or her schooling at a school in South Africa, has attended school outside South Africa for two or more consecutive years after Grade 3 and/or before Grade 9 or its equivalent.
8
LIFE ORIENTATION
Subject Head - Mrs Roxane Groenewald
Life Orientation is not a time-tabled subject, but instead we focus on our LO Days which are spread throughout the year on our school calendar. We focus on positive development where the boys will be engaging in lifelong skills, values, attitudes and the knowledge to enable them to use these tools to make informed decisions. We also focus on what is relevant for the boys in the world and develop discussion-based content. We encourage the boys to engage with one another and often have dedicated tutor–group time for boys to talk and share ideas and opinions. The subject, Life Orientation, is comprised of the following focus areas: Life Skills, Health Education, Religion Education, Human Rights Education and Personal Development. Life Orientation has the potential to realise the following: •
The involvement of all boys in holistic learning as a lifelong experience.
•
The recognition of the importance of Life Orientation in contributing to an improved self-esteem, cultivating interpersonal skills, showing respect for culture diversity and promoting healthy lifestyles.
The key ideas are grouped into nine topics: • • • • • • • • •
Personal growth and development Relationships Spiritual development and beliefs Rights and responsibilities Life and decision-making skills Career and other opportunities Health promotion Human movement and Physical activity Entrepreneurs and Social Environmental Entrepreneurs
Life Orientation is instrumental in promoting a meaningful lifestyle for each boy. There is a bright future for this learning area, which provides time to promote the values, attitudes and skills all our boys need to succeed in life.
9
MATHEMATICS
Subject Head – Ms Geraldine van der Westhuizen
It is compulsory for all Grade 10 learners at Wynberg Boys’ High School to take Mathematics. Mathematics is essential for those who plan to pursue tertiary studies in fields such as engineering and the sciences, financial and commercial degrees and other courses which require a mathematical foundation. The current CAPS Mathematics course is quite similar to the Mathematics syllabus which was revised in 2006. It includes topics (such as Euclidean Geometry) which were excluded from the core Grade 12 Mathematics Examinations from 2008 - 2013. It also includes topics (such as Probability) which are new, exciting topics in our South African syllabus, but which, for many years, have been part of the school syllabus in many other countries. At Grade 8 and Grade 9 level, Mathematics is actually more demanding than many learners (and their parents) realise. Often, when we find that a learner is concerned about the fact that he is performing poorly in Mathematics, further discussion on the issue reveals that he does not make the best use of his time in class, he sees homework as something to be completed only if his busy schedule allows, and he does not take advantage of the Academic Institute sessions offered by staff after school. Unfortunately, junior learners are often unable to appreciate the fact that the amount of effort they put into Mathematics during high school will have a profound influence on what they do beyond Grade 12. Perhaps the wisest decision that a Grade 9 learner can make right now, with regard to his Mathematics, is choosing to ensure that he makes a sincere effort to produce the best results he possibly can over the next few months. He will not only reap the benefit of his effort in the upcoming examinations, but he will also ensure that he gives himself the best possible foundation on which to build over the next three years. A firm foundation in junior Mathematics is the key to success in Mathematics at Grade 12 level. On the other hand, any learner who does not work hard to ensure that he leaves Grade 9 understanding the vital basics of Mathematics, is in for a long, tough uphill climb, in Grade 10 and beyond. Wynberg is fortunate to have a well-qualified, experienced and dedicated Mathematics Department. Opportunities exist beyond the core syllabus for boys to participate in Olympiads, the UCT Mathematics Competition and various inter-school events, talks and competitions. Wynberg offers the IEB Advanced Programme Mathematics in Grade 12 for capable and committed learners keen to extend their knowledge and skills in the subject. This is very useful for those continuing with Mathematics at tertiary level.
10
SUBJECT ELECTIVES OFFERED IN THE SENIOR HIGH SCHOOL PHASE (FET) ACCOUNTING
Subject Head – Ms Lisa Brady
A bit about the subject At school, Accounting consists of three main topics: Financial Accounting, Managerial Accounting, and Management of Resources. Initially the primary focus of the subject is on basic concepts and book-keeping, and procedures needed to maintain good internal control within a business. However, as the learners progress, the focus moves away from book-keeping to preparation of financial statements and the analysis and interpretation thereof. Accounting develops critical thinking and problem-solving abilities relevant to real-world application. By matric, learners will be able to analyse and interpret financial results of public companies listed on the JSE. Time is also spent examining ethical practices, forecasting and budgeting, and a variety of other topics. Regardless of future career choice, a solid understanding of Accounting will always benefit you because you will be able to apply the knowledge in your personal and professional life. Given the need for entrepreneurs who understand the mechanisms of finances in SA, you will make yourself real-world ready. Career opportunities with this subject • • • • • • •
Chartered accountant/auditor Financial accountant/managerial accountant/cost accountant Bookkeeper Company secretary Forensic accountant Stockbroker Any entrepreneurial venture
Things to note Much like Mathematics, Accounting builds on itself from Grade 10 through to Grade 12, so it is very important that boys work hard and consistently right from the beginning, or they will find themselves struggling. Good Mathematics results are not strictly required, but there is a strong relationship between boys’ marks in Mathematics and their marks in Accounting. Accounting is not required for any university courses, but it does provide a valuable insight into the accounting processes used in the real world and has many useful, practical applications. It also provides a solid foundation for any commercial, financial or entrepreneurial degree.
11
CONSTRUCTION
Subject Head – Mr Stefan Potgieter
A bit about the subject Construction focuses on concepts and principles in the built environment and on the technological process. It embraces practical skills and the application of scientific principles. This subject aims to create and improve the built environment to enhance the quality of life of the individual and society alike and to ensure the sustainable use of the natural environment. Construction focuses on the development of concrete and brick structures in the built environment. It focuses on materials and the way they are used to provide infrastructures in the development of sites, taking into account environmentally friendly technology. Career opportunities with this subject • • • • • • • • • •
Building inspector Quantity surveyor Architect Draughtsperson Building surveyor Engineering technician (Civil) Engineering technologist (Civil) Civil engineer Roof specialist Civil technology educator
Please note: If you choose Construction, you must also choose Physical Sciences and EGD.
Things to note The aim of this subject is to develop the skill levels of learners from Grades 10 – 12 to such an extent that they will be able to enter university or a career pathway at a Further Education and Training College immediately after obtaining the National Senior Certificate. Through the integrated completion of theoretical work and the practical assessment tasks (PAT), skills in respect of the following will be developed: • • • • • • •
Safe working practices Good housekeeping First aid practices Interpretation of working drawings Erection of structures Working with accurate measurements Workshop practice
Knowledge of subject principles, combined with applied skills, equips this learner with a unique set of skills, placing him apart from other learners and in a category much desired by industry, tertiary institutions and entrepreneurs. Learners with Construction as a subject fare markedly better during the first two years at tertiary level when studying engineering than learners without this background, giving them an advantage over their peers.
12
ECONOMICS
Subject Head – Mr Michael Engelbrecht
A bit about the subject The subject covers a wide range of work including the price mechanism, the public sector, international trade, inflation, employment and development economics. Economics would obviously be suitable for a pupil wanting to follow a career in commerce, such as a Bachelor of Business Science, but offers useful life skills to all. Economics is a tough academic subject which tests both knowledge as well as application of that knowledge. Pupils are required to be mathematically proficient and an ability to express information in the form of an essay is essential for success. Career opportunities with this subject • • • • • • • •
Data analyst Community Development Politician Economist Financial risk analyst Investment analyst Statistician Stockbroker
Things to note After studying the three-year course, the learners will be able to: •
analyse the use of resources efficiently to satisfy the competing needs and wants of individuals and of society;
•
understand the concept of monetary and real flows in an open economy within the confines of production, consumption and exchange;
•
develop skills to apply demand and supply, and cost and revenue analyses to explain prices and production levels;
•
understand reconstruction, growth and development, as well as a critical approach to initiatives for a fair distribution of income and wealth, human rights, and responsibilities;
•
acquire an advanced Economics vocabulary that will allow them to debate and communicate the essentials of the subject;
•
apply, in a responsible and accountable manner, principles that underlie basic economic processes and practices;
•
explore a variety of methods and strategies to analyse and explain the dynamics of markets;
•
collect, analyse and interpret production, consumption, and exchange data as well as other information in order to solve problems and make informed decisions;
•
understand human rights concerns, reflect on the wealth creation process, and engage in poverty alleviation;
•
analyse and assess the impact of local and global institutions on the South African economy, and
•
explain economic events and forecast their consequences or predict likely future outcomes.
13
Electrical Technology - ELECTRONICS
Subject Head – Mr Stephan Pretorius
A bit about the subject Electrical Technology focuses on the understanding and application of electrical and electronic principles. The subject focuses on three main areas of specialisation, namely: • Electrical (Power Systems) • Electronics • Digital Electronics The one we have opted to focus on is Electronics. Knowledge of subject principles, combined with applied skills, equips the electrical technology learner with a unique set of skills, placing her/him apart from other learners and in a category much desired by industry, tertiary institutions and entrepreneurs. The aim is to develop the skills levels of learners from Grades 10 – 12 to such an extent that they are able to enter a career pathway as soon as possible. What skills are tested in electronics? Through the integrated completion of theoretical work, practical assessment tasks (PAT) and simulations, the following skills are developed: • Safe work practices • Good housekeeping • First aid practices • Reading and interpreting circuit diagrams from symbols to application • sourcing components • constructing circuits • Installation, testing and troubleshooting of circuits • taking measurements • Workshop practice Career opportunities with this subject Electrical Technology unlocks a world of potential to any learner taking the subject. Due to the nature of electrical technology, it is easy and relatively cheap to set up and operate an electrical/electronic/digital workshop at home for the purpose of starting a business or to practise a hobby for personal gain. • • • • • • • • • • • • •
Electrical fitter Electrical or electronic engineer or technician Electrical draughts person Electrical or electronic technologist Digital/Software engineer Academic in the field of Electrical Technology Electronic mechanic Auto-electrician Electrician Radio technician Cell phone technician Communication technician PLC programming expert
14
Please note: If you choose Electronics, you must also choose Physical Sciences and EGD.
• • • • • • •
Electronics programming engineer Computer technician Robotics engineer Mechatronics technician Installation electrician Production manager Sound and light engineer.
Things to note The type of person who would enjoy this subject is someone who enjoys turning an idea into reality; starting with a design on paper and figuring out how to make this idea an actual project. Someone who likes to tinker with electronics and enjoys opening devices to find out how they operate and one who is intrigued by technology and the whole integration thereof into our world should also consider this subject. Ultimately if you are interested in becoming an electrical engineer one day, then this subject will help you make that decision.
(Images take from: https://www.ecs.soton.ac.uk/postgraduatetaught/eee_msc; http://theconversation.com/us/topics/consumer-electronics-2225)
15
ENGINEERING GRAPHICS AND DESIGN
Subject Head – Mr Stefan Potgieter
A bit about the subject Engineering Graphics and Design is a combination of lines, symbols and signs used to render services and design processes and systems that contribute towards economic growth and enhanced quality of life. This subject encourages and enhances critical thinking and problemsolving skills. It teaches the basic knowledge and skill to be able to communicate graphically in the technical, architectural and engineering world. Communicating graphically is a necessity in certain fields and it is important to ‘speak’ this language. Below is an extract out of the National Curriculum and Assessment Policy Statements (CAPS): Engineering Graphics and Design (EGD) teaches internationally acknowledged principles that have both academic and technical applications. The emphasis in EGD is on teaching specific basic knowledge and various drawing techniques and skills so that the EGD learners will be able to interpret and produce drawings within the contexts of Mechanical Technology, Civil Technology and Electrical Technology.
Designers use drawings when developing ideas. Well-prepared engineering drawings are used to communicate with manufacturers of components and devices. These drawings describe products and include instructions about manufacturing, assembly and operation. Clear, complete and accurate drawings help to prevent expensive and/or dangerous mistakes. Career opportunities with this subject • • • • • • • • • • • • • • • • • • •
Architecture Most engineering fields (e.g. Civil, Mechanical, Aviation, Maritime, Agricultural, Mining, etc.) Medical technician Industrial designer Interior designer Landscape architect Quantity surveyor Building management City planner Land surveyor Teacher Graphic illustrator Jewellery designer Model builder (scale models) Draughtsperson (e.g. Steel structure, Architectural, Civil, Design, Electrical, etc.) Technicians Most manufacturers Most artisans CAD system operator
Things to note While we encourage all students who have an interest in design to consider the subject, it is important to note that EGD is a lot of work that requires one to be punctual, organised and detail orientated. It is a time-consuming subject so students need to have good time management skills, be self-motivated and able to work under pressure. Neatness and precision are also important factors when constructing drawings, so students must be willing to work hard and produce something of which they feel proud.
16
GEOGRAPHY
Subject Head – Mr Chris Rushby
A bit about the subject The study of Geography provides a pupil with useful knowledge, various skills and helps him to formulate opinions on many current issues affecting modern society. Most pupils tend to enjoy the subject as it is tangible and can be integrated with most of their other subjects. Besides learning a valuable body of information regarding geographical processes that shape the world around them, students will also acquire a number of useful skills including data analysis, research and problem-solving techniques, mapwork skills, and the ability to interpret various geographical understandings of the world. Career opportunities with this subject • Geology • Climatology • Urban Planning • Tourism • Oceanography • Education • Cartography • Environmental Management • Geographical Information Systems (GIS) • Park Ranger • Soil and Water Conservationist • Soil Scientist Things to note A student should be achieving more than 50% for Geography in Grade 9, as the Academic standard increases substantially in Grade 10. A reasonable grasp of Mathematics is also preferred (because various elementary Mathematical and statistical techniques are used in the different sections) but is not essential.
(Images taken from https://xkcd.com/1472/ https://timeforgeography.co.uk/)
17
HISTORY
Subject Head – Mr Alan Herbert “Study the past if you would define the future” [Confucius]
A bit about the subject History is tailor-made for any individual with an insatiable desire to garner an understanding of modern-day local and global current affairs and politics. Those who love to travel, to read Time Magazine and National Geographic, to watch 24-hour news channels and to engage in fireside debates will find senior grade History richly rewarding as topics ranging from the state of the nation to the on-going crisis in the Middle East and Donald Trump’s influence as US President receive in-depth analysis, discussion and focus. History is, in essence, the proverbial thinking man’s subject and will enable young men to assume an informed role within our everevolving contemporary society. Career opportunities with this subject •
Historian
•
Archaeologist
•
Media, writing and journalist
•
Lawyer
•
Politician
•
History should not be overlooked by boys considering a business-orientated career either. The 21st century is characterised by business deals with an endless array of countries and cultures; History will ensure that boys enter the business sector with a far better understanding of the countries and cultures with which they will be potentially trading. The revised curriculum has been specifically tailored with the global economy in mind and provides an attractive balance to commerce and science-dominated senior certificates.
Things to note A firm command of the English language will prove useful. History will require analysis, research, critical thinking and, in essence, the ability to construct a meaningful argument (and counterargument) in response to the myriad essay-type questions posed. Boys, therefore, who have struggled with English during Grade 9 may find History in the senior grades challenging. Remember: one tends to excel in subjects where one’s interests lie. History should receive serious consideration if enjoyed in Grade 8 and Grade 9. It should be noted too: gone are the days of poring over moth-eaten textbooks in the hope of memorising dates. The study of History has evolved to test one’s ability to foster argument – and counter-argument – through a well-developed knowledge of past and current local and global affairs.
18
INFORMATION TECHNOLOGY
Subject Head – Ms Mariano Badiali
“Teach boys how to code and you give them a skill for life.” – Prisci Naidoo A bit about the subject We live in a complex world, one in which technology plays a major role and where more jobs require computer skills. IT involves both coding and computational skills, which are nurtured in our very creative and innovative classes. This is a necessity if you are to compete for the jobs of the future and live successfully in a world where technology will be integrated into every part of your personal and professional life. Learners are taught advanced computational skills – as well as all-important critical thinking abilities which will prepare them for a 21st century job. The IT syllabus is essentially made up of two parts: Practical and Theory. The practical half of the syllabus is based on learning how to program in Delphi which requires analytical, logical and problem-solving skills. “I think everybody in this country should learn how to program a computer — because it teaches you how to think.”— STEVE JOBS, THE LOST INTERVIEW The theory half of the syllabus deals with computer hardware and understanding how computers do what they do. What is RAM? How does a CPU function? How does the internet transfer information? We also look at the social impact of computers – piracy and other ecrimes as well as how one should behave “online”. Learners are taught to keep abreast of emerging new technologies and current trends for example ‘The Internet of Things’, Robotics and Self-propelled vehicles. Learners have the opportunity to create and develop their own software as part of their PAT (Performance Assessment Task) which comprise 25% of their mark for the year. Wynberg provides a solid foundation to prepare learners to enter tertiary institutions and study careers in the field of computers. Career opportunities with this subject • • • • • • • • • • • • •
Information systems Computer Engineering IT consultant Computer science Cloud architect Computer forensic investigator Health IT specialist Mobile application developer Web developer Software engineer Information technology vendor manager Geospatial professionals Data Modeler
Things to note A good grounding in Mathematics and English will enable a student to comprehend and interpret complex problems and thus students considering this subject should aim for 60% and more in English and Mathematics.
19
LIFE SCIENCES
Subject Head – Ms Lauren Cleophas
A bit about the subject Life Sciences is the scientific study of living things from molecular level to their interactions with one another and their environments. By the end of Grade 12, students should have acquired a thorough understanding of important life processes in plants and animals, the ability to use the correct methodology required in proper scientific investigation, research skills, an understanding of the major issues confronting our society, and the role that they can play in solving many of society’s pressing problems. A very strong argument can be made that addressing the world’s most pressing issues (for example the spread of viral diseases, starvation, under-nutrition, global-warming, overpopulation, loss of natural resources, type II diabetes, obesity) will largely be solved by research in such areas as biotechnology, virology, ecology, marine biology, and genetics—all of which are inextricably linked to Life Sciences. Much of the current Life Sciences Syllabus from grades 10 – 12 focuses on these fields of study and thus provides the boys with an inkling of the possible careers which they may wish to pursue in the future. Numerous practical approaches are used in our teaching such as model-building, dissections, pupil presentations, computer research, plant experiments, field work, simulation games, microscope investigations, group presentations, and computer enrichment and assessment. Career opportunities with this subject • • • • • • • • • • • • •
Biomedical Research Ecology Education Health care Genetic Counselling Genetic Epidemiology Health Administration Occupational Therapy Pharmacy Physical Therapy Psychology Public Health Veterinary Medicine
Things to note Succeeding in Life Sciences requires a commitment to regular revision, disciplined study, concentration in class, good group-work habits, and the meeting of deadlines. Motivated pupils with self-discipline will cope well and enjoy the subject.
20
MUSIC
Subject Head – Mr Richard Haigh
A bit about the subject Music is the art of organising sounds and silence, expressing intellectual, emotional and spiritual aspects of human experience. Music is an art form that can be combined with other forms and is often enhanced by technology. It can communicate a broad range of moods and ideas and is essentially the universal language. Music has the power to unite groups and to mobilise community involvement for the improvement of quality of life, social healing, and affirmation of human dignity. When taking music as a subject you will: • Develop performing skills to demonstrate an understanding of musical elements, style, interpretation and expression; you will receive an hour of one-on-one practical lessons, each week, with a specialist teacher. • In the subject music class, you will develop the theoretical skills to understand, write and arrange music – using music technology as well. • In the subject music class, you will learn about the history and development of Western Classical Music, but also delve into Jazz, Contemporary and African music. • Learn to work with others, as music requires teamwork. This is achieved through participation in one or more of our choirs/ensembles. Career opportunities with this subject • Music performer • Music teacher • Music therapist • Composer • Band/Gig musician • Sound technician, broadcasting/film/video • Broadcast engineer • Music events manager • Radio producer • Theatre stage manager Is it worth taking music as a subject, when I know I will not study Music at University? Absolutely! Music as a subject is extremely highly regarded by universities as it is a demanding and multi-faceted subject. So, this is understood when pupils apply to other faculties and music is seen as one of their matric subjects (the Medical School produces its own orchestra each year due to the high number of musicians in the faculty). Taking music allows the pupil to participate both academically and practically in something they enjoy, and when that happens, the potential to gain a solid mark in matric is heightened. Things to note To continue with Music as a subject in Grade 10, the following are required: PRACTICAL: All instruments minimum Grade 3 level achieved by the end of school Grade 9. THEORY: Pupils must have sound knowledge of theory (Grade 3 level). It is highly advised that the person who chooses this subject is motivated, enthusiastic and passionate about music. They need to have a good memory and be self-disciplined and organised enough to practise their instruments on a regular basis. One of the most rewarding aspects of this subject is that students have the freedom to express themselves through their music, which goes a long way in dealing with the stresses and demands of modern-day life.
21
PHYSICAL SCIENCES
Subject Head – Mr Graham James
A bit about the subject Physical Sciences provides the foundation for students to ask the big questions about the nature of the universe, from the scale of atoms and quarks all the way up to our own galaxy, and everything in between. Students will learn to understand the hidden workings of the world around them; communicate their ideas in a scientific context; conduct experiments, analyse data and draw meaningful conclusions; think creatively about real-world problems; and understand the role that science and technology play in today’s world. The subject is divided between physics and chemistry, and students will have many opportunities to perform experiments for themselves in both disciplines, which, together with tests and other forms of assessment, will form a part of their year mark. While it is important that students have a basic competence in Mathematics, curiosity is essential, and students are encouraged to ask questions, as this is the very nature of scientific inquiry. While Physical Sciences is not necessarily the difficult subject that it is often made out to be, it is vital that students work consistently throughout the year, as it is not a “cram” subject. It is no surprise that Physical Sciences is seen as a gateway subject for university. Successful science students will have shown that they are able to problem-solve, work hard and engage with abstract concepts. These are all critical attributes for someone wanting to pursue tertiary studies, and many courses require that students have taken Physical Sciences. Career opportunities with this subject • • • • • • • • • • • • •
Biodiversity and Ecology Human Life Sciences (Medicine, Audiology, Physiotherapy, Occupational Therapy etc.) Molecular Biology and Biotechnology Sport Science Geoinformatics Chemistry Earth Sciences Physics Mathematical Sciences Archaeology Computer Science Statistical Sciences Food Science
Things to note Scientific procedure is one of the many skills which needs to be focussed on during the school journey in order to fully prepare for university studies in the fields mentioned above. Physical Sciences is a subject which allows the student to get a basic understanding of the world around them even if they do not decide to follow this field of study at university. We strongly recommend that should your son not attain at least 55% for Mathematics in Grade Nine, that Physical Sciences not be included as one of their subjects changes. Please look realistically your son’s June results to make this decision. VISUAL ARTS Subject Head – Mrs Mandy Colman
22
A bit about the subject Visual Arts covers a broad field of creative practice that involves the hand, the eye, the intellect and the imagination in conceptualising and creating two-dimensional and threedimensional artworks, objects and environments which reflect the aesthetic, conceptual and expressive concerns of individuals or groups. The subject is about self-expression and offers learners a way to engage meaningfully with, and respond to, their world. Art enhances many other fields such as Science, Information Technology and Mathematics. The internet has created an explosion of opportunities for digital designers and multi-media artists. Learners are encouraged to explore traditional and contemporary media such as Instagram, Photoshop video, installation work and incorporate this into their projects. Fine artists can reach a worldwide market at the click of a button by posting works online - creating their own website or joining existing websites. Career opportunities with this subject • • • • • • • • • •
Artist Teacher Animation artist (3D and 2D) Architect Draughtsperson Web designer Graphic designer Project co-ordinator Interior design Film industry
Things to note There are many reasons why making the choice to study Visual Art as a matric subject is a wise one. Art is a subject that challenges and extends learners on many levels. Students will be encouraged to be an individual, independent thinker and a problem solver, to think logically and laterally. The subject is made up as follows: PAT (practical assessment task): 75% of the subject mark. This section involves honing technical skills, sourcing online tutorials and practising them in class and in your own time. Investigating old and new materials and working out how to create artworks with them. You will be required to THINK and MAKE your own solutions. In Matric you are required to put together an exhibition of your most successful pieces, your final Exam PAT set by the WCED and your process work accumulated over the three years of your final FET phase. VCS (Visual Cultural Study) makes up the other 25% and involves analytic, critical and logical thinking skills which culminate in pupils being able to produce well-structured and insightful essays. Coursework teaches pupils self-discipline and time management as they manage and meet deadlines for PAT and VCS components. View this video clip by Wynberg Old Boy Richard Bolland, a successful animator and studio owner: https://www.dropbox.com/s/hmg4rtgkynexrlb/StudioBollandWynberg.mp4?dl=0
23