Education Update || 14 by Western Cape Education Department

update EDUCATION

Newspaper of the WCED NOVEMBER 2012 Issue 14

School closures list schools to be closed:

Beauvallon Secondary, Bergrivier NGK Primary, Bracken Hill EK Primary, Denneprag Primary, Hoopsrivier NGK Primary, Klipheuwel Primary, Krombeksrivier NGK Primary, LK Zeeman Primary, Langklook Primary, Lavisrylaan Primary, Protea Primary, Redlands Primary, Rietfontein Primary, Rondevlei Primary, Tonko Bosman Primary, Unionskraal Primary, Valpark Primary, Wansbek Primary, Warmbad-Spa Primary and Welbedacht UCC Primary. schools TO remain open:

Athwood Primary, Bosplaas NGK Primary, Nuhoop NGK Primary, Peak View Secondary, Rodewal UCC Primary, Wittedrif Primary and Zonnebloem NEST Senior.

School closures: how they will improve opportunities

Left: Minister Donald Grant at the media briefing to announce his decision on school closures.

Western Cape Education Minister Donald Grant announced his decision to close 20 schools in the province and place learners in schools that provide better education opportunities.

peaking at a media conference, Grant said he carefully considered all representations and submissions made during the public participation processes, together with all the arguments for and against the continued operation of each of the 27 schools recommended by the Western Cape Education Department for possible closure. “This has not been an easy process and I have had to make some very difficult decisions, but I am convinced that these decisions are in the best interests of all the learners concerned.” Fifteen of the schools are small farm schools with learner enrolments ranging from seven to 87. The three primary schools in urban areas have experienced a decline in learner numbers and learners can attend nearby schools. Beauvallon Secondary School has been severely vandalized and is no longer suitable for its 461 learners. The learners can be accommodated at John Ramsay High School. Grant explained that his decision was based on the placement plans

prepared by the department for the learners and employees concerned when determining whether a school closure will benefit all learners concerned and the department’s plans to support schools that will not be closed at the end of this year. “Ultimately, I have determined in each case what can be done to address the very concerns that prompted the Department to recommend each school for possible closure. These are all factors that have influenced my final decision.” He gave the reassurance that parents of learners at schools that will close do not have to worry about enrolment for the 2013 school year. The WCED will inform their school of the plans we have in place to accommodate their child/ children. Where necessary and possible, the WCED will provide school uniforms, learner transport and school feeding. The department will also cover the school fees payable for the 2013 school year for learners who are required to move from a no-fee school to a fee-

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“This has not been an easy process and I have had to make some very difficult decisions, but I am convinced that these decisions are in the best interests of all the learners concerned.”

paying school or to a school at which higher school fees are payable. Where necessary, the WCED will also assist parents to apply for fee exemptions for future years. Grant undertook to raise concerns about the learner safety in areas experiencing high levels of gang activity and/ or learner safety in relation to dangerous roads with the Ministry of Community Safety and the Ministry of Transport and Public Works to determine what can be done to address these concerns. Support plans for schools that do not close “I am also pleased with the Department’s support plans to assist and provide targeted support to schools that do not close at the end of this year. I believe that these plans will improve the education outcomes at the schools concerned and, in turn, improve the lives of those learners who are currently attending these schools.”

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In some cases the department would address infrastructure concerns and offer academic support and assistance. At Peak View, for example, the WCED will provide support to improve the school’s results within the next two years. Zonnebloem NEST is located on private property leased to the WCED and is in a poor state of repair. Grant said he will approach the owner of the land to improve the condition of the school’s infrastructure as a matter of urgency. The Minister acknowledged the historical and cultural significance that schools have in their respective communities and that in some cases the decision to close the school was not well received, but said he was mindful of what was in the best interest of the learners concerned. The full details about the plan for each school

is available on the department’s website http://wced.school.za (see “latest on school closures”).

insight

sport

Special School helps learners develop skills

Making Homework Fun workshop

Technology revolution at NHHS

Learners rub shoulders with SA Olympic team

See page 4

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Additional funding for public schools serving poorer communities The Western Cape Education Department will introduce a new funding model in 2013 that will ensure a more equitable allocation of funding to schools in Quintiles 1 to 3.

crunch-time for the Class of 2012

The National Senior Certificate Exams are in full swing and it is now up to the Class of 2012 to conclude 12 years of hard work in style and achieve the best possible results.

total of 45 590 full-time candidates registered for the NSC examinations. This is 4 389 more candidates than last year’s number. There are a further 9 391 part-time candidates registered for the 2012 exam. Candidates started writing on the 22nd of October at 421 exam centres across the province. The last of 106 examination papers will be written on the 28th of November. A total of 1 200 invigilators have been appointed to monitor and assist in the examination process. The marking of the examinations will take place from the 5th of December 2012 to the 12th of December. The WCED has appointed 3 095 markers to mark the examination scripts. In order to enhance the credibility of exams, markers had to write competency tests in 10 subjects. To ensure that the mark calculations of markers are correct, the WCED has appointed 490 mark checkers. Western Cape Education Minister Donald Grant visited schools about a month before the start of the exams to wish learners good luck. He said the department was confident that the number of passes would increase this year. “Through the combined efforts of all learners, teachers and parents, as well as support from the department, I am confident that together we can improve learner performance in the NSC examinations. We are also determined to decrease further

the number of underperforming schools that achieved pass rates of less than 60% in the 2011 matric exams.” The province managed to reduce the number of underperforming high schools from 78 in 2010 to 30 in 2011. Key elements of the Grade 12 improvement programme included tutoring of learners over weekends and holidays by experienced teachers with a record of high learner achievement, a telematics project which broadcasted lessons via satellite in selected subjects to 144 schools after school and over

“in order to enhance the credibility of eXamS, markerS had to write competency teStS in 10 SubJectS. to enSure that the mark calculationS of markerS are correct, the wced haS appointed 490 mark checkerS.” weekends and personal mentoring by teachers of learners at risk. The department also provided Grade 12 learners with a study guideline called “Tips for Success” and distributed 64 000 copies of sample exam papers and model answers through a Sunday Paper. Dominic Maruping, the principal

of Sizimisele Secondary School in Khayelitsha, said they were confident that the school would improve on their 56% pass rate in 2011 when gangsterism in the community had a major effect on learners’ ability to prepare for the exams. He said there was less disruption this year which helped to ensure greater focus on exam preparation. The school hoped to achieve a percentage pass rate of 69%. During the Minister’s visit, Grade 12 learners at Matthew Goniwe High School indicated that they were ready for the exams. Thando Somina said he hoped to pass with an A-aggregate and applied to study Pharmacy, Engineering or Computer Science next year. Matthew Goniwe High School set a target of a 95% pass rate after achieving 90% in 2011.

The new model will make it much easier for schools in poor communities to make ends meet. Education Minister Donald Grand and Penny Vinjevold, Head of Education, announced the new model at a recent media briefing. They also announced an increase in the per learner amounts to be paid to over 300 fee-paying schools serving less affluent communities as well as an increased budget for fee compensation. Currently schools in National Quintile 1 receive R960 per learner and schools in Quintiles 2 and 3 receive R880 per learner. From the 2013/2014 financial year, schools in all three Quintiles will receive the same increased amount of R1 010 per learner. All schools in Quintiles 1, 2 and 3 are no-fee schools, while schools in Quintiles 4 and 5 are fee-paying schools. Grant said if properly used the additional funds can contribute meaningfully to improving resources critical to the teaching and learning experience at these schools. Additional funds will be made available to over 300 fee-paying schools where the total of the fees charged and the per learner norms and standards funding will still be less than the revised amount of R1010 per learner allocated to the Quintile 1-3 schools.

In 2013/2014 this gap will be reduced by approximately 25% and in 2014/2015 by as much as 73%. The cost of these allocations per year will be to the value of R18m and R53m respectively. He said while the above steps were important poverty redress measures of a caring school system, the tough economic times meant that many parents of poorer learners simply could not afford to pay their school fees, thus affecting school income at fee-paying schools. Provision for fee compensation was made possible for the first time in 2011, where fee-paying schools could apply for fee compensation to cover some of the costs of poorer learners who were exempt from paying school fees in 2010. As a result, in 2011, the Western Cape Education Department paid out over R20 million in compensation for fee exemptions. This year the department increased this allocation significantly by allocating R43 million to help assist schools with fee exemptions.

“thiS year the department increaSed thiS allocation SiGnificantly by allocatinG r43 million to help aSSiSt SchoolS with fee eXemptionS.” The amount allocated for this purpose is the highest in the country. The WCED has also developed an electronic system for schools to submit the required information. This will allow the Department to process the claims more efficiently giving the Head of Department ample time to inform schools of whether they qualify for compensation before the deadline of 30 September of each year.

72 new schools for the western cape The WCED has announced plans to build 72 new schools over the next three years – including 26 schools that did not exist before and 46 replacement schools. The plan includes 11 secondary schools, 13 primary schools and two

special schools; 46 replacement schools; 5 replacement classroom projects and 124 Grade R classrooms. The WCED has allocated a budget of R771 million for 2013/14, R780 million for 2014/15 and R823 million for 2015/16 to give effect to this plan. The three largest allocations will

be spent on new school buildings, replacement schools and on maintenance. The remainder of the budget will be spent on additional classrooms and Grade R facilities, mobile classrooms and specialised education school infrastructure projects.

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new initiativeS

The City and the Western Cape Government

join forces to improve school safety The City of Cape Town and the Western Cape Government have launched a pilot project that will see School Resource Officers being introduced to a selection of schools.

School Resource Officer (SRO) is a sworn Metro Police officer assigned to a school on a longterm basis. The pilot project is funded by the City of Cape Town and aims to build safer school environments and safer communities by having a dedicated person to coordinate and improve on existing school safety initiatives. The first phase of the SRO Pilot Project will start in January 2013 for a period of 12 months with six participating schools. A SRO will be allocated to the following schools in the first school term next year: Chrystal High School in Hanover Park, Phoenix High School in Manenberg, Bishop Lavis High School, Lotus High School in Lotus River, Sizimisele High School in Khayelitsha and Oscar Mpetha High School in Nyanga. Each SRO will be responsible for working with the principal, school safety committee, learner support staff, school safety volunteers, departmental officials and all other role players at or assigned to their school to identify and address the underlying problems which may lead to disorder, ill-discipline and crime, and implement strategies to overcome these problems to make

From left: Cape Town Mayoral Committee Member for Safety and Security JP Smith, Professor John Cartwright of the UCT Centre of Criminology, Nariman Khan, Manager: Safe Schools, Community Safety Minister Dan Plato, Mo Canady, CEO of NASRO and Education Minister Donald Grant. schools and their immediate surroundings safer. Alderman JP Smith said the SROs will work with and provide support to school staff but will not control, influence or interfere in matters of curriculum delivery and school discipline nor will they act as school counsellors or educators. “They will be resources to schools that will be dedicated to improving the safety and security of the environments in which learning and teaching can take place.” Western Cape Education Minister Donald Grant said through the project another set of well-trained eyes and ears would be available to help school management. He added that it was most important that teaching and learning time was protected at all cost. The city already had 24 applications for the available positions. Smith said the SROs will be experienced officers that are appropriately qualified and skilled. The US-based

National Association of School Resource Officers (NASRO) shared their expertise with the project team. SROs would also complete a week of training with NASRO. The SRO Pilot Project has been aligned to the strategy of the

“the SroS will enSure that all incidentS of School crime are reported to the Safe SchoolS call centre and will aSSiSt their SchoolS in protectinG teachinG and learninG time.” WCED’s Safe Schools Programme which focuses on crime control by modifying and enhancing school environments; crime prevention by changing the attitudes and behaviour of learners and school staff; and systems programmes by developing effective partnerships

between schools, the communities in which they operate and other role players. During the pilot project, the SROs will ensure that all incidents of school crime are reported to the Safe Schools Call Centre and will assist their schools in protecting teaching and learning time. The City of Cape Town will be responsible for the day-to-day operation and management of the Pilot Project, as well as the conduct of SROs they employ. School principals and their management teams will remain responsible for the operation and management of their schools but will have oversight over the SROs in all matters relating to learner and staff safety. The City of Cape Town and the WCED’s Safe Schools division will meet on a monthly basis for the duration of the pilot project to monitor the implementation of the project and to ensure that this ini-

tiative has the best chance possible of succeeding. At the end of 2013, the City of Cape Town and the WCED will evaluate the first phase of the pilot project, make the necessary changes and extend the pilot project in its final phase to four more schools.

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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

YO R K R O A D P R I M A R Y S C H O O L P R O M OT E S YO U T H C I V I C E N G A G E M E N T York Road Primary School in Lansdowne won the primary school category of the Project Citizen National competition with their project on discrimination at school.

“the competition involved SchoolS identifyinG a problem and cominG up with a campaiGn to brinG about Social chanGe...”

Schools from six provinces took part in the national leg of the competition that was held in Pietermaritzburg in September. The Project Citizen Coordinator at York Road Primary School, Tanya Mars, said through the programme, children learn about policymaking processes and how to monitor and inﬂuence public policy. They also develop more positive self-images and conﬁdence in exercising their rights and responsibilities. The competition involved schools identifying a problem and coming up with a campaign to bring about social change to eradicate it. York Road Primary School chose

“Stop discrimination at York Road Primary School”. A group of 30 learners worked on the project. Five learners were selected to present their project in Parliament on Saturday 25 August. They won ﬁrst place and represented the Western Cape at the national competition where the judges were impressed by the high quality of the portfolios and the eloquence of the student presenters. The judges noted that the students’ solutions to public policy problems were creative and well developed. This year was the second time that the school represented the Western Cape nationally. Project Citizen is a program of the

Center for Civic Education in the US in collaboration with the Centre for Community and Educational Development based in Pietermaritzburg and the Western Cape Education Department.

Rayaan Adriaanse Vera Botha Bronagh Casey Marie Engelbrecht Caroline Fowler Susan Hanekom Rowland Hermanus Geoffrey Kilpin Redewan Larney Hennie Mentz Peter Waker Thandazwa Ntshonga Shandre Otto Ingrid Sinclair and Marin Gorrie Linea Smidt Tracy Starke Joyce West Chris Wright deSiGn

Infestation, Tel: 021 461 8601 Teacher Tanya Mars with (from left) Sadeeqah Abrahams, Chelsea Adams, Graydon Adonis, Keesha Paulsen and Daniele van der Merwe.

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new developments

SCHOOL OPENING

Riebeeck Valley Special School helps learners develop skills

Groenvlei Secondary School Principal Walter Adonis and Grade 10 Peer Educator Ayakha Magxotwa with Provincial Education Minister Donald Grant at the sod turning.

Sod turning at Groenvlei Secondary School for new school hall Learners at Groenvlei Secondary School celebrated plans to build a new school hall with songs and speeches at the sod-turning ceremony.

he sod-turning was preceded by an assembly led by learners. They were upbeat about the fact that they will not have to assemble in an open quad exposed to weather elements for much longer. The Lansdowne school had been identified as one of four schools in the province to benefit from the Western Cape Education Department’s 2012/13 infrastructure and replacement programme. In 2010, the Western Cape Education Department announced an infrastructure plan

“The Lansdowne school had been identified as one of four schools in the province to benefit from the Western Cape Education Department’s 2012/13 infrastructure and development programme.”

that included the building of 25 new schools, 20 replacement schools, additional classrooms and mobile units over a three year period. In April 2013 – the end of this plan - the WCED is expecting not only to meet those targets but to exceed them. A new infrastructure plan had been developed for the 2013/14 -2015/16 year period. The plan focuses on building new schools in areas of high and/or increasing pressure, an emphasis on maintenance, repairs and refurbishment, the replacement of schools originally built with inappropriate materials, the expansion of schools and the provision of additional mobile units and Grade R classrooms. The WCED has allocated a budget of R771 million for 2013/14, R780 million for 2014/15 and R823 million for 2015/16 to give effect to this plan. Groenvlei Secondary School Principal Walter Adonis described the sod-turning as a historical moment. “We are upbeat because good things are continuing to

happen at our school.” Adonis said the school had a 91% matric pass rate after 26 candidates successfully wrote the supplementary National Senior Certificate exams earlier this year. The department was also in the process of setting up a dedicated Mathematics room at the school. In January 2010, Provincial Education Minister Donald Grant first visited the school. The principal informed the Minister that the school was 33 years old and it was his dream to have a school hall. The school made attempts at fundraising, but it soon became apparent that it would take years to raise the budget required for a new school. The WCED investigated the infrastructure of the school and it was recommended that the department refurbishes some of the existing classrooms and construct a new school hall, which will include ablutions, cloakrooms and a kitchen. The total project is expected to cost R8.3 million. The expected date of completion is April 2013.

Western Cape Premier Helen Zille and Education Minister Donald Grant officially opened the Riebeeck Valley Special School on 21 September.

ille praised the school’s mission to identify and develop any talents that their learners may have and prepare them for the job market. The school caters for children with learning difficulties between 14 and 18 years of age. The emphasis is on practical courses such as woodwork, clothes making, mechanical engineering and welding, food preparation and serving, hairdressing and agriculture. The school inherited premises from Smuts Malan High School which closed in 2009. The buildings were very run down and substantial renovations and repairs have been carried out.

There are currently 280 learners from surrounding areas up to 70 kilometres from the small Swartland town. The Riebeeck Valley Special School is one of 18 Schools of Skills in the province, eight of which have opened in just the last three years. Schools of Skills provide important educational opportunities for learners whose educational needs cannot be met in mainstream schools. Currently 7 185 learners are enrolled at eighteen schools of skills across the province. A further five public schools offer schools of skills services through skills units, accommodating an additional 731 learners.

Western Cape Premier Helen Zille was the guest speaker at the official opening of the Riebeeck Valley Special School.

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debatinG champS

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nAtionAl schools DeBAting chAMpionships The Western Cape Schools Debating Board will be sending six teams to the National Schools Debating Championships in Grahamstown from the 6th to 11th of December. Geoffrey kilpin

wo teams are made up of junior speakers (grades 8 and 9) and the other four are senior teams. The following schools will be represented in the six teams: Bishops, Camps Bay, Christel House, COSAT, Heideveld, Leap, Mfuleni, Rondebosch, SACS, Sophumelela, Springfield, Strandfontein and Westerford. Trialists were selected at the Provincial Championships held from the 9th to 12th of August and teams were selected following the provincial trials held on the 25th and 26th of August.

The Western Cape Schools Debating Board also organise training days in the province and their four leagues (two of which focus on underprivileged schools) are very active in their respective areas. In almost all cases activities are run by dedicated volunteers who are passionate about growing debating and often they have many years of speaking, judging, coaching and organisational experience. The board is also in the planning stages of a programme to teach adjudication and related skills to trainee and other teachers.

YO U N G H I S TO R I A N S AWA R D E D Two Mitchells Plain learners came out tops in a national oral history competition. Chandre Johnson and Luke Buys of Cedar High School were among seven young historians that represented the Western Cape at the Nkosi Albert Luthuli Young Historians Awards from 28 September to 1 October 2012 in Pretoria. After two elimination rounds, Noleen Adonis of Forest Heights High School, Nolubabalo Mcengwa of Sarepta High School, Selwyn Owies of Emil Weder High School, Athenkosi Ngqunguza of Thembelihle High School, Johnson and Buys were selected by an independent panel. The provincial final was a gala event held at the College of Cape Town, Crawford Campus, on 30 August. This high-profile occasion was attended by Brian Schreuder, Deputy Director General: Curriculum and Assessment Management, Dr. Sigamoney Naicker, Chief Director: Curriculum, District Directors, principals, Curriculum Advisors, teachers and learners. Johnson won first prize for her topic, Unsung Heroes: People who have done great in the community and need to be acknowledged”.

Brian Schreuder, Deputy Director General: Curriculum and Assessment Management, with the learners chosen to participate in the national 2012 Nkosi Albert Luthuli Young Historians’ Award in Pretoria. From left: Anna-Mart Steyn (Swartland HS), Noleen Adonis (Forest Heights HS), Nolubabalo Mcengwa (Sarepta HS), Chandre Johnson and Luke Buys (Cedar HS), Selwyn Owies (Emil Weder HS) and Athenkosi Ngqunguza (Thembelihle HS).

Buys came second with his project on the history of the United Democratic Front. Noleen Dodgen, Deputy Chief Education Specialist: Social Sciences, said the curriculum for Grades 9 to 11 attaches great importance to oral history research. “The competition for young historians is an opportunity for schools to strengthen the teaching of oral history. It is an annual event for Social Sciences and History learners and teachers of Grades 8 to 11. Each year they are invited to develop their understanding of the broad history of South Africa and the

histories of their local communities.” For further information please contact Noleen Dodgen at tel 021 467 9333 or e-mail address noleen.dodgen@pgwc.gov.za.

“the competition for younG hiStorianS iS an opportunity for SchoolS to StrenGthen the teachinG of oral hiStory.”

recruitment campaiGn

Job opportunities for matriculants of 2012 The Premier’s Advancement of Youth (PAY) project has started its recruitment campaign in high schools for the second intake of interns. The PAY project creates the opportunity for matriculants to gain workplace experience in the Western Cape Government. The internship allows for a year of mentoring, decision making about a future career, on-the-job training and the development of skills to make the intern more employable. The Western Cape Education Department (WCED) is currently employing 213 matriculants of 2011 to primary schools across the Western Cape Province. As part of the recruitment campaign, all high schools received an informa-

tion brochure and a recruitment guide for distribution to all current matriculants. The department encouraged staff to promote the project to all matriculants as an employment option after completing their schooling. The application deadline is 31 January 2013, and internship placement begins on 1 April 2013. Through this project it is expected that the interns will gain new knowledge and skills, which will enable them to grow personally and be better prepared to enter the world of work or further study.

Matthew Daniels (left) and Emile de Laura (right) with their Mandarin teacher Li Goa and Greg van Schalkwyk, the principal of the Cape Academy of Mathematics, Science and Technology.

Crossing the cultural divide Emile de Laura and Matthew Daniels of the Cape Academy of Mathematics, Science and Technology will be visiting China in November to take part in the international round of the SA/China Bridge Competition.

n the national round, the two Grade 10 learners had to complete a language test in Mandarin, deliver a speech about China, its people or a cultural event and demonstrate an activity such as a dance, paper-cutting, calligraphy or martial art. They competed against learners of five other schools and will now come up against competitors from around the world who have been studying Chinese culture and Mandarin for years. Emile and Matthew only started with

lessons in Mandarin as an optional and third language this year. The Cape Academy introduced Mandarin as a subject in 2010, through the Confucius Institute, the first of its kind in a South African school. The agency in China organising the China Bridge competition is Hanban. The Cape Academy, as part of its agreement with Hanban, will also be sending ten learners to China on an educational visit, courtesy of Hanban. They will be visiting the Hanban headquarters in Beijing and spend a week in

Shandong Province where they will be attending Zibow Experimental High School, the Cape Academy’s partner school in China. The learners will also visit the City of Qu Fu, the birthplace and hometown of Confucius. The group will be leaving Cape Town on 30 November and will be returning on 10 December. They will be under leadership of Michael Cornelius, Deputy Principal, Angela Sonn, the English teacher, and Zhaopeng Wang, a visiting Mandarin teacher from Zibow Experimental School.

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Making homework

CLOCKWISE FROM LEFT: Never throw away junkmail Practice, Practice, Practice, Make shapes with elastic bands You can do so much with a pack of cards Stuck in traffic? Ask your child to add up the numbers on the number plate in front of you! Hand cream has many uses: you can write in it With chocolate pudding, Sammy Snake says SSSS After practising your writing you can rub the cream into your hands or legs Make learning tables fun

Somerset West Primary School had a fun evening with parents of learners in the Foundation Phase, earlier this year. Each teacher demonstrated how to make homework fun. Parents had the opportunity to take part in the practical exercises. The evening was a huge success ending with parents and the Curriculum Advisor, Marie Engelbrecht, thanking the teachers for their initiative. Somerset West Primary will do a similar programme with the parents of the Intermediate Phase. Well done Summies.

“for the firSt time ever, a School in one of the moSt diSadvantaGed partS of South africa iS one of our top ten SchoolS in the province. it’S the firSt ever townShip School to make the top ten purely on merit.”

proGramminG olympiad

cape provinces shine in programming contest Learners from the Eastern and Western Cape took all the medals in the 2012 National Programming Olympiad.

obert Spencer, a grade 12 learner at Westerford High in Rondebosch earned the Gold award, the Standard Bank trophy, R37 000 for himself and R5 000 for his school by having the highest score in the 2012 Standard Bank Programming Olympiad. This is the third time Robert has taken part in the competition. He won a Bronze medal last year.

The Standard Bank Programming Olympiad is an annual event that this year attracted 4 848 entries. The First Round is held at schools all over Southern Africa. The top performers in that round are invited to Cape Town for the Final round. The finalists for 2012 came from the Eastern Cape, Gauteng, KwaZulu Natal and the Western Cape. The Finals were held over two days. On each of these days the

participants had to write the programs that would solve three problems. Their solutions were then tested with different datasets and were expected to provide the answers within as little as half a second. The other Silver medal went to Paul le Roux, a grade 12 learner at Parel Vallei High School in Somerset West. Two further Bronze awards went to Janneman Gericke

who is in grade 12 at De Kuilen High and to Guy Paterson-Smith, a grade 11 learner at the Diocesan College (Bishops) in Rondebosch. IT multi-billionaire Mark Shuttleworth, provided a total of R100 000 in prize money for learners using the computer language Python. Python is the language Mark used to write the software that made him his billions, and he wants other young South Africans

to have the same opportunity. Most of the finalists, and all but one of the medal winners, used Python. “What is really remarkable is that none of these learners use Python at school. For the competition a few used Java which is taught in some provinces, but most chose to learn a second language”, commented Peter Waker, Manager of the Standard Bank Programming Olympiad.

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Khayelitsha community

prays for safety A prayer meeting was held at Luhlaza High School in Khayelitsha in August to address the negative impact of gangsterism and crime on education in the area. Joyce weSt

chool Principals and School Governing Bodies together with community organisations like the Khayelitsha Development Forum, government departments, the South African Police and religious leaders had several meetings during the preceding six months to find solutions for the deteriorating safety and security in school communities. Western Cape Education Minister Donald Grant said there was no greater concern for parents than the safety of their children and there was no greater concern for him than the safety of learners. It was disturbing that young children

to work with all role players in ensuring the safety of learners. The Safe Schools Directorate had strategies and interventions in place to protect learners and schools. Grant emphasised that the department needed the support of the community, the police, church organisations; NGO’s and most especially parents. He invited all present to join him in praying the prayer of Saint Francis of Assisi. The Director of the Metropole East Education District, Melvyn Caroline, pointed out that the safety of learners and schools is not only the responsibility of the principal, but every learner, teacher, parent, non-teaching staff member

schools in Khayelitsha showed a 15% increase in the Grade 12 pass rate last year, the lack of safety and security had a negative impact on the successful delivery of quality education at schools. Matric learners were scared to stay for extra classes during the week or to come for extra classes during weekends, due to the risks of walking home alone after classes. Mbava emphasized that communities should safeguard the school serving their children. Schools received millions for the improvement of educational infrastructure since 2010, but due to crime and vandalism most of the money was spent to repair and replace resources such as com-

“the miniSter eXpreSSed concern that GanGSteriSm waS affectinG SchoolS. he Said the School environment muSt allow the learnerS to receive the quality education they deServe.”

Learners attending the prayer meeting at Luhlaza High School.

burSarieS

of all ages were being forced to take part in unruly behaviour and were terrorizing other young children within the community. The Minister expressed concern that gangsterism was affecting schools. He said the school environment must allow the learners to receive the quality education they deserve. The department was determined

and any community member was responsible to assist in creating a safe and secure environment at schools. He said discipline started at home and parents must discipline learners at home to allow schools to develop learners according to their potential. Ayanda Mbava, principal of Iqhayiya High School, said although

puter labs, laboratories, textbooks and doors. Schools in Khayelitsha dream of the best and latest teaching resources, but crime and vandalism made it very difficult to focus on delivering the curriculum in the classroom. The schools want to improve the pass results this year again and were doing all they can to reach their goals in spite of the gangsterism and crime. Representatives from different organisations delivered messages of support.

Gijima launches new computer lab at Intshinga Primary School ICT services company Gijima has partnered with the Western Cape Education Department for the refurbishment of buildings and the installation of a new computer lab at Intshinga Primary School in Gugulethu. The project was a result of Gijima’s involvement with the Nelson Mandela International Day. The company undertook similar initiatives in Gauteng, Limpopo, North West and Mpumalanga provinces. Head of Education in the Western Cape Penny Vinjevold said the department was grateful for the opportunity to partner with Gijima. “The department appreciates the company’s investment in education and their commitment to improve opportunities for learners of Intshinga

Primary School. The WCED is serious about the use of technology to strengthen teaching and learning in the province. This installation will help to ensure that the children of Intshanga develop the skills needed for the digital world.” Regional Executive for Gijima Becky Mosehle said: “Our CSI initiatives are sustainable in nature and thus we will continue to offer all the necessary support to the school in partnership with the relevant stakeholders, such as the Western Cape Education Department.” “This initiative forms an intrinsic part of Gijima’s overall strategy and commitment to empowering communities in which we operate,” added Philip Pitse, Gijima’s Group Manager: Transformation.

Learners at Intshinga Primary School were eager to make use of the brand new computers donated to the school.

FOCUS WEEK HIGHLIGHTS CAREERS IN MINING Two Grade 11 learners at Hoërskool Sentraal in Beaufort-West secured bursaries at a university of their choice with their winning science project. Jesse Stander and Charmoney Jenner took part in the annual Learner Focus Week that is undertaken in partnership with the National Department of Mineral Resources and mining companies. The 2012 focus week was held in Kimberly with learners from KwaZulu-Natal, the Western Cape, Limpopo, North West Province, Free State and Northern Cape attending. The programme provides a platform

for grade 10-12 pupils, especially young female learners, and encourages them to take up mining-related careers in fields such as geology, metallurgy, mining, chemical and electrical engineering. The highlight of the event was a science competition where learners were expected to identify a mining related issue in their community and formulate a scientific solution to the

problem. Dané Esbach, a Mathematics teacher at Hoërskool Sentraal, said Jesse and Charmoney’s achievement was remarkable because they only had a week to work on their project before they had to present it in Kimberley. Two learners from Desmond Tutu High School in Mbekweni, Paarl, Tolo Tolo Yongama and Nwalisa Khonjwayo, also won laptops.

inDepenDent schools principAls Meeting The Western Cape Education Department had a meeting with all registered independent schools in the province in August. A total of 193 independent schools were registered with the department. Head of Education Penny Vinjevold said the department regarded independent schools as important education partners in the Western Cape. The aim of the meeting was to acknowledge the partnership. Representatives of the independent schools packed the venue at the College of Cape Town in Athlone. Ofﬁcials from relevant directorates were on hand to clarify the roles and responsibilities of the various stakeholders and to address important matters such as the revised Regulations Relating to the Registration of and Subsidies to Independent Schools.

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Principals’ conference “OUR main aim is to enhance the professional development of educators.”

The Cape Teaching and Leadership Institute in Kuils River in association with Woolworths hosted the annual Principals’ Conference on 4 August 2012.

he event was attended by 200 principals from across the province. Speakers included Simon Susman, Non-Executive Chairperson of Woolworths Holdings Limited, who spoke about leadership through values. Sam Ngumeni, Chief Operating Officer of Woolworths, shared some insights about developing learners into employees of the future. Western Cape Education Minister Donald Grant emphasized the important role principals play in leading and managing their school. “Each one of you is fundamental in providing a quality education to our learners. You are first and foremost responsible for the efficient management of your institution, in other words, how well your school runs is largely the result of the decisions that you take. You are also essential in providing direction and educational vision, not only in your school

but in your community. And I’ve seen some outstanding examples of principals who’ve taken difficult situations in communities and they’ve turned them around.” The highlight of the morning was a talk by Braam Malherbe, an extreme adventurer and conservationist who encouraged principals to find their passion in their profession.

“If you breathe that fire out, that is positively contagious to all of your teachers and your learners. When a child sees passion in an adult, the child grabs onto that.”

KEEPING TUNED IN

Take a stand

for teachers

The Western Cape Education Department joined colleagues around the world to celebrate World Teachers’ Day 2012. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) selected 5 October to celebrate the achievements of teachers and to highlight teachers’ concerns and priorities regarding education. The theme for this year’s commemoration was “Take a stand for teachers!” to highlight the importance of teacher training, continuing professional development and the protection for teachers’ rights. The WCED celebrated the important

“The WCED celebrated the important contribution that teachers are making to providing quality education in the province.”

contribution that teachers are making to providing quality education in the province. The department was particularly proud of the commitment teachers have shown to training and ongoing professional development. Teachers demonstrated their commitment to developing their skills by flocking to the department’s training programmes and by registering for specialised courses. Over and above the Curriculum And Assessment Policy Statement (CAPS) training and literacy and numeracy training presented by the department, more than 50 formal and intensive courses were on offer at our Cape Teaching and Leadership Institute (CTLI) this year, providing training for over 4 600 educators. Where formal CTLI courses were presented during school hours, the WCED paid for a substitute in the classroom to

ensure that teaching and learning was not disrupted. The department announced that it would celebrate excellence when they present the provincial Teacher of the Year Awards on 9 November 2012. Judges completed regional Teacher of the Year adjudications at the end of September. Clusters of districts held functions to honour regional finalists for the provincial awards. The WCED will forward the names of the provincial winners to the Department of Basic Education for the National Teaching Awards, which will be presented early next year. The categories include excellence in primary school teaching, secondary school teaching, primary school leadership, secondary school leadership, Grade R teaching, inclusive education and special needs teaching, and adult education and training, and a lifetime achievement award.

In 2006, Malherbe and David Grier achieved a world first by running the entire length of the Great Wall of China (4218km) at a pace of a marathon a day for 98 days. This expedition funded the inaugural mission for Operation Smile in South Africa, an international charity organization providing corrective surgery for children born with cleft lip and cleft palate disfigurements. Earlier this year, Malherbe and Pete van Kets represented South Africa in a six nation race to the South Pole, an unsupported crosscountry ski race of approximately 750 kilometers in an effort to raise awareness about climate change and global warming. The Great Wall of China is often referred to as the sleeping dragon and Malherbe made an analogy with waking up the dragon inside oneself. “If you breathe that fire

Left: Penny Vinjevold, Head of Education is greeted by Peter Twine, Head of the MySchool programme and Simon Susman, Non-Executive of Chairman Woolworths Holdings Limited. Middle: The audience listened attentively to the speakers. Right: Woolworths sponsored each delegate with a resource tool, The Principal of Fun, a book written by Almarie Mead, the Principal of Sea Point Primary School.

out, that is positively contagious to all of your teachers and your learners. When a child sees passion in an adult, the child grabs onto that.” He encouraged principals to dream big and plan well. Nobantu Pasiya, Head of the CTLI, ended the conference by saying that the time had come to put the dreams into practice.

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WCED at work

Addressing the safety needs of our

schools, educators and learners The strategic objective of the Western Cape Education Department includes ensuring that the department is caring and responsive. This means that the department must be readily available to meet the needs of our learners, teachers, parents and officials.

he WCED has various contact centres which play an important role in helping us to meet this objective. One such contact centre is the WCED’s Safe Schools hotline. The hotline is available for schools, educators and learners to report all school crime and abuse and aims to contribute to a safe and crime-free school environment. The Safe Schools Call Centre can be reached at toll-free number 0800 45 46 47, and provides immediate, free, online communication to learners, parents and teachers needing help, guidance or information regarding education-related safety issues. The call centre is open from Monday to Friday, 07:00 to 16:00, and is situated at the WCED’s Head Office. It provides a service in the three official languages of the Western Province: Afrikaans, English and Xhosa; and serves as a co-ordinating centre from which referrals are made to appropriate agencies and from which vital information is disseminated to the relevant parties.

“In 2011, a total of 12 267 calls were made to the Safe Schools call centre.”

From January to August this year, the Safe Schools call centre has received a total of 9 890 calls, 1727 of which required further assistance and support. Of the 1 727 calls, 496 calls dealt with reports on burglary and vandalism, 292 on crime related incidents, 255 on abuse such as bullying, and 219 for counseling and psychological support. In 2011, a total of 12 267 calls were made to the Safe Schools call centre. 3 235 of the calls required further support or assistance. The majority of these calls dealt with burglary and vandalism (784), crime related incidents (670) and Governing Body enquiries (622). The majority of Governing Body enquiries mainly dealt with disciplinary matters such as misconduct. When members of the public call the call centre they immediately receive online debriefing during crisis calls and, during non-crisis calls, are directed, when necessary, to the counselling agencies of the Western Cape Education Department, non-governmental organisations and community organisations. In some instances the call centre will require the support of the South African Police Services or the applicable emergency service. For instance, during an incident of gang violence and/ or trespassing, the call centre will ensure that the relevant

“The call centre is linked with an extensive network of service providers that support the work of the call centre.” authorities are alerted to deal with gang intimidation and threats, gang shootings and gang killings in and around the school. The Call Centre will also provide immediate assistance in the event of any traumatic incidents, such as suicides, hijackings, missing persons and the discovery of weapons or drugs on the school premises. When an incident of crime, such as burglary, theft or physical assault, is reported to the call centre, the WCED will offer the school advice on the procedures that need to be followed and will inform the relevant authorities. The WCED takes child abuse very seriously and all abuse calls are handled sensitively and with care. Initial counselling or guidance, based on the Abuse No More Protocol, is given when necessary. Child abuse can include physical or emotional abuse, sexual harassment or rape, corporal punishment, racial discrimination and substance abuse. The Call Centre also provides information or advice on, among others, teenage pregnancies, HIV/AIDS, school fees, and the

STAY INFORMED registration of learners. The call centre is linked with an extensive network of service providers that support the work of the call centre. This includes inter- and intra-dependent nongovernmental organisations, community organisations and faith-based organisations. These organisations contribute to the Safe Schools’ efforts to create a safe learning environment at our schools, and are valued for their time, commitment and support. The WCED has sent a circular to all schools encouraging them to make use of this service. We want to make our school environment safe. The school community can help us achieve this goal by reporting all incidents of school violence, vandalism, crime and any other form of abuse to the Safe Schools Call Centre at our toll-free number. Our learners, educators and parents are not alone. The WCED is always here for you to provide support and counseling.

THE SAFE SCHOOLS CALL CENTRE CAN BE REACHED TOLL-FREE AT 0800 45 46 47

Above: From left, Siphosethu Msezeni, Beulah Petersen, Nariman Khan, Lamees De Vos and Oscar Apollis. Seated in front are Michelle Buis and Zimkhitha Ndudula.

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Aquarium education:

“It changed my life”

Education was the focus of the first plenary session of the 8th International Aquarium Congress (IAC) in Cape Town on 10 September 2012. Following the “Voices for the Future of our Oceans” youth video conference and a heartening welcome from Western Cape Education Minister Donald Grant during the opening ceremony, 8th IAC delegates were ready to be inspired by the future custodians of the oceans. Ingrid Sinclair & Marin Gorrie Keynote South African Association of Marine Biology Research (SAAMBR) CEO Judy Mann delivered the keynote address for the Education plenary session. SAAMBR incorporates uShaka Sea World and the Oceanographic Research Institute (ORI) in Durban. Mann traced the evolution of aquariums. Early aquarium experiences were characterised by tanks in walls with labels, and guides who talked while visitors listened. “We looked at visitors as strangers,” said Mann. Next, naturalistic dioramas came into play, but signage was text-heavy and “we wanted visitors to read and learn”. Aquariums then started implementing eco-system exhibits (the Two Oceans Aquarium’s Sappi

River Meander comes to mind), where emphasis on participation and engagement increased. Then, immersion exhibits and touch screens came to the fore and aquariums were incorporating strong calls to action in their exhibits. The present was all about changing behaviour. “We are now asking visitors to think,” said Mann. Aquariums were competing with mainstream media for the hearts and minds of their visitors. They therefore needed to do more research on visitors: Who are they? Why are they visiting? What are you they learning and how can we reach them? “We need to view our visitors as clients – how can we meet their needs?” From aquarium educator to aquarist to CEO, education should be part of the job. And, said Mann, “Education can not just be a green wash, we must show commitment.” One way of doing this was to embrace new technology to extend the visit beyond the onsite experience. Youth presenters A big highlight – and one surprise – of the day were the two

presentations by Two Oceans Aquarium Young Biologists Nikki Cathcart and Nina Lawrenson, both learners at Rustenburg Girls’ High School. Nikki presented the speech, “It’s time to start talking”, which won her the Best Speaker award at the IAC Youth Symposium that took place at the Two Oceans Aquarium on 19 August. Nikki spoke with passion and insight about “a world where children can recognise more corporate logos than plants or animals”, and the need for aquariums to fill this hole in contemporary youth experience. In a complete surprise move Professor Frank Shillington stepped up to the podium. He presented Nikki with a graduate bursary for marine sciences at the University of Cape Town. Nina Lawrenson was selected from the group of Young Biologists at the “Voices for the Future of our Oceans” youth video conference, which happened at the Two Oceans Aquarium in Cape Town, the Institut Océanographique (Monaco), Monterey Bay Aquarium

(Monterey, USA) and Nausicaá, Centre National de la Mer (France) simultaneously, to present an ocean resolution to IAC delegates. The youth’s plea was insistent: “We [the youth] challenge you to give us blueprints that we can be proud of.” The youth conference’s attendees have given the event a life of its own, with Facebook groups being set up by the attendees themselves (no adult intervention occurred) and environmental cleanups being planned on coinciding days. The message was clear: Young people care, they understand the problems, and they are well

equipped to tackle these problems with just a little guidance from the grownups.

“Young people care, they understand the problems, and they are well equipped to tackle these problems with just a little guidance from the grownups.”

CARING

Learners raise funds to combat rhino poaching in Southern Africa During the June holidays learners from three schools went on a tour to Uganda to raise funds to turn the tables on rhino poachers in Southern Africa.

earners from Rondebosch Boys’ High School, Rustenburg Girls’ High School and SA College High School (SACS) climbed Mount Elgon in Uganda, the country in which Lawrence Anthony’s book The Last Rhinos was set. They raised funds through sponsorships and donated the money to the Wilderness Foundation.

During their time in Gabugoto, a small village in rural eastern Uganda, the learners spent time helping to build a new classroom at a local school as well as teaching and spending time with the students. The trip was arranged via World Challenge who looked after the safety and welfare of the learners. They were accompanied by three teachers.

Fast facts: S outh Africa is home to over 90% of the world’s rhino population. I n 2010, 333 rhino were killed in South Africa by poachers wanting their horn. 2 011 saw over 448 rhino lose their horns (more than one per day). A nd between 1 January 2012 and 30 April 2012, another 199 have suffered the same fate. Source: http://uganda.webdevsa.co.za/the-rhinos/ Top: Rustenburg Girls’ High School learners Nikki Cathcart and Nina Lawrenson (seated above) represented the youth at the 8th International Aquarium Congress (IAC).

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Technological revolution

at Norman Henshilwood High School

The Principal, David Millar, and I had spoken often about moving NHHS to a “technology friendly site”; a school which embraced technology and used it to advantage all role players in terms of research, pedagogy, curriculum delivery and learner participation. Shandre Otto

t was only after attending an EdTechConf in July 2011 that the conversation became a concrete plan to strategise around this idea. In addition, we had been identified by Penny Vinjevold, Superintendent General of Education for the Western Cape, as a school that would grow. We were given a certain amount of money to build 10 new classrooms at our school and the agreement was that our learner roll would increase by 100 learners every year over a five year period. A new wing, called West Campus, was built and infrastructure was installed. We realised that the current IT infrastructure at the school would not be able to cope with 10 new classrooms and an administration block. A total IT revamp was required urgently. As Deputy Principal, I was asked to spearhead and drive this initiative. It was as a result of these two events that the decision was made that NHHS would, within the next two to five years, be transformed into a “school of the future”. As any good project manager or strategist knows, before one can embark on a new road, one needs to understand where one

is at present. The IT department and I undertook an investigation into the IT infrastructure, staff knowledge and comfort-levels with respect to technology and the availability of resources for enhancing the curriculum. We conducted a physical audit of the school as well as research into what other (similar) schools were doing in terms of IT. Finally, by the end of Term 3 2011, a vision for IT at NHHS was formulated and presented, as part of a proposal, to the School Governing Body. Understanding that as teachers, technology was not what we were trained for, we knew from the outset that we would need a partner who knew more than we did in terms of IT, but who also understood the way education and schools work. Also, we needed to keep the project affordable, realistic and sustainable for NHHS. Peter Beretta and his staff at Umoya were the answer!! Today, every classroom at our school has been fitted with a new IT Solution, designed specifically around our needs. A “normal” white board, a data projector, an interactive eye and a LessonBox, is what our

staff now use every day to teach their classes. Our entire campus is a wi-fi hotspot, which means that you can sit anywhere at our school with your portable device and connect to the Internet. The benefits are obvious. Staff can prepare their work at home in their own time and then save it to a flash drive or iCloud. The work is automatically synched to the lesson box the following morning. Although there are many primary schools which currently use technology in the classroom, the management and staff at NHHS are very well aware that we are pioneers within public high schools in the Western Cape. We are not better resourced than other schools, neither are our staff members more tech savvy than most other teachers. It is

“talking to staff and learners at NHHS the positive results are already evident.”

SMT Members at Norman Henshilwood High School explore the use of iPads for educational purposes.

“we are passionate about making learning more relevant and that means meeting our learners in the world in which they live.” just that we are passionate about making learning more relevant and that means meeting our learners in the world in which they live. By extending ourselves we are extending the young minds we mould. We don’t have all the answers yet and the road ahead is a long one; the IT committee is currently strategising around the sustainability of this project. What do we need to do to ensure that it remains cutting edge? How do we ensure that our staff members remain abreast of technological development in their specific curriculum and subject areas? We are in the process of rolling out one or two new additions on our technological journey. Our next exciting step is to invite learners to bring their own portable devices to school. This is planned for 16 July 2012. From cell phones to netbooks and tablets, we will encourage our learners to do as much of their learning through their “Mobile Learning Device” as possible. This means that learners will be able to record teachers as they teach, enter reminders onto their calendars immediately, record their homework straight onto a homework roster on their device, access additional information inside the classroom, bookmark pages on the internet for re-scrutinising later on in the day, etc. The possibilities are simply endless!! I hasten to add though, that the challenges are too, we are well aware of the dangers

posed by the cell phone and by unlimited access for teenagers to the internet. We have been working on an Acceptable Use Policy with staff, parents and learners for approximately 3 months now and while we cannot cover every possible action a learner could take on the WorldWideWeb, we have created a document which guides self-discipline and selfregulation up to a point. Each learner will be held accountable should they transgress, but the point of the exercise is to skill them in what is acceptable in cyber space. We are thus embracing every opportunity to teach and to educate. Embarking on this project was scary and risky. However, talking to staff and learners at NHHS the positive results are already evident. Interested and switched-on learners, teachers who are well prepared and supported in the classroom, as well as a decrease in printing costs and paper usage by teachers are just some of the major advantages.

ADVICE NHHS is very happy to share our recipe for success! The fastest way to get hold of us is to visit our website: www.henshilwoodhigh.co.za

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musT reads

edulis:

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

EDULIS ELECTRONIC BOOKS

The EDULIS Library and District Resource Centres offer Books24X7 to their clients. With Books24X7 you can search, browse, and view the full contents of thousands of books online and get a quick answer to a question or solve a problem instantly. Project management Finance & Accounting Leadership Employee training and development Time management

Communication Sustainability Team skills Business skills Human resources 5

You can access all of this at work or at home via the internet. You may also place books on your own virtual bookshelf, create bookmarks, and share content links with your WCED colleagues, if they are also registered users of Books24X7. Contact your closest Education District Resource Centre or EDULIS Library to arrange access to this amazing collection

helping sTaff develop in schools. BuBB, s. (2010) A practical guide to developing staff. Topics covered are: developing a learning-centred culture; finding time for staff development; meeting the different needs of staff; and how to evaluate the impact of staff development. The five disciplines of plc leaders. kanold, T.d. (2011) Professional learning community leaders must create a compelling vision, allow autonomy within defined boundaries, lead by serving, manage their personal energy levels, and inspire others to create a legacy of excellence. This book provides a complete, focused system of practices for honing personal leadership skills in the five areas that will have the greatest impact on a school’s success. menToring and coaching in schools: collaBoraTive professional learning inquirY for Teachers. BurleY, s. (2011) Mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers.

mirror images: new reflecTions on Teacher leadership. reason, c.s. (2011) Presents ten iconic teacher-leadership models that help teachers move away from teaching as they were taught, toward new roles as teacher leaders, that can transform the profession. how To coach Teachers who don’T Think like You: using liTeracY sTraTegies To coach across conTenT areas. davis, B.m. (2008) “… an excellent, refreshing survey of coaching techniques. An essential guide to growth and understanding and flexibility that builds applied techniques for the real-world classroom.” (The Bookwatch, March 2008 ) professional developmenT: whaT works. zepeda, s.j. (2008) A comprehensive and authoritative resource which guides principals and other leaders in creating an effective professional development programme that moves ideas from knowledge to action.

leading difficulT conversaTions. dufour, r. (2011) 1 dvd (30 min.) + 1 cd-rom + 1 faciliTaTor’s guide. Presents strategies for leading conversations designed to help educators confront and resolve conflicts in professional learning communities. TalenT managemenT in educaTion. davies, B. (2011) Illustrates how to develop talented individuals, explains the key concepts and provides frameworks for leaders to apply ideas of talent management in their organizations. from silos To sYsTems: reframing schools for success. kilgore, s. (2011) Provides specific steps for engaging all staff in a systematic approach to dealing with the various causes of schoolwide problems. The book also includes current research on developing a positive school climate, improving professional learning opportunities, utilizing data analysis to identify and resolve instructional and behavior issues, and the effective use of technology in schools. from school improvemenT To susTained capaciTY: The parallel leadership paThwaY. crowTher, f. (2011) This book takes one through the process of building capacity and parallel leadership. It gives practical examples any school leader can use to improve student performance.

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.

Your nearesT resource cenTre EDULIS Library Tel: 021 957 9618 Fax: 021 948 0748 edulis@pgwc.gov.za 1st Floor Middestad Mall Charl Malan Street BELLVILLE

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

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

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

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

Electronic registration GO TO http://goo.gl/pBsZB (Please read terms and conditions). OR go to our website: http://edulis.pgwc.gov.za Click on “Libraries” Click on “Register as member” (Please read terms and conditions). Click on “Library membership registration form” Complete the form and submit

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Karin Gentle, a Grade R teacher at Kommetjie Primary School, conducts the Junior Choir at the Eisteddfod.

deserved recogniTion

Kommetjie Primary School Choir excels

“we had achieved whaT we had seT ouT To achieve – our lighT was shining righT up againsT TaBle mounTain!”

At the southern tip of the peninsula, lies a small community school with 1 class per grade. Our motto is “Sic Luceat Lux”, which means “let your light shine” and that is exactly what we have been doing for the last 100 years. vera BoTha

ur village and the valley know about our good academic results, good artwork, good music and our involvement in the community. Our light only reached this valley and could unfortunately not be seen by people further afield. With the encouragement and support of our principal, Bevil Velensky, we started thinking of participating in events that would ensure that more people see our light. With

this in mind, we embarked on a remarkable and very rewarding journey. Mrs Annemarie Punt – our music teacher- and Mrs Karin Gentle – our choir conductor and also Grade R teacher – decided to enter our junior and senior choirs (which include almost half of the learners at our school) for the Eisteddfod. They also organised for us to take part in the Artscape School Festival. On the 15th of August the choir

performed at the Artscape and gave a sterling performance that made us all very proud. The Eisteddfod took place on

“The choir performed aT The arTscape and gave a sTerling performance ThaT made us all verY proud.”

the 16 August at Zwaanswyk and both choirs achieved 86% for their effort! We had achieved what we had set out to achieve – our light was shining right up against Table Mountain! Great was our surprise and delight when we were invited back to the Artscape to take part in the Gala Performance on the 31 August. Out of the 114 schools that participated, 16 were invited back for this prestigious event.

peace poster contest The Children’s Art Centre and The Lions Club of Kirstenbosch presented their second Peace Poster Exhibition on 13 October 2012 in the Zonnebloem Chapel Hall.

Grade 7 Zonnebloem Boys’ Primary learner Xolile Casy Sotyingwa

“TheY were verY proud of The senior learners and The manner in which TheY Tackled The difficulT and aBsTracT suBjecT maTTer of peace.”

The theme for this year was “Imagine Peace” and at the time of going to print, the Grade 6 and 7 learners were hard at work preparing their artworks for what promised to be a bumper show. The organisers said they were very proud of the senior learners and the manner in which they tackled the difficult and abstract subject matter of Peace. Here is what Grade 7 Zonnebloem Boys’ Primary learner Xolile Casy Sotyingwa had to say about how they went about this process: Peace by many is described as a serene state, without any disorder or unhappiness. However, Lady Gaga once said “Peace isn’t the absence of bad things: it’s when you happily live amongst those things.” Peace is usually portrayed in words and symbols, but can also be done so by pictures. The Grade 7’s

are currently working on that idea. Their concept of peace is looking at everyone and seeing what comes to their mind when thinking about peace. Since everybody thinks differently and has a different imagination, it’s expected that everyone has a different view on “Peace”. The Grade 7’s and 6’s are creating beautiful peace posters with wonderful and ostentatious drawings. They are to follow this format, there has to be more than one person and their view on peace must flow out of their heads. The reason being when one person imagines, it’s a dream but when we imagine together, it becomes a reality. I must say, I’m very impressed with their posters, including my own. I wish all the Grade 7’s the best including myself.

We gave the performance of a life time, met many wonderful people and have come to the realization that our light now shines all over the city, and every time we look at the trophy that we received at the Gala event, it reminds us of all the great things that are happening at our “small” school !

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A QUICK GUIDE TO

circulars The Western Cape Education Department issued the following circulars and circular minutes during the period July 2012 and October 2012 0021/2012

Revised safety in school science policy and protocol in the Western Cape: http://wced. school.za/circulars/circulars12/e21_12.html 0022/2012

New regulations relating to disciplining, suspension and expulsion of learners at public schools in the Western Cape: http://wced.school.za/circulars/circulars12/e22_12. html 0023/2012

An outline of the curriculum and administrative process for the ordering of Grade 11 textbooks from the newly released National Catalogue of approved CAPS textbooks: http://wced.school.za/circulars/ circulars12/e23_12.html 0024/2012

National Senior Certificate Awards Criteria for 2012: http://wced.school.za/circulars/circulars12/ e24_12.html 0025/2012

An outline of the process for the ordering of Grades 4, 5, and 6 textbooks from the newly released National Catalogue of approved CAPS textbooks: http://wced.school.za/circulars/ circulars12/e25_12.html 0026/2012

Regulations relating to school visitation and assessment of public schools and subsidised independent schools in the Western Cape: http://wced.school.za/circulars/circulars12/ e26_12.html

0036/2012

Provision of 2013 public service support staff establishments to ordinary public schools: http://wced.school.za/circulars/ circulars12/e36_12.html 0038/2012

Code of Conduct for the Public Service: http://wced.school.za/circulars/circulars12/e38_12. html

EDUCATION PLANNING MINUTES INFRASTRUCTURE PLANNING & MANAGEMENT 0001/2012

Barcoding of mobile units by supply chain management officials: http://wced.school.za/ circulars/minutes12/PSminutes/edip1_12.html

INSTITUTIONAL RESOURCE SUPPORT 0003/2012

Applications for new learner transport services for the 2013 academic year: http://wced.school.za/circulars/minutes12/ PSminutes/edir3_12.html 0004/2012

Intermediate phase CAPS textbook exhibitions – 30 July to 3 August 2012: http://wced.school.za/circulars/minutes12/ PSminutes/edir4_12.html 0005/2012

Management of school functions:

Reporting on excess CAPS-aligned textbooks and workbooks:

http://wced.school.za/circulars/circulars12/ e27_12.html

http://wced.school.za/circulars/minutes12/ PSminutes/edir5_12.html

0027/2012

0028/2012

Final timetable and arrangements for the November 2012 Adult Basic Education and Training Level (ABET) Level 4 examinations: http://wced.school.za/circulars/circulars12/ e28_12.html 0029/2012

Provision of 2013 staff establishments to ordinary public schools: http://wced.school.za/ circulars/circulars12/e29_12.html 0030/2012

Provision of 2013 staff establishments to special public schools: http://wced.school.za/circulars/circulars12/ e30_12.html

0006/2012

Non Section 21 schools - LTSM requisitions due 24 August 2012: http://wced.school.za/ circulars/minutes12/PSminutes/edir6_12.html 0007/2012

Celebrating International School Library Month 2012 in the WCED: http://wced.school. za/circulars/minutes12/PSminutes/edir7_12.html

KNOWLEDGE AND INFORMATION MANAGEMENT 0003/2012

THE DESIGNATION OF PRINCIPALS AS INSTITUTION EMIS OFFICERS http://wced.school.za/circulars/minutes12/ PSminutes/edkm3_12.html

0031/2012

Reporting of school crime and abuse: http://wced.school.za/circulars/circulars12/e31_12. html 0032/2012

Amendments to the South African Schools Act, thereby granting usage rights to school governing bodies with respect to the school’s immovable property: http://wced.school.za/circulars/circulars12/ e32_12.html 0033/2012

A school governing body support tool: http://wced.school.za/circulars/circulars12/ e33_12.html 0034/2012

Delivery of CAPS textbook orders for 2013: http://wced.school.za/circulars/circulars12/ e34_12.html 0035/2012

Delivery of DBE workbooks for 2013 academic year: http://wced.school.za/circulars/ circulars12/e35_12.html

CURRICULUM AND ASSESSMENT MANAGEMENT ASSESSMENT MANAGEMENT 0006/2012

November 2012 national senior certificate examinations: procedures and guidelines for the conduct of the final practical examination in design and visual arts: http://wced.school.za/circulars/minutes12/ CMminutes/edam6_12.html 0007/2012

Dissemination of the second and third sets of test exemplars and assessment guidelines for the annual national assessments: http://wced.school.za/circulars/ minutes12/CMminutes/edam7_12.html 0008/2012

First drafts of timetables: 2013 National Senior Certificate Supplementary Examination; November 2013 National Senior Certificate Examination; May – June

2012 Senior Certificate Exam: http://wced.school.za/circulars/minutes12/ CMminutes/edam8_12.html 0009/2012

Administration of Common Assessment Task for Life Orientation in Grade 12: http://wced.school.za/circulars/minutes12/ CMminutes/edam9_12.html 0010/2012

Management, conduct and administration of the 2012 Annual National Assessments: http://wced.school.za/circulars/minutes12/ CMminutes/edam10_12.html 0011/2012

Report to parents on performance of learners in the 2012 annual national assessments for grades 1 – 6 and 9: http://wced.school.za/circulars/minutes12/ CMminutes/edam11_12.html 0012/2012

Monitoring of the national senior certificate, adult basic education and training level 4 and senior certificate examinations: October 2012 to June 2013: http://wced.school.za/circulars/minutes12/ CMminutes/edam12_12.html 0013/2012

Risk management for the 2012 national senior certificate and abet level 4 examinations: http://wced.school.za/circulars/ minutes12/CMminutes/edam13_12.html

CAPE TEACHING AND LEADERSHIP INSTITUTE 0004/2012

Principals’ conference: 4 and 5 October 2012: http://wced.school.za/circulars/minutes12/ CMminutes/ectli4_12.html 0005/2012

Annual provincial mathematics solutions conference: http://wced.school.za/circulars/ minutes12/CMminutes/ectli5_12.html 0006/2012

2012 national teaching awards – new closing date for nominations: http://wced.school.za/circulars/minutes12/ CMminutes/ectli6_12.html 0007/2012

Registration procedures for training courses, conferences and seminars offered at the cape teaching and leadership institute in 2013: http://wced.school.za/

0011/2012

Final lists of prescribed and recommended books for literature study for grades 7 to 9 in 2012: http://wced.school.za/circulars/ minutes12/CMminutes/edcg11_12.html

CURRICULUM FET 0004/2012

The use of grades R-9 workbooks, grades 10-12 mathematics and physical sciences textbooks and curriculum and assessment policy statement documents: http://wced.school.za/circulars/minutes12/ CMminutes/edcf4_12.html 0005/2012

Radio programmes to support grade 12 learners: http://wced.school.za/circulars/ minutes12/CMminutes/edcf5_12.html 0007/2012

Incentives for dinaledi main and incentive schools to (i) improve number of learners taking mathematics (ii) retain learners taking mathematics and (iii) improve performance in mathematics: http://wced.school.za/circulars/minutes12/ CMminutes/edcf7_12.html 0008/2012

Grade 11 accounting textbooks in English for 2013: http://wced.school.za/circulars/minutes12/ CMminutes/edcf8_12.html

EXAMINATIONS ADMINISTRATION 0004/2012

Appointment of invigilators for the November 2012 national senior certificate (nsc) examinations, the march 2013 nsc supplementary examination and the MayJune 2013 senior certificate examinations: http://wced.school.za/circulars/minutes12/ CMminutes/edea4_12.html 0005/2012

National senior certificate examinations 2012: alternative and/or adapted methods of examining: candidates with barriers to learning: http://wced.school.za/circulars/ minutes12/CMminutes/edea5_12.html 0007/2012

LANGUAGE EXEMPTION FOR IMMIGRANT LEARNERS: http://wced.school.za/circulars/ minutes12/CMminutes/edea7_12.html 0008/2012

circulars/minutes12/CMminutes/ectli7_12.html

November 2012 national senior certificate examinations – completion of school-based assessment mark sheets:

CURRICULUM GET

http://wced.school.za/circulars/minutes12/ CMminutes/edea8_12.html

0006/2012

Grades R to 12 curriculum and assessment policy statements – training and l orientation for the intermediate phase: http://wced.school.za/circulars/minutes12/ CMminutes/edcg6_12.htm 0008/2012

Provisional lists of prescribed and recommended books for literature study for grades 7 to 9 in 2013: http://wced.school.za/ circulars/minutes12/CMminutes/edcg8_12.html 0009/2012

Core readers for languages in the national catalogue of intermediate phase caps textbooks: http://wced.school.za/circulars/ minutes12/CMminutes/edcg9_12.html 0010/2012

Career awareness week – 8 to 12 October 2012: http://wced.school.za/circulars/minutes12/ CMminutes/edcg10_12.html

0014/2012

School terms and public holidays for 2013: http://wced.school.za/circulars/minutes12/ IDCminutes/eimg14_12.html 0015/2012

Provincial principal Forum Minutes of 20 July 2012: http://wced.school.za/circulars/minutes12/ IDCminutes/eimg15_12.html 0016/2012

Minutes of Provincial Centre Managers’ Forum Meeting of 31 August 2012: http://wced.school.za/ circulars/minutes12/IDCminutes/eimg16_12.html 0017/2012

Training for newly elected AET Centre Governing Body Members: http://wced.school.za/ circulars/minutes12/IDCminutes/eimg17_12.html 0018/2012

Study bursaries – Vic Bridges Foundation Trust Fund: http://wced.school.za/circulars/minutes12/ IDCminutes/eimg18_12.html 0019/2012

Election of representative councils of learners for 2013: http://wced.school.za/circulars/minutes12/ IDCminutes/eimg19_12.html

CORPORATE SERVICES BUSINESS STRATEGY AND STAKEHOLDER MANAGEMENT 0001/2012

Service delivery improvement programme for Western Cape Education Department (WCED): http://wced.school.za/circulars/minutes12/CSminutes/ edbs1_12.html 0002/2012

School improvement plan and annual school report: http://wced.school.za/circulars/minutes12/ CSminutes/edbs2_12.html

FINANCIAL ACCOUNTING 0003/2012

IRP 5 and IT 3 (A) Certificates for the 2011-2012 Tax Year: http://wced.school.za/circulars/minutes12/ CSminutes/edfa3_12.html 0004/2012

Uniform procedures for reporting on payments, commitments and accruals, as well as guidelines for handling and reviewing payments and vouchers: http://wced.school.za/ circulars/minutes12/CSminutes/edfa4_12.html

HUMAN RESOURCE MANAGEMENT 0005/2012

Issuing of vacancy lists for institution-based public service staff: http://wced.school.za/circulars/ minutes12/CSminutes/ehrm5_12.html

INSTITUTION DEVELOPMENT AND COORDINATION INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING 0012/2012

Guidelines on Public AET Centre Governing Body (CGB) Elections and information on the minimum requirements for a constitution of a CGB, together with guidelines on the establishment, election and functions of representative councils of learners: http://wced.school.za/circulars/ minutes12/IDCminutes/eimg12_12.html 0013/2012

2012 election of Governing Bodies for Public AET Centres and official handing over process: http://wced.school.za/circulars/ minutes12/IDCminutes/eimg13_12.html

0006/2012

National HIV Counseling Campaign: http://wced. school.za/circulars/minutes12/CSminutes/ehrm6_12.html 0007/2012

Employee Wellness Programme Advocacy: http://wced.school.za/circulars/minutes12/CSminutes/ ehrm7_12.html 0008/2012

Part-time study bursaries for Public Service Employees (2013 Academic Year) http://wced.school.za/circulars/minutes12/CSminutes/ ehrm8_12.html

MANAGEMENT ACCOUNTING 0001/2012

Amendments to the South African Schools Act – Definition of loans: http://wced.school.za/ circulars/minutes12/CSminutes/edma1_12.html

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N OV E M B E R 2 0 1 2

INSPIRATION

Injured rugby player inspires others A rugby injury on 4 August 2012 has completely changed the life of 15-year old Rowan Hermanus, a learner at Swartland High School in Malmesbury.

owan played prop forward for the school rugby team in a match against Tygerberg High School. Soon after scoring a try he tackled an opponent, fell head-first and suffered a bi-facet dislocation of the cervical spine. The accident resulted in Rowan presenting as a C6 complete quadriplegic, but his father, Rowland Hermanus, said Rowan has stayed positive and believed that with all the prayers and God’s mercy he will walk again. “We as

“we are constantly working on getting the BokSmart programme as scientifically up to date and relevant to the current rugby landscape in South Africa as possible.”

parents cannot describe how we feel, but Rowan asked us to be positive and believe that he will walk again, and that is what we also believe in again.” Hermanus said the family received unbelievable support from all over the world. Since the accident his parents have been unable to work and earn an income and the family received financial support from local schools, rugby clubs and local businesses. The Chris Burger Petro Jackson Fund assisted with money for petrol and accommodation. Rowan had a constant stream of visitors in hospital including Springbok coach Heyneke Meyer and lock Eben Etzebeth who surprised him ahead of the team’s historic first Test in the Castle Rugby Championships against Argentina at Newlands. Several WP rugby players were also at his bedside.

Rowan Hermanus busy with school work. Dr Wayne Viljoen, BokSmart Manager said the visit showed that they were all part of one big rugby family and that they really cared about rugby players that picked up injuries of that nature. “He got injured in a very unfortunate tackle situation, but for us the message is ultimately about preventing these type of injuries, which is why we are constantly working on getting the BokSmart programme as scientifically up to date and relevant to the current rugby landscape in South Africa as possible.”

Hermanus said the family appreciated the visits from Western Cape Education Minister Donald Grant, both in a personal and an official capacity. After 37 days in hospital, Rowan started a rehabilitation programme at the WP Rehab Centre in Mitchells Plain on 10 September 2012. Hermanus said he vowed to put in double the effort to ensure that he could realise his ambitions in life. “Rowan’s dream to become a mechanical engineer will go ahead and he wants to continue

“the family received unbelievable support from all over the world.”

his school career at Swartland High School in 2013. The school and learners are Rowan’s life because they were behind him all the way. As a family, we thank everybody for their prayers, messages, calls and support.”

KEEPING FIT

State of the art gym provides a healthy spin-off for Lavender Hill High School Learners at Lavender Hill Secondary School have access to a state of the art gym and according to the principal it has a direct impact on their fitness levels, physical conditioning and discipline.

Below: Ross Faragher-Thomas, Managing Director of Virgin Active and Faseeg Manie, principal of Lavender Hill Secondary School, try out the new gym equipment.

“By participating in sports they are disciplined and committed. Once they sign up, they have to see it through,” said Principal Faseeg Manie. A Youth Activeness programme was launched at the school in June. As part of the programme, Virgin Active equipped the school with a fully functional gym and donated R50 000 in cash to the school. Manie said since they turned an underutilised woodwork classroom into the gym, it has been in full use. “One of the Life Orientation teachers takes the learners to the gym during the physical training component of the lesson. We also have a structured programme in the afternoon when coaches provided by the Department of Cultural Affairs and Sport take learners

through a fitness regime.” The key sport for girls at the school is softball, soccer and netball. The school also has three soccer teams and two rugby teams for boys while boys and girls can play touch rugby. The gym is also part of the Youth Empowerment through School (YES) Project. The Yes Project aims to empower learners to make responsible life choices and develop positive new ‘can-do’ mindsets. Learners are engaged in a range of extramural activities after school. “I believe extramural activities are a way to counteract the scourge of gangsterism prevalent in the community. I am also a big believer that schools located in impoverished communities must go out of their way to make school exciting for the learners.”

“I believe extramural activities are a way to counteract the scourge of gangsterism.” Manie added that about a fifth of the school’s 1000 learners are constructively occupied at school until around 17:00 every day. “The school is a hub of activity. We have homework classes, the children can access the internet and we have a fantastic library.” He said although the school is located in an impoverished community, there are no excuses for learners not to aim high, do their best and excel at what they do.

update EDUCATION

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N OV E M B E R 2 0 1 2

LEARNERS RUB S H O U L D E R S W IT H T H E SA O LY M P IC T E A M linea smidT

Officials of SARU, Boland and Coca-Cola with some of the schoolboy rugby players during the launch of the SARU Coca-Cola Schools Excellence Programme in Malmesbury.

SARU launch

coca-cola schools excellence programme

earners at the Western Cape Sport School in Kuils River had an opportunity to interact with South Africa’s 2012 Olympic Team at Parliament in Cape Town. The Olympic team attended a special sitting of the national assembly to congratulate them with their performance in the London Olympics. Their six medal haul – three gold, two silver and one bronze – earned them 24th position in the overall standings. The President’s Award Club invited Grade 9 learners at the Sport School to attend the celebrations. All the learners hold provincial or national colours for their specific sport codes. The faces of the learners lit up when they first saw their Olympic heroes enter Parliament and the interest that the Olympic athletes showed in these learners was amazing. Learners said they aspire to be in the Olympic team and represent their country one day.

Tanushree Pillay, a physiotherapist at the WCSS, was a member of the medical team for the 2012 London Olympic Games. The 12 member team consisted of three doctors and nine physiotherapists. Pillay was assigned to the sport codes of hockey, triathlon and athletics. She said the experience was a dream come true and an adventure she never expected to embark on. Pillay, a huge rugby fan, added that she was looking forward to rugby being part of the Olympic Games in Rio in 2016.

Schoolboy rugby players in previously disadvantaged areas will now have access to scientific training methods and gym facilities thanks to the Coca-Cola Schools Excellence programme launched by SARU at the Wesbank Sports Ground in Malmesbury.

he programme will initially be rolled out to 20 schools in Western Province, Boland, Border, South Western Districts and Eastern Province. There are plans to eventually expand the initiative so that rugby playing schools in previously disadvantaged areas across the countries will benefit from it. On Saturday 25 August, SARU and Coca-Cola hosted the national launch event of the programme in Malmesbury, one of the traditional heartland areas of South African rugby. The event coincided with a festival rugby day and the top fixture of the 8-match schools programme featured the first teams of Schoonspruit and Weston High Schools. The two schools form part of the initial intake of schools, which

“The programme includes The provision of a fullY equipped moBile gYm, specific rugBY Training equipmenT and plaYing kiT, Training and educaTion programmes.”

includes 6 schools from Boland, 4 each from Western Province and Eastern Province and 3 each from Border and South Western Districts. Mervin Green, the SARU General Manager for Development, said the Coca-Cola Schools Excellence Programme will be an instrumental tool in the effort to close the gap between traditional rugby playing schools and those located in previously disadvantaged communities. According to Green, a recent study at the Coca-Cola Craven Weeks highlighted the gap in size and weight of white players compared to black players, which were attributed to a lack of strength training. The study ascribed two of the main reasons for non-participation in strength training in those communities to a lack of access to weight training facilities and the absence of training programmes. “With these factors in mind, SARU – with the assistance of Coca-Cola and the Sports Science Institute of SA – designed a holistic intervention programme that will run for at least the next four years. The programme includes the provision of a fully equipped mobile gym, specific rugby training equipment and playing kit, training and education programmes as well as the provision of sufficient playing opportunities.” SARU requested the Sports

Science Institute to assist with the design of a scientific solution and the Institute then developed the Mobile School Training System. Apart from the provision of these mobile gyms, the Sports Science Institute will also provide training manuals, training aids and an instructional DVD, which will tutor teachers on the correct exercise execution and age appropriate exercises. Up to 40 schools players will be able to use the mobile gym facility at the same time. “This programme provides an additional platform for players to develop and in doing so stand a better chance to represent his province in our Coca-Cola Craven Weeks,” said Craig Van Niekerk, Marketing Asset Manager, CocaCola South Africa. “For 27 years Coca-Cola has been developing international rugby players and this statistic can only be enhanced through this programme.” Green added: “SARU believes that one of the key ways of improving the standard of rugby at these schools is to improve the standard of competition. This year those schools enrolled in the programme will be requested to play festival games against other participating schools in their province. The idea is to expand the programme in 2014 countrywide.”

displaYing excellence

SA TO P S C H O O LS ’ S Q UAS H TO U RN A M EN T Rondebosch Boys’ High School First Squash Team secured second position for the third consecutive year at the SA Top Schools’ Tournament held in Pietermaritzburg from 9 to 12 August. The tournament is contested by the top schools of each province and RBHS played in Section 2 against Menlo Park, Michaelhouse and Selborne. In the semi-ﬁnals RBHS beat Paarl Boys and in the ﬁnals lost narrowly to Michaelhouse to be ranked the second top squash school in the country. Rondebosch Boys’ High School 1st squash team (Left to Right): Lynn Abrahams (Coach), JP van der Merwe, Murray Commins, Cole Zweistra, Matthew Kane, Matthew Rist, Gavin Kaplan and Darius Geldenhuys (RBHS MiC Squash).