WCEDnews || 03 by Western Cape Education Department

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Inside this issue

news

Principals have welcomed the department’s turn-around strategy to improve the matric results to 80% this year. See page 2

f e at u r e

The WCED kicked off the year with a campaign to support schools in their efforts to improve the literacy and numeracy skills of children in primary school. See page 7

a r t s a n d c u lt u r e

Boland College’s Kannidood initiative, under the WCED billboard, took the campus out to an impoverished community and gave it hope that things can be different. See page 13

Western Cape literacy and numeracy pass rates improve The Western Cape Education Department is well on its way to achieving targets of 65% for Grade 6 literacy and 50% for numeracy in 2014, said provincial Minister of Education, Donald Grant.

early 84 000 Grade 6 learners from 1 046 schools in the Western Cape wrote literacy and numeracy tests in November 2009 and announcing the results last month, Grant said the results showed steady progress in improving the literacy skills of learners. In 2009 48.6% of learners achieved 50% or more for literacy – an increase of 13.6% since 2003. However, the results showed that in relation to numeracy, there was much room for improvement. Grant said while there had been a welcomed 3.4% increase since the last test in 2007, the overall result of 17.4% was unacceptably low. “It is, however, encouraging to note, that these results outperform our targets for improving performance levels in literacy and numeracy in 2010. “In our strategic plan for education, released last November, we set targets for the improvement of the Grade 6 literacy and numeracy results for 2010 at 45% for literacy and 15% for numeracy.

Therefore, if we continue at these rates of improvement, we are well on our way to achieving our targets of 65% for literacy and 50% for numeracy in 2014.” Penny Vinjevold, the Head of Education in Western Cape, said the department will continue to refine the literacy and numeracy strategy, with a special emphasis on mathematics. The strategy includes diagnostic tests, classroom support, special teaching and learning support materials, teacher training, special programmes by districts and schools, and family learning activities. Vinjevold said the teacher training programme, which started last year, will benefit every primary school in the province over an 8 year period. The department appointed experts in the field of literacy and numeracy to train teachers in these disciplines. Teachers are trained in new methodology while existing methodology is strengthened. To boost learners’ performance in numeracy the department will intensify its strategy by investing

These learners’ love for reading is reflected in the steady improvement in literacy skills over the past six years.

“... the department will intensify its strategy by investing more in textbooks and mental arithmetic as well as share best practice” more in textbooks and mental arithmetic as well as share best practice, Vinjevold added. She said the department’s literacy and numeracy road show across the province will see principals briefed on the results of the Grade 3 assessment and congratulatory visits to schools that have improved. There will also be targeted assistance and support offered to schools that have not shown improvement. Community meetings will be held to inform

parents about how they can help improve the literacy and numeracy skills of their children. Vinjevold will also release a letter to all parents, explaining how their child’s school performed in the latest assessment, relative to the provincial average. This will enable parents more effectively to hold their child’s school accountable for their performance. Grant said the important role of parental involvement in their child’s education cannot be emphasised enough. “We strongly encourage parents to talk to their children about what they are doing at school; what they read, what they wrote and what sums they did. We also want parents to speak to teachers about what they are doing in school to build these skills, and what parents can do to help their child’s teachers. “Through the combined effort of learners, teachers and parents, as well as support from the WCED we are confident that we can continue to increase the levels of competency in literacy and numeracy in this province.”

New beginnings Three new schools opened in January bringing relief to thousands of learners who in the past had to travel long distances to get to school. Sport

Rabian Engelbrecht of New Orleans Secondary showed off his bowling skills during the ICC U19 Cricket World Cup in New Zealand. See page 16

Regulars: news

features

Witteklip Primary School in Vredenburg opened in January this year.

insight and opinion

The new schools are Avian Park Primary in Worcester, Witteklip Primary in Vredenburg, and Gansbaai Secondary School. The WCED will open Bardale Secondary in Mfuleni in the second quarter. Wayne Blauw of the Western Cape Education Foundation said learners at Witteklip Primary school have access to state of the art facilities. The school was constructed with part funding from PetroSA and caters for the cultural diversity of the community it serves.

professional development

reviews

arts and culture

notice board

sport

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News in brief Tafelsig learners march on to greatness

Rachel’s Angels reward their brightest stars

The achievement of the drill squad of Tafelsig High School in Mitchell’s Plain in the Police Marching Competition late last year has seen the number of members in the squad almost double this year. Teacher Selvin Lewis said outdoing ten other local schools and winning the competition had a snowball effect with more learners signing up. The squad now has their sights set on a tour to the UK in 2011. Lewis said by participating in the drill squad learners are taught to be disciplined and it instilled self pride in them. He said parents are also very supportive. Experienced members of the team, who had been involved with the drill squad since its inception more than two years ago, teach new members the basics.

Bernadino Heights High School in Kraaifontein walked away with two of the three awards at a recent gala ceremony hosted by the Rachel’s Angels Trust to award all particpating schools, mentors and mentees of the programme. The mentorship programme, in conjunction with Stellenbosch University, aims to provide grade 11 and 12 learners the opportunity to broaden their academic horizons as well as empower them with life skills and entrepreneurial skills. Bernadino Heights won the Best School for 2008/09 award after 7 of the school’s angels collectively achieved 16 distictions in the 2009 matric exams. The school’s head girl Chanelle Roelf walked away with the Best Mentee for 2008/09 award after achieving a 83.6 % average with no less than 5 distintions during the 2009 matric examination.

Strategy to increase the Grade 12 pass rate Principals have welcomed the Western Cape Education Department’s turn-around strategy to increase the province’s Grade 12 pass rate to 80% this year.

For more information regarding the Rachel’s Angels mentorship programme please visit their website at: www.empowerment24.com.

Techno-girls Sharo-Lee Solomons, a learner at Groenberg Secondary School in Grabouw will be jetting off to Beijing in May to attend the Global Summit of Women. This comes after Groenberg won first place for an entrepreneurial idea presented at a workshop hosted by the Department ofTrade and Industry (dti). The learners transformed a plastic two liter cool drink bottle into storage containers by cutting the bottom part in a butterfly pattern and decorating it. Anthony Hess, Principal of Groenberg Secondary, said the butterfly boxes looked very attractive, are stackable and very versatile. The dti’s Technology for Women in Business (TWIB) Technogirl initiative, in partnership with Cell C, intends to introduce and encourage young girls into techno-entrepreneurship. The winning team from Groenberg will also attend the TWIB conference and award ceremony in Durban on 25 February. The TWIB Conference will run parallel to a workshop organised for the Techno-girls. This will entail basic information on business start-ups and financial management. Sharo-Lee and the two other main presenters of the schools that were placed second and third respectively, Masibambane Secondary School in Kraaifontein and Thembalethu Secondary School in George, will be accompanied to Beijing by Ronald Phillips, a teacher at Groenberg Secondary.

Long wait over as school gets new hall Westridge Secondary School in Mitchell’s Plain will officially open their new school hall this month after the Western Cape Education Foundation (WCED) brokered a joint venture with Vodacom and Garden Cities for the construction of the hall. The building costs were R4 million. Wayne Blauw of the WCEF said Westridge was the first school to be established between the dunes of Mitchell’s Plain in 1977, but the absence of a school hall limited the development of cultural, sport and community access to the school. The school caters for about 1 200 children from all areas of Mitchell’s Plain, Delft and Khayelitsha. Blauw said the investment in a much-needed and long awaited school facility will have a direct impact on the delivery of education in the area. “A school hall can contribute to the overall learner experience. For example, assemblies can be held even if it is raining and cold, the school and the community will have somewhere to meet, interact, perform and enjoy a facility that most privileged schools take for granted. “This project will also serve as a model for using public-private partnerships to facilitate and fast-track delivery of public school facilities in disadvantaged areas.”

he strategy includes targets for individual school improvement, monitoring teacher and learner attendance to increase the time spent delivering the curriculum and providing management support to underperforming schools. David Qinisile, principal of Khayelitsha Number 1 Senior Secondary School, said after only managing a 47% success rate in 2009, his school was looking forward to any support from the department to boost their performance. Johan Crous, principal of Bellville High School, expressed appreciation for the department’s strategy which involved providing assistance to top performing schools on request. “If we need them, they will be available.” Announcing the strategy, Donald Grant, Western Cape Education Minister, said that while the province’s Grade 12 pass rate remained the highest in the country at 75.7% in 2009, it had decreased by almost 10% over the last five years. Specific targets for 2010 include an increase in the number of learners writing the examinations and a reduction in the number of underperforming high schools to 55. “By 2014, we plan to have reduced this number to zero.” Grant said the further deterioration of the National Senior Certificate (NSC) results in 2009 made these targets ambitious. “But we are determined to succeed. While we realise that there is no quick fix in education, we believe that these targets are achievable with dedicated and

targeted planning and support.” Penny Vinjevold, SuperintendentGeneral of education in the Western Cape, said the targets are based on detailed analysis. “We looked at historical trends and although we set ambitious targets we believe that if we have very focused interventions, and these interventions relate to the management of the schools and the teaching of particular subjects, we should be able to reach them.”

“Specific targets for 2010 include an increase in the number of learners writing the examinations” To relieve the burden on districts all 64 independent schools that write the NSC will from now on be the responsibility of Head Office. This will free up the Districts to concentrate on state schools All 167 schools that achieved a pass rate of more then 90% have been congratulated and informed that they will receive assistance from the districts on request. “We urged them to maintain their standards, increase the numbers passing if they can and improve the quality of passes. They can apply to us if they need additional assistance, but in many ways we are leaving them to get on with the good work they are

doing.” The 101 schools that achieved pass rates between 60% and 89% have been visited by Circuit Team Managers to identify particular support required from the department to help improve learner outcomes at these schools. A detailed plan for improvements had been developed for the 85 schools with under 60% pass rate in 2009. Charles Marthinussen, principal of Atlantis Secondary School, said it came as a shock to the teachers at the school when the class of 2009 only recorded a 51% pass rate, this despite classes after school, on Saturdays and during holidays. He said they have now reviewed their strategy. “Learners will be empowered with effective study methods and we will make use of specialists within the department to offer additional support to our learners.” Vinjevold said another targeted intervention is to increase the pass rate in high enrolment subjects with high failure rates like Mathematics, Physical Science, Geography, Life Sciences, Accounting and Economics. Support to teachers and learners would include tutors in schools, telematics, DVDs, extra textbooks, past papers and teacher training. Teachers will also be encouraged to take responsibility for individual learners in their class. Grant said the impact of all these initiatives will be tracked and monitored closely during the year, to ensure that any weaknesses are corrected in good time.

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Vacancy lists

History lesson in Paternoster The discovery of pre-colonial burials on the grounds of St. Augustine’s Primary School in Paternoster has put the school on the national and possibly the international archeological map.

o said acting principal Jesse Constable in reaction to the publicity the school received since the burials were discovered in December last year. Three partial human skeletons were found by construction workers digging trenches for two new classrooms. “I immediately contacted Pipa Haarhoff at the West-Coast Fossil Park. She in turn informed the Western Cape Heritage Council.” Construction was halted until archeological excavation could take place. Constable said when the school re-opened in January, learners, scared of ghosts, kept their distance from the cordoned off site. “I reassured them

that it is the bones of our forefathers.” Constable said that despite some concerns about the possibility that there might be more graves on the school grounds and the implications for St. Augustine’s, the whole community is ecstatic about the invaluable discovery and they believe it will help to complete the puzzle of their existence. Currently no cars are allowed on the school premises so that learners have some space to play during breaks. Following a visit to the site in January, Nick Wiltshire, a senior heritage officer at the provincial heritage resource authority, reported that a

piece of burnished pottery found at the site place at least some aspects of the site within the last 2000 years. However, the lack of more pottery might place the more likely age of the site in the last 3-4000 years but this can only be confirmed by proper dating methods when the archaeological excavation takes place. Constable said it has been agreed that the learners would be able to watch as archeologists do their work. He said requests were also received from other schools that want to visit the site. “Where in the past we had to travel to Cape Town to visit museums we now have this historical treasure on our own doorstep.”

“... a piece of burnished pottery found at the site place at least some aspects of the site within the last 2000 years.”

Five vacancy lists in 2010 The Western Cape Education Department (WCED) will issue five vacancy lists in 2010. Norman Daniels, Director: Internal Human Capital Administration, said the WCED decided to increase the vacancy lists from two a year to provide better support to schools. He said Vacancy List 1 is for principals’ posts to ensure that no school is without a permanent principal. Vacancy List 2 will advertise posts for deputy principals and heads of departments only. Daniels said once a school’s senior management team is in place it will provide stability and the necessary programmes can be put in place to ensure that the school runs smoothly. Vacancy List .3 will advertise positions for Post Level 1 and Daniels said this would ensure that the school management is supported and strengthened. All promotional posts will be advertised in Vacancy List 4 while Vacancy List 5 will assist to fill more Post Level 1 positions. The dates of appointment for the different vacancy lists are 1 July 2010 and 1 January 2011.

news A burnished potte ry shard

A view of the site from the southwest corner

wcednews is the official

newspaper of the Western Cape Education Department.

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

Study bursaries

Paddy Attwell

Win by entering the Nedbank, Provincial Treasury and WCED Bursary Competition In pictures All 1 400 children and staff of the Rhenish Girls’ High and Rhenish Primary Schools in Stellenbosch gathered on the sports fields on the first day of the new academic year for an aerial photograph and the release of 150 helium balloons. This was the first of many events planned for the schools in this, their special 150th Anniversary Year. The Rhenish school and hostel was started in 1860 in a small building on the Braak in Stellenbosch, to provide schooling for the daughters of the Rhenish missionaries who had arrived there earlier. Rhenish started with eight young ladies and has grown to more than 660 in the High School. There is also a co-ed Primary School with 650 boys and girls which, due to the growing numbers, has been run separately from the High School since 1958.

eserving candidates who have the skills and aptitude, but not the financial means to study further, have an opportunity to secure a bursary by taking part in the official Nedbank / Treasury / WCED Essay for Bursary competition. The competition is aimed at Grade 11 learners studying Economics, Accounting and Mathematics and will be running from February 2010 to March 2011. Learners who wish to enter should enquire with their Grade 11 Economics, Accounting or Mathematics teachers. The closing date to enter by submitting an essay is 8 October 2010. Winners will be announced in March 2011. Lodi van Deventer, Senior Curriculum Planner for FET: Economics, Business Studies and

Entrepreneurship, said teachers are encouraged to promote and monitor the project throughout the year in the interest of ensuring life opportunities for possibly 12 disadvantaged learners. “The competition should be promoted at schools as part of the Grade 11 Economics Programme of Assessment (Research Project).” The aim of the competition, which is now in its third year, is to nurture and invest in the next generation of mathematicians, economists, decision makers and thinkers. The competition is based on the highly successful Nedbank and Old Mutual Budget Speech competition that has been running for almost four decades.

The bursary winners in the 2009 competition will be announced on 2 March 2010

Editor

Millicent Merton Contributors

Anne Schlebusch Bronagh Casey Derick Williams Geraldine Goldblatt and Avril Knott-Craig Hennie Mentz Henry Brown and Martin van Zyl Laetitia Swanepoel Nick Wiltshire Penny Liknaitzy Sandy Fourie Sigi Howes Susan Hanekom Sylvia Malinowski Zaahida Hartley Design

Infestation, Tel: 021 424 6701, Julia Ayerst and Jacky Smith

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NSC results

main reasons for failing nsC Total candidates failed 10 896

Grant issues call to action Donald Grant, Minister of Education in the Western Cape, issued a call to action when he announced the province’s National Senior Certificate results on 7 January. nsC results 2005-2009

“W

hen our administration came into office in May last year, we knew we had inherited an education system that was in distress based on an assessment of a number of basic, but deep seated indicators,” Grant said. “This was also evident in the gradual decline of our National Senior Certificate (NSC) pass rate, from 85.1% in 2004 to 78.6% in 2008.” “Not surprisingly, it has not been possible to reverse this decline in a very short period and I have this morning to announce a disappointing further 2,9% decrease from 78.6% to 75.7%.” Of the 44 931 learners who wrote the full examination, 34 017 learners passed. The number of learners who qualified for bachelors’ degree, diploma or certificate studies also declined. A total of 14 324 (31.9%) qualified for access to studies for bachelors’ degrees, compared to 14 512 (33%) in 2008. A total of 12 677 candidates qualified for access to diploma studies and 6 988 for certificates. In 2008, 12 842 candidates qualified for diploma studies and 7 108 for the certificate. 19 210 learners sat Mathematics this year. 12 467 passed (64.9%) compared to 13 003 (65.2%) in 2008. The Physical Science result was also very concerning, Grant said. “Of the 13 349 learners who sat the Physical Sciences paper this year; only 7 064 (52.9%) passed: this is a dramatic decrease from last year where 9 690 learners passed with a percentage pass rate of 71.2%.” “It is obvious by these results that we have a long way to go before ensuring that all the learners of the Western Cape achieve the kinds of quality passes that will improve

their life chances and provide for better opportunities and choices.” “These results strengthen our resolve to strive unflinchingly towards implementing our 10 key objectives of the strategic plan for education which we announced late last year.” The strategic plan sets clear targets over the next 10 years for improvement in literacy and numeracy, NSC results and the reduction in the number of under-performing schools. “Today’s results provide us with a baseline to measure real performance over the next ten years, and, through a sustained, focused and systematic approach we will achieve the targets that we have set.” While the overall pass rate was disappointing, the education community could also celebrate extraordinary achievement, Grant said. The Western Cape had the highest pass rate in the country and 144 schools achieved a pass rate of 95% or more. The number of candidates who sat for the exams increased from 43 957 in 2008 to 44 931 in 2009.

The 10 strategic priorities for the period 2010 to 2019 are: Literacy and numeracy Accountability

50000 40000 30000

Failed because of Home Language Failed because short one 40% subject

20000

Failed because short one 30% subject

10000 0

Failed because short 30% and 40% subjects but passed Home Language 2005

2006

2007

Wrote

Passed

B.Deg

2008

2009

Failed Home Language and too many other subjects

performanCe by national Quintiles

100

50000

40000

30000

20000

10000

INDEP NQ1

NQ2

NQ3

NQ4

Entered

NQ5 Total

INDEP

physiCal sCienCes performanCe: nsC

NQ1

Wrote

NQ2

Passed

NQ3

NQ4

NQ5

Total

mathematiCs performanCe: nsC

15000

20000

12000 2008

15000

2009

2008

2009

9000 10000 6000 5000

3000 0

Wrote

Passed at 30%

Passed at 40%

aster response times F and support

Passed at 50%

80-100%

Wrote

Passed at 30%

sChool performanCe 2008 Total schools 406

Passed at 40%

Passed at 50%

80-100%

sChool performanCe 2009 Total schools 417

Teacher morale Quality texts and materials Poverty and crime School maintenance Redress Migration and new schools chool management and S leadership

100%

80% or moree

60 - 69%

Less than 60%

Message from the Head of Department We often say that there are no “quick fixes” for the challenges we face in education. Even so, we must tackle these challenges as a matter of extreme urgency. Every child in our schools matters. We have to do everything possible now to give every child a chance to succeed, despite our constraints. H G Wells, the late English historian, said a long time ago that “human history becomes more and more a race between education and catastrophe” (1920, Outline of History). Our job is to make sure that education

wins. We have to apply our limited resources as effectively as possible to ensure success. These precious resources include time. We only have about 200 school days in the year. We have already used up about a quarter of these. We have to ask ourselves at the end of each day whether we’ve used our time effectively in the best interests of the child in the classroom. The Western Cape Education Department wants to ensure that we all use our time as effectively as possible. For this reason, we took the deliberate

decision late last year to leave principals and teachers alone, wherever possible, to get on with the job of teaching and managing schools. We want to keep life as simple as possible for all educators. We have reduced the administrative load on teachers. We are providing targeted, relevant support where this is needed, and will not interfere where schools are achieving satisfactory results. We issued a school planning calendar last year to enable schools and officials to plan their time appropriately. We have issued lesson plans and pace setters

to keep us on track. We will measure progress as we move through the year. Our day of reckoning will come in December, when we assess results. We will see how well we have run the race and what we have to do to achieve even better results. We will celebrate our successes while acknowledging our shortcomings. A Chinese proverb says: “Man who say it cannot be done, should not interrupt a man doing it”. We wish you every success for what’s left of 2010.

Penny Vinjevold

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Tourism and History were among the subjects that saw excellent results in the 2009 NSC exams. WCED news spoke to the chief curriculum advisors for these subjects.

School awards The WCED presented 48 awards to candidates and 25 awards to schools for excellent achievement in the 2009 NSC exams. School awarded for dramatic improvement

“We didn’t like being classified as an underperforming school,” Jerrie Robinson, principal of Hexvallei Secondary in De Doorns, said when asked about the dramatic increase in the school’s matric pass rate. In 2009 the school achieved a matric pass rate of 82.27% compared to 46.81% in 2008. Last year the school also had almost double the number of learners who sat for the National Senior Certificate exam than in 2008. This achievement saw the school emerge as the top school in the category: Excellence in academic achievement in the context within which the school operates. Awards were made to eight schools in quintiles 1 – 3 that showed meritorious outcomes. Robinson said at Hexvallei, the teachers’ sense of duty saw them being available to learners after hours and on weekends. “After school learners received something to eat and we then started with revision in especially core subjects like Mathematics, Physical Science, Economics and Business Studies. We also had study sessions at school.

Tourism Zola Pahlana of ID Mk Grant and Premier hize Secondary School with Minister Helen Zille.

Parents were actively involved and it was agreed that during exams learners would use all the time allocated for a paper to go through their answers. Robinson also acknowledged the support the school received from curriculum services. He said the death of Daniella de Wee, a Grade 12 learner who drowned while on her way to write her final exam in 2008, served as extra motivation for the learners to do well. This year the school hopes to improve their results even further and will continue with the programme.

St Cyprians facilitates academic excellence post matric St Cyprians 100% pass rate for the 12th consecutive year speaks to the holistic nature of excellence across disciplines, a reflection of the academic paradigm adopted by the superb teachers – and the motivation of individual students to maximise the opportunities, said Sue Redelinghuys, head of the Oranjezich school. St Cyprians was ranked fourth in the top

ten schools in the province that achieved excellence in academic results in 2009. “Although we are absolutely delighted with the 2009 results, the point needs to be made that the teaching and learning at St. Cyprians is targeted at facilitating academic excellence post matric. Matric is not a full stop in the girls’ academic journey, merely a comma as they move on in a world where intellectual curiosity and life-long learning distinguish those that succeed from those that simply exist. “Our holistic offer, our ethos and our Round Square association places emphasis on building character, community and competence as well as social conscience and the believe that an individual CAN make a difference. These “softer” aspects are not measured but are just as intrinsic to the St Cyprians brand as excellent academics.”

All systems in place at ID Mkize Zola Pahlana, principal of ID Mkize Senior Secondary School in Gugulethu, said the school is aiming for a matric pass rate of 93% this year. The school’s results improved by almost 20% - from 62.35% in 2008 to 80.39% in 2009. Pahlana said the increase is largely as result of the efforts of learners and educators. “Our educators are very committed people who went the extra mile and came in over weekends.” Learners who were not coping were identified and the school had a special programme to assist them. Pahlana said their strategy involved exposing senior educators to the junior grades. “It boils down to educators doing their job properly and effective curriculum delivery as opposed to baby sitting.” He added that internal moderation was something they worked very hard on at school and at district level.

Ludwig Punt, Deputy Chief Education Specialist, got philosophical when asked about the excellent results for Tourism. “Paulo Coelho writes in The Alchemist about an Andalusian shepherd boy, who after a long search that has taken him many miles from home, realises that all along the treasure was to be found on his doorstep, at home. Our teachers are the treasure on our doorstep!” Punt said an “open door” policy is promoted with regular interaction between teachers, advisers and head office. “The involvement of teachers as partners in Tourism curriculum development and delivery is likely to increase their sense of ownership, understanding and commitment.” He said subject support management from advisors was very effective. “They reduce admin overload by providing teachers with electronic recording sheets and making core content available on websites which is even assessable with cell phone technology.” He added that teachers concentrate on integrated planning that is user-friendly, effective and support teaching. “Together with the advisors, they standardise tasks and exam papers to ensure that the learners are assessed on the correct levels. Networking between schools and districts has been encouraged and demonstration lesson were presented at some schools by advisors to support teaching methodology.”

History Dr. Gail Weldon, Senior Curriculum Planner for History, said a number of factors contributed to last year’s success. “Our history educators’ dedication, together with the support of a committed team of Curriculum Advisers, paid dividends. Thank you to those educators who not only taught well each day, but who made themselves available to help learners after school; set up Saturday classes, and encouraged their learners to participate in the district spring and winter schools. You made a difference.” Weldon said last year core content was identified to cover each of the final examination papers. “This enabled learners to gain greater depth of content knowledge. It gave educators more time to develop the necessary skills and concepts for the examination and to give learners practice in a variety of questions. It also meant learners were able to write a full paper in June as well as September. This is critical to preparing them for the final examination.” Weldon said also extremely important was the analysis of individual school results in order to develop improvement strategies. Examiners were invited to speak to educators to provide guidance for preparing learners.

Jerry Robinson of Hexvallei Secondary School

Message from the Minister We are now well into the 2010 school year and, after a successful start, our focus and drive is now aimed solely at the implementation of the ten key objectives of the strategic plan for education, which was announced late last year. Our resolve to implement this plan has been further strengthened by the 2009 National Senior Certificate results, which saw the Western Cape pass rate decline by 2.9% - from 78.6% in 2008 to 75.7% in 2009. It is obvious by these results that we have a long way to go before ensuring that all the learners of the Western Cape

achieve the kinds of quality passes that will improve their life chances and provide for better opportunities and choices. Therefore, the strategic plan intends to improve education outcomes and provides specific targets for improvement in literacy and numeracy, National Senior Certificate examination results and under-performing schools. This is a bold and necessary initiative, which no other provincial or national administration has undertaken. We have set targets for the numbers of learners passing and the pass rate, and in the numbers of learners who will qualify

for access to further studies. Another performance area that we have targeted is the number of learners passing mathematics and science. We have 200 days of tuition in 2010, and we intend spending each of these days ensuring ‘time on task’ and delivering a quality curriculum. It is important for us to have the support and co-operation of key players such as learners, their parents, educator unions and SGBs to make this plan a reality. A sustained, focused and systematic approach will enable us to achieve the targets that we have set, and we will

not rest until all parents are able to send their child to their nearest public school, reasonably confident in the knowledge that their child will receive a quality education. I would like to wish you all everything of the very best for 2010. Even though there are some major challenges ahead of us, I am looking forward to a productive and positive year.

Donald Grant Minister of Education – Western Cape

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feature

International Year of Biodiversity 2010 is a special year: not only because of the Soccer World Cup, but because it is the International Year of Biodiversity. What does this mean? Sigi Howes

iodiversity refers to the variety of life on earth. It includes different ecosystems, different species of fauna (animals) and flora (plants), the wide variety of genes and genetic material found in these species, and the way in which the different species and eco-systems interact with each other. Natural biodiversity provides essential economic benefits and services to humans, such as food, clothing, shelter, fuel, medicines and employment. It also adds ecological, recreational, cultural and aesthetic value to our lives, and thus plays an important role in sustainable development. Although South Africa covers just 2% of the world’s surface area, it is home to nearly 10% of all the world’s plants, fish and birds, which amounts to 24 000 species. About 7% of the world’s mammals and reptiles, and 5% of all known insects also call this country home, making it a biodiversity treasure trove. Within its borders lie three internationally renowned biodiversity hotspots: the Cape Floristic Region, the Succulent Karoo Region and the Maputaland-PondolandAlbany Region. A hotspot is where the richest and most threatened biodiversity is found. The city of Cape Town is the only hotspot to encompass an entire plant kingdom, which is mainly but not exclusively made up of fynbos. Only six floral kingdoms exist in the world; the Cape Floristic Kingdom is the smallest one in size, but contains the most species: 9 600 to be exact. But these species are under threat of urban development: of the 24 critically endangered plants in South Africa, 9 are in Cape Town. Once a species is lost, it is gone forever. Concern about biodi-

versity loss all over the world has developed into widespread public concern. That is why the United Nations has declared 2010 the International Year of Biodiversity.

How should teachers use the Year of Biodiversity? I ntegrate biodiversity into daily teaching and classroom activities. Make the learners aware of the rich biodiversity in our province, the Western Cape. Draw their attention to the threats to biodiversity by rapid, unsustainable development. Make them aware of which species have already been lost and which are endangered. Stress the importance of conserving biodiversity for human well-being. When a conservation issue rears its head, make your voices heard: draw up a petition, contact your local MP, write to the press, or conduct a community awareness campaign. Encourage the learners to commit to live sustainably every day and reduce their carbon footprint. Encourage them to support a conservation organisation or to join an environmental club. Take them out into nature on an educational outing with the WOW factor. Book for one of the biodiversity related lessons at the Centre for Conservation Education.

right: Tokia Arboretum These learners from Rondebosch East Primary School were busy learning about the biodiversity of the Tokai Arboretum and how to behave should they be confronted by baboons, when this troop of chakma baboons sauntered by! Luckily the children could apply their knew-found knowledge and all went well. The lesson was presented by the Centre for Conservation Education.

left: Rocky seashore Learners from Wynberg Girls’ Junior School studying and recording the biodiversity in a rock pool study at Kalk Bay organised by the Centre for Conservation Education.

above: River Clean-up Learners from Siyazingisa and Xolani Primary Schools in Gugulethu busy with a clean-up of the Wetton River organised by the Centre for Conservation Education. LEFT: Climate Change Learners from Sans Souci Girls’ High School busy at the Centre for Conservation Education with an activity to show how climate change adversely affects biodiversity.

Sources: www.sanbi.org www.countdown2010.net www.bcb.uwc.ac.za www.capetowngreenmap.co.za http://deltaenviro.org.za

BELOW: Ardene Gardens Learners from Moshesh Primary School in Langa learn about the biodiversity of the Arderne Gardens in Claremont. Pakama Matoti from the Centre for Conservation Education is the teacher.

LEFT: Table Mountain Walk The girls from Oakhurst Primary School learning about the mountain fynbos and biodiversity at Silvermine in the Table Mountain National Park. The teacher is Mark van Rensburg of the Centre for Conservation Education.

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feature

Enriching lives

Literacy and numeracy campaign gets parents on board The Western Cape Education Department (WCED) kicked off the year with a literacy and numeracy campaign to support schools in their efforts to build the literacy and numeracy skills of children in primary schools.

illboards, mall displays, bus stop displays, and posters in taxi’s and trains carried the message: “Parents – did your child read, write and practise maths today? “The campaign forms part of the WCED’s broader literacy and numeracy strategy, which is our number one priority for 2010 – 2019,” said Penny Vinjevold, Head of Education in the Western Cape. “The main aim of the campaign is to encourage parents to take an active interest in their children’s education, especially in literacy and numeracy.” “The campaign is also providing tips to parents on what they can do at home to build the literacy and numeracy skills of their children, and is encouraging teachers to apply best practice in the literacy and numeracy teaching.” The campaign supported the WCED’s “Back-to-School 2010” campaign and extended over the first six weeks of the 2010 school year.

“The main aim of the campaign is to encourage parents to take an active interest in their children’s education, especially in literacy and numeracy.” Radio advertisements and leaflets have provided tips on what parents could do at home to build the literacy and numeracy skills of their children. The WCED sponsored a series on best practice in The Teacher newspaper and provided information of various kinds on the WCED’s web

site, including reading lists for children in every age group. The three-part series of articles on best practice featured schools that received awards for excellent achievement in the Grade 3 literacy and numeracy test commissioned by the WCED in 2008. The full-page features on these schools appeared in the October, November and January editions of the newspaper. The WCED concluded the campaign in the second week of February with advertisements in 15 community newspapers, a regional version of Die Burger, Kaapse Son and the Daily Voice. The advertisements also posed the question to parents: “Did your child read, write and practise maths today?” The WCED has included further information for parents on its web site, including tips on what to do at home, reading lists for every grade, and online games for practicing literacy and numeracy skills.

Grade 3 learners and teachers at schools in Hout Bay made recycling their business and had a lot of fun in the process.

Recycling in Hout Bay Carrie Searll

Following a workshop in September where Rubbels and local crafters inspired the children to make recycled products, Grade 3 learners from Kronendal, Llandudno, Sentinel, Moravian and International Schools put on a Rubbels Recycle Market at the Hout Bay Green Faire. The products the children made were breathtaking – pure, creativity at its most inspiring! From angels made from drinks cans, to cork mats & hats, from Christmas decorations to advent calendars, recycled plant pots to handmade gift boxes, jewellery, dolls and picture frames, popcorn sold in recycled art cones, hand written books with old greeting cards as covers. Some group stalls made enough to have a class party, other independent stalls made hundreds of rands,

even after they had deducted costs and donations to charity. These entrepreneurs were productive and successful and they gained great self belief in the process. According to a teacher, seeing the joy and pride in a young boy’s face when he sold his doll was reward in itself. Despite the demands on them these teachers found it within themselves to help and enable the children to participate. The event will be refined by the organisers and Grade 3 teachers and repeated this year. The organisers were Ecoviroment, EnviroChild and 3R’s – a local group of volunteers who have driven a successful recycling programme in the community with the objective of zero recyclable waste to landfill by June 2010.

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feature

Climate change World Cup

Climate Change and Education for Sustainable Development (ESD)

Are you excited about the world’s biggest sporting event that takes place on our doorstep in June? Then diarise the following: from 17-20 May 2010, the Centre for Conservation Education is planning an educational programme to celebrate the universality of children’s ball games. Schools will be invited and for an hour or two their learners will be given the chance to participate in a wide variety of ball games. Maybe this will encourage them to participate in sport, thus leaving a legacy after the big event, in other words: Life Orientation. Watch this space!

ledge w o n k r u o Test y

The NCS and Soccsercategory 4: Business

ography category 1: Gequ alifying nations has Which of the following most recognised flag (so we are told) the 3rd in the world? A

matic category 2: Matdhe an How many pentagons are there on a y vel cti pe res ns hexago soccer ball? A 12 and 20 B 6 and 12 C 24 and 36

uage category 3: Lang ma mean? du

What does the word La A Goal B Victory C Thunder

is a registered Which of the following trademark of FIFA? A Soccer 2010 B 2010 South Africa C World Cup 2010 D All of the above

ory category 5: Hist rld Champions? Who are the current Wo A Germany B Italy C Brazil

; 4=D; 5=B Answers: 1=D; 2=A; 3=C

Climate Change, the recent world economic crisis and the Novel A (H1N1) influenza pandemic are evidence of the inter-connectedness of global problems, said Penny Liknaitzky, Curriculum Adviser: Geography FET. Liknaitzky, together with a group of Geography educators in the Metropole Central Education District, set up a project on Climate Change and Education for Sustainable Development to “take environmental education from merely raising awareness and understanding to a more practical approach by linking school and community in acting for change”. Liknaitzky said the pilot project would also emphasise the integration of Geography with critical subjects such as Language, Mathematics and Science to help the learners develop crucial workplace skills, and stimulate their career interest particularly in areas of scarce skills She said in this way, the National Curriculum Statement for Geography inspires learners to become effective agents of change by exploring their own place in the world, their values and responsibilities to other people, to the environment and, ultimately, to the sustainability of the planet. “The practical implementation will focus on recycling, efficient energy use, establishing food gardens and setting up other greening initiatives.” The project will be run as a pilot over one year and will initially involve Grade 10 Geography learners in a group of approximately 20 volunteer schools in the district. Liknaitzky said the another aim of the project is to develop learning and teaching support material reflecting environmental issues relevant to local communities, that is replicable in a cross-section of schools. In January, educators attended a workshop, over two consecutive Saturdays, to enable them to provide the professional support needed by the learners at classroom level. The workshop was facilitated by Dr Kevin Winter, a senior lecturer in the Department of Environmental and Geographical Science at the University of Cape Town. Winter and Dr Peter Beets, a senior lecturer in the Education Department at Stellenbosch University, are the project advisors. Both lecturers were key members of the writing team responsible for developing the National Curriculum Statement for Geography.

Let’s Play Ball 2010

Planning to visit the Castle of Good Hope? The Castle of Good Hope is the oldest colonial building in South Africa and is visited by thousands of touring groups annually.

uring the school year many learners also visit the Castle for various reasons. It is a popular destination for especially Grade 4 learners as the curriculum for Social Sciences (History) covers the history of the local environment, people, buildings and museums. The Castle is also popular amongst Grade 5 learners to familiarise them with the concept of heritage. Groups of high school learners in the FET band also visit the Castle when they do heritage assignments and especially learners in Grade 10 and 11 doing Tourism often visit this well known tourist landmark. Teachers, interested in booking a school visit to the Castle, should do the following:

Call the WCED educator at the Castle (021 460 8241/ 082 783 0997) to book a tour. (Language: Afrikaans and English) all the Castle guides C (021 787 1249) to make a booking, but remember that the guides also offer tours for tourists. (Language: Afrikaans, English and Xhosa) You can also make a booking by calling the central reservations office of the Iziko Museums of Cape Town (021 481 3823) (Language: Afrikaans, English and Xhosa) The entrance fee for school groups is R5 per learner.

Laetitia Swanepoel, the WCED educator based at the Slave Lodge and The Castle, teaching the Grade 4s from St Joseph’s Marist Brothers Primary School about the history of The Castle.

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development

Life long learner Sybill October, the 2009 Western Cape winner of a Lifetime Achievement Award, is a go-getter of note.

Sybill October, the principal of Die Bron leads by example.

Primary School in Stanford,

Training workshops and meetings The following training programes will be held after school hours and during school holidays. Grade R teachers rade R lead teachers will G attend training in different venues across the province from Monday, 29 March, to Thursday, 1 April. All other Grade R teachers will receive training on three Saturdays in the third quarter and from 27 – 30 September

“Foundations for Learning” (250 schools) The 250 schools involved in this programme will complete the next cycle in their training programme on the following dates: ducation Districts Central, E East, North and South: 10 – 15 June. Rural Education Districts: 21 – 25 June. The WCED will not increase the number of schools involved.

NCS Training and meetings Targeted, short workshops

will be arranged by districts. These will be advertised at least one month in advance of such training. If you require additional support, contact your district office. Teachers will be required to attend a maximum of two meetings per subject/ learning area in 2010. These meetings will begin after 15h00.

Other training and meetings V arious directorates are planning optional courses to meet specific needs, for example, ICT proficiency, special needs’ education and labour relations. Education districts will advertise the training, to take place after 15h00 on school days. The Cape Teaching and Learning Institute has developed a training programme for 2010 which includes the Conferences and Seminars below. The full programme is on the WCED website.

ctober, the principal of Die Bron Primary School in Stanford, is currently considering to be enrolled for a Doctorate after obtaining a Masters Degree at the age of 59. “It was the fulfillment of my dream because coming from a poor family of 10 children I never had the privilege to go to university. My colleagues advised that it is of no use to study further because I would not receive any financial benefits, but it only motivated me because the knowledge, self-fulfillment and skills could assist me to improve my management and leadership skills – things which money could never

buy,” she said. October also encourages her team to improve their qualifications and last year six members of her staff obtained their ACE Diploma. “I strongly believe that principals are the key agents in bringing about change in schools,” she added. Under October’s leadership the school enrolment increased from 354 learners to over 600 to include Grade R and Grade 9. The educator establishment has grown to 18, including two remedial teachers. To accommodate learners who would otherwise have had to travel very early every morning to school in a neighbouring town, the school established Xhosamedium classes from Grades 1 to 3

in 2005. Currently the Xhosa class goes up to Grade 8. “With her immaculate sense of personal style, together with her warm and sincere smile, which immediately puts one at ease, it is not difficult to see why this remarkable woman has the respect of the community, her staff and her beloved learners,” the organisers of the National Teaching Awards said. Motivating why October should get the Lifetime Achievement Award her team echoed her words which aptly describes her teaching career spanning more than four decades: “To be a teacher is my calling and passion, to serve the community is my privilege”.

CTLI Conferences and Seminars for 2010 Intervention

Dates

Venue

Target Group

Target

Mathematics Solutions Conference

30 Sept & 1 Oct

CTLI, Kuils River

GET Educators (Provincial)

500

Mathematics Solutions Conference

8 & 9 April

Overberg Education District Office

GET Edcators (Overberg District Educators)

300

Mathematics Solutions Conference

3 & 4 September

Eden & Central Karoo District Office

GET Educators (Eden & Central Karoo Educators)

400

Reading Conference

28 & 29 March

CTLI, Kuils River

GET educators (Provincial)

300

Principals Conference

17 & 18 September

CTLI, Kuils River

Principals (Provincial)

300

Principals Seminar

6 March

CTLI. Kuils River

Principals from North and Central

200

Principals Seminar

13 March

CTLI. Kuils River

Principals from South and East

200

Principals Seminar

8 May

CTLI, Kuils River

Principals from Westcoast and Cape Winelands

200

Principals Seminar

15 May

CTLI, Kuils River

Principals from Overber and Eden-Central Karoo

200

Grade R Seminar

13 & 14 August

CTLI, Kuils River

Grade R educators (Provincial)

150

Delegates attending training sessions offered by the Western Cape Education Department

wcednews M a rc h 2 0 1 0

insight&opinion

Learners from diverse schools attended a Non-Violence Camp at Glencairn.

Project Non-Violence in schools

WCED and Quaker Peace Centre

e all have experience of schools at risk, and while a lot is being done at various levels, we need to support these projects through our presence as officials, teachers and curriculum advisers in the schools and in the classrooms. Quaker Peace is an NGO that is making significant changes in the schools, working along with the WCED, write Geraldine Goldblatt and Avril Knott-Craig. The National Curriculum Statement is underpinned by Human Rights Education which should be infused across all Learning Areas. This project specifically implements the Critical and Development Outcomes embedded in most of the Learning Areas. Our experience in the schools indicates that teachers need support in their work. It is not only the deprived socio-economic environment of the children that is contributing to violence in the schools, it is also the school ethos, and the disempowerment of the teachers who are not trained to deal with these problems.

Children are probably more effective than policing at school Disturbed children from Finland to Krugersdorp, and in fact all over the world, prepare to commit grave

acts of violence on school grounds by posting messages on the Internet. Police try to monitor and predict which threats are just posturing and which threats are real. It is probable that the only people at schools who really know what is going on at ground level are the learners themselves. The fairly recent tragedy at Krugersdorp where a group of children egged on and encouraged the perpetrator of extreme violence probably would not be repeated at our schools as the Peace Buddies would stop this kind of play ground activity. In our selected schools we have established a formal learner structure called Peace Buddies which is responsible for promoting non -violent behaviour.

The campaign Quaker Peace is the NGO that is working with schools and officials from the WCED. Metropole South Education District is active in promoting the campaign. The programme has been running for two years and we have engaged in various activities that have proved to be a good and sustainable prototype: firstly, selected schools: teachers and learners go on a camp where various issues are explored. The first camp focused on raising awareness and understanding of violence with poster making: e.g. definitions of hate

speech, xenophobia. The dramatisation of various scenarios, followed by panel discussions further illuminated the causes of violent behavior. These dramatisations were filmed and are a useful resource for teachers. During the first part of the camp the teachers were involved at a more academic level of discussion which looked at history and types of justice and revenge. Teachers can then cascade the information down in their classrooms. The second camp consolidated the general work for the learners: there were mostly new schools. The academic theme for the teachers was how unethical scientific practices result in violence e.g. degradation of the natural (and human social) environment. Climate change, pollution of the environment, unethical pharmaceutical experiments all have consequences that can harm people. All work is then consolidated with a follow up Indaba – discussion and exercises that last for two days. We have picnics, meetings and social events. The main outcome is to establish Peace Buddies at each school. Currently we have reached about 60 schools The Peace Buddies group is a formal structure of learners and teachers who attempt to stop bullying and make nonviolence at school cool behavior!

“Schools across diverse areas are working together, making friendships and giving one another support.” Parallel to these specific activities was a more general advocacy in the press – bringing parents into the campaign with practical ideas how to implement positive discipline. The holistic vision of the campaign requires that state structures work with other NGOs. Schools across diverse areas are working together making friendships and giving one another support. Quaker Peace runs many useful programmes such as Women in Leadership, Positive Discipline and Alternatives to Violence. There are more courses on the Quaker Peace website. We are connected with wider global projects such as Jeunesse NonViolence which is active in other parts of Africa, France and parts of Europe. We also hope to get funding from private/ public partnerships.

Measurement of effectiveness of project: The specific outcomes of the campaign are to prevent violence; it is difficult to measure something in terms of its absence! Changing hearts, minds and actions, is not easily measurable. Behaviour changes slowly and we hopefully can imagine the future, where all our schools in South Africa are peaceful places of learning. Feedback from processes and products ( LTSM) of this campaign have learners reporting that they have had life changing experiences and learned from one another. It is necessary for us as departmental officials, and curriculum advisers, with unique access to the classrooms, to contribute to keeping our primary and high schools safe learning environments. For the project to continue it needs to be located in the academic curriculum and not as an add on; it will then become self-sustaining at each school. The ideals of the National Curriculum statement have to be articulated within various learning areas so that the Critical and Developmental Outcomes are given life.

wcednews

insight&opinion

m a rc h 2 0 1 0

Letter to WCED

Top schools

The article on the top schools in inclusive an the country d supportive (WCED news, Novemb practices in er 2009) fo their classr rces me to expres ooms etc also ha s my concer d a chance n in to this regard co mp et e. . The yearly I know scho practice of ols where comparing sc sterling wo hools with rk is being done each other, by dedicate as done by d teachers the working Sunday Time in terrible s using the conditions, five but categories these school which all pe s will NEVE rt ai R n to academic be in the running achievement for this exclusively, award as th goes agains eir efforts t ALL do the principl no t swell the es of Inclus number of ive Education, le ar ners passin which the WC g Grade ED is promulgating twelve. Unfo at the mome rtunately th nt. is Firstly, ho same odious w can you comparison is compare the en co uraged by th achievements e WCED at th of a school beginning of e with learne each academ rs ic which are pr year. I feel edominantly unless all from privil schools are eged, suppor equal, this ti ve is homes to a a destructiv school wher e and counte e many r learners ex productive perience ab practice wh use, ich poverty, hu should be ab nger and fe olished! ar on daily basis? a It may be fa ir if it wa s an inclusiv Gerhard du e practice Raan where schools whic DC ES : Senior h have had School great success in Psychologist other areas such as behaviou Metro Centra r management l Education or District

Centre for Multigrade Education to make history The Centre for Multigrade Education is based in Wellington, South Africa. It was established in 2009 through a grant from the Royal Netherlands Government. Its mission is to establish an international centre for the development of frameworks and policies for quality instruction and learning in MG Education, based on research and good practices and support through IT. Rodger Adams

The Centre for Multigrade Education will host a Southern African Conference on Multigrade Education in Wellington as from 22 to 24 March – history in the making as it is the first ever world conference on Multigrade Education. The aim of the conference is to develop a generic integrated policy and strategy on Multigrade Education in Southern Africa and beyond in association with the Commonwealth Secretariat and Association for Development of Education in Africa (ADEA) and also to get Multigrade on the national agenda and incorporated into the national curriculum. Success in multigrade classroom requires significant teacher preparation. This entails training local trainers and teachers to work in classrooms that include students representing a range of ages, abilities,

achievement levels, and learning needs. This conference will focus on the collaborative processes involved in developing implementing the trainings, challenges of introducing new concepts, and the lessons learned. Prof Angela Little, a world renown expert on the field of Multigrade Education, will be one of the speakers at the conference and it will be interesting to see how her knowledge applies to the South African context. Readers to Education will be familiar with the research and writings of Prof Little as she has a long term interest in multigrade teaching. (For some background on Prof Little, visit her profile page at the Institute of Education at the London University, www.ioe.ac.uk) For more information on the Centre for Multigrade Education itself or the conference to be held in March, visit www.cmge.co.za

Learners at Willows Primary School in Heideveld will benefit from a fully fitted book wagon donated to the school

Library book wagon to Willows Primary Zaahida Hartley

n Thursday 3 December 2009 Willows Primary School in Heideveld received a fully fitted book wagon containing a flat screen television, DVD player and 800 fiction and non-fiction books. This was donated by the Jag Foundation through the Travelling Bookshop with the main sponsor being Anglo American. The summer heat was pouring down on the young learners and their teachers as they sat, outside in the quad on the hot tarmac, since the school does not have a hall, listening to the principal and the speakers from the Jag Foundation. Elana Meyer, Olympic silver medalist, was one of the motivational speakers. Meyer, having retired from athletics, is pouring her energy into projects that can inspire, empower, encourage and motivate young South African minds. The Jag Foundation is one such project. Addressing the staff and learners she outlined the importance of setting goals, the value of sport and reading for acquiring a life of quality. However, the reality for the children, who eagerly listened to the speeches in complete appreciation for the donation, is rather bleak. Willows Primary is situated between the very poor Guguletu and the not too poor Vanguard Estate. The school was built as an ad hoc structure 43 years ago with the promise of a brick building. This promise never materialised. Because of its geographic location, this school is overlooked for general maintenance and repairs, unless it is a result of vandalism. For example, the toilets have gaping holes and the classroom assigned for the library is almost windowless. There are two fans for the entire school, making the prefabricated classrooms unbearable in the heart of summer and the freezing cold in winter. The learners, parents and teachers endure these unpleasant conditions for a variety of reasons. I think mostly because parents do not feel empowered/entitled to complain. Most of them are unemployed or underemployed and are rather

grateful that their children are able to attend a school close to their homes where the school fees is R70 per annum (the price of nine loaves of bread). Drugs, gangsterism and crime are the key challenges in this community. I was left wondering how children living and schooling under these conditions are able to perform. Mr Cloete, the principal, points out that some of them do very well, e.g. they outperform all schools in their circuit in athletics, and a learner from Guguletu became a medical doctor in 2008 and lots of other good stories.

“Drugs, gangsterism and crime are the key challenges in this community. I was left wondering how children living and schooling under these conditions are able to perform. “ What should be bothering all of us in education is what happens to the majority of learners who drop out because of the conditions under which they learn? Is there any hope? What can we do to make sure that the learners of Willows Primary emerge as law abiding, drug free and patriotic Western Capers and South Africans, capable of accessing and contributing to economic growth? How do we make sure that their dreams too, like Elana’s, are realised? How many of them will one day, like Elana, encourage other youth to attain their goals?

wcednews m a rc h 2 0 1 0

reviews

edulis: books and beyond READ TO LEAD 1 Lessons learned : how good policies produce better schools. (2009) Whelan, F. SNAPSHOT: Whelan argues that massive

3 Ten traits of highly effective schools: raising the achievement bar for all students. (2009) McEwan, E.

improvement in schools is possible, that a small number of key changes would ensure that the next generation is better prepared for the future.

SNAPSHOT: Provides detailed information

2 The principal as curriculum leader: shaping what is taught and tested. (2009) Glatthorn, A.A.

4 Get organized!: time management for school leaders. (2008) Buck, F.

SNAPSHOT: “There is no role more

SNAPSHOT: Provides practical and easy to

important for a school principal today than that of curriculum leader. This book is the best that I have seen in this regard. The authors get straight to the point and give guidance to anyone currently serving as a principal or aspiring to become a principal.” (Jim Causby, Executive Director )

implement tools and techniques to bring order and control to your personal and professional life.

on the essential themes in effective education. Gives educational leaders encouragement as well as practical tools.

5 Leadership and Futuring: making visions happen. (2007) Hoyle.J. SNAPSHOT: Hoyle identifies vision,

motivation, flexibility and openness to invention and opportunity as key characteristics of effective leaders, and challenges school administrators to think outside the box.

New!

EDULIS temporary URL:

http://curriculum.wcape.school.za/site/118/page/view

From Yuletide Cheer to ‘Ruletide’ Cheer 1

The power of our words: teacher language that helps children learn. (2007) Denton, P.

SNAPSHOT: “Reider’s book gives valuable and practical ideas for preventing disruptions before they start. She presents workable ideas to sharpen teaching skills and improvements for classroom management.” (Joy Heisig, Educational Consultant)

SNAPSHOT: Shows you how to use language

2 Managing your classroom with heart: a guide for nurturing adolescent learners. (2006) Ridnouer, K. SNAPSHOT: Managing with heart means

accepting teenage students as they are and recognizing what they need: a connection with the curriculum; a sense of order; and most essentially, a sense that someone cares.

Teaching effective classroom routines. (2004) Diffily, D. SNAPSHOT: Establishing clear and effective

classroom routines is vital to optimal learning for children. These strategies and tips reinforce routines to guide children’s behaviour on the first day of school, the first week, the first month, and beyond.

ce centre Your nearest resour EDULIS Library Tel 021 957 9618 1st Floor Middestad Mall Charl Malan Street Bellville

Cheryl Joseph Tel 021 900 5111 Metropole East Old Nooiensfontein Road Kuils River

Teach more and discipline less: preventing problem behaviors in the K-6 classroom. (2005) Reider, B.

Ntombi Mngxuma Tel 021 370 2084 Metropole South Brian O’Connell Resource Centre AZ Berman Drive Lengtegeur, Mitchells Plain

Ina Heiberg Tel 021 860 1229 West Coast 6 Hospital Street Paarl

more skillfully, building a classroom where students feel safe, respected, appreciated, and excited about learning. Full of practical tips and concrete examples, the guide includes specific suggestions about language to adopt and language to avoid.

There’s no need to shout! : the primary teacher’s guide to successful behaviour management. (2005) Wright, D. SNAPSHOT: Series consists of the primary and

secondary teacher’s guide. Emphasis is on a positive approach and how language, humour, anger, non-verbal communication, and the teacher’s style of leadership can contribute to a well-managed, calm classroom.

6 You can create a calm classroom : for ages 7-11 and 4-7. (2005) Cowley,S. SNAPSHOT: This best-selling series helps banish

problem behavior for good. For the child who doesn’t have friends, does poorly in sports, or has difficulty learning, Greene provides solid, proven methods to help these learners succeed.

Sam Webber Tel 044 803 8328 Eden / Karoo 42 Courtney Street George

Janine Ontong Tel 023 348 4657 Cape Winelands 9 Durban Street Worcester

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arts&culture

High school actors take to the stage at Suidooster Festival

group of high school learners shared the stage with professional actors during the 7th annual Suidooster Festival at the Artscape Theatre after they outperformed more than 500 other young actors in the City of Cape Town’s drama competition. The lucky 13 played alongside well known actors Vinette Ebrahim, Theodore Jantjies and Kaz McFadden. Henry Mylne was the director. The stage production of the book with the same title by author Anoeschka von Meck, which is prescribed for Grade 11 learners, was so popular that all the shows, which ran from 28 – 31 January, were sold out. The youngsters told JIP, the biggest Afrikaans newspaper supplement and internet publication in the world, that they definitely did not regret giving up their December holiday to rehearse. Elandri Koegelenberg (17) Stellenberg High School: A person is only as good as your previous acting job! Incredible growth process. Kay Smith (18) Durbanville High School: It was an incredible, indescribable

GEORGE TEACHER USES POETRY TO INSPIRE LEARNERS Barend van Vuuren, a teacher at Heidedal Primary School in Borchers, George plucked up the courage to enter the reality television series SA’s Got Talent, because he wanted to inspire learners at his school to dream big and aspire for more. Barend recited one of his own poems. His rendition of Agterbuurtgewoonte, a poem about life through the eyes of a homeless person, was warmly applauded by the audience and favourably remarked on by the judges. The Life Orientation teacher said many learners at the school are talented but because of the socio-economic conditions they do not realise their potential. Barend, however, is an example of how you sometimes have to create your own opportunities and never lose hope. He was born in Bethelsdorp, a former mission station, near Port Elizabeth and left school in standard 3 (Grade 5) to sell newspapers. After three years he returned to school and completed his matric at the age of 21, Barend started writing poems in high school. He believes that poetry and recitals should get greater prominence in the classroom. “It leads to dramatisation and the introduction of issues in communities. It also brings childrens creativity to the fore and helps them to deal with and find solutions to problems.”

Ilke Opperman (15) Hero Drama School: It was a difficult and sometimes frustrating process, but the end product felt good. I couldn’t think of a better way to have spent my December holiday. Danél Maree (16) Stellenberg High School: It was a huge honour and privilege to be part of such an incredible production. The cast was great and the director, Henry, was awesome. Even though it was astonishingly hard work and the perspiration flowed every day, it was well worth the effort.

The youthful cast of Vaselinetjie with well known actor Vinette Ebrahim.

experience where you were thrown in at the deep end and with the help of an amazing director and fellow actors you learned and discovered the best in you. Dean Smith (16) Schoonspruit Secondary, Malmesbury: It was something incredible. If this was taken from me I would have very little left. To quote the Spur line, it turned me into “someone with a taste of life.

Chanelle Davids (17) HottentotsHolland High School: I would never forget this experience. It was a great honour to work with well known actors like Theodore, Vinette and Kaz. I learned a lot and the director Henry Mylne was excellent. This experience moulded me and prepared me for the entertainment industry. I enjoyed every moment of the rehearsals. I am looking forward to becoming an actor. Come hell or high water.

Andrea Streso (18) Framesby High School, Port Elizabeth: It was an opportunity to learn, to grow and to bring your creative side to the fore. What an unbelievable privilege!

chosen to commence with the project. The programme unfolded in two phases: a training phase where students are taught business (basic entrepreneurial) and craft skills for 5 months and the second phase covered how to produce and market the products for 6 months.

Theunis Fick (17) Jan van Riebeeck High School: It was incredible to work with professional people. I learned more here than what I could learn anywhere else. It was a real privilege.

Dustin Beck (16) Eerste River High School: I had no way of describing this experience, or no, it was not an experience. It was so much more: it was indescribable! William Constable (17) Outeniqua High School, George: I learned things that I never knew. It was really WOW! It was a real experience to be part of a professional production. You learned so much more, you were pushed to deliver quality. The

Mar-li Van der Merwe (16) Framesby High School: It’s like baking a cake – lots of hard work to put together but very nice. Indescribable - an honour and a privilege. I wouldn’t exchange this December/January for anything else.

Boland College has teamed up with local partners and the WCED to empower the community through new training initiatives. At the back is Cathy Robertson, Deputy CEO: Innovation and development, with Colleen van Emmenis (second right) and some of the entrepreneurs in training.

This is a story of partnerships: the College managed to partner with the District Municipality so the training facility is donated by the District; they have partnered with Tourism Bureau of Laingsburg to market their products. The principal of Laingsburg High school agreed to provide accommodation in the hostels for the facilitators as there is no hotel or B and B in the town. The students have a mentoring team of whom some are ex-Boland students that are willing to help. The marketing of the products started with an open day in August 2009. The buzz of excitement was palpable as the young students greeted the College CEO, staff-members and officials who made the long trip there to pay tribute to the team

Ryan Theo Steenkamp (18) Eerste River High School: It was as if I was made for this, because day after day I learned new things. I didn’t regard it a right to be here, but a great privilege. The whole experience was fantastic.

Johan Marais (18) Oudtshoorn High School: It was very enriching and a mind opener. I went on a great journey to fully understand the characters and to associate with them. As an actor I learned a lot about the profession and I made wonderful friends.

Kannidood Project brings a bit of life to Laingsburg oland College’s Kannidood Arts and Craft studio project in Laingsburg is aptly named after the indigenous South African Aloe Veriegata, locally referred to as “Kannidood”, which means, “cannot die”. The entrepreneurial project was a four year dream in the making and finally became a reality in May last year. With funding from the Western Cape Education Department, as part of the investment in Skills’ Development for Unemployed Youth in the Presidential Nodal Zones (Khayelitsha, Mitchell’s Plain and the Central Karoo), Boland College kicked off training that hoped to ultimately create sustainable employment opportunities for the local Laingsburg community. This is a one-of-a-kind dream: to take the “campus” out to an impoverished community and give it some kind of viable hope that things could be different. Young adults from the area are being tutored in skills such as the making of small glass products (slumping), ceramics (kiln- and sun baked), textile painting techniques, papermaking and printing (lithography) and soft business and trade skills. A group of 18 students were

cast supported and helped each. It was a wonderful opportunity to work with senior actors.

which had worked so hard to deliver on the dream. Amongst early orders is one from the College itself to buy corporate gifts from the students and the lunch boxes made up of recycled paper. The project is ranked by the municipality as a model of successful local economic empowerment. So next time you are going through Laingsburg from the direction of Cape Town turn right just after you have entered it and pay a visit to the Flood Museum and the small Kannidood initiative under the WCED Billboard. Treat yourself to a Kannidood plant in a crafted pot. Think of the devastation there after the flood and give yourself a gift of hope as you look at how the lives of the young crafters have been changed.

Education’s Music Superstar Rohan Swanepoel (29) has been a Music teacher at Kenridge for the past 8 years. He teaches guitar and keyboard.His learners adore him and they are really privileged to have such a dedicated teacher. Rohan recently took part in the SABC 2 Noot vir Noot competition, and did extremely well. Rohan recently took part in the SABC2 Noot vir Noot competition and became only one of two participants who managed to win big early in the game. His performance in the semifinals was something not to be missed! Music is Rohan’s passion in life. His interest in music started at the tender age of 2 years, when he waited for his mother to put records on the turn table, so that he could hear music. At school he took music as a subject and excelled in especially the Electric Organ as an instrument. Twice in a row he was the top organ student (Academy Light Music South Africa) in South Africa! An achievement few people can “brag” about! Apart from being a music teacher, Rohan would love to be able to do musical directing in shows, or be able to play these instruments that he loves so much instead of only teaching the basics to youngsters.

Rohan Swanepoel, of Kenridge Primary School, with some of his learners. Keyboard: Jacques Vermaak, Left to right Corné Coetzee, Rohan Swanepoel, Mark Brynardt, Dieter Zeier, Jacque Coetzee, Amber McCleod.

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noticeboard

A quick guide to

Circulars

The Western Cape Education Department (WCED) issued the following circulars for the period November 2009 – February 2010

0037/2009 Revised Unit Standards In ABET Level 4 (NQF Level 1) for the Interim General Education and Training Certificate Full text available on http://wced.wcape. gov.za/circulars/circulars09/e37_09.html 0038/2009 Non-education activities on school premises during school hours http://wced.wcape.gov.za/circulars/ circulars09/e38_09.html 0040/2009 Provincial Treasury Transversal contract for advertising and HR value-adding services for the period 1 October 2009 to 30 September 2012 http://wced.wcape.gov.za/circulars/ circulars09/e40_09.html 0041/2009 Changes to the principal forums http://wced.wcape.gov.za/circulars/ circulars09/e41_09.html 0042/2009 Transfer of powers of the Member of the Executive Council responsible for Education: Western Cape in terms of the South African Schools Act http://wced.wcape.gov.za/circulars/ circulars09/e42_09.html 0044/2009 Some critical dates to support planning for 2010 http://wced.wcape.gov.za/circulars/ circulars09/e44_09.html 0046/2009 Explanation of the Annual Leave Dispensation for public service staff at educational institutions http://wced.wcape.gov.za/circulars/ circulars09/e46_09.html 0001/2010 Final timetable and arrangements for the February/March 2010 National Senior Certificate Supplementary Examinations http://wced.wcape.gov.za/circulars/ circulars10/e1_10.html 0004/2010 Information on increased Grade R subsidies and related matters http://wced.wcape.gov.za/circulars/ circulars10/e4_10.html

PLANNING AND STRATEGY MINUTES HUMAN CAPITAL PLANNINGE 0001/2010 Updating of CEMIS Data for post provisioning/allocation purposes http://wced.wcape.gov.za/circulars/ minutes10/PSminutes/edhp1_10.html

KNOWLEDGE MANAGEMENT, INFORMATION & RECORD MANAGEMENT SYSTEMS AND ICT 0003/2009 Capturing of 2009 Promotion results online on CEMIS http://wced.wcape.gov.za/circulars/ minutes09/PSminutes/edkm3_09.html

0002/2010 Admission of candidates repeating the National Senior Certificate Examinations http://wced.wcape.gov.za/circulars/ minutes10/CMminutes/edam2_10.html

POLICY CO-ORDINATION 0001/2009 Announcement of policy co-ordination website http://wced.wcape.gov.za/circulars/ minutes09/PSminutes/edpc1_09.html

0020/2009 ABET Levels 2 and 4 – Teacher Orientation Workshops for CAs and Teachers at the Community Learning Centres (CLCs) http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edcg20_09.html

QUALITY ASSURANCE 0003/2009 Implementation of Integrated quality Management System (IQMS) in 2009 http://wced.wcape.gov.za/circulars/ minutes09/PSminutes/edqa3_09.html 0004/2009 Guidelines for the use of the Quality Improvement Through Innovation Strategy (QITIS) advocacy bundle http://wced.wcape.gov.za/circulars/ minutes09/PSminutes/edqa4_09.html 0005/2009 Annual Report http://wced.wcape.gov.za/circulars/ minutes09/PSminutes/edqa5_09.html

CURRICULUM MANAGEMENT MINUTES ASSESSMENT MANAGEMENT 0034/2009 Common Tasks for Assessment (CTA) 2009: Special concession for Section A of isiXhosa Second Additional Language (SAL) and Alternative Assessment with regard to Section B IsiXhosa (SAL) http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edam34_09.html 0035/2009 Management of 2009 Annual National Assessments and the Capturing of Results http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edam35_09.html 0036/2009 Adjustment of the 2009 Common Tasks for Assessment Results for specific Grade 9 Learning Areas http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edam36_09.html 0001/2010 Practical Assessment Tasks for 2010 National Senior Certificate http://wced.wcape.gov.za/circulars/ minutes10/CMminutes/edam1_10.html

CURRICULUM GET

0022/2009 Supply of Xhosa textbooks for Grades 4 to 6 http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edcg22_09.html

INSTITUTIONAL DEVELOPMENT AND COORDINATION MINUTES INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING 0009/2009 Intake of Kha Ri Gude Campaign learners at Community Learning Centres in 2010 http://wced.wcape.gov.za/circulars/ minutes09/IDCminutes/edim9_09.html 0010/2009 Election of 2010 Provincial Principal’s Forum http://wced.wcape.gov.za/circulars/ minutes09/IDCminutes/edim10_09.html 0011/2009 Start of 2010 Academic year for Adult Education and Training (AET) Centres http://wced.wcape.gov.za/circulars/ minutes09/IDCminutes/edim11_09.html

OPERATIONAL SUPPORT

0001/2010 Foundations for Learning Lesson Plans http://wced.wcape.gov.za/circulars/ minutes10/CMminutes/edcg1_10.html

CURRICULUM FET

0038/2009 Functionality of Science Laboratories and stock on hand http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edcf38_09.html 0039/2009 Print and Electronic Learning Material to support Grade 10 - 12 learners in 2010 http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edcf39_09.html 0040/2009 FET Life Orientation – Teacher Training in the PACE School-to-Work Programme http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edcf40_09.html

EXAMINATIONS ADMINISTRATION 039/2009 November 2009 National Senior Certificate Examinations – Invigilators’ claim forms http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edea39_09.html 0040/2009 Announcement of the 2009 National Senior Certificate Examination results http://wced.wcape.gov.za/circulars/ minutes09/CMminutes/edea40_09.html 0001/2010 National Senior Certificate Examinations (November 2009 & February – March 2010) and Abet Level 4 Examinations – Re-marking, rechecking, and viewing of scripts http://wced.wcape.gov.za/circulars/ minutes10/CMminutes/edea1_10.html

0006/2009 Reminder to Non Section 21 schools about purchasing of learning and teaching support material http://wced.wcape.gov.za/circulars/ minutes09/IDCminutes/edos6_09.html

0010/2009 Invitation to contribute papers, presentations and displays at Conference on Reading http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhd10_09.html 0001/2010 Registration for Reading Conference at the Cape Teaching and Leadership Institute (CTLI) http://wced.wcape.gov.za/circulars/ minutes10/CSminutes/edhd1_10.html INTERNAL HUMAN CAPITAL MANAGEMENT 0024/2009 Redesign process: Change in component, post and rank designations http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhm24_09.html 0031/2009 16 Days of activism: No violence against women http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhm31_09.html 0032/2009 End-of-year functions and time-off http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhm32_09.html

SPECIALISED EDUCATION SUPPORT

0033/2009 Advance pay dates for temporary WCED staff (Public servants and CS educators) from 31 December to 23 December 2009 http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhm33_09.html

0010/2009 School Sanitation http://wced.wcape.gov.za/circulars/ minutes09/IDCminutes/edse10_09.html

0001/2010 Submission of documents for 20092010 evaluation cycle of staff performance management and development systems for Public Service personnel on salary levels 1 to 12 http://wced.wcape.gov.za/circulars/ minutes10/CSminutes/edhm1_10.html

0009/2009 School-based deworming programme http://wced.wcape.gov.za/circulars/ minutes09/IDCminutes/edse9_09.html

CORPORATE SERVICES MINUTES INTERNAL HUMAN CAPITAL ADMINISTRATION 0010/2009 Issuing of vacancy lists 2010: Institution-based educator posts http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edha10_09.html INTERNAL HUMAN CAPITAL DEVELOPMENT 0007/2009 Training courses to be offered at the Cape Teaching and Leadership Institute in 2010 http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhd7_09.html 0008/2009 2010 Bursaries for Advanced Certificate in Education http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhd8_09.html 0009/2009 Introduction of Certificate Course in School Business Administration http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edhd9_09.html

PROCUREMENT MANAGEMENT 0015/2009 List of suppliers for schools’ purchase of learning and teaching support material for period 1 August 2008 to 31 July 2010 http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edpm15_09.html 0016/2009 Submission of requisitions for end of 2009-2010 financial year by responsibility managers http://wced.wcape.gov.za/circulars/ minutes09/CSminutes/edpm16_09.html 0001/2010 List of suppliers for schools’ purchase of learning and teaching support material for period 1 August 2008 to 31 July 2010 http://wced.wcape.gov.za/circulars/ minutes10/CSminutes/edpm1_10.html

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sport

TAG Rugby used to tackle issues like crime and drugs Stuart McConnell

Six months after the TAG Rugby Tackle Pilot Programme was launched in 40 schools in the Bishop Lavis and Nyanga areas, it is proving to be very successful. The programme is an initiative between the South African Rugby Union (SARU), TAG Rugby, the provincial departments of Education, Community Safety and Cultural Affairs and Sport, The programme has also been endorsed by the United Nations. The goal of the programme is to deliver a safety message to children. The safety message is not only one of how to play sport safely but also one of “tackling “issues that the young learners in these schools face in their schools and communities on a daily basis. These issues are drugs, crime, victimisation, appreciation of the opposite sex to name but a few. TAG Rugby have teamed up with Choices 4 Life, a similar NPO, that delivers the anti crime and drugs message through a “real life“ play. The “star” of the show is Frans

Juries, an ex-gang member, who spent 19 years of his life behind bars. Juries gives learners an insight into what it was like when he became a gangster at the age of 12 and how his life was totally destroyed by drugs and crime. He then takes the children into prison and gives them “very real” experiences to listen to. Through the play, the children are encouraged to make the correct choices, get involved in physical activity and sport, attend school, concentrate in class, and apply themselves to their school work. To date 7090 boys and girls in the Western Cape have played TAG Rugby whilst nearly 20 000 learners have been exposed to the TAG Rugby Tackle Safety Pilot Programme message. Trevor Jansen, Principal of Balvenie Primary school, said the message delivered to the learners was an eye opener, especially for the senior learners of the school who might have already engaged in

illegal activities. “It was a strong and powerful moral message.” Abraham Snyders, Principal at Boundary Primary School said the message was delivered in a manner which the young people could understand. “The jargon used was appropriate and not offensive.” Gerald Lesch from Range Primary School he had sent a letter to each parent of the school requesting that they ask their children about the message and also to question their children on what choices they would make.”

Any schools wanting to find out more about the TAG Rugby Tackle Safety Programme or how they can introduce TAG Rugby in their schools can email Khakhi Diala (khakhi@taggroup.co.za) or call him on 0861 00 22 69. Alternatively you can visit the TAG Rugby Association website www.tagrugby.co.za

The benefits to introducing TAG Rugby in Schools are: TAG Rugby can be played on any surface i s a non contact activity c an be played by both sexes i mproves concentration levels i mproves eye – hand coordination p romotes physical activity c ompliments the goals of all Learning Outcomes (Health promotion, Social development, Personal development and Physical development and movement)

Disability Sport

Sports Legend Arthur Cowley, who was recently presented with a Legend in Sport Award in recognition of his contribution to Disability Sport, is passionate about inclusivity and using sport to advance social integration and building an inclusive South Africa.

owley, a Deputy Chief Education Specialist in the Directorate: Specialised Education Support, described the honour bestowed on him by the Western Cape Department of Cultural Affairs and Sport as a humbling experience. His contribution to Disability Sport started at a time when very little was done for children with disabilities. Cowley majored in Physical Education at Hewat College of Education (what is now the Athlone Technical College) when a school for learners with special needs phoned the college for assistance. “I still remember to the day that when my fellow students heard the request and they heard the name of the school, they laughed. I was still new in Cape Town and volunteered, not knowing what I am getting myself into. “Something changed within me,” he said of his encounter with children with barriers to learning and disability sport, adding that one of the first things he learnt was that able bodied people are blessed to share their lives with children with special needs. From 1984 he set about formalising sport for disabled learners in the Western Cape, taking the cause to schools throughout the country at own cost, visiting school princi-

pals, communities and Governing Bodies to allow children with disabilities to participate in sport. In 1986 he was laughed at during a meeting in the Athlone Civic Centre when he shared his vision that disabled children should also achieve Olympic glory. Today the fruits of his pioneering work can be seen in the outstanding performance of our Paralympic athletes in the world arena. Cowley said one the highlights of his involvement with Disability

“It is not something that one sets out to do and therefore it is very humbling.” Sport was when Tadhg Slattery, a swimmer who is deaf and has cerebral palsy, signed the national anthem after he won gold in the 100m breaststroke at the Paralympics in Athens. When asked about people who inspired him, Cowley paid homage to Peter Goldhawk, a former president of Disability Sport South Africa (DISSA). When he was still Deputy President and the patron of DISSA, Jacob Zuma’s support knew no boundaries, Cowley added. During 2009, in absentia, he was re-elected as chairperson of Western Cape Sports Association for Persons with an Intellectual Disability, whilst also serving as the Chairperson of the Transformation and Monitoring Committee for Sport in the Western Cape, a portfolio he described as one which ignites his passion.

Photo: Raakskoot/Toucher

Learners enjoy bowls Henry Brown and Martin van Zyl

Two former Hopefield High learners, Kobus Hanekom and Arthur Bergh, who played for the Boland Under 19 team, inspired learners at the school to take up bowls. The subject Life Orientation also covers various sporting codes and the teacher decided to introduce learners to bowls. Fortunately the Bowling club is near the school and the children could play bowls during the Life Orientation period. The ethics of the sport was covered as part of the syllabus. Bowls is a sport where the etiquette and the rules can be clearly distinguished and the learners could apply it

in practice on the greens. In this way about 60 learners from Hopefield High School were introduced to bowls. They enjoyed it so much that a few might even decide to take up the sport. Hopefield High School gives recognition to bowls as a school sport and even awards honorary colours. At the school’s award ceremony last year Kobus Hanekom received the trophy for the best bowler. Meanwhile a group of 15 learners from Rietvlei Primary School Nr 1 near Montagu set foot on bowling greens for the first time when they visited the bowling club in Montagu.

The special practice visit followed an indoor practice session to familiarise everybody with the basic rules and demands of the game. The bowls used were acquired from Boland Bowls and are used for development purposes. Clarence Swanepoel, the principal of Rietvlei, has since enquired about possible membership of the Montagu Bowling Club. Martin van Zyl, President of Boland Bowls, said this was an attempt to promote and expand the game amongst all groups in the Boland.

A future Boland champion?

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sport

Pure gold

Volleyball

Happiness is representing South Africa in Cricket World Cup Derick Williams

Rabian Engelbrecht snares a wicket in the match against Ireland.

anuary 2010 undoubtedly represented the highlight of a 17-year old Paarl learner’s cricketing career for Rabian Engelbrecht represented the country in the ICC U19 Cricket World Cup in New Zealand. The team gave Rabian, a promising fast bowler, the nickname “Happiness” because he is such a pleasant fellow and always had a smile on his face. This was his first trip overseas. His cricketing career started at Magnolia Primary School where his first coach was Mark De Villiers. He subsequently joined Boland and now benefits from the cricketing genius of coach Nathaniel Tsolo and bowling specialist Henry Williams. Up to the age of 15 he was an allrounder after which time Rabian focused more on his bowling. Few people may be aware of the fact that he already has a century to his credit so he knows how to hold a bat. In the words of Henry Williams, Rabian is “a bowler in the mould of the classic Windies - lanky and quick”. So consistent

was his performance that over the last 5 years he represented all provincial sides including Under 13 and 15. He then skipped Under 17 because of his acceleration in terms of progress and he was drafted to the Coke Under 18 Side in 2008. In the same year he successfully made the SA U18 Colts. At the moment cricket is his only sport and focus but he has hobbies which include movies. His favorite movie is Stepbrothers. He states his favorite color is green and in that one should peradventure read a more prophetic reality for his future. Goals would see him playing two more years for the under 19 squad and then he looks at a professional cricketing career. A message from the jovial young man to other youngsters: “you got to work hard and be fit to play and keep your feet on the ground but remember you must love the game of cricket”. South Africa secured fifth place in the ICC U19 Cricket World Cup by beating defending champions India by six wickets.

Kleinberg Primary School in Ocean View scooped all the Western Province Primary School Volleyball awards at a plush award ceremony in Langa in December 2009. Both the boys and girls teams have been awarded School Team of the Year awards after clinching the national, provincial and beach championship respectively. They achieved this mean feat by winning the National Top School Championship in Johannesburg in May 2009, the Provincial Top School Championship in November and the Beach Challenge in December at Muizenberg beach. Liezle Petersen and Byron Adams of Kleinberg Primary School also won the MVP and Player of the year awards for girls and boys respectively. “This phenomenal achievement was made possible by sacrificing intervals, after school hours and week-ends to practice. The team’s motto is “Winners train, losers complain”, said Fuad Jacobs, a teacher at the school and the volleyball coach.

Aquatics

Paul Roser trains with Blitsboks

matric learner from Paul Roos Gymnasium in Stellenbosch has been invited to train with the Springbok Sevens squad. Tshotsho Mbovane (17) caught the eye of coach Paul Treu after representing Paul Roos’ Sevens team for the past two years. Frans van Niekerk, deputy rector and head of rugby at Paul Roos, said the invitation to join the national training camps did not come as a surprise. Tshotsho has been on the rugby scene for a long time and played representative rugby for a number of years. Last year he represented the WP Under 18 Craven team. Van Niekerk said when Tshotsho was in Grade 7 at Zimasa Primary School in Langa the principal Mxolisi Njengele contacted him about the budding rugby star. Njengele and his team at Zimasa have become known for spotting talent at an early stage and helping the children to develop their talent through bursaries and scholarships at schools like Paul Roos, Bishops and Wynberg. Njengele said he identified Tshotsho at age 9. “He was an above average learner and involved in

athletics. He also played cricket, rugby and soccer.” With Njengele’s guidance Tshotsho started to focus more on rugby and he consistently secured a place in the WP schools teams. Van Niekerk, who was Tshotsho’s hostel father when he started at Paul Roos in Grade 8, described him as a respectful and loving person who grabbed every opportunity presented to him with both hands. He also gives back in many areas through his involvement with the Paul Roos Academy. The aim of the Academy is to significantly broaden the academic knowledge and other educational experiences of learners from disadvantaged communities so that they may complete their high school careers successfully in their own community schools. “I foresee a bright future for him. Tshotso is fast, he has all the qualities you want in a Sevens player.” Van Niekerk added with rugby sevens to be played at the 2016 Olympic Games in Brazil Tshotsho might go on to represent the country at that level. But first Tshotsho’s main priority for this year is to pass his matric.

Morney van Schalkwyk, a Grade 10 learner at the Western Cape Sport School, took part in the CANA Zone 3 and 4 Invitational Swimming Championship in Nairobi Kenya in January. Morney won two silver (200m butterfly and 200m freestyle) and two bronze medals in the boys 15 years and over category.

New coaches The Western Cape Sport School will offer rugby and cricket for the first time this year. The rugby coaches are Donovan Blaauw and Warren Wilters and the cricket coach is Shahied Khan. Meanwhile two new hokey coaches also joined the team. They are Jason Mulder and Basil Letape. A new biokineticist, Erin Martin, also joined after Nceba Hene left for Joburg.