WCEDnews || 04 by Western Cape Education Department

Special feature

iTiEs CurriCuluM aCTiV

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NEWSpapEr OF THE WCED

april 2010 | iSSUE 04

Inside this issue The WCED’s plan to award a single tender for 12 schools provides an excellent opportunity to ensure high levels of school design excellence. Usasazo High School, Khayelitsha, (left and below) won an award in 2006 for Merit of Design from the Institute of South African Architects. NEWS

4000 children beneﬁt from Bobsforgood Foundation’s School Shoe Campaign See page 5

Bold plan to address infrastructure backlogs STUDENT PROGRAMME

The WCED’s Matric Enrichment programme help learners excel See page 9

A R T S A N D C U LT U R E

South african Youth Choir See page 13

SPORT

local teacher from Bridgetown Secondary School in athlone to oﬃciate at the World Cup See page 16

Regulars: NEWS

FEATURES

The Western Cape Education Department has announced a bold new plan to address the backlogs in infrastructure in the province.

he plan involves 12 new schools, building additional classrooms at some of the province’s schools and extra mobile classrooms to alleviate school overcrowding. Provincial Minister of Education Donald Grant said the current backlog stands at about 28 new schools. “Therefore, given that our current budget for infrastructure and maintenance is only R389 million, this administration has had to develop a bold new plan to address these backlogs. “There is a legacy of underinvestment in a number of areas throughout this province, as well as, a decline in the quality of infrastructure at many of our schools. Pressure posed by inward migration and growth points has also highlighted the need to readdress our infrastructure priorities.” Grant said the new plan is arguably the first in South Africa. “It is also

Help eliminate measles

INSIGHT AND OPINION

a result of a ground breaking agreement with Public Works and the Provincial Treasury where an agreement has been reached to allocate R1 billion over the current MTEF period to finance our plan. In addition, a consultation process on how to design and build cost effective, environmentally friendly and sustainable schools has been undertaken.” He commissioned a baseline audit of all the schools in the province last year to determine where to target immediate infrastructure interventions. “The WCED is currently conducting an objective assessment of schools to determine pressure areas throughout the province. These assessments are based on a number of objective criteria such as; migration patterns in the province; new housing developments and infrastructure; funding and budgets; existing and planned transport; leased property and hostel accommodation.” Grant said in terms of new schools, as Premier Helen Zille announced in her State of the Province address, tenders would soon be advertised to build 12 new schools in the province starting in 2011. He said the 12 new schools are in addition to the existing building programme. Four new schools are currently under

Schools have been requested to assist ofﬁcials from the national department of health with the organisational logistics of a mass immunisation campaign against polio and measles. The campaign will run until May this year. In an information letter the department said South Africa had more cases of

PROFESSIONAL DEVELOPMENT

construction and an additional six schools are out on tender. Seven schools across the province were completed last year. According to Grant the decision to put 12 schools out on one tender reduces building and procurement costs, dramatically decreases the professional fees for each specific school, as well as speeds up delivery and consolidates accountability.

“THis is aN EXCEllENT EXaMPlE OF a ParTNErsHiP BETWEEN THE DEParTMENT aND Our sCHOOls.” He said in order to address the demands for increased admissions at some successful schools, the WCED will build approximately 200 new classrooms at 50 schools in the metropolitan area of Cape Town. Funding will be made available to each school to build themselves four additional classrooms. This process will be closely monitored and audited. Feedback from our schools has been positive in this regard, and

measles in the years 2009 to 2010 than the years before that. “If not controlled we may see more cases of measles. Measles can be a serious disease. It can cause blindness, hearing problems, brain damage, pneumonia and event death.” The department said nurses will be visiting schools and crèches in April to

REVIEWS

ARTS AND CULTURE

once completed, approximately 3 000 children will gain access to some of our successful schools with world class tuition. “This is an excellent example of a partnership between the department and our schools to fulfill our mutual objectives of giving a safe and secure learning environment for all our learners. It will also offset some of the need to build new schools.” Grant said the issue of overcrowding at some of our province’s schools is a major concern. An effective and immediate approach to alleviate overcrowding is to install mobile classrooms, as is currently underway at Oranjekloof Primary and Citrusdal Secondary. “Our audit reveals that there is a need to prioritise the allocation of 126 additional mobile classrooms at our schools. A project management unit has been appointed to manage the ordering and provision of these classrooms. We are confident that these units will be delivered by the end of the second term.” He said once successfully implemented the new infrastructure plan will help alleviate school overcrowding and improve the overall state of school infrastructure across the province. “It is an exciting and bold plan, but we believe it can be achieved.”

give polio drops and measles vaccine to children under ﬁve years. The polio drops will be repeated in May 2010. The Directorate: Specialised Education Support urged teachers, principals and centre managers to assist parents/ guardians with the completion of the consent form for the immunisation.

NOTICE BOARD

SPORT

wcednews april 2010

news

Top debater’s views on the World Cup

hen 17-year-old Charlotte Le Fleur of Worcester Secondary School entered a national debating contest, she never dreamed she’d meet President Jacob Zuma, be on a live radio debate and visit Nelson Mandela’s cell on Robben Island. But that’s exactly what happened when she was selected as one of the top three youth debaters in South Africa. The SoNA National Schools Debate competition called-on students, from schools across all nine provinces in SA, to voice their views and opinions on issues of national importance. Out of 266 learners, the 9 finalists where flown to Cape Town to take part in the semi-finals and eventually the top 3 were selected. In the final, held on 10 February, the three top youth debaters, Charlotte, Bojosi Morule and Kgaugelo Clement Mokholwane debated their views on whether they feel the majority of South Africans will benefit from the 2010 FIFA World Cup. It was a closely contested final but Charlotte managed to sway the judges in her favour, by expressing strong views that the 2010 Soccer World Cup would “not disappoint” and would benefit the majority of South Africans by creating thousands of jobs and generating billions of rands. Charlotte is currently in Grade 12 at Worcester Secondary School. After

Charlotte Le Fleur

school she would like to enroll at the University of Stellenbosch and complete a Bachelor of Medicine and Bachelor of Surgery degree. She is committed to her studies but maintains balance with extra-curricula activities. She is a member of the student council; on the editorial staff of the school newspaper; a school prefect; part of the school choir and on the debating team. Her hobbies include reading and walking, and she enjoys watching cricket and rugby. In response to the debate topic Young people can play a role in reducing poverty and building a better South Africa for all, Charlotte believes that “the contribution the youth can make is enormous and should not be underestimated”.

WCED Education Museum wins award The Western Cape Education Department’s own Education Museum that is part of the Centre for Conservation Education in Wynberg was the recipient of a prestigious award at the Heritage Awards in Franschhoek by the Department of Cultural Affairs and Sport (DCAS). A museum about education? YES – the Education Museum is dedicated solely to the history of education in the Western Cape. So much is changing in education, and so fast, it is hard to keep up. As new things arrive, many old things are simply thrown out. The Education Museum is there to save all the unwanted, unloved, unused teaching equipment of years gone by. It is also keen to preserve the history of individual schools. In 2008, the Centre started the project Every School Counts. As part of this, schools are encouraged to research and record their history, and to start a small museum reflecting this. Special workshops are held every year to support schools in doing this. The DCAS award was made in acknowledgement of this project, in the Category: Best New Museum Project for 2009. The trophy was designed by a 2nd year Design

Eldene Primary School in Elsies River will serve as a nerve centre for numeracy development in the Western Cape.

student at the Cape Peninsula University of Technology, who said: “The trophy was designed to have substance, exploring the meaning behind museums and their importance to society. The use of wild olivewood is to reflect time, heritage and wisdom. The trophy’s shape represents the earth, reflecting the ideas of the natural world, sustainability and humanity.” For more information about the Every School Counts Project, contact (021) 762-1622. BELOW: The trophy for Best New Museum Project 2009, awarded to the Education Museum by the Department of Cultural Aﬀairs and Sport.

The school boasts one of the ﬁrst numeracy hubs in the province, providing much reason to celebrate last month during the oﬃcial opening of the special classroom that was prepared as a Mathematics room.

Inspiring environment

Numeracy development is child’s play at Eldene Ps

n entering Eldene Primary school in Elsies River, one is immediately aware that numeracy is a priority. The once-plain blue walls of the school are now splashed with brightly coloured murals of numbers and shapes. Since the school’s involvement in the Western Cape Education Department’s Literacy/Numeracy Project, educators have taken their task seriously in turning it into a numeracy school. Both staff and learners engaged enthusiastically in drawing and painting the walls so that numeracy aspects are visually accessible to learners when they

are in the playground. Jolene George, a head of department, says that the project has been welcomed by the staff, who are keen to develop themselves and thereby improve their learner achievement scores. “The paint is already peeling off the stoep because the children play hopscotch so much.” She adds that the learners can often be seen reading, counting and touching the murals during the intervals. The Maths trainer, Jayshree Naidoo, has been instrumental in securing a donation of 30 desks for the school. These will be used in the recently opened Mathematics room.

“THE PaiNT is alrEaDY PEEliNG OFF THE sTOEP BECausE THE CHilDrEN PlaY HOPsCOTCH sO MuCH.” sHE aDDs THaT THE lEarNErs CaN OFTEN BE sEEN rEaDiNG, COuNTiNG aND TOuCHiNG THE Murals DuriNG THE iNTErVals.”

intergovernmental protocol between the Departments of Home affairs and Basic Education An intergovernmental protocol jointly signed by the Department of Home Affairs and the Department of Basic Education will assist learners without birth certificates to obtain these documents and identify learners of school going age who never entered the education system. The intergovernmental protocol signed by the DirectorGeneral of the Department of Home Affairs (DHA), Mavuso Msimang and the Acting Director-General of the Department of Basic Education (DoBE), Bobby Soobrayan, identified specific areas of collaboration where both departments would cooperate for the betterment of government services to the people of South Africa. As part of the agreement the DoBE would identify schools where there were a high number of learners without birth certificates in order for Home Affairs to visit these schools to register births. Home Affairs undertook to conduct an accelerated birth registration campaign in cooperation with schools in order

to reach the target of registering all births by 2011. The DoBE would promote and communicate with schools to get the message about the Birth Registration campaign across the various areas where the campaign would be launched. The two departments would work together to reduce duplicate numbers detected by the Learner Unit Record Information and Tracking System (LURITS). The DHA shall provide a mechanism whereby the DoBE could check the validity of identity numbers and or the link against identity numbers, names and surnames to assist the DoBE to sort out duplicates and ghost learners in the education system. Home Affairs would also provide the DoBE with a list of identiﬁcation numbers of learners turning six and seven years of age each year so that LURITS could track whether all learners were in fact in school and to be able to identify learners that are of school going age but never entered the school system.

wcednews april 2010

news

Message from the MEC

Walk this way

Bobby Skinstad helps a learner at Isalathiso Primary School, on the outskirts of Mossel Bay, put on his new school shoes.

More than 4 000 children from 39 different schools across the Western Cape benefitted from the Bobsforgood Foundation’s school shoe campaign. The foundation is managed by Bobby Skinstad who, as part of his “Walk this Way” campaign, jailed himself for a week to raise money for children with no school shoes. The campaign was endorsed by the Western Cape Education Department who assisted the campaign team in selecting the neediest schools. Provincial Minister for Education Donald Grant visited Bob in his make shift jail cell at the V&A Waterfront to illustrate his support and appreciation of such a fantastic project. “While some of us take a pair of shoes for granted, this campaign will definitely have a positive psychological effect on the way a child sees himself or herself. A new pair of shoes can boost a learner’s confidence and instill a

sense of pride and self respect, allowing one to participate fully in their education,” said Grant. An amount of R600 000 was raised to activate the speedy delivery of locally made leather school shoes for the Western Cape’s poorest learners, most of whom either arrive at school with no shoes, in socks only or have badly worn out shoes. Skinstad personally delivered the shoes to schools and took part in a number of coaching clinics and community walks. “If I had to be jailed again for another week to raise another huge sum of money for our children, I would do it in a second. It’s been a fantastic and overwhelming experience. I cannot thank the people of the Western Cape enough for the difference they are enabling our bobsforgood foundation to make. Seeing a child’s face glow when you put their new shoes on for them is the most rewarding feeling,” Skinstad said.

achievement of adult learners celebrated at awards night

ilda Erasmus (77) of Atlantis did not allow her deteriorating eyesight or her advanced age from stopping her in her quest to advance her education level by attending classes at a Community Learning Centre in the Western Cape. Erasmus was the most senior candidate who wrote and passed at least one or more learning areas in the June and October 2009 Adult Basic Education and Training (ABET) Level 4 examinations. ABET Level 4 is comparable to Grade 9 in a school. Erasmus wrote and passed two learning areas. She had a spring in her step when she collected her certificate from Provincial Minister of Education Donald Grant and Head

of Education Penny Vinjevold at an awards ceremony. The achievement of individual adult learners and centres were celebrated at the ceremony on 3 March. Awards were presented to candidates who obtained a minimum of 80% per learning area, the most senior candidate to obtain a full General Education and Training Certificate in one sitting in the June and October 2009 examinations, the most senior candidate who wrote and passed at least one learning area as well as awards to centres that produced excellent results. “I love taking part in such activities,” Erasmus said afterwards when asked about her decision to attend classes at the Atlantis Community Learning Centre (CLC). “My eye sight is a

bit bad, but I look past it. I am still attending (night) school this year.” Shareen Hart, Atlantis CLC Centre manager, said shortly before sitting for the exams in October last year, Erasmus suffered from exam anxiety. “She said to me; ‘Miss, I am not coming, my brain is too rusty’.” Hart convinced Erasmus that she could do it. “And look where she is tonight”, the proud teacher remarked. ABET level 4 examinations have been conducted in the Western Cape for ten years and the numbers participating in these examinations have steadily increased from 512 candidates in October 2000 to over 2000 registered candidates in October/November 2009. National ABET examinations commenced in 2001 and the Western Cape was the

first province to offer two opportunities per year for adult learners to sit for a national examination. There has been a marked improvement in the turnout rate (number of registered candidates that turn up to write the examinations) in recent years. In 2009, over 75% of registered candidates in the Western Cape wrote the examinations and completed their site-based assessment portfolio. The site-based portfolio was based, for the first time in 2009, upon a standardised set of tasks developed by the national Department of Education. The ratio of site based assessment (SBA) and examinations is 50:50 in ABET. The overall pass rate, based on the number of passes in the various learning areas, was 65%.

Keeping Grade 12 learners motivated, prepared and supported until they write their National Senior Certificate Examinations in October Improving literacy and numeracy outcomes by encouraging and participating in reading, writing and counting, both at school and at home Ensuring “time on task” Adhering to the 3P principle present, punctual and prepared, at school, every day Holding district officials, principals and teachers accountable Publicly participating in the debate on our draft Western Cape Provincial School Education Amendment Bill Supporting schools in any community initiatives in, and around, the World Cup Promoting learning activities during the school holidays These objectives cannot be achieved without the support and commitment of learners, teachers and parents, the WCED, and the community. 2010 will always be remembered because of the World Cup, but let’s also make it a year to remember in education! We must not forget that while the World Cup lasts for only five weeks, the futures of our learners will be determined by the education that they receive now, and beyond, the World Cup 2010. Kind Regards, Minister Donald Grant

Western Cape Education Department

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Filda Erasmus

DirECTOr OF COMMuNiCaTiON

NEW QUALIFICATION FOR ABET LEVEL 4 In November 2010, candidates will write toward a new qualiﬁcation for ABET Level 4. The new qualiﬁcation requires candidates to do less learning areas than in 2009 though the depth of content of certain learning areas such as Ancillary Health Care and Life Orientation increased as had their credit values. The WCED supplied the districts with the national Examinations and assessment guidelines for 2010 2012. All centres will receive CDs and

he Soccer World Cup is just round the corner. Excitement is brewing, and the festivities have already begun. However, we cannot let this tournament distract us from our task at hand: to improve learner outcomes at all grade levels in 2010. We can certainly all join in the fun, but a healthy balance of work and play needs to be maintained. Accordingly, we ask you for your support as we focus on the following objectives in the coming months:

hard copies of the various learning area examinations and assessment guidelines in March 2010. New site-based assessment tasks from the national department have been provided and mediated to district ABET oﬃcials. Head Oﬃce learning area specialists conducted training workshops with all teachers and centre managers from the province’s Adult learning centres during March 2010.

Paddy Attwell EDiTOr

Millicent Merton CONTriBuTOrs

Anton Mans, Bronagh Casey, Candice Jacobs, Gillian van Wyk, Hennie Menz, Kathy Miles, Mark Wildschut, Sigi Howes, Sonja Botha DEsiGN

Infestation, Tel: 021 424 6701, Sam Bainbridge, Brenda Knoop and Jacky Smith

wcednews april 2010

special feature

Special Feature

Curriculum activities for the

soccer World Cup 201 The 2010 Soccer World Cup is an historic event for South africa. South africa is proud to host the Soccer World Cup on behalf of africa. all South africans should beneﬁt from this event, directly or indirectly.

disappeared while on display as part of the build-up to the World Cup in England (in a public exhibition at Westminister Central Hall) and was found 7 days later, buried under a tree at the bottom of a suburban garden hedge in South Norwood (South London), by a little dog called Pickles. The trophy was won outright by Brazil when they became world champions for the third time in 1970. The trophy was stolen on 19 December 1983 in Rio de Janeiro, and has never been recovered (it is suspected to have been melted down by the thieves). The trophy had a couple of narrow escapes before.

We call on teachers to highlight the importance of the event by infusing aspects of it into their lessons. Let us form part of this event and celebrate this historical occasion. The Soccer World Cup offers South Africans a golden opportunity to unite as a nation and build the future of this wonderful country. This is an activity pack that teachers can use as background to infuse the 2010 Soccer World Cup into their lessons. The information is adapted from the 2010 Soccer World Cup website (28 Jan 2010) and is not grade speciﬁc.

sOCCEr WOrlD CuP TrOPHY

JulEs riMET TrOPHY

CurrENT sOCCEr WOrlD CuP TrOPHY

The Jules Rimet Trophy was the first soccer world cup trophy designed by French sculptor Abel Lafleur. It was 35cm high, weighed 3.8 kg, was made of sterling silver and gold plated, with a blue base made of semi-precious stone. There was a gold plate on each of the four sides of the base, on which were engraved the name of the trophy as well as the names of the nine winners between 1930 and 1970. The trophy was in the shape of an octagonal cup, supported by a winged figure representing Nike, the ancient Greek goddess of victory. Researchers say that, originally, the Jules Rimet Trophy was called “Victory” but referred to as the World Cup (or Coupe du Monde), but in 1946 it was renamed after Jules Rimet (the FIFA president who set up the first tournament). During the Second World War, the Italian Vice-President of FIFA, Dr.Ottorino Barassi, is said to have hidden the Jules Rimet Trophy in a shoe-box under his bed to prevent it from falling into the hands of occupying troops. On the 20th March 1966, the trophy

COUNTriES QUaliFiED FOr 2010 1. Algeria 2. Argentina 3. Australia 4. Brazil 5. Cameroon 6. Chile 7. Denmark 8. England

The current (July 2006) Soccer World Cup trophy was ﬁrst presented to the 1974 World Cup winning captain, Franz Beckenbauer of West Germany. It was chosen as the best of 53 designs which were submitted to FIFA by experts from seven countries. The trophy is 36.8cm high, made of solid 18-carat gold, weighs 4,970 grams and the base contains two layers of semi-precious malachite . The trophy was designed by Silvio Gazzaniga, an Italian artist. According to FIFA rules, the new trophy cannot be won outright, as the regulations state that it shall remain FIFA’s own possession. The winners keep it until the next Soccer World Cup and receive a gold-plated replica (rather than the solid gold original). Only 5 countries have won the World Cup since the new trophy was introduced. The name of each winning team and the year they won is engraved, in English, on the base of the Trophy. There are enough spaces to last until the Soccer World Cup 2038.

9. France 10. Germany 11. Ghana 12. Greece 13. Honduras 14. Italy 15. Ivory Coast 16. Japan

sOCCEr WOrlD CuP 2010 - FaCTs

2.72 million tickets will be sold 32 teams with an average entourage of 50 people per team 10 500 international media and 5 000 international ViPs 500 FiFa officials

sTaDiuMs aT THE sOCCEr WOrlD CuP 2010 On 17 March 2006, FIFA ofﬁcially announced the ﬁnal list of venues. See map below:

Pretoria

52 000

Only two economies smaller than South Africa’s have ever hosted the Soccer World Cup: Uruguay in the 1930s and Chile in the 1950s.

lOFTus VErsFElD sTaDiuM

94 700

sOCCEr WOrlD CuP 2010 EMBlEM

70 000

On July 7, South Africa unveiled its Soccer World Cup 2010 emblem in Berlin. The emblem shows a soccer player executing a bicycle kick - a move that’s often whistled for a foul as it’s considered dangerous, but which the designer featured to showcase African flair. The footballer doing the kick was done in a San or rock painting style to bring the focus back to South Africa and its identity as “The Cradle of Humankind”. The emblem uses the colors of the South African flag to create the shape of Africa. The emblem was designed by Gaby de Abreu, co-founder of the Johannesburg design company Switch design, who had the following commentary in July 2006: “The continent (Africa) featured, because it is the first time the event will be on this continent...I thought the best way of showing off African flair would be the bicycle kick, people forget it very quickly but if you score from a bicycle kick you hear about it for years and years”. Official emblem represented to the left. Source: Wikipedia, 2010

Ellis ParK sTaDiuM sOCCEr CiTY

SOUTH AFRIC 68 000

Cape Town

CaPE TOWN sTaDiuM

wcednews april 2010

special feature Education level

Foundation Phase

use soccer as a context for the 2nd term and make your classroom soccer ‘print rich’. Literacy

Use these ideas to develop activities at an appropriate Grade level for any grade - Gr R -3. Oral WOrK aND CrEaTiVE WriTiNG

Collect pictures and articles of prominent soccer players and teams. Discussion occurs to generate vocabulary which can be used in shared writing lessons i.e. teacher engages learners in a writing framework. Learners are encouraged to write letters, diary entries, dialogues, poems and other grade speciﬁc texts.

40 000

Polokwane

PETEr MOKaBa sTaDiuM

40 000

Rustenburg

Nelspruit

rOYal BaFOKENG sPOrTs PalaCE

MBOMBEla sTaDiuM

Johannesburg Bloemfontein

FrEE sTaTE 40 000 sTaDiuM

MOsEs MaBHiDa sTaDiuM

rEaDiNG aCTiViTiEs:

New stadiums Stadium capacity

2. 3 tickets for the ﬁrst game costs R350.00 each. How much will 5 tickets cost? 3. The team plays for 45 minutes a side, how long is the match? Deduct 10 minutes for a break.

Texts can be enlarged for shared reading activities; encourage discussion of the texts; question learners to ascertain their understanding and meaning of the text. E.g. source texts from newspapers, magazines about individual soccer players or teams.

4. If they play 5 matches in Cape Town, Johannesburg and Durban per week how many matches would they play in total?

EXErCisE

Explore the strong focus on number patterns in soccer.

5. You are 8 years old in 2010. How old will you be in 2020? COuNTiNG aCTiViTiEs aND NuMBEr PaTTErNs:

Grades 1 to 3: Rewrite or photocopy text for group and guided reading activities. Grade R: Make card games and board games with soccer as the context and language development as the focus.

EXErCisE

Grade 1: counting the team players in 1’s, 2’s, etc. One team = 13 members plus 2 reserve players (1-15). Two teams = 13 + 13 + 2 + 2 (1- 30) etc.

laNGuaGE EXErCisEs

PrOBlEM sOlViNG:

e.g. punctuation; parts of speech; plurals; etc. can be exploited by using the newspaper, magazine text.

Use money (purchase tickets, spent on travel to and from stadiums; time activities (duration of matches, injury time, half time); hours, minutes; number of matches; days, weeks; difference between and sum of team scores.

Use these ideas to develop activities at an appropriate level for any grade - Gr R -3., eg. using money, time, measurement, space, shape, size, patterns, number operations, etc) Mental Calculations +, -, x, ÷ regarding numbers of players in 1, 2, 3, soccer teams, times of matches in hours and minutes.

Existing stadiums

NElsON MaNDEla BaY sTaDiuM

Grade 2: 1. If there are 11 soccer players in one team, how many will there be in 2 teams? Add 2 reserve players to each team, how many players will there be altogether?

Numeracy

Key:

Port Elizabeth

EXErCisE

Grade R: Cut and paste, draw and paint their soccer stories and ideas. The teacher writes words and sentences and the learner dictates about their representations. Grade 1: Make a collage of the soccer event. Grade 2: Make daily diary entries about the soccer event. Grade 3: Write a letter to a famous soccer star.

Dictionary skills: learners refer to the dictionary for the meaning of soccer terminology and words from the text.

Durban 80 000

EXErCisE

Grade 3: 1. How long will the soccer match be if they play 45minutes a side and take a 10 minute break and play an extra 15 minutes a side for injury time. Convert your answer to hours and minutes. 2. Dad and his 3 friends bought their soccer tickets @ R 450.00 each for the match between Cameroon and Japan. How much money did

they spend if they received a 10 % discount? 3. Ten soccer teams including their 2 reserves, 1 referee and 2 linesmen each are lined up on the stadium field. How many persons are there altogether? 4. Four soccer tickets were purchased @ R 510.00 each at the ticket box office. The payment was made with eleven R 200 notes. How much change must the cashier hand over? Grade R: 1. How many soccer shirts are needed for a soccer team? 2. South Africa and Mexico will play the first match. If each side scores 2 goals, then how many goals are scored altogether? Which side is the winner? What score would make South Africa the winner?

Life Skills Use these ideas to develop activities at an appropriate Grade level for any grade - Gr R -3. Country pride: know the SA flag and national anthem; Draw the SA flag with colours; draw the Bafana Bafana logo; teach the national anthem. Demonstrate appropriate behaviour at school and outside environment. Know rules to keep safe at the matches or Fan parks. Display good manners and respect to all visitors. Have ball skills sessions for all and arrange mini soccer matches for class sections, encourage learners to adopt a 2010 soccer team name for their mini soccer class match game. Make a logo, flag, etc.

50 000

17. Korea DPR 18. Korea Republic 19. Mexico 20. Netherlands 21. New Zealand 22. Nigeria 23. Paraguay 24. Portugal 32

25. Serbia 26. Slovakia 27. Slovenia 28. South Africa 29. Spain 30. Switzerland 31. United States 32. Uruguay

wcednews

april 2010

Social Sciences (Grade 4)

www.worldcup2010fan.com

special feature

1 Polokwane

Study the following map of South africa and answer the questions that follow:

Rustenburg

5 6

2 2

3 3 4 4 5 5 6 6 7 7 8 8 9 9 10

Royal Bafokeng Stadium Loftus Versveld Stadium Moses Mabhida Stadium Nelson Mandela Stadium Ellis Park Stadium Peter Mokaba Stadium Mbombela Stadium Free State Stadium Cape Town Stadium Soccer City

Nelspruit

Pretoria Johannesburg

Bloemfontein

a) Use the names of the cities on the map and link their numbers to the stadium names below. Indicate which of these cities are provincial capitals. 1 1

Durban

40 000 52 000 80 000 50 000 70 000 40 000 40 000 40 000 68 000 94 700

10 Cape Town

Port Elizabeth

b) Which 2 stadiums have the biggest capacity? How many more seats will Cape Town City stadium need to equal the capacity of the biggest Stadium?

Arts and Culture The Fifa World Cup Trophy has a very interesting history! From 1930 to 1970 the Jules Rimet Trophy (above left) was awarded to the World Cup winner. The current Soccer World cup trophy (above right) was ﬁrst presented in 1974 and was designed by Silvio Gazzaniga, an Italian artist. DraMaTisaTiON

Do research on the interesting history of the ﬁrst world cup trophy and ﬁnd out why there is a ‘new’ trophy from 1974. Use the story of the trophy as background information to develop a dramatisation, called the Story of the World Cup.

Language

iDEaS TO USE DUriNG THE laNGUaGE pEriOD sHarED rEaDiNG aND WriTiNG

Source a newspaper article on the 2010 World Cup Soccer Read the article aloud. Identify the purpose and type of text. lisTEN aND sPEaKiNG

Discuss the issues raised in the text. Ask questions for clariﬁcation Make inferences about the text WOrD aND sENTENCE lEVEl WOrK (GraMMar)

Identify words that elicit an emotional response. Discuss the impact of particular words Spell the words and enter into personal journal Write words in new sentences GrOuP, GuiDED, iNDEPENDENT rEaDiNG/WriTiNG

Brainstorm emotional response to the text above. Group ideas in the form of a mind map Describe the structure of a simple sentence. WriTiNG

Write simple sentences to express personal response to the shared text.

sHarED rEaDiNG aND WriTiNG

Source an interview with a famous soccer star or coach etc. on the 2010 Soccer World Read the article aloud. Identify the main person/s in the interview report lisTEN aND sPEaKiNG

Identify the key questions raised in the text. Listen to the responses Express feelings about the responses WOrD aND sENTENCE lEVEl WOrK (GraMMar)

Identify and discuss types of words to formulate questions (e.g. why, where, what, how, when, will you, can you ? etc.) GrOuP, GuiDED, iNDEPENDENT rEaDiNG / WriTiNG

Explain the writing frame for an interview Brainstorm key questions for an interview with a soccer legend Group ideas in the form of a mind map

Ask the following questions to help you develop your group drama:

sHarED rEaDiNG aND WriTiNG

Source a picture of a soccer match/ event/person from a newspaper on the 2010 Soccer World Cup View the picture and predict what it is about lisTEN aND sPEaKiNG

Read the supporting text Discuss the main idea in the text Provide an alternative ending WOrD aND sENTENCE lEVEl WOrK

trophy that will celebrate your identity, heritage and uniqueness. Think of an object or sign that will symbolise who you are, i.e. the sun, a ﬂower, a strong tree. Make sure that the design also shows your heritage and culture. Keep the design simple and not too cluttered. Decide on the colours you would use that show off your personality, culture and background. OPENiNG CErEMONY

Imagine it is your function to develop the World Cup opening ceremony. As a class, decide on the overall theme of the opening ceremony

DEsiGN OF YOur OWN TrOPHY

In groups decide on the following: The indigenous cultural group you will depict The music you will be using – it is preferable that you perform the music yourself! The indigenous dance form you will be performing (remember shapes, direction, space, force and rhythm) Puppets that will strengthen the theme, i.e. life-size puppets, stick puppets or shadow puppets. Costumes that will reﬂect the unique cultures of South Africa – consider colour, design and shape

On a piece of paper, make a drawing that would show a design of your own

See example below :

Plot: What is the story? What is happening? Character: Who are the characters, who are in the drama? Location / Space: Where will the story take place? Will there be different locations? How will we indicate it with our voices and bodies? Time: When will the action be taking place? Are there different time periods in our drama?

Identify verbs and adjectives in the text List the words and enter into personal journal GrOuP, GuiDED, iNDEPENDENT rEaDiNG /WriTiNG

Explain the meaning and writing of a paragraph Explain how to write a descriptive paragraph WriTiNG

Write 2-3 paragraphs on the picture using descriptive language

WriTiNG

Write questions for the interview and role play with a peer

Opening ceremony of the 2006 World Cup in the Allianz Arena, in Munich, Germany

wcednews april 2010

special feature

Education level

intermediate Phase and senior Phase learners can do the following activities: Mathematics Economies & Management Sciences

2010 boost sa Economy aCTiViTY 1

In preparing for the 2010 Soccer World Cup South Africa has to upgrade its infrastructure. 1. Identify and investigate the sectors on which money will be spent. 2. Explain how the event will contribute towards job creation. 3. Write a report on your ﬁndings. aCTiViTY 2

Sustainable development that will lead to economic growth is of the utmost importance. 1. Investigate what kind of jobs could lead to sustainable economic activity, which could lead to economic growth. 2. Monitor the R/$ exchange rate during the Soccer World Cup. 3 . Determine the number of jobs that will be created during the soccer event. Draw a comparison graph to indicate growth. 4. SA will receive an estimated income of R51.1 billion from the World Cup. Identify the sources from where this income will be generated. aCTiViTY 3

Analysts suggest that the biggest long term beneﬁt of the World Cup for SA would come from “intangibles”. What are “intangibles”? - Explore two examples and write a report on your ﬁndings. aCTiViTY 4

You have decided to set up your own small business selling memorabilia for the Soccer World Cup. Develop a business plan for your business. Design an advertisement for your business, in the form of a ﬂyer, a poster, “Radio/TV advertisement or website aimed at attracting the attention of tourist to your business.

Set any questions relating to money and finance e.g. say how many cooldrinks, bottled water, hamburgers etc. will be drunk / eaten during one match. Give a cost and selling price for each and get learners to calculate the profit. Give learners the map with the various time zones. Ask questions like: The match between Germany and Japan is at Cape Town Stadium at 14:00 on Saturday. If TV viewers in Germany and Japan want to watch the match live, what day and time will they have to switch on their TV to watch this match? 2D shapes could be identified and named in the various participating countrys’ flags. The South African flag can be drawn. Dimensions were given in the 2009 CTA Section A (English version) Build a model of the soccer ball from a net or use straws and prestik or toothpicks and jellytots. The straws and toothpicks will have to be measured correctly. Draw or build a model of a soccer field. The model must be in proportion to the actual field dimensions. (Use scale) Set a scenario for learners. Name 10 teams to play in a round robin section. Let learners participate in a draw and then get them to draw up a table to show how the teams will play one another. Set a questionnaire to find out people’s opinions on the Soccer World Cup e.g. Will you be attending one of the soccer matches? Do you think the poor in South Africa will benefit from the World Cup being held in SA? etc. Data can be collected, organised and relevant graphs drawn. Graphs can then be interpreted. Depending on the grade, learners can use a map, to give directions from a set point to one of the soccer stadiums: using words or the compass points or co-ordinates. Give learners a diagram of the goal area of a soccer field with points in the goal area from where

goals were scored. Let learners draw lines and measure the angle of the ball entering the net. EXaMPlEs QuEsTiON:

Soccer City, Johannesburg has the capacity of 90,000 seats. The price of tickets during the round robin matches varies from R140 to R1 120. The seating has been divided into 4 categories. Category 1: 20% of the seats are priced at R1 120 Category 2: 25% of the seats are priced at R840 Category 3: 25% of the seats are priced at R560 Category 4: 30% of the seats are priced at R140 a) If all the tickets are sold, how much money will Soccer City receive per round robin match? b) With VAT at 14%, how much will Soccer City have to pay in tax for one game? (round off to the nearest R10) c) If 3 round robin matches take place at Soccer City and all seats are sold for every match and Fifa gets 10% of the ticket sales, how much money will Fifa get from Soccer City after the 3 round robin matches? MaTHEMaTiCs BraiN TEasEr

Use the dimensions of a soccer field to work out: 1.) How many litres of diesel will be required to mow a soccer field if one litre mows …m2. If diesel costs R8,50/litre, how much would one mowing cost? or 2.) How many rolls of grass were used to cover the field plus outer areas of the Cape Town Stadium field. Give learners all the dimensions.

Technology The 2010 Soccer World Cup as a context for teaching and learning

CaPaBiliTY TasKs:

Provide learners with an opportunity to use assignments, case studies or capability tasks set in the context of the 2010 SOCCER WORLD CUP. When developing activities the grade speciﬁc assessment standards must be used to formulate instructions.

Design and make practical solutions to real life problems by following the design process and ﬁnding possible solutions to a given problem or a self generated need. The scenarios used in the WCED Work Schedules can easily be adapted to match a context within the 2010 Soccer World Cup.

The impact of the construction of the stadiums on the environment, community and or people.

assiGNMENTs:

Investigate the design features of a product developed for the soccer tournament Identify or research information on types of structures used in the soccer stadiums Develop a questionnaire to determine tourists wants Present a set of sketches / drawings of packaging for soccer memorabilia CasE sTuDiEs:

Collect suitable printed articles or illustrations and set grade speciﬁc questions for learners to respond to. Illustrations or articles based on the following aspects would be appropriate: Structural design aspects of a stadium or packaging Systems and control used in transport or security systems Processing of material for speciﬁc products: food, clothing or structures

ABOVE: Stadium roof structure BELOW: Soccer memorabilia

wcednews

april 2010

special feature Elastic ball Ball made out of pieces of material and filled with cloth and feathers

Timeline

Evolution of the soccer ball

1980s – 1990s Ball with characteristic white-and-black leather inserts

Source: Leer en Presteer, Supplement to Die Burger, Monday 15 February 2010

Natural Sciences

1855 Vulcanised

properties of materials Research information about all the materials that were used to make soccer balls, soccer shoes, soccer poles. FiND OuT:

1. What these materials have in common? 2. The history of these materials to see how they have changed as new materials were invented? 3. Manufacturer’s standards for different sports balls. 4. The rules about balls that should be used for sporting events; etc. sCiENTiFiC iNVEsTiGaTiON aCTiViTY:

Learners should work in groups to design an experiment to compare the bounciness of balls made from different materials. Encourage learners to collect

variety of old balls and bring them to class. They should dissect them under the teacher’s supervision to examine the kinds of materials they are made up of and make comparisons.

1910

rubber ball designed by Charles Goodyear

in earlier years balls were made of pig bladder covered with leather

The teacher should approve their experiment design before they carry out any tests.

1950s Ball with brown

HiNT:

Remind learners about:

leather panels

a Fair TEsT.

A number of variables e.g.; different materials, different sizes, dropping from the same height and or same surface every time testing them, exposure to different temperatures, etc.

2006 World Cup competition ball

This activity is in keeping with the NCS, learning outcome 1 and 3 of NATURAL SCIENCES.

a new ball with distinctive qualities is designed for each World Cup

Life Orientation physical Development and Movement-lO4

MINI 2010 SOCCER WORLD CUP TOURNAMENT a FuN aCTiViTY TO sParK lEarNErs’ iNTErEsT iN sPOrT aND ENCOuraGE THEM TO BE FiT aND HEalTHY.

TEaMs

DraW

rulEs

Place learners in physical ability groups of 15 per team. Adapt soccer game to suit circumstances, i.e. use smaller numbers per team, 7-8 learners making up a team, use smaller dimensions. Each team represents a country of choice. Select a team captain. Each team design colours to wear during the tournament.

Draw by lot who will play against who.

1. Captains keep score and log. 2. Follow all soccer rules. 3. Appoint knowledgeable learners as referees. 4. Adapt the times and playing dimensions to suit circumstances. 5. Mix gender teams or single gender teams. 6. Learners must be appropriately attired.

COMPETiTiON

First stage: Round Robin (All teams play against all in a group) Group 1: Group 2: Group 3: Group 4:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Pic courtesy of City Views

1 vs 2 / 3 vs 4 5 vs 6 / 7 vs 8 9 vs 10 / 11vs 12 13 vs 14 / 15 vs 16 L

D PA PF TOT sEMi-FiNals

Semi-ﬁnal 1: Winner of group 1 vs winner of group 4 Semi-ﬁnal 2: Winner of group 2 vs winner of group 3 FiNal:

Winner of semi-ﬁnal 1 vs winner of semi-ﬁnal 2. This activity can last for two weeks.

LEFT: W=2 | L=0 | D=1 PA=Points against | PF= points for

wcednews april 2010

development

NSC Awards

New NSC awards criteria for 2010

Partnership sees learners come ‘alive’ in final matric exams The Western Cape Education Department (WCED) implemented a Matric Enrichment programme late last year to give focussed tuition to 80 learners from 11 disadvantaged schools in the hope to enhance, ensure and elevate their level of success in the National Senior Certiﬁcate exams.

he partnership with Education Alive, a non-profit, public benefit organisation established in 1975, did just that. Learners became “alive”, confident and skilled and performed miracles in their final exams. In less than 30 hours per subject, Maths, Physical Science, English and Accounting, the bar was raised very high. The participators were also exposed to effective study technology. With their busy school and/or social schedules most learners would find the hours and effort they put in a gruelling impossibility, but these learners had so much fun whilst still learning and made sacrifices that paid off. The success stories of this program were unending. In total, 65% of the learners were able to gain admission to Bachelors level studies and a further 25% were able to gain admission to Diploma level studies. Seventy percent of the learners on the programme improved their mathematics mark, and of those, the average increase was over 12%. Of the accounting learners, 56.5% improved on their earlier mark, with increases of up to 20%. Physical Science saw increases as high as 27%, and English up to 12%. A participant, Abdul Qader Hendricks, said he wanted to improve his Maths, Physics, and English mark to gain entry to the Cape Peninsula University of Technology to study towards becoming a navigator. “The teachers were all very helpful and displayed exceptional skills in teaching us how to love and understand the subjects that we struggled with. I passed matric well and I am very grateful!” Another participant, Alex Kasonga, was originally from the DRC and studied at a private school from primary school to Grade 9, where there were fewer that 20 learners per class. “Then I came to a public school, which had up to 40 learners per class. I

Kurt Philips from Spine Road High Schoo l

went from a straight ‘A’ student to an average student. I knew something was wrong, and I also knew that the problem wasn’t me. It became evident that I needed help or else I was going to fail matric. Luckily, one of my teachers found out about the

Abdul Qader Hendricks from Simons Town High

iN TOTal, 65% OF THE lEarNErs WErE aBlE TO GaiN aDMissiON TO BaCHElOrs lEVEl sTuDiEs aND a FurTHEr 25% WErE aBlE TO GaiN aDMissiON TO DiPlOMa lEVEl sTuDiEs. Matric Enrichment programme. Right from the programme introduction, I felt a positive change! I am very grateful for the opportunity I received at Education Alive, it got me

through matric, and taught me there are proven ways of studying that actually work!”

sTaTisTiCs

Many learners improved their results in each subject. Of the four subjects, Mathematics saw the greatest improvements.

Alex Kasonga from Wittebome High School

Earlier Matric Final

MEP sTuDENTs Hall OF FaME

abdul Qader Hendricks: Science increased from 43 to 70% Maths increased from 65 to 71% English increased from 46 to 58%

Michelle Qumba: Maths mark increased from 8 to 40%

Kurt Phillips:

English increased by 11% Science increased by 25% Maths increased from 38% to 83%!

English

Maths

Physical Science

Accounting

WCED/EDuCaTiON aliVE: MaTriC ENriCHMENT PrOGraMME The 11 schools involved: Wittebome High school Tuscany Glen High school Trafalgar High school livingstone High

spine road High school simons Town High school rylands High school Khanyolwethu

secondary immaculata High school Excelsior secondary school Bernadino Heights High

High School Girls from Immaculata

a number of additional awards will be awarded to learners who have excelled academically in the National Senior Certificate Examinations (NSC). Announcing the new awards criteria, Western Cape Education Minister Donald Grant said this will hopefully incentivize schools and learners to produce even better results. Under the category “Most improved schools”, the decision has been made to introduce awards for the “Most improved focus schools”. There are currently 28 focus schools in the province, all of which specialize in specific subjects that are relevant to the Western Cape economy, catering for learners from previously disadvantaged communities. Therefore, schools that achieve the most improved results from 2009 to 2010 in this category will now be awarded. Again under “Most improved schools”, awards will be given to the “Most improved Dinaledi and Maths, Science and Technology schools (MST).” At present, there are 56 Dinaledi and MST schools in the Western Cape, all of which have been established to improve performance in Maths, Science and Technology, particularly among disadvantaged learners. This category of awards will give recognition to schools that show the greatest improvement in their results from 2009 to 2010. Under the category, “Excellence in individual subjects”, an additional two subjects have been added with Mathematics and Physical Science. This category will now include Accounting and Life Sciences, given that these subjects are taken by a large number of learners and are important gateway subjects. In terms of the awards ceremony, for the first time since the National Senior Certificate Examinations began in 2008, only one ceremony will be held in January 2011. “We are confident next year’s event will be a celebration all round. Not only will we be celebrating the academic achievements of individual school and learner performance, but the improvement of our overall pass rate and the reduction in underperforming schools. “We encourage all our candidates for the 2010 NSC examinations to stay focused and to ensure that they use this time effectively to prepare well and study hard,” Grant said . The full document will be made available on the WCED’s website http://wced.wcape.gov.za/

wcednews

insight&opinion

april 2010

Retired teachers

local educators encouraged to stay curious and evolve  DarrEN FraNCis

staying curious and evolving with the times was the advice given by Donovan Goliath, head of Business Development and Client Management at uCT Graduate school of Business, at the annual Principals’ Breakfast hosted by False Bay College. The energetic and proverbial speaker had school principals at the edge of their seats as he shared his experiences. Goliath, a former educator and now successful business manager, advised principals on how to manage for success. “With the introduction of the internet, social media and other things our children has been exposed too, so has the role of learning and the educating of our learners changed.” While President Jacob Zuma focused on improving the quality of children’s reading, writing and counting in foundations years in his state of the nation address, “innovate and differentiate” were some of the tools Goliath shared with the audience. “after being an educator for a number of years and then head hunted by one of the major banks, i was in a similar position as you. i noticed the more things change, the more our education methods stayed the same. This was when i started doing things differently, i adapted to the change,” said Goliath, as he reﬂected back to his days as an educator. “Teachers need to make bold declaration in order to be accountable for learners’ success and see the impossible possible,” he added. With the education system changing and educators struggling to keep head above water, principals and educators agreed that the focus should change from filling classes to meeting the needs of the learner. False Bay College hosts an annual Principals’ Breakfast for Principals and life Orientation educators to discuss critical issues and engage speakers on issues and topics of interest in the running of their schools.

Giving back:

Western Cape retired Teachers’ association

earners across the province are increasingly beneﬁtting from the expertise and skills of former and retired teachers who organised themselves to form the Western Cape Retired Teachers Association (WCRTA). Nazeema Omar, Chief Executive Ofﬁcer of the WCRTA, said their members are putting back basic skills that have gone lost. “The basics – like being able to read, write and do arithmetic – are important, but sadly this is what is lacking today. We have the expertise, skills and background to make a difference and add value to education.” The association works in close association with the Western Cape Education Department and is more than 200 members strong. New members are joining on a daily basis, said Omar. One of the association’s projects, the Care Project, is very close to Omar’s

heart. “A group of boys have “fallen through the cracks” of the education system and unless we help them I cannot see anything else in the future for them but a life of poverty and struggle.” Omar said the boys were born with an orthopedic problem that placed them at a disadvantage. They have gone through the system and completed – but not passed – Grade 9 and are between 17 and 19 years old. “We are helping them with functional reading, Maths and other little things but I have come to realise that making them employable is a priority as they do not have the ability to progress in an academic environment.” Omar said they started with a computer literacy programme where they will be certiﬁcated and then be supported or trained in a work environment until they are ready to make it on their own in the real world. “At the same time we will focus on

their natural talents and try to develop those areas as the one child is good at art and another plays the piano. One attends magic school and he is not only very good but enjoys it tremendously.

“... MaNY OF Our MEMBErs arE alrEaDY DOiNG VOluNTarY TuiTiON FOr sTruGGliNG CHilDrEN iN sCHOOls aCrOss THE PrOViNCE” “Because we care we will ensure that these children get the opportunity they deserve to become self sufﬁcient and live meaningful, productive lives.” Omar said most of the association’s members are actively involved in education activities such as substitute teaching, tutoring and mentoring and

enjoyed being in a classroom situation again. Omar said the association would like more support as far as infrastructure is concerned and she appealed to the WCED to include them in training. “We need to keep up to date with all developments.” She said at the moment training is facilitated by the association.. “We would also like for more schools to contact us for support. Many of our members are already doing voluntary tuition for struggling children in schools across the province and we are now getting involved with Saturday tuition groups. “Another big plan I have for 2010 is to encourage the start of Retired Teachers Association’s in all the provinces. For further information go to the association’s website www.wc-rta.co.za

Adult education

Bergvliet High school’s Continuing Education Programme comes of age

Computer courses are in high demand

A variety of Art and Craft courses are oﬀered

Putting our best foot forward!

 KaTHariNE MilEs

n the evenings, long after Bergvliet High School’s 1 100 learners and educators have left for the day, the Cape Town school continues to be a vibrant centre of learning. “We acknowledge the contribution our community makes to our school and to this end we strive to give back to the community by running the Continuing Education Programme. Now in its 21st year, the Continuing Education Programme is one of the largest of its kind in the Western Cape and provides an opportunity for life-long learning in the form of short courses for adults, educators and learners,” said Principal Stephen Price. The programme is divided into 3 categories: Adult , Educator and Learner Enrichment, and offers a wide variety of courses which run concurrently with the school term and take place mainly on Monday

to Thursday evenings from 19:00 to 21:00, with occasional courses running on Saturdays. Adults, educators and learners stream into the school for their evening classes in the Continuing Education Programme. The learner revision component in the early evening has made a huge impact, with learners from all local high schools registering for the high quality courses. The school’s unique Driver Education programme, where learners are taught how to drive, is a popular

“THE CEP PrOViDEs aN OPPOrTuNiTY FOr liFE-lONG lEarNiNG iN THE FOrM OF sHOrT COursEs FOr aDulTs, EDuCaTOrs aND lEarNErs.”

new addition and is producing safe, confident drivers. The objectives of the programme are: to provide a forum which will draw the community into the school and enable them to use the school facilities at night; to make the courses as accessible to as many people as possible by keeping the course fees reasonable; to be progressive in their approach to educating the ‘whole person’ by giving those interested the opportunity to learn new skills or develop new interests/hobbies; to empower the unemployed by enabling them to learn the skills which would improve their chances of finding employment; to provide staff development opportunities for educators, administration and general staff;

to provide learner support for students in the form of revision courses at night and Winter Schools during the June holidays; to provide work opportunities for the lecturers—with an emphasis on employing those residing in our community where possible; to promote and support local business to keep in line with the policy of the Education Department with regard to the role which schools should play in Adult Education; to create additional funds for the school. Detailed course information is available on the school’s website: www.bhs.org.za or contact Katharine Miles at 021 712 0979 / kathy.miles@ananzi.co.za

wcednews

insight&opinion

april 2010

Smart thinking

Encouraging positive behaviour the SMarT way

Roleplayers of the day from left: Sidney Vogt(sector forum chairperson sector two Ravensmead, Johnny Duplooy(NEBO primary school principal, Pastor Tom Klein (community leader), David Cochran(safety resource oﬃcer metropole north), Captain Renay Petersen and Capt. Elizabeth Pool.

a survey asking teachers to list the aspects of their work where they would welcome the most support indicated that after assessment and literacy/numeracy, behaviour was their biggest concern

Getting dropouts back to school

in an eﬀort to get school dropouts to return back to school and convey the message of the importance of education, a Back to School programme was launched in Uitsig in February.

ony Roberts of the Metro South Education District said the Positive Behaviour Unit class is the latest addition to a series of interventions embarked on by the district’s Specialised Learner and Educator Support (SLES) component in answer to the finding of the survey on teacher opinions that was conducted in the district since 2002. “The rationale often given by teachers is that they are not coping with the multiple roles of being teacher, social worker, nurse, parent and psychologist.” Roberts said for the past eight years the SLES component of the district embarked on a series of interventions with teachers, learners, senior management teams and district staff. These include the Developmental Approach to Positive Behaviour, Boys Town’ Behaviour Programme, Capacitar, Deep Democracy, and Journey with the Positive Behaviour Unit Class introduced last year. “The reason for starting the Positive Behaviour Unit Class was that the need was constantly expressed in conversations and meetings where the continuum of interventions for learners at-risk of dropping out of or being marginalised within the mainstream education system occurred. The Unit Class is known as the SMART class because the underlying framework for the work within the class is a resilience or strengthbased framework. “The belief is that learners-at-risk who are referred to the Unit are smart, intelligent and resilient. The challenge is to build the self-esteem that has been broken somewhere in his/her circle of courage.” Learners are brought to the Unit Class, on a daily basis for five days, by the school, with the consent of parents/guardians. Six such unit classes have been offered since June last year and the SLES component hope to facilitate a class once a month. Roberts said the feedback had been very positive. “The one reservation was that the learners need on-going support after the SMART class week. This has prompted the development of a mentoring programme by using existing resources in the

community. An example of this is our most recent school which is Ocean View High. Here the follow up work is being done by a community NGO called OIL (Own, Invest and Live your life) and final year Social Work students from UCT, who are doing some of their practical outreach work at the school. This mentoring work is being supported by the Positive Behaviour Project of Metro South Education District and the excellent support of the principal, Mr Klein.” Roberts said there were a number of observations from the first Positive Behaviour Unit Class. Ten learners from the Cafda School of Skills were accommodated for a week at the Battswood Arts Centre, which was conveniently situated, about 500 metres from their school. This meant that the learners could walk to the venue without effort. “Programme development was made manageable with the use of the Circle of Courage as a theoretical frame. The aspects of belonging, mastery, independence and generosity, formed the basis for the exercises throughout the week. The Action Learning Methodology was used to generate activities and processing of the various aspects.” He said the variety of activities like clay work, card making and physical activities helped to keep learners focused and attentive. “Food played a crucial role throughout the week. Some learners appeared to be extremely hungry, especially at the beginning of the day. Sandwiches and tea were served at 8:00. Juice and biscuits were served at about 10:00, and lunch was served at about 12:00. “Sporting activities are crucial to a programme of this nature. Our coach, Albert Manuel, who is also known as Coach Blade, did sterling work on and off the pitch. He introduced learners to a range

“THE BEliEF is THaT lEarNErsaT-risK WHO arE rEFErrED TO THE uNiT arE sMarT, iNTElliGENT aND rEsiliENT. THE CHallENGE is TO BuilD THE sElFEsTEEM THaT Has BEEN BrOKEN sOMEWHErE iN His/HEr CirClE OF COuraGE.” of physical activities, some more robust than others. “Learners tended to tease each other (especially the calling of names) and came close to physical contact, at times. What was interesting was that physical contact was minimal. It was as if there was a dance happening. In other words, each knew, almost instinctively, when to stop and when to push on. “The visit to the nature reserve, Rondevlei, was well received. This appears to have broken down resistances and encouraged good conversations between the facilitation team and learners.” Roberts said generally, the learners who attend the SMART class could expect an environment where they will be respected, a programme filled with activities that they can master, and an experience of getting in touch with nature. “The thrust is that the values we wish to convey are values that the facilitators model to the learners. This is the hope. This is the prayer. Let us build a positive and healthy society, together.”

CarMEN JaCOBs

he programme, launched by the Western Cape Education Department’s Safe Schools Project, saw a good turnout. Organised by the Safe Schools Safety Resource Officer for the area, David Cochran, together with the Ravensmead Police and Community Police Forum, the programme was launched after a need was recognised in the areas. Cochran said: “We invited the entire community to attend the programme because we want them to realize how important it is to stay in school and get an education.” The programme included fun activities such as dance competitions, performances and addressed by various speakers, all underlining the importance of education. He said the programme, in addition to speaking to children and youth about how getting an education can change their lives for the better, also educated the community on taking ownership of the schools in the area. “A school plays an important role in the community and if there is no school,, there can’t be education, therefore we want to people to report vandalism of our schools and look after

schools.” He added there are many contributing factors why learners drop out of school, the main reason being the socioeconomic, entailing poverty, domestic violence and overall dysfunction of the family in which the children grow up. Johnny du Plooy, principal of NEBO Primary School in Ravensmead shared this sentiment, saying that even though the reasons why children drop out are known, people need to know there are resources available that can help them. “There is free help for children, like the department, social workers and we need to raise awareness about these resources, so that children and parents know the circumstances and do not have to steal their child’s education.” Sidney Vogt, chairperson of the forum for section two, added parents need to pay more attention to their children’s safety and come forward to the police should their children have problems. Contact safe schools at 0800 45 46 47. The article originally appeared in the TygerBurger (ravensmead/Belhar)

sMarT spaces are spaces that are: safe for all who enter them Manageable in terms of what is expected of facilitators and learners activity – based reﬂective and Trust – ﬁlled

Learners present at the event with Pastor Tom Klein and Sidney Vogt in the back.

wcednews april 2010

reviews

EDulis: we keep you informed lEaDErS’ MUST rEaDS 1 spence, C.M. leading with passion and purpose: creating schools that help teachers teach and students learn. 2009

4 sanders, M.G. Principals matter: a guide to school, family and community partnerships. 2009.

sNaPsHOT: “This practical book shows leaders how to face a myriad of challenges, including closing the achievement gap; promoting equity; meeting the demands for accountability and generating community support”.

sNaPsHOT: “Provides administrators with a clear road map for initiating partnership programs that are goalfocused, equitable, and sustainable.”

2 Farina, C. a school leader’s guide to excellence: collaborating our way to better schools. 2008 sNaPsHOT: “Authors translate their soaring vision into a clear, . . . easy-to-use, friendly guide any educator can apply.” Bill Cirone, Superintendent of Santa Barbara County Office of Education

3 robbins, P. The principal’s companion: strategies for making the job easier. 2009 sNaPsHOT: “Serves as a personal mentor for principals, providing practical resources and tools to help manage the challenges of leading a learning organization and facilitating school improvement.”

Finzel, H. The top ten mistakes leaders make. 2007 sNaPsHOT: “This is one of the most practical books on leadership I have in my own personal library” JC Maxwell, author, speaker.

6 Morgan, s.T. so you want to be a school leader? 2008 sNaPsHOT: “Key leadership and management principles, as described by leading global experts, are discussed in plain English and within the context of leading a school.”

7 Bultinck, H.J. 99 ways to lead & succeed: strategies and stories for school leaders. 2009 sNaPsHOT: “.. offers tips and strategies to

help leaders succeed in their daily work.”

THiNKiNG TEaCHErs’ MUST rEaDS

1 Hewitt, D. understanding effective learning: strategies for the classroom. 2008 sNaPsHOT: “.. provides reader with a wide range of ideas to encourage more effective learning in classrooms.”

Mertler, C.a. action research: teachers as researchers in the classroom. 2009 sNaPsHOT: “.. methods and procedures which can be used with everyday instructional practices and classroom activities to improve teaching.”

3 Hopkins, D. a teacher’s guide to classroom research. 2008 sNaPsHOT: “.. practical guide for teachers who wish to improve their practice”

FrEE liBrarY rEsOurCEs aVailaBlE TO YOu aT EDulis: WCED liBrarY aND iNFOrMaTiON sErViCE

BOYS HOOKED ON READING Me read? No way! a practical guide to improving boys’ reading skills (Booklet in pdf format) http://www.edu.gov.on.ca/eng/document/ brochure/meread/meread.pdf Overcoming the obstacle course: ”Teenage boys and reading http://www.teacherlibrarian.com/tlmag/ v_30/v_30_3_feature.html Boys and Books - article highlights an ira book that oﬀers ideas for engaging young boys in reading http://www.reading.org/General/Publications/ ReadingToday/RTY-0812-boys.aspx launching young readers: Teaching kids to read and helping those who struggle http://www.readingrockets.org

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

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

saM WEBBEr Tel 044 803 8328 Eden / Karoo 42 Courtney Street George

JaNiNE ONTONG Tel 023 348 4657 Cape Winelands 9 Durban Street Worcester

wcednews april 2010

arts&culture

Focus on:

The South african Youth Choir CHarl VaN HEYNiNGEN

MEMBErs rEFlECT THE DEMOGraPHiCs OF sOuTH aFriCa aND CElEBraTE uNiTY WiTHiN CulTural DiVErsiTY.

he South African Youth Choir (SAYC) is one of the most exciting choral projects in the world today. It brings together exceptionally talented young singers from all over our beautiful and diverse country, giving them the opportunity to excel on artistic and scholastic level in the undisputed hub of South African choral singing today - the Northern Suburbs of beautiful Cape Town. To become part of the choir is only possible for a select few, and successful candidates are very fortunate indeed. In the true spirit of ubuntu the South African Youth Choir is a human project. Members reflect the demographics of South Africa and celebrate unity within cultural diversity. The choir members are

Reﬂection WORDS TO LIVE BY BY G. BassON, a TEaCHEr aT VrEDENDal PriMarY sCHOOl. 1 Korinthiërs 13 vir onderwysers:

Al sou ek die mooiste skool hê en die beste lesse vir die leerders voorberei, maar ek doen dit nie met liefde nie, dan is ek so waardeloos soos ‘n leë klas sonder kinders of ‘n stukkende pen. Al is ek die besigste onderwyser en al koop die skool die duurste sporttoerusting en rekenaars, maar ek luister nie na my klas se kinders of help hulle wanneer hulle vashaak nie, dan is ek nog nie ‘n ware onderwyser nie. ‘n Liefdevolle onderwyser is geduldig – hy/sy help maar die klas skoon maak. ‘n Liefdevolle onderwyser is lankmoedig en vriendelik – hy/sy ry maar die bus vol kletsende skoolkinders en kom soms laat nag terug. Onderwysers vergelyk nie kinders met ander nie en is nie verwaand oor sport of kultuur prestasies nie. Hulle bedek alle skrape met liefde en pleisters en glo in elke kind. Hulle hoop net die beste en verdra al die klaery en kritiek van ouers. ‘n Opregte drukkie en ‘n belangstellende gesprek bly lank in die kinderhart, maar gemerkte boeke kry weer werk en ‘n netjiese klas word weer deurmekaar. Die akademie hou nooit op nie, want daar sal altyd ‘n afvlerkie wees wat drilwerk benodig. Eendag, as die Volmaakte gekom het, sal jou skool en wonderlike apparaat tot niet gaan, maar die lewende siele van kinders oor jou pad sal ondersoek word. Toe ek nog ‘n jong onderwyser was, was ek gesteld op my voorkoms en aardste besittings, maar noudat ek ‘n gesoute onderwyser geword het, het die kinders se emosionele versorging vir my belangriker geword. Nou kyk ons nog vas in opstandige en soms ondankbare gesigte, maar eendag, as hulle grootgeword het, sal ons die vrugte maai van die liefde wat ons elke jaar gesaai het. En nou bly AANDAG, GEDULD en LIEFDE, hierdie drie, maar die waardevolste hiervan …….’n LIEFDEVOLLE ONDERWYSER !!

accommodated at the Durbanville High School Hostel and they attend Stellenberg High School. Since 2005 this fabulous choir, under the baton of internationally acclaimed conductor Andre van der Merwe, has been developed into a unique musical product of international standard and won a gold diploma at the Llangollen International Eisteddfod in Wales in 2006. International media hailed the choir as a true export product of South Africa. They also obtained two first places at the International Kathaumixw Choral competition in Powell River, Canada during July 2008. The choir has performed for heads of state and countless other high profile events. The choir members are committed to artistic excellence. Many members come from disadvantaged areas and are orphans. They are the raw talent of South Africa. The choir offers them a voice and hope. They dare to dream. auditions for the 2011 choir will be held in august/september this year. Contact Charl van Heyningen in this regard at 021 851 8261 (W) 082 490 0924 (C) or charl@charl.co.za

Boys from the SA Youth Choir performing their exciting and uplifting gumboot sequence.

Malmesbury school honoured for using words to open worlds Teachers at Schoonspruit Secondary School in Malmesbury have mastered the art of using words to their learners’ advantage.

he school recently received an award from Stellenbosch University’s Woordfees and the Afrikaanse Taal en Kultuurvereniging (ATKV) for their “exceptional contribution to Afrikaans”. It was the first year in the festival’s 11 year history that word and visual artists were honoured in this way. Schoonspruit received the prize “Words open Worlds (WOW) for their contribution to Afrikaans. John Stewe, the deputy principal, said the school had been participating in the Woordfees since its inception. At Schoonspruit emphasis is placed on reading and writing and expanding learners’ vocabulary. “We try to teach learners new words every day. This is why the Woordfees is so important to us.” The learners’ love for reading and creative writing also translated into winning performances on stage. “We do exceptionally well in drama and collected a number of gold awards in various competitions. Our learners also excel in various items at Eisteddfods.”

Stewe said the language teachers at the school make use of creative methods to encourage a love for reading and writing. “For years we struggled with learners who came to high school without the ability to read at the appropriate level. Their lacking literacy skills impacted negatively on their performance in all subjects. Every learner at the school now has a reading journal where they can write down interesting passages from books that they would like to read to the rest of the class. They also have a writing journal and the teachers encourage creative writing.” These performances in front of their peers boosted the learners’ confidence and contributed to their self-assurance on stage. Earlier this year, Dean Smith, a learner at Schoonspruit, was one of 13 high school actors who shared the stage with professional actors in Vaselinetjie during the Suidooster Festival. Stewe said many of the school’s ex-pupils are studying at higher education institutions and are eagerly exploring the new worlds opened up to them through words.

wcednews april 2010

noticeboard A quick guide to

Circulars

The Western Cape Education Department (WCED) issued the following circulars and circular minutes for the period February – March 2010 0006/2010 Revised guidelines on the issuing of official WCED circulars and minutes www.wced.wcape.gov.za/circulars/ circulars10/e6_10.html

0008/2010 Prescribed length of school year and school day in independent schools ww.wced.wcape.gov.za/circulars/ w circulars10/e8_10.html

0009/2010 Requirements regarding resignation notice periods www.wced.wcape.gov.za/circulars/ circulars10/e9_10.html

0011/2010 Application procedure and forms for schools wishing to increase or reduce their number of grades or subjects, or to change their language of instruction ww.wced.wcape.gov.za/circulars/ w circulars10/e10_10.html

PLANNING AND STRATEGY MINUTES RESEARCH SERVICES 0001/2010 2009 Grade 6 results of Literacy and Numeracy Assessment Tests ww.wced.wcape.gov.za/circulars/minutes10/ w PSminutes/edrs1_10.html

CURRICULUM MANAGEMENT MINUTES ASSESSMENT MANAGEMENT 0003/2010 Final timetable for the May 2010 ABET Level 4 examinations ww.wced.wcape.gov.za/circulars/minutes10/ w CMminutes/edam3_10.html

EXAMINATIONS ADMINISTRATION

0003/2010 National Senior Certificate Supplementary Examination (February

– March 2010): Dispatching, Receiving and Returning of Examination Material www.wced.wcape.gov.za/circulars/minutes10/ CMminutes/edea3_10.html

INSTITUTION DEVELOPMENT AND COORDINATION MINUTES INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING 0002/2010 Provincial Gazette 6695 of 8 February 2010 – Public Comment: Draft Regulations pertaining to the registration of Private AET Centres ww.wced.wcape.gov.za/circulars/minutes10/ w IDCminutes/edim2_10.html

OPERATIONAL SUPPORT

0007/2010 Normas and Standards (N&S) Budget Allocation for Non-Section 21 Schools ww.wced.wcape.gov.za/circulars/minutes10/ w IDCminutes/edos7_10.html

SPECIALISED EDUCATION SUPPORT

0004/2010 Campaign: Help eradicate polio and eliminate measles ww.wced.wcape.gov.za/circulars/minutes10/ w IDCminutes/edse4_10.html

CORPORATE SERVICES INTERNAL HUMAN CAPITAL ADMINISTRATION 0001/2010 Conversion of Temporary Employment of Post Level 1 Educators to Permanent Employment in terms of Section 6B of the Employment of Educators Act, 1998. ww.wced.wcape.gov.za/circulars/minutes10/ w CSminutes/edha1_10.html

INTERNAL HUMAN CAPITAL DEVELOPMENT 0004/2010 Registration for Principals’ Seminar at the Cape Teaching and Leadership Institute

www.wced.wcape.gov.za/circulars/minutes10/ CSminutes/edha2_10.html

INTERNAL HUMAN CAPITAL MANAGEMENT 0003/2010 Upgrading the salary level of officebased clerical staff

www.wced.wcape.gov.za/circulars/minutes10/ CSminutes/edhm3_10.html

0004/2010 Upgrading of the salary level of Administrative Clerks at Education Institutions

ww.wced.wcape.gov.za/circulars/minutes10/ w CSminutes/edhm4_10.html

0005/2010 Conversion of status of Contract Public Service Employees on Salary Levels 1 – 5 at Education Institutions from Contract to Permanent ww.wced.wcape.gov.za/circulars/minutes10/ w CSminutes/edhm5_10.html

Frequently asked questions/Did you know? The appointment of Substitute, Contract and Acting teachers attracts the largest number of inquiries to the WCED Client Services. The following indicate exactly what is needed by the WCED to ensure a smooth appointment process. 1. SUBSTITUTE APPOINTMENTS When a substitute teacher is nominated as a replacement for someone on sick leave or maternity leave: • An original A2 application form, as completed by the substitute teacher • An original A3 nomination form, as completed by the head of the institution • Leave form, as completed by the permanent incumbent •Medical certificate, as completed by the medical practitioner (Please be aware that the period of appointment for the substitute cannot exceed the dates indicated on the medical certificate.)

When a substitute teacher is nominated as a replacement for someone who has been seconded to another institution: • An original A2 application form, as completed by the substitute teacher •An original A3 nomination form, as completed by the head of the institution • Letter of recommendation from principal and governing body of current institution • Letter of recommendation from supervisor at receiving institution • Consent letter from educator being seconded

2. CONTRACT APPOINTMENTS • An original A2 application form, as completed by contract teacher • An original A3 nomination form, as completed by the head of the institution

NB: If the educator nominated to a substitute or contract posts is a new appointee (1st appointment), then the aforementioned lists of documents need to be accompanied by the following: • A certified copy of the appointee’s identity document (ID) • An original completed bank form (DPE-3 or Z56) with thumb print, bank stamp and signatures of appointee and his/her supervisor • Certified copies of all qualifications (certificates and study records

If the nominated educator retired due to ill health, the following steps need to be taken: • The educator must apply in writing for re-admittance to the teaching profession. • The application must be accompanied by a letter from a medical specialist declaring the educator fit for duty. • The WCED will inform such an educator in writing of its final decision. • The educator cannot be nominated for appointment without this letter. • Such educators can only be appointed on a contract or substitute basis. • The institution can only use such an educator if no other educator showed any interest in the post. • The institution must give preference to new educators. • The following documentation must be submitted to the WCED: • A full motivation from the principal and governing body giving with reasons for nominating a retired educator

• Recommendation from the circuit manager • Original A2 form, as completed by the applicant • Original A3 form, as completed by the head of the institution • Original DPE-3 bank form with thumb print, bank stamp and signatures of appointee and his/her supervisor

NB: No person over the age of 65 years will be considered for appointment by the WCED.

3. ACTING APPOINTMENTS IN PROMOTION POSTS • An original A2 application form, as completed by acting educator • An original A3 nomination form, as completed by the head of the institution. • In the case of an acting principal, the A3 must be completed by the circuit manager. • Recommendation of senior circuit manager or EMDC director

NB: Educators nominated to act in substantive vacant posts will qualify for acting allowances after acting for a minimum of six (6) weeks. Educators nominated to act as substitutes for absent educators need to act for at least twelve (12) consecutive weeks before they will qualify for an acting allowance.

4. UPDATING OF PERSAL SYSTEM WITH REGARD TO NEW QUALIFICATIONS In order to change or update any of the following personal details on the system, educators need to hand in the following documentation:

Qualifications • Certified copies of certificates • Certified copies of the completed study record Personal Details • Certified copy of identity document • Certified copy of marriage certificate • Certified copies of final order of divorce • Certified copies of settlement agreement • Fully completed original DPE-3 bank form – Educators should allow the WCED at least three months to process such a request, or keep the existing account active until salary is channelled to new bank account.

In the event of service recognition, the following documents are needed: • Certified copies of departmentally issued service certificates, or • Certified copies of service certificate from private school, or • Sworn affidavit as proof of home schooling

NB: The stamp certifying the copy of a document should be on the face of the certified document. Faxes of certified documents will not be accepted.

Health Calendar The Directorate: Specialised Education Support requests schools and community learning centres to incorporate these awareness days into daily activities to strengthen the teaching of healthier behaviours. The Directorate wishes teachers, principals and centre managers to pay particular attention to the following: EVENT

DATE

• Health Promoting Schools Week 17-21 May • Child Protection Month June • Disability Sunday 29 August • School AIDS Month September • International Literacy Day 8 September • National Nutrition Week 9 -15 October • World Day for the Prevention of Child 19 November Abuse and Neglec • World AIDS Day 1 December • International Day for Persons 3 December with Disabilities

wcednews april 2010

sport

ATHLETICS

Think Green

Hooked on the

environment learners from Kosie de Wet primary School in Villiersdorp recently attended an angling workshop organised by the Western Cape Bass angling association (WCBaa) in conjunction with the Theewaterskloof Sports Club.

ark Joseph, a teacher at the school and a member of the Theewaterskloof Sports Club, said they wanted to expose the learners to new activities. About 60 learners, the majority girls, attended the workshop on a Sunday morning. Many of them never set foot at the Sports Club before. Craig Fraser, Divisional President of the WCBAA, said the programme is designed to assist the youth in close proximity to the dam. “These youth are the future custodians of the local environment and we felt that they are the best suited to ensure that they take the lessons learnt and apply them at grass roots levels.” Fraser said the workshop was a pilot project started in the Western Cape and will become

a part of our South African Bass Anglers Association policy in the future. “This is not only about angling, although we are naturally passionate about the preservation of Bass as this is the foundation of our sport both nationally and internationally, but about “outdoor lifestyle” and the conservation of the Environment as a whole. He said although bass angling is often perceived as an expensive sport, it is only expensive when you are involved in competitive angling, due to the tow vehicles and boats required. “Youth can get involved as bank anglers at a nominal cost and we are not only promoting bass angling, but any form of angling. “It is imperative that the youth understand the concept of catch and release for a

sustainable future of any form of angling. It is also important that the youth understand the inherent value of conserving what we have in our country. This is our motivation behind this program.” Joseph said the learners are putting the fishing rods they received from the workshop organisers to good use. “Some of the learners go fishing with their parents and they are able to help put food on the table.” Fraser said while there was talk about the possibility of angling being recognised as a school sport it is only something that the education department would be able to answer conclusively. “However I do believe that all our youth should be exposed to the wonders of our countries exceptional outdoor activities more often than what they are.”

Pic courtesy of Raphael Wolf/Southern Mail

Grassy Park teacher calls the shots at World Cup

Issac Arendse

saac Arendse, a teacher at Steenberg High School, has been appointed the World Cup referees co-ordinator. Arendse, who is currently on leave, started his World Cup duties on 1 March 2010. He will return to his teaching post in July. His duties include overseeing logistical

arrangement for the 30 referees and their 60 assistants. In an interview with Southern Mail, before his departure to Johannesburg, Arendse said: “My duties will also include security and safety arrangements for the referees and daily practical activities for those referees and assistants who don’t have any appointments on a particular match day. I’ll also be liaising with the Fifa Technical, Medical, Fitness, Energy, Psychological and Administration committees.” Arendse said he needed to ensure that the match officials arrive on time in the host city for the 64 World Cup matches that will be played at the various venues. “It is a 24-hour, seven-day-a-week job from the time that the World Cup starts.” Arendse said he is confident that his experience as a football administrator at local schools and Safa level and refereeing at

international schools soccer level would help him in carrying out his World Cup duties. “With this World Cup the experience that I will gain will be a legacy left behind for refereeing in the country – especially when looking at development of referees at school level, because South Africa has a big backlog in terms of development of young referees.” Arende said his participation in the World Cup is a once in a lifetime opportunity and should serve as an inspiration to others. “I always tell my students at school not to look at others’ (achievements), but also to look at educating themselves, as opportunities are there for everybody. “And so, especially for the learners of Steenberg High, let my selection as World Cup referees co-ordinator serve as an inspiration and motivation that anything in life is possible. If you make small sacrifices now, you will reap great benefits later in life.”

Nine new WP High School records were set at the Northern Zone Athletics Championship at the Bellville Stadium on 26 and 27 February: Three excellent javelin records were set by Rocco van Rooyen (boys u.19) of Bellville High School with a distance of 69.13 m, Morné Moolman (boys u.17) of DF Malan HS with 71.35m and Tiaan Swanepoel (boys u.14) of Stellenberg HS with 60.76 m. Samantha Pretorius of Bellville HS improved the girls u.19 long jump record to 6.00m, Madeli Kruger of DF Malan set up a new girls u.15 discus record of 33.85 m and Saskia Smalberger, also from DF Malan, is the new girls u.19 100 m hurdles record holder with a time of 16.11seconds. Other records were the boys u.17 400m hurdles in a time of 53.20, set by Taariq Solomons of the Western Cape Sport School, and the boys u.19 800 m by Muhijdeen. Davids of The Settlers in a time of 1:55.32. Tygerberg High School’s star athlete, Sonja van der Merwe, won the girls u.19 400m race in a record time of 55.21. She was also ﬁrst in the 100m and the 200m. Stacey Welsch of De Kuilen High School also scored a hat trick by winning gold in the girls u.17 100m, the 200m and the 100m hurdles

TRIATHLON Marcel van Graan, a learner at Paarl Boys, was awarded WP colours for Triathlon and was included it the WP Triathlon team to compete in the SA Triathlon Championships in Germiston. The Championships took place on 21 March where all the top athletes from around the country were to race.

BASEBALL Brandon Roycroft, also a learner at Paarl Boys’ High School and a member of the Bothasig Baseball Club, had been selected to represent WP at the Interprovincial Baseball Tournament on 28 March to 1 April. Brandon had been selected for the u14A side and this will be the 6th year that he had been selected at a provincial level.

Brandon Roycroft

wcednews april 2010

sport

MY 2010 SCHOOL ADVENTURE TAKEN TO THE PLAYGROUND

Fair play

Jerome Damon – World Class referee

a Bridgetown High School perspective

Jerome Damon in action MarK WilDsCHuT

he FIFA Soccer World Cup Finals is arguably the greatest spectacle in the world of sport and entertainment matched only by the Summer Olympics in terms of live and television audience. It is the culmination of four years of intense competition, high drama mixed

with regional and global rivalry. Countries spend millions of dollars campaigning for the privilege of hosting the event and then billions more creating the infrastructure required to follow through in running it. Not only do soccer fans from around the globe – ordinary working people – scrimp and save to travel to the host country, but multi-millionaire tourists, business

persons, showbiz personalities and world leaders converge to pay homage to “the people’s game”. So where does a nondescript working class suburb on the dusty Cape Flats of Cape Town fit into this picture of glitz, glamour and glory? Right up there in the cauldron of the competition! For it is from such a dusty suburb, Bridgetown, that one of only four referees from Africa, and one of only thirty worldwide, Jerome Damon, originates. It was here that he was raised, forged the values of hard work, determination and the will to succeed and where he eventually decided to plough back into the community he loves as a teacher, educator and sportsperson. Jerome Damon when in Grade 11, at the age of many of his current learners, decided that being a soccer referee would be his contribution to the game his father played and loved. Facing down all the naysayers and second-guessers, he devoted himself to honing the skills required of a top class referee: speed, stamina, peripheral vision, anticipation, encyclopaedic knowledge of the laws of the game and an understanding of human nature.

As the school where Jerome Damon teaches, Bridgetown High School, we are extremely proud that one of our educators will be flying the flag for our country. The position of trust, accountability and worldwide respect that is bestowed upon a World Cup Final referee will permeate the psyche of our learners, the majority of whom share a similar background to Damon. The knowledge that “one of our own” has made it to the biggest stage in the world gives tangibility to our vision to be an educational centre of significance and a reference point of excellence in the community we serve. Furthermore for the learners, the concepts of discipline, fairness, fair play and the equality of all humankind – millionaire football star and the awkward fifteen year-old in grade 9 alike – become apparent as they witness their “sir” going about the business of helping to ensure a successful world cup that delivers a deserving champion team. More over the refrain “dare to dream” no longer rings hollow in the face of the daily frustrations faced by the learners. Bridgetown High’s theme this year is: School Pride – Self Pride. Jerome Damon’s achievement has helped to show the way.

Lots of fun

Marconi Beam’s soccer stars win playground Football Challenge

Following the success of the Playground Football Programmes, the Provincial Government of the Western Cape decided to expand the “My 2010 School Adventure Programme” to include the playground football component. Provincial Minister for Cultural Affairs and Sport, Sakkie Jenner, announced that the Provincial Government of the Western Cape and the National Department of Education would jointly implement a 2010 Western Cape Schools Programme.

Teams gather for the opening ceremony d of the Playground Challenge at the Gran Parade in Cape Town

Jenner said the Department of Cultural Affairs and Sport will be playing a lead co-ordination and management role of the programme. The programme will reach out to all Primary and High Schools in the province and will gain strength from partnerships between various levels of government, provincial government departments, the private sector, NGOs and Faith Based organisations working in the ﬁeld. “The programme goals are to ensure that the excitement and opportunities of the 2010 FIFA World Cup™ is experienced by all our communities and schools and strives to build social cohesion and capital through skills building, experience and exposure, improved education, using the 2010 FIFA World Cup Tournament to educate learners,” Jenner added. The theme of the Competition is “Ke Nako – Celebrate Africa’s Humanity”

learners from schools across the Western Cape put their soccer skills to the test as part of the countdown to the FiFa 2010 Soccer World Cup which kicks oﬀ on homesoil on 11 June.

he Playground Football Challenge saw a total of 256 teams play qualifiers in their specific regions with the last 32 teams battling it out for glory in the finals on 27 February at the Grade Parade in Cape Town. The football challenge was an initiative of the Western Cape Department of Cultural Affairs and Sport to ensure that the hype and excitement

which goes along with the international soccer showpiece, is felt throughout the province. Teams represented the countries that will take part in the Soccer World Cup and Marconi Beam secured the honours for Germany. The team from Vergenoeg Primary School in Bitterfontein, in the colours of Serbia, came second. At the launch of the 8 week league fixture at Naphakade

Primary School in Malmesbury, Western Cape MEC of Cultural Affairs, Sport and Recreation, Sakkie Jenner, described it as an opportunity to ensure that the youth of the province become involved in 2010 and what it had to offer. The Playground Challenge proved to be not only of recreational value – teams could learn the diski dance in their free time – learners participating in the tournament

also received football skills training from an EUFA accredited soccer coach and a former professional football player, working for the department. The winning team also received a flagpole with the SA flag, library books to the value of R2000 and a computer. Jenner said this is all to ensure that a lasting legacy will be felt long after the 2010 FIFA Soccer World Cup has come and gone.

Swift footed learners show oﬀ their skills at Naphakade Primary School in Malmesbu ry