Education Update || 19 by Western Cape Education Department

EDUCATION

Newspaper of the WCED April 2014 Issue 19

Western Cape starts 2015 enrolment campaign After getting the 2014 academic year off to a flying start in the first term, schools are already busy with enrolment for 2015.

he first phase of the Western Cape Education Department’s (WCED) admission process started on 3 March and will conclude on 27 June, at the end of the second term. Schools must respond in writing to parents by 30 June 2014 to inform them if the application to enrol their child was successful. Parents of children entering school for the first time, those starting high school and those changing school are encouraged to apply at schools during the first phase of enrolment. The WCED also urges parents to apply at more than one school as their application might not be successful at their school of choice.

“Enrolment in Grades 1 to 12 has increased by more than 15 000 in the Western Cape for 2014.”

A second phase for enrolment will start on 21 July to 12 September 2014 to assist those parents who were unsuccessful during the first phase. The department will once again embark on an early enrolment campaign to ensure that learners are registered for next year. “We started early enrolment campaigns more than 10 years ago when thousands of learners queued for places in school at the start of the year,” explained Paddy Attwell, Communication Director at the WCED. “The number of parents looking for places at the start of the year has declined since then, although we still find that many parents arrive

inside / news

at schools in January to enrol their children.” “We expect this to some extent because a small percentage of the population is always on the move, especially at the end of the year.” “Unfortunately, many parents still leave it to the last minute and expect places in schools of their choice. We will continue to build awareness of the need to apply early.” “Our schools and the administration have improved how they manage enrolment and our campaigns have helped to raise this awareness of the need to enrol children early.” “More recently, we have started using technology to track vacancies and trends online, using our Central

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Education Management Information System (CEMIS).” “We can see immediately which schools have enrolled more learners and where the vacancies are, so that we can match children to available places more easily.” “The system also helps us to identify hotspot areas for our awareness campaigns.” The department uses a combination of radio advertising, displays on billboards, bus shelters, banners and posters, and in taxis and trains. Enrolment in Grades 1 to 12 has increased by more than 15 000 in the Western Cape for 2014. The majority of these learners enrolled last year. This enabled the department to plan ahead to accommodate them. For example, the department placed 52 mobile classrooms on 31 sites by the start of the year in “hotspot” areas. In the first few weeks of the school year, officials have been working hard to assist parents in enrolling their children in schools. In some cases, the difficulty has arisen as a result of parents insisting on gaining access to a school of their choice and not accepting alternatives on offer. Issues of language medium and subject choice in the higher grades also complicated the situation. District officials work with schools to identify available places. Recent constitutional court judgments have confirmed that schools and education departments must work together to ensure access to schooling for learners. The department has developed considerable expertise in meeting rapidly changing needs. Special measures include, for example, deploying mobile classrooms as soon as possible in rapidly growing communities. The WCED’s infrastructure plan is based on thorough local knowledge in each district supported by geographical information systems, which help to identify pressure points early and learner enrolment that may be dropping. The department also consults continuously with town planners and other development agencies.

in depth

sport

West End Primary School shows overall improvement

PNPS embraces the challenge of inclusive education

Study probes impact of stress management at high-risk schools

PRG learner, Stefan de Bod is the junior SA champion in road cycling

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APRIL 2014

STRATEGY

West End Primary School shows overall improvement in Mathematics and Language results Western Cape Education Minister, Donald Grant, visited West End Primary School to congratulate the principal, teachers and learners with their improved results in the department’s annual systemic language and mathematics tests in Grade 3 and Grade 6.

he school improved its results in Grade 3 from 27.7% in 2012 to 46.6% in 2013. In Grade 6 they had a minor improvement from 30.2% in 2012 to 33.3% in 2013. In mathematics, the school improved its results substantially from 36.9% in 2012 to 69.7% in 2013 in Grade 3. In Grade 6, results improved from 14.8% in 2012 to 28% in 2013. Grant said he was delighted to have been given the opportunity to congratulate the principal, Clive Arries, in person and to hear, first-hand, what their secret to success is. “From the moment you arrive at the front gate of the school, their secret is evident. There is teamwork from A-Z, led by innovative servant leadership. Everyone is engaged in this school, from the parents, to the learners, the educators and SGB. They are a prime example of BETTER TOGETHER.” The school engaged in a number of activities to improve their results. These include new teaching strategies based on their ANA and Language and Mathematics results, appointing additional teaching assistants in Grade 2 and 6 and creating a “buddy system” which included both learners that were excelling and struggling in order to

assist one another. Grant said the provincial results of the Grade 3, 6 and 9 testing showed encouraging improvements in the mathematics results for each grade. “But, as stated time and time again, there is no quick fix when it comes to improving the quality of education. While we have seen improvements in some areas, there is still much to be done.” The provincial percentage pass rate for language, based on a pass requirement of 50%, in Grade 3 was 37%, 29.5% in Grade 6 and 47.8% in Grade 9. In mathematics, the percentage pass rate was 55% in Grade 3, 28.3% in Grade 6 and 14.3% in Grade 9. Grant said a 3.5 percent increase in the Grade 3 mathematics pass percentage, together with the increases in the Grade 6 and 9 mathematics result, suggested that the department’s special focus on Maths in the Foundation Phase was yielding results. The department’s strategy includes careful analysis of problem areas, teacher training and support, and providing teaching and learning materials. The language results were of concern. The results decreased slightly from 2012 in Grade 3 and 9, but have remained higher than in 2011. In Grade 6 the percentage

THE SCHOOL PRODUCED IMPROVED RESULTS IN BOTH LANGUAGE AND MATHEMATICS IN GRADE 3 AND GRADE 6

decrease was disappointing. Grant said the department remained positive as these tests allowed the WCED to evaluate the reasons for any decreases and to formulate new strategies to improve on these results. “The WCED will tackle these challenges head on after careful analysis. The fact that there is year on year comparability makes it possible for the WCED to draw constructive conclusions and develop corrective measures for classroom practice.” “The important thing is to know where we need to provide support.” Schools have received their results and will be visited by district staff for a joint analysis of their results with the senior managers of these schools. After examining the results, each school’s language and mathematics strategy will be adapted and improved taking into account where the weaknesses of their learners lie. Each school will be submitting improvement targets determined by principals in consultation with the relevant district office.

Xhosa pilot set to fly Ten schools that volunteered to teach isiXhosa in Grade 1 in 2014 are keen to get going.

he pilot forms part of a national plan to introduce African languages in schools incrementally over 12 years, starting in Grade 1. The Department of Basic Education invited provinces to select 10 schools for the pilot programme this year. The Western Cape Education Department invited schools in urban districts to apply. The department considered factors like proximity, to make it easier for itinerant teachers to visit schools; school performance; their ability to cope with the pilot, and the composition of the learner population. The WCED has appointed four itinerant teachers so far for the

pilot, and has advertised for a fifth teacher. The teachers will each visit two or three schools to provide the lessons in Grade 1. The 10 participating schools have opted to extend the school day to accommodate the lessons. The following schools are participating in the pilot in the Western Cape: Metro Central: Zonnebloem Boys’ Primary, Montevideo Primary, Cecil Road Primary and Good Hope Seminary Junior. Metro North: Vorentoe Primary, Belhar Primary. Metro South: Simon’s Town Primary, West End Primary, Square Hill Primary. Metro East: Kraaifontein AME Primary.

“The pilot forms part of a national plan to introduce African languages in schools incrementally over 12 years, starting in Grade 1.”

Candidates grab second chance to pass matric A total of 9 356 candidates registered to write the 2013 National Senior Certificate supplementary exams from Monday, 17 February 2014 to 25 March 2014. Many of these candidates needed to improve their results to access certain university courses. The subject with the highest number of applicants was Mathematics (3 331). In order to assist these candidates to pass their supplementary examinations, the Western Cape Education Department offered free tuition to candidates. The tuition programme included broadcast revision lessons via satellite to 146 schools across the province using its Telematics system. The WCED and Stellenbosch University set up the system originally to provide extra tuition for matric candidates in the Western Cape. Expert teachers provided quality lessons via satellite to candidates who have registered to write the supplementary exams. The subjects covered were English Home Language, Afrikaans Home Language, Geography, Life Sciences,

Physical Science, Mathematics and Accounting. Candidates were able to view these broadcasts between 10 February and 18 March 2014 from 15:00 to 17:00 on weekdays.

“The subject with the highest number of applicants was Mathematics (3 331).”

EDUCATION

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awards

Western Cape honours excellence in literacy and numeracy Schools that produce excellent results and those that have shown the greatest improvement over the years in the department’s annual systemic tests for Language and Mathematics were recognised for their achievement at the provincial Literacy and Numeracy Awards on Tuesday, 18 February 2014.

he awards serve as an incentive for schools to continue to improve their achievements. Awardees receive a monetary incentive for the purchase of teaching and learning support material. The Western Cape Education Department has tested a sample of primary school learners in Language and Mathematics since 2002. The test was first conducted with Grade 3 learners in 2002 and in 2003 the Grade 6 learners wrote the Language and Mathematics tests. Grade 9 testing was introduced in 2010 for the first time. From 2010, all Grades 3, 6 and 9 learners were assessed in Language and Mathematics. In order to enhance the credibility of the tests, the systemic tests are independently administered, tested and marked by outside service providers. Last year, a total of 245 285 learners from 1 422 public ordinary schools were tested, as well as 6 133 learners from 98 independent schools. The winners were:

Overall Excellence in Outcomes: Grades 3 and 6 1. Rustenburg Girls’ Junior 2. Oakhurst Girls’ Primary 3. Greenfield Girls’ Primary 4. Grove Primary School 5. Rondebosch Boys’ Prep 6. S.A. College Junior 7. Sweet Valley Primary 8. Wynberg Girls’ Junior 9. Rhenish Primary School 10. Welgemoed Primary School Overall Excellence in Outcomes: Grade 9 1. Rustenburgh Girls’ High School 2. Rondebosch Boys’ High School 3. Westerford High School 4. S.A College High School 5. Bloemhof High School 6. Wynberg Boys’ High School 7. Wynberg Girls’ High School 8. The Settlers High School 9. Fairmont High School 10. Parel Vallei High School Excellence of outcomes in Language: Grades 3 and 6 1. Kirstenhof Primary School 2. Bergvliet Primary School 3. Sun Valley Primary School

Excellence of outcomes in Mathematics: Grades 3 and 6 1. Augsburg Landbou Gimnasium 2. Stellenbosch Laerskool 3. Wesbank Laerskool Excellence of outcomes in Language: Grade 9 1. Rhenish Girls’ High School 2. Pinelands High School 3. La Rochelle Meisies Hoërskool Excellence of outcomes in Mathematics: Grade 9 1. Paul Roos Gimnasium 2. D.F. Malan Hoërskool 3. Stellenberg High School Excellence in Outcomes at Grade 3 level for schools that do not have Grade 6 (136 schools) In this category, an award is presented to one school in the province where the combined performance at Grade 3 level in Language and Mathematics in 2013 illustrates meritorious outcomes. Excellence in outcomes is measured in terms of the average of the mean scores in both Language and Mathematics. The outcomes must be in the top 10 in the province. 1. Durbanville Voorbereidingskool Excellence in Outcomes at Grade 6 level for schools that do not have Grade 3 (17 schools) 1. Durbanville Primêre Skool Overall Excellence in Outcomes: Grades 3 and 6: Independent Schools 1. Herschel Girls’ School Overall Excellence in Outcomes: Grade 9: Independent Schools 1. Herschel Secondary School

Overall improvement in outcomes: Grade 3 and Grade 6 1. A.Z. Berman Primary School 2. Siyazakha Primary School 3. Impendulo Public Primary 4. West End Primary School 5. Hazeldene Primary School 6. Meadowridge Primary School 7. Bastion Primêre Skool 8. Masivuke Primary School 9. Northwood Primary School 10. Zanemfundo Primary Overall improvement in Outcomes: Grade 9 Schools with an enrolment of 600 learners or more. 1. Goodwood Kollege 2. Rylands High School 3. Rocklands Secondary School 4. Oaklands Secondary School 5. Edgemead High School Schools with an enrolment of less than 600 learners. 1. Voortrekker Hoërskool 2. Pelican Park High School

“Awardees receive a monetary incentive for the purchase of teaching and learning support material.”

update EDUCATION

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

Oscar Appolis Archie Benjamin Magdalena Benn Leon Buchner Berenice Daniels Caroline Fowler Susan Hanekom Candice Jansen Sharon Johnson Byron la Hoe Hennie Mentz Donavan Petersen Paul Dobson Graham Ward Grace Ziegler

Rustenburg Girls Junior

Design

Y&R

West End Primary

Rustenburg Girls High

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awards

Western Cape honours top matrics and schools Western Cape Premier Helen Zille and Provincial Education Minister Donald Grant hosted the Western Cape National Senior Certificate (NSC) Awards Ceremony on Tuesday, 14 January 2014.

Access to Bachelor’s Degree Study

2009

2010

2011

2012

2013

14 324

14 414

15 215

16 319

19 477

The Western Cape’s top achievers in the 2013 National Senior Certificate exams with Premier Helen Zille and Minister Donald Grant on the steps at Leeuwenhof. Photographer: Hennie Mentz

Number of Matric passes

he event celebrated outstanding achievements by schools and candidates in the 2013 NSC examinations. The top three candidates in the Western Cape were Nicola Cilliers (Rustenburg Girls’ High School), Lauren Gildenhuys (Wynberg Girls’ High School) and Lauren Denny (Rustenburg Girls’ High School). Grant congratulated the Class of 2013 for improving on the performance of the previous year’s cohort who succeeded in beating the records in all key indicators of success. These indicators include increases in the number of passing candidates and candidates with access to bachelor’s degree study, decreases in the number of underperforming schools and improvements in the number of students writing mathematics and physical science. “This year, I am pleased and proud to stand before you to congratulate the Class of

2013 for their even more outstanding performance in the National Senior Certificate; it certainly was a quality result,” Grant said. In the 2013 NSC, the Western Cape not only beat its own records for access to bachelor’s degree study, but also performed the best in the country in this regard. A total of 19 477 candidates qualified for bachelor’s degree study in the Western Cape. This is 3 158 more quality passes in 2013 than in 2012. The Class of 2013 also achieved 22 208 distinctions in 2013 compared to 19 264 in 2012. This is an increase of 2 944 distinctions. 9 087 candidates achieved the 22 208 subject distinctions, representing 615 more candidates than in the previous year. A total of 396 candidates achieved 5 subject distinctions, 326 achieved 7 subject distinctions, 147 achieved 8 subject distinctions, and 28 candidates achieved 9 subject distinctions.

40.9% of candidates achieved access to bachelor’s degree study. This figure is the highest in the country.

Indicators of success The Western Cape 2013 matric results showed improvement in all areas. A record number of 40 558 candidates passed the NSC with a provincial pass rate of 85.1%. This is the highest number of passes ever achieved in the province since the inception of the NSC. The department exceeded its target of 40 000 passes. 40.9% of candidates achieved access to bachelor’s degree study. This figure is the highest in the country. Altogether, 19 477 candidates qualified for bachelor’s degree study. This is 3 158 more quality passes in 2013 than in 2012. Similarly, the number of diploma passes has increased from 12 418 in 2011 to 14 602 in 2012 and 15 032 in 2013. These figures signify a steady improvement in the quality of passes within the system. It also means that more learners than ever before will now have the opportunity to apply for admission at higher education institutions. Mathematics and Physical Science results In 2013, 12 216 candidates passed mathematics compared to 11 311 in 2012. The pass rate was 73.3%. In physical science, the number of passing students increased from 7 995 in 2012 to 8 333 in 2013. Physical science candidates achieved a 72.6% pass rate. An underperforming school is a school that has achieved less than 60% in the NSC. In the last five years, the WCED has managed to reduce the number of underperforming high schools from 85 in 2009 to 23 in 2013.

2009

2010

2011

2012

2013

34 017

35 139

33 146

36 992

40 558

“The department exceeded its target of 40 000 passes.” Number of underperforming schools

2009

2010

2011

2012

2013

“The Class of 2013 also achieved 22 208 distinctions in 2013 compared to 19 264 in 2012. This is an increase of 2 944 distinctions.”

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awards

Candidates succeed against the odds Three youngsters who achieved excellent academic results in the face of tremendous hardship and personal obstacles received special ministerial awards. “This year we wish to recognise three learners who exemplify the exceptional courage and determination shown by many, many of whom are not known to us, in achieving their success,” said Brian Schreuder, who announced the recipients. Due to a paralysing illness, DC Prins has been bound to a wheelchair from a young age. Despite this, he matriculated at Charlie Hofmeyr High School in Ceres, a mainstream school. Throughout his school career, Prins always gave his best and never complained. Schreuder said his positive attitude and motivation was an

example to other learners and an inspiration to all. Mercia Mentoor of Klein Nederberg Secondary School in Paarl achieved three distinctions in the NCS exams. When she was in Grade 3, Mentoor was forced to leave home with her two younger brothers. She had to take care of them. After several years of hardship, they were taken in by a Samaritan who took care of them for the past few years. Mentoor also had poor eyesight due to cataracts since birth. She was only recently treated successfully. Her one eye is damaged, though.

Siyanda Sityata of Joe Slovo High School in Khayelitsha lived in difficult conditions. He sleeps and learns in the living room, resting his books on his leg. He was mugged and robbed several times on his way to extra afternoon and weekend classes. Sityata struggled to concentrate because he was continually concerned about his safety. Many times the neighbourhood was loud and noisy and he had to wait until everyone was asleep before he could study. Despite these trying conditions, he managed to achieve 4 distinctions.

WCED Merit List for 2013 In this category, awards were given to candidates who achieved excellence in the 2013 NSC examinations. Included in this category are those learners who have achieved the top marks in the province. The awards were allocated according to the marks obtained in the best six subjects that fulfil the requirements for the award of a National Senior Certificate (two official Languages, and four other subjects excluding Life Orientation and Mathematics Paper 3).

Top three WCED positions

1. Nicola Mire Cilliers Rustenburg Girls' High School

2. Lauren Irene Gildenhuys Wynberg Girls' High School

3. Lauren Nancy Denny Rustenburg Girls’ High School

Name

SCHOOL

Aqeelah Adams Saskia Adriaanse Madiha Aklekar Nicole Joy Arends Kate Elizabeth Bell Mechiel Boshoff Nicola Mire Cilliers Lauren Nancy Denny Gerben Draaijer Lianda du Plessis Nicole Hannah Dunn Funelakhe Duze Zaynulabiedeen Ebrahim Laylaa Fakier Lauren Irene Gildenhuys Bongani Elvis Gqweta Karlien Heyns Rushka Ismail Luke Sean Jacobs Lukhanyiso Jantjies Wianke Jenkins Shane Josias

South Peninsula High School Esselenpark Sekondêre Skool Rylands High School Worcester Gimnasium Wynberg Girls’ High School Milnerton High School Rustenburg Girls’ High School Rustenburg Girls’ High School Paul Roos Gimnasium Hoërskool Gimnasium, Paarl Springfield Convent of the Holy Rosary Phandulwazi High School Rylands High School Livingstone High School Wynberg Girls’ High Masiyile Senior Secondary School Hoër Meisieskool Bloemhof Mondale High School Kensington High School Fezekile Secondary School Hoërskool Durbanville Cape Academy for Mathematics, Science and Technology Diocesan College Diocesan College Herschel Girls School Sinenjongo High School Rylands High School Centre of Science and Technology Muteti Thandokhulu Secondary School Matthew Goniwe Memorial High School Herschel Girls School Livingstone High School Rustenburg Girls’ High School Diocesan College South African College School Rondebosch Boys’ High School Hoërskool Durbanville Hoërskool Parel Vallei York High School Herschel Girls School Paul Roos Gimnasium

Joseph Wandile Kahn John Pierre Lanser Jenna Jean Lowe Sinombongo Macekiswayo Mogamat Junaid Martin Tefelo Mathibane Charles Tafadzwa Bandile Nkawule Lethu Akhona Ntshinga Musa Omar Robyn Jean Paterson Nevarr Pillay Luke Matthew Schwartzkopff Daniel Richard Stephens Elke Ter Borg Marguerite Theron Peter Albert Thompson Jennifer Kate Van Heerden Willem Johannes Wilken

AWARDS TO LEARNERS Excellence despite barriers to learning • Bianca Nel (from an ELSEN School), Jan Kriel • Lorenzo Daniel Andrews (hearing impaired), Dominican Grimley • Karin Van Wyk (visually impaired), Pioneer Learner Subject Awards Excellence in isiXhosa Home Language Zimkhitha Basana, Inkwenkwezi Secondary

Excellence in English Home Language Robyn Jean Paterson, Rustenburg High School for Girls Excellence in Afrikaans Home Language Wianke Jenkins, Durbanville High School Excellence in Mathematics Samuel Piotr Wolski, Diocesan College Excellence in Physical Sciences Gerben Draaijer, Paul Roos Gimnasium Excellence in Accounting Gerben Draaijer, Paul Roos Gimnasium

Awards to Schools EXCELLENCE IN ACADEMIC PERFORMANCE Herschel Girls’ School St Cyprian’s School Diocesan College South African College High School Herzlia High School Hoër Meisieskool Bloemhof Springfield Convent of the Holy Rosary Paul Roos Gimnasium Westerford High School Rondebosch Boys’ High School Hoërskool Parel Vallei Wynberg Girls’ High School Rhenish Girls’ High School Wynberg Boys’ High School Parklands College Hoër Meisieskool Paarl Hoër Jongenskool Paarl Norman Henshilwood High School The Settlers High School D.F Malan High School Special Awards for Academic Achievement (certificates) Rustenburg High School for Girls Centre of Science and Technology (COSAT) Livingstone High School

passes in the same period) Imizamo Yethu Secondary School, 117 Klein Nederburg Sekondêre Skool, 109 (also produced 51 more bachelor’s passes in the same period) Manyano High School, 86 (also produced 36 more bachelor’s passes in the same period) Esselenpark Sekondêre Skool, 83 Bloekombos Secondary School, 74 Wesbank Sekondêre Skool, 69 Langeberg Sekondêre Skool, 67 Wellington Secondary School, 66 Parow High School, 65 (also produced 36 more bachelor’s passes in the same period) INCREASE IN BACHELOR PASSES BETWEEN 2011 AND 2013 Mondale High School, 105 Schoonspruit Sekondêre Skool, 69 De Kuilen High School, 69 Plumstead High School, 65 Belhar Sekondêre Skool, 63 Spine Road High School, 63 Steenberg Sekondêre Skool, 60 Luhlaza Secondary School, 57 Hottentots-Holland High School, 56 Thandokhulu Secondary School, 52

MOST IMPROVED SCHOOLS IMPROVEMENT IN NUMBERS PASSING FROM 2011 TO 2013 George High School, 187 (also produced 57 more bachelor’s

IMPROVEMENT AND EXCELLENCE IN INDIVIDUAL SUBJECTS Improvement in Mathematics Strand High School Excellence in Mathematics Paul Roos Gimnasium Improvement in Physical Sciences Punt High School Excellence in Physical Sciences Paul Roos Gimnasium Improvement in Accounting Spine Road High School Excellence in Accounting Paul Roos Gimnasium Improvement in English Home Language Spine Road High School

Excellence in English Home Language Fairmont High School Improvement in Afrikaans Home Language Klein Nederburg Sekondêre Skool Excellence in Afrikaans Home Language George Sekondêre Skool Improvement in isiXhosa Home Language Imizamo Yethu Secondary School Excellence in isiXhosa Home Language Bloekombos Secondary School

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A Creative and Talented group session.

Embracing the challenge of inclusive education

“Reynolds says any good teacher practices inclusion. The premise is that every child is unique and that each child has special needs.”

UNESCO’s 1994 Salamanca Statement declares that mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.

ith the introduction of the policy on Inclusive Education in South Africa, the concept ‘Full Service School’ was introduced to show how ordinary schools can transform themselves to become inclusive. The first cohort of Full Service/Inclusive Schools will chart the way for all schools to become inclusive schools. Education Update visited Pinelands North Primary School, a Full Service School recognised by the Western Cape Education Department for its inclusive approach to learning, to demystify the concept and see how it is practised in the classroom. Pinelands North Primary School, locally referred to as the Red School, celebrated Valentine’s Day with learners and staff dressed in red and white during our visit. Learners stopped by Principal Ann Morton’s office to wish her a happy Valentine’s Day or to hand over a small treat. A collection of teddy bears adds to the welcoming atmosphere in her office. Children who struggle with socialisation often congregate in the area outside her office

during intervals where puzzles, various other games and toys and a ‘Thunk’ tank have been set up. She explains that the school allows children space to be themselves. Learners are free to collect a tame budgie from the principal’s office and are often seen walking around the school grounds with the bird perched on their shoulders. The fish tank containing guppies in her office and another fish tank in the foyer also gave rise to a fish club at the school. Various other animals are kept at the school. Morton says new learners often connect with the animals and caring for the animals has a calming effect on learners who might have had disciplinary issues at their previous schools. Besides the new Grade 1 intake, the school admits about 18 new learners every year. Many of these children have special education needs. In March 2012, PNPS was awarded Full Service/Inclusive School status by the WCED and the department provides funding for a teaching assistant/ inclusion facilitator. The school is also supported by the Inclusive Education outreach team based at Vista Nova Special School

Resource Centre which includes an occupational therapist, special education teacher and educational psychologist. Rose-Anne Reynolds, Learning Support Co-ordinator, says they have a capacity building model at the school where the teachers, facilitators and teacher aides are empowered to work with the children in their classes and are becoming better skilled at interpreting the various difficulties and challenges their students present with and how to access the resources necessary to support the children. Reynolds says any good teacher practices inclusion. The premise is that every child is unique and that each child has one or other special need. Some children may need extra time to answer questions during an exam or may require a scribe. They also use different venues during exams to accommodate learners. “We want to create a place where children feel safe and cared for.” Reynolds says a good starting point is to know every child’s name and to try and make life easier for a child. The school uses a strengthsbased perspective to teach children particular skills and to

facilitate learning. “We do not want to make the children what they are not; rather we choose to see who they really are.” Reynolds says inclusion is about teamwork. Teachers meet regularly to discuss the children’s learning support needs while she also offers support for parents. “We work with parents to reinforce what we are doing at school.” Reynolds says practicing inclusion has enabled the entire school community to accept a collective responsibility to ensure that the school does not discriminate, exclude or separate. Morton describes the Red School as an old fashioned kind of school where active parental involvement is encouraged. A number of parents volunteer at the school. Learning support at the school also involves a Creative and Talented programme to cater for the needs of their brightest learners. In an article in the school’s annual magazine, Morton wrote that bright children are often not accepted by their peers because they view the world differently and see things others don’t. “Giving clever children more work

After 17 years at the helm, Pinelands North Primary School Principal, Ann Morton, is constantly looking for ways to improve teaching and learning at the school.

in class, of the same type, is certainly not going to motivate them to achieve what they could.” She says research has proved that the brightest children are often not those who come top of their class – often these children underachieve, become class clowns or spend their days working out just how far they can try their teacher’s patience. “They do that because they can! Being bright means that they can work out just how little

EDUCATION

feature they can do to pass each grade, and unless they are motivated, they continue to do as little as possible throughout their school days.” The Creative and Talented programme includes six months with the school’s learning support co-ordinator to build self-esteem, discuss friendship issues, explore complex, philosophical issues and learn to deal with authority successfully. Morton says this part of the programme focus on the skills needed in society, which are often lacking in exceptionally bright people. “For the first time in their lives, these children now feel

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understood and accepted, with better coping skills with which to survive an often hostile world.” The learners also work on one independent project a term and other group projects. They are given work that motivates them to achieve and provides the opportunity to explore subjects outside the curriculum. Sometimes the projects are suggested by the children themselves, growing out of a particular interest or passion they may have. Some of the projects they worked on included researching and producing a newspaper and producing a book of very

intricate paper mechanisms. A more recent project involved the children documenting safe and unsafe areas in the school. Morton says the project identified issues the staff might not have been aware of and, based on the children’s recommendations, they took immediate action to address any safety concerns. Multi-age groups see the principal on a Friday. Morton says after these sessions she comes back to school on a Monday energised for the whole week! The school is willing to share ideas with other schools if they want to visit, Morton concluded.

WCED expands access to inclusive education The Western Cape Education Department is embarking on a comprehensive Inclusive Education training programme to build capacity in schools to address special educational needs or barriers to learning. The Department of Basic Education designated 2013 as the national Year of Inclusion which was the impetus for putting plans in place to expand inclusive education across the education system. The expansion of Inclusive Education will include the following:

Early screening and identification for appropriate learner support;

Human resource development and support;

Institutional and management development; as well as

Involvement of stakeholder organisations.

The Western Cape has a high incidence of learners needing moderate to high levels of support. The following factors may be contributing to the high incidence:

Erica works with her facilitator, Lisa

“We want to create a place where children feel safe and cared for.”

Cognitive impairment due to the prevalence of the drinking of alcohol during pregnancy;

Cognitive impairment related to the use of the drug methamphetamine (known as “TIK”) by pregnant mothers; and

High rate of road accident injuries.

Examples of inclusion Witzenberg Primary school in Wolseley is an example of an ordinary/mainstream school which has accepted a physically disabled

Sheila, employed as a facilitator for Matt, assists him in the classroom.

cerebral palsied learner into an ordinary class. Ned Doman High School in Athlone installed a lift for their physically disabled learners. I D Mkhize High School is being converted into a Full-Service/ Inclusive High School. Wynberg Girls’ High has included a learner who is deaf and Swartland High a learner who is blind. Expanding support Inclusive Education outreach teams based at Special School Resource Centres are supporting mainly Full-Service/Inclusive Schools and also mainstream/ ordinary schools, for example the Inclusive Education outreach teams run workshops on perceptual skills development to improve literacy and numeracy. Several districts are piloting a new model for Learning Support teachers that will enable more learners in mainstream/ordinary schools to benefit from their services. The WCED supports about 45 000 learners with low level needs at mainstream schools via Learning Support teachers. About 1 900 learners with moderate levels of need currently attend Full-Service/Inclusive Schools in the province. Many of these learners would have attended special schools in the past. About 19 500 learners attend 74 special schools in the Western Cape, including Schools of Skills. The department is in the process of assessing these learners for possible transfer to Full-Service/Inclusive Schools, which will free space in special schools for those needing high levels of support. The WCED has formed 16 outreach teams that support the 140 Full-Service/Inclusive Schools. The department is increasing the number of Full-Service/ Inclusive Schools annually, in line with policy.

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TRAINING

The Cape Teaching and Leadership Institute: Inclusion for the excluded Magdalena Benn

For the first time in the history of the Cape Teaching and Leadership Institute (CTLI) a Deaf Sign Language teacher attended the curriculum training in Foundation Phase Mathematics.

he year 2013 was declared the year for Inclusive Education, we did not expect that we would be challenged at the end of that year. The CTLI received a request for a hearing impaired teacher to attend the Foundation Phase Mathematics training course scheduled for 3 – 14 February 2014. This was a huge challenge for the CTLI, because the institute had never been presented with such a request before. The thought never crossed my mind to exclude the teacher from the training. I saw it as an opportunity to embark on a journey to make a difference and bring about change. The school was informed immediately that the CTLI will provide a sign language interpreter. It was quite a battle to source a suitable sign language interpreter with teaching

experience and knowledge of the Curriculum and Assessment Policy Statement. After a long search and the assistance of many officials, a suitable sign language interpreter, Elizabeth Rossouw, a former teacher at the Dominican School for Deaf Children, was appointed. What a relief it was! Christopher Dontsa, the Deaf Sign Language participant arrived on the first day to attend the training. He received a warm welcome in sign language from

“All participants were treated equally and they gained confidence when they interacted with each other.”

Ms Nobantu Pasiya, Head of Progamme Delivery, which she learned from Elizabeth before his arrival. Elizabeth was given a chance to explain to the participants how to treat Christopher and how to get his attention. A positive learning environment was created on the first day of the course so that Christopher and all the other participants could feel safe, accepted, comfortable, valued and respected. The participants shared knowledge and experience with each other. Active participation and total commitment from every single person, including Christopher, was encouraged. All participants were treated equally and they gained confidence when they interacted with each other. They took turns to give feedback during the sessions. There was no

way that Christopher could hide, and on one occasion, when he gave feedback on an activity, he did it with a smile, admitting at the end in sign language that he was sweating because of the nerves. He was never treated differently or excluded from activities. Christopher summarised his experience of the course: “As a Grade 3 teacher I have learnt so much. I will definitely implement the ideas and methodologies to help my learners improve in Mathematics. The participants treated me like a normal person and involved me in all the activities. They also asked me to share my ideas with them. Best of all, they were willing to learn sign language, and I am proud to say that I taught them the basics. I would like to thank my principal, Mrs Wilmot, from Mary Kihn School, who has sent my

nomination to the district office to attend this course. Lastly, I would like to thank the CTLI, especially Magdalena Benn, the co-ordinator who made every effort to accommodate me. My heartfelt thanks go to Mthunzi and Estelle, who taught me how to teach Mathematics effectively. I had a great experience and I would like to thank the group of participants who shared their ideas and experiences with me. Thank you all for accepting me for who I am and making me part of this learning experience at the CTLI.” This is a lesson for other deaf teachers out there not to give up, but to enrol for professional development courses in order to make a difference in learner achievement. Inclusive Education – the right to be included and not excluded!

“I saw it as an opportunity to embark on a journey to make a difference and bring about change.”

Sign language interpreter Elizabeth Rossouw assists Christoper Dontsa, a teacher at Mary Kihn School for the hearing impaired.

EDUCATION

development

APRIL 2014

PEOPLE MANAGEMENT

Name changes for Chief Directorate: Human Resources The Chief Directorate: Human Resources has been renamed Chief Directorate: People Management Practices.

WELLNESS

van Carolus, Chief Director: People Management Practices, said the previous organisational structure of the chief directorate did not address the grouping and even distribution of functions adequately, which in turn jeopardised their ability to render a satisfactory service to clients. “Consequently we embarked on a refinement process of the organisational structure of our Chief Directorate which was approved by the Minister and implemented with effect from 1 January 2014. “The refinement process also included the change in nomenclature in order to bring same in line with the People Management Strategy as approved by the Western Cape Government.”

The components of the chief directorate include Recruitment and Selection. Alan Meyer has been appointed director. He assumed duty on 1 February 2014. Matthys Cronje is Director: Strategic People Management and is responsible for policies and planning; post provisioning; performance management and development, health and wellness. The Directorate: Service Benefits is headed by Norman Daniels. Their responsibilities include handling pension and leave applications and capturing transactions on Persal. Labour Relations is now known as Employee Relations under direction of Salie Faker. The directorate deals with misconduct and grievance issues, collective bargaining and offer advisory services.

New directors Erna Veldman started on Monday, 3 February as Director: Management Accounting. Veldman has a professional qualification: Chartered Management Accountant obtained from the Chartered Institute of Management Accountants (CIMA), London, Great Britain. She started her professional career in 1991 as an assistant management accountant in the private sector, followed by an academic career with the Tshwane University of Technology, lecturing Management Accounting. Veldman joined government in 2004. In 2008, she was appointed as Stats SA’s Limpopo Provincial Corporate Services Manager. Her responsibilities included the development, control and monitoring of strategic, tactical, operational plans and budgets for the province; managing the implementation of internal strategies and policies to enhance governance and to provide strategic leadership to the provincial finance supply chain, asset management, HRM and logistics business

units within the province. Veldman is an outdoor enthusiast who enjoys camping and wildlife adventures. Alan Meyer, Director: Recruitment and Selection, is a familiar face at the WCED. Meyer started his career as a teacher at Fairmount Secondary School in Grassy Park in 1986. He was promoted to principal at Perivale Primary School in 1999. After a stint in ICT, he joined the WCED again in 2005 managing Employment Equity and Transformation. In 2008, Meyer was appointed Deputy Director in the Office of the Premier, managing transversal HR Systems. In 2009, he was appointed Director: Integrated Financial Management Systems (IFMS) at DPSA where he managed the development and implementation of the Human Resources solution. Meyer’s vision for his directorate is to maintain a vacancy rate of below the national average of 10% and to attract and appoint the ideally skilled person, to the correct position within the required time frame. He is a keen golfer and likes to read up on trends in ICT and HR.

Erna Veldman

Alan Meyer

Commit to your health in 2014 A healthy lifestyle means making a commitment to improving your health through healthy diet, exercise, and increasing your happiness. These are just three important factors of living a healthier lifestyle and making small changes to each can have an important impact on your health and happiness. Exercise Doing regular exercise improves fitness, strength, and flexibility but it also helps you sleep better. It is a great way to maintain a healthy weight, fight fatigue, and is protective against various Diet diseases and infections. Getting more A healthy diet is one that not only provides you with enough energy to get exercise is good for you and there are easy ways to do it: you through the day, but also protects you from disease and infection, can increase your productivity, and can help • Exercise for 150 minutes or 2.5 you live longer and healthier. However, hours per week. • Take the stairs instead of the improving your diet often doesn’t require huge changes. Try one of these elevator or escalator. • Walk an extra 100 steps every day. small changes to improve your diet: • Do 3 days of resistance training • Drink one more glass of water per week. every day. • Use your lunch break to take a walk • Drink one less unit of alcohol every day. every day. Do cardio exercise at least twice a week. • Eat one extra fruit every day. • Maintain good posture all day. • Eat breakfast every day. • Fill half your plate with vegetables Happiness every meal. • Eat three balanced meals every day. Research shows that happiness is a choice In 2014, dedicate yourself to your health by committing to changing just one small thing about your diet, your exercise routine, or your mental health.

and choosing to be happy can make a significant impact on your health and well-being. Choose happiness by doing one of the following: • Practise deep breathing. • Write down your thoughts in a journal. • Get at least 7 hours of sleep a night. • Talk to a loved one every day. • Laugh and inspire laughter in others every day. • Surround yourself with people who are a positive influence in your life. • Learn to say ‘no’ when it’s appropriate. • Stop checking your email/ smartphone/work when at home. Making small lifestyle changes like these can have an enormously positive effect on your life. Try just one of these for one month and see how it changes, and improves, your life.

TOLL FREE: 0800 111 011 or send a ‘Please Call Me’ to 071 1192463

insight & opinion

APRIL 2014

RESEARCH

Study probes impact of stress management at high-risk schools Dr Sharon Johnson

Despite high levels of stress and burnout reported by over 65% of high school educators as a result of lack of discipline in schools, educational workshops offering either physical, emotional or cognitive tools significantly improved teachers’ coping skills as well as their interactions with learners. Dr Sharon Johnson is Head of the Department of Teaching and Learning at the South African College of Applied Psychology in Claremont. This article is based on her recent doctorate in Psychology at Stellenbosch University.

his is one of the major findings of my recent doctorate in psychology, in which three interventions were used to measure and to reduce stress and burnout of teachers in four high schools on the Cape Flats in the Western Cape. These teachers suffered from high levels of stress and burnout due to alarming incidents of social violence and lack of discipline among learners. They are often confronted with, for example, learners dying from fatal gunshots; assaults on headmasters and educators; racial outbreaks between Afrikaans and Xhosaspeaking children; gang members with guns entering schools; bomb scares; fires disrupting classes and substance abuse among learners. Uncertainty about their roles, work overload, and the unnecessary amount of red tape also triggered stress and burnout. My study showed that the trauma prevalent in highrisk schools had a profound effect on teachers. They felt isolated, emotionally exhausted, physically tired, and unable to accomplish goals, with unmet needs – all symptoms of burnout. During the stress and burnout interventions, teachers were able to confront these unpleasant feelings and experiences. Diverse yet effective coping strategies offered practical tools and improved their self-efficacy. Educators who attended at least one of the three workshops all reported significantly reduced

stress levels. Those who practised physical trauma release exercises, or dealt with emotional healing, reported a reduction in teacher burnout. They also had a better understanding of themselves. Teacher burnout was also reduced in the cognitive intervention, where teachers analysed their communication patterns, using self-tests and discussions to better understand their interactions with learners. These exercises were considered a self-help tool, effective for calmness and relaxation. In the classroom, educators gained confidence to take control, were calmer and felt more relaxed, with increased energy. There were also significant shifts in the understanding of classroom competency for educators, who took more responsibility for managing discipline rather than seeing it exclusively as a learner problem. Teachers had a greater understanding in the classroom about how to deal with learners and felt empowered by this new knowledge. The interventions succeeded in helping teachers transfer what was learnt to everyday challenges in the classroom and in life. Overall, educators recognised themselves as the ones who need to take control of the class and relate positively to learners, rather than blaming the children for a lack of discipline. With learner discipline being the greatest stressor in high-risk schools,

teachers need effective responses which do not exacerbate the violence and aggression present in gangland communities. The positive mediation of educator stress and burnout could improve competence in the classrooms on the Cape Flats and help reverse the high drop-out rates of learners. While the Department of Education does indeed recognise the daily challenges facing teachers and devise realistic, practical solutions for factors impeding educators from delivering quality teaching, it needs to address stressinducing working conditions, such as large classes and inadequate resources. It is not enough to merely be concerned by the plight of exhausted and demoralised teachers, or to introduce interventions which are not based on sound empirical research. Positive action needs to be taken, analysing the effectiveness of different interventions on the coping strategies of teachers and assisting them to reach democratic, caring and social justice aims, particularly within challenging educational contexts such as public schools on the Cape Flats. Practically, educators should be afforded opportunities to exercise their right to be given an equal chance to voice their democratic concerns. Workshop interventions can provide tools to improve classroom competency and model compassion and care, which can be passed on to learners.

Reducing stress and burnout of educators is a vital key in unlocking the academic potential of our youth. Teachers as well as learners deserve a healthy classroom environment, conducive to learning and care. It is time to turn to the important task of empowering and healing our teachers.

“Educators who attended at least one of the three workshops all reported significantly reduced stress levels.”

Effective stress management Try to relax. Eat right and exercise often. Get enough sleep. Don’t worry about the unimportant stuff. Don’t get angry often. Be organized. Manage your time efficiently. ave and make use of a strong social support H system. Live according to your values. Have a good sense of humour. Contact the WCED Employee Health and Wellness Programme (EHWP) for assistance with stress, personal and work related issues. Toll free: 0800 111 011 or send a ‘please call me’ on 071 1192 463 The EHWP is free and confidential

EDUCATION

insight & opinion

APRIL 2014

TRIBUTE

WCED celebrates the life of Nariman Khan Friends, colleagues and family members packed the hall at Gardens Commercial High School on 16 January to celebrate the life of Nariman Khan. Photo credit: Danielle Karallis/Foto24

embers of the South African Police Services and other organisations were also in attendance. Khan was instrumental in establishing the Safe Schools

programme of the WCED. She died in a car accident on 26 December 2013. Colleagues paid tribute to Khan and remembered her tireless work to create an environment that is conducive to effective

teaching and quality learning. She was described as someone who always put the needs of others first, a champion for human rights, a driven taskmaster and a gentle soul.

We publish some of the tributes by colleagues Tribute by Archie Benjamin I am honoured and humbled to pay tribute to the late Nariman Khan on behalf of our schools. We worked closely together since the early years of the SAFE SCHOOLS PROGRAMME – and Nariman blazed a trail that led to change. Like others, when I received the tragic news on that fateful morning, I was shocked, stunned, and in total disbelief. Education had lost a remarkable, personable, courageous and passionate crusader, whose objective was to allow our precious children/learners to enjoy a safe school environment. The Athlone News reported the following: Nariman was a force to be reckoned with, but gentle enough to inspire and encourage reason. She was a real hero and a true servant of the people. Nariman’s sister, Ms Amien Cloete puts it so aptly: “Nariman would go into areas men would not dare to go”. Nariman attended school, taught in Hanover Park, and therefore knows the challenges/obstacles/ difficulties learners and teachers face in the townships. She could genuinely empathise with those school communities and render the necessary support in in a practical and caring manner. We pay tribute to a true patriot, whose

vision of a safe school environment was not a mere slogan or cliché. She gave substance to her message and created programmes that contributed to safe, healthy & happy schools, that embraced the practices of conflict resolution, mediation, safety, networking, partnerships and teamwork. Nariman’s passionate commitment inspired us all to focus on the child we teach and not just the curriculum. Her leadership exemplified hard work, dedication and compassion. In the hustle and bustle and challenges of a developing educational arena, we could learn from Nariman – a mentor who lived her philosophy. Her focus was the children of our Motherland – the core of the Rainbow Nation. Whilst we may aspire to the best equipment and most modern methodology, Nariman always reminded us that we were preparing children to take their rightful place in society, and that the schools should never lose sight of those who will be the adults of tomorrow. Nariman was a 21st century mover and shaker whose character and personality endeared her to many as a trusted confidante and friend. Colleagues will also remember her

sense of humour, her gentle voice, kind spirit and infinite wisdom. Nariman not only looked out for the underdog, the disadvantaged and those requiring extra care and support – she did something about their situation. Nariman was an ambassador of South Africa, a counsellor to the hurting and an amazing friend to many. She touched people of all ages and from various backgrounds. Nariman’s life was about development: personal, organisational and community development. It was about empowering teachers and learners and working extremely hard to change the mindset of people and communities. She was much more than the manager of Safe Schools Programme, she was an inspiration. I can confidently say that Nariman has made more friends, spread more joy and happiness, added more value to school communities and instilled and received more respect than many people do in a lifetime. May we all gain strength from the inspiring Word of God: Weeping endures for a night and joy comes in the morning. We salute you Nariman! Viva! We know you will rest in peace and we will ensure that your legacy lives on.

Tribute by Oscar Appolis: Thank you for the privilege that I have been afforded today to pay homage to the person of Nariman Khan. Her passing has left a great void in the lives of many, and in the WCED she is profoundly missed. The absence of her presence is tangible. I was introduced to Nariman in 1997, when I took a lateral transfer to Voorspoed PS. Nariman was acting deputy principal at that time. My meeting with Nariman changed my life completely, forever, and for that I will be eternally indebted to her. Through her daily activities, she introduced me to creative and constructive approaches to conflict management and peer mediation. I was hooked and applied this in all aspects and spheres of my life. Nariman, you must understand, was a person who walked the talk; she became the change she wanted to see and vigorously crusaded for the inclusion of conflict management and peer mediation into the school programme. Nariman, the daughter, wife, mother, educator, coach, colleague, friend, mentor, motivator; yes, she was many things to many people who crossed her path. Nariman enriched your life. Your life was changed for the better after you had been in her presence. She lived for her family; especially her mom and her girls

meant everything to her; they were the air she breathed. She led by example, and believed that one could lead from anywhere. She never took any credit for anything; she had a sacrificial servant heart, and was the embodiment of a true team player, yet a strong and formidable individual and a free thinker. No task or request was ever too great for her. She was dedicated and loyal and demanded the same from each member in the team. Who she was could be summed up in the words of Paul the Apostle. In his letter to the Galatians, he states: The fruit of the Holy Spirit is love, joy [gladness], peace, patience, kindness, goodness [benevolence/ generosity/compassion], faithfulness, gentleness [meekness/ humility] and self-control [self-constraint]. Against these there is no law. Nariman and all she was will continue to live on in our lives and in what we do. In the words of Ralph Waldo Emerson: Death comes to all, but great achievements build a monument which shall endure until the sun grows cold. Nariman received the Safe Schools Torch from Eugene Daniels, who in turn continued the work started way back by Junaid Dharsey. Her leadership and sacrifice has resulted in the rapid growth of Safe Schools which, like her, is an enabler. It enables learning and teaching to continue, amidst the daily challenges.

Tribute by Grace Ziegler: We are saddened by the sudden and untimely death of Nariman Khan, our friend, colleague, confidante and mentor, and we have cried and grieved together with you, her family. It is right and proper to shed a tear so that we can come to terms with the enormity of this tragedy. When I think of Nariman’s passing, the song of Michael Jackson comes to mind, GONE TOO SOON. “Like the sunset dying with the rising of the moon; gone too soon.” My first meeting with Nariman, accompanied by Eugene Daniels and Thetha Sithole, was in 1998 in the corridor at the school where I taught. She came to introduce the vision for the future expansion of school safety. I immediately connected with her energy and determined aura. Likewise, in that same year, 1998, out of the blood soaked grounds of Manenberg, Hanover Park, Lavender Hill and New Cross Roads, through Nariman, her colleagues and the principals emerged with a clear vision and mission for a school safety strategy. Nariman was the champion! Out of all of this, the Safe Schools Clusters concept expanded. We had to keep up with her adrenaline and propel ourselves into action with energy and zest. She was a driven taskmaster. Nariman served the schools with a passion. A beautiful woman, a lady filled with integrity and honesty in matters of the least and of the greatest significance. Looking at the needs of the schools and the limited resources, we had to transform the thinking and socialisation of the schools and communities. The buzzword for Nariman was: transform your hearts and minds; take ownership; bridge the gap. An unpopular approach, but the only approach that would later become a long term safety strategy, from project to institution, province wide.That is what Nariman proclaimed as she worked tirelessly giving generously of herself, her time and personal resources. With her

negotiation and networking skills she brought people of different departments, organisations and educational institutions into the fold of the WCED to find solutions to the challenges and threats to learners and school safety. Nariman the leader was firstly ANCHORED in her faith, positive beliefs and values, and in the democratic Constitution of South Africa. Secondly, she was COMMITTED to the vision and mission statement of Safe Schools. Thirdly, she was TRANSFORMED by her willingness and openness to be transformed. As a conflict resolution practitioner and facilitator of note, she equipped and empowered officials and teachers to embody, proclaim and strive for peace and non-violence in the staff rooms, school grounds and districts. Armed security guarding was not allowed because we must strive for nonviolence in our schools. No guns; No bullets! The safety and development of the learners and teachers rested heavily on her conscience. She believed that every child, learner or youth should be given the opportunity to develop their potential and grow up to be balanced and whole individuals. She put all her energy into ensuring that the learner developmental programmes were being implemented. The emphasis was quality and productivity. All of the above and more was built on trust, as for this beautiful woman, colleague and friend, loyalty, trust, integrity, confidentiality, commitment and compassion were key. In conclusion, Nariman lived her legacy. What legacy will we leave? Life is so fragile and so short. It is now up to us to take the challenge, to work hard and continue to build on the vision and mission for school safety in our schools and communities. Together with our partners and other Government Departments we must ensure that our policies are being implemented in order for us to continue to build and create new opportunities for learner safety.

reviews

APRIL 2014

MUST READS 1

Every teacher a language teacher

EDULIS

3 4

You can borrow these and similar titles from your Education District Resource Centre or EDULIS Library

Electronic registration GO TO http://tinyurl.com/ edulis-registration (Please read terms and conditions).

OR go to our website: http://edulis.pgwc.gov.za Click on “e-Learning” Click on “EDULIS” Click on “Libraries” Click on “register as member” (Please read terms and conditions) Click on “Library membership registration form” Complete the form and submit

Differentiated instructional strategies for reading in the content areas. 2009 Chapman, C.

Texts and lessons for content-area reading. 2011 Daniels, H.

You have access to full text articles 24 hours a day, 7 days a week. One of the databases available, Education Research Complete, is the definitive online resource for education research. Topics covered include all levels of education from early childhood to higher education, and all educational specialties, such as multilingual education, health education, and testing. Education Research Complete provides indexing and abstracts for more than 2,100 journals, as well as full text for more than 1,200 journals.

Thutong is an online community developed to help and support South African teachers. http://www.thutong.doe.gov.za Nal’ibali (isiXhosa for “here’s the story”) is a national readingfor-enjoyment campaign to spark children’s potential through storytelling and reading. http://nalibali.org The FunDza Literacy Trust aims to boost literacy among teens and young adults in South Africa by popularising reading; growing communities of readers; and, developing young writing talent. http://www.fundza.co.za The International Association of School Librarianship (IASL) encourages the integration of school library programs into the instructional and curriculum development of the school. http://www.iasl-online.org

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.

Literacy through science. Ages 11+: integrating reading and science instruction. 2009 Callella-Jones, T.

ELECTRONIC JOURNALS

Useful WEBSITES

Content area reading. 2009 Burke, J.

Planning & managing effective reading instruction across the content areas. 2010 Corpus, D.

Math in Plain English: Literacy Strategies for the Mathematics Classroom. 2011 Benjamin, A.

Access is restricted to EDULIS Library & District Resource Centre clients. Contact EDULIS Library for login details. (021 957 9618)

Content Counts!: Developing Disciplinary Literacy Skills, K-6. 2011 Altieri, J.L.

Sustaining strategic readers: techniques for supporting content literacy in grades 6-12. 2011 Ellery, V. Language and literacy in inquiry-based science classrooms, grades 3-8. 2010 Fang, Z. Improving adolescent literacy: content area strategies at work. 2012 Fisher, D. Academic language for English language learners and struggling readers: how to help students succeed across content areas. 2009 Freeman, Y. Learning words inside & out: vocabulary instruction that boosts achievement in all subject areas. 2009 Frey, N. Reading and writing in science: tools to develop disciplinary literacy. 2010 Grant, M. Teaching English language learners across the content areas. 2010 Haynes, J. Classrooms that spark!: recharge and revive your teaching. 2010 McDonald, E.

Classrooms of wonder and wisdom: reading, writing, and critical thinking for the 21st century. 2011 Meredith, K.

Build the brain for reading, grades 4-12. 2011 Nevills, P.

Creating a digital-rich classroom: teaching & learning in A Web 2.0 world. 2011 Ormiston, M.J.

How to teach writing across the curriculum: ages 8-14. 2011 Palmer, S.

Comprehension strategies for middle grade learners: a handbook for content area teachers. 2011 Sadler, C. Reading for meaning: how to build students’ comprehension, reasoning, and problem-solving skills. 2010 Silver, H.F.

Once upon a life science book: 12 interdisciplinary activities to create confident readers. 2010 Wheeler-Toppen, J.

Transforming writing instruction in the digital age: techniques for grades 5-12. 2012 Wolsey, T.

YOUR NEAREST RESOURCE CENTRE EDULIS Library Tel: 021 957 9618 Fax: 021 948 0748 edulis@westerncape. gov.za 1st Floor Middestad Mall Charl Malan Street BELLVILLE

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

Overberg Sara Clegg MT Ndzuzo Resource Centre Tel: 028 214 7386 Fax: 028 214 7400 sclegg@westerncape.gov.za 15 College Street CALEDON

Metropole North Jenny Caroto Tel: 021 938 3197 Fax: 021 938 3183 jcaroto@westerncape. gov.za Timmerman Street PAROW

EDUCATION

arts and culture

APRIL 2014

Teachers benefit from World Design Capital 2014 project A group of 30 design teachers are receiving training as part of an official World Design Capital 2014 project.

his is the first of many WDC 2014 projects that kicked off in January and will continue till August. The Platform 6 training programme exists of 6 parts (platforms) that collectively equip teachers to train design

students in a practical and engaging manner. The focus is foremost on the methodology of design teaching. The training is a collaboration between AAA School of Advertising, Red&Yellow, Cape Peninsula University

of Technology, Cape Town Creative Academy, Stellenbosch Academy, Vega School of Brand Leadership, Friends of Design, Ruth Prowse, Ubuntu Academy (an NPO), RockCityFoundation and the Western Cape Education Department.

Artscape invites schools to join festivities

rtscape invites all Western Cape schools to join in its celebration of 20 years of democracy. The artistic and education programmes for 2014 focus on the diversity of the nation, the richness of its multi-cultural heritage and the similarities that South Africans share. Artscape offers a wide range of celebratory events, but there are seven projects where interested schools, learners and arts practitioners can register or apply for participation. One of the highlights during the year of celebrations is a special multimedia oratorio, Credo, on Freedom Day, 27 April 2014. Artscape presents Credo in association with Pina Ya Thari. Created by Bongani NdodanaBreen, Brent Meersman and Andrew Peter Black, the work is a bold testament to the Freedom Charter. Alongside the stage production, Artscape presents two workshops for educators to introduce them to the Credo Learner Guide. The first workshop was on 24 February at Artscape and the second is on 26 May at the George High School.

The registration form can be downloaded from Artscape’s website. The 2014 Artscape High School Drama Festival with the theme ‘Democracy, Demokrasie, Demokrasi’, kicks off on 19 May with the first of five mini festivals. To afford more schools the opportunity of participating and to accommodate rural schools, mini festivals will take place during April. Approximately 15 entries will be selected to participate in the main festival in September. The award ceremony on 16 August will showcase the best productions. The dates and venues for the Mini Festivals are: Artscape Arena 19, 20 and 21 May 2014 Schoonspruit Seconday School (Malmesbury) 22 May 2014 Langeberg High School (Robertson) 23 May 2014 George High School 26 May 2014 As part of the annual Artscape Schools’ Arts Festival in August

MOD centre performers leave a mark at Cultural Affairs Awards

earners from Cedar High School Mass participation; Opportunity and access; Development and growth (MOD) Centre, were part of a host of performers that entertained guests at the annual Western Cape Cultural Affairs Awards at Artscape on Monday, 10 February 2014. There was something for everyone as performers welcomed the guests with music, drama and arts in a variety of genres. The Masidlale String Ensemble of the CPYO and Cape Town Opera opened the ceremony with the National Anthem. The Brass Ensemble of the Cape Philharmonic Youth Orchestra, Dance For All, ZipZap Circus, Cape Town City Ballet and Jazzart performed on the night. It was a great opportunity for the MOD Centre learners to gain some exposure. “There is so much talent at the school but they rarely get a chance to show it,” said Moira Kivedo, Head of music at Cedar High. Aspiring singer, Aqeela Solomons (17), said the performance was both exciting and overwhelming.

“I was relieved and happy when I got through it because it was my first performance at Artscape.” Learners across the Western Cape are developing a range of skills after school at MOD Centres. The Cedar High MOD Centre participants performed again at the capping of the Western Province women’s softball team at Newlands Cricket Ground on 28 February 2014.

Aqeela Solomons of Cedar High School performs a song.

“There is so much talent at the school but they rarely get a chance to show it.”

Artscape encourages schools to exhibit curriculum based visual arts works at the festival. A special teachers’ workshop, Curate Visual Arts, is presented on 26 April. The 41st Western Cape Youth Music Festival takes place on 23 August at the Artscape Theatre Centre. Applications for the Artscape Technical Training Academy close on 3 October 2014. In the roll-out of Artscape Live Vision 20!20, a brand new Resource Centre with modern facilities has opened at the end of 2013. Duo Marchio, consisting of Soprano Marisa and guitarist Uliano respectively offer voice coaching to teachers and choir conductors, as well as guitar training to teachers. To obtain entry forms and for more information concerning the Schools’ Arts Festival, the High School Drama Festival and the setwork performances please contact the Artscape School Liaison Department on 021 – 410 9927 or slu@artscape.co.za. All information can be viewed and forms can be downloaded on www.artscape.co.za The Brass Ensemble of the Cape Philharmonic Youth Orchestra.

noticeboard

APRIL 2014

circulars

A quick guide to

Regulations on the duties of school attendance officers

circulars The Western Cape Education Department issued the following circulars and circular minutes during the period December 2013 and February 2014.

0045/2013

Provision of 2014 public service support staff establishments to ordinary public schools http://wced.school.za/circulars/circulars13/ e45_13.html 0047/2013

The prohibition of political activities during school time http://wced.school.za/circulars/circulars13/ e47_13.html 0048/2013

Particulars of the financial allocation to NON SECTION 21 schools for the 2014-15 financial year and guidelines for the procurement of goods and services http://wced.school.za/circulars/circulars13/ e48_13.html 0049/2013

Particulars of the financial allocation to SECTION 21 schools for the 2014-15 Financial Year and guidelines for the procurement of goods and services http://wced.school.za/circulars/circulars13/ e49_13.html 0050/2013

Grade R subsidies for 2014 and other related matters

http://wced.school.za/circulars/circulars13/ e50_13.html 0051/2013

Framework for the management of textbooks and textbook retrieval in Western Cape Education Department schools http://wced.school.za/circulars/circulars13/ e51_13.html 0052/2013

New regulations on the declaration of personal interests of members of governing bodies in the procurement of goods and services for public schools http://wced.school.za/circulars/circulars13/ e52_13.html 0053/2013

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/circulars13/ e53_13.html 0001/2014

Final timetable and arrangements for the February – March 2014 National Senior Certificate Supplementary Examination http://wced.school.za/circulars/circulars14/ e1_14.html 0002/2014

Regulations on the Duties of School Attendance Officers http://wced.school.za/circulars/circulars14/ e2_14.html 0003/2014

0004/2014

Non-compliance by schools in respect of circulars 0032/2012 & 0045/2012 http://wced.school.za/circulars/circulars14/e4_14. html 0005/2014

Final timetable and arrangements for the October-November 2014 National Senior Certificate Examinations http://wced.pgwc.gov.za/circulars/circulars14/ e5_14.html 0006/2014

Human papillomavirus (HPV) vaccination information sheets and consent forms http://wced.pgwc.gov.za/circulars/circulars14/ e6_14.html 0007/2014

Financial statements to be completed by 31 March and audited financial statements submitted by no later than 30 June each year http://wced.pgwc.gov.za/circulars/circulars14/ e7_14.html 0008/2014

Learner ID number mandatory on the school’s computerised management system. http://wced.pgwc.gov.za/circulars/circulars14/ e8_14.html

EDUCATION PLANNING MINUTES INFRASTRUCTURE AND PLANNING MANAGEMENT 0001/2014

Mobile units purchased by the School Governing Body or donated to the school http://wced.school.za/circulars/ minutes14/EPminutes/edip1_14. html INSTITUTIONAL RESOURCE SUPPORT 0001/2014

Improved automation of learner transport schemes at ordinary public schools http://wced.pgwc.gov.za/circulars/minutes14/ EPminutes/edir1_14.html 0002/2014

Celebrating South African Library Week 2014 within the WCED http://wced.pgwc.gov.za/circulars/minutes14/ EPminutes/edir2_14.html KNOWLEDGE MANAGEMENT 0001/2014

2014 snap survey of ordinary public schools, ANA learner registration and Grade 12 subject changes http://wced.school.za/circulars/minutes14/ EPminutes/edkm1_14.html

Final timetable and arrangements for the May – June 2014 Senior Certificate Examination

2014 Annual survey for public and independent ordinary schools

http://wced.school.za/circulars/circulars14/ e3_14.html

http://wced.school.za/circulars/minutes14/ EPminutes/edkm2_14.html

0002/2014

RESEARCH 0001/2014

Release of the results of the 2013 WCED systemic tests for Grades 3, 6 & 9 http://wced.school.za/circulars/minutes14/ EPminutes/edrs1_14.html 0002/2014

Release of the results of the 2013 WCED Systemic Tests (Grade 3 Language) http://wced.school.za/circulars/minutes14/ EPminutes/edrs2_14.html CURRICULUM AND ASSESSMENT MANAGEMENT MINUTES ASSESSMENT MANAGEMENT

An extract from Circular 0002/2014 Section 10 of the Western Cape Provincial School Education Act, 1997 (Act 12 of 1997) provides that the Head of Department may appoint a school attendance officer to carry into effect the provisions of section 3(5) and (6) of the South African Schools Act, 1996 (Act 84 of 1996) to support and monitor learners who are repeatedly absent from school without valid reasons. Section 3(5) of the South African Schools Act, 1996 (Act 84 of 1996) states that if a learner who is subject to compulsory attendance is not enrolled at or fails to attend a school, the Head of Department may

• investigate the circumstances of the learner’s absence from school; • take appropriate measures to remedy the situation; and • failing such a remedy, issue a written notice to the parent of the learner requiring the necessary compliance. The Regulations on the Duties of School Attendance Officers deal with the following: • Duties of the school attendance officer • Valid reasons for absence of a learner from school • Written notice to the parent

0001/2014

Annual National Assessments to be written in 2014 http://wced.school.za/circulars/minutes14/ CMminutes/edam1_14.html 0002/2014

Application for positions of internal moderators, chief markers, deputy chief markers and markers for the National Senior Certificate Examinations for November 2014 to February/March 2015 (where applicable) http://wced.school.za/circulars/minutes14/ CMminutes/edam2_14.html 0003/2014

Examination guideline documents for the National Senior Certificate http://wced.school.za/circulars/minutes14/ CMminutes/edam3_14.html 0004/2014

2013 Annual National Assessments results http://wced.school.za/circulars/minutes14/ CMminutes/edam4_14.html 0005/2014

Application for appointment as internal moderators, chief markers, deputy chief markers and markers for the National Senior Certificate examinations of November 2014 and the March 2015 Supplementary Examinations in the following subjects with the competency tests: Accounting, Business Studies, Consumer Studies, Economics, English Home Language, Geography, History, Life Sciences, Mathematical Literacy, Mathematics And Physical Sciences http://wced.school.za/circulars/minutes14/ CMminutes/edam5_14.html 0006/2014

Practical Assessment Tasks for 2014 National Senior Certificate http://wced.school.za/circulars/minutes14/ CMminutes/edam6_14.html CAPE TEACHING AND LEADERSHIP INSTITUTE 0001/2014

Revised Cape Teaching and Leadership Institute (CTLI) venue and accommodation reservation procedure http://wced.pgwc.gov.za/circulars/minutes14/ CMminutes/ectli1_14.html

CURRICULUM GET 0001/2014

Astroquiz 2014 – Grade 7 learners http://wced.pgwc.gov.za/circulars/minutes14/ CMminutes/edcg1_14.html CURRICULUM FET 0001/2014

Delivery of Tips for Success booklets to 2014 National Senior Certificate candidates http://wced.school.za/circulars/minutes14/ CMminutes/edcf1_14.html 0002/2014

Programme of formal assessment for life sciences, as provided in the Curriculum and Assessment Policy Statement for the FET phase, Grades 10 – 12 http://wced.school.za/circulars/minutes14/ CMminutes/edcf2_14.html 0003/2014

Teaching the language of assessment across the curriculum http://wced.school.za/circulars/minutes14/ CMminutes/edcf3_14.html 0004/2014

Prescribed poems for all official Home Languages and First Additional Languages and short stories for official First and Second Additional Languages in public schools for the National Senior Certificate examinations in November/ December 2014 and February/March 2015 http://wced.school.za/circulars/minutes14/ CMminutes/edcf4_14.html 0005/2014

Telematics programme for Grade 10, 11 and 12 learners during 2014 http://wced.school.za/circulars/minutes14/ CMminutes/edcf5_14.html 0006/2014

The 2014 SADC Essay Competition http://wced.pgwc.gov.za/circulars/minutes14/ CMminutes/edcf6_14.html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES INSTITUTIONAL MANAGEMENT AND GOVERNANCE 0001/2014

Invitation to South African schools to participate in the 5th Youth Citizens Action Programme (YCAP) competition in 2014 http://wced.pgwc.gov.za/circulars/minutes14/ IDCminutes/eimgp1_14.html

CORPORATE SERVICES MINUTES BUSINESS STRATEGY & STAKEHOLDER MANAGEMENT 0001/2014

School improvement plans and monitoring for 2014 http://wced.school.za/circulars/minutes14/ CSminutes/edbs1_14.html FINANCIAL ACCOUNTING 0001/2014

Visits to schools by officials from the office of the Auditor-General, South Africa – 26 February 2014 to 28 March 2014 http://wced.pgwc.gov.za/circulars/minutes14/ CSminutes/edfa1_14.html STRATEGIC PEOPLE MANAGEMENT 0001/2014

Importance of sound performance management http://wced.pgwc.gov.za/circulars/minutes14/ CSminutes/ehrm1_14.html RECRUITMENT AND SELECTION 0001/2014

2014 Vacancy bulletins for office-based educators and office-based public service staff http://wced.school.za/circulars/minutes14/ CSminutes/ersc1_14.html

EDUCATION

sport

APRIL 2014

ACTIVITIES

Sara starts refereeing career Sara Raal of Paarl just started high school at Paarl Girls’ High, but she has one decision made for her future - she wants to be a rugby referee, and she wants to start now.

he has had an intense interest in rugby football, wants to referee and is so wise to start early. Several Test referees started when they were at school - Jonathan Kaplan, Craig Joubert, Stuart Berry, Ian Rogers, Ian Anderson - all South Africans - Steve Walsh, Stuart Dickinson and Wayne Barnes. There are probably several more. Women referees are getting more and more of a look-in. Jenny Bentel, Kim Smit, Eugenia Daniels-Africa, Eska Claassen and Marlize Jordaan have all refereed Tests. Marlize has already had an intercontinental career and will referee a Six Nations match in Italy in March. For Sara, the impetus increased and opportunity opened a door when she persuaded her father to take her to the Springbok Experience, SARU’s magnificent museum at Cape Town’s Waterfront. “On the 7th of December 2013, my life literally changed forever. I got to go to my favourite museum, which was an absolutely fantastic experience. To see all the history of the game in South Africa, with all items in such good condition and in one place, was

fantastic. Apart from that I could never have imagined that, the Experience personnel would be that warm and welcoming, (and I also really liked the games).” She was testing herself for fitness and skill when Andy Colquhoun, the drive behind the Museum, came along. He was impressed by the young girl’s enthusiasm and knowledge, and paved the way for her to meet refereeing boss, André Watson, and Cullum Johnston, a Western Province referee who has done great work for South Africa’s refereeing in recruiting and in his In Touch magazine. Watson and Johnston were both charmed. There are plans afoot to get Sara involved in the Western Province Junior Referees, which manager Ben Theron started three years ago. This excited Sara. Sara is in Grade 8 after getting an 85% average in Grade 7. She enjoys netball, hockey, swimming and athletics, but rugby is her passion. She is the youngest of five children - two sisters and two brothers. Her brothers were at Paul Roos in Stellenbosch and the main topic at home in winter was rugby.

Basketball Teams perform well at National School Championships

ontevideo Primary School’s under 13 basketball boys and girls made team Western Cape proud as both teams won gold at the National School Championship in Bloemfontein in December. Craig Daniels, the team coach, said they put in hours of hard work. “Our preparation was quite intense. The boys and girls know that to achieve success, you need to put in the effort. Each team practiced four times a week, twice at 7:00 before school, and twice at 15:00, after school. Almost all our players play for the

local basketball club based at our school, Montana Vikings. So they play for the school during the first and fourth terms and for the club during the second and third terms.” Daniels said Lutho Skweyiya, Inga Nonkonyana and Lukhanyo Pezisa delivered outstanding performances in the tournament. In the girls team, Dineo Fanampe and Courtney Bergstedt played consistently well throughout the week. Lukhanyo Pezisa and Sandisiwe Mbiza were also awarded Ministerial bursaries to the value of R100 000 for every year of their schooling for their excellent play in the tournament.

“Our preparation was quite intense. The boys and girls know that to achieve success, you need to put in the effort.”

She says: “When I was about 10 years old, I had the idea that the only way I could actually become part of the sport I love would be through refereeing.” Being bright she started watching referees more and more and came to an interesting conclusion. “Since I started understanding refereeing a bit better, the South African referees, in my opinion, appeared to be more skilled and presented themselves in a more balanced and less complicated way than others. “I have not seen or developed enough yet to make an honest and educated selection, but I have noticed that Jaco Peyper and Craig Joubert get good responses from the crowds all over. I must admit that I have, in only a few days, grown so very fond of Oom André (Mr Watson), since he has been such an inspiration to me.” With all the business of settling into a new school, she has found time to formulate a strategy. “My plan is to get fully involved in the development system and to attend, where and when possible, all academy programmes and courses on offer in the Western

Province. I obviously would like to start refereeing officially at entry level immediately, for after my personal introduction to Messrs Watson and Johnston during my meeting at SARU House, all doubt and uncertainty I had felt before disappeared.” So far, Western Province Referees’ Society has trained nine girls, two of whom are registered referees and are refereeing matches - Andrea Maas and Anique Geswind. At the Society’s prize-giving Andrea received an award as the Junior Ambassador of the Year. Andrea lives and goes to school in Vredendal. How did her family take to the idea? “My dad is very positive on my behalf and as he was a professional sportsman himself, he has guided and supported me emotionally. He has committed to manage and support me in all aspects for as long as I need him. “My mom is already very proud and has expressed her belief and trust that I will achieve the goals I set for myself.” And her brothers and sisters find it “just cool, man.” Let’s hope that she has as much fun as so many thousands of

referees have had and continue to have. In fact, she already has something exciting to look forward to: “Mr. Watson offered me the opportunity to shadow the referee when the Stormers play the Cheetahs in a Super Rugby fixture at Newlands on the 24th of May. I’m looking forward to the opportunity to absorb everything and enjoy myself.”

Western Cape athletes shine at National Schools Championships

estern Cape Athletics kept the flag flying high at the South African National Schools Championship, held in Bloemfontein from 10 to 14 December. The team, which comprised athletes from mainstream and special needs schools, scored 25 gold, 20 silver and 11 bronze medals in the competition for athletes between 13 and 18 years old. Athletics general manager, Llewellyn Arendse, said that although the team dealt with many challenges, he was extremely happy with the performances of the athletes.

He said: “Considering the timing of the competition, I felt the team did very well. Athletes are usually doing their pre-season training at this time of the year.” He added that the athletes showed great determination to do well. “They realised that they

had the opportunity to make a name for themselves at this competition and went out to do so.” Arendse credited Kyle Appel, Benje Momberg and Tamzyn Thomas for their standout performances.

“They realised that they had the opportunity TO make a name for themselves at this competition and went out to do so.” Under-17 athlete, Darryn Williams running in the medley event. Photographer: Byron la Hoe

water polo

sport

APRIL 2014

Clean sweep for Bosch Water Polo Rondebosch Boys’ Preparatory School has had a bumper water polo season in 2013 with the U13A, B, C, U12A and U10A teams all being unbeaten for the year. The U13A team in particular had an astounding year - the entire team has been selected to represent Western Province (A and B teams) at the Inter Provincial tournament that took place in East London in December 2013.

• Slabber Cup - Newlands • National Water Polo Tournament Grey PE • SACS Water Polo Tournament (20 national school teams competed). •

Cannon’s Creek Water Polo Tournament (largest co-ed tournament in the country). RBPS scored an amazing 81 goals in this competition with only one goal conceded.

CYCLING

RBPS U13A team: clockwise from left: Michael Sabor, Bingo Ivanisevic, Coach-Mr Jeremy Hansen, Oliver Daffarn, Seth Kriger, Andrew Hulett, Thomas Oliver, Michael Houlie, Mrs Sandy Stevens - Head of RBPS Water Polo, Troy Fisher, Jonathan Swanepoel and Captain-Ross Stone.

aul Beresford, of Paul Roos Gymnasium in Stellenbosch, won a gold medal at one of the largest meets in Powerlifting history, in Auckland, New Zealand in December. A total of 461 lifters from five continents competed over five days at the combined Oceania & Commonwealth Championships. Paul competed in the sub junior weight under 74 kg class. His performance was 180 kg squat, 105 kg bench press and 210 kg dead lift for a combined weight of 495 kg. Paul continued his good performance at the WP RAW (IPF) Trials and SA Development and Secondaries competition in Stellenbosch on 25 January. The competition was to qualify for the SA Raw (IPF) Powerlifting Championships on 15 March. Results in the sub junior class: (squat, bench press, dead lift = total weight):

Keanen Kleinsmith (Gordons Bay Club), sub junior (59 kg) 9065-105 = 260 kg; Marco Jacobs (Gordons Bay Club), sub junior (59 kg) 115-85-150 = 350 kg; Cheslin Julius (Gordons Bay Club), sub junior (66 kg) 90-75120 = 285 kg; Ebrahim Pregnolato (Mitchells Plain Club), sub-junior (66 kg) 130-100-190 = 420 kg (SA record); Paul Beresford (Paul Roos), sub junior (83 kg) 140-92,5-210 = 442,5 kg (SA

record in dead lift); Alexander Braxton (Paul Roos), sub junior (105 kg) 180-100-210 = 490 kg; Mouton Conradie (Boishaai), sub junior (105 kg) 190-120-260 = 570 kg; Micael Fourie (Gordons Bay Club), sub junior (120 kg) – 175-120-190 = 485 kg; Brenton Gouvias (Mitchells Plain Club), sub junior (120 kg) 200-125-220 = 545 kg; Jerome Korf (Paul Roos), sub junior (120 kg) 220-155-260 = 635 kg (SA record).

powerlifting

Western Province A: Ross Stone (Captain), Michael Sabor, Andrew Hulett, Seth Kriger and Bingo Ivanisevic Western Province B: Jonathan Swanepoel, Thomas Oliver, Michael Houlie, Oliver Daffarn and Troy Fisher

This team, expertly coached by Jeremy Hanson and managed by Sandy Stevens, Head of Water Polo at Rondebosch, won the following tournaments in 2013:

Paul Beresford powerlifts his way to gold

“gold medal at one of the largest meets in Powerlifting history”

Stefan De Bod wins the SA junior road champs

urrent Paul Roos Gymnasium learner, Stefan de Bod (17), is chasing his dreams on a bike and enjoys life to the fullest. The Grade 12 learner claimed the SA junior road champion title in road cycling when he outperformed the competition in the prestigious South African National Road & Time Trial Championships in Durban in February this year. All the top road riders in the country took part in the championships and racing was fast and tough. After finishing fourth last year, Stefan set his sights on winning this year. “I started practising from November last year and stayed focussed. I went to Durban with the aim of winning. Off course, anything could happen on the day and my biggest competition was Ivan Venter, Gustav Basson and Kent Main. My other strong competition was also Waylin Young and Ruderick Heuer, both close friends of me.” In the final sprint, Venter, of Somerset West, finished second with Main in third. Stefan grew up in Worcester and attended Montana High School. The family moved to Stellenbosch at the end of 2012 and he rides for FVT/Maserati/PPS. He attributed his success on the support of the team, who he said was like a family.

At the age of 14, Stefan won the WP Duathlon Championships. His decision to focus on cycling was rewarded when he came third in the u/16 boys SA National Championships in 2012 and won the u/16 National Tour that year. He also came fourth in an international tour that was held in Ireland in the end of 2012. Stefan’s reputation as an upand-coming rider was further enhanced when he won the won the junior category of the Cape Argus Cycle Tour in March with a time of 2:41. Fellow Paul Roos learner, Ruderick Heuer, came second. “It came as a surprise to me because I took part for the experience. It was a nice achievement,” he said of his fourth Cape Argus Cycle Tour. Stefan said besides cycling, he is focused on his school work. He sometimes missed out on school because of competitions and has to do a fair amount of self-study. The teachers at the school also help by sending him class work via e-mailing. “I’m a proud Paul Rooser. The school really support my cycling and my dreams and I can’t thank the school enough,” he added. Although he has not yet decided what to study after school, he was considering studying law after taking a gap year. Stefan said he was looking forward to the junior national tour

and the world championships in Spain later this year. Results of Western Cape learners taking part in the National Road & Time Trial Championships U14 Time Trial 2nd Imraan Gasant U14 Road Race 3rd Imraan Gasant 8th Anmaar Dollie U16 Road Race 1st Devin Shortt 4th Keanu Slingers 5th Gregory de Vink 9th Branwill Blaauw U16 Time Trial 2ndGregory de Vink 6th Devin Shortt 7thKeeanu Slingers 11th Branwill Blaauw Juniors (U19) Time Trial 2nd Ivan Venter 3rd Stefan de Bod 11th Graeme Ockhuis 12th Nicol Carstens 13th Carl Bonthuys Road Race 1st Stefan de Bod 2nd Ivan Venter 4th Graeme Ockhuis 5th Carl Bonthuys 21st Ruderick Heuer 22nd Nicol Carstens