Education Update || 16 by Western Cape Education Department

update EDUCATION

Newspaper of the WCED JUNE 2013 Issue 16

Left: Learners in classrooms across the province will directly benefit from district improvement plans.

Schools at the core of

district improvement plans The Head of Education in the Western Cape, Penny Vinjevold, recently visited the eight education district offices to provide feedback to the districts on their District Improvement Plans and to check whether they are on target to achieve these plans.

injevold said the aim of the visits was to hold districts accountable for the targets they had set and to ask them about support that Head Office could provide in assisting them to achieve their targets. “I was really impressed with the detail of the plans. The plans are directly based on the results of previous years and the needs of schools. So they aren’t generic plans, they are very specific and focused on the needs of schools.” Key district services include advice and coordination on curriculum, education for learners with special needs, and institutional management

“I was really impressed with the detail of the plans. The plans are directly based on the results of previous years and the needs of schools.”

and governance (IMG). The districts are divided into 49 circuits. Vinjevold said she was happy to note that the Circuit Team Managers and IMG Managers were prepared to take responsibility for supporting their schools to achieve their targets. The department aims to improve the Grade 1 pass rate from 83% achieved in 2012 to 86% at the end of this year. The target for Grade 9 is a 77% pass rate while the Grade 11 and Grade 12 pass rate is expected to improve from 83% in 2012 to 86% in 2013. “I was also very impressed with how the district directors were ensuring the integration of all the components, in other words, how IMG, Curriculum,

INSIDE | news

Special Needs and Corporate Services are all directed to improving the number of learners passing Grade 1, Grade 9 and Grade 12,” Vinjevold said. She commented on the dedication, the enthusiasm and the understanding by all district officials of the power of data in determining the nature of the interventions. Melvyn Caroline, Director of the Metropole East Education District, said the visit was inspiring and provided clarity about the key deliverables that the department expected from the districts. “The SG clearly demonstrated support for the districts during her visit. She was very keen to make us understand the role

news

we have to play in making sure that every child has the necessary resources to achieve success. She reminded us that we should be very creative to ensure that there is a link between what we do and the expected outcomes. One of the key points was the optimal deployment of staff to schools that need it most.” In April, the Minister of Basic Education, Angie Motshekga, met with district directors and senior managers from all 81 education districts across the nine provinces. Minister Motshekga told the meeting that the districts played a crucial role as a direct link to schools. “You are at the coal-face of delivery, closer to the centre of our operation – the classroom. This meeting must help us renew the resolve clearly to work differently, to plan better, to prepare ourselves fully, better to run our districts and schools as centres of excellence,” she said.

insight

sport

Three-pronged strategy to improve mathematics results

Learners pledge to help end sexual violence

The Norma Road mural project creates learning opportunities

Netball SA scores in Cape Town Road Show

See page 2

See page 3

See page 11

See page 16

update EDUCATION

news

JUNE 2013

Curriculum & Assessment Management STRATEGY

Three-pronged strategy to improve mathematics results The Deputy Director-General: Curriculum & Assessment Management, Brian Schreuder, has called on districts to give special attention to mathematics to improve flagging results in the subject.

After the first few days of school, pupils, teachers and officials seem to feel that relocating Tonko Bosman Primary School’s personnel and learners to their new school, was a win-win move. NICOLE MCCAIN

chreuder had meetings with districts officials as part of an annual road show to analyse the provincial literacy and numeracy results and compare how districts and circuits within the districts performed. The Western Cape Education Department (WCED) has been conducting language and mathematics testing for learners in both Grade 3 and Grade 6 since 2002, introducing Grade 9 testing in 2010 for the first time. Schreuder said while the 2012 systemic tests showed improvements in every Grade tested for both language and mathematics, the Grade 9 pass rate of 13% for mathematics demanded special intervention. “While the performance in language was constant in primary school and showed an improvement in Grade 9, performance in mathematics decreased by about half for every phase. We need to turn it around. The performance in mathematics is so low that it is imperative that we pay special

“He extended the school day by 15 minutes and used the time to teach learners the mathematical terminology, concepts and rules for every grade”

attention to the subject.” Schreuder asked districts to encourage schools to tackle mathematics tuition in the intermediary phase; implement a catch-up intervention programme in primary schools to ensure that learners have proper basic numeracy skills as a foundation on which to build more complex understandings of the subject; and implement an intervention programme at the beginning of Grade 8 before introducing new work. “In the intermediary phase, mathematics is often taught by teachers who are not subject specialists. Because the performance in mathematics is so low, the subject should be taught by someone who has the necessary knowledge and skills. Schools should therefore choose the most suitable teacher and not just assign the class teacher to teach mathematics. The mathematics teacher in the intermediary phase should be the person with the best qualifications or experience or someone with the aptitude, interest in and passion for the subject.” Schreuder encouraged primary schools to follow the example of Karookop Primary School, a small farm school in Piketberg, where a mathematics intervention programme in Grade 6 saw the school improve their mathematics results in the provincial systemic tests from 29.4% in 2010 to 50% in 2011 and 100% in 2012.

“Because the performance in mathematics is so low, it should be taught by someone WITH the necessary knowledge”

“The principal, who also teaches mathematics, told me that he noticed his Grade 6 learners lacked basic mathematics knowledge. He extended the school day by 15 minutes and used the time to teach Grade 6 learners the mathematical terminology, concepts and rules for every grade from Grade 1. The learners had to write tests and if they failed, they had to do it again. This is the example I would like all primary schools to follow. as a catch-up intervention” Schreuder said similarly many children who start high school are often disadvantaged by their poor understanding of mathematical concepts. He requested high schools to implement a literacy and numeracy intervention at the beginning of Grade 8 to bring learners up to speed, before introducing new work. The intervention will not be compulsory for schools with an 80% or higher achievement in mathematics and languages. “I am convinced that the intervention will bear fruit and I requested district officials to confirm at the beginning of next year that this programme is being implemented in schools.”

he 28 former Tonko Bosman learners and two teachers began the year at Raithby Primary School in Firgrove. Tonko Bosman was closed by the education department at the end of last year because of the low number of enrolments and a lack of infrastructure. The move seems to have gone smoothly. “It’s a challenge to get the children to settle in. That’s going to take a week or two. But there have been no hiccups with the integration,” said Raithby principal Attie Olivier. “They have just slotted in with our other classes.” Olivier said the two additional teachers have come as a big help to the school, which has been able to move away from multigrade classes. And even the children seem pleased with their new surroundings. “I like how much space there is to play,” said Grade 4 learner Nikita Hendricks, who moved from Tonko Bosman. Tonko Bosman also had no sports field, and was falling into disrepair. The new school will have greater access to extracurricular activities and has better infrastructure than Tonko Bosman.

The education department has also provided transport for the learners to attend their new school, approximately 3,5 km away from Tonko Bosman. Former principal of Tonko Bosman, Eugene van Graan, is now teaching Grade 6 at Raithby. He said the move has gone well. “The bus was on time, and the children arrived neatly dressed and ready for school. We were warmly welcomed at Raithby.”

“The bus was on time, and the children arrived neatly dressed and ready for school. We were warmly welcomed at Raithby.” Van Graan is not worried about the children adjusting. “Children adapt quickly. They might be shy today, but in a day or two they’ll feel part of the school.” This article was published in the Helderberg Gazette, 22 January, 2013

Below: Former Tonko Bosman Primary School learners have settled in at their new school.

RELOCATION

From Tonko to Raithby

update EDUCATION

news

JUNE 2013

Learners pledge

to help end sexual violence The Department of Basic Education (DBE) in partnership with Lead SA launched the national Stop Rape Campaign at Glendale High School in Mitchells Plain.

he campaign aims to raise awareness about human rights, particularly respect for women and girls and their rights to safety and security. President Jacob Zuma was the main speaker at the launch on 28 February 2013. He said over 64 000 cases of rape were reported to the police last year. “We have to build a more caring society in which the rights of all are respected, especially the rights of women and children. Zuma added that there were also boys and men who have been victims of sexual assaults. “Together we must say that abusers, murderers and rapists should face the

ACHIEVEMENT

Western Cape teachers come out tops Two educators from the Western Cape won first prize in their categories, one educator received a third place award and another educator a special award at the National Teaching Awards. The award ceremony at Gallagher Estate in Johannesburg was the culmination of a process that started out with schools nominating teachers and principals who go above and beyond the call of duty. Ismail Teladia from Spine Road High School won the award for “Excellence in Secondary School Teaching”. Derick Petersen from Imizamo Yethu Secondary School near George won in the category “Excellence in Secondary School Leadership”. Warren Sparrow from Rondebosch Boys’ Preparatory School was third in the category “Excellence in Information and Communication Technology Enhanced Teaching”. Melanie Van de Jar from Cedar High School won the Via Afrika People’s Choice Award. This special award is given to an educator following a voting process by the public. Learners were encouraged to write to the DBE with the name of their educator, the school and a 100-word motivation about an outstanding educator in their community that had made a difference in their lives’.

full might of the law. In addition, we must support victims of sexual crimes to rebuild their shattered lives.” On Friday the 1st of March, assemblies took place at schools around the country to promote the campaign. Education Minister Angie Motshekga said the focus was to educate the 10, 2-million learners in South African schools about their rights and responsibilities, and more importantly what to do when confronted with sexual violence and abuse. A pledge based on the Bill of Responsibilities, which includes a statement on violence and rape, was circulated and educators and learners were urged to adopt it

at the assemblies. The DBE also made available a downloadable rape response booklet and a poster which will help to guide educators on how to cope with this sensitive topic.

The DBE has called on all schools to prepare worksheets for learners about violent and sexual crimes. “We want learners to complete these worksheets at home, with their families if possible, and return

them to their teachers. It’s part of the education/awareness programme,” said Motshekga. Lead SA said it encouraged active citizenry. “Let’s all unite and fight rape with one voice.”

“We have to build a more caring society in which the rights of all are respected” Above: Dignitaries in front of the pledge to help end sexual violence.

update EDUCATION

A ge is b u t a n u mber for ad u lt learners The Western Cape Education Department celebrated the achievement of adult learners in the 2012 Level 4 Adult Basic Education and Training exams.

A total of 664 more candidates registered to write one or more learning areas in the ABET exams compared to 3 343 candidates in 2011. The number of learning area entries also increased. In 2012 there was a total of 16 987 learning area entries, compared to 14 149 in 2011 and 9 551 in 2010. The most popular learning areas include Mathematical Literacy and Languages. Travel and Tourism was also a popular subject.

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

“learning is a lifelong commitment. we are proud of our adult Learners”

From left to right: John Lyners, Deputy Director-General: Institution Development & Coordination, Lindela Malgas and Western Cape Education Minister, Donald Grant.

here was huge applause as 80 year old Lindela Malgas received the award as the oldest adult learner in the province. “I have always said and strongly believe that learning is a lifelong commitment, and we are proud of our adult learners who have made use of the opportunities that are on offer by the WCED through our ABET centres,” said Western Cape Education Minister, Donald Grant at the award ceremony on 26 February, 2013.

The octogenarian passed three learning areas. In 2011 he successfully completed English and Life Orientation. The late Regien Vissies was the oldest candidate to obtain a full GETC at one sitting in 2012. Unfortunately she passed away in January this year at the age of 59 years. The Western Cape has 113 adult learning centres where adults can obtain their General Education and Training Certificate (GETC): ABET qualification.

Candidates performed exceptionally well in the two new learning areas introduced last year - Information and Communication Technology (85%) and Early Childhood Development (94.7%). The pass rate in Life Orientation increased from 71.1% in 2011 to 81.1% in 2012. Last year also saw the highest number of learning area passes, with 7 677 learning area passes compared to 6 762 in 2011 and 5 451 in 2010. Grant said many of the candidates have achieved these results in very difficult conditions. Candidates have to prioritise other work or family commitments before their studies. The department also awarded individual ABET centres which have achieved great success.

Contributors

Thereza Bothma Bronagh Casey Department of the Premier: Organisational Behaviour Unit Theresa de Young Leonore Ehlers Kubeshini Govender Susan Hanekom Liesl Hartman Andre Lamprecht Amanda Lochner Natasha Marot Nicole Mcain/Helderberg Gazette Hennie Mentz Netball South Africa/Kevin Petersen Minna Steyn Michelle Williams Abie Martin Ronel Hauptfleisch Design

Infestation, Tel: 021 461 8601

update EDUCATION

4 4

news

JUNE 2013

CELEBRATION

World Book Day 2013 World Book Day is an internationally recognised event that celebrates a love for reading. The Western Cape Education Department encouraged all schools to arrange reading-associated activities.

K Above: Learners at Tygerhof Primary School display their reading skills to Shaheeda Harris, school principal and Kubeshini Govender, IMG Manager.

ubeshini Govender, IMG Manager in the Metropole Central Education District, visited two schools to mark Word Book Day. She read to the learners at Ysterplaat Junior Primary and Tygerhof Primary and also gave them exercises based on the readings. Govender chose to address the learners of especially these two schools where most learners speak Afrikaans, isiXhosa, French or another African language. Many

INDEPENDENT SCHOOL LIBRARIANS

A group of 16 very enthusiastic teachers coordinating school libraries in WCED schools attended the Independent School Librarians’ Conference held at Bishops in Rondebosch from 2 – 5 April 2013.

he conference explored changes in the field of school librarianship and research, focusing on green issues and technological advances that can be used in libraries. The conference presentations and discussions zoomed in on the use of e-resources and IT in the library environment. Delegates were given the opportunity to attend practical sessions, talks, presentations and panel discussions and could borrow iPads for the duration of the conference, compliments of Digicape. Dr Sandy Zinn of the Department of Library and Information Services at the University of the Western Cape opened the conference with her presentation “Teacher Librarians achieving the impossible”. She encouraged schools to continue the good work of establishing school libraries, to ‘close the gap’ and urged school librarians to keep changing and to be visible.

Premier Helen Zille, in her presentation entitled ‘Reflections’ focused on the use of libraries for the benefit of all learners and informed the delegates of the Western Cape Provincial Governments’ plan to have internet access at all schools by 2015. Another speaker was Cathy Oxley, a renowned Australian school librarian from Brisbane Grammar School, who encouraged school librarians to embrace technology. She discussed the use of mobile technology in libraries, pointing out that more Africans have access to mobile phones than to clean drinking water. Theresa de Young, WCED Coordinator: School Library Services at the Education Library and Information Services (EDULIS) under the Directorate: Institutional Resource Support, participated in a panel forum discussion on representation and the future of school libraries and librarians. Various book suppliers and organisations, including EDULIS, exhibited their material and services.

What some delegates had to say about the conference:

“

“The conference has given me new ideas for promoting reading and the library at my school and I am bursting with energy to get started immediately” Farial Jassiem, Oaklands Secondary “We heard fantastic conversations, learnt a lot, had discussions and visited book exhibitors, made great connections” Faith Bikitsha, Usasazo Secondary

think will improve LITNUM” Maryl Jeftha, Bonne Esperance Primary “The workshops we attended were very eye-opening and helpful…..I learned about the iPad and it was my first time using it at the conference” Qhamisa Nyikana, Mokone Primary “Cathy Oxley’s presentations makes one aware of how far behind even our ‘advantaged’ schools are!! Her talks were extremely interesting and inspiring” Cielie Myburgh, Swartland Primary

“The aim OF THE MORNING WAS to prove that books can take you on excitinG Adventures”

“I learned a lot from the speakers and I believe that my colleagues will now work closer with me” – Felicia Haas, Esselenpark Primary

“The research and information literacy session was extremely helpful and informative as I am currently working in collaboration with educators and the school management team to develop a library programme for our school” Hayley-Ann Powell, Parkhurst Primary

“It was a good experience…I hope the Department takes it serious to put teacher librarians in schools…. This is one of the areas that I

“It was very educational and it broadened my knowledge” Candice Solomons, Liebenberg Primary

“It was time for us to be the learners and to absorb as much as we could” Beverly Rhode, Klapmuts Primary

Above: Delegates at the Independent School Librarians’ Conference.

“

Librarians at the centre of change

learners do not enter school with a Grade R foundation and therefore are behind their peers in literacy and numeracy. The aim of the morning was to encourage a love for reading among the children and to prove that books can take you on exciting adventures. It was also a good opportunity for the IMG Manager to engage with the learners. At Ysterplaat Junior Primary, the learners and teachers made posters and formulated slogans on the importance of reading. Learners read their slogans and spoke about why reading was important to them. Govender read When I am Kind and asked the learners questions based on the book. At Tygerhof Primary School, two educators addressed the learners: one on the care and protection of books and another on the value of a kindle. Ten selected learners gave hints and tips to the rest of the school on how to care for books. Learners were interested to learn that they could store up to 100 books on a kindle and that this was the latest technology in reading. They were surprised at the small size of a kindle and the amount of text it could store.

Govender read an excerpt from Mathilda by Roal Dalh, where the principal harasses a girl with pigtails and a boy who had dared to eat a slice of her chocolate cake. Learners were amused to hear that the parents were afraid of the principal and her bullying tactics. The Grades 1-3 classes had to draw a picture of the principal, Mrs Trunchbull. The Grades 4 and 5 learners had to wite a letter giving reasons why the principal should be removed. The Grades 6 and 7 learners had to write a short story titled “The day the children got back at Mrs T”. Teachers were to select the best efforts and these learners would receive an award. Tygerhof Principal, Shaheeda Harris, thanked Govender for participating in the assembly and always making time to provide advice and encouragement. She said learners were heard talking about Govender’s visit in the classroom and that she was quite the celebrity.

update EDUCATION

news

JUNE 2013

Learners get a solid start to the day

TECHNOLOGY

Braille e-readers

open doors for blind learners The Western Cape Education Department has invested more than R1 million in new technology to support blind learners at the two schools for the blind in the province.

he new equipment includes 15 e-braille portable computers that learners can use to read textbooks electronically in braille, among other features. The department provided the state-of-the-art equipment to the Athlone School for the Blind in Bellville South and the Pioneer School in Worcester. The WCED handed over the equipment formally to the principal of the Athlone School for the Blind on Tuesday, 12 February 2013. The hand-over followed a special study by the Directorate: Special Education Support to look at ways of supporting blind learners using technology. The project identified three devices, the e-braille portable computer; a device for scanning and reading printed text; and a portable MP3 player designed for blind users. The new devices will contribute significantly to improving access to learning and teaching materials and to quality learning by visually impaired learners. The WCED delivered 10 e-braille portable computers to the Athlone School and five to the Pioneer School. The BrailleNote Apex computers make it possible for blind learners to read electronic text using an electro-mechanical display that

raises dots against a flat surface. Learners can also listen to the text via computer-generated speech. They can browse the internet via wi-fi and connect to other devices via Blue Tooth. Learners can use the device to type text in braille. They can retrieve text and save their work onto flash drives for assessment.

“The new devices will CONTRIBUTE SIGNIFICANTLY TO IMPROVING ACCESS TO LEARNING AND TEACHING MATERIALS”

Learners can read and listen to electronic text in various formats, including pdf and Word files. The schools will discourage spoken text to encourage development of braille reading and typing skills. Teachers can monitor how learners are using the device via an external computer monitor in alphanumeric text. The WCED is supplying 15 monitors to support the e-braille portable computers. The WCED provided four devices that can scan and read text to learners via built in speak-

ers using a natural-sounding voice. The department provided two of the devices, called the Eye-Pal Solo, for each school. The devices, which look like small overhead projectors, capture printed text via a digital camera. The devices use optical character reading to convert text to speech or to provide an output for reading in braille via the e-braille computers. Meanwhile, the portable MP3 players, called the Victor Reader Stratus 12M, have 12 keys that blind users can easily navigate to listen to e-books and to music. Edit Microsystems, who supplied all the equipment for the project, has donated three of the MP3 players to each of the schools. They are the South African agent for Humanware of the United Kingdom, who manufacture all the equipment identified for the project. The WCED and Edit Microsystems trained teachers on how to use the equipment. The department is making electronic versions of relevant teaching and learning materials available, including textbooks to support the implementation of the Curriculum and Assessment Policy Statement (CAPS). The WCED’s Special Education Support directorate will support the use of the devices on an ongoing basis.

Above: Western Cape Education Minister Donald Grant serves breakfast to learners at Academia Primary School in Eerste River.

The Western Cape Education Department has expanded the school feeding scheme by serving breakfast to learners, in addition to lunch. Currently, over 430 000 learners in 1 022 schools in the Western Cape receive a lunch meal every day. This includes all Quintile 1-3 schools and 311 Quintile 4 and 5 schools serving learners in poorer communities. The funding for school feeding has also expanded significantly. Allocations to the feeding scheme more than doubled since 2009/2010, increasing progressively from R112 million to R260 million in 2013/2014. Provincial Education Minister Donald Grant announced in his budget speech in March that all feeding scheme schools will also serve breakfast to learners. Grant visited Academia Primary School in Eerste River and, after helping to serve breakfast to learners, the Minister also enjoyed a bowl of maize meal porridge. He said it was a sad reality that many learners rely on a meal at school as their only meal of the day. “Learners will begin to receive their breakfast meal served five days a week before the start of school each day. This will not only provide more nutrition for our learners but will encourage our learners to arrive early for school,” Grant said. Alvin Allies, the principal of Academia Primary School, said the feeding scheme is a tremendous asset to the school. “You can’t teach a hungry child. The learners come from homes where they don’t necessarily have something to eat for supper. The feeding scheme encourages them to come to school and once they had

breakfast, it gives them ability to function properly in class and be more focused. Before the inception of the feeding scheme, a lot of our learners were lethargic in the morning so we can definitely confirm the benefits of the school feeding programme. ” The nutritional value of the meals has increased since 2011 by including fresh fruit and vegetables, tinned fish and lentils. It also provides for cooked, ‘hot’ meals being served five days a week. 2 828 volunteers assist schools in preparing and serving the food. Moira Adams, a volunteer at Academia Primary School, said she felt privileged to be part of the programme. “The menu is interesting and the children enjoy the food.”

update EDUCATION

in depth

JUNE 2013

SIGN LANGUAGE

Sign language project improves Deaf learners’ reading skills The Western Cape Education Department has extended a Sign Language Project at De La Bat School for the Deaf in Worcester to four additional schools for the Deaf in the province, namely Noluthando, Dominican Wittebome, Mary Kihn and Nuwe Hoop. The project was started in 2011 to pilot South African Sign Language (SASL) as a school subject. As a result of the project, learners also made significant gains in reading skills. Millicent Merton and Hennie Mentz visited De La Bat earlier this year and compiled this report.

orcester was sweltering on the day of our visit and the 132 year old school building offered a welcome respite from the heat. The school caters for children from the age of three to school leavers and attracts learners from across South Africa and neighbouring countries. Many learners stay in the hostel. A tour of the school revealed a family ethos and palpable affection and respect between learners, teachers and caregivers. Phillip Cook, the school principal, said the Sign Language project followed an instruction from Premier Helen Zille to test a concept curriculum for SASL and see if it is viable to offer Sign Language as a school subject up to Grade 12. Minna Steyn, the project leader, has been involved with education for the Deaf for more than three decades. Before she was seconded to De la Bat, she was the head of the Thiboloha School for the Deaf and Blind in Qwaqwa in the Free State.

Steyn explained that Deaf children born into hearing families do not have the privilege of acquiring language in a natural way since birth. It is only after being admitted to a school where the child is exposed to Deaf adults and friends that the child acquires Sign Language. “SASL is the mother-tongue of Deaf people in South Africa and is equal to any spoken language. It has scientifically been proven that before a first additional language can be mastered the mother-tongue should be firmly established and in place.” In the preschool section, learners were observed as they eagerly participated in a lesson, something they were not able to do in the past because they did not have adequate Sign Language vocabulary to express themselves freely. “When we get to the stage where they fight to answer, we know that we have won, because they are usually restrained,” Steyn said. The bilingual, bi-cultural approach was followed to bridge between SASL and

written language. Resources like storybooks, vocabulary booklets and DVDs were developed. This included the “Didi and Dudu” series for preschoolers and foundation phase learners with Sign Language versions on DVD to broaden children’s vocabulary in Sign Language. “The children are progressing at a much faster pace because Sign Language is established as mother tongue before Afrikaans or English is introduced,” Steyn said. An impressive 16 storybooks have been written, signed and illustrated, in order to create a love for books and reading through the bilingual-bi-cultural

“The children are progressing at a much faster pace because Sign Language is established as mother tongue before Afrikaans or English is introduced”

update EDUCATION

in depth

approach. Four comics were also created and issued to learners during the first term. “Learners find it easy to identify with the characters in the stories as they come from a Deaf background,” Steyn explained. Cook said the reading programme developed naturally from the project. “Many Deaf learners’ reading skills do not correspond with their chronological age. Research has found that the average Deaf learner in South Africa left school with Grade 2 to 3 reading skills.” The reading programme could also be of significance to learners in mainstream schools who struggle with reading. “The Deaf is our focus, but we are convinced that the work we do can mean something for the mainstream because Grade R and Grade 1 are focus points for reading,” Cook added. The eleven member production team at De La Bat developed theme-related booklets and DVD’s to ensure that the same signs were being used in all sections of the school. Eight subjects have been provided with terminology to teach the subject. This has been issued in book form and an accompanying DVD. Six short stories for Grades 11 and 12 have been interpreted and recorded in SASL on DVD to support English Literature teaching. Cook said subject terminology was an enormous challenge for teachers in the classroom who work with different subjects. “In a subject like Technology, signs had to be created to explain the terminology. Books were compiled so that the same sign will be used for a concept. If we can succeed in making this material available to other schools, it would mean that if children move between schools and the teacher uses the same terminology, the children would have fewer stumbling blocks to overcome.” The pilot ends this year, but Cook would like to see the project extended to the Intermediary Phase. It has been

JUNE 2013

noted that although the standard SASL usage amongst the Grade 6 – 12 learners has improved vastly, there is still a huge gap between them and the younger learners who have been exposed to SASL acquisition since school entry levels. The younger learners use the language fully. De la Bat would be best suited to establish a production unit for schools for the Deaf, similarly to the services rendered by Pionier School for the visually impaired in Worcester, Cook stated. The production unit could also play a meaningful role in ensuring that National Senior Certificate candidates with hearing impairments can access their question papers on DVD. Cook said although this concession is made for Deaf learners, question papers

“Research has found that the average Deaf learner in South Africa left school with Grade 2 to 3 reading skills.”

were not provided on DVD. “We would like to explore how we can assist the department to offer an external question paper electronically without affecting the standard or integrity of the paper.” Alternative assessment was being offered at De la Bat in the form of a question paper on a DVD with English and Afrikaans captions. To support the introduction of the project at the four other schools for the Deaf in the province, teachers and Class Assistants at Noluthando, Mary Kihn, Wittebome, Nuwe Hoop and De la Bat receive ongoing training in SASL linguistics, Deaf Culture and Teaching Methodology. These training sessions have been received with enthusiasm at schools. Informal in-house training was also offered to parents of learners at De la Bat.

Below left to right: Teacher Yolandi Ter Haar explains the difference between the structure of a sentence in Sign Language and Afrikaans. Resource material created by the production unit. A Grade 1 learner reads a storybook that was written, signed and illustrated by the production unit at De la Bat school for the Deaf.

update EDUCATION

news development

JUNE 2013

CTLI SEMINAR

Financial Management Seminar The Cape Teaching and Leadership Institute (CTLI) in Kuils River organized a Financial Management Seminar on Saturday, 20 April 2013.

he seminar was attended by 244 principals from across the province. Guest speakers included Anthony Phillips, Head of Public Policy Services at Provincial Treasury, and Leon Ely, Deputy Director General: Finance of the Western Cape Education Department. Linda Rose, Chief Director: Districts, set the scene for the seminar. This was followed by two plenary sessions chaired by Dr Heinie Brand, Director: Metro North Education District. During these sessions Phillips presented the Macro Budget and thereafter Leon Ely presented the WCED expectations.

Phillips concluded his presentation with the following questions: How do we improve the effectiveness of education programmes? How do we do things more with the same or less resources (efficiency)? How do we direct and use the greatest resource in education, our teachers, better to achieve our goals as a country? How do we better guide our learners to achieve? Ely said as a leader, a principal should understand their management role. “We are here to serve the public,” he said. After the tea break, Melvyn Caro-

line, Director: Metro East Education District, chaired a panel discussion consisting of a serving principal and education experts. The panel members were Makhosandile Ndzuzo, Director: Institutional Management and Governance Planning, Lynn Coleridge-Zils, Director: Policy Coordination, Dumisani Daniso, Deputy Director: HRAdministration, Michelle Voster, Deputy Director: Corporate Services, West Coast Education District and Amanda Engelbrecht, School Principal: Sentinel Primary School. The topics covered were: Legal framework applicable to fundraising Application and practice of

Final preparations for the implementation of CAPS get underway “VALUE AND credibility was added to the training because teachers were learning from their colleagues”

eachers can look forward to the final year of preparations for the implementation of the Curriculum and Assessment Policy Statement (CAPS) in schools. CAPS was first introduced to schools in 2010 starting with the Foundation Phase and Grade 10. It was implemented in Grades 4, 5, 6 and 11 this year. Senior Phase educators and Grade 12 teachers will receive training during the June- July school holidays in preparation for the roll-out of CAPS in schools in Grades 7, 8 and 9 and Grade 12 next year. About 10 500 teachers and principals of schools with Senior Phase grades will receive training at various venues across the province during the last week of the holiday. The Western Cape

Education Department started training the orientation teams, including lead teachers, in May. Brian Schreuder, Deputy Director-General: Curriculum and Assessment Management, said the increased use of lead teachers to assist with training proved very successful last year. The department noted the value and the credibility added to the training because teachers were learning from their colleagues. Teachers in the Further Education and Training Phase were already exposed to CAPS in Grades 10 and 11. The focus on the training for Grade 12 teachers will be subject content that changed in the Grade 12 Curriculum and Grade 12 assessment.

section 38A of the South African Schools Act Financial irregularities Financial analysis to prepare budgets and forecasts Common mistakes when budgeting and how to avoid them. Principals attending the seminar gained new insights on financial management which they can implement in their school. Seminar convener André Lamprecht of the CTLI said the feedback was positive with principals remarking that they found the seminar to be very informative and that they left with practical examples. The seminar inspired princi-

“Principals attending the seminar gained new insights on financial management which they can implement in their school. “ pals to manage their school’s financial resources for the betterment of the lives of learners. The keynote speakers’ presentations can be downloaded from: http://www.curriculum-dev. wcape.school.za/index.php?o ption=com_jdownloads&view =viewcategory&catid=822&It emid=1178

LITNUM training in penultimate phase The Western Cape Education Department has passed the halfway mark for training all primary school teachers in Language and Mathematics. The intervention spans an eight year period, from 2008 until 2016. It is being rolled out in four phases, involving approximately 250 schools per phase. Each phase takes two years to complete and includes continual training, support, mentoring and coaching in Language and Mathematics. To date, training and support have been given to 250 Phase 1 schools (from June 2009 to June 2011) and 258 Phase 2 schools (from June 2011 continuing through to June 2013). An external evaluation of the

effects of the intervention by the Joint Education Trust indicates a positive change in the attitude of teachers towards these subjects, while analyses of the 2012 Annual National Assessments and the WCED’s Systemic Test results have identified upward trends.

“To date, training and support have been given to 250 Phase 1 schools and 258 Phase 2 schools” Teacher training for Phase 3 will take place over 5 days in the first two weeks of the June-July school holidays.

update EDUCATION

news development

JuNE 2013

values

The Barrett Values Survey 2013

what are your values?

WCED Director amongst

WHO’S WHO IN THE WORLD

The Western Cape Government (WCG) will be embarking on a transversal Barrett Values survey once again this year.

mployees can contribute to building a caring, professional culture in Education by participating in the survey. Organisational values determine the behaviour that is displayed in the workplace. It is important that we aspire to live out positive organisational values because they inform how we relate to our peers, team members, managers as well as our interactions with clients and citizens. By subscribing to a core set of values, we create consistency in our actions. These values become the bedrock for building a high-performing organisational culture that will ultimately enhance service delivery; “Building the best-run regional Government in the World.” Results of this survey will be used to assist management to identify and implement actions to bring about a shift from the current culture towards the desired cultural state. Employees will be requested to complete an online survey and choose their own personal values, values that they experience in the current organisational culture and values they want to see more of in their department.

date of the survey: 29 july 2013 – 8 august 2013. Completing the survey will take about 10-15 minutes. Employees will receive an email which will include the link to the survey. (No internet access required). what are values? Values are rules for living. They are deeply-held beliefs about a certain way of being that is more preferred than another. Values are visibly displayed through human behaviour and we can learn about the organisational values by observing others. Is there an Ideal set of values that Is applIcable to all organIsatIons? There are certain values that are found in almost all successful organisations, and there are others that depend on the type of activity and the predominant professional culture. The values that are found in the most successful organisations relate to effective communication, inter-personal relationships, productivity, quality and results orientation, participation, learning and innovation, trust, openness, diversity and creativity, strategic alliances, community and society

wced @ work WC E D ST R E N GT H E N S I TS M A N AG E M E N T T E A M W I T H S E N I O R P R O M OT I O N S

1 2 43

Clockwise from top left: Eugene Meyer, Ivan Carolus, Clifton Frolick, Leon Ely

contribution and vision. However, each organisation has its own unique culture and core values for success. We are working hard at creating an enabling work environment. Please do your part by demonstrating the ideal behaviour daily so that we can live our values BETTER TOGETHER. Visit our new Culture and Values website http://intranet.westerncape. gov.za/od-values

the fIve core values of the wcg are: Caring To care for those we serve and work with Competence The ability and capacity to do the job we were employed to do Accountability We take responsibility Integrity To be honest and do the right thing Responsiveness To serve the needs of our citzens and employees

1 Eugene Meyer has ■

been appointed as the new Chief Director: Finance with effect July 2013. Meyer has over 35 years of government finance experience, of which the last 12 years have been in the Western Cape Education Department (WCED) as the Director Management Accounting, the Director Financial Accounting and as the Acting Chief Director Financial Management. Previously, he was Head of the Provincial Treasury in the Northern Cape for a six-year period. He has also been employed at the National Treasury in a middle management position responsible for the coordination of the budgets of the provinces as well as at the former Cape Provincial Administration. In his free time, he enjoys playing golf.

Berenice Daniels, Director: Specialised Education, has been selected as one of the world’s foremost achievers in her field. Daniels has been included in the 2013, 30th Pearl Anniversary edition of the Who’s Who in the World. The citation reads that Daniels demonstrated outstanding achievement in her field and contributed significantly to the betterment of contemporary society. She has authored various publications on Inclusive Education, School Psychology and Conflict Mediation and presented on these and related topics internationally.

2 Ivan Carolus, former Director: Human Resource Administration (Rural and Office based), has been promoted to Chief Director: Human Resources with effect April 2013. Carolus entered the Public Service in 1977. He studied part-time at the then Peninsula Technikon (Cape Peninsula university of Technology) and obtained the National Diploma in Public Administration. He continued his part-time studies at Stellenbosch university and obtained a Higher Diploma in Public Administration. His interests include breeding parrots and parakeets and photography and videography for events. 3 Clifton Frolick will assume his position as the new Chief Director: Districts from January 2014. He was appointed Director of the Breede River/Overberg Education District in 2001 after 16 years as a teacher and principal at

Spandau High School in GraaffReinet. Frolick was promoted to Circuit Manager in 1995 and acted as Area Manager in the Worcester Area Office from 1999 to until 2000. 4 Leon Ely has been appointed Deputy Director General: Finance with effect January 2013. Ely is a self-motivated, thorough, efficient and resultsorientated Chartered Accountant with extensive knowledge and experience in financial management and internal audit in both the public and private sector. He joined the WCED more than nine years ago as Chief Director: Financial Management and Chief Financial Officer. Ely qualified at the university of Cape Town and completed his articles with Deloitte and Touche. He worked for Shell South Africa as a financial manager before taking up the position of Head of External Reporting.

update EDUCATION

insight & opinion

JUNE 2013

HEALTH

Integrated School Health Programme implementation in schools In 2012, the National Department of Health identified 10 pilot sites in provinces for the testing of various models in preparation for the phased implementation of the National Health Insurance (NHI).

he Eden District was identified as the pilot site in the Western Cape for implementing district health services based on the Primary Health Care (PHC) re-engineering process. The implementation of the ISHP is enhanced in the Education Department by the Care and Support for Teaching and Learning (CSTL) Program More than 12 000 school children in the Eden district have already been screened by the school health teams as part of the Integrated School Health Programme (ISHP) which was launched in George in February this year. In the Western Cape, the provincial Department of Health worked closely with the Western Cape Education Department (WCED) and other key partners to produce a provincial School

Health Policy and Implementation Framework.

package of services

Dr Thereza Bothma of the WCED’s Specialised Education Support Directorate said the framework will strengthen initiatives in the WCED to:

Michelle Williams from the Provincial Department of Health said the package of health services that will be provided in all schools will be delivered using the Care and Support for Teaching and Learning (CSTL) framework and will include: 1. Promotion of Schools as Centres of Care and Support for Teaching and Learning 2. Learner assessment and screening 3. Management of health ailments 4. Preventative strategies Assessment of eyesight, hearing and oral hygiene and referral for management and care Immunisation (for foundation and intermediate phases) Deworming (for foundation and intermediate phases)

S trengthen the capacity of mainstream schools to identify and address barriers to learning and support vulnerable learners; Enhance Specialised Support provision by ensuring that specialised staff have a focus on preventative and capacity building interventions; and Foster inter-sectoral partnerships for early identification of and intervention for learners with barriers to learning and for continued support where needed.

Western Cape sees

strong demand for teaching posts “About 41% of teachers, principals and heads of department will retire over the next 15 years.”

van Carolus, Chief Director: Human Resources, WCED, provided this information recently at an Education Standing Committee meeting in the Western Cape Legislature. Those retiring during this period include 11 925 educators out of a total of 28 686 now in permanent positions. The department employs an additional 2 942 educators on contract. Carolus paid tribute to the province’s experienced teachers, while noting that the province needed to promote employment of young teachers entering the profession. Asked to elaborate, Carolus told Education Update there is tremendous demand for teaching posts in the Western Cape, especially by young teachers entering the profession.

For example, the department received more than 10 000 applications for 260 posts advertised in our second vacancy list this year. While many applicants applied for more than one post, the figure reflects the demand for these posts. Retirements will make it easier to recruit new teachers, especially young graduates, as teachers move through the system. The Western Cape Education Department and Department of Basic Education will continue to provide bursaries as required. Some student teachers have other loans or have their own funds to finance their university studies. The number of newly qualified teachers and the subjects they offer are more than enough to meet demand. For example, 1.5% of educators

Treatment of minor conditions, especially skin conditions (all phases) Counselling on sexual and reproductive health issues and offer of services via mobile health units (all senior and FET learners, and intermediate learners where required) The programme will be phased in over the next five years. Although the ISHP initially targets the most disadvantaged schools, the plan is that it eventually reaches all learners There are designated school health nurses in certain rural sub-districts like Eden that was identified as a National Health Insurance pilot site in the Western Cape. All the other rural districts and subdistricts like Cape Winelands and Central Karoo rely on clinic staff members to deliver school health

“The number of newly qualified teachers and the subjects they offer are more than enough to meet demand.”

resigned per year on average over the last two years, representing about 480 educators a year. At the same time, an average of 1.25% of teachers retired per year over the last two years, representing 420 educators a year. The WCED has introduced a rigorous recruitment process to ensure that we fill vacant posts as quickly as possible. For example, the department plans to publish four vacancy lists this year. The department also introduced an online recruiting system for applying for posts at the end of last year, which has made it easier to apply for posts in the system. “We are confident that we will be able to meet our needs, given the large number of applications we are receiving and the calibre of the candidates, especially new graduates,” Carolus said.

services. In the Metro there are designated school health nurses attached to Community Health Centres in these areas. One school health doctor is each appointed to each of the four Metro substructures. The Provincial Department of Health and the WCED co-hosted a workshop and training for the Western Cape Integrated Health policy and Framework in August 2012 in Eden and in the other districts training was conducted in March 2013. Bothma and Williams said close collaboration between the WCED and WCDoH is required at all levels in order for district and provincial school health managers to monitor the performance of the ISHP in their catchment area.

update EDUCATION

in depth

JUNE 2013

The Norma Road mural project painting phase. The final installation of the pieces took place once all the panels had been painted. To protect the mural from the elements it was treated with a water-based acrylic glaze medium. The mural was dedicated to the school on Tuesday 19 March at a wonderful ceremony celebrated by the children and teachers of Norma Road, the staff of the Frank Joubert Art Centre, sponsors and special guests from the WCED. The original works of the children produced in the art lessons were also on display. LEARNING OPPORTUNITIES The mural continues as a learning tool for the teachers and learners at the Norma Road Primary School. In the very week after installation a teacher at Norma Road could refer to the mural in a social sciences lesson

A mural at Norma Road Primary School in Silvertown, Athlone, has created various learning opportunities at the school and serves as a visual reminder to learners to do their best. Liesl Hartman tells the story behind the mural…

n February 2010 a delegation of educators from the USA visited the Frank Joubert Art Centre. The visitors were excited about the community initiatives and programmes we offered, as well as the standard of the work that Grade 12 learners were producing. The Dean of the University of the Arts in Philadelphia was particularly interested in the teacher training programme of the Ibhabhathane Project, which is an NPO established at the Frank Joubert Art Centre in 2008. In 2011, I accompanied Ayesha Price, the Principal of the Children’s Art Centre, to the University of the Arts in Philadelphia to participate in a Mural Arts Teacher Training workshop. Philadelphia is the mural capital of the world. It has over 3000 murals. The Mural Arts Project was established in the 1980’s in Philadelphia as a social upliftment community initiative working with youth at risk. Together with mural artists, whole communities get together to create to most visually arrest-

ing murals all over Philadelphia. Inspired by the incredible lifesize murals in Philadelphia I was excited to begin a mural project with one of the Ibhabhathane sponsored primary schools. We chose to work with the Norma Road Primary School because of the incredible commitment of the teachers at the school who have faithfully attended our INSET workshops on Saturday mornings for almost as many years as the project is old (15 years this year). COLLABORATION The underlying philosophy that informs the making of murals in the Mural Arts Project in Philadelphia is community involvement and participation. It was therefore important to me to include the management, teachers and learners at Norma Road Primary school in every step of the mural design and making. In September 2012, funding received from The Old Mutual Investment Group (SA) and the Cape 300, through the Ibhabhathane Project, made the mural

a reality. After initial discussions with the management and teachers at Norma Road, lessons with the Grade 6 and 7 learners from Norma Road to generate images for the mural soon began. It was important to the school that their motto be included in the mural in some way. The Norma Road teachers wanted to include images that illustrated the importance of academic learning as well as the development of the whole child through the creative arts and also sport. The motto of the school, ‘’Our Quest the Best”, stretches proudly across the centre of the mural. Images of children playing soccer, dancing, and playing musical instruments anchor the composition on the extreme left and right. A large book, the central motif of the mural, opens to reveal the characters from different stories emerge from its pages. Letters of the alphabet together with stars are scattered in random

HOW IT WAS MADE T he mural has been created using the technique learned at the University of the Arts where murals are painted onto parachute cloth and then stuck onto the wall. The wall that was chosen for the mural was nine meters in length and seven meters high. The 63 square meters were divided into 16 separate panels. The design was projected and drawn onto the panels of spunbond (a locally made clothe that was similar to the parachute cloth that is used in the Mural Arts Project) It was then painted in colour.

Above: Shahieda Esau, teacher at Norma Road unveiling the Dedication Plaque with Liesl Hartman

Above: Exhibition of learners’ work – source material for the mural.

“The Norma Road mural has been a source of learning in a variety of ways for everyone involved. It has transformed Norma Road’s learning environment” constellations across the top of the mural. All of these images together represent the values, ethos and daily activities of the Norma Road Primary School. But there are also other images generated by the children of Norma Road in the art lessons designed by the Ibhabhathane teachers at the Frank Joubert Art Centre. They are the visual interpretations of the characters and creatures from favourite and new stories explored in the art lessons. This process was led and facilitated by the teachers from Frank Joubert. The final painting was a collaborative effort which included the learners and teachers from Norma Road. The entire process up until this point was completed in classrooms or a school hall. Groote Schuur High School kindly let us use the hall so that we could lay the 16 panels out and see the full design at crucial points in the drawing and

as a feature of the school and a landmark in the Silvertown community. The team of art teachers at Frank Joubert have returned to the school and involved learners in a creative writing lesson using the images elements in the mural to create poems and Japanese haiku. The way in which the wall was measured and divided up and the scaling up of small diagrams to actual proportions of the wall is content for a creative and interactive maths lesson involving multiplication, proportion and ratio. The Norma Road mural has been a source of learning in a variety of ways for everyone involved. It has transformed Norma Road’s learning environment and has opened up endless possibilities for future projects of this kind. The idea of creating murals at our local schools in this collaborative way, that informs on-going learning in the school environment, is one that will be fostered and developed by the Ibhabhathane Project in the future. Already the project is seeking sponsorship for another mural at the Parkfields Primary School in Hanover Park. The initial discussions with educators have already begun… Liesl Hartman is the Principal of the Frank Joubert Art Centre and Chairperson of the Ibhabhathane Project.

update EDUCATION

reviews

JuNE 2013

must reads

be smart, eat smart

Electronic journals

edulIs

You have access to full text articles 24 hours, 7 days a week.

You can borrow these and similar titles from your Education District Resource Centre or EDuLIS Library Books 1

2 3

jump start health!: practIcal Ideas to promote wellness In kIds of all ages. Campos, D, 2011 gesonde eetgewoontes. Chancellor, D, 2012 salty and sugary snacks: the IncredIbly dIsgustIng story. Furgang, A, 2011 optImum nutrItIon for your chIld’s mInd: maxImIse your chIld’s potentIal. Holford, P. 2006 preschool health and safety matters. Martin, J. 2011 rethInkIng nutrItIon: connectIng scIence and practIce In early chIldhood settIngs Nitzke, SA, 2010

DvDs 7

fresh IngredIents: healthy InternatIonal food tIps. Mitchell, P. 2011 1 DVD (20 min.)

One of the databases available, Education Research Complete, is the definitive online resource for education research. Topics covered include all levels of education from early childhood to higher education, and all educational specialties, such as multilingual education, health education, and testing. Education Research Complete provides indexing and abstracts for more than 2,100 journals, as well as full text for more than 1,200 journals. EXAMPLES OF FULL TEXT ARTICLES AVAILABLE: You are what you eat? The association between food and cognitive ability. Full text available by: von Stumm, Sophie. Learning & Skills Bulletin. 2012-10-26, Issue 71, p.8-9. “Food types can be differentiated as fast and slow food meals. Fast foods characterize the meat-sweet diet that is full of calories, sodium, salts and sugars but lacks minerals and vitamins including folic acids. But it is the minerals, vitamins and folic acids that are particularly important for our brain functioning. For example, they help synthesizing neurotransmitters and proteins that help brain cells to communicate. They also help cleaning our brain cells, so that they are not blocked by any clutter. By comparison to fast food meals, slow food is made from fresh ingredients that provide all the nutrients that benefit brain functioning.” Breakfast and the achievement gap among urban minority youth. Full Text Available By: Basch, Charles E. Journal of School Health. Oct 2011, Vol. 81 Issue 10, p.635-640.

smart nutrItIon. Halula, W. 2009 1 DVD (21 min.)

“Neuroscience research has identified the processes by which dietary behaviour inﬂuences neuronal activity and synaptic plasticity, both of which inﬂuence cognitive functions. Participation in School Breakfast Programs has also been associated with reduced absenteeism. Skipping breakfast has a negative impact on academic achievement by adversely affecting cognition and absenteeism.”

nutrItIon controversIes. Halula, W. 2009 1 DVD (23 min.)

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.

OR go to our website: http://edulis.pgwc.gov.za

Electronic registration GO TO http://goo.gl/pBsZB (Please read terms and conditions).

Click on “Library membership registration form”

Click on “Libraries” Click on “Register as member” (Please read terms and conditions).

Complete the form and submit.

Free student breakfasts: surest way to raise performance. Full text available by: Chmelynski, Carol. Education Digest. Apr 2007, Vol. 72 Issue 8, p.59-61. “The article focuses on the offering of free student breakfasts at schools in the United States as a way of boosting school performance. A breakfast program is said to help schools struggling to meet standards under the No Child Left Behind program, as schools with free breakfast for all have shown an improvement in test scores.” Access is restricted to EDULIS Library & District Resource Centre clients. Contact EDULIS Library for login details. (0219579618)

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

Metropole East Cheryl Joseph Tel: 021 900 5111 Cehjoseph@westerncape. 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@westerncape.gov.za AZ Berman Drive Lengtegeur MITCHELLS PLAIN

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

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

update EDUCATION

news

JuNE 2013

fpmc

fpmc: education on a (heart)beat of passion”

There is one school in Paarl that does not have a single class that’s ever quiet – and how poor would the world be without these sounds!

t the Frank Pietersen Music Centre life is celebrated with music. The sounds of choirs singing and African drums keeping a joyous beat, mingle with the sweet melodies of violins and the rich sounds of clarinets, while all of this is triumphantly crowned by trumpets’ victorious sounds. And this is just the beginning of a school fuelled by passionate teachers, enthusiastic learners and ever-friendly support staff. The Centre currently has four full-time teachers and 17 part-time teachers. About 600 learners are enrolled. With learners from the variety of day school in the Cape Winelands, it truly represents the demography of the new

Above: Brass players from the junior wind band at a recent Ensemble Concert held at the Toring Kerk.

Hugo Lambrechts Music Trust Concert On Saturday 23 February the Hugo Lambrechts Music Centre held a prestigious concert in their auditorium to host the activities of their Trust.

Estée Adams (12) entertains the audience.

The Hugo Lambrechts Music Trust was established in 2002 to sponsor expensive instruments and fund five development projects run by the Music Centre. The first item, an ensemble of eleven harps on stage, was a first for Cape Town and maybe even South Africa. After the harps, some of the Adopt-a-Muzo students performed solo items as well as with the Hugo Lambrechts Symphony Orchestra. Adopt-a-Muzo is a special project of the Hugo Lambrechts Music Trust. At the moment 10 pupils are part of this project. They are accomplished musicians whose natural talents still need nurturing. While they are willing

South African school. The centre has many programs in place to make tuition accessible for any learner. One of these programs is the development groups which run successfully in schools in Mbekweni, Paarl East and amongst farm children. The Music Centre provides individual tuition in all orchestral instruments, piano, Western and African percussion, as well as singing. Instruments can be hired from the centre, which allows for an easy start to a dream of playing which ever instrument.

“learners are taught to love both musIc and people of every culture and kInd.” Both percussion departments are also well equipped with the wide range of percussion instruments and provide a stimulating learning environment. The joy of music is shared in ensembles. The music centre has Junior and Senior String-, Brass-, Orchestral Percussionand African Percussion Ensembles as well as a Junior and Senior Windband, a Jazz Combo and a Youth Orchestra. It is compulsory for all learners taking lessons in an orchestral instrument to be part of an ensemble. Participation and exposure to ensemble playing

to put in the many hours of practice and are dedicated to their chosen art form, financial constraints hamper their development. As part of the centre’s development projects, more than 100 learners from the primary schools Silversands, Rosendal, John Pama, Kalksteenfontein and Matroosbergweg are given the opportunity to experience the joy of playing an instrument. These projects are partly sponsored by the Trust as music instruments are very expensive. The Student of the Year at the Hugo Lambrechts Centre in 2012, Danielle Rossouw, also played an item to show the audience what can be achieved with hard work. Danielle, a Grade 10 learner at DF Malan High School, was initially a student of the late Leon Hartshorne and currently a student of Charlene Saayman. She has numerous awards to her credit in local competitions and also the SAMRO Hubert van der Spuy National Music Competition. She has performed as soloist with the Cape Philharmonic Orchestra as well as the HL Symphony Orchestra. The evening concluded with the

not only shares the joys of music, it also teaches learners the skill to play in a group and the responsibility of being part of a group. The centre also has a strong vocal component with a Singing Ensemble and three choirs: a Children’s Choir, a Youth choir as well as an Adult choir. The centre’s three choirs are well known voices in the community. The sounds of the children’s choir, Youth choir as well as the Adult choir turn the former Athlone Education College building into a nest of warm, rich sounds. The former two choirs focus on the development of young voices, whereas the latter stimulates and further develops adult music lovers’ knowledge and skills. This underlines the mission of the Centre: to musically develop learners and adults. Annual concerts for the above mentioned ensembles include the Ensemble concert in the second term, the Gala concert in the third term and the Christmas Concert in the fourth term. As of 2010 the Centre was granted permission by the Education Department to present FET Music as a subject. This allows for learners with a talent and passion for music to take Music as a FET subject even though the day school they attend does not offer this subject choice. The first group

of FET learners passed the grade 12 Music Exam in 2012, achieving an aggregate of 77%. The Frank Pietersen Music Centre is a place where learners are taught to love both music and people of every culture and kind. They learn the discipline of practising, setting a goal and working for it. And it is on this road to their goals that strong character is formed and the joys of life are shared. In the words of Elvis Blue, “I believe music can change a person’s life for the better.” The Frank Pietersen Music Centre is and has indeed been the home of many a changed life.

Above: Eleven harpists on stage is a rare event.

“more than 100 learners are gIven the opportunIty to experIence the joy of playIng an Instrument”

performance of Finlandia by the Hugo Lambrechts Symphony Orchestra. The evening was a great success and the collaboration of FMR as well as the Rupert Music Foundation, who sponsored the concert, must be thanked. We hope that the Trust will be able to help lots of talented students in future to live their dreams.

update EDUCATION

noticeboard

JUNE 2013

A QUICK GUIDE TO

circulars

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

0003/2013

Western Cape Education Department’s Literacy and Numeracy Intervention (Phase 3) http://wced.school.za/circulars/minutes13/ CMminutes/edcg3_13.html 0004/2013

0003/2013

0017/2013

Staggered Working Hours for office http://wced.school.za/circulars/circulars13/e3_13. based employees who observe normal working hours html Industrial action contingency plan

0004/2013

Implementation of the 2013-2017 Employment Equity Plan for the Western Cape Education Department

http://wced.school.za/circulars/circulars13/ e17_13.html 0018/2013

Final timetable and arrangements for http://wced.school.za/circulars/circulars13/e4_13. the June 2013 Adult Basic Education and Training (ABET) Level 4 examinations html 0005/2013

http://wced.school.za/circulars/circulars13/ e18_13.html

Policy on Irregular, Fruitless and Wasteful, 0019/2013 and Unauthorised Expenditure in the National Textbook Catalogues for Grades WCED http://wced.school.za/circulars/circulars13/e5_13. 7 to 9 and Grade 12 http://wced.school.za/circulars/circulars13/ e19_13.html

html 0006/2013

Family responsibility leave for officebased educators http://wced.school.za/ circulars/circulars13/e6_13.html 0007/2013

Family responsibility leave and special leave for urgent private matters for institution-based educators

0020/2013

Implementation of the Disability Strategy and Disability Disclosure Form for the Western Cape Education Department http://wced.school.za/circulars/circulars13/ e20_13.html

0021/2013 http://wced.school.za/circulars/circulars13/e7_13. (a) National Textbook Catalogue html

Addendum for Intermediate Phase Natural Sciences and Technology Norm and Standards Funding for Schools - (b) National Textbook Catalogue Financial allocation to SECTION 21 schools Addenda for Grades 10 and 11 http://wced.school.za/circulars/circulars13/ for the 2013/14 Financial Year 0008/2013

http://wced.school.za/circulars/circulars13/e8_13. e21_13.html html 0022/2013 0009/2013

Norm and Standards Funding for Schools - Financial allocation to NON SECTION 21 schools for the 2013/14 Financial Year http://wced.school.za/circulars/circulars13/e9_13. html 0010/2013

Management of the 8-week Rule to prevent the misuse of normal sick leave http://wced.school.za/circulars/circulars13/ e22_13.html 0023/2013

Timetable and Guidelines for the 2013 Annual National Assessments

Amendments to the Norms and Standards http://wced.school.za/circulars/circulars13/ e23_13.html for School Funding as regards SGB association membership and the training 0024/2013 of SGBs Procedures and tariffs for official http://wced.school.za/circulars/circulars13/ gatherings (seminars, workshops, e10_13.htm training sessions and conferences) 0012/2013

Early enrolment for 2014 http://wced.school.za/circulars/circulars13/ e12_13.html 0013/2013

Final timetable and arrangements for the April – June 2013 Senior certificate Examination http://wced.school.za/circulars/circulars13/ e13_13.html 0014/2013

WCED circulars issued during 2012 http://wced.school.za/circulars/circulars13/ e14_13.html 0015/2013

Increased Grade R learner subsidies and related matters http://wced.school.za/circulars/circulars13/ e15_13.html 0016/2013

Provision of textbooks to support CAPS implementation in 2014 http://wced.school.za/circulars/circulars13/ e16_13.html

http://wced.school.za/circulars/circulars13/ e24_13.html 0025/2013

Western Cape Education Department Policy on Learner Transport Schemes at Ordinary Public Schools http://wced.school.za/circulars/circulars13/ e25_13.html 0026/2013

Amendments to the timetable for June 2013 Adult Basic Education and Training Level 4 examinations http://wced.school.za/circulars/circulars13/ e26_13.html

EDUCATION PLANNING MINUTES INFRASTRUCTURE PLANNING AND MANAGEMENT 0001/2013

Updating of the National Education Infrastructure Management System http://wced.school.za/circulars/minutes13/ PSminutes/edip1_13.html

INSTITUTIONAL RESOURCE SUPPORT

Astroquiz 2013 – Grade 7 learners http://wced.school.za/circulars/minutes13/ CMminutes/edcg4_13.html

0001/2013

WCED’s Standard Operating Procedures Manual for the Management of Learner Transport Schemes at ordinary public schools http://wced.school.za/circulars/minutes13/ PSminutes/edir1_13.html 0002/2013

Celebrating South African Library Week 2013 within the WCED http://wced.school.za/circulars/minutes13/ PSminutes/edir2_13.html 0004/2013

Celebrating World Book Day – 23 April http://wced.school.za/circulars/minutes13/ PSminutes/edir4_13.html 0005/2013

Grades 7 – 9 and Grade 12 CAPS Textbook exhibitions (13 – 27 May 2013)

http://wced.school.za/circulars/minutes13/ IDCminutes/eimg2_13.html

0001/2013

Telematics programme in February – March 2013 for Grade 12 learners and candidates writing the supplementary National Senior Certificate Examinations http://wced.school.za/circulars/minutes13/ CMminutes/edcf1_13.html 0002/2013

Theatre productions of Grade 12 Prescribed Literature at Artscape in 2013 http://wced.school.za/circulars/minutes13/ CMminutes/edcf2_13.html 0004/2013

http://wced.school.za/circulars/minutes13/ CMminutes/edcf4_13.html

CURRICULUM AND ASSESSMENT MANAGEMENT MINUTES ASSESSMENT MANAGEMENT 0006/2013

Applications for positions of internal moderators, chief markers, deputy chief markers and markers for the National Senior Certificate (NSC) Examination of November 2013 and the Supplementary Examination of February/March 2014 http://wced.school.za/circulars/minutes13/ CMminutes/edam6_13.html 0009/2013

Verification of Learner Registration Data on the Centralised Education Management Information System (CEMIS) for the Annual National Assessments for Grades 1 – 6 and 9 http://wced.school.za/circulars/minutes13/ CMminutes/edam9_13.html

CAPE TEACHING AND LEADERSHIP 0001/2013

2014 Bursaries for Advanced Certificate in Education: School Leadership http://wced.school.za/circulars/minutes13/ CMminutes/ectli1_13.html

CURRICULUM GET 0001/2013

Curriculum and Assessment Policy Statement – rollout plan for the Senior Phase (Grades 7 to 9) http://wced.school.za/circulars/minutes13/ CMminutes/edcg2_13.html

0002/2013

Curriculum FET

KNOWLEDGE & INFORMATION MANAGEMENT

http://wced.school.za/circulars/minutes13/ PSminutes/edkm1_13.html

http://wced.school.za/circulars/minutes13/ IDCminutes/eimg1_13.html

http://wced.school.za/circulars/minutes13/ CMminutes/edcg5_13.html

0005/2013

Providing Creative Arts Kits for Grades 4 to 6

Curriculum and Assessment Policy Statement – Orientation of Grade 12 teachers

2013 Annual Survey of Ordinary Schools and ANA learner registration

0001/2013

School terms and public holidays for 2014

Procedures for the provision of information by Community Learning Centres and the registration, funding, closure and name-changing of Community Learning Centres

http://wced.school.za/circulars/minutes13/ PSminutes/edir5_13.html

0001/2013

INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING

0005/2013

Projects Curriculum FET http://wced.school.za/circulars/minutes13/ CMminutes/edcf5_13.html 0006/2013

Invitation to South African Schools to participate in the 4th Youth Citizens Action Programme (YCAP) Competition in 2013 http://wced.school.za/circulars/minutes13/ CMminutes/edcf6_13.html 0007/2013

Telematics programme for Grades 10, 11 and 12 learners during May to October 2013 http://wced.school.za/circulars/minutes13/ CMminutes/edcf7_13.html 0008/2013

Delay in introduction of Folklore to Grade 12 African Languages’ Literature components until 2015 http://wced.school.za/circulars/minutes13/ CMminutes/edcf8_13.html 0009/2013

2013 Grade 12 Literature prescribed again for 2014 http://wced.school.za/circulars/minutes13/ CMminutes/edcf9_13.html 0010/2013

REQUEST FOR SOUTH AFRICAN SCHOOLS TO COMMEMORATE AFRICA DAY 2013 DURING THE WEEK 20 - 24 MAY 2013 http://wced.school.za/circulars/minutes13/ CMminutes/edcf10_13.html

INSTITUTION DEVELOPMENT AND COORDINATION MINUTES INSTITUTION DEVELOPMENT AND CO-ORDINATION 0001/2013

School attendance by Grades 1 to 11 learners during and after the 2013 examinations http://wced.school.za/circulars/minutes13/ IDCminutes/eidc1_13.html

CORPORATE SERVICES MINUTES BUSINESS STRATEGY AND STAKEHOLDER MANAGEMENT 0002/2013

School improvement monitoring (SIM) http://wced.school.za/circulars/ minutes13/CSminutes/edbs2_13.html

COMMUNICATION 0001/2013

Closing of Edumedia Bank Account and change in future business process http://wced.school.za/circulars/minutes13/ CSminutes/edco1_13.html

FINANCIAL ACCOUNTING 0002/2013

BASIC ACCOUNTING SYSTEM (BAS) – CLOSING PROCEDURES FOR THE 2012-13 FINANCIAL YEAR http://wced.school.za/circulars/minutes13/ CSminutes/edfa2_13.html 0003/2013

Inputs required for compilation of financial statements for the 2012/2013 financial year http://wced.school.za/circulars/minutes13/ CSminutes/edfa3_13.html

HUMAN RESOURCE MANAGEMENT 0001/2013

VACANCY BULLETINS FOR OFFICEBASED EDUCATORS AND PUBLIC SERVICE STAFF 2013 http://wced.school.za/circulars/minutes13/ CSminutes/ehrm1_13.html 0002/2013

Payment of an acting allowance to an employee appointed as an officebased educator or public servant in a higher funded post in an acting capacity http://wced.school.za/circulars/minutes13/ CSminutes/ehrm2_13.html 0003/2013

Payment of an acting allowance to an employee appointed as an institution-based public servant in a higher funded post in an acting capacity http://wced.school.za/circulars/minutes13/ CSminutes/ehrm3_13.html

PROCUREMENT MANAGEMENT 0001/2013

Audit and validation of the asset register for mobile units http://wced.school.za/circulars/minutes13/ CSminutes/edpm1_13.html

update EDUCATION

news

JuNE 2013

top schools

western cape schools dominate top schools survey

“the Books wiLL give Learners the opportUnitY to enhance their knowLeDge of Different sporting coDes”

Nine Western Cape schools have been included in a survey of the top 25 government high schools in South Africa.

conference

he Fairlady Survey 2013, published in the June 2013 edition of the magazine, identified 60 schools out of 25 000 schools in the country that achieved a 100% pass rate over the past five years. Schools were then scored according to academics, facilities, fees and curriculum. The following Western Cape schools attained the highest percentages overall, in alphabetical order: DF Malan High school, Durbanville High school, Bloemhof Girls’ High school, La Rochelle Girls’ High school, Paarl Girls’ High school, Rhenish Girls’ High school, Rondebosch Boys’ High school, Rustenburg High school for Girls and Westerford High school.

DF Malan High School was singled out for the extensive range of subjects offered while Durbanville High School had the distinction of the most bursaries offered. With an average of four A symbols attained by each girl, Bloemhof had the highest number of subject distinctions per learner. Westerford High School achieved the highest bachelor pass rate of 99.02%. Six KwaZulu-Natal schools have been included on the list of top schools, followed by Gauteng with four schools. The Eastern Cape, Northern Cape and the Free State were each represented by two schools. The entire database of schools with their results is available online at www.fairlady.com.

DONATION OF BOOKS BY PuBLISHER In February Briza publications, a publisher from Pretoria made a generous donation of 600 copies of the following books to the Western Cape Education Department for distribution to schools. Fietsfiks in sewe weke Gholf in aksie Skubaduik in aksie Tennis in aksie Tuinmaak is pret

LEARNER LEADER CONFERENCE 2013

Briza Publications is a publisher which deals mainly with scientific books for libraries, schools and bookshops. The books donated by them target both Grades 8-11 Afrikaans Home Language and Afrikaans First Additional Language. The books were distributed to schools and the schools were requested to display the books in their libraries. This will give learners the opportunity to

nearly 600 learners beneﬁt from wced’s youth focus project

T La Rochelle Girls’ High School hosted a leadership conference for learners for the fourth consecutive year. Two-hundred and eighty students from 46 schools in the Cape Winelands, West Coast and Overberg Education Districts had the opportunity to network and

listen to various guest speakers. Prof Jonathan Jansen, Rector of the University of the Free State, talked about Leadership: Seven tips a la Jansen you cannot find in a book. Jane Raphaely, chairperson of Associated Media Publishing, shared her life and rise in the print media as contained in her book

Jane Unedited. Pieter Geldenhuys, IT specialist and Futurist, forecast the working environment in 10 to 20 year, and the skills that students need, with dazzling graphics and statistics. He also referred to exciting technology that will be in use within the next five years.

enhance their knowledge of the different sporting codes which is in support of the WCED objective of ensuring that every school in the province offers extramural activities to its learners. The Western Cape Education Department thanks Briza Publications for their unselfish service to positively enrich school communities through this donation.

he project offers new hope for learners who are at risk of dropping out after repeatedly not been promoted at the end of Grades 9 and 10 and who are generally three to four years older than other learners in these Grades. The learners have been placed in occupationally directed courses at FET Colleges and AET Centres to complete a bridging programme that will culminate in a General Education and Training Certificate: Adult Basic Education and Training (NQF Level 1). Registration and classes commenced at FET Colleges in February 2013. A total of 416 learners are funded by the WCED and are enrolled at FET colleges. A further 33 learners are funded by the Manufacturing, Engineering and Related Services Sector Education

and Training Authority for an artisanship programme. A group of 20 learners will start a National Certificate in Clothing Manufacturing Processes offered by the Western Cape Cloting and Textile Services Centre in July. 130 learners have been placed at AET centres since June 2012, as part of the Youth Focus Project.

“a total of 416 learners are funded by the wced and are enrolled at fet colleges”

update EDUCATION

sport

JUNE 2013

SASAPD CHAMPIONSIPS

Photo: Duif du Toit / Gallo Images

Ruhan stars for WP at national championships Ruhan van Rooyen, is well on his way to the Paralympic Games in Rio de Janeiro in 2016. After a brilliant performance at the Nedbank National Championships at the end of March, Ruhan, a learner at Jan van Riebeeck High School in Cape Town, was named the South African Sports Association for People with Disabilities (SASAPD) junior athlete of the year at the closing function of the championships. He won gold in the 100m and 200m athletics events and the time trail cycling final. Ruhan and his WPcyclingPD junior para-cycling team mates earned 19 gold, 3 silver and 4 bronze medals between the eight of them. He has been earmarked to take part in the Paralympic Games in Rio de Janeiro 2016.

NETBALL

Netball SA scores in Cape Town More than 100 coaches from across the Western Cape turned up the Netball South Africa Spar Proteas Road Show that launched at the Western Cape Sports School in Kuils River in April. Photo: Netball South Africa / Kevin Petersen

Above: Members of the Spar Proteas and Spar Baby Proteas (U/21) were on hand to help national coach Elize Kotze demonstrate international coaching techniques at the Netball South Africa Spar Proteas Road Show at the Western Cape Sports School in Kuils River.

he road show is a countrywide drive aimed at improving the standard of coaching from grass roots level up. Spar Proteas national team coach Elize Kotze took the school and club coaches through the latest international coaching techniques to bring them up to speed with international best practice. Netball SA wants to assist coaches to develop players who can meet the needs of international competition. The programme included among others coaching ethics/bench protocol; coach and player relationships; skills coaching and tactical play. “This is wonderful, I’m really glad

that we have coaching of this magnitude at local level,” said Danlee Mathews, a coach at the Western Cape Sports School. “The programme is well structured and it’s especially good to know what the national coach expects of us and what she would like us to do.” University of the Western Cape coach Magdalene Wagner said the training was valuable for coaches at all levels. “The variations and movement that the coaches are being exposed to will help to improve training. I encourage those coaches in other venues to attend the workshops,” said Wagner.

Kotze said she was overjoyed with the turnout and Cape Town set the foundation for a successful tour. “I’ve tried to instill the type of thinking that the best exponents of the sport currently employ. The enthusiasm and reception that we have received here today indicate that we have a very passionate and committed netball culture in this part of the world. “I believe we’ll see similar response during the rest of the tour. Participants received a Mitre ball and a training DVD to assist when they return to their clubs and schools. A follow up tour will be held later in the year.

Local school boasts top cricketer on their teaching staff Teaching takes priority for Sunette Loubser, one of SA’s top spin bowlers for the South African Women’s Cricket team. Loubser has been teaching Business Studies, Economics and Life Orientation at Parow High School for the past eight years. She has been Boland Captain since 2005 and made her debut for the national team in 2007. Between 2008 and the end of 2009, Loubser captained the Proteas. In 2011, she was named the best national women’s cricketer. She started out as a fast bowler, but after breaking her ankle she took to spin bowling. The highlights of her cricketing career include her first One Day International for SA against Pakistan and only conceding 16 runs in 10 overs, as well as playing at Lord’s Cricket Ground which is considered to be the official home of cricket. “It is a big honour for cricketers to play at Lord’s because of the tradition and history of the field, more so for women because we do not often get the opportunity to play there.” The recent Women’s Cricket World Cup in India was one of her best and Loubser said she will decide about her future as a cricketer after the T20 World Cup next year. “I feel that I still have a lot to offer the team.” It is not always easy to find the time to stay match fit, but Loubser maintained that if something is important to you, you make time. She gets up at five in the morning to train in the gym before school. In the

afternoons, she coaches the school’s u.19 netball team and the u.15 boys’ cricket team. Last year, Loubser and a colleague started a girls’ cricket team at the school. The team does very well and won all their games except for one draw and a loss. One of the cricketers went to the WP trials and at the time of publication they were anxiously waiting to hear the outcome. She initially studied sport management but in her second year she decided to do teaching. It was a decision she never regretted. “I enjoy working with the children.”

“Loubser initially studied sport management but in her second year she decided to do teaching, a decision she never regretted” Loubser said the support from her colleagues and the learners enables her to juggle the demands of teaching and representing the country in a sport. “It is difficult to be away from school. It also takes a lot of administration work to do cricket and teaching. It certainly taught me to always make sure my work is up to date. I would also like to continue my studies in future, but at the moment I concentrate on doing my best in the activities I am engaged in.”