Education Update || 12 by Western Cape Education Department

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Newspaper of the WCED MARCH 2012 Issue 12

Left: A mother walks her daughter to school. The department encourages more active parental involvement in building a culture of excellence in schools.

Ready, steady, vote! The 2012 School Governing Body elections are well underway in the Western Cape. The elections began on Thursday, 1 March, and were due for completion by the end of the first term, on Friday, 23 March.

“S

chool governing bodies have a key role to play in building a culture of excellence in schools”, said Western Cape Education Minister Donald Grant. “The importance of SGBs should not be underestimated. The SGB represents all sectors of the school community: parents, educators, non-teaching staff and learners in Grades 8 – 12. “They have major responsibilities which they exercise on behalf of schools, including; determining the admission and language policies of schools and the code of conduct for learners, the drafting of the school budget and, with the support of parents, determining the schools’ annual fees. “Of crucial importance is the fact that the SGBs interview and nominate educators and principals for appointment by the WCED to schools. They also have a key role to play in building a culture of excellence in our schools.” A Provincial Electoral Team, established by the department, worked in partnership with electoral teams in the districts and at schools to ensure that all schools were ready for the elections. Redewan Larney, the provincial coordinator, said by Wednesday, 15 February all electoral officers received training. He said schools had finalised the voters’ roll of all eligible voters at their individual schools. Tim Gordon, National CEO of the Governing Body Foundation, said schools were putting in a lot of effort to be ready for the third biggest democratic process in the country after local and national government

elections. “There is a strong move on various levels to ensure a quorum (of 15% based on the number of parents at a school) at the election meeting and that people with the requisite skills are nominated to serve on the governing body.” Gordon said schools should guard against failing to get a quorum because it lends itself to manipulation or an unrepresentative election. Paul Colditz, CEO of the Federation of Governing Bodies of South Africa (FEDSAS), advised schools to organise events involving learners around the election date to ensure maximum parental participation. He said to guarantee a transparent and representative election all role players should create awareness regarding the election and the importance of parental participation in electing candidates who will ensure their schools run efficiently. Colditz said FEDSAS organised a number of training sessions in April and May for SGB members in the Western Cape.

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The provincial department will also provide extensive training to the new SGBs so that they have the knowledge and skills they need to govern their school successfully. Danie Thiart of the South African National Association for Specialised Education said the majority of the 75 special schools in the province reported that their preparations for the coming elections were well underway. He said schools welcome the idea that all elections will be in March and not in June of this year. Denise Ontong of the Paarl SGB Association said she hoped the fact that the elections are taking place in March this year, and not during the winter months like in the past, will boost the attendance figures. “In the past schools battled to get parents to attend the election meetings. It is also important that the right people are elected to serve on the governing body and that the training for SGBs take the socio-economic conditions and education levels of parents into account.”

news

Western Cape scores national teaching awards

Class of 2011 NCS results and awards

See page 3

See page 4

ELECTION MEETING IDEAS School principals have given some ideas to get parents to an election meeting:

s tress the importance of the elections in a letter, send out at least 3 reminders by letter

and/or SMS bundles to remind parents, arrange a learners’ item at the event,

have a PTA evening on the same night, i nvite a special guest speaker for part of the evening, a rrange an information evening for parents – inform them about vital organisational matters at school, arrange the election during a Friday

afternoon or Saturday morning to allow more parents to attend, spread the election over 1 full day to

make it more easier for parents to become involved – especially in the rural areas.

insight

sport

Readiness of grade R learners

Cricketer triumphs with bat and ball

See page 10

See page 16

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MARCH 2012

2011 systemic test results to benchmark progress

he Western Cape Education Department has reviewed its Grade 3 literacy and Grade 6 language tests to bring it in line with international standards. The department approached the Centre for Evaluation and Assessment (CEA) to update and evaluate the existing testing instruments to ensure that they remain relevant, credible and in line with the curriculum and the changing school system in which schools operate. In the Grade 3 Literacy and Grade 6 Language tests, the CEA felt it was necessary to expand the tests, as well as increase their levels of difficulty so that they are in line with international experience and best practice. Because of the changes made, it was no longer possible to make comparisons between past Literacy and Language results and the most recent results. Announcing the results at a media conference, Western Cape Education Minister Donald Grant said the systemic tests helped to identify schools and areas where literacy and numeracy performance was both weak and strong. The results enabled the department determine what kind of remedial action was required. In order to guarantee the independence of the tests, the systemic tests were administered by outside service providers.

In 2011, over 239 000 Grade 3, 6 and 9 learners took part in the tests. This was the second year in a row that all three Grades were tested, following a pilot in Grade 9 the previous year. The systemic tests have a pass requirement of 50%. Education Head Penny Vinjevold said the levels of literacy in Grade 3, 6 and 9 were still at unacceptable levels. 30.4% of Grade 3 learners achieved 50% or more, 31.5% of Grade 6 learners passed and

“In order to guarantee the independence of the tests, the systemic tests were administered by outside service providers. “ the language pass rate for Grade 9 learners stood at 44.2% She said it indicated that learners were not reading enough complex texts with comprehension and were not writing long enough paragraphs. The 2011 results will now be the benchmark for future comparisons. Schools, however, can still make comparisons regarding their own performance in relation to that of other schools by looking at the district and provincial perform-

E D U C AT I O N C O U N C I L

ance ratio. A pilot for Grade 9 was conducted in 2010, with the first tests being written in 2011. Therefore the results of the Grade 9 language and mathematics tests of 2011 will also set new benchmarks for future comparisons. While there were slight changes made to the Grade 3 numeracy and Grade 6 maths test instruments the CEA indicated that comparisons can be made when assessing improvements within the system. Vinjevold said the department was pleased that even with the more difficult tests, the Grade 3 Numeracy results stabilised at 47.6% and Grade 6 saw an “evening out” at 23.4% from 24.4% the previous year. She added that the Grade 9 results of 10.4% did not come as a surprise given South Africa’s on-going struggle to improve mathematics literacy. Interventions will include developing teachers’ knowledge and skills in the areas of language and maths, making schools text-rich, improving classroom practice through the use of workbooks and ensuring that learners do more language and mathematics exercises.

Schools that produced excellent results and those that have shown the greatest improvement in the 2011 provincial tests were honoured at an awards ceremony. The full list of award winners is on Page 13.

news in brief

The Western Cape Education Council had its first full sitting in February. Standing: Prof A Fataar, Mr M Ndzuzo, Mr D Millar, Mr S Duffet, Mr S Schlesinger, Mr E Wolf, Mr J W Groenewald, Mr D Thiart, Mr I Mdenyelwa, Mr L Africa. Seated: Mr V Wood, Adv L Coleridge, Mr B Schreuder, Dr E Fullard, Prof B Figaji, Prof D Reddy, Mrs D Februarie, Mr A Lewis, Ms N Badsha

PA R E N TA L I N V O LV E M E N T C A M PA I G N The Western Cape Education Department initiated a campaign which includes the display of a number of billboards and banners in targeted areas around the Western Cape, which highlight the role parents play in education, by assisting and encouraging their children to practise reading, writing and calculating everyday. Western Cape Education Minister Donald Grant visited the Gugulethu Square shopping mall where he interacted with parents outside one of the doors that displays this message. He handed out a personal letter to parents explaining the roles they can play in building their child’s reading, writing and maths skills.

Above: Learners made thank you cards to express their excitement and gratitude about the new bags and stationary.

WCED delivers science kits, school bags and stationery to some of the province’s poorest schools Schools have expressed their gratitude to the Western Cape Education Department for equipping underprivileged learners with school bags and stationary. Some schools also received science kits. Learners in Grades 1 to 3 at 301 Quintile 1 schools received bags with writing books, pencils, crayons, rulers, etc. and for the Grade 3s, a dictionary. Western Cape Education Minister Donald Grant personally handed out backpacks at Ekuthuleni Primary School in Bloekombos, Kraaifontein, on the first day of school. Grant said the department wanted to ensure that each learner has the means to carry their school homework, textbooks and workbooks home for further study and reading. The cost of the project was R3.2 million. In order to make schools text-rich environments, the department rolled out over 2 million textbooks and reading books to schools at the end of last year, particularly in the Foundation Phase grades and Grant said the department wanted to ensure that these books are fully utilized every day. Edgar De Bruyn, the principal of Prospect Primary School in Ashton, said the learners were very thankful for the bags and stationary. “A large number of our learners cannot always

afford all the school requirements, but you have made it possible for our teachers to start teaching on the first day of school.” Learners at the school made thank you cards to express their gratitude. A total of 217 Quintile 1 schools received a mobile science kit to support and improve the teaching and learning of science in poorer schools in the intermediate phase. The kit consists of a steel cabinet on a mobile trolley which contains a variety of items such as glass beakers, gas burners, tubes, evaporating dishes, funnels and boiling flasks.

“A large number of our learners can’t always afford all the school requirements.” The contents were prescribed by a Senior Curriculum Planner in consultation with lead teachers and Curriculum Advisors. The total cost of the project was R2.9 million. Grant said one of the WCED’s objectives was to increase the number of learners taking subjects like Mathematics and Physical Science, as well as improve the quality of passes in these areas. Thula Batyi, the principal of Bloekombos Primary School in Kraaifontein, said: “The kits will be a golden opportunity for learners to understand science concepts and learn from a practical point of view.” He said the school will make sure that the kit is used by learners. “We are looking forward to training provided by Curriculum Advisors on how to use the equipment, conduct experiments, as well as all the necessary safety precautions.”

Left: Learners at Ekuthuleni Primary School couldn’t wait to take possession of their new bags and stationary.

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MARCH 2012

AWARDS

Western Cape scores in national teaching awards Western Cape teachers won in two categories and came third in another category in the National Teaching Awards. The awards ceremony was broadcast live on SABC 2 from the Sandton Convention Centre, Gauteng, on Thursday, 23 February 2012.

t was the first time that the

National Teaching Awards, now in its 13th year, was broadcast live. The star studded ceremony was the culmination of a process that started out with schools nominating teachers and principals who go above and beyond the call of duty. Nominees progressed from district finals to regional/ cluster finals to provincial finals and the national award winners were determined during a national adjudication process. Western Cape Education Min-

Excellence in Primary School Teaching:

Excellence in Adult Basic Education:

B ernadette Bailey of the Worcester Community Learning Centre (CLC) was named the winner in the category Excellence in Adult Basic Education and Training. Bailey said it was a team effort and that she was very honoured to represent the district and the province. Bailey has been credited for a substantial increase in the number of learners who have enrolled at the Worcester CLC. The Centre comprises of 13 sites and provides learning opportunities to 1371 learners from Levels 1 - 4 and Grade 12. “Adult Education is a calling and I am very thankful for all the role-players who made this possible,” Bailey said. ister Donald Grant congratulated the winners and the nominees. “Your contribution to education and the public status of the profession is highly valued.

These National Teaching awards which you have received are undoubtedly lifting the profile of teaching as a key profession in South Africa.

Excellence in Special Needs Teaching:

Leigh Dunn of Formosa Primary School in Plettenberg Bay won in the category Excellence in Special Needs Teaching. He expressed the hope that the title would give him a platform to raise awareness of the plight of special needs teachers to provide equal education opportunities for children with learning barriers, disabilities and special needs. “We must acknowledge learners with special needs because they are our future leaders.” Dunn said his surprise at winning the category reminded him of his motto that even the smallest star shines in the dark and that teachers should also never underestimate the potential of the children in their care.

“You have all done yourselves and the people of the Western Cape proud!”

“lifting the profile of teaching as a key profession in South Africa.”

Aletta du Toit of Hexvallei High School in De Doorns was third in the category Excellence in Primary School Teaching. She described the accolade as the highlight of her 25 year career in education. “I am very thankful towards the school where I have taught my whole career for the opportunities to develop as a teacher. The competition was very stiff and to be a runner-up is a huge privilege and a great reward for years of hard work.”

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W estcott P rimary S chool wins national health y schools competition A drive to promote physical activity and good nutrition amongst learners has earned Westcott Primary School in Diep River R25 000 in prize money in the Vitality Healthy Schools competition. Discovery Vitality introduced the competition for the first time last year to see which school has launched the best initiative in 2011 and played a part in making their school a healthier environment. More than 50 schools entered the competition with Westcott judged as the healthiest.

“Initiatives at the school included a vegetable garden that was developed and tended by the Grade R teachers and learners. “ “We are thrilled with our school’s achievement in winning this competition,” said Westcott principal John Robertson. “This is a huge team effort by all staff, parents and children,

but special mention must be made of Ms (Liezel) Benjafield and her Grade 4A class, who were responsible for entering our school into the competition.” Robertson said the school was committed to nurture and develop a healthy environment for the boys and girls, staff and parents. “This involves health in the broadest sense of the term, including our physical, spiritual, social, emotional and mental health, as well as outreach programmes to the community.” Initiatives at the school included a vegetable garden that was developed and tended by the Grade R teachers and learners. The school was also trying to make the tuck shop healthier by selling fruit and yoghurt and eliminating fizzy drinks. Robertson said the school always had a strong programme of physical education and a full sports programme. An annual fun run is held in the second term. “The emphasis is on maximum participation.” Robertson said the school will further develop and expand on these initiatives. “The award showed us that we are on the right track.” The prize money will be used to erect an exercise track around the school field. The competition was motivated by the fact that children spend most of their

days at school making it the perfect setting to promote positive lifestyle changes. Some of the positive impacts of this approach include: C hildren will learn more effectively C hildren have a better chance of good health C hildren at a healthy school are less likely to take part in highrisk behaviours and will have better learning outcomes S taff will also benefit and learn the effects of healthier lifestyle behaviours.

update is the official

newspaper of the Western Cape Education Department.

wcednews@pgwc.gov.za Tel: 021 467 2707 Director of Communication

Paddy Attwell Editor

Millicent Merton Contributors

Eugene Daniels Craig Cameron-Mackintosh Caroline Fowler Neville Goliath Ingrid Graham Susan Hanekom Zaahida Hartley Vuyelwa Madasi Hennie Mentz Walter Mercuur Clive Minnaar Eddie Kirsten Prof Tom Park Linda Rose Sura Swart Ismail Teladia Dr van der Merwe Dr Wayne Viljoen Mike Young Design

Infestation, Tel: 021 461 8601 Above: Westcott Primary School learners with the cheque of R25 000 from Discovery.

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MARCH 2012

NSC results show systems improvement in the Western Cape

NSC Awards Western Cape Premier Helen Zille and Education Minister Donald Grant hosted an awards function at Leeuwenhof to acknowledge the outstanding success of schools and individual learners from throughout this province in the 2011 National Senior Certificate examinations.

The Class of 2011 has done themselves and the Western Cape Province proud by achieving a percentage pass rate of 82.9% in the 2011 National Senior Certificate examinations, making the Western Cape the top performing province in the country.

SCHOOL AWARDS Above: Matriculants at Leiden Secondary School in Delft were overjoyed about their results. The school improved its percentage pass rate from 42.2% in 2010 to 87.3% in 2011.

ing positively to a number of systems improvements. More children have access to schools staffed with qualified teach-

estern Cape Education Minister Donald Grant said since 2009 significant progress has been made in improving the education system and learner outcomes in this province. “In 2010 the Western Cape Provincial Government reversed a six year decline in the matric pass rate in this province. In 2011 we continued to make further improvements – increasing the pass rate even further from 76.8% to 82.9%.” He said key indicators in the province continued to show a positive trend. The pass rate in Mathematics and Physical Science improved and more schools achieved a pass rate of 90% or more while the number of underperforming schools dropped by more than 60% from 78 in 2010 to 30 in 2011. “This is a reflection of a maturing provincial education system respond-

ary improved its pass rate from 27% in 2010 to 82% in 2011 and Masiyele Secondary improved its pass rate from 34% in 2010 to 86.8% in 2011. As part of an improvement strategy, Vinjevold said there would be strong interventions in Maths, Science, Accounting and Economics and the department would address management issues at serial underperforming schools. Grant concluded by thanking all the learners, teachers, district officials and their support teams for their hard work and commitment in making these positive results a reality. “We are pleased with the overall outcome of the 2011 NSC examinations and are aware of the steps that need to be taken to improve the quality of education in the Western Cape even further.”

“This is a reflection of a maturing provincial education system responding positively to a number of systems improvements.” ers who are present, prepared and using texts and more children are at schools managed by a competent and accountable principal.” Education Head Penny Vinjevold paid tribute to the principals of Imizamo Yethu Secondary School in George and Masiyele Secondary School in Khayelitsha who in one year turned the situation at their schools around. Imizamo Yethu Second-

INDICATORS OF SUCCESS Improving learner retention The retention rate in the Western Cape (i.e. being the percentage differential between the number of learners entering the system and the number of learners writing the NSC examinations) has improved by 16.5% in the last two years, increasing from 45.2% in 2009 to 52.4% in 2010 and an impressive 61.7% in 2011. Tables 1 and 2 illustrate the year-on-year improvement that has been achieved in the Western Cape.

Table 1: Learners enrolling in the system in Grade 1

Grade 1

1997

1998

1999

2000

97 854

99 380

87 436

64 844

Table 2: Learners writing the NSC examinations

2008

2009

2010

2011

Candidates writing the  NSC examinations

43 957

44 931

45 783

39 988

% retained

44.9%

45.2%

52.4%

61.7%

Improving quality

Improving mathematics

Improving the learner

801 more learners qualified for Bachelor Degree study in 2011 than in 2010. This number has steadily increased over the last three years with the total number eligible increasing from 14 324 in 2009 to 14 414 in 2010 and 15 215 in 2011 (i.e. a percentage increase of 6.5% from 2010 to 2011). There has also been a significant improvement in the number of ‘A’ symbols (distinctions) attained in 2011 compared to 2010. The number of schools in the Western Cape that achieved a percentage pass rate of 90% or more increased from 174 in 2010 to 191 in 2011. Furthermore, the number of schools that achieved a percentage pass rate of 80% or more has increased from 224 in 2010 to 269 in 2011.

and science passes

outcomes of schools in poorer communities of the province

In 2011, 68.7% of candidates passed their Mathematics exam, compared to 66% in 2010. In physical sciences, the percentage pass rate improved substantially from 59.6% in 2010 to 65.3% in 2011 - a percentage increase of 5.7%. Reducing the number of underperforming schools

In 2011, the Western Cape managed to reduce the number of underperforming schools from 78 in 2010 to 30 in 2011. “There has also been a significant improvement in the number of ‘A’ symbols (distinctions) attained in 2011 compared to 2010.”

The percentage pass rate across Quintiles 1, 2 and 3 increased to more than 70% in 2011. Six schools in Quintile 1 improved their percentage pass rates from below 60% in 2010 to above 60% in 2011. Similarly, eleven schools in Quintile 2 and eight schools in Quintile 3 achieved percentage pass rates of more than 60%. The number of learners qualifying for Bachelor Degree study improved significantly across all Quintiles. More than 16% of learners in Quintiles 1, 2 and 3 who wrote the NSC examinations qualified for Bachelor Degree study in 2011.

CATEGORY 1 - EXCELLENCE IN ACADEMIC PERFORMANCE Awards were made to the top schools in the province (including independent schools) that have achieved excellence in academic results in 2011, based on the following criteria: Consistency in number of grade 12 candidates over a period of 3 years (at least 90%) of previous years an overall pass rate of at least 95% in 2011 % of candidates with access to Bachelor’s degree % of candidates with Mathematics passes Each school received an award of R15 000 for the purchase of teaching and learning support material. No. SCHOOL NAME

1. Rustenburg High School for Girls 2. Herschel Girls School 3. Diocesan College 4. Herzlia High School 5. Rondebosch Boys’ High School 6. Westerford High School 7. Hoër Meisieskool Bloemhof 8. South African College High School 9. Centre of Science and Technology 10. Paul Roos Gymnasium 11. York High School 12. Stellenberg High School 13. Wynberg Boys’ High School 14. Paarl Gimnasium 15. The Settlers High School 16. La Rochelle Girls High School 17. Hoërskool Durbanville 18. Hoërskool Vredendal 19. Stellenbosch High School 20. Hoërskool Overberg 21. South Peninsula High School 22. Norman Henshilwood High School

CATEGORY 2 - MOST IMPROVED SCHOOLS Category 2a: Most improved Public schools

Awards were made to schools that have shown the greatest improvement in the numbers that pass over the period 2009-2011. Improvement is measured in terms of the numbers passing. Each school received an award of R12 000 for the purchase of teaching and learning support material. No. SCHOOL NAME

1. Hector Peterson Secondary School 2. Bloekombos Secondary School 3. Leiden High School 4. Mfuleni Secondary School 5. Manzomthombo Secondary School 6. Joe Slovo Secondary School 7. Fezeka High School 8. Desmond Mpilo Tutu Secondary School 9. Usasazo Secondary School 10. Sinenjongo High School

Category 2b: Greatest Increase in numbers passing for Bachelors Degree Study

Awards were made to schools that have shown the greatest increase in the number of learners achieving access to Bachelor degree studies over the period 2009-2011. Each school received an award of R12 000 for the purchase of teaching and learning support material. No. SCHOOL NAME

1. Manzomthombo Secondary School 2. Mfuleni High School 3. Bloekombos Sekondêre Skool 4. Hoër Tegniese Skool Drostdy 5. Hoërskool Vredendal 6. Monument Park High School 7. Imizamo Yethu Secondary School 8. Bernadino Heights Sekondêre Skool 9. Indwe Secondary School 10. Rylands High School Intsebenziswano Secondary School

CATEGORY 3 IMPROVEMENT AND EXCELLENCE IN INDIVIDUAL SUBJECTS Category 3a: Improvement in Mathematics

This was awarded to Durbanville High School for the greatest improvement in Mathematics in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material. Excellence in Mathematics

This was awarded to Paul Roos Gymnasium for highest number of passes in Mathematics in 2011. The school received an award of R 8 000 for the purchase of teaching and learning support material. Category 3b: Improvement in Physical Sciences

This was awarded to De Kuilen High School for the greatest improvement in Physical Science in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material. Excellence in Physical Sciences

This was awarded to Paul Roos Gymnasium for producing the highest number of passes in Physical Sciences. The school received an award of R 8 000 for the purchase of teaching and learning support material.

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School awardS category 3c: improvement in accounting

category 3e: improvement in afrikaanS home language

This was awarded to Bernadino Heights Secondary School for the greatest improvement in Accounting in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

This was awarded to Paulus Joubert Secondary School for the greatest improvement in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in accounting

This was awarded to Fairbairn College for the highest number of passes in Accounting. The school received an award of R 8 000 for the purchase of teaching and learning support material. category 3d: improvement in engliSh home language

This was awarded to Maitland High School for the greatest improvement in English Home Language in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material. excellence in engliSh home language

This was awarded to The Settlers High School for the highest number of passes in English Home Language. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in afrikaanS home language

This was awarded to Outeniqua High School for the highest number of passes in Afrikaans Home Language. The school received an award of R 8 000 for the purchase of teaching and learning support material. category 3e: improvement in iSixhoSa home language

This was awarded to Fezeka Secondary School for the greatest improvement in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

category: learner SubJect awardS excellence in iSixhoSa home language

excellence in phySical ScienceS

Learner: Dillon Siebert School: Hoërskool Stellenberg Mark: 299 (99,7%)

Learner: Mandiwakhe Ntlabati School: Dr Nelson R. Mandela High School excellence in accounting Learner: Matthew Kabot Mark: 251 (83,7%) School: Rondebosch Boys’ High School excellence in engliSh Mark: 300 (100%) home language

Learner: Ashraf Moolla School: Rondebosch Boys’ High School Mark: 287 (95,7%)

Learner: Ashraf Moolla School: Rondebosch Boys’ High School Mark: 300 (100%)

excellence in afrikaanS home language

Learner: Shariska Muller School: Hoërskool De Kuilen Mark: 300 (100%)

Learner: Jacobus Basson School: Hoërskool Durbanville Mark: 289 (96,3%) excellence in mathematicS

Learner: Charl Du Plessis School: Hoërskool Stellenberg Mark: 300 (100%) Learner: Lisa Opperman School: Hoërskool DF Malan Mark: 300 (100%)

category: excellence deSpite barrierS to learning

Learner: Louzanne Coetzee School: Pionier-Skool Achievement: (6 Dist, incl 3 in 90s and 97% for History)

Above: Sihle Tom Special miniSterial awardS

Special Ministerial Awards were presented to Sihle Tom from the Centre of Science and Technology who contracted and combatted TB during his studies and achieved 4 distinctions in the NSC. The second candidate, Gesie Theron was battling brain cancer and had to juggle her studies with numerous chemotherapy sessions. Geisie achieved 3 A’s and 2 B’s in the 2011 NSC. Below: Gesie Theron

excellence in iSixhoSa home language

This was awarded to Hector Peterson Secondary School for the highest number of passes in isiXhosa Home Language. The school received an award of R 8 000 for the purchase of teaching and learning support material.

learnerS awardS

The top three positions in the province went to four learners. The first position went to Ashraf Moolla from Rondebosch Boys High School. Ashraf achieved seven distinctions in 2011, with a 100% pass rate in both mathematics and physical science. Two candidates from Hoërskool Stellenberg, Jani Marais and Charl du Plessis achieved the second position, and in third place was Caitlin Hayward from Herschel Girls High School.

achievementS

wced 2011 merit liSt Mohamed Yaseen Allie Catherine Sharon Andrews Salma Begum Banderker Waseem Basadien Jacobus Hendrik Basson Robert George Cloete Janitha De Kock Lauren Patricia De Waal Samuel Dodgen Charl Du Plessis WesLey Paul Du Plessis Kira Dusterwald Aaqilah Fataar Diederick Christopher Ferrandi Melissa Greeff Caitlin Anna Hayward Aayshah Jaffer Danelle Jansen Van Rensburg Matthew Ivor Kabot Maria Magdalena Malan Luyolo Maphundu JanI Marais Zikhona Matyesinii Awethu Mdayi Yasin Mohsam Ashraf Moolla Carla Lee Ann Moses Mandiwakhe Ntlabati Roderick Gareth Oliphant Lisa Opperman Saleema Paleker Justin Emille Perrang Umr Rasdien Janneke Scholtz Dillon Siebert Madre Slingers Carli Smit Johann Christiaan Van Der Walt Monique Visser Heike Werth I-Chen Wu

Above: Education Head Penny Vinjevold, Ashraf Moola, Jani Marais, Western Cape Education Minister Donald Grant, Charl du Plessis, Caitlin Hayward and Premier Helen Zille.

Rylands High School Belgravia Secondary School Livingstone High School South Peninsula High School Hoërskool Durbanville Rondebosch Boys’ High School Hoër Meisieskool Bloemhof South Peninsula High School South Peninsula High School Hoërskool Stellenberg Sekondêre Skool Malibu Springfield Convent Of The Holy Rosary Livingstone High School Diocesan College Herschel Girls School Herschel Girls School Livingstone High School Hoërskool Swellendam Rondebosch Boys’ High School Hoër Meisieskool Bloemhof Hector Peterson Secondary School Hoërskool Stellenberg Centre Of Science And Technology Naphakade Secondary School Rylands High School Rondebosch Boys’ High School Sekondêre Skool Luckhoff Dr Nelson R Mandela High School Sekondêre Skool Florida Hoërskool DF Malan Livingstone High School Cape Academy For Mathematics, Science and Technology South Peninsula High School Paarl Girls’ High School Hoërskool Stellenberg Sekondêre Skool Swellendam Worcester Gymnasium Paul Roos Gymnasium Hoërskool Brackenfell Hoërskool DF Malan Fairbairn College

tbp honours dedicated life sciences teachers

From left: Skahle Nhlanbathi, Nontobeko Mjali, Mike Erskine (from SEEDS) and Cheryl Douglas.

The Teaching Biology Project (TBP) recently held an awards ceremony to acknowledge the significant improvement in Life Sciences matric results in the Metro South Education District for 2011.

he teachers responsible for such remarkable progress in their classrooms’ were particularly credited for what they have achieved despite having to deal with poor learning environments. TBP calls this group of dedicated teachers the “Critical Friends Group” and offer support and resources to enable them to overcome their tough situations. Overcrowded classrooms and the ever-changing curriculum are just some of the issues they face – not to mention the drastic backlog of knowledge, where the basics are not being taught in the lower

grades. The founders of the group, Cheryl Douglas and Nontobeko Mjali (pictured above), have created a space for teachers to connect with one another and offer the support so vital to achieving against all odds. A healthy sense of competition was also generated with the promise of vital classroom devices such as laptops and data projectors being awarded to the most significant rise in matric results. A very deserving Nobubele Tshangana of Sinethemba in Philippi walked away with a laptop and a printer for achieving a pass rate of 72.9%,

despite this being her first year teaching matric. Skahle Nhlabathi from Masiphumelele High School in Fish Hoek received a data projector for an amazing matric pass rate of 91.2% in her class. For schools and teachers interested in gaining quality training in teaching Grade 10 – 12 Life Sciences, TBP runs workshops in March, June and September.

For more information visit www.teachingbiologyproject.org.za or contact TbP by phone (021 683 5814) or email (tbp@agei.co.za).

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special feature

MARCH 2012

telematics Schools among top achievers The 145 Telematics supported schools were amongst the top performing schools in 2011. Some schools improved their overall pass average by as much as 55%.

mizamo yethu Secondary for example, moved from 27% in 2010 to 82% in 2011. This was not surprising as the school has since the start of 2011 been managed by an enthusiastic and energetic principal, Derrick Petersen, who had been instrumental in turning things around. The Telematics project managers visited Imizamo yethu Secondary School at the start of 2011 to offer them support by providing the school with pre-recorded DVDs of the Telematics lessons. Petersen immediately made arrangements to collect a set of DVDs from the district office and learners started viewing it the following day. The school later received Telematics equipment so that learners were able to view live broadcasts and interact with presenters via satellite technology.

“the uniqueneSS of thiS programme waS that it created a platform for dialogue and interaction with the preSenterS, teacherS and learnerS via interactive internet facilitieS.” Petersen’s drive and commitment to turn things around at this school was notable. He commented that the number of learners who repeated in 2011 at Imizamo yethu could fill another high school and

undertook to change this pattern. This message of doing their best and setting goals was reinforced in learners throughout the year. It promoted positive participation and the school achieved its goal. We can only but applaud the standards he set for himself, teachers, learners and their parents. Petersen said the Telematics Intervention definitely helped. “The presenters covered the content very well. We also accommodated learners from neighbouring schools who do not have this intervention. It is new and refreshing as learners are learning from other teachers and teachers are learning as well. Learners are able to visualise the presenter’s explanation.” About his daily challenges, Petersen said he would appreciate extra infra-structure support even though “we all work hard and do not look for excuses”.

telematic StarS We spoke to two learners at Telematic Schools who each achieved distinctions in each of their seven subjects and were amongst the 100 top performers in the Western Cape. Awethu Mdayi of Naphakade Secondary scored above 90% in Mathematics, Life Sciences, Accounting and Physical Sciences. He proved that hard work paid off, despite adverse conditions both at home and at school. Orphaned at

the age of two, he and his sibling were taken in by their maternal aunt and her family. With the uncle as the sole breadwinner in a household of eight, nothing was easy. Awethu did not miss any of the Telematic sessions. The explanations and teaching aids used during the broadcasts helped him to understand the work. He said he could literally hear the presenters whilst writing the exams. Of his principal and the school he said: “The teachers worked very hard to help us. In 2011 we attended school in the morning, afternoon and evening, Telematic as well as holiday classes. Sometimes, we slept at school. My principal and teachers were always present.” He enrolled for Electrical Engineering at UCT in 2012. His advice to young people: “Nothing worthwhile comes easy…take your studies seriously, attend all extra classes and listen to your teachers.” Adwill May attended Bernadino Heights and also scored top marks in all his subjects. He claimed his school had the best teachers and principal. “They offer all their time and energy and are always willing to go the extra mile. They have our best interest at heart. However one does not realise it at the time.” These two learners bear testimony that teachers do make a difference and are appreciated by their learners.

telematicS aS an intervention Strategy The principle purpose for this intervention was to create a virtual learning environment to support teaching and learning to Grade 11 and 12 learners. Lessons were beamed via satellite technology, simultaneously to 145 schools across a diverse geographical area, from the studio at the University of Stellenbosch. These lessons were presented by practising teachers of WCED. The uniqueness of this programme was that it created a platform for dialogue and interaction with the presenters, teachers and learners via interactive internet facilities. This virtual classroom platform made it possible to reach a large number of learners and provide

them with quality individual tutoring. Learners at any one of the 145 selected schools, were able to, “interrupt” the presenter to ask questions or request a detailed explanation of the educational material, when necessary. The following subjects currently broadcast live were: Mathematics, Physical Science, Life Sciences, Accounting, Geography, English First Additional Language and Afrikaans First Language. The success of individual learners was supported by an analysis of the results of the 145 schools included in the Telematics programme. It was worth mentioning that the schools supported by the Telematics Technology were schools situated in poor communities that invariably experienced great academic

Schools supported by Telematics

challenges. In some cases, the pass rate at these schools fell far below 60% in previous matric examinations. The graphs below show the comparison between schools supported by Telematics and those not in the programme in the seven subjects included in the programme. It must be noted that there was a marked improvement in Accounting, English and Geography at the Telematics schools. It was, however, expected that the more challenging subjects i.e. Life Sciences, Mathematics and Physical Sciences would not do well, but despite this perception, the Telematics supported schools performed equally well. The Telematic Schools can be rightfully proud of their achievement and improvement shown in the 2011 matric examination.

Schools NOT supported by Telematics

intervention

I M PAC T O F T H E T E L E M AT I C I N T E RV E N T I O N O n t h e S e n i o r Ce r t i f i c a te exa m re s u l t s o f t h e 1 4 5 participating schools

The Western Cape Education Department approached the Stellenbosch University Division for Telematic Services in 2008 with the request to make spare capacity available on the Telematic platform for additional support to schools that had a pass rate of less than 60% in their grade 12 final exams. The pilot project was launched in 2009 with broadcasts in 6 subjects to 10 schools on weekday and Sunday afternoons. As a result of the very positive feedback from both learners and principals, the project was extended to a further 110 schools in 2010. To complement the real-time interactive broadcast sessions a dedicated website (Moodle) was added to enable continuous support to the learners for each of the subjects where presenters could offer additional learning material and communication possibilities for learners. In 2011 a further 25 schools were added and more than 100 hours in 7 subjects were broadcast to the 145 schools. The presenters are selected by the WCED and trained to utilize the technology platform effectively by the Telematic Services. The analysis of the 2011 WCED Senior Certificate Examination results shows a remarkable improvement in the pass rate of the Telematic-supported schools as a group, with: a noticeable reduction in the schools with a pass rate of less than 60% (underperforming schools), an increase in the number of learners who obtained a bachelor’s pass and the resulting impact of these schools’ improved performance on the overall pass rate of the Western Cape. With regard to the Telematic-supported schools, the number of underperforming schools has decreased significantly during the intervention period. Of the 10 underperforming schools that joined the programme in 2009, only two were underperforming in the 2011 exam (80% decrease), of the 75 (of 110) underperforming schools in the 2010 group, only 22 were still underperforming (71% decrease) while of the 19 (of the 25) underperforming schools that joined the project in 2011, only 4 were still underperforming after the 2011 exam (79% decrease). It is remarkable that the results of these 25 schools to which the University donated the equipment have improved so much after just one year of the Telematic Intervention. In 2011 there was a sharp increase in all three year groups in the number of learners that obtained a bachelor’s pass. The three groups of schools delivered 1 064 more learners with university access status than before their period of participation in the project. What made this achievement even more significant was that the number of learners who wrote the Senior Certificate Exam during the past three years in the Western Cape decreased by nearly 11%. The Telematic Intervention therefore in effect increased the group of learners who passed Grade 12 and were eligible to apply for university study, a factor that also positively impacted on the articulation between school education and Higher Education. The 2011 pass rate of the Western Cape Province (82,9%) was the highest of all the provinces, representing an improvement of 6,2 percentage points in comparison with 2010 (76,7%). During the same time period the pass rate of the Telematic-supported schools improved by 10,9 percentage points (from 60,4% to 71,3%), whereas the rest of the schools had a 1,9 percentage point improvement (89,4% to 91,3%). The performance of the Telematic-supported schools therefore had a huge positive impact on the results of the province overall, taking into account that the pass rates of many of the other schools were already very high. There is a remarkable improvement with regard to the 2011 pass rate of many of the individual schools in comparison with the corresponding 2010 results (2010 results in brackets), e.g. Imizamo Yetho 82% (27%), Masiyile Senior 86,8% (34%) and Khanyolwethu 60% (24,4%). 20 of the 145 schools had an improvement of more than 50% from 2010 – 2011.

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special feature

MARCH 2012

Khayelitsha school’s success

shines like a ‘beacon of possibility’ No excuses, just success. These words, written in big bold letters on a wall in the foyer of the Centre of Science and Technology (COSAT) in Khayelitsha, captures the ethos of the school and provides some insight into their academic achievements.

FACT FILE

OSAT achieved ninth position in the top ten schools in the province based on their 100% pass rate in the 2011 National Senior Certificate exams, 79% of its 2011 candidates obtaining access to Bachelor degree studies and 98.6% passing Mathematics. Premier Helen Zille announced the awards, saying: “This is a historic moment for the Western Cape. For the first time ever, a school in one of the most disadvantaged parts of South Africa is one of our top ten schools in the province. It’s the first ever township school to make the top ten purely on merit.” Zille paid tribute to Cassie Kruger, CEO of the Falsebay College, and his colleagues for their vision in starting the programme and persuading her to support it. COSAT was established in 1999 as a Grade 10-12 school programme at the FET College. Kruger said his role was mainly that of creating an environment in which COSAT could flourish. After the Department of Education was split into two ministries in 2009, the decision was made in collaboration with the Head of Education Penny Vinjevold and the Western Cape Education Minister Donald Grant to establish COSAT as a school in its own right as from 1 January 2011. In an article in her weekly online newsletter, SA Today, Zille ascribed COSAT’s success to talented, hard-working students, dedicated teachers, an extensive after-hours support programme, performance monitoring through regular report cards, a culture of encouragement and recognition for hard work. She said while learners at COSAT were selected based on their aptitude for maths and science and they had access to first class facilities, it did not guarantee top results if an ethos of hard work and learning was absent. “Committed and competent teachers are the crucial ingredient in excellent education.” Phadiela Cooper, the principal, said she was especially proud of the learners because she knew how much work they had to put

COSAT was established in January 1999 at the False Bay College’s Good Hope campus in Khayelitsha. Cassie Kruger, CEO of the False Bay College, said in 1998, the Western Cape Education Department requested the college to take over the management of the SYSTEM programme, a recovery programme which focused on students that passed matric but whose Maths and Science results had to be improved in

in and the tough circumstances many of them faced at home. “We start by working on the new learners’ attitude and impress upon them the importance of values like respect and honesty. The learners know they have to work hard and that there will be consequences if they disregard the school rules.” Cooper said while strict, their approach was not confrontational. “We take an interest in the individual child and try to implement programmes which make learning fun.” The school hosted regular Choc Award ceremonies to celebrate learner achievement. “We give the learners seven progress reports during the year and after each

“We take an interest in the individual child and make learning fun.”

assessment the top four learners in each grade are awarded with a chocolate.” COSAT is a no-fee school and Cooper said they would not be able to maintain the high standards without the help of an NGO, The Science Education Resources Initiative (SERI). SERI raises funds for and manages enrichment activities and programmes at COSAT and provides academic and pastoral support to the COSAT learners. Learners have access to counseling and some receive travel and food allowances and a uniform subsidy. After a visit by Grant to the school in 2009, a final decision was made to relocate the school. The relocation and building of a new school as part of the department’s infrastructure plan enabled COSAT to enroll Grade 8 learners for the first time in 2011. Learner numbers at the school were

order to access universities, to qualify as Maths and Science Teachers. “When the college took responsibility for the programme we began questioning the SYSTEM Model, where money is spent on recovery rather than focusing on preventing the problem. At the end of 1998 the college was informed that the Department of Education had secured further funding to sustain the SYSTEM for another year. This was the opportunity that the college

COSAT Principal Phadiela Cooper tests learners’ basic mathematics knowledge in a fun way at the start of a lesson. expected to rise to 500 by 2014. Dr Jonathan Clark, who preceded Cooper as principal, said in the light of the challenges COSAT faced at the beginning of last year when it moved to its new site and into a not-entirely-completed school he was pleasantly surprised and very

“For the first time ever, a school in one of the most disadvantaged parts of South Africa is one of our top ten schools in the province. It’s the first ever township school to make the top ten purely on merit.” proud of their achievement. “But this said, for years now COSAT has been achieving some quite remarkable results for which it has been recognised by the department.” Clark said there were a number of lessons to learn from COSAT. “On an organizational and management level, there’s a lot to be said for smaller schools than is the norm in townships. I think that one of the problems we face is that we under-estimate the complexity of managing large schools in the face

exploited to establish a school programme at the college. We continued with the SYSTEM Programme but used some of the funds to accommodate a Grade 10 intake.” Between 50 and 60 students matriculated annually between 2001 and 2010 whilst it was under the auspices of False Bay College. The matric results were consistently outstanding during that period and in nine out of the ten years COSAT achieved a 100% pass (with a more than

of what are often limited (human & physical) resources.” Maximizing instructional time is an important element in COSAT’s success. The school day is from 08:00 to 16:15 and includes an hour after normal lessons to assist learners who struggle with the curriculum and offer enrichment activities for others. All COSAT learners also attend two two-hour sessions on Saturdays where they receive extra tuition in maths, science and information technology. Clark said the commitment to provide as many enrichment opportunities as possible is also important. “I remember one year when the COSAT junior debating team beat their counterparts at Westerford! And they were debating in English which is their second language...” The school offered extra English and Life Skills classes to teach public speaking and give career guidance, amongst others, said Cooper. Learners were also making

70% Matric Exemption rate into Bachelors). He said the college played a major role in protecting the COSAT Programme from many outside influences which often resulted in schools becoming disrupted or dysfunctional. The college also subsidized the COSAT Programme to the extent of R8 million. “In order for a Programme like COSAT to be successful substantial funding over and above the normal WCED allocation

good use of the school’s library and media centre, which has been built up from scratch through the indomitable efforts of Helen George, a former teacher at the school and the current librarian. Clark credited the staff for “a very strong ‘can do’ approach to their core task - that of providing high quality educational opportunities to children from disadvantaged communities. COSAT teachers are in class, on time and teaching. I think ‘success breeds success’ - with there being at all times a clear and present focus firmly on learning.” Clark said in an environment where educational failure and underachievement seems to be the norm, COSAT’s success shines like a ‘beacon of possibility’ lighting the way for others to follow...

is required. In the case of successful and performing ex model C schools the money is raised through school fees ranging between R15 000 and R20 000 per annum.” Kruger acknowledged the role of Jonathan Clark who was the Programme Head for COSAT for the period 2002 – 2007. “His leadership during his tenure established the work ethic of both staff and students in the COSAT programme.”

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the ctli Set for 2012 The Cape Teaching and Leadership Institute will be offering over 50 formal and intensive courses this year, over and above the CAPS training and literacy and numeracy training the Department offered.

ddie Kirsten, CTLI Director, said CTLI staff, in close cooperation with the Districts and Curriculum Directorates, had been quite busy preparing material, developing programmes and finding expert facilitators across the WCED to ensure another year of quality training towards quality teaching and learning in the classroom. The CTLI’s main aim is to enhance the professional development of educators especially in managing and implementing the curriculum. This year’s training programme began with a three week training programme in both Foundation Phase and Intermediate Phase Mathematics. The mathematics courses focused specifically on content knowledge and methodology. Educators were given the opportunity to improve their skills in various areas such as multiplication, addition, subtractions, measurement and geometric patterns. The aim of this course was not only to improve their knowledge but to also improve the quality of mathematics teaching practice in the classroom. “Given the latest numeracy and mathematics test results, it is important that our educators improve on these skills in the foundation and intermediate phases,” said Western Cape Education

20 tipS for foStering a culture of reading at your School 1

Minister Donald Grant. The educators taking part in the course were required to take a mathematics test on the first day of the programme, and were again tested three weeks later to determine and evaluate the success of the programme and how each educator improved their skills. Training offered in the first term of 2012 included a two week Head of Department (HOD) Programme that dealt with the various roles, functions and responsibilities HODs have. The programme aimed to help participants develop an understanding of their legal responsibilities and curriculum imperatives and needs, assess and utilize relevant institutional data, and to develop the ability to implement a MultiLevel Subject Program across a phase. The HODs also receive training on how to ‘cope’ in challenging times. Follow-up training courses for the 250 schools that were part of the LITNUM Phase One Project will continue throughout the year at the CTLI. There were also a number of training programmes and meetings on offer that were optional courses to meet specific needs, such as ICT proficiency, special needs education, training for aspiring school principals, literacy and numeracy workshops and subject-specific training for various grades.

Kirsten said in 2011, the CTLI served more than 12 000 educators of which 3 277 attended the formal CTLI training courses. It was expected that these numbers would grow significantly in 2012. “During 2011, both teachers and principals enthusiastically attended conferences organized by the CTLI during the school holidays. The conference delegates,

“our main aim iS to enhance the profeSSional development of educatorS.”

without exception, displayed a committed disposition to their task and were determined to make a difference at their schools. These conferences were well received and will continue to take place during 2012.” Three provincial conferences were scheduled to take place at the CTLI and three conferences would be decentralized to the Overberg Education District, West Coast Education District and Eden and Central Karoo Education District.

Various seminars were also scheduled to take place throughout this year starting with a Grade R Seminar in the first term. In partnership with Woolworths, a Principals’ Seminar would be presented during the June school holidays. The CTLI established partnerships with the following organizations that have an interest in investing in continuous professional teacher development: USA – English Second Language Programme and the Writing Project City of Cape Town – Foundation Phase Life Skills course Woolworths – Principals’ Conference and Seminar. In addition, induction of newly appointed Principals would be addressed as well as some exciting new innovations in School Management and Leadership Development to: empower and strengthen school management teams enhance leadership development and develop leadership skills within the WCED create confident and capable leaders and managers within the WCED. Kirsten said in partnership with the Curriculum Directorates and Districts, the CTLI was committed to continue delivering quality training in 2012.

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keeping tuned in

R A D I O STAT I ON K E E P S L I ST E NE R S TU N ED I N TO E DU C AT I ON An education programme on the Western Cape’s biggest community radio has been keeping parents informed of educational matters for nearly five years. The programme “Ek en my kind” airs Wednesdays on Radio Tygerberg 104fm from 18h05 to 18h45. Sura Swart, a school social worker and one of the presenters, said the programme came about as a result of then Metro North Educational Management Development Centre’s Positive Discipline Project. Attempts to involve parents in the project proved challenging. The idea of a radio program took root during a church service she attended where a marketer

for Radio Tygerberg did a presentation. The request for 28 programmes was doubled to 56 programmes and on 14 March 2007 the programme, which is translated as “My child and I”, became a fixture on the Radio Tygerberg programme schedule. “Suddenly we were radio presenters on a radio station with a following of 500 000 listeners across the Cape Peninsula,” said Swart’s co-presenter, Neville Goliath, a school psychologist. At the time, Johan Pretorius, the then head of the Specialised Learner and Educator Support (SLES) component at Metro North, joined them behind the microphones. A wide range of topics were covered in

the programme which provided parents with guidance on education matters, especially the curriculum. Listeners could call in to talk to some of the guests or participated via SMS. The programme was also accessible via the internet and they regularly received feedback from listeners as far as Abu Dhabi. Swart said social problems such as drug abuse, teenage pregnancy, child abuse and violence also received attention and they tried to stay topical. “We also use the program to share information regarding the matric examinations, arrangements for winter schools and supplementary examinations. Circulars containing information of

relevance to parents are regularly shared.” Goliath said a topic like corporal punishment always gets many listeners to tune in and share their opinion while Western Cape Education Minister Donald Grant was a popular guest. “Education provisioning and services that the WCED provides are often used as a point of departure to educate parents on Inclusive Education, Learning Disabilities and Education Policies.” The programme was one of the ‘most purchased’ programmes at Radio Tygerberg. The management of Radio Tygerberg said they were pleased to be in partnership with the WCED.

Make literacy a priority at your school – example must come from the Principal and SMT . Class visits by principal – stay informed and support teachers. Take a minute or two to question pupils about what they have read. Pupils read to the principal. Pupils can be sent to the office to read a page or two to the principal. Again shows that the principal values reading and literacy. It also boosts the confidence and morale of pupils. Participate in World Book Day and the National READATHON campaign! The READATHON guide has many excellent suggestions for a host of literacy activities. Have a Reading Period (DAR) were the entire school reads i.e. principal, teachers, learners, ground and administrative staff. Create a print-rich environment in your school. Establish Reading Corners in classrooms – immerse learners in a variety of reading materials. Encourage parental/community involvement. Allow learners to take books home to read to family members – let family members sign reading record-cards. Motivate parents, grandparents and other family members to read to pupils /tell stories. Encourage learners to join local libraries. Provide bulletin boards in classrooms/ school were pupils can post their reading recommendations/books they’ve enjoyed. Ensure teachers Read Aloud to learners at least once a day. Make reading fun and enjoyable! Storytelling & dramatisations improve language skills in a fun way. Let learners choose a ‘Reading Buddy’. Promote inter-class reading visits. Let older pupils read to younger pupils or vice versa. Motivate learners and provide incentives. Have a “King / Queen of Reading” for the week. “Reading” assemblies. Make this a regular feature. Pupils can read, do rhymes, story-telling or dramatisations. It also shows pupils and parents that staff members believe that literacy is important and forms a part of the school’s daily life. Certificates. These are cheap and can be handed out at assembly to pupils who have read a certain number of books each term. It will help to motivate learners. Teacher swapping. Let teachers sit in on reading periods in other classes. It can be very motivational and again shows the school community that literacy is valued by everyone at the school. Leeskonsert / Reading concert. Have these once a term. Reflects the importance and value of literacy in the school community.

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DISTRICT DIRECTORS

WCED @ work The Chief Directorate Districts has been bolstered with the appointment of two new district directors.

anette Nowers, previously principal of Strand High School, and Bertram Loriston, previously Circuit Team Manager of Riversdale, took up their positions of District Director: Metro Central and District Director: Overberg respectively on 1 January 2012. Barry Volschenk took up the position of Director in the office of the Chief Director: Districts. Linda Rose, Chief Director: Districts, welcomed them to her team and wished them success for 2012. Rose also thanked Clifton Frolick and Jannie Beukes for taking on additional responsibilities in the Overberg and Cape Winelands districts in 2011.

The District Directors are as follows: Cape Winelands – Clifton Frolick

Education Districts in brief: The eight education districts are divided into 49 circuits, to facilitate an integrated approach to service delivery by all levels of government. The circuit is responsible for bringing professional support closer to schools via strong circuit teams.

“Key district services include advice and coordination on curriculum, education for learners with special needs, and institutional management and governance (IMG).”

Metro Central – Sanette Nowers

Eden & Central Karoo – Zan Rhoxo

Metro East – Melvyn Caroline Metro North – Heinie Brand Overberg – Bertram Loriston Metro South – Eugene Daniels West Coast - Jannie Beukes

The districts are the implementation arm of the department, executing national and provincial mandates by supporting schools. The districts include four rural districts (West Coast, Cape Winelands, Eden and Central Karoo, and Overberg), and four urban

Front row: From left, Sanette Nowers, John Lyners, Linda Rose and Zan Rhoxo. Back row: From left, Barry Volschenk, Jannie Beukes, Clifton Frolick, Melvyn Caroline, Eugene Daniels, Heinie Brand and Betram Loriston. districts (Metro North, Metro South, Metro East and Metro Central) - see map. Rural district boundaries are based on municipal boundaries, while urban district boundaries are based on those of city wards. The boundaries also allow for an equitable distribution of schools and resources across education districts and circuits. Key district services include advice and coordination on curriculum, support to all learners with special education needs, and institutional management and governance (IMG). The work of district IMG Advice and Coordination Units include supporting adult education and early childhood development centres. School enrichment coordinators help schools to manage enrichment and extracurricular programmes.

A typical circuit team includes: A Circuit Team Manager Two IMG Managers Curriculum Advisors for the Foundation, Intermediate and Senior phases, A School Psychologist A Social Worker

Learning Support A Advisor, and An Administrative Development Advisor Curriculum advisors for further education and training (FET) operate at the district level.

MAP

CONTACT DETAILS

Chief Director: Districts Linda Rose Secretary: Loretta Stafford Tel: 021 467 2088 Fax: 021 467 2633 Postal Address: Private Bag 9114, Cape Town 8000 e-mail: Linda.Rose@pgwc.gov.za Metro Central Education District Sanette Nowers, Director: Metro Central Education District Secretary: Duwell Spielma Tel: 021 514 6700 Fax: 021 514 6953 e-mail: Sanowers@pgwc.gov.za Postal Address: Metro Central Education District Private Bag X4 Mowbray 7705 Street Address: Gate House 2 Alexandra Provincial Office Precinct Haven Road Garden Village Maitland

M etro East Education District Melvyn Caroline, Director: Metro East Education District Secretary: Zainunissa Meyer Tel: 021 900 7005 Fax: 021 903 9484 e-mail: Mcaroline@pgwc.gov.za Postal Address: Metro East Education District Private Bag X23 Kuils River 7579 Street Address: Belhar Road off Nooiensfontein Road Kuilsriver M etro North Education District Heinie Brand, Director: Metro North Education District Secretary: Tina Cloete Tel: 021 938 3000 Fax: 021 938 3180 e-mail: Habrand@pgwc.gov.za Postal Address: Metro North Education District Private Bag X45 Parow 7500

Street Address: Timmerman Street Parow Metro South Education District Eugene Daniels, Director: Metro South Education District Secretary: Noleen Nefdt Tel: 021 370 2000 Fax: 021 372 1856 e-mail: Edaniels@pgwc.gov.za Postal Address: Metro South Education District Private Bag X2 Mitchell’s Plain 7785 Street Address: Lentegeur Hospital AZ Berman Drive Lentegeur, Mitchell’s Plain Cape Winelands Education District Clifton Frolick, Director: Cape Winelands Education District Secretary: Lucille Dwyer Tel: 023 348 4600 Fax: 023 342 4138 e-mail: cfrolick@pgwc.gov.za

Postal Address: Cape Winelands Education District Private Bag X3102 Worcester 6849

Secretary: Nenanda Dramat Tel: 028 214 7300 Fax: 028 214 7400 e-mail: bloristo@pgwc.gov.za

Street Address: 9 Durban Street, Worcester

Postal Address: Overberg Education District Private Bag X08 Caledon 7230

Eden & Central Karoo Education District Florence (Zan) Rhoxo, Director: Eden & Central Karoo Education District Secretary: Heather Hector Tel: 044 803 8302/7 Fax: 044 873 2253 e-mail: FrhoxoQ@pgwc.gov.za Postal Address: Eden & Central Karoo Education District Private Bag X6510 George 6530

Street Address: Kollege Straat 15 College Road Caledon 7230 West Coast Education District Jannie Beukes, Director: West Coast Education District Secretary: Sharnel Sauls Tel: 021 860 1200 Fax: 021 860 1231 e-mail: Jbeukes@pgwc.gov.za

Street Address: Rentzburg Court 42 Courtenay Street, G eorge

Postal Address: West Coast Education District Private Bag X3026 Paarl 7620

Overberg Education District Bertram Loriston, Director: Overberg Education District

Street Address: 6 Hospital Street Paarl

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CHILDHOOD DEVELOPMENT

Mind the gap Study assesses the school readiness of Grade R learners The Western Cape Education Department has completed a pilot study of the school readiness of five-year-olds entering Grade 1 in 2012. results suggest that learners are more likely to succeed if they wait until they are the compulsory school going age before entering Grade 1.

“The report findings showed that while many more learners have access to Grade R education, that there was little proof that they were receiving a quality Grade R experience.” The WCED decided to test Grade R learners at a sample of 200 schools in all districts after analyzing test results and enrolment data in 2011. The department chose schools that are experiencing high repeater rates in Grade 1. Learning Support Teachers in every district conducted the tests, with the assistance of ECD officials. The teachers focused only on learners who were born in 2006 (five years old). They did not test learners who would be compulsory school-going age in 2012. The tests covered key developmental skills needed for learning in Grade 1.

FINDINGS

he department conducted the pilot study in October and November 2011 by testing Grade R learners in this age group at 200 schools and their early childhood development (ECD) feeder sites. The main aim was to determine whether five-year-olds at the participating schools have the developmental skills they need for Grade 1. According to the South African Schools Act, the compulsory school-going age is six turning seven in Grade 1. Schools may also admit learners who are five turning six in Grade 1, subject to various conditions. The WCED’s Grade 3 literacy and numeracy tests have shown that learners who are younger than the appropriate age for the grade struggle with the demands of the curriculum. The department believes that a lack of school readiness on the part of younger learners may also be contributing to a high repeater rate in Grade 1. Learners who start school at the compulsory school going age generally outperform learners who are too young and too old for the grade. The literacy and numeracy test

T he teachers tested 3 248 learners. The study found that 951 (29.3%) of the children were school ready, while 2 297 learners (70.7%) did not have the development skills needed for Grade 1. uditory and Visual perception and listening skills A were identified as most problematic; In one district the learners were then referred for medical screening as it was clear that they simply could not hear;

The repeater rate in Grade 1 in 2011 was 20.2%

The learners have limited language and vocabulary skills; T here is a big backlog in terms of Cognitive Development. The level at which lessons are pitched is low – which slows down cognitive development; T he learners found it very difficult to put the pictures into a logical sequence; S ocial and emotional development were found to be satisfactory, as was motor development; T he results reflected a similar pattern in all districts. The study report said that the impact of this lack of preparedness on teachers and other learners was likely to be negative. T he department has shared the results with the participating schools. P rincipals and teachers have responded favourably to the results. They are using them to inform Grade R teaching practice and to advise parents. T he department will encourage parents to test their children for school readiness if they plan to enroll learners who are younger that the compulsory school-going age.

Perseverance guarantees success

THE FUTURE

A 2011 matriculant at Ocean View Secondary School relates his struggle to improve his literacy levels and gain admission to university…. My name is Antonio Gambino. I have matriculated last year at Ocean View Secondary school. I achieved two distinctions, including 87% in Mathematics. I have been accepted to study BSc Mathematics at UCT for the 2012 academic year, but plan to study BCom Accounting so that I will become a Chartered Accountant one day. I attended Marine primary school and excelled at Mathematics. I never read, because I felt it was lacklustre. I only did my Mathematics homework, because I enjoyed it. When I entered Grade 9, I became a hard worker and was in the top five for the first time. This created desire

and I wanted to be first in Grade 10. I worked even harder in Grade 10. I topped Grade 10 and wanted to excel in all my subjects the following year. My popularity was sky-rocketing at this point. I wanted to take Grade 11 seriously, especially Mathematics. I have been the top achiever each term in Grade 11. At this stage, I still never read, but decided to improve my speech and learn massive words. In Grade 12, I have sunk in term 1 with 39% for English. It was devastating. I lost all my confidence. Then, my Life Orientation teacher, Mrs Johnson, said ‘You’re going to make it Antonio. Just remain positive and trust God in all

things.’ At this stage I knew that 50% for English was required. I wanted it badly. I decided to attend Saturday classes in Masiphumelele organised by ASSET. I walked from Ocean View to Masiphumelele and back every Saturday. Mr Dilraq, my English tutor, motivated me on every occasion we met. He knew how much potential I had. If it was not for him, I would never have been accepted to UCT. He helped me achieve 48% for English in June. It still was not enough. I started reading my novels for the first time and for the first time I read a book to the end.

When I finally got 50% for English, I was overjoyed. The next goal was to maintain 50%. I went through the poetry, language, and novels. My final result was 49%. I was furious. I knew I could not study BCom Accounting. I went for a re-mark. UCT accepted me for BSc Mathematics. I still was discontented. I went to them again. They accepted my appeal and are now on the verge of accepting me for my dream course at my dream University. I am thrilled that my hard work has paid off. I finally understand that perseverance guarantees success. My favourite quote is: ‘If you have a setback, don’t

“I am thrilled that my hard work has paid off. “ step back, but make a comeback’. My motivation to students is to work hard. You can be whoever you want to be, but start with education. Make sure that you read everyday. You don’t want to come into Grade 12 and achieve 39% for English as I’ve done. Rather achieve good grades and let’s become a society that helps each other become successful.

update EDUCATION

insight & opinion

MARCH 2012

WORKING FORCE

Let’s strive towards relevant learning that will create jobs...

EDUCATION CONFERENCE

Spine Road HS teacher delivers paper at Education Conference in Turkey Spine Road HS teacher, Ismail Teladia, delivered a paper entitled “using extra-curricular activities to change the disposition of learners to academic schooling” at the Spectrum of Education Conference in Istanbul, Turkey from the 23-26 November 2011.

The current debate about graduates not being able to find jobs means that we must think and act differently in the field of education. It is also true that there is limited space in tertiary institutions. Eugene Daniels

e therefore need quality export driven economy to transform with a 3% unemployment rate. learning so Other industrialised countries that it is more that have theoretical education relevant to the world of work. This without vocational training have will enable learners to leave with unemployment figures of 25%, meaningful skills that will allow on average. South Africa unforthem to access jobs. To this end, tunately has a curriculum that is there are various theoretical and largely pathways in geared towards various countries learners going and our country to university “Industry is that we should and an crying out for explore. unemploylearners with California ment rate the necessary has developed in excess skills and linked learning of 25%. appropriate in their schools. The UJ Linked learning episode aptitude.” is highly effective highlights because schools their desensure that learning is peration and industry linked and industry illustrates that there certified. Learners leave with is space for a small percentage at industry related subjects and can our universities. almost walk into a job or develop Industry is crying out for learntheir own businesses. Relevant ers with the necessary skills and learning is emphasised, where appropriate aptitude. This can students following a building and be achieved if we replicate an engineering pathway might learn initiative such as Go for Gold. This about geometry and algebra is a public private partnership while designing and building a with 25 companies in the built structure, whilst students in an environment or construction arts, media, and entertainment industry. This programme has pathway might learn persuasive been running successfully for writing skills while developing the past 10 years and is driven business plans, or creative writing by the construction industry skills while drafting scripts. and supported by the provincial Some countries in Europe never government and various donors. abandoned the apprenticeship The first phase of the programme system that thrived in South aims to identify learners who are Africa years ago. Apprenticeship interested in a career in the built or vocational training thrives in environment whilst they are in Switzerland, Holland, Germany, Grade 10. They then receive afterDenmark and Austria and has school tuition in Mathematics, ensured that their average youth Physical Science, Life Orientation unemployment rate is only 8% and IT skills in Grades 11 and 12. per annum. In Switzerland, 70 During the second phase of the % of learners choose vocational programme they spend one year education resulting in high on site experiencing the wide

range of career options in the built environment, and getting to grips with the construction industry. During the third phase candidates begin the academic phase of the programme, focusing either on architecture, quantity surveying, project management etc. The fourth phase is the most crucial in that most of them are employed on a full-time basis in the industry and often get involved in the lives new learners who are starting out in Phase 1 of the programme. The public private partnership model is a crucial element of Go for Gold’s success and is replicable across many industries. The Western Cape Education Department currently provides office space, access to government schools and access to teachers whilst the private sector provides practical on-site training, bursaries for tertiary study and the possibility of full-time employment. While many training programmes exist to improve the skill set of disadvantaged youth, they often struggle to find employment when they graduate. By working closely with the private sector, Go for Gold is demand-driven (as opposed to supply-driven), thus tailoring its programme to ensure that their students are trained specifically according to the needs of the employers at the 25 partner construction/built environment companies. Not only does Go for Gold create a skilled labour force of young people, their students are self-supporting, motivated members of the community who can contribute to uplifting others. Go for Gold currently serves 37 schools located in four education districts and has an annual intake of between 50 to 60 students in

Teladia is Head of Life Orientation at the school. He has been teaching at the school for the past 28 years and is still very enthusiastic about teaching. The school is a member of AFS-South Africa, an international exchange programme, and hosts about 12-15 foreign learners from various countries annually. Initially, the students were mainly from Germany but lately there have been students from Columbia, Spain, Thailand, Belgium and Indonesia. The conference in Turkey was hosted by AFS-Turkey, the Isik Schools and the Turkish govt. Teachers from 14 other countries, including the USA, England, Russia, Latvia, Belgium, Italy, Romania, Hungary and Serbia attended the conference.

“Teladia saw this conference as important for networking with other teachers as well as learning from the best practices prevalent in other countries.” The opening lecture was delivered by Marc Prensky (USA) and he focused on a new pedagogy to teach students more effectively in today’s changing world. His paper was called “Partnering for Real Learning”. The Keynote lecture was delivered by Prof Roberto Ruffino (Italy), a Board Member of the European Federation of

the Western Cape. Successful applicants are taken through a carefully constructed four-phase programme that provides an integrated package of academic tutoring, life skills, financial support, practical work experience, tertiary studies and full-time employment. The Go for Gold programme offers long-term benefits in a student’s life, providing all the necessary ingredients for ensuring academic achievement and professional success in the built environment which is a key growth sector in South Africa. Since 2002, Grade 12 students involved in the Go for Gold programme have achieved a 100% pass rate. In 2010, 76% of school leavers achieved Bachelor Degree access

Above: Ismail Teladia (right) with Prof Roberto Ruffino, a Board member of the European Federation of Inter-cultural Learning.

Inter-cultural Learning. His paper was “Inter-cultural Learning”. He indicated clearly that intercultural learning was no longer an option but a necessity. Other papers delivered included: Prof Yasar Tonta (Turkey) whose paper was titled; “Is there a future for libraries”; Dr Serap Kurbanoglu (Turkey) - “The importance of Information Literacy in the Future” and John Gallagher (UK) “Discover your Voice”. Teladia saw this conference as important for networking with other teachers as well as learning from the best practices prevalent in other countries. He hoped to bring back this experience and share it with other teachers in the province.

and 46 tertiary students attained 93 distinctions. Go for Gold has its first Master’s degree student enrolled in 2011. This programme proves that learner motivation and learner performance is greatly enhanced if learners are supported by industry, have a career path and believe that learning is relevant. This programme could be replicated in many other growth industries in collaboration with the education department, and would provide hundreds of learners who are motivated and well equipped to enter the industry that suits their strengths.

Eugene Daniels is the Director of the Metropole South Education District.

update EDUCATION

reviews

MARCH 2012

muSt readS

eduliS:

emo today, awesome tomorrow

BOOsT YOuR eQ NOW you can borrow these and similar titles from your Education District Resource Centre or EDULIS Library

becoming emotionally intelligent corrie, c. (2009) In this hands-on, inspiring book, you’ll learn why emotional intelligence is key to student success - and key to your satisfaction.

emotional wellbeing: an introductory handbook. Shotton, gillian; burton, Sheila (2008) This resource serves as an introduction to achieving emotional literacy and emotional health and wellbeing in a school environment. It is essential for those wishing to make a positive contribution to the emotional wellbeing and ethos of their school.

educating people to be emotionally intelligent: eq. maree, k. (2008) Brings together the foremost collection of experts writing on emotional intelligence, across areas including education, parenting, employment and neuroscience, sharing ideas on the importance of this topic and its application to increase performance in everyday life.

promoting emotional and Social development in SchoolS: a practical guide. blake, S. (2007) This accessible resource presents guidelines for creating an emotionally and socially healthy school and offers case studies that illustrate how good practice improves behaviour and promotes inclusion.

emotional intelligence in the claSSroom: the Secret of happy teacherS. coetZee, m. (2007) This book introduces educators and students in the education field to the concept of emotional intelligence as it relates to the classroom.

the educator’S guide to emotional intelligence and academic achievement: Social-emotional learning in the claSSroom. eliaS, m.J.; arnold, h. (2006) This comprehensive guide to emotional intelligence presents best practices from more than 25 experts, creating a new gold standard for bringing social-emotional learning into every classroom.

developing the emotionally literate School weare, k. (2006) “This book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed” Times Educational Supplement, Teacher

emotional literacy. ageS 7-12. adamS, J. (2006) This book brims with activities that encourage children to improve their understanding of their own feelings and those of others, to manage their own feelings and to nurture positive qualities.

emotional intelligence in the claSSroom: creative learning StrategieS for 11-18s. brearley, m. (2001) Provides practical strategies for integrating emotional Intelligence across the curriculum, it reveals the power of emotion in learning. A thoroughly practical work, containing numerous reproducible resources.

how you think iS everything: the power of natural intelligence. lore international inStitute (2000) 1 dvd (14 min.), 1 cd-rom. During his seven years in captivity, ex-hostage Terry Anderson developed coping strategies that enabled him to thrive in an extremely difficult environment. Together with acclaimed human intelligence expert Dr. Robert Flower, Anderson teaches skills that empower professionals to succeed no matter what challenges they face.

emotional literacy: to be a different kind of Smart. bocchino, rob (1999) “Provides clear and practical strategies to help young people and adults achieve successful and satisfying lives by understanding and managing emotions.” (Robert Garmston, Professor Emeritus)

HOW DO I BORROW THESE RESOURCES? Become a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically. Membership is FREE. electronic registration go To http://curriculum-dev.wcape.school.za/index.php?option=com _ckforms&view=ckforms&id=8&Itemid=821 (Please read terms and conditions). or go to our website: http://edulis.pgwc.gov.za Click on “Libraries” Click on “Register as member” (Please read terms and conditions). Click on “Library membership registration form” Complete the form and submit

your neareSt reSource centre EDULIS Library Tel: 021 957 9618 Fax: 021 948 0748 edulis@pgwc.gov.za 1st Floor Middestad Mall Charl Malan Street BELLVILLE

Metropole East Cheryl Joseph Tel: 021 900 5111 Fax: 021 903 9484 Cehjoseph@pgwc.gov.za Old Nooiensfontein Road KUILS RIVER

Metropole South Ntombi Mngxuma Brian O’Connell Resource Centre Tel: 021 370 2084 Fax: 021 372 1856 Nmngxuma@pgwc.gov.za AZ Berman Drive Lengtegeur MITCHELLS PLAIN

Overberg Sara Clegg MT Ndzuzo Resource Centre Tel: 028 214 7353 Fax: 028 214 7400 sclegg@pgwc.gov.za 15 College Street CALEDON

Metropole North Jenny Caroto Tel: 0219383197 Fax: 0219383183 jcaroto@pgwc.gov.za Timmerman Street PAROW

update EDUCATION

news

MARCH 2012

Literacy and Numeracy Awards The Western Cape Education Department honoured 66 schools from across the province that have produced excellent results and those that have shown the greatest improvement in the 2011 provincial literacy and numeracy assessment tests at an awards ceremony at De Kuilen Primary School. category 1: excellence in outcomeS

category 2: improvement in numeracy performance in grade 3 & 6

category 1 (a): overall excellence in outcomeS: gradeS 3 & 6

2 (a) improvement in numeracy performance: grade 3

In this category, awards were made to one school per district where the combined performance at Grade 3 level in Literacy / Numeracy and Grade 6 level in Language / Mathematics in 2011 illustrates meritorious outcomes. Excellence in outcomes is measured in terms of both the pass rates and mean scores. School name

principal

diStrict

tot ave%

Rustenburg Junior School for Girl’s Laerskool De Hoop Laerskool Welgemoed Sweet Valley Primary School Laerskool Breërivier Holy Cross Primary School (George) Laerskool Gansbaai Augsburg Landbou Gimnasium

Mrs D Berry Mr JW Cillie Mr J Engelbrecht Mr IG Ryan Mr PJ Smit Mrs BJ Askew Mr B v/der Merwe Mr SJH Nel

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

89.7 82.5 83.8 84.7 89.9 82.1 76.0 80.4

In this category, awards were made to schools in terms of the categories (a) to (c) below where applicable, that have shown the greatest improvement in Numeracy at grade 3 level over the period 2008, 2010 and 2011. Improvement was measured in terms of both pass rates and mean scores. (a) farm and multigrade SchoolS (109 SchoolS) School name

principal

diStrict

tot ave%

Nuystasie NGK Primêre Skool Hotomskloof Primêre Skool Monteith SSKV Primêre Skool De Neus SSKV Primêre Skool

Ms S Karriem Mr H Booysen Mrs L Arnolds Ms JC van Rhyn

Cape Winelands Eden & Central Karoo Overberg West Coast

38.4 25.5 9.6 39.0

(b) SchoolS with an enrolment of 600 learnerS or more (440 SchoolS) category 1 (b): excellence of outcomeS in literacy / language

In this category, awards were made to one school per district where the combined performance at Grade 3 and Grade 6 level in Literacy / Language in 2011 illustrated meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. The winners in this category excluded the winners in category 1(a). School name

principal

diStrict

tot ave%

Oakhurst Girls’ Primary School Beaumont Primary School Edgemead Primary School Kirstenhof Primary School Rhenish Primary School Laerskool Wesbank Hermanus Primêre Skool Hoërskool Lutzville

Mrs J van Velden Mr GD Reddell Mr F van Vuuren Mr CG Barham Mr NA Pretorius Mr AP Hanekom Mr J Cilliers Mrs M Lombaard

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

91.1 77.9 80.9 84.0 86.1 77.3 72.3 71.9

category 1 (c): excellence of outcomeS in numeracy / mathematicS

In this category, awards were made to one school per district where the combined performance at Grades 3 and 6 in Numeracy / Mathematics in 2011 illustrates meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. The winners in this category excluded the winners in category 1(a) and 1(b). School name

principal

diStrict

tot ave%

Rondebosch Boys’ Preparatory School Laerskool Hendrik Louw Kenridge Primary School Bergvliet Primary School Hoër Meisieskool Paarl Plettenberg Bay Primary School Laerskool Swellendam Laerskool Vredendal

Mr AS Ryan Mr L Brown Mrs SR Smith Ms LSL de Beer Mrs R Colyn Mr H Bester Mr FC Liebenberg Mr JM Moon

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

87.9 81.2 84.2 86.5 85.3 78.3 76.4 81,1

category 1 (d): excellence in outcomeS at grade 3 level for SchoolS that do not have grade 6 (52 SchoolS)

In this category, an award was presented to ONE school in the province where the combined performance at Grade 3 level in Literacy and Numeracy in 2011 illustrates meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. School name

principal

diStrict

tot ave%

Durbanville Preparatory School

Mr RJ Nortier

Metro North

82.0

category 1 (e): excellence in outcomeS at grade 6 level for SchoolS that do not have grade 3 (28 SchoolS)

In this category, an award was presented to ONE school in the province where the combined performance at Grade 6 level in Language and Mathematics in 2011 illustrated meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. School name

principal

diStrict

tot ave%

Durbanville Primary

Mr JC Swart

Metro North

76.8

independent SchoolS - category 1(f) (i): overall excellence of outcomeS in numeracy and literacy in gradeS 3 and 6 (34 SchoolS)

In this category, an award was presented to ONE independent school in the province where the combined performance at Grades 3 and 6 level in Numeracy and Literacy in 2011 illustrates meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. School name

principal

diStrict

tot ave%

Springfield Convent of the Holy Rosary

Ms Dunn

Metro South

90.7

School name

principal

diStrict

tot ave%

Parkvale Primêre Skool Cavalleria Primêre Skool Imbasa Primary School Rocklands Primary School Charleston Hill Primêre Skool Tyholora Primary School Botrivier Primêre Skool Laurie Hugo Primêre Skool

Mr JA Liedeman Mr H Carolissen Mr CM Cweya Mr KR Pretorius Mr VE Parrott Mr ME Ntentile Mr JBH Theron Mr CR Rafferty

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

28.0 28.1 24.5 39.8 22.2 21.1 25.8 16.

principal

diStrict

tot ave%

Sokhanyo Primary School No Award Meulenhof Primêre Skool Zeekoevlei Primary School New Orleans Primêre Skool Matjiesfontein LB Primêre Skool Hoërskool Barrydale Koekenaap VGK Primêre Skool

Mr TM Sithole

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

30.5

Mr HJ van Wyk Mrs EE Wyngaard Mr HF Adonis Mrs W Smith Mr RR Auret Mr JM Januarie

27.8 36.2 23.4 38.0 25.2 33.6

2 (b) improvement in numeracy performance: grade 6

In this category, awards were made to schools that have shown the greatest improvement in Numeracy at grade 6 level over the period 2010 and 2011. Improvement was measured in terms of both pass rates and mean scores. (a) farm and multigrade SchoolS School name

principal

diStrict

tot ave%

H.M. Beets Primêre Skool Palmietrivier VGK Primêre Skool Laerskool Jongensklip Goedehoop Primêre Skool

Mrs M Grove Mr BJ Beukes Ms S Pienaar Mr FJ Pieters

Cape Winelands Eden & Central Karoo Overberg West Coast

30.9 21.1 17.8 24.1

(b) SchoolS with an enrolment of 600 learnerS or more (440 SchoolS) School name

principal

diStrict

tot ave%

Rosmead Central Primary School Kuyasa Primary School Enkululekweni PrimarySchool Entshona Primary School Victoriapark Primêre Skool Slangrivier Primêre Skool Riviersonderend Primêre Skool Vooruitsig Primêre Skool

Mr KM Boyd Mr A Daniels Mrs NA Tomose Mrs GX Mahlaba Mr R Titus Mr MA Pepper Mr JKO Duminy Mr A Pietersen

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

20.5 31.9 24.9 23.3 21.0 15.6 19.3 16.7

principal

diStrict

tot ave%

Regina Coeli RC Primary School Kraaifontein AME Primêre Skool Lawrensia Primêre Skool Christian David Mor Primêre Skool Kromlin Primêre Skool Franken VGK Primêre Skool Laerskool Buffeljagsrivier Chatsworth AME Primêre Skool

Mr AD Meyer Mrs Z Muller Mrs ED Peters Mr MB Erasmus Mr JF Pieters Mr MP Carolus Mr E Fritz Mr EV Hendricks

Metro Central Metro East Metro North Metro South Cape Winelands Eden & Central Karoo Overberg West Coast

27.7 9.3 17.0 26.4 19.0 20.1 16.2 11.6

update EDUCATION

noticeboard

MARCH 2012

A QUICK GUIDE TO

circulars The Western Cape Education Department issued the following circulars and circular minutes during the period November 2011 and February 2012 0026/2011

New traffic offences and penalties http://wced.school.za/circulars/circulars11/ e26_11.html 0027/2011

Informing officials who make use of government owned vehicles of the requirement to submit a completed driver database verification form http://wced.school.za/circulars/circulars11/ e27_11.html 0028/2011

Guidelines to be followed when dealing with progression and promotion appeals at school and district level http://wced.school.za/circulars/circulars11/ e28_11.html 0029/2011

0001/2012

2012 Snap survey for ordinary public schools and reminder about grade 12 subjects http://wced.school.za/circulars/minutes12/ PSminutes/edkm1_12.html

RESEARCH SERVICES 0001/2012

Results of the 2011 wced grades 3 and 6 systemic tests http://wced.school.za/circulars/minutes12/ PSminutes/edrs1_12.html 0002/2012

Results of the 2011 wced grade 9 systemic tests http://wced.school.za/circulars/minutes12/ PSminutes/edrs2_12.html

Release of exemplars for the wced systemic tests for grades 3, 6 and 9

school.za/circulars/circulars11/e29_11.html

http://wced.school.za/circulars/minutes12/ PSminutes/edrs3_12.html

Employee health and wellness service to WCED employees http://wced.school.za/circulars/circulars11/ e30_11.html 0031/2011

Completion and submission of driver database verification form and documents http://wced.school.za/circulars/circulars11/ e31_11.html 0001/2012

Increase in the amounts payable for boarding, transport and private boarding bursaries, and also personnel subsidies to hostels and schools http://wced.school.za/circulars/circulars12/ e1_12.html 0002/2012

Final timetable and arrangements for the February - March 2012 National Senior Certificate Supplementary Examinations http://wced.school.za/ circulars/circulars12/e2_12.html 0003/2012

Particulars of the financial allocation to SECTION 21 schools for the 2012/13 financial year and guidelines for the procurement of goods and services http://wced.school.za/circulars/circulars12/ e3_12.html

CURRICULUM AND ASSESSMENT MANAGEMENT MINUTES ASSESSMENT MANAGEMENT 0012/2011

Practical assessment tasks for 2012 National Senior Certificate http://wced.school.za/circulars/minutes11/ CMminutes/edam12_11.html

CAPE TEACHING AND LEADERSHIP INSTITUTE 0008/2011

Registration procedures for training courses, conferences and seminars offered at the Cape Teaching and Leadership Institute in 2012 http://wced.school.za/circulars/minutes11/ CMminutes/ectli8_11.html

CURRICULUM GET 0019/2011

Grade 4 - 7 Natural Sciences kits for 217 Quintile 1 schools and six district offices http://wced.school.za/circulars/minutes11/ CMminutes/edcg19_11.html

CURRICULUM FET EDUCATION PLANNING MINUTES INSTITUTIONAL RESOURCE SUPPORT 0008/2011

Delivery of curriculum resources to schools for the 2012 academic year http://wced.school.za/circulars/minutes11/ PSminutes/edirs8_11.html

KNOWLEDGE AND INFORMATION MANAGEMENT 0010/2011

Online capture of 2011 progressions/ promotions on the cemis http://wced.school.za/circulars/minutes11/ PSminutes/edkm10_11.html

http://wced.school.za/circulars/minutes11/ CMminutes/edcf18_11.html 0019/2011

Delivery of tips for success booklets to 2012 National Senior Certificate candidates http://wced.school.za/circulars/minutes11/ CMminutes/edcf19_11.html 0020/2011

Grades 11 and 12 prescribed literature production at Artscape in 2012 http://wced.school.za/circulars/minutes11/ CMminutes/edcf20_11.html

0003/2012

Grade R subsidies and other ECDrelated matters for 2012 http://wced. 0030/2011

0018/2011

2012 Lok symposium for teachers of afrikaans home language and first and second additional languages (grades 10 and 12)

0014/2011

National Senior Certificate Examinations - prescribed literature for study in grade 12 for all official languages at home, first and second additional language levels in public and independent schools for the interim period 2012 – 2013 http://wced.school.za/circulars/minutes11/ CMminutes/edcf14_11.html 0015/2011

Delivery of school bags and stationery for foundation phase learners at National Quintile 1 primary schools http://wced.school.za/circulars/minutes11/ CMminutes/edcf15_11.html 0017/2011

Revision programme in Februarymarch 2012 for candidates writing supplementary National Senior Certificate examinations http://wced.school.za/circulars/minutes11/ CMminutes/edcf17_11.html

EXAMINATIONS ADMINISTRATION 0009/2011

Announcement of the 2011 national Senior Certificate Examination results http://wced.school.za/circulars/minutes11/ CMminutes/edea9_11.html

INSTITUTION DEVELOPMENT AND COORDINATION MINUTES INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING 0016/2011

Adaptation to means test used for calculating boarding bursaries payable to needy learners http://wced.school.za/circulars/minutes11/ IDCminutes/eimg16_11.html 0017/2011

Election of governing bodies for public schools in 2012

HUMAN RESOURCE MANAGEMENT

0012/2011

0007/2011

16 Days of activism against genderbased violence http://wced.school.za/circulars/minutes11/ CSminutes/ehrm7_11.html 0008/2011

The integrated Quality Management System (iqms) process for learning support educators http://wced.school.za/circulars/minutes11/ CSminutes/ehrm8_11.html

Advanced pay date for temporary wced staff (public servants and cs educators) from 31 december 2011 to 22 december 2011 http://wced.school.za/circulars/minutes11/ CSminutes/ehrm12_11.html 0013/2011

Importance of educators and public servants applying for permission to perform remunerative work outside the public service http://wced.school.za/circulars/minutes11/ CSminutes/ehrm13_11.html

0009/2011

Importance of sound performance management http://wced.school.za/circulars/minutes11/ CSminutes/ehrm9_11.html 0010/2011

Issuing of vacancy lists 2012: Institution-based Educator posts http://wced.school.za/circulars/minutes11/ CSminutes/ehrm10_11.html 0011/2011

Issuing of vacancy list for posts of Administration Clerk and General Assistant http://wced.school.za/circulars/minutes11/ CSminutes/ehrm11_11.html

PROCUREMENT MANAGEMENT 0002/2011

Submission of requisitions for the 2011/12 financial year by responsibility managers http://wced.school.za/circulars/minutes11/ CSminutes/edpm2_11.html 0001/2012

The wced online electronic telephone directory http://wced.school.za/circulars/minutes12/ CSminutes/edpm1_12.html

NOTICEBOARD

Advancing youth leadership in schools A one-day seminar involving 200 Teacher Liaison Officers (TLOs) from the 8 education districts, district Representative Council of Learners co-ordinators, and school management team and school governing body members of the relevant schools, has been scheduled for Saturday, 17 March 2012. The seminar will cover topics ranging from an international perspective on youth leadership development, the role of teachers in advancing youth leadership and examples of youth leadership activities in schools. This will be followed by a panel discussion. The theme of the seminar is “Advancing youth leadership in schools”. TLOs who wish to reserve a place at the seminar should contact Ms Zoliswa Lonja at Zoliswa.Lonja@pgwc.gov.za or tel. no. 021467 2070.

http://wced.school.za/circulars/minutes11/ IDCminutes/eimg17_11.html 0018/2011

Start of 2012 academic year for Adult Education and Training (aet) centres http://wced.school.za/circulars/minutes11/ IDCminutes/eimg18_11.html 0019/2011

Revised regulations relating to the registration of and subsidies to independent schools (excluding independent pre-primary schools) http://wced.school.za/circulars/minutes11/ IDCminutes/eimg19_11.html

SPECIALISED EDUCATION SUPPORT 0003/2011

World Aids Day 2011 http://wced.school.za/circulars/minutes11/ IDCminutes/edse3_11.html

CORPORATE SERVICES MINUTES BUSINESS STRATEGY & STAKEHOLDER MANAGEMENT 0001/2011

School improvement plan and annual school report http://wced.school.za/circulars/minutes11/ CSminutes/edsg1_11.html

NEW REGULATIONS RELATING TO DISCIPLINARY ACTION The Western Cape Government recently passed new regulations relating to the disciplining, suspension and expulsion of learners in schools situated in the Western Cape. The regulations were gazetted on 15 December 2011 and will become effective in all public schools in the province from 2 April 2012. The procedures set out in the new regulations have been amended and updated in line with the various amendments to the SA Schools’ Act, 84 of 1996. The disciplinary procedures when dealing with cases of possible serious misconduct have been set out more comprehensively and are more user friendly for schools. An extract from the provincial notice:

Investigation of possible serious misconduct (1) Where it is alleged that the conduct of a learner may constitute serious misconduct in terms of regulation 3(1), the allegation must be brought to the attention of the principal who must— (a) investigate or cause an investigation to be carried out to determine whether there are grounds for a disciplinary hearing; (b) decide whether there is sufficient evidence to institute disciplinary action against the learner in respect of the serious misconduct and whether or not to report the matter to the governing body. ( 2) The governing body may, on reasonable grounds, and as a precautionary measure, suspend the learner suspected of serious misconduct from attending school for a period not longer than seven school days. ( 3) The governing body must – (a) inform the learner and the parents of the learner of the intention to suspend and the

reasons therefore; (b) afford the learner and the parents of the learner a reasonable opportunity to make representations to the governing body in relation to such suspension; and (c) report the decision of the suspension of the learner to the District Director, who must keep a register of all such suspensions. ( 4) The governing body must conduct disciplinary proceedings in the manner contemplated in section 8 of the Act against the learner within seven school days after the suspension of such learner. ( 5) If disciplinary proceedings are not conducted within seven school days after the suspension of the learner, the governing body must obtain the approval of the Head of Department for the continuation of the suspension of such learner. The document, with the relevant addenda, will be made available to schools under cover of a circular

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sport

MARCH 2012

Schools urged to get behind the bokSmart programme An injury on the rugby field is one too many and all schools in the Western Cape have been encouraged to follow the guidelines of the BokSmart national rugby safety programme. As of 1 January 2011, SARU regulated that no coach or referee may participate in rugby in SA if they have not been certified via the BokSmart Rugby Safety Workshops. This license is valid for a two-year period, after which the coach or referee has to be recertified on the newest version of the BokSmart course to remain active in rugby within SA. Dr. Wayne Viljoen, BokSmart Manager, said a total of 28 761 people received training during the 1st BokSmart Cycle between July 2009 and June 2011. The majority of participants in the 1st Cycle were associated with schools (70%, on average over the period). Viljoen said they were ready to start the rollout of BokSmart Cycle 2. BokSmart was a joint initiative between the South African Rugby Union and the Chris Burger Petro Jackson Play-

ers’ Fund. The Western Cape Education Department supported this initiative. The department realised that this programme addressed the fundamental factor of keeping children safer on the playing fields, and had the added benefit of encouraging greater participation in the sport at schools in the Western Cape. The BokSmart programme was built on the four main pillars of injury prevention, injury management, player safety, and player performance. A key factor of the programme was to reduce the number of avoidable catastrophic head, neck and spine injuries associated with the game, and to educate on how best to manage them appropriately, should they occur. Any catastrophic head, neck and spine injury, albeit it very few in rugby in relation to the number of people playing the game, was

unacceptable. Many of these incidents were potentially avoidable. An important aspect of the programme was to teach safe and effective techniques in contact, which aimed to reduce the incidence and severity of injury, make the game safer for all involved and improve rugby performance at the same time. The safest techniques in contact were also the most effective. For example the safest body position in the scrum also allowed for a more powerful scrumming performance, and at the same time reduced the risk of injury. These aspects were dealt with in more detail within the BokSmart Rugby Safety Workshops. Another core feature of the programme was to provide guidance and advice on how best to ensure a safe playing environment for rugby.

fact file

THE PROGRAMME HAS FOUR MAIN DIVISIONS: 1

The BokSmart Rugby Safety Workshops, a compulsory DVD facilitated course that all coaches and referees in SA have to attend on a biennial basis to remain active, The BokSmart Rugby Medic Programme operated by EMT, which focused on

underprivileged rugby playing communities with limited medical support staff and resources, 3

The BokSmart Spineline number (0800 678 678) operated by ER24, which assisted in the management and road transport of head, neck and spine injured rugby players to the nearest applicable medical facilities, and

The freely accessible online educational resource www.boksmart.com, which had a wealth of researched documentation and practical advice on a variety of related topics.

“the bokSmart programme waS built on the four main pillarS of inJury prevention, inJury management, player Safety, and player performance.”

management implementation

call for comments on the draft school sport policy The Department of Basic Education (DBE) has gazetted a draft school sport policy and invited the public to comment. The deadline for submissions was 30 March 2012.

his followed the recently signed agreement between the DBE and the Department of Sport and Recreation (SRSA) regarding the

“enSure that learnerS in all SchoolS get an opportunity to participate and develop Sporting SkillS.”

management and implementation of school sport. The Policy sought to clarify issues of governance and custodianship of school sport as well as roles and responsibilities of stakeholders. The department said in a media statement that the main objectives of the policy were to: ensure that learners in all schools get an opportunity to participate and develop sporting skills; expose learners to a variety of sporting codes provided by the

school; create conditions for the development and nurturing of identified talent in specific sport codes; and create vibrant school sport code structures, that are effective and properly managed. The draft policy stated that all schools shall offer physical education as specified in the curriculum and all schools must be encouraged to participate in the minimum of two codes of sport per quarter for boys and girls.

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MARCH 2012

Photo: www.irfaansquared.com

Rondebosch cricketer triumphs with bat and ball

Dayyaan Galiem (15) of Rondebosch Boys High School has made headlines after his sensational performance with bat and ball in a cricket match against DF Malan High School.

ayyaan took nine wickets for only one run for his school’s first team. DF Malan’s batsmen were all out for only 18 runs and Rondebosch reached the target easily. The two sides agreed to a T20 match and Dayaan scored 196 not out with the bat. “We expected him to do well but the extent of his success was certainly better than anticipated!!” said Rob Dalrymple, the cricket coach at Rondebosch Boys High. “We were thrilled for him and very proud. “ Dayyaan has represented WP youth cricket in the different age groups from an early age. He was the leading run scorer at the Standard Bank U13 Provincial Tournament scoring a total of 287 runs in 2010. He was also

very successful at the Under 15 week last year playing as an under 14 were he scored 100 against Gauteng to win the match for WP. Earlier this year he scored a hundred against Border for the WP under 19 side. Dalrymple said Dayyaan is an allrounder but batting is his first love. Dayyaan’s performance was the best in the school’s history since Sandy le Roux took 10 for 43 against Bishops under 14A in 1985.

“SETTING THE CRICKETING WORLD ALIGHT.”

Dalrymple said Dayyaan is very driven and wants to play as often as he can. “We do keep a check on the number of overs that he is bowling during the week to try and reduce the chances of injuries. We have also not played him in all the first team matches this year to give him a rest and have also included him in the under 15 side on occasion to ensure that he retains contact with his peer group.” The talented cricketer can also be seen in action on the rugbly field and the squash court. Dalrymple said Dayyaan has received a lot of attention since his amazing feat and the school was conscious of trying to keep him grounded and help him to maintain a balance between his academic work and his cricket.

PA A R L B OY S ’ H I G H 2 0 1 2 T 2 0 S C H O O L S C H A M P I O N S Paarl Boys’ High were convincing winners of the Cricket South Africa Schools Twenty20 Challenge, beating Northern Cape by four wickets in the final at Senwes Park in Potchefstroom on Sunday, 19 February.

Paarl, representing the Nashua Mobile Cape Cobras, remained unbeaten in their five games and were deserving winners. Northern Cape, who lost in a super over in last year’s final,

chose to bat first and closed at 120 for 9. Xander Pitcher scored 40 off 36 balls, but Boys’ High took regular wickets. Darren Papier, who claimed three wickets for 16 runs and Jean-Luc Du Plessis, who took 2 for 16, were the pick of the bowlers. Boys’ High lost early wickets. Approaching rain clouds increased the pressure on their batsmen as they fell behind the Duckworth Lewis adjusted total. The rain arrived with Boys’ High on 53 for 4 with 60 more runs needed. However the interruption was

short lived and despite losing two further wickets Man of the Match, Nelis Janse van Rensburg, continued to score at will, and the winning runs were scored with 9 balls remaining. Boys’ High were rewarded for all their efforts with winnings of R100 000 and for his superb batting throughout the tournament Hanno Kotzé was named Man of the Series and received a cheque for R3 000.

AWARDS CEREMONY

School Sport Organisastion hosts historic awards ceremony The Western Cape School Sport Organisation (WECASSO) hosted its first Annual Merit Awards Function in December to honour learners who have performed outstandingly in sport during 2011. WECASSO chairperson Pieter Lourens said the occasion was significant because it was the first time in the history of school sport in the province that all participants of the three regions and in different codes of sport were honoured in this way. “This is indeed a special occasion to bring tribute to our stalwarts of school sport, especially those from a previously disadvantaged dispensation, and equally important, our athletes from the different sporting codes. It is important to reflect on, and acknowledge the performances of our athletes as this gesture may inspire them to greater performances, leadership, discipline and combating the evils of modern society.” Willem van Schalkwyk was named the Overall Sportsperson of the Year. The winners in the other categories were:

oanna Winterbach (WP J Netball) – Coach of the Year

From left: man of the match, Nelis Janse van Rensburg and man of the series Hanno Kotzé.

M arie Le Roux (Boland Netball) – Technical Official of the Year D oreen Slingers (WP) – Administrator of the Year

Reaching new heights

Primary school soccer team advance to the “big” league The Under 14 Football team of Cloetesville Primary School will represent the Western Cape at the National Leagues Tournament in Gauteng from 31 March to 2 April. The other Western Cape teams that qualified for the tournament included the under 14 Football Girls team of Teske Gedenk Primary School in Beaufort-West, the Under 14 Netball team of St. Helena Primary School and the Under 18 Netball team of the Western Cape Sport School. Cloetesville Primary School experienced a very successful season thus far. Their victory in the triangular Under 14 provincial football tournament in Kimberley in December was preceded by their excellent performance

at the Milo National Under 13 tournament. Cloetesville ended second. Rodger Cupido, the coach, said their performance at the Milo tournament boosted the players’ confidence. They competed in knock-out games against teams from the Northern Cape and the Eastern Cape to determine who will advance to the National Tournament. Cupido said although about half of his victorious team went to high school this year, soccer was thriving at the school. “We anticipated this by taking some Under 13 players on the tournament last year.” Cloete said the players were excited about advancing to the Nationals and were ready for the challenge.

S outh Western Districts (Henry Paulse) – Region of the Year A lexa Haasbroek (Boland) – Primary School Sports Girl of the Year L inford Maree (Boland) – Primary School Sports Boy of the Year M aryke Wolhuter (WP) – LSEN Sports Girl of the Year N eceedo Petersen (SWD) – LSEN Sports Boy of the Year J ean-Marie Senekal (Boland) – Secondary Sportsperson of the Year (Female)

illem van Schalkwyk W (Boland) – Secondary Sportsperson of the Year (Male)