Education Update || 29

EDUCATION

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of the WCED DECEMBER 2016 ISSUE 29

Game Changer

Apprenticeship offers exciting opportunities for W Cape youth

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he main objective of the game changer is to ensure

growth areas in the Western

Schools will play a key role in achieving this objective by working with the WCG to ensure that learners acquire the skills they need to beneďŹ t from the programme, especially in mathematics and science.

The WCG has set a target of introducing 32 500 qualiďŹ ed apprentices into the labour market by 2019.

Premier Helen Zille said at the launch of the programme in October that the provincial government would be focusing on ďŹ ve key economic sectors identiďŹ ed by the WCG’s growth strategy, known as Project Khulisa.

These are oil and gas, agriprocessing, information technology, the Green Economy, and Tourism. “The Western Cape’s foreign direct green ďŹ elds investment grew by 143% over the past year, compared to 32% for South Africa as a whole.â€?

We have the fastest growing green economy in the world; agriculture has grown by over 7%, and tourism is now a 12-month industry in the Western Cape. We urgently need to promote skills development to support the growth in these industries.

Under a high growth scenario, Project Khulisa aims to add 343 000 jobs in these sectors to the Western Cape economy by 2019. “We recognise that is we want to break the cycle of poverty that so many of our communities are trapped in; we need to create ladders of opportunities for our youth so that they become productive and employable adults with a brighter future,�

Zille said. “We have to ensure that a shortage of skills is not an inhibitor to this ambitious target.�

A major priority in 2017 will be funding for poor students.

This will involve developing partnerships between learning institutions and employers in speciďŹ c areas; identifying learners who need ďŹ nancial support and aligning them with relevant employers; and to simplify procedures business need to access funds for training.

A second priority will be to ensure that learners have the appropriate skills. The strategy includes: Providing academic support to learners who are at risk of achieving less than 50% for mathematics, using eLearning to provide tutoring support;

Identifying learners for the programme in collaboration with learning institutions and the top 20 employers in the priority growth sectors; and Employers providing funding for mentors who can support at risk learners.

Zille said the WCG would adopt a “push and pull� approach to achieving the objectives of the game changer.

The “pushâ€? strategy would ensure that learning institutions supply enough appropriately qualiďŹ ed, workplace ready learners; while a “pullâ€? strategy would involve employers increasing their intake of these learners, and indicating their skills requirements.

The WCG is setting up a real-time data system to monitor and forecast skills needs, and is engaging with employers in the relevant sectors, government departments, including Education, and TVET colleges, to implement the programme. “While the Western Cape has the lowest youth unemployment rate in the country, it still stands at an undesirable 29.9%, and

has deteriorated by 4% over the past ďŹ ve years,â€? Zille said. “At the same time, half a million jobs remain vacant across the country because of a lack of appropriate skills.â€?

The reason for the skills shortages in key sectors of the economy include: A Poor mathematics and science pass rates at schools; A A lack of awareness of scarce skills and related employment opportunities; A Learners preferring to enrol at universities; A Negative perceptions of the status of artisans; and A A shortage of funding and workplace-based learning opportunities.

Zille said that progress could only be realised as a product of partnerships between government, citizens, civil society and business – the “better together� approach.

INSIDE | NEWS

I N S I D E | F E AT U R E

A festival of code

Western Cape’s Top Teachers

Learner overcomes odds

LĂźckhoff scores big in national tournament

See page 6

See page 10

See page 16

See page 4

INSIGHT

SPORT

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eLEARNING

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The Western Cape Education Department (WCED) recently started live streaming Telematics lessons to ten schools as part of a pilot.

Walter Mercuur, Chief Education Specialist: FET, said since its introduction in 2008, the WCED’s Telematics Programme has grown in leaps and bounds. “The WCED approached Stellenbosch University’s Division for Telematic Services with a request to make spare capacity available on the Telematic platform for additional support to schools that had a pass rate of less than 60% in their Grade 12 ďŹ nal examinations. A pilot project was launched in 2009 with broadcasts in six subjects to ten schools, situated across the province. As a result of the very positive feedback from both learners and principals at these schools, the project was extended to a further 110 schools the following year.â€?

Mercuur said to complement the real-time interactive broadcast sessions, a dedicated website (Moodle) was developed by

Stellenbosch University to enable continuous support to learners for each of the subjects where presenters could offer additional learning material and communication possibilities for learners. In 2011, a further 25 schools were added and more than 100 hours in seven subjects were broadcast to the 145 schools.

The presenters were WCED “lead teachers� and subject advisers who were trained by the Telematic Services to use the technology platform effectively. “Telematics is a facility which makes it possible to broadcast lessons via satellite technology, from the University of Stellenbosch, to learners in the Western Cape. It also reaches approximately 360 schools located in other provinces,� Mercuur added.

Lessons in Mathematics, Physical Sciences, Life Sciences, Business Studies, History and Geography were presented to learners in Grades 11 and 12.

Mercuur said the broadband internet initiative in WCED schools has now made live streaming possible.

Lessons were planned by subject specialists based at Head OfďŹ ce and presented by expert teachers.

Learners were able to communicate, in real time, with presenters during the presentation via WhatsApp on 083 7921239.

The Telematics “cyber classroom� simulated a large class where learners were able to ask questions and receive an immediate response from

the presenter. Presenters interacted with learners by asking questions and invite responses.

Arrangements were made with the ten schools to pilot the Telematics live streaming via the web based platform. On 11 October 2016, the Telematics lesson, for Grade 11 learners, was streamed live to the 10 pilot schools: Ceres High in Cape

eLearning

Winelands; George and Parkdene Secondary Schools in Eden and Central Karoo; Oaklands High, Hout Bay Secondary and Ned Doman High School in Metro Central; Wallacedene and Bloekombos Secondary in Metro East; Grassy Park Secondary in Metro South; and Buren High in Metro North.

Mercuur said he was excited at the

new approach of delivery and its potential for learner achievement. “We even noticed one user in China and another in Kenya logging on. Learners are encouraged to take advantage of this free and excellent tutoring programme by attending as many lessons as possible. This will assist them in preparing for their examinations.�

OfďŹ cials try out latest in language and maths programmes An extensive range of digital resources is now available in the Western Cape to support teaching and learning in language and mathematics.

Providers of digital content demonstrated examples of these resources to ofďŹ cials involved in the eLearning and After Schools Game Changer programmes of the Western Cape Government (WCG).

Above: Fazeela Haffejee, Deputy Chief Education Specialist, English, gets to grips with a language package at a demonstration of eLearning resources at the CTLI in November.

The WCG has identiďŹ ed seven interventions, or game changers, that are most likely to improve opportunities and address some of the greatest challenges facing the citizens of the Western Cape.

They include eLearning and After School activities, both of which provide access to eLearning facilities and resources.

The presentations took place over two days in November at the Cape Teaching and Leadership Institute in Kuils River.

They reected the growing sophistication of interactive digital content, and growing competition in the eLearning ďŹ eld.

Some developers are well established, while others have entered the ďŹ eld more recently.

Content providers presented 12

different applications to support language teaching and learning, and 11 applications for mathematics in all grades.

Language programmes include everything from teaching phonics and improving vocabulary to improving spelling, reading, writing and comprehension skills.

The mathematics programmes typically offered a learning experience tailored for the individual learner.

They do so by providing instruction and exercises that are progressively more difďŹ cult, as learners master particular concepts.

The programmes typically include assessment in real time for learners and teachers, and the ability to draw reports on progress per learner and class.

The packages generally reected trends in the digital media industry, including gaming and rewards, to ensure that the learning experience was enjoyable as possible for digitally literate young people.

The language demonstrations included CAMI Reader, Reading Eggs, Spellodrome, Clicker 7, Wordshark, Inspireware, Computers4Kids, Language Trek, Fundza, TrainingYour-Brain, Solar Read, and Platinum English FAL. The mathematics demonstrations included Mathletics, Maths Whizz, Green Shoots, Rethink Education, Olico, Maths Buddy SA, Siyavula, Via Afrika Tabtor Maths, Cambridge Hot Maths, Paper Video, and AutoGraph.

Most of the presenters have registered their programmes on the WCED’s ePortal (wcedeportal.co.za).

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There are far too many children leaving school each day and entering unsafe, violent neighbourhoods and homes with no adult supervision.

The WCG’s aim is to provide over 112 000 learners from no-fee and low-fee schools with access to safe, quality after-school programmes by 2019. The programmes offered fall under four pillars: Sport & Recreation, Academic Support (including eLearning), Arts & Culture and Life Skills.

The WCG believes that regular and consistent participation of learners in these programmes will dramatically improve learner outcomes, reduce school dropout rates and reduce risktaking behaviour.

The WCG will be leveraging the infrastructure and after-school programmes we already have in place under our Game Changer; including the Mass participation; Opportunity and access; Development and growth (MOD) Programme at 181 schools across the province run by the Department of Cultural Affairs and Sport (DCAS), the MODYearBeyond (YeBo) Programme at 22 schools (and an additional ďŹ ve schools running YeBo-Lite) run by the Department of the Premier and

DCAS, the ďŹ ve Youth CafĂŠs and 93 funded after-school partial care centres run by the Department of Social Development and the Tutoring, School Enrichment and Peer Education Programmes run by the Education Department (WCED).

Through this Game Changer, we are also interested in experimenting with innovative and diverse afterschool programme models and have partnered with six collaboration sites in Nyanga Junction, Atlantis, Kraaifontein, Paarl East and a high school-based incentives pilot. This is also a joint Game Changer with the City of Cape Town and we will be taking advantage of the scores of libraries and recreation hubs operated by the Metro.

Through this Game Changer, we hope to drastically increase the number of young people living in the province who have the necessary support and skills to advance themselves in life and achieve their dreams.

However, we recognise that we will only be able to achieve this through a whole-of-society approach where our provincial government works in partnership with municipalities, NGOs, the private sector, principals, teachers and most importantly, parents and learners. This is what we mean when we say “Better Together�.

We encourage all parents to enquire at their children’s school about the after-school programmes on offer and ensure that their child attends these on a regular basis.

The After School activities include a wide range of sport and cultural activities.

New award honours After School programmes O

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# # This award recognises the importance of after school programmes and extended education, celebrating leaders who create opportunities for learners’ regular and consistent participation in quality sport, arts, academic support and life skill programmes.

The award was jointly presented by the Western Cape Government After School Game Changer team and their generous partner in funding and advocating for the strengthening of the after school sector, The Learning Trust.

The 2016 overall winner of the award was Angus Duffett of Silikamva High School in Imizamo Yethu, Hout Bay. The beneďŹ ts of the programme were huge. In the words of the Head Boy Stephano Nkosi; “I have managed to choose a career because of the After School Programme offered at school.

Thanks to the programmes and clubs, I have been involved in over the past three years, I don’t just dream to be a soccer player, now I know I am interested in business management and ďŹ nance.â€?

As a model of comprehensive after school programming, the school expected all of its 21 staff to provide after school activities, creating a culture of expanded education. This dedicated teacher support was enriched by the Department of Cultural Affairs and Sport MOD Centre and eight other NGOs towards offering 30 different activities in athletics, sport, culture, artistic, academic and life skills. It is mandatory for learners to attend

a minimum of two After School Programme activities.

According to Duffett the After School Programme “is not to be seen as an additional element of school life, but is part of developing each individual’s talents choices and leadership capacity.�

The runner up was De Rust Futura in Grabouw. Principal Wandred Thenius said he believed that After School Programmes were part of his education offering. The programme was offered by volunteers and a handful of paid staff, thanks to the support of the Department of Social Development Partial After Care Programme. The De Rust programme offered quality safe care, nutritious meals, life skills, academic support, arts and cultural activities and physical development programmes.

As was the case with Silikamva, learners here can choose from a host of programmes.

Betsie Ryke, Executive OfďŹ cer, Rural Arts Network said, “The words “noâ€? and “not possibleâ€? are not in Mr Theunis’ vocabulary. He sees the opportunity in everything and

ďŹ nds ways to make the seemingly impossible happen. Mr Theunis has proven his ability to not only start and maintain projects, but to make them sustainable.â€?

The bronze award was given to Lavender Hill High Principal Farseeg Manie. Host to one of the ďŹ rst MOD centres, the school offered athletics, softball, rugby, soccer, cycling, singing, and dancing. Grades 10 and 11 also got homework support. The school employed a social worker to support learners and address psychosocial needs. A few years ago the school partnered with Virgin Active and now had a functioning gym which was used by sports teams and in Life Orientation classes.

Minister Marais said, “These outstanding award winners have indeed assisted the Western Cape Government in realising our strategic goals to improve education outcomes and opportunities for youth development as well as to increase wellness, safety and to tackle social ills. They have and I trust they will continue to personify that we are Better Together�.

EDUCATION

update update is the ofďŹ cial newspaper of the Western Cape Education Department. wcednews@westerncape.gov.za Tel: 021 467 2707 DIRECTOR OF COMMUNICATION

Paddy Attwell EDITOR

Millicent Merton CONTRIBUTORS

Bridget Hannah Michael Cameron Kai Crooks-Chissano Gavin de Bruyn Rowan Esau Natasha Fouche Susan Hanekom Thandi Jafta Byron la Hoe Walter Mercuur Mark Mofoking Anneke MĂźller (Stellenbosch University) Jessica Shelver Trace Venter DESIGN

Edumedia (WCED)

EDUCATION

COMPETITION

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Bank Programming 6

The Programming Olympiad is an annual coding contest for high school learners which this year attracted 6 941 entries covering all nine provinces.

The results proved that experience does count. Four out of the six medal winners have been in Olympiad Finals before. Olympiad Manager Michael Cameron added: “There was a vigorous exchange of coding strategies as the 17 ďŹ nalists walked down to the local steakhouse for supper after ďŹ vehours of sitting focussed at their computers. The ďŹ nalists valued ‘meeting like-minded people for a weekend’ in what one described as ‘by far the toughest thing I’ve ever

done, but certainly well worth the experience’.�

The gold medal and the coveted Standard Bank trophy were won by Bronson Rudner, a Grade 12 learner at the South African College School (SACS). In addition, he won R11 000 for himself and R5 000 for his school.

Bronson also excels in Mathematics and is a veteran of four International Mathematics Olympiads. He was a South African Programming Olympiad Finalist in 2014, and won a silver medal at last year’s 2015 Finals. He was a member of the team that represented South Africa at the International Olympiad in Informatics (IOI) in Kazan, Russia earlier this year.

Silver medal winner, Yaseen Mowzer, a Grade 12 learner at Fairbairn College, is also an Olympiad veteran, having taken part in his ďŹ rst Programming Finals when he was still in Grade 9. He was a star at both the International Maths Olympiad and the

In front, from left, David Broodryk, Bronson Rudner, Brian Schreuder, Acting Head of Education in the Western Cape and Yaseen Mowzer.

At the back, from left, Taariq Mowzer, Sanjiv Ranchod and Ralph McDougall.

International OIympiad in Informatics, returning home with a Bronze Medal from both.

The other Silver Medal went to David Broodryk, a Grade 12 learner at Westerford High School. David is unusual in that he is not a previous ďŹ nalist.

Bronze medals went to veterans Ralph McDougall, in Grade 10 at Curro Durbanville, and repeat bronze winner Sanjiv Ranchod, in Grade 12 at Westerford High School. Ralph was only in Grade 8 when he attended his ďŹ rst Programming Olympiad Final in 2014.

Taariq Mowzer, a bronze medal winner, was a newcomer to the ďŹ nals.

The Grade 9 learner at Fairbairn College was already making a mark by winning a medal while only in Grade 9; a feat only equalled this century by his older brother Yaseen in 2013. “This is only our second Grade 9

medal this centuryâ€? explained retired Olympiad Manager Peter Waker. “Only Taariq’s brother Yaseen succeeded in winning a medal at such a young age. Yaseen went on to win silver in 2013. It is also the ďŹ rst time in the 33 year history of the Programming Olympiad that we have had two brothers in the ďŹ nals.â€?

This was also the ďŹ rst time in the Programming Olympiad history that so many of the medal winners have been taught by the same teacher. How can this happen

SCIENCE

Any child can code "

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Van der Ventel said coding was a foundational skill which must be taught alongside the traditional “3Rs� of reading, writing and arithmetic.

“It teaches children to deal with abstract concepts and think logically.

A computer code is algorithmic in nature but it must also adhere to the rules of syntax of the particular language, and thus it also promotes critical thinking and systematic reasoning.�

This project made use of the Apple iPad and an app called Hopscotch which is used internationally to introduce young learners to coding since it works on a “drag-and-drop� principle. Van der Ventel explained that the traditional interface between the coder and CPU would be the keyboard to type commands. In Hopscotch the young learners can “drag-and-drop� all commands into the editor and immediately see what the effect was by tapping on the “run� button. In other words, all the fundamental coding concepts

such as objects, properties, actions, conditionals and loops could be introduced without the learner having to type a single line of code.

This was why learners, even as young as Grade 2, could now be taught how to code.

The ďŹ rst four sessions of this initiative were held in September at Blue Downs Primary School, where the principal, Gavin Solomons, enthusiastically embraced the idea.

The classes ran on Saturday mornings from 11:00 till 12:30. Solomons selected 12 Grade 2 learners who showed potential and an eagerness to participate in the project. The parents were allowed to sit with the children and they also greatly enjoyed the coding sessions.

Professor van der Ventel stated that the young learners were amazing to work with and very quickly grasped the coding concepts.

The full Hopscotch curriculum would require approximately 20-25 weeks after which the learners will have all the necessary tools to fully explore the Hopscotch universe. He further recommended that learners in Grades 2 to 3 use Hopscotch as their default coding language after which they can progress in Grade 4 to a more sophisticated language such as Swift Playgrounds.

During the sessions, Crystal Mofoking, a teacher at Northpine Technical High School, assisted with the lessons. In October, four sessions

were scheduled to be held at Beverly Park Primary School in Eerste River, where the principal, Lizelle Hartley, had also been very supportive.

Professor Van der Ventel said he envisioned a scenario where learners were taught to code at an early age and as they progressed in their grades, they could be exposed to increasingly sophisticated coding languages. In parallel, the learners should also be taught robotics and “internet-of-things� programming using the Raspberry Pi minicomputer.

If such a program was successful, then by the end of Grade 12 the school system would have produced a learner who was an expert in software and hardware development.

Such an individual would have tremendous potential to impact the world and the possibilities for entrepreneurship were limitless.

According to Mofoking, this initiative was in its pilot stages. “We hope to instil an interest and an appetite cont. on page 5

Our mission is to build capacity and interest through ICT and create opportunities of self-empowerment and poverty alleviation.

when they are at different schools?

Bronson Rudner is a SACS learner, but Sanjiv Ranchod and David Broodryk go to Westerford.

However the two Westerford stars go to SACS for afternoon IT classes.

Their teacher, Mike Scordilis was very modest about his own role: “These are pretty much self-taught pupils�.

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Mitchell’s Plain learner wins second place in National Spelling Bee M

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The Grade 5 learner at Imperial Primary School outclassed 25 other top spellers from across the country.

The competition was aimed at getting children to read and not just to memorise spelling words. It builds their conďŹ dence, public speaking and communication skills as they must stand in front of an audience to spell the words.

It builds their conďŹ dence, public speaking and communication skills as they must stand in front of an audience to spell the words.

The Western Cape was also represented by Caylee Alexander of Erica Primary and Angelina Saunders of Kommetjie Primary School, the second and third place Provincial Spelling Bee winners.

The ďŹ nal leg of the competition, open to learners in Grades 4 to 6, was tough. In round 1, only one speller was knocked out; round 2, same and round 3 – one more.

They spelled the words ‘altruism’,

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Top: National Spelling Bee second place winner Matteo Joubert with Britta Zawada, Deputy Dean of UNISA, and Granville Whittaker, DDG Department of Basic Education.

‘querulous’, ‘ignominious’ and a whole lot more!

Nine year old Mayuri Govender from the Northern Cape won ďŹ rst place, Matteo was second and Limpopo province came in third.

Matteo has been described as a gentle child and a voracious reader. Taking part in the spelling bee gave him another platform to express himself.

The Western Cape’s Spelling

Bee winners were mentored by their teachers, Alfonso Smith, (Imperial Primary) Matthew Swindale (Kommetjie Primary) and Bernadette van de Heuvel, (Erica Primary).

Portia Smit, Senior Curriculum Planner and Spelling Bee Coordinator, thanked all the stakeholders who supported the prestigious event from school level right up to provincial level.

Imagine the endless possibilities if all ordinary public schools in South Africa, taught coding as from their Reception year. Any child can code‌

The Biggest Deal Challenge, now in its third year, has become a household name and was a highlight of the school year.

Andy Coetzee of the Overberg Education District explained that the competition was an ideal opportunity to engage young people in entrepreneurial activities, exposing them to a series of tasks and activities which ultimately lead them to turn their ideas into proďŹ t and sustainable businesses.

Learners were required to enter teams of between three and six members.

Teams were introduced to potential mentors, consisting of local business owners who volunteered their time. Learners then chose a mentor most suitable for their business.

Teams competed from August until October 2016. The challenge comprised of 6 tasks which had to

be completed and the team with the most proďŹ t won the challenge.

Theewaterskloof Municipality spokesperson and project coordinator, Alfra Cox, elaborated, “With very high unemployment and high school dropout rates in our local youth sector, we as ofďŹ cials had our work cut out to ďŹ nd a viable solution.â€? “It is vital that we take steps to encourage young people to turn their ideas into reality by teaching them what it takes to become an entrepreneur. In so doing, we are helping build sustainable businesses and creating job opportunities,â€? Cox continued.

Tyreso, a local municipality in Sweden, entered into a partnership with Theewaterskloof Municipality in 2013 to jointly develop the project. Mette KjĂśrstad, Manager of International Relations at the Tyreso Municipality was a big supporter of The Biggest Deal Challenge. “The concept worked well in motivating the youth in Sweden, succeeding in transferring skills that young people can practically use to become a successful entrepreneur.â€? KjĂśrstad explained that through their collaboration with Theewaterskloof Municipality, they were able to sponsor ďŹ ve learners from the area to visit the entrepreneurial fair in Sweden in February 2015.

Team 3 D, who made beautiful bags made from recycled plastic bags, won the most creative and 100% green category. The learners, from Groenberg Secondary School in Grabouw, are Hendricia Damon, Grant Davids and Desaree Tieties with their mentor Joyan Balt.

Left: The Cape Town Science Centre hosted various free activities to celebrate Africa Code Week from 15 to 23 October 2016.

Photographs courtesy of CTSC and photographer Julian Goldswain. in young learners to explore the endless opportunities. To get exposure to a world that they would have ordinarily never ever engaged with or be a part of due to a lack of resources and opportunities.

Team Splash and Dash, of De Villiers Graaff High School in Villiersdorp, won The Biggest Deal Challenge 2016. They are Muzi Ndlovu, Kyle Groepies, Elam Nukani, Christiaan Swieglaar, Lwando Jacobs and Tihanne Eserhuyse with teacher Francois Hugo.

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Excellence in Primary School Teaching

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Bottelary Primary School, Kraaifontein

Ms Smit’s passion for learners with barriers to learning and primary school education is evident in how she engages learners in her class and designs her lessons to be learner-centred. She allows learners to ask questions to stimulate critical thinking and ensures that every learner participates.

She designs her own learning material and creates a colourful and friendly environment in her class so that learners can feel comfortable. She teaches concepts through movement, rhymes and songs to enforce diverse learning

Excellence in Secondary School Teaching

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Hermanus High School, Hermanus Ms Wiegman is a passionate, compassionate, knowledgeable and skilful teacher who goes the extra mile to enhance the learning experience and knowledge of her learners. She has the well-being and holistic development of her learners at heart, empowering and inspiring them to widen their outlook on life.

She sets an excellent example to her colleagues and learners through her professionalism and her caring approach to all at the school and in the community. She adopts a practical approach in her classroom using experiments, dissections and relevant videos to maintain and

enhance learner interest in lessons.

She invites experts into her class to talk about relevant subjects such as waste management, cancer, HIV/AIDS and substance abuse.

She displays a great interest in environmental awareness and respect for nature and started an annual Grade 10 ďŹ eld trip to Wortelgat, including a camp where pertinent environmental and leadership issues are addressed.

Ms Wiegman does far more than what is required of her – encouraging peer support and creating an environment conducive to learning in her classroom.

Extramurally she is very involved in the coaching of sport and was instrumental in starting a Service Pillar in the school that participates in outreach projects in the community such as homes for the aged, Camphill Santa Shoebox, recycling and the establishment of a soup kitchen for underprivileged learners.

She gladly shares her knowledge with others and is involved in tutoring Life Science at other schools. Her extra lessons after school and her annual spring schools are tackled with

given immediate feedback through verbal reinforcement, stickers and comments in their workbooks.

They also receive certiďŹ cates of achievement in critical thinking, spelling and attendance.

The school has learners from rural farms and the community faces extreme hardships such as poverty, domestic violence, crime, substance abuse, HIV/AIDS and illiteracy. While parents are dealing with social challenges they often neglect their child’s educational needs. Ms Smit distributes toiletries to learners and tries to remedy

the effects of social challenges through puppet shows during Life Orientation sessions.

She often visits parents at their homes to remind them of their duty to ensure that their children are attending school on a daily basis. Despite little parental involvement, she always looks forward to parent meetings and spoils parents with tea and coffee during visits to the classroom. She communicates with parents through WhatsApp and encourages parents to come and see her if they need any assistance.

Ms Opperman believes that learners should have fun while learning, and therefore her lessons are highly creative and interesting.

She effectively uses puppets and role play to enhance learners’ listening and speaking skills.

She uses every opportunity not only to teach, but also to instil values in her learners. This is important, especially considering the socio-economic circumstances that most of her learners come from. It is clear from her approach to teaching that Ms Opperman reaches each individual child at his/her own level and takes him/ her to the next development milestone with ease. She has an individual rather than a collective teaching approach. She does this effortlessly, as she believes that each learner has the potential to progress.

Ms Opperman’s teaching transcends the classroom and after school she has one-on-one sessions

with learners who experience difďŹ culties in certain aspects of the curriculum.

One unique and brilliant incentive among many that Ms Opperman uses to instil discipline and improve academic performance stands out – instead of rewarding points for good work and/or behaviour, she starts the week with learners already having points. Each learner starts the week with ten tickets.

Any misdemeanour will result in points being taken away. The learners are encouraged when they start the new week with rewards and then work hard to keep them.

Tickets left by the end of the week are converted into cash that learners can spend at the tuck shop.

She has a good understanding with parents and performs house visits regularly. She shows an undeniable commitment to making a difference in her learners’ lives, both in and beyond the classroom.

enthusiasm. She is always humble, but her results and responses from current and previous pupils and

colleagues speak for themselves.

She has excellent relations with all her colleagues and learners and

as a register teacher supports her charges spiritually, emotionally and sometimes even ďŹ nancially.

on the school’s waiting list. Parents and learners are invited to spend a day at the school and parents receive guidelines on how to care for their disabled child. A home programme is drawn up for those learners not in school and regular follow-up sessions are planned and executed. Ms Ernstzen also started a vocational programme where learners are placed in different jobs in the community to receive in-service training.

In 2016 she and a newly appointed therapist started with an outreach programme to three neighbouring

mainstream schools where she provides therapy sessions to learners in need and has regular discussions with the teachers. Ms Ernstzen is the liaison ofďŹ cer for the Amazing Brainz Project. Her responsibility is to spend time in teachers’ classes every day to give support, mentorship, guidance and recommendations where needed.

Ms Ernstzen is the hockey coach and some of her players were selected to represent the Western Cape. As a basketball coach she initiated the idea that the school should start playing against mainstream schools, the Correctional

Youth players and private schools which has improved learners’ selfesteem and self-image.

Despite all of her other responsibilities Ms Ernstzen has been the coordinator of the School-Based Support Team since its inception, forms part of the stocktaking committee and assists the principal with the School Improvement Plan.

She is the secretary of the multidisciplinary team and coordinator of the Staff Performance Management and Development System (SPMDS) and serves on the computer lab committee.

intelligence.

She effectively communicates learner performance and progress through individual target setting.

Lesson plans portray differentiation in line with the Curriculum Assessment Policy Statement (CAPS) to accommodate all learners despite their diverse abilities. Goals are set to ensure that learners take responsibility for their own learning and these goals motivate them to do their best each day. Many of the worksheets have self-assessment tools at the bottom of the page to provide insight. Learners are

Excellence in Grade R Teaching

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Dellville Park Primary School, Pacaltsdorp After qualifying as a Grade R teacher in 2012, Ms Opperman started teaching at Delville Park Primary School. She is a passionate, dedicated and enthusiastic teacher, with many unique and unconventional teaching methods which bring out the absolute best in her Grade R learners.

Excellence in Special Needs and Inclusive Teaching

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Ligstraal School for LSEN, Paarl East Ms Ernstzen has been a part of Ligstraal School for the past 19 years.

She is currently responsible for the Autistic Unit, six Junior Phase groups and three Intermediate Phase groups.

Her focus is on the development of gross and ďŹ ne motor coordination, perceptual skills, the activities of daily living, and arts and crafts. The learners in her therapy groups are very low-functioning and diverse.

She uses different learning styles and techniques to cater for every learner’s individual needs.

In conjunction with the Policy on Screening, IdentiďŹ cation, Assessment and Support (SIAS) Project she started a programme for learners

EDUCATION

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DECEMBER 2016

Excellence in teaching Mathematics (FET)

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Bernadino Heights High School, Scottsdene, Kraaifontein

Excellence in teaching Physical Sciences (FET)

Mr Adams uses games and songs to make an intimidating subject fun and easier to understand. He has a mantra – “Maths is fun� – and starts his lessons with these words. He believes that the more learners hear it, the easier it will be for them to believe. His excellence in delivering the curriculum is invaluable and is evident in the school’s outstanding matric results.

He uses Smart Board technology and computer programmes to deliver the curriculum in an interesting and explorative way. He uses informal and formal assessment to give learners feedback and to remedy gaps in learners’ understanding. He invests a lot of his free time in extra classes after school, Saturday classes and holiday classes for learners who need extra assistance as part of his intervention strategy to improve the Mathematics results at the school.

He challenges learners by providing a deeper understanding of the content, has exceptional motivational skills and has the ability to make the subject enjoyable and accessible to learners.

Excellence in Technology-Enhanced Teaching and Learning The great demand to do Mathematics in the FET phase at the school is a direct result of the quality of instruction this teacher offers and the passion that he has for his subject. His commitment and dedication to the subject afforded him the opportunity to be chosen by the Rapport Onderwys Fonds (ROF) to attend a Mathematics course in the Netherlands.

Mr Adams pursues professional development and growth and loves learning about the latest developments in his ďŹ eld of expertise. To keep abreast with developments he models lifelong learning by attending Maths training courses and seminars on a regular basis. He uses the knowledge gained to the beneďŹ t of his learners and colleagues.

He has a ďŹ rm belief in developing learners holistically and is involved in hockey, the choir, the Christian Society and the Representative Council of Learners (RCL) at the school. This candidate plays a vital role in shaping the student leadership of the school.

Excellence in Primary School Leadership

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Bernadino Heights High School, Scottsdene, Kraaifontein This candidate is a passionate and dedicated Natural Sciences and Physical Science teacher who has extensive experience gained from her time spent in the profession since 1992.

Ms Naidoo ensures that she makes these subjects, which are often perceived as difďŹ cult, fun and enjoyable for her learners and instils a love for them in her learners. She is of the opinion that learners learn and retain content much better if you allow them to explore it for themselves. A key component of her educational approach is practical work, which includes demonstrations and experiments. She makes extensive use of technology in her classroom, which allows learners to interact with videos that demonstrate the various topics in the Physical Science curriculum in a way that is accessible and engaging. She makes use of creative and stimulating teaching strategies, scientiďŹ c literacy, inclusive assessment strategies and practical examples to ensure that learners grasp the content.

She exposes her learners to science beyond the classroom through science expos such as the Science and Mathematics Initiative for Learners and Educators (SMILES) project and the Expo for Young Scientists.

She also tutors at Star Schools and contributes to her community by tutoring at neighbouring schools.

She was appointed Head of Department in Science. She excels in her duties as part of the School Management Team and mentors and guides young teachers in her department.

She has extensive experience in the National Senior CertiďŹ cate marking process and uses this to give valuable input to ďŹ rst-time markers and teachers who are not involved in marking, as well as to guide learners.

The school was a recipient of a Science Learning Centre sponsored by the UWC Science Learning Centre for Africa and the Garden Cities Archway Foundation. This was due to her contribution to the consistently high pass rate in Physical Sciences at the school.

Dawn Petersen Blomvlei Primary School, Hanover Park Before Ms Petersen’s appointment, the school had nine principals over a period of ten years and was declared dysfunctional. The school contends with numerous social challenges such as drug/substance abuse, crime and gangsterism while doing everything in its power to ensure quality teaching.

Ms Petersen has 27 years’ teaching experience and is passionate about the children, the community and the school. All role players were included in efforts to create a vision and mission statement for the school that maps out the direction the school is taking. She ensures that every staff member understands and fulďŹ ls his or her role and functions as part of a uniďŹ ed team.

Despite the sporadic and often daily shootings in the area, learner

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attendance is close to exemplary as the school is considered a safe shelter. Teachers act as substitute parents and conďŹ dants to many of the children. Due to her persistence and determination, the Western Cape Education Department has erected a high-security bullet-reective fence around the school. This has ensured a noticeable decrease in the number of acts of vandalism and burglaries.

Teachers and learners are constantly familiarised with safety drills.

Since parents have begun to proudly take ownership of the school, they have helped to protect the school buildings and classroom resources by being more vigilant.

The school premises are utilised by community organisations and churches over weekends, during school holidays and in the evenings, which ensures activity after school hours.

Ms Petersen has instituted a Principal’s Award as part of the Code of Conduct whereby learners are acknowledged for doing a noteworthy good deed.

Ms Petersen has been the driving force behind a partnership with the TCD Trust, a tourism organisation that ensured the building of a multimillion-rand eco-friendly library which is being used to enhance teaching and learning.

She is currently seeking funding to employ a librarian for 2017. The administration section of the school has also been improved through funding secured from the WCED for infrastructural improvements.

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Erika Primary School, Extension 13, Mossel Bay Ms Campbell is an elearning master trainer for the WCED and has trained teachers in Moodle, Web Quest and Hot Potato. She is also an IT facilitator and has recently been accredited as a SchoolNet trainer.

She was a presenter at the ďŹ rst Metro Central eLearning Conference in 2015, demonstrating the effective integration of interactive devices into the curriculum. She works closely with the elearning advisers in her district and provides computer application support to schools in her area.

Ms Campbell embraced the use of technology in her classroom and succeeded in innovatively applying her whiteboard, data projector and laptop to teach learners the

alphabet song, the diagram song and Maths games. Through a process of interactive teaching she succeeds in giving groups of learners the opportunity of engaging with technology while learning, and making use of visual learning to enhance the learning process.

Wireless connectivity at the school has allowed her to access eBooks from Oxford Owl. This gives her learners the opportunity to hear stories (listening activities) and read them. In this way she attempts to overcome the language barrier in her class and consciously address the different learning styles of learners.

She also downloads activities from YouTube as a source of learning.

Through the use of technology, she was able to put the Department of Basic Education (DBE) workbooks on the screen and infuse them in her lessons as part the learning process.

Once a week she and her class access the computer lab of the school. She uses this opportunity for reading and Mathematics drills and practice. She applies technology to do diagnostic analyses of her learners’ performance and uses ClassDojo for classroom management and as a reward system.

She is part of the Erika We Care group, which helps children in need in her community, and is a member of the Beat It Relay team, which raises funds to support a home for cancer patients in George.

Excellence in Secondary School Leadership

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West Coast School of Skills, Saldanha He is an enthusiastic and visionary leader with a passion for learners with special education needs. He treats everyone with respect and builds good relationships with all.

He leads by example and does not expect his staff to do anything that he would not be able to do himself.

He sets goals for learners and staff that are attainable and realistic. The standard of his leadership has been proven in that the school achieved a high 4 out of 5 in its Whole School Evaluation.

He encourages his staff to attend any workshops offered and helps

them by providing transport to workshops in Cape Town and bringing in substitute teachers while they are away. In so doing he helps staff to grow professionally and to remain relevant in the fast-changing world of education.

Sport and extramural participation at his school are a given as these help to build the self-esteem of his learners because they are able to compete equally with other schools in the area. He is very approachable with regard to the community and he encourages them to use the facilities of the school (school grounds and workshops) where needed.

He has opened doors for his learners by exposing them to the world of work through a “school to work� programme. This he has achieved by networking with the business community in his town to enable them to recruit some of his learners into permanent jobs or learnerships once they have completed their studies.

He has served the West Coast School of Skills with distinction for more than 30 years. Outside the school environment he serves on the local Principals’ Forum and he is an elder in his church.

Lifetime Achievement Award

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Bernadino Heights High School, Scottsdene, Kraaifontein

Mr Alexander’s career in education extends over 30 years.

His vision for the school is to create “an oasis of hope in the community�.

This he did systematically by securing and beautifying the school and developing and transforming the school into a 21st century institution. The school boasts the latest technology, world-class sporting facilities and cultural opportunities. Many innovative ideas initiated and implemented by Mr Alexander have enriched the lives of learners

and motivated them to take their rightful place in society.

Mr Alexander models lifelong learning by continually attending different courses and seminars as well as encouraging and organising staff development opportunities.

He has been acknowledged for various achievements. This candidate has used the social challenges of the community as motivation rather than a deterrent to develop an institution of excellence. Mr Alexander embodies what

can be accomplished through determination, commitment and dedication.

In the words of the Golden Key International Society, Mr Alexander “epitomises leadership, service and academic excellence and leaves a legacy of having been instrumental in developing and establishing a school with world-class facilities, a track record of academic excellence and having made a difference in the lives of a community and learners through education�.

EDUCATION

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news

DECEMBER 2016

TRAINING

SUNCEP introduced new ADE courses to education fraternity O

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The aim of these courses is to create opportunities to currently serving teachers to enhance their subject content knowledge and pedagogical knowledge and skills and in so, equip themselves to enhance their practice.

These NQF level 7 qualiďŹ cation courses will be offered in a blended format.

Dr Trevor van Louw, Director of SUNCEP explained: “Blended learning entails contact sessions with participants, followed up by tuition

via telematics, interactive e-lessons and post teaching mentoring. This can be done either on-site at the school, on an individual basis or in cluster format.�

After demonstrating some of the modules in the new e-lesson format, Pauline Hanekom, eLearning specialist at SUNCEP explained how different social media platforms will be used to create virtual communities of practise where teachers could communicate with and learn from peers, facilitators and mentors and thereby breaking the isolation of the classroom and school.

Responding to SUNCEP’s offering of these courses for in-service teachers, Dr Peter Beets, Chief Director: Curriculum Development and Teacher Development at the WCED, thanked SUNCEP for reaching out to the education community as “it is important to combine theoretical learning with the professional learning [and] where pedagogy should be aligned to the context�.

Dr Chris van Wyk from RESEP (Research on Socio Economic Policy), showed the group how existing data about performance can be used to indicate speciďŹ c shortcomings in order to make informed decisions about

From left to right: Eddie Kirsten, Director: Cape Teaching and Leadership Institute (CTLI), Pauline Hanekom, Dr van Louw, Suanne Rampou, Senior Curriculum Planner (Natural Sciences), WCED, Dr Heinie Brand and Dr Peter Beets.

Photo credit: Anneke MĂźller (SU)

professional learning interventions.

Beets said an important aim of the new Teacher Professional Development strategy of the WCED was to offer a pathway of continuous professional learning for all teachers starting from initial teacher education (ITE) till they are accomplished professionals who will eventually take leadership in ensuring quality teaching and learning for learners with different abilities in schools situated in

different contexts. Similar regular engagements between higher education institutions and the WCED may offer a platform from where more needs-based teacher professional development courses may be provided to teachers.

Dr Heinie Brand, Director of Education at WCED expressed his appreciation for the fact that the courses SUNCEP offers are in line with the professional development strategy of the WCED.

included number concepts; word sums; mental maths; place value; and manipulatives to support thinking, reasoning and problem solving.

ICT beneďŹ ts: real-time feedback of assessment.

The following Intermediate and Senior Phase topics were covered: ICT – number-and geometrical patterns; remedial and baseline

assessment methods; data-handling and probability; circumference and area; geometry skills for IP; addition and subtraction in fractions; assessment diagnosis and remediation and intervention programme implementation.

Natasha Fouche, the conference coordinator, said 255 teachers attended the ďŹ rst day of the

We would like to form a true partnership with this institution to move the 32 000 teachers in the province to enhance learner performance.

Annual provincial mathematics solutions conference

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The conference was hosted by the Cape Teaching and Leadership Institute (CTLI) to provide examples of ways in which Mathematics can be effectively taught. The conference was one of several interventions by the CTLI during the spring holidays to help develop educators’ teaching and leadership skills.

Foundation Phase topics covered

conference and 213 teachers registered on day 2. “Teachers indicated that they liked the use of technology and the practical, interactive sessions.�

Delegates could download material and presentations they wanted electronically from any of the training room computers as well as the second computer lab.�

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WCED@work

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DECEMBER 2016

W O R K C U LT U R E

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Leon Ely, Deputy Director-General: Finance, shared the good news with staff at the annual Supply Chain Management Champions Awards.

Ely said the WCED did exceptionally well in the year under review. He said while the basis of the audit was still compliance, the auditors were looking in a lot more detail at what was happening at school level in terms of curriculum delivery, infrastructure delivery and

the state of school buildings.

He thanked staff for their contribution in maintaining the clean audit status. “I think we all know what we have to do and where we are headed as a department. Thank you for your contribution over the past ďŹ nancial year and let us continue to work together to maintain the performance.â€?

The Directorate: Internal Control awarded certiďŹ cates and trophies to Supply Chain Management Champions who performed at a commendable level during the 2015/16 ďŹ nancial year.

Claurina Toolo, Deputy Director, said SCM Champions demonstrated commitment to prevent irregular and fruitless expenditure by making sure that vouchers were compliant.

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The Directorate Service BeneďŹ ts honoured staff with 30 and 40 years’ service at Long Service Award functions in George and Cape Town.

Nine WCED employees received recognition for 40 years’ service at the function at the George Town Hall while nearly 100 staff members in the Metro Regions received awards for their four decades of service on

Thursday, 6 October.

A total of 714 staff members have 20 years’ service and 546 staff members completed 30 years in public service.

Visit wced.school.za for more photographs of the Long Service Awards.

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For 2016 the survey was offered for the ďŹ rst time to all ordinary and special public schools and required a maximum of ďŹ ve institutional staff members per school to complete.

Anne Schlebusch, Director: Business Strategy and Stakeholder Management, said in the continuous process of improving service delivery to all it clients, the WCED has a vested interest in ensuring not only positive perception of its services but that the services reach all the beneďŹ ciaries of the organisation.

The participants rated services offered by the WCED Head OfďŹ ce and district ofďŹ ces to schools using

a 5-point rating scale, where 1 = Exceptionally Poor; 2 = Poor; 3 = Satisfactory; 4 = Good and 5 = Excellent. Participants were also invited to comment on, compliment and/or criticise service delivery elements.

Approximately 3 100 completed surveys were captured online through CEMIS and more than 60% of the targeted schools responded. These ratings and/or inputs culminated in a full report available as feedback and for reection and encouragement for future participation towards continuous service delivery improvement.

Element Administration of employee relations matters Administration of Grades 3, 6 and 9 testing Administration of salaries and payslips matters Administration of service conditions Apologise for errors and take corrective action Attend to queries promptly, professionally and courteously Circuit manager support Communication with schools Curriculum school visit support District ofďŹ ce support E-Learning strategy support E-Recruitment management Head OfďŹ ce support HR management services (e.g. staff provisioning) Infrastructure and maintenance support Language and Maths strategy support Learner transport scheme support LSA: Visits to schools LST: Support to learners Matric support programme MOD centre programme Process requests within 14 days Provide progress report if there are delays Response to telephonic enquiries Response to written enquiries within ďŹ ve days Return telephone call within 24 hours Safe Schools support School Nutrition Programme support Specialised support by social workers Specialised support by psychologists Support to SBST Textbook supply Training at Cape Teaching and Leadership Institute WCED call centre (corporate matters) WCED Safe Schools call centre WCED walk-in centre (human resource and ďŹ nance matters) The WCED wishes to express its appreciation to all who participated in the survey – the administrative clerks for their role and the principals for administering the exercise. We will endeavour to investigate complaints recorded, share the compliments

received with staff and implement any feasible suggestions made. You are reminded that the WCED’s ofďŹ cial Complaints Mechanism is managed by the Directorate: Communications and can be accessed at http://wced. school.za/home/webmaster.html on

The following highlights of the report are tabulated alphabetically, where ratings of 1 and 2 = Poor, Satisfactory = 3 and 4 and 5 = Good.

Good 32% 40% 50% 41% 25% 34% 66% 51% 52% 59% 29% 32% 39% 36% 21% 42% 37% 47% 43% 46% 29% 26% 21% 36% 24% 25% 33% 62% 30% 29% 29% 55% 52% 40% 36% 40%

Satisfactory 58% 53% 41% 49% 54% 56% 31% 43% 41% 37% 56% 55% 53% 52% 47% 49% 48% 43% 45% 47% 54% 54% 52% 50% 51% 48% 50% 32% 47% 44% 50% 39% 42% 53% 54% 56%

Poor 10% 7% 9% 10% 21% 10% 3% 6% 7% 4% 15% 12% 8% 12% 32% 9% 15% 10% 12% 7% 17% 19% 27% 14% 25% 27% 17% 6% 22% 27% 22% 6% 5% 7% 10% 4%

the WCED website.

Please access the full 2016 Customer Satisfaction Report on the WCED website at http:// wcedonline.pgwc.gov.za/home/

EDUCATION

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insight & opinion

DECEMBER 2016

M O T I VAT I O N

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Lyle Quimpo attributed the dramatic change in his life to making good choices, as well as the support of his parents and teachers.

Fairmount Principal Terrence Klassen said the Grade 12 learner changed from someone “who was going nowhere to one of the Grassy Park school’s top 20 matriculants�. “He smoked dagga, had the wrong friends and didn’t care about himself.�

Klassen said there were numerous disciplinary charges against the learner and he had lost all patience with him. “I didn’t want him at the school and expressed this sentiment earlier this year to Thandi Jafta, who just became the new Circuit Manager for the school.�

Jafta asked to speak to the learner and she motivated and encouraged him to change for the better. He then promised to change and she gave him an ultimatum to write a letter to motivate why he should be kept in school.

Klassen said he was still sceptical when Lyle brought him the two page letter the next day. “I told him that it

was just words and empty promises and that he would disappoint Ms Jafta as well.�

To his pleasant surprise, he could immediately see a positive change in Lyle’s attitude and appearance.

Jafta stayed in regular contact with Lyle and invited him to speak at a Youth Development Mini Education conference attended by learners and representatives from four Parkwood schools, including Fairmount.

In his speech, Lyle said their principal often remarked that your choices determine your future and he totally agreed. “My past choices led to me disappointing my parents over and over. It also led to me having a child at the age of 16. It would have been easy for me to have dropped out, to have given up, ďŹ nd the most basic job I could and just sit back and blame my past mistakes for the situation that I found myself in. But by the grace of God, the moulding of loving parents and the guidance of caring teachers, I was able to realise the importance of my decisions, setting life goals and the perseverance to succeed.â€?

Lyle said he managed to ďŹ nd a part-time job and while it was a challenge to work every weekend and during holidays and ďŹ nding time to study, he was able to pay his school fees, support his daughter and relieve the ďŹ nancial burden on his family.

He received eight awards at the school’s Valedictory and said he was especially grateful to be an example and a source of inspiration to others. “To show that it is possible to do anything, to show that every person is born with the potential to become a better version of him or herself. So let us all help develop our youth in every single way we possibly can.

Encourage them, motivate them and show them that our sacriďŹ ces are just ways of making space in our lives for something great.â€?

Ms Jafta said she regularly made use of the strategy to get learners to reect on what they are doing and how they are going to change themselves and what support they need in order to change their behaviour, by asking them to put their thoughts on paper. She had mixed success because “not everyone

is ready to change�.

She added that she just came at the right time to help Lyle.

He realised that he had to grab the opportunity for change.

Jafta said she was especially touched when Lyle thanked her for believing in him when everybody else didn’t. “I don’t blame parents and I don’t blame teachers as they are overwhelmed by too many misbehaving learners. It is my passion to help young people who are often starved for attention and love.�

Jafta said schools in Parkwood have to deal with challenges like teenage pregnancy, gangsterism and drug abuse. The theme of the conference, which was held on 22 October 2016, was “collapsing fences – building bridges and making

a difference�. It was a call to all stakeholders, NGOs and various departments like the departments of social development and health, as well as the South African Police Services to work together and help schools to make a difference in the lives of all learners. “Lyle’s speech touched everybody in that conference and it left tears in my eyes. That resulted in him getting an offer of a bursary for his studies next year. We need to give more support to our schools to address the social ills, especially in areas like Parkwood, Jafta added.

Klassen said while schools work hard to obtain a 100% pass rate, it was stories like Lyle’s that made it worth to be in education.

Lawhill Maritime Centre celebrates 21 years F

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Two fully-edged NSC subjects – Maritime Economics and Nautical Science – equip young people to move from school directly into interesting careers within the maritime industry ashore.

Others have progressed – via the Maritime Department at the Cape Peninsula University of Technology – to sea-going careers where the world becomes their oyster.

Take Zolisa for example. With roots in a local township, his Maritime Economics course at Lawhill gained him an internship in a large ships’ agency ofďŹ ce in Cape Town. He showed his mettle to the extent that, after six months, his one-year contract as an intern was replaced with permanent employment, and, shortly thereafter, with well-deserved promotion.

After her three years at Lawhill Maritime Centre, Blondie – a nickname – moved into marine engineering and has subsequently been promoted to third engineer in a really large cruise ship, a wonderful achievement for this amazing young lady from the rural village of Tsomo in the Eastern Cape.

When Tyrone, a navigating ofďŹ cer on a bulk carrier, was on bridge-watch aboard his ship as she approached New Orleans, he called up another ship from the same company on the radio. Responding was Paulette, his equivalent ofďŹ cer on the other ship. Each quickly realised that they had been classmates and fellow boarders at Lawhill Maritime Centre four years earlier! And they met again, via ships’ radios off the US Gulf coast!

Celebrating Lawhill’s 21st Birthday has been special this year as extensions to the building – with a grant from the TK Foundation – have boosted the number of boarding places to 66 learners, and, from 2017, Lawhill’s Nautical Science course will include a specialised component in electronic navigation systems. Lawhill

will also introduce a new subject Marine Sciences, a combination of marine biology and oceanography that will combine extremely well with Lawhill’s existing subject package.

And another exceptional offering to learners is sail training in Lawhill’s own yacht, recently donated to the Centre.

As Lawhill receives no direct government funding, the success of the Lawhill operation at Simon’s Town School can be attributed to the mutually-beneďŹ cial partnership with the private sector, particularly the shipping industry, as well as the hard work, dedication and commitment of its students and staff. www.lawhill.org

Alumni of Simon’s Town School are now enjoying life at sea.

EDUCATION

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insight & opinion

DECEMBER 2016

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YO U T H D E V E LO P M E N T

Programmes offer “whole-of-society approach� to safe living and learning 0

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The Western Cape Government (WCG) will be spending R9,4 billion in the 2016/17 ďŹ nancial year on the development of youth in the province, including: A R706 million for after-school activities at MOD centres, Youth Cafes, Youth Hubs and Youth Camps A R111 million for assisting youth at risk, including those exposed to drug abuse and gangsterism A R274 million to improve access to vocational and technical skills A R353 to improve youth access to broadband and the WCG’s eLearning platform A R56 million to create internship opportunities across its various departments.

Western Cape Minister of Finance Dr Ivan Meyer said it was “important that our commitment towards youth development is reected in the kind of programmes we offer our youth.â€?

Youth Development Programme (YDP) The YDP is a far-reaching initiative that the WCG has put in place to help positively reinforce the lives of young people, and grow the learners of today into the leaders of tomorrow. We want all young people to have the best chance possible to be healthy, educated citizens who contribute to society through leading lives they value and leading lives which add value.

Ensuring safe schools With a budget of R30 million for the 2016/2017 ďŹ nancial year, key elements of the school safety initiative to make schools safer for children, include: A Physical security – fences, burglar bars, windows ‘stone’ guards (for vandalism), alarms, access control, armed response, guards, and patrols.

A Social environment – youth development, after-school activities, holiday programmes, counselling, truancy interventions, and community mobilisation.

A Plans, policies and procedures – school-based policies, district and provincial policies, safety procedures, planning support on all levels, and training interventions.

We want to ensure the safety of our children throughout the school day – before, during and after classes.

Before school The Walking Bus initiative aims to create a safe and supervised route for learners to and from school every day with the commitment and involvement of the community, local law enforcement, SAPS, school principals and support staff to help create safer environments.

The Walking Bus initiative will see members of the broader community or parents volunteering to walk groups of children to School and back home in the afternoon again and also at the same time keeping a lookout on the perimeters of their School. These groups walk with the children along the most convenient and desirable routes leading to the School. Groups meet up with each other at speciďŹ ed points on route to the School and move between Streets within their speciďŹ c areas.

Since May 2016 Minister Plato has launched 29 Walking Bus initiatives in partnership with communities in: A A A A A A A A A A A A A A A

Wesbank Strand Delft Beacon Valley Atlantis Steenberg Leonsdale Macassar Bokmakierie Bishop Lavis Manenberg Hanover Park Ocean View Bonteheuwel Paarl East

A A A A A A A A A A A A A A

Belhar Lentegeur Retreat Lavender Hill Blue Downs Paarl East Khayelitsha Scottsdene Tafelsig Knysna George Mossel Bay Bredasdorp Kleinmond

Our aim is to give parents the peace of mind that their children are safe when travelling to school and we do this by helping our schools and communities to make safety a priority in their community.

A A A A A A

gender inequality, gender-based violence, bullying, HIV and AIDS, racism and other social problems.

Each school must have a safety committee responsible for implementing a safety plan, assisted

by Safe Schools ďŹ eldworkers (SSFW) in every district.

School Safety committees (SSC) and school governing bodies (SGB) receive training in Occupational Health and Safety, which includes training in ďŹ rst aid and ďŹ reďŹ ghting as well as the development of safety and evacuation plans. Key elements include access control, playground monitoring, monitoring of security infrastructure, and emergency procedures.

The SSFW help with the following:

We will achieve this with every Walking Bus initiatives that will be rolled-out in the weeks and months to come.

During school Our Safe Schools Programme works with schools to develop and implement safety plans, introduce security mechanisms and mobilise community support for successful teaching and learning.

We also help our schools to implement developmental programmes, including life skills for learners at risk to prevent possible problems, or cope better with existing situations related to: A teenage pregnancy, A sexuality, A sexual abuse, A drug abuse,

A Youth development, which includes the establishment of youth clubs to address the major challenges facing the learning sites and communities (such as gangsterism, abuse, crime, racism, teenage sexuality, vandalism and burglaries).

A IdentiďŹ cation of hazards and helping to reduce risk by advising and supporting each school’s SSC in improving and maintaining school safety through emergency preparedness planning, security audits and assessments and special safety programs or presentations.

A Working closely with law enforcement, including SAPS, to effectively coordinate safe schools initiatives, and report school crime and violence to the Safe Schools

call centre and district ofďŹ ce.

A Assisting the school with investigating the allegations of truancy through home visits in order to determine if the absence from school is as result of illness, gang intimidation, academic challenges or any other reason.

We believe that regular and consistent participation of learners in these programmes will dramatically improve learner outcomes, reduce school dropout rates and reduce risktaking behaviour.

Report any incidents that compromise school safety to the Safe Schools call centre at:

We’ve want to help our youth realise their full potential and in order to do this we’ve put together various programmes and initiatives, including: A Youth CafÊs The YDS has opened the way for projects like our Youth CafÊs which offer skills development programmes.

A MOD Programme The Mass participation; Opportunity and access; Development and growth (MOD) Programme aims to create a socially inclusive, creative and active Western Cape.

A Year Beyond Apply for this programme if you’d like to tutor primary and high school learners. Year Beyond is an educational outreach programme that aims to assist underperforming schools, while giving you the opportunity to gain new skills.

A Tel: 0800 45 46 47 (Toll-free) A Mondays to Fridays between 7.30am and 4pm (thereafter a voice message gives speciďŹ c option prompts).

A Weekend calls are also recorded and responded to on Monday mornings.

The call centre will ensure that your school is supported by the relevant emergency agency and that you receive information about psycho-social support. They also provides counselling support for our learners who may be experiencing any form of abuse, as well as points of contact for schools needing to report incidents of crime.

After school As part of our After School Game Changer we aim to provide our learners from no-fee and low-fee schools with access to safe, quality after-school programmes.

The programmes offered fall under 4 pillars: A Sport & Recreation, A Academic Support (including eLearning), A Arts & Culture and A Life Skills.

An integrated approach to youth development

Conclusion We realise that we’ll only be able to achieve this through a whole-of-society approach where our provincial government works in partnership with municipalities, NGOs, the private sector, principals, teachers and most importantly, parents and learners. This is what we mean when we say “Better Together�.

EDUCATION

12

update

reviews

DECEMBER 2016

EDULIS

School Readiness

EDULIS

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HOW DO I BORROW THESE RESOURCES? Become a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically.

Membership is FREE. Electronic registration GO TO http://tinyurl.com/ registration-edulis

OR go to our website: http://edulis.pgwc.gov.za Click on “EDULIS� on the Curriculum website Click on Register as member (read “Terms & conditions�)

Click on “Library Membership Registration Form�

Complete the form and submit

1

READY TO LEARN, READY FOR SCHOOL: A GUIDE FOR PARENTS AND CAREGIVERS. 2014 - S # /

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LEERGEREED, SKOOLGEREED: ’N PRAKTIESE GIDS VIR OUERS EN VERSORGERS. 2014

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PROMOTING SCHOOL READINESS AND EARLY LEARNING: IMPLICATIONS OF DEVELOPMENTAL RESEARCH FOR PRACTICE. 2014 ; /

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100 IDEAS FOR EARLY YEARS PRACTITIONERS: SCHOOL READINESS. 2014 )

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THE FEELING CHILD: LAYING THE FOUNDATIONS OF CONFIDENCE AND RESILIENCE. 2014 K % /

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INTERNATIONAL PERSPECTIVES ON TRANSITION TO SCHOOL: RECONCEPTUALISING BELIEFS, POLICY AND PRACTICE. 2013 G /

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GETTING READY TO WRITE: EXPLORING ALL THE CRUCIAL DEVELOPMENT STAGES BEFORE CHILDREN EVEN PICK UP A PENCIL. 2013 ; ( ## "

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THE EARLY LITERACY HANDBOOK: MAKING SENSE OF LANGUAGE AND LITERACY WITH CHILDREN BIRTH TO SEVEN – A PRACTICAL GUIDE TO THE CONTEXT APPROACH. 2012

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SO THIS IS NORMAL TOO? 2012 H

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200 ESSENTIAL PRESCHOOL ACTIVITIES. 2012 6 S /

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LEARNING SKILLS: K1. 2012

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NUMBER FACTS & JUMPING JACKS: MATCHING LEARNING ACTIVITIES TO LEARNING READINESS. 2011 , K

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EK DINK REG VIR SKOOL. LEWENSVAARDIGHEDE. 2010 / U /

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EK SKRYF REG VIR SKOOL GELETTERDHEID. 2010 / U /

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LESSONS FOR LITERACY: PROMOTING PRESCHOOL SUCCESS. 2010 H H

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IS EVERYBODY READY FOR KINDERGARTEN?: A TOOL KIT FOR PREPARING CHILDREN AND FAMILIES. 2010 : " ,

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READY TO LEARN: USING PLAY TO BUILD LITERACY SKILLS IN YOUNG LEARNERS. 2010 ; 8 " /

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

Metropole South Carol van der Heever Brian O’Connell Resource Centre Tel: 021 370 2084 Fax: 021 372 1856 carol.vanderheever@westerncape.gov.za AZ Berman Drive Lengtegeur MITCHELLS PLAIN

EDULIS Library: Free postal service You can borrow books, DVDs, CDs and multimedia at no cost to you.

Just become a member, request resources and EDULIS will send it to you via free return post. (BRS)

EDUCATION

arts & culture

C R E AT I V I T Y

Festival of the Arts

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A show was held for district partners and staff on Friday, 28 October and three shows were held on the Saturday.

The performances included jazz bands, solo and group dancers, award-winning dramas, choirs, marching cadets, public-speakers and short-ďŹ lms. Visual artworks were also displayed in the theatre complex.

Rowan Esau, School Enrichment OfďŹ cer in the district, said there was something for everyone and the quality amazed the audiences. “The idea is to not just to showcase the talents of the learners to an appreciative audience but to inform parents and teachers of study opportunities in the arts in order for all to make educated choices.â€?

The Metro South District include 188 public ordinary schools, 11 special schools, 23 adult education centres and 70 early childhood development centres.

District Director, Glen van Harte, said the one thing they had in common was their commitment and passion for the education of each and every child. “This means the education of the whole child. We believe the arts allow for learners to

express themselves and this creates a space for learners to excel across all subjects. “This district is working towards empowering all learners by providing opportunities for those who display an aptitude in the performing and visual arts. By providing such a platform, the district intends enriching the lives of each learner so that they can exit the system with the necessary tools to either further their studies, or to enter the job market and make a success of their lives.�

update

DECEMBER 2016

13

EDUCATION

14

update

noticeboard

DECEMBER 2016

CIRCULARS

A quick guide to

CIRCULARS

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RESEARCH

CURRICULUM FET

CORPORATE SERVICES MINUTES

Provision of 2017 public service support staff establishments to special public schools http://wced.school.za/circulars/ circulars16/e45_16.html

School code of conduct http://wced.school.za/circulars/ circulars16/e35_16.html

• 0003/2016

• 0014/2016

FINANCIAL ACCOUNTING

2016 WCED Systemic Tests http://wced.school.za/circulars/ minutes16/EPminutes/edrs3_16. html

Interim guidelines for the implementation of technical subjects http://wced.school.za/circulars/ minutes16/CMminutes/edcf14_16. html

CURRICULUM & ASSESSMENT MANAGEMENT MINUTES

• 0013/2016

• 0044/2016 Provision of 2017 public service support staff establishments to ordinary public schools http://wced.school.za/circulars/ circulars16/e44_16.html

• 0043/2016 Online system for the identiďŹ cation of workbook shortages and surpluses for January 2017 http://wced.school.za/circulars/ circulars16/e43_16.html

• 0042/2016 Financial allocation to non-section 21 schools for the 2017/18 ďŹ nancial year and guidelines for the procurement of goods and services http://wced.school.za/circulars/ circulars16/e42_16.html

• 0041/2016 Financial allocation to section 21 schools for the 2017/18 ďŹ nancial year and guidelines for the procurement of goods and services http://wced.school.za/circulars/ circulars16/e41_16.html

• 0040/2016 Timeframes for applications for admission to Western Cape Education Department (WCED) schools and the management of school admission information for 2017/18 http://wced.school.za/circulars/ circulars16/e40_16.html

• 0039/2016 Grade R subsidies and other ECDrelated matters as from 1 April 2017 http://wced.school.za/circulars/ circulars16/e39_16.html

• 0038/2016 eLearning as a strategic gamechanger http://wced.school.za/circulars/ circulars16/e38_16.html

• 0037/2016 Participation in pledge-signing ceremony relating to the 2016 National Senior CertiďŹ cate examinations http://wced.school.za/circulars/ circulars16/e37_16.html

• 0036/2016 Guidelines on the installation of cellular masts and base stations on public school premises http://wced.school.za/circulars/ circulars16/e36_16.html

• 0034/2016 Guideline on technology standards for schools http://wced.school.za/circulars/ circulars16/e34_16.html

• 0033/2016 Section 16(2) appointees as stipulated by the Occupational Health and Safety Act http://wced.school.za/circulars/ circulars16/e33_16.html

• 0032/2016 Revised procedures and tariffs for ofďŹ cial gatherings (seminars, workshops, training sessions, forum meetings and conferences) http://wced.school.za/circulars/ circulars16/e32_16.html

• 0031/2016 Provision of 2017 teaching staff establishments for special public schools http://wced.school.za/circulars/ circulars16/e31_16.html

• 0030/2016 Provision of 2017 teaching staff establishments for ordinary public schools http://wced.school.za/circulars/ circulars16/e30_16.html

• 0029/2016 Delivery of WCED-supplied DBE workbooks for 2017 academic year http://wced.school.za/circulars/ circulars16/e29_16.html

EDUCATION PLANNING MINUTES BUSINESS STRATEGY AND STAKEHOLDER MANAGEMENT

• 0004/2016 2016 Customer Satisfaction Report http://wced.school.za/circulars/ minutes16/EPminutes/edbs4_16. html

• 0003/2016 School Improvement Plans for 2017 http://wced.school.za/circulars/ minutes16/EPminutes/edbs3_16. html

ASSESSMENT MANAGEMENT

• 0012/2016 Monitoring of the National Senior CertiďŹ cate, Adult Basic Education and Training level 4 and Senior CertiďŹ cate examinations from October 2016 to June 2017 http://wced.school.za/circulars/ minutes16/CMminutes/edam12_16. html

• 0011/2016 Risk management for the 2016 National Senior CertiďŹ cate (NSC) and Adult Education and Training (AET) level 4 examinations http://wced.school.za/circulars/ minutes16/CMminutes/edam11_16. html

• 0010/2016 Further clarity on the criteria for the implementation of progression in Grades 10 to 12 http://wced.school.za/circulars/ minutes16/CMminutes/edam10_16. html CAPE TEACHING AND LEADERSHIP INSTITUTE • 0004/2016 Teacher development courses, conferences and seminars to be offered at the Cape Teaching and Leadership Institute (CTLI) in 2017 http://wced.school.za/circulars/ minutes16/CMminutes/ectli4_16. html

• 0003/2016 Annual provincial Mathematics Solutions Conference 04–05 October 2016 http://wced.school.za/circulars/ minutes16/CMminutes/ectli3_16. html

CURRICULUM GET INSTITUTIONAL RESOURCE SUPPORT • 0006/2016 International School Library Month – October 2016 http://wced.school.za/circulars/ minutes16/EPminutes/edir6_16. html

• 0016/2016 Supply of wall maps to all ordinary public schools with Grades 4 to 6: South Africa (physical) and Africa (political) http://wced.school.za/circulars/ minutes16/CMminutes/edcg16_16. html

The 2017 Poetry FOR Life Comptetition http://wced.school.za/circulars/ minutes16/CMminutes/edcf13_16. html

• 0012/2016 Procedures that must be followed when conducting the National Senior CertiďŹ cate and Senior CertiďŹ cate practical examinations in Computer Applications Technology and Information Technology http://wced.school.za/circulars/ minutes16/CMminutes/edcf12_16. html

EXAMINATIONS ADMINISTRATION • 0008/2016 Procedure on CEMIS for identifying progressed learners who choose the Multiple Examination Opportunity (MEO) option for the 2016 National Senior CertiďŹ cate http://wced.school.za/circulars/ minutes16/CMminutes/edea8_16. html

• 0007/2016 Policy on school safes/strongrooms and handling of safe/strongroom keys http://wced.school.za/circulars/ minutes16/CMminutes/edea7_16. html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING

• 0004/2016 PAIA: revised procedure for providing access to information by all public school http://wced.school.za/circulars/ minutes16/IDCminutes/eimg4_16. html

• 0003/2016 Election of Representative Councils of Learners for 2016 http://wced.school.za/circulars/ minutes16/IDCminutes/eimgp3_16. html

• 0005/2016 Delegation of powers in terms of Section 44 of the Public Finance Management Act, 1999 (Act 1 of 1999) http://wced.school.za/circulars/ minutes16/CSminutes/edfa5_16. html

• 0004/2016 Payments exceeding 30 days (late payments) http://wced.school.za/circulars/ minutes16/CSminutes/edfa4_16. html

PROCUREMENT MANAGEMENT • 0003/2016 Deployment of VOIP telephone instruments at WCED head ofďŹ ce http://wced.school.za/circulars/ minutes16/CSminutes/edpm3_16. html

• 0002/2016 Asset management at head ofďŹ ce and district ofďŹ ces http://wced.school.za/circulars/ minutes16/CSminutes/edpm2_16. html

RECRUITMENT AND SELECTION • 0002/2016 Appointment of substitute educators for short periods at educational institutions http://wced.school.za/circulars/ minutes16/CSminutes/ersc2_16. html

STRATEGIC PEOPLE MANAGEMENT • 0005/2016 Employee Health and Wellness Day and HIV counselling and testing at the WCED head ofďŹ ce http://wced.school.za/circulars/ minutes16/CSminutes/ehrm5_16. html

• 0004/2016 In-service public service bursaries for 2017 http://wced.school.za/circulars/ minutes16/CSminutes/ehrm4_16. html

EDUCATION

update

sport

DECEMBER 2016

15

PLANNING

All systems go for 2017

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234L Left: Aerial view of the renovated Sinenjongo High School The school, in Joe Slovo Park, Milnerton, is one of several new or upgraded schools in the Western Cape.

This includes the new R71 million primary school in Tulbach.

Construction is expected to reach practical completion this month.

Louwville High School will provide top quality accommodation for 1 380 learners currently housed in temporary classrooms.

The new R61 million Worcester High School facility is expected to ready for the 2017 academic year and will provide accommodation for 1 250 learners.

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Many schools in the Western Cape are classiďŹ ed as Quintile 4 and 5 schools (fee paying), which are supposed to be wealthy, but the reality is that they are attended by a large number of poor learners and, in some instances, should be classiďŹ ed as Quintile 1-3 schools (nofee schools). The National Quintile system and concomitant funding however does not allow this.

Every year the WCED and fee paying schools receive thousands of applications for fee exemption from

school fees.

There are currently 569 public ordinary fee paying schools in the Western Cape. This year the WCED has paid out fee compensation to 551 of these schools. This indicated that the WCED was assisting 97.01% of fee paying schools.

The percentage of fee-paying schools that submitted compensation claims in 2014 and 2015 was 91.09% and 96.66% respectively.

Western Cape Education Minister Debbie Schäfer said that it was

evident that a growing number of parents simply cannot afford to pay school fees. This was an unfortunate consequence of the country’s ailing economy and has put a massive ďŹ nancial strain on fee-paying schools relying on the collection of fees to sustain their daily running costs.

Since 2011, the WCED has supported schools in providing access to poorer learners by providing fee compensation. In 2011, the WCED paid out R20 388 379 million with 48 974 learners claiming

compensation. Five years later, the WCED has paid out more than double the amount, paying R47 518 478 for 77 264 learners in the Western Cape.

In addition to fee compensation, in 2013 the WCED offered 216 public schools serving poorer communities the option to apply for No-Fee Status. This was done to assist the poorest schools in quintiles 4 and 5 in alleviating some of the funding difďŹ culties they face.

EDUCATION

16

update

sport

DECEMBER 2016

R E C R E AT I O N

LĂźckhoff scores big in national tournament LĂźckhoff High School’s soccer team ďŹ nished in third place at the national Kay Motsepe tournament, earning R500 000 for the Stellenbosch school.

They also earned R100 000 as Western Cape champions.

LĂźckhoff won four of their ďŹ ve matches in the round-robin stage of the national tournament in October in Gauteng, only losing to the eventual winners, Clapham High School (Sundowns Academy).

The team’s coach, George Petersen, was named coach of the tournament.

The Kay Motsepe tournament kicked off in 2004 and offers the highest prize money in Africa. R3.4 million is injected into schools in the form of prize money.

The tournament also acts as a feeder to development academies such as Sundowns Development Academy.

Team manager, Rowan Ayford, said while the school competed in the tournament for the ďŹ rst time this year, the group of players have been together for three to ďŹ ve years with a few players joining this year.

Individual achievements for this year include Luke Le Roux being selected as SAFA U/17 Team Captain and a member of the Western Cape U/17 team. He is also on SuperSport United’s books and on loan to Stellenbosch FC. Other Western Cape U/17 players in the team include Jaqueel De Jager (signed for Cape Town City FC), Kyle Mattheys and Jade February. Ashley Du Preez and Deano van Rooyen have both been signed by Stellenbosch FC.

The school’s achievements on the pitch include being the named U/16 SASFA Cup provincial winners in 2014 and winning the U/17 Stellenbosch High Schools Cup and U/17 SA Schools National Championships Gold Medal in the same year. In 2015, the U/17 team won the Stellenbosch League. This year the school produced the U/19 Stellenbosch League winners.

The prize money will largely be used to improve the sports facilities at the school.

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The Department of Cultural Affairs and Sport (DCAS) will be supporting the World Junior Table Tennis Championship from 30 November to 7 December 2016 at the Grand West

arena in Goodwood, Cape Town.

The department is partnering with the South African Table Tennis Board, the South African Sports Confederation and Olympic

Committee (SASCOC), the International Table Tennis Federation and the Western Province Table Tennis Federation to support the hosting of this event.

The competition will involve participants from 20 countries competing in both team and individual events. Among the top table tennis players who will take part in the tournament are the current Under-18 SA Junior Champions Lekeasha Johnson and Byrone Abrahams.

Besides showcasing South Africa’s best, the championship will also serve to promote sport tourism within the Western Cape.

Pictured here are the current Under-18 SA Junior Champions Lekeasha Johnson and Byrone Abrahams with members of Team SA’s WP contingent.

Credit: Athlone News/Fuad Esack