news
NeWspAper OF tHe WCeD
september 2010 | IssUe 06
Public service strike MESSAGE FROM THE HEAD OF EDUCATION
Inside this issue
NEWS
No average Joe: engineering school wins excellence award See page 2
From the left, Donald Grant, Western Cape Education Minister, Penny Vinjevold, Head of Education in the province, and Rob le Roux, Principal of Westerford, at the site of the new Claremont High School. Westerford will run the school for the first few years.
new school boosts access to maths and science Innovative approach to get school off the ground
NEWS
safe schools holiday programme a huge success See page 5
SPORT
Luvo’s golden moment! See page 16
Regulars: NEWS
FEATURES
World-class tuition in especially maths and science will be offered at a new school to open in Claremont in January next year.
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he school, to be known initially as Claremont High School, will be located in the renovated premises of the former Teacher’s Centre. “The opening of the Claremont High School is an exciting and innovative development for education in the Western Cape. The school will provide worldclass education to learners from a diversity of backgrounds,” said Western Cape Education Minister Donald Grant. He said the new school is part of the provincial government’s on-going expansion of access to the focused teaching of science and mathematics. As is usual with focus schools, the new school will service the needs of learners from a very broad catchment area. The school is ideally situated for this purpose because of its proximity to rail and motor transport and has excellent teaching facilities. In order to minimize the teething
INSIGHT AND OPINION
problems associated with many new schools and to ensure that appropriate standards are met from the outset, the WCED has entered into a governance and management arrangement with Westerford High School (one of the leading public schools in the country) to support and guide the new school for the first few years. This will enable Claremont High School to take in learners for 2011 at both Grade 8 and Grade 10 level, thereby shortening the lead in period before having its first class write the National Senior Certificate examinations. Rob le Roux, principal of Westerford High School, said they were honoured to be approached by the Superintendent General Penny Vinjevold, to help get the new school off the ground. Le Roux said the school will have
“tHe opening of tHe CLaremont HigH sCHooL is an exCiting and innovative deveLopment for eduCation in tHe western Cape. tHe sCHooL wiLL provide worLd-CLass eduCation to Learners from a diversity of baCkgrounds ...”
PROFESSIONAL DEVELOPMENT
its own identity and Westerford looked forward to getting stiff competition from the new school in years to come. Vinjevold said opportunities for exchange of management, planning, teaching and curriculum expertise will be maximized and the new school should benefit immeasurably from the best practices of an established and widely recognized successful public school. Grant said the new school is further evidence of the Western Cape government’s commitment to expanding the number of STEM (Science, Technology, Engineering and Mathematics) facilities in the province. Claremont High School will become the third such facility in the Western Cape. The two existing facilities, the Cape Academy in Tokai and COSAT in Khayelitsha are also in the process of being expanded and improved. “The provincial government firmly believes that creating such facilities is critical to expanding access to opportunity and in building our vision of the Open, Opportunity Society for All.” The processes of advertising and filling posts at Claremont High School are underway, as is the recruitment of the first intake of learners.
REVIEWS
ARTS AND CULTURE
The nation-wide public service strike was still underway as the September edition of WCEDnews went to press this month. At the time of writing, President Zuma had instructed his ministers to seek every opportunity to resolve the strike. Whatever the outcome, we can be sure that the strike has no clear winners, especially for those of us involved in education. Our primary focus now must be to get education started again at schools most affected by the strike and to prepare for the fourth term and for 2011. The end of the year is upon us and we must do everything possible to be ready for the new school year. We will issue staff establishments in September. Schools will have two weeks to lodge appeals to their district offices. We plan to finalise staff establishments by the end of October. Schools will receive the WCED’s planning calendar for 2011 shortly. The calendar includes important dates and events for next year. The aim is to reduce unexpected demands to an absolute minimum, so that schools can focus on providing quality education. We remind schools to factor in changes to national curriculum policy in their planning. Schools should also note revisions to learner enrolment and attendance policies. Most schools are already applying best practice, so the revisions will not affect most schools unduly. The same applies to revisions to the learner transport policy, which will take affect in January 2011. Highlights for the remainder of this year include our provincial teaching awards, due on 17 September. The awards will provide an excellent opportunity to celebrate the extent of our teaching talent and to thank the vast majority of our teachers who are making such a difference in their lives of our learners. Kind regards, Penny Vinjevold
Strikers march in Cape Town.
NOTICE BOARD
SPORT
wcednews
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september 2010
news
National Science Week
Learners have a blast at National Science Week launch National Science Week was launched with a bang and amid much laughter at the University of the Western Cape (UWC) when learners showed off their science skills on stage. Some of the experiments required safety glasses and others produced spectacular results.
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earners from schools with active science clubs gathered at the university’s main hall where they were addressed by Minister Donald Grant and Dr Mathoto Thaoge-Lefyedi of the Department of Science and Technology. Thaoge-Lefyedi said 250 000 visitors were expected at 88 sites throughout South Africa during the focus week from 2 – 8 August 2010. Western Cape schools had also planned various activities for the week. Francois Jones, a science teacher
at De Villiers Primary School in Robertson, said they invited parents to come and see what the learners did in the science club. This is in line with the Department of Science and Technology’s plans to target the general public as well as learners during science week. De Villiers Primary school had been involved with UWC’s Science outreach programme for about 5 – 6 years. Mogamad Ismail, a science teacher at Phakama Secondary School in New Crossroads, said
besides the provincial launch, the school planned to visit iThembalabs where they were to conduct experiments. He said the school was part of the Spark Project. The project had a teacher enrichment component which involved teachers attending classes at UWC. It also promoted Science, Maths and English at schools. “The challenge our learners experience is that they are taught in English which is often their third language and they have to compete with English mother-tongue speakers.”
Campaign to keep track of textbooks T
he Western Cape Education Department has embarked on a major campaign to encourage learners, former learners and their parents to return textbooks they may have received since 2006. The WCED’s Chief Directorate: Districts is driving the campaign, with the help of the NGO, Equal Education. Linda Rose, Chief Director: Districts, said Equal Education had agreed to mobilize their members and young people to return textbooks they no longer needed for their studies. Head of Education in the Western Cape, Penny Vinjevold, said textbooks were a major investment and should be managed properly. “It is important that everybody gets involved and starts to understand the value of textbooks and how much government spends on textbooks.” Vinjevold stressed the importance of creating text-rich environments at schools. “Schools are places of learning. That’s what they are set up for and that’s their main business. To teach children to read, write and calculate. In order to do that children need two things: they need teachers to assist them to do that and they need many, many texts.” The WCED advises schools to allocate 50% of their Norms and Standards Funding to learning and teaching support material, of which 10% should be targeted for library material. These learning and teaching support material include textbooks, readers, reference books, prescribed works, atlases and dictionaries; posters, maps, wall charts, educational board games, library material, videos, DVDs, CDROMs, and resource material for teachers. Vinjevold said it is important that
children do not share textbooks. “They each must have their own textbook. They must be able to take it home.” “But more importantly, many of those textbooks are lost during the year or are not returned at the end of the year. And that means that these expensive items have to be bought again. So we want to go on a big recruitment drive where we encourage everybody to return their textbooks to school. We must plan for a three to four year cycle where we are only topping up rather than buying a completely new set of textbooks.” Brad Brockman, a researcher at Equal Education, said they are pleased to be partnering with the WCED on the textbook retrieval drive as part of the NGO’s continuing efforts to make textbooks more accessible. He said textbooks must be made more affordable and current procurement practices reformed. “But learners must also look after their textbooks and return them to school at the end of the year, so that other learners can use them, and schools must ensure that this takes place.”
them on a list against each book's number. Signed booklists are kept by the principal or the book committee. In some schools each learner has a booklist that must be signed by the learner and parent. The books should be covered to extend their life.
Receiving textbooks
Upon the delivery of textbooks to a school, the invoice must be checked and signed and a copy of the delivery note filed. Textbook titles and quantities are entered onto the school's inventory. The books are stamped and given a unique number.
In the first week of the third term learners must bring all their textbooks to school to be checked by class teachers. In some schools a textbook check day is held once per term to check for missing books against the list. In the case of missing books, parents are informed and asked to replace them or pay their replacement value. Retrieving textbooks
At the end of the school year, books are handed in to the subject teacher on the day the exam is written. The teacher checks each book against the book's number and the learner's name. Alternatively, the textbook committee collects textbooks that learners return to the bookroom, using the booklists. Textbook report
A record is kept of books that are lost, paid for and replaced. At the end of the year, the textbook committee reports to the principal on the number of books issued and the number returned for each title. The overall percentage of books returned is calculated. The report concludes with recommendations to raise this percentage of books returned in the following year.
Issuing textbooks
On the first day of the school year, learners sign for each book issued to
Learners at the forefront of change Three learners from Western Cape Schools rubbed shoulders with the most influential women leaders in the world at the Global Summit for Women in Beijing. The learners, Sharo-Lee Solomons (Groenberg Secondary School in Grabouw), Thandokazi Kowa (Thembalethu High School) and. Lusanda Manyosi (Masibambane High School) took part in the Department of Trade and Industry’s Technology for Women in Business (TWIB) Technogirl initiative. The main presenters from the three winning schools could attend the summit. The initiative was coordinated by the Chief Directorate: Districts on behalf of the Western Cape Education Department.
“Everything went well and the children had a learning experience all along. Our group attended various sessions and the children joined talks on entrepreneurship and leadership.” Ron Phillips, a teacher from Groenberg Secondary who accompanied the girls, said the South African delegation was stopped at every corner by people who enquired about the World Cup. “Everything went well and the children had a learning experience all along. Our group attended various sessions and the children joined talks on entrepreneurship and leadership.”
Checking textbooks
How to: Treasure your texts
A textbook management plan should include the following elements:
The three Western Cape learners, Sharo-Lee Solomons (standing at the back), Thandokazi Kowa and Lusanda Manyosi (seated in front) with their teacher Ron Phillips and the president of the Global Summit of Women, Irene Natividad of the USA, Anne Sherry, CEO of a shipping company in Australia and Thabi Mtshali of the DTI.
(Source: Minute no: DCD/0102/2006)
Policy on learner attendance
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national policy to promote punctual and regular school attendance will come into effect on 1 January 2011. The policy was published in the Government Gazette No. 33150, dated 4 May 2010 and will provide public schools and provincial education departments with standard procedures for recording, managing and monitoring learner attendance. Advocate Lynn Coleridge, Director: Policy Coordination, said a study on learner absenteeism in the South African Schooling System in 2007 found that the administration of learner absenteeism was not equitable across schools and provinces. She said the national policy was prepared with careful consideration of comments from the public, a pilot study in KwaZulu Natal and the Free State, heads of education departments, provincial education ministers and the national minister. Coleridge said under the policy there will be no fundamental change to what teachers do while the infor-
mation requirements for the class register and quarterly reports have been simplified. As part of the policy: o nly absences must be recorded; a marking code is introduced; l eave during the exam period is standardised; c ancellation of learner’s records is standardised; a rchiving or registers is standardised; s chools must develop a school policy on learner attendance, as per a template that will be provided. Key issues are registers (can be an electronic system), valid reasons for absence, following up on learner absence, the cancellation of a learner’s record in the class register and information management. Coleridge said each school would receive two copies of the policy (one for the principal and the other for the SGB) and the Western Cape Education Department (WCED) will provide administrative direction and management support to district offices and schools.
wcednews september 2010
news Education Technology
Harnessing technology to improve the quality of teaching in the western Cape
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earners and teachers from 150 schools in the Western Cape benefit from broadband internet access as part of a project undertaken by the Telkom Foundation in partnership with the Department of Basic Education. Three classrooms in each of the 150 schools have an Internet package consisting of Telkom connectivity, interactive white boards with projectors and laptops for teachers. Telkom Foundation, in partnership with the Department of Basic Education, the Western Cape Education Department, the Khanya Project and 150 Western Cape Schools have together funded the “150 schools ICT project.” Telkom SA contributed R22 million for the project and through the Khanya Project the WCED contributed R4.4 million. Schools contributed just over R2 million towards their own infrastructure costs. Western Cape Education Minister Donald Grant said at the official handover of the project at Ruyterwacht Preparatory School, one of the beneficiaries, that the partnership between Telkom SA, the National Department of Basic Education, the WCED and its Khanya team, and our schools is a wonderful example of how the private sector and the community can assist the Western
Learners engage using education technology at Ruyterwacht Preparatory School.
Cape Government in improving the quality of education provided in the province. “If our learners are to have any hope of competing in the global knowledge economy, it is essential that they are given every possible exposure to the use of technology - this is what makes today’s celebration of Telkom’s contribution so exciting.” The ceremony was attended by the Deputy Minister of Basic Education, Enver Surty, the Deputy Minister of Communications, Dina Pule, the Chief Executive Officer of Telkom Foundation, Reabetsoe Motsepe. and Telkom SA Managing Director, Nombulelo Maholi.
status update on tHe kHanya projeCt
1170 schools have been helped to use technology effectively Another 207 schools are in various stages of preparation for the next wave of implementation A total of 44841 computers are used in Khanya schools (of these 28214 have been funded by Khanya or its donor partners, and the balance of 16627 have been procured by the schools themselves) 25399 Educators are being empowered to use technology optimally for curriculum delivery 829481 learners are already reaping the benefits of the project
No average Joe: engineering school wins excellence award
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remarkable turnaround in the matric results of Joe Slovo Engineering School in Khayelitsha has earned the school a prize of R30 000 in redeemable Makro vouchers. The annual Excellence in Education Programme was started in 2006 to honour schools that have shown great improvement in their matric results. Joe Slovo Engineering School had underperformed for ten years and their 2008 matric pass rate of 27% was the lowest pass rate in Khayelitsha. In January 2009, Majiet Parker took office as principal and within a year he took the school to new heights with the Grade 12 results improving to 70% in 2009. This represented the highest matric pass rate for school in Khayelitsha. Excellence Awards were also presented to the Athlone School for the Blind, John Ramsay Secondary, Masibambisane Secondary, Skurweberg Secondary, Perseverance Secondary, Ocean View Secondary and Simunye Secondary. John Lyners, Deputy-Director General: Institution Development and Coordination, said the awards function represented a
Khanya schools report on the biggest international event in sA – through ischoolAfrica
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a branding and communications school, and M-Net donated airtime for content to be flighted during June and July on M-Net’s Magic World channel 112 on the DSTV bouquet. Video content was hosted on the project’s own website www.ischoolafrica.com. “This experience has been an amazing one. It has broadened my horizons and really influenced me to always try my best, because no matter where you are, your dreams could always come true,” said Michael de Wet, a learner at The Settlers. Kobus van Wyk, Khanya Programme Director, said at Khanya they grab every opportunity to use technology to hone the skills of learners. “As an education department we can’t do it on our own, so we value the contribution of our commercial partners. I see the iSchoolAfrica World Cup initiative as another wonderful opportunity for learners to engage with technology and to equip them with essential 21st century skills.”
“tHe sCHooLs tHat reCeived tHese awards responded to tHe CHaLLenge of rising above tHeir CirCumstanCes ...” wonderful opportunity to reflect on what is happening in schools as well as to celebrate success and hard work. “The schools that received these awards responded to the challenge of rising above their circumstances and challenged the spectre of own under-performance by improving their results in a dramatic fashion. Many faced incredible odds such as poverty, lack of parental support, crime, drug abuse, violence and limited resources, yet deliberately chose to challenge this status quo and demonstrate that through resilience and tenacity anything can be achieved.”
Proud winners of Excellence in Education awards at the awards function.
news wcednews is the official
newspaper of the Western Cape Education Department.
LauriCe taitZ
hanya, the Western Cape Education Department’s Technology Education Project, teamed up with iSchoolAfrica to get youth involved in the Soccer World Cup. iSchoolAfrica is an educational initiative that aims to bring the best education practices and technologies to schools in South Africa. World Cup youth press teams were set up in 15 high schools across the country. The Western Cape schools were Bishops, Parklands College, Spine Road, The Settlers, Westerford, Wynberg Boys and Wynberg High. Each school team was given a video camera, a microphone, MacBooks and a brief to create short video stories about the World Cup. “In the beginning we all thought: ‘It’s really cool. It’s fun.’ Then we thought: ‘Wow, can we actually really do all of this?’”, said Mishka Lawrence, a Grade 10 learner at Wynberg High. Training was provided by Vega,
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wcednews@pgwc.gov.za Tel: 021 467 2707 direCtor of CommuniCation
Paddy Attwell
pledge backs quality education Education stakeholders in the Western Cape recommitted themselves to ensuring quality education at the provincial launch of the Quality Learning and Teaching Campaign (QLTC). The campaign intends to: inform citizens about the importance of education, and their roles, responsibilities and obligations towards education; mobilize communities to monitor and support schools, teachers and learners; and improve the quality of education for all children, especially the poor, and to demonstrate this improved quality through learner achievement. The launch was attended by (back) Allen Thompson: CTU ITU, Western Cape Education Minister Donald Grant, Salie Faker, Director: Labour Relations (WCED), David Miller: CTU ITU, Dhaya Govender: General Secretary Education Labour Relations Council, Samuel Julies: Mitchells Plain SGB Association, Renso Thomas: Wellington SGB Association and Thula Nkomo, Department of Basic Education. Front: Bongani Mcoyana: CTU SADTU, Oney Gwashu, a learner at Trafalgar Secondary School, Penny Vinjevold, Head of Education in the Western Cape, Adrian Booysen, a learner at Gardens Commecial Secondary School and Themba Kojana of the Department of Basic Education.
editor
Millicent Merton Contributors
André Lamprecht, Anina Lundie, Anton Mans, Bronagh Casey, Franklin Lewis, Gill van Wyk, Hennie Mentz, Ina Bruce, Irene Philip, Jenny van Papendorp, Leon Büchner, Malcolm Seegers, Redewan Larney, Susan Hanekom, Theresa Fourie. design
Infestation, Tel: 021 424 6701, Sam Bainbridge, Brenda Knoop and Jacky Smith
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wcednews september 2010
news
grade 12 holiday tutoring programme Grade 12 learners used the extended June holiday for extra tuition and studying.
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t Masiphumelele High School near Fish Hoek, learners attended a tutorial programme from the 14th of June unti the 29th of June. Lydia Hlongwane, a Grade 12 learner, said she was positive that the programme would help them improve their performance in especially Accounting. Subject tutorials offered at the school were Physical Science, Geography, Accounting, Mathematics and Life Sciences. Masiphumelele High School also held separate winter classes in other subject areas over the winter holiday period. These classes were taught by teachers from the school and was entirely voluntary. The school planned to increase its pass rate to over 70% in the National Senior Certificate examinations, said principal Nelson M’afrika. He personally phoned parents to urge them to send their children to the tutoring programme. LEFT: Donald Grant, Western Cape Education Minister, chats to Grade 12's attending the holiday tutoring programme at Masiphumelele High School.
Learners were also provided with something to eat. Similar tutoring programmes were offered at 154 venues in the 8 education districts. The holiday tutoring programme was an extension of the tutorial programme initiated as part of the WCED’s “Own your future. Own your success. Study hard to pass YOUR matric” campaign, in the second term. It aimed to increase the pass rate in high enrolment subjects with high failure rates. The programme was run by highly qualified and experienced teachers who have achieved excellent results in previous years in these subject areas. The tutors were selected based on the following criteria: Tutors could not teach learners from their own schools, they had to have taught the subject for at least 3 years at Grade 12 level, and had to have a successful track record in both the pass rate and quality of passes in that particular subject. FET Curriculum Advisors, Circuit team Managers and their teams were assigned to a tutorial venue to act as monitors at the tutorial sessions.
At a glance
national senior Certificate: at a glance
targeted intervention to support the Class of 2010 measures to offset the impact of the strike The Western Cape Education Department has put in place a comprehensive support programme to ensure that Grade 12 learners are prepared for the National Senior Certificate (NSC) exams in October. Education districts have submitted detailed plans to ensure that all Grade 12 learners were able to write the September exam in spite of the distruptions due to the industrial action embarked on by public service employees. Western Cape Education Minister Donald Grant helped to ease the concerns of learners who missed out on tuition when he announced that the department was in the process of organising a seven day camp, from 23-30 September, for Grade 12 learners most affected by the strike. The WCED negotiated with the City of Cape Town, schools and the Cape Chamber of Commerce with the view to secure appropriate sites.
Grant said the department’s focus was on ensuring that Grade 12 learners at the 61 schools in the province who did not start writing the September exams by September 2, or had their exams disrupted, were able to write their exams by the end of September. “This decision has been taken in the best interests of learners. The September exams form part of the year mark which is included in the final NSC results; provide important feedback to learners ahead of the final exams and are used by Grade 12 learner’s to apply to institutions of higher learning. Any extended delay of the exams would therefore prejudice the interests of learners.” He thanked all the teachers and officials who were working very hard to ensure that learning and teaching continued in the Western Cape in these difficult times.
Other support measures included extending the tutor programme to more days and times from 6 September to 5 November. This programme was originally scheduled to run to mid-October. The telematics programme, which uses master teachers to teach simultaneously to 120 schools was also extended and expanded. “We are also continuously providing supplementary learning material to schools that are requesting such assistance. This includes DVDs of previous telematic lessons which are very valuable for revision purposes,” Grant said. Community radio, loud hailers, flyers and faith-based organisations were used to inform learners of these arrangements. Grant encouraged learners to contact their school, the WCED head office or their district office to obtain information on the plans that were implemented to assist them.
On the 13th of October, the first of the Grade 12 learners in the Class of 2010 will be sitting down to write the first practical paper of the NSC. The theoretical part of the examinations will follow on the 25th of October. The examinations will end on the 3rd of December with the marking process beginning on the 9th of December. Mark capturing is expected to be completed by the 22nd of December with the final release of results also expected on the 6th of January 2011. Full-time candidates: 47 232 Part-time repeater candidates: 5 713 Total candidates: 52 945
English Home Language 2009 Entries: 16 877 2010 Entries: 16 949
Markers Chief Markers - 68 Deputy Chief Markers - 35 Senior Markers - 436 Markers - 3 196 Internal Moderators - 66
IsiXhosa First Additional Language 2009 Entries: 610 2010 Entries: 609
Subject statistics for NSC 2010: Afrikaans First Additional Language 2009 Entries: 14 810 2010 Entries: 14 920 Afrikaans Home Language 2009 Entries: 20 627 2010 Entries: 20 390 English First Additional Language 2009 Entries: 29 985 2010 Entries: 30 594
IsiXhosa Home Language 2009 Entries: 10 489 2010 Entries: 11 341 Mathematics 2009 Entries: 19 723 2010 Entries: 18 173 Physical Sciences 2009 Entries: 13 574 2010 Entries: 12 983
wcednews september 2010
news
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Using bicycles to break the cycle of poverty in the Western Cape
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ore Western Cape learners were set to benefit from an initiative to reduce the time children in especially rural areas spend traveling to and from school. Nearly 5 200 bicycles have already been distributed in the Western Cape since the launch of the national government’s Shova Kalula project to enable lowincome communities to access social and economic opportunities easily and affordably. The Western Cape Department of Transport and Public Works (DTPW) not only fully supports Shova Kalula, but purchased 1 500 additional bicycles from its own budget to further improve the lives of rural learners, said Kurt Hendricks who is responsible for institutional management. The Western Cape Education Department’s Chief Directorate: Districts assisted the DTPW with the distribution of the bicycles. The WCED also purchased reflector jackets for the learners. Bicycles were distributed to learners who are in Grade 3 and above, who have to walk more than 2.5km to school (either way), and who can’t afford to buy a bicycle themselves. Recipients must have a basic understanding of the rules of the road. Hendricks said since this project has been implemented, the following positive changes have been observed: Learners arrive at schools on time Learners attend school more regularly Learners participate more in class Learners participate in extra mural activities Their school results are generally better Learners have learned to take responsibility for their bicycles Peer learning and group studying has improved, as learners are able to visit each other.
One of the success stories of the project was that of two brothers who had to leave their home at around 04:00 to catch the school bus. The bus stop is about 4 km from their home. The boys often took a short cut which involved crossing a dangerous river on a raft without any life jackets. After hearing about the boys’ plight, the district office arranged for them to get bicycles.
“nearLy 5 200 biCyCLes Have aLready been distributed in tHe western Cape sinCe tHe LaunCH of tHe nationaL government’s sHova kaLuLa projeCt to enabLe Low-inCome Communities to aCCess soCiaL and eConomiC opportunities easiLy and affordabLy.” “When the bikes were handed over to them, you could literally see the joy and appreciation of the faces of the boys and their parents. They now only leave the house at 07:00 to catch the bus to Aan De Doorns Primary School. The bicycles are stored safely in a shed on the farm until their return in the afternoon when they ride back home,” said Shayma Fredericks of the Cape Winelands Education District office. Hendricks said the department does not only provide bicycles, but also looked at the reasons learners do not ride bicycles, and attempted to address these challenges. The project also addressed issues such as financing mechanisms and training in bicycle care and maintenance, financial planning for maintenance and replacement of bicycles, road safety, bicycle storage facilities, and safe cycling infrastructure design.
Holiday highlights
safe schools holiday programme a huge success
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he Western Cape Education Department, the Department for Social Development and the Department of Community Safety have put a number of measures in place to help ensure the safety of children during the extended June holiday and learners came out in large numbers to attend the programmes. The holiday programme was launched on the 10th of June at Tygerberg High School and provided learners with creative and fun alternatives to crime and violence, as well as, engaged them in formal education activities. Similar programmes were offered at 63 additional centres throughout the
province. Safe Schools’beefed up security at high risk schools also saw a drop in burglary and vandalism cases as compared to last year’s June/July holiday. Last year, there were 33 incidents reported to Safe Schools over this period, whereas this year, 30 cases were reported. What is important to note is that this year’s holiday was two weeks longer then last year. The estimated cost in damages also decreased by over 50%. In 2009, the estimated cost of damages after the holiday period was R548 050, whereas in 2010, the estimated cost of damages amounts to R260 820.
books rock! Western Cape Education Minister, Donald Grant, visited Rocklands Library in Mitchells Plain during the school holidays where he joined children in a “bookwizard” competition aimed at improving the reading and studying skills of young children. Rocklands Library had an ongoing community reading programme that had been extended into the holiday period. The programme promoted holiday reading activities. “I am delighted to see so many of our young children here today. Research has shown that younger learners can lose some of their reading skills if they don’t practice reading during long holidays,” said Grant. “Therefore, it is imperative that our children take part in programmes such as this and continue reading throughout the year.” Grant said that parents play a key role in building the reading and writing skills of their children by encouraging them to read during holidays and the school term. “The WCED has prepared extensive reading lists for learners of all ages, to encourage holiday and leisure time
reading. The department’s library support service had prepared the lists specifically with the long December and mid-year 2010 holidays in mind. The reading lists cover the three official languages of the Western Cape and are available on the WCED web site (http://wced.wcape.gov.za - see “information for parents”). The books are generally available in school and public libraries,” said Grant. The WCED website also provides tips for parents on how to improve childrens reading, writing and language skills at home. The tips include suggestions such as reading cereal boxes and warning
labels, playing word games and getting library cards for the whole family. “Local libraries, such as Rocklands Library, are important resource centres for reading and are happy to provide further advice on books for young readers in every age group.” Grant thanked the staff of Rocklands library for contributing positively towards the improvement of literacy skills in the Rocklands Mitchells Plain area. The library has received the Best Children’s Library award in 2009 and in 2008 they were awarded for being the most involved community library.
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wcednews september 2010
news
Strengthening curriculum implementation The following changes have been made, or will be made, as⌦part of the review of the National Curriculum Statement: The Minister of Basic Education, Angie Motshekga, provided an update about the progress made with the review of the National Curriculum Statement during a media briefing on 6 July 2010. The review followed concerns that teachers experienced curriculum and administrative overload. In July 2009, Motshekga appointed a panel of experts to investigate the nature of the challenges and the problems experienced in the implementation of the National Curriculum Statement. The task team developed a set of recommendations designed to improve the implementation of the Curriculum. In her media statement, Motshekga said it was vital that South Africans were kept abreast of the progress that the Curriculum Review process is making so that all education stakeholders can take ownership of the process. “My message from the onset of the Curriculum review process has been that we need to work against change fatigue in order to build confidence and enthusiasm amongst all our stakeholders. Therefore we are proceeding deliberately and decisively to effect the broad recommendations of the Ministerial Committee. “At the same time, we need to deal quickly and efficiently with curriculum implementation challenges and difficulties that do exist. We have already started the process of identifying problems and have taken the necessary steps to find solutions. We have and will continue to make changes on an on-going basis where they can be made with minimal disruption.”
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Current
Change
Timeline for implementation
A heavy administrative workload for teachers
Reduction of recording and reporting Reduction of the number of projects for learners Removed the requirement for portfolio files of learner assessments Discontinuation of the Common Tasks for Assessment (CTAs) for Grade 9 learners
With effect from January 2010
Learners are introduced to the First additional Language in Grade 2
The language chosen by the learner as a Language of Learning and Teaching shall be taught as a subject at least as a First Additional Language, from Grade One (1). English will not replace the mother tongue or home language in the early grades.
This will be introduced in 2011.
In the General Education and Training Band, subjects have been called Learning areas and programmes and subjects in the Further Education and Training Band.
All learning areas and programmes will be known as subjects
This will take effect from 2011
In the Intermediate Phase (Grades 4-6) learners have to do eight (8) learning areas
The number of subjects in Grades 4-6 will be reduced from eight (8) to six (6).
These changes will be introduced in 2012, after the necessary teacher orientation and development of appropriate textbooks in 2011.
The place of textbooks as crucial to quality learning and teaching has been deemphasised. Teachers were encouraged to prepare their own content, lesson plans and forms of assessment
The importance of the place of textbooks in the achievement of quality learning and teaching has been reemphasised.
Workbooks for all learners in Grades 1-6 will be distributed in 2011. A national catalogue of learning and teaching support materials from which schools can select textbooks is being developed.
The National Curriculum Statement learning areas designs learning areas in terms of outcomes and assessment standards.
The National Curriculum Statement is being repackaged so that it is more accessible to teachers. Every subject in each grade will have a single, comprehensive and concise Curriculum and Assessment Policy Statement (CAPS) that will provide details on what content teachers ought to teach and assess on a grade-by-grade and subject –by subject basis. There will be clearly delineated topics for each subject and a recommended number and type of assessments per term.
The Curriculum and Assessment Policy Statement (CAPS) will be phased in the Foundation Phase (Grades R-3) in 2011. The Curriculum and Assessment Policy Statement (CAPS) will be phased into Grades 4-12 from 2012.
Assessment of learners performance in the GET Band (Grades 1- 9) has been done entirely at school level
From 2010, there will be externallyset annual national assessments for Grade 3 and 6 learners. A pilot will be conducted this year for Grade 9 and there will be full scale implementation in 2011.
Full scale implementation for Grades 3 and 6 this year (03-04 November 2010). Annual National Assessment for all Grade 9 learners will be fully implemented from 2011.
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wcednews september 2010
feature
7
ignoring the arts will lead to our undoing
i
YOU HAVe beeN WArNeD!
s there something to be said Learners who want to specialise have for doing what we love? If so, the opportunity to do so from Grade 8, then shouldn’t we in Africa, as they master the skills for entry into famous for its art (think of Grade 10 Dance Studies, Dramatic Arts, Koi San, masks and sculptures) Design, Music or Visual Arts. and music (think of Afro-American The joy and the power of the arts influences in jazz, the blues, rock ‘n is that they give children permisroll, hip-hop) be devoting as much sion to have fun and to feel safe to attention to educating our young explore, experiment and become artists to take the world stage as our culturally aware. present drive to promote mathematAnina Lundie, senior curricuics and science in our schools? This lum planner, Arts and Culture is not to say that maths and science alundie@pgwc.gov.za are not important drivers of modern danCe technology-based economies – of studies course they are – but we should not Imagine what concentrate on them at the expense it must be to of nurturing children’s real and like to take a nascent talents in the arts. school subject To this end, the five curriculum that gives your planners in the Western Cape Jenny van Popendorp body permisEducation Department (WCED) sion to explode and flow with responsible for the arts were music. And not only will your daily approached to put the case for ‘The dose of dance practice, choreogArts’. We invite you to read what they raphy and dance literacy free you have to say and judge for yourself. to be yourself, you will also be tHe mastering crucial life skills, such as Learning self-discipline, critical and creative area: arts thinking, leadership and teamwork, and CuLture which will benefit students of dance The South African in many other walks of life. You will school curriculum also get fit. Very fit! is divided into the This is why many arts learners Anina Lundie General Educabecome leaders in their schools by tion and Training (GET) band from being focused, committed, responGrade R year through to Grade 9, sible and confident. Better still, while the Further Education and because there is a great shortage Training (FET) band spans of highly qualified Dance and Arts Grades 10 to 12. and Culture teachers and dance During the initial three years of practitioners, learners at school are the GET band, Arts and Culture already carving out careers for themis integrated into the curriculum selves in teaching and the other jobs and not offered as a stand-alone available in this growing industry. subject – except for certain pupils The Arts and Culture focus schools, who, from Grade 8, wish to prepare established in each education district, themselves for specialisation in the are starting to lead the way in Dance, final three years of the FET. as we saw recently in the very successThis approach (integrating the arts ful performances at Artscape in into the three subjects in the FounJune 2010. Our Artists in Residence dation Phase) recognises the role Programme in schools, offering Dance that the arts play in promoting learn- Studies, gives learners exposure to ing, particularly in the early years. professionals and fast-tracks their For instance, the whole class chantlearning. The kids love working with ing the alphabet (Music), drawing the professional dancers and choreogand decorating letters of the alpharaphers, who teach them as if they are bet (Design and Visual Art), creating professionals. a special jig to represent a letter in A pass-rate of 96% in 2009 speaks the alphabet (Dance) or acting out a for itself. sentence (Dramatic Arts). Jenny van Papendorp, senior
curriculum planner for Dance Studies in the FET band jpapendorp@pgwc.gov.za tel. 021 467 2593) Another contact: Nicola Schorn cell 083 448 4802
design & visuaL arts Imagine a world without heady advertisements that Leon Büchner seduce, appliances so sexy you can’t help falling in love with them, freaky fashions that fill you with faith, that special painting you picked up for a song and colour, luscious colour, everywhere you look! Hard to imagine a world without design and visual arts. Talk ‘Design’ and you’re talking products, services, the environment, needs and functionality; talk ‘Visual Arts’ and you’re into the realm of self-expression. Talk ‘Visual Arts and Design’ and it’s almost everything in your world that you see and touch from your duvet, mobile phone and beyond. Visual Arts and Design students are also introduced to our rich cultural past and learn to see themselves within a global context. Both the subjects Design and Visual Arts address essential life skills such as creative problemsolving, time management, visual literacy and entrepreneurship which will benefit students in all walks of life and in all careers. Furthermore the introduction of Technology in our school programmes prepares learners more effectively for the highly competitive creative industry. This is supported by recently installed AppleMac studios at our Focus schools, a technology that is enabling learners to create with appropriate software like Adobe Photoshop, Illustrator and InDesign, as well as ToonBoom Animator. With rapidly growing numbers, the subjects Design and Visual Arts have proved to be the most popular options in the Arts and Culture field: especially with tertiary and career opportunities being sponsored by the ‘Woolworths Making
the Difference through Design daily’ programme and the ‘Spier Arts Academy’. Leon Büchner, senior curriculum planner for Design and Visual Arts in the FET band lbuchner@pgwc. gov.za || (021) 467-2556
dramatiC arts Ever dreamt that the spotlight’s on you as the audience holds its Ina Bruce breath? Or that you were hearing “Roll sound! Roll camera! Mark it! Action!”? If you’re at high school, then first things first: take Dramatic Arts as one of your FET subjects. Dramatic Arts will teach you to become aware of your body and your voice, so that you can use both creatively. For instance, performing praise poetry, ‘physical theatre’ and monologues. You will learn how to analyse and think about written texts. You will be challenged to respond to personal and social issues. Dramatic Arts as a subject will also prepare you for the world stage, so that you can interact more easily with people. You will learn to become aware of your feelings and the power dynamics set up when people try to communicate. These skills will help you become a leader, to work with others, to develop self discipline, and to think critically and creatively. You will be encouraged to express your uniqueness. It is relevant that interesting insights are currently flowing from research into the Dramatic Arts – insights that challenge the conventional methods and practices of academic, positivist and empirical research approaches by triggering dynamic, rigorous debate and practice that will hopefully produce research of an even higher standard. Ina Bruce, senior education specialist: Dramatic Arts ibruce@pgwc.gov.za Other useful contacts include: Gay Morris: U.C.T Drama Department & Liz Van Breda: U.C.T. Drama Department
musiC Music is about creating musical works and performance. Franklin Lewis Music is part of our heritage and enables us to discover and understand our past histories, both in the European and African contexts. It crosses cultural and language barriers and promotes an appreciation of diversity and respect for others. Great creators of music, such as Johann Sebastian Bach and Wolfgang Amadeus Mozart, or our own Miriam Makeba and Brenda Fassie, have created famous and everlasting musical works to express their feelings about the society and the world in which they had lived. Through their music they have contributed to the shaping of our lives in songs and instrumental works that speak of our sorrows, joys and the ordinary things of life. Apart from being an expressive art, music contributes to the personal and social development of the child and promotes social cohesion (national anthems, community songs, World Cup songs, etc.). The programmes in our schools allow for all types and styles of music: vocal, choral and instrumental. Learners are afforded the opportunity to perform and create music, whether it be classical, traditional African or popular. Learners are also equipped with the skill to understand, analyse and evaluate the music of others through critical listening. The introduction of music technology in our programmes prepares learners more effectively for the vibrant music industry. The recently installed AppleMac studios at some of our schools are enabling learners to use appropriate software to create or arrange music such as jingles or podcasts. Franklin Lewis, senior curriculum planner for Music - flewis@pgwc. gov.za & www.curriculum-dev. wcape.school.za
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wcednews september 2010
development
LitNum Roadshows
wCed meets with communities to discuss literacy and numeracy results since April, officials from the Western Cape education Department (WCeD) have been travelling across the province to discuss the latest literacy and numeracy results of Grade 6 learners. the last formal community meeting was held on 5 August and WCeD news caught up with brian schreuder, Deputy Director General: Curriculum management, who drove the road show. wCed news:
wCed news:
what did the road show involve?
what was the interest from the communities? did they attend the meetings and what kind of input did they give?
brian sCHreuder: The Literacy and Numeracy Road Show involves a series of meetings with principals, educators, parents and communities to discuss the performance of primary school learners in the 2009 Grade 6 tests, as well as, inform them on how to improve on these results. The WCED has undertaken these tests on a large scale every year since 2002, alternating between Grades 3 and 6, in order to identify problem areas and where to undertake remedial action. In November 2009, the WCED assessed the literacy and numeracy skills of 83 921 Grade 6 learners from 1 046 schools in the province. The tests have provided a wealth of information on learner performance and also guide the department’s literacy and numeracy strategy. This strategy includes the diagnostic tests and analysis, teacher training and support, the provision of teaching and learning materials and community mobilisation. The department has generated reports for every school and is working with schools to develop teaching strategies to meet specific needs.
brian sCHreuder: I have been struck by the commitment of educators and principals to improve on these results. However, schools cannot do this alone. They also need the support of parents and communities to turn around learner outcomes. If we have community and parental assistance, as well as commitment by the learner and the educator, these results will improve.
wCed news: what are the logistics involved, especially since we are talking about reporting on the results of more than 1 000 schools and every school probably have their own set of challenges and require their own strategy for improving results?
brian sCHreuder: It was a grueling process, but, by all accounts very worthwhile and will show continued value in the long run. The Road Show included 24 community meetings which began in Bishop Lavis and concluded in Stellenbosch on 4 August.
I want to thank all District Directors, Lit/ Num Co-ordinators and Circuit teams for the arrangements made, for attending and facilitating sessions and for accommodating me and the team, sometimes even with late forced changes.
wCed news: what do the provincial results indicate?
brian sCHreuder: The results for the province in 2009 reveal that Grade 6 learners have improved their literacy performance significantly since 2003, but that they are still struggling with mathematics. For example, the Grade 6 literacy pass rate has improved by 13.6% from 35% in 2003 to 48.6% in 2009. The numeracy pass rate improved slightly, from 15.6% to 17.4%. While these results are still unacceptably low it is encouraging to note that the majority of schools are making progress. For example, out of 1046 primary schools 611, or 58.4%, improved their results in numeracy, with 211 schools improving by more than 10%. 17.9% of schools results remained the same. In literacy, 603 schools (57.6%) improved their results, with 341 schools increasing by more then 10%.
“tHe LiteraCy and numeraCy road sHow invoLves a series of meetings witH prinCipaLs, eduCators, parents and Communities to disCuss tHe performanCe of primary sCHooL Learners in tHe 2009 grade 6 tests, as weLL as, inform tHem on How to improve on tHese resuLts.”
Literacy and numeracy champions
t
Teacher’s hone their teaching skills.
eachers selected from 250 primary schools across all Education Districts in the Western Cape received training during the June school holiday as part of the Western Cape Education Department’s long-term strategy to improve learners’ literacy and numeracy levels. This intervention will rollout to all schools in phases and cycles over the next few years. In the first cycle (June 2009 to May 2010), 125 schools received Literacy training and support, whilst the other 125 received Numeracy training and support. In June this year the same schools swopped over to receive either the literacy/ languages or the numeracy training and support. The June training targeted ‘champion’ teachers who are exposed to the whole course in one session and thus are the first to implement in their own schools, whilst the rest of the teachers receive school-based
training and support over the period of the year. Teachers from schools in the West Coast Education Districts were hosted at Boland College in Stellenbosch from 21 to 25 June 2010. Training was mostly in the form of active learning or practical activities which demonstrated to teachers how they can use it in the classroom. The trainers were impressed with the work ethic and positive attitude of participants.
“training was mostLy in tHe form of aCtive Learning or praCtiCaL aCtivities wHiCH demonstrated to teaCHers How tHey Can use it in tHe CLassroom. tHe trainers were impressed witH tHe work etHiC and positive attitude of partiCipants.”
Anna Maria Cloete and Winnie le Roux, who monitored the numeracy training, said on the first day people were a little reserved, but by the next day everyone fully participated. “The fun of Maths was experienced through practical activities which involved all participants.” Roux Gildenhuys and Lilian Van Louw reported that in the other numeracy session, the trainer gave useful hints regarding the teaching of the different learning outcomes. “She emphasised the importance of the use of the correct mathematical terminology. Different teaching styles were used to accommodate different learning styles.” In the literacy training good practices were shared between all the schools, reported Maria Morris. Louise Engelbrecht said the importance and purpose of literacy as well as the policy were revisited and became clearer to the teachers. “Personally it was refreshing to listen to it again.”
wcednews september 2010
development
the value of demonstration – the beauty of differentiation
Young writers
inspire the write stuff at school
K
which he then produces and directs. He also wrote plays for the Grade 3 puppet show as well as a full Christmas play in an afternoon. “Kyle plays an active part in debates. He knows his subject and topic. He reads a lot and his general knowledge is exceptional. Almost every subject in the class is turned into role play – with Kyle at its head.” Shireen Cupido, his Grade 7 teacher, said Kyle is very eloquent and manages to amuse everyone with his sense of humour. “After having heard Kyle’s story so many times, his peers are still enthralled when he reads extracts to him. “We shall be “launching” Kyle’s book during Literacy Week, 30 August – 03 September 2010, giving him the opportunity to address learners and share with them the writing process. We are proud of Kyle and wish him well in his aspirations as a successful author in future.” The book’s illustrator, Sean Goosen, is Kyle’s cousin and attended Turfhall Primary School in the 80’s.
Kyle Khan’s first novel.
ABOUT THE BOOK: Ms Raboto is a robot teacher who is introduced to a class of under-achievers. It is believed that her teaching style will greatly improve their grades. If she manages to achieve this, more robot teachers will be created. The father of one of the main characters (Kyle) is a scientist and head of a programme called ‘The Robotic Teaching System’. When Ms Raboto shows signs of viruses and interference in her circuits, Kyle’s father is there to cover up for her. But her virus gets stronger and stronger and
m
irene pHiLLip
turfhall primary school can boast with a published writer in their midst. Kyle Khan (13), a grade 7 learner at the school in penlyn estate, launched his first novel Ms Raboto at the Cape town book Fair on 1 August. yle started writing his novel about a robot teacher who is introduced to a class of underachievers when he was in Grade 5. His dad, Deon, a Curriculum Advisor in Metropole South, said the educators at Turfhall Primary School constantly gave positive and highly encouraging comment about his writing ability. “This definitely nudged us as his parents to make efforts to get his work published.” Kyle has always been an avid reader and writer. At about the age of four, he would make simple books, draw pictures in them and tell his mother what words to write in them. His mom, Doreen, recalled that “as early as Grade 2, he already said: ‘I don’t want to be an author when I grow up, I am an author.’”. At the beginning of last year, the Khan’s approached the Centre for the Book for advice. They were told to choose one of his stories and apply for funding from them. Ms. Raboto was reviewed by Dr. Nomfundo Mali and in September last year, the family was informed that Kyle would receive funding from Centre for the Book and Via Afrika Nasou to self publish. Kyle said writing is ingrained in his existence. “At first I just wrote because it was fun, and then I became addicted. If I did not write for a few days I would start to feel weird and nauseous, and as soon as I started I would be alright. A few (very few) of the characters were based on some of my friends at school. Ms Raboto herself was first based on no-one but, then I altered her a bit to be like my grade 6 teacher Mrs Andrews.” Joan Pitts, his Grade 5 teacher, did the writing process with her class. Kyle applied these principles to brainstorm ideas and broadly outline the storyline for each chapter of his book. As he typed out each chapter, he read it to the class who thoroughly enjoyed it and eagerly awaited the next chapter. That year his book was displayed at the school’s annual exhibition. Mrs Pitts encouraged Kyle’s mom to take his book to a publisher. Ursula Andrews, his Grade 6 teacher, described Kyle as a quick thinker who likes to write short one-act plays
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soon he cannot ignore it. He tries to blow her up and it works... or does it...? All of this happens while Kyle and his friends prepare for the biggest showdown ever... The Soccer Showdown! Kyle and his friends accidentally find clues that lead to what Ms Raboto has been planning and they realise that it is time to intervene. * Ms Raboto is currently being reviewed by Edulis.
y story is about a child in one of our “run of the mill” schools situated in an historically disadvantaged area, where drug-taking is rife and drinking and violence are the order of the day. The educators in this school generally work very hard under extremely difficult conditions. The classes are big, the classrooms are small (hot in summer and cold in winter because they have been constructed from materials other than proper bricks). I am a Learning Support Advisor and I work closely with a Foundation Phase Curriculum Advisor, who I can only say, loves to work in “5th gear”! We planned our intervention for LITNUM in line with the prescriptions of our district, but with a little of our own creativity thrown in. She visits the educators with a view to guiding them with their planning, but between the two of us we also try to reach each educator in that particular grade with a demonstration lesson, taken from “The Foundations for Learning programme”- more or less in line with where the educator should be in her programme for the term. My curriculum colleague likes to “do the garden” so that everything is perfect - as it should be! I am in Learning Support and so, while I am prepared to help to a certain extent with “getting the garden sorted”, my heart lies more in the business of “spotting struggling little seedlings and resuscitating damaged or dying flowers”. We have been privileged to have some excellent training in Maths / Numeracy just recently. As a result of this, I felt greatly enthused to put into practice some of the learnings that I had gained in order to reach struggling learners out there in the schools, but mainly with the idea of showing the class teacher a new approach to reaching all the learners in her class. The class I visited was a Gr 3 class, where the educator stated quite categorically that she does not do “differentiation” as it is difficult to manage and in any case, not being trained for Foundation Phase, she is not actually aquainted with this type of practice. I asked her to give me any ten of her children so that I could demonstrate a lesson on the mat with them. Might I add, the mat in many classrooms is often filthy and when there is no mat, one has to carry on with the mission on dusty and often very grubby floors. I started my lesson on counting and number value. I used white beans for this purpose and took the little group back to basics. In next to no time, I ascertained that I had been given quite a few weak learn-
ers in the group, but there was one in particular, who seemed to have very little number sense. For this record I will refer to him as Jodi, although this is not his real name. I did some quick thinking and said to the children: “Guess what! I am a different kind of teacher. I don’t really care if you get the right answer or not. I might ask you the answer, but I am not too bothered about that. I am more interested to know how you have worked it out. We are having fun today. So let’s get going!” I was watching Jodi very carefully. He was fully absorbed in the fun that we were having with the beans and the number chart – moving backwards and forwards along the number lines in order to calculate simple addition and subtraction problems. We pretended that the beans were sweets, lollipops and even real money in order to do simple sharing transactions. Jodi was involved and very much “holding his own” in the group work.
“guess wHat! i am a different kind of teaCHer. i don’t reaLLy Care if you get tHe rigHt answer or not. i migHt ask you tHe answer, but i am not too botHered about tHat. i am more interested to know How you Have worked it out. we are Having fun today. so Let’s get going!” When I had finished with the children, one of the girls, who had been sitting close to me in the same way that a devoted little dog would, said “Please, Miss, will you come back again? We want you to come every Friday. (I guess Friday might just be the “treat” day in most schools). I spoke briefly to the teacher before leaving the class. She had been somewhat indifferent at the outset, but I noticed her coming closer and closer while the lesson was on and eventually, without realizing, she had become a keen spectator. I just said: “That was such a good experience for me as I saw learners move from a state of being unsure to one of calculating with excitement and confidence and as for Jodi – well, I just know that I have moved him!” She agreed that differentiation is the way to go. She acknowledged that her weak learners had been greatly impacted by my joining them on the mat at their level in order to do something that was fun! She went on to say: “And as for Jodi – I simply can’t believe it! He is my weakest learner and normally can’t do anything!”
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wcednews
insight&opinion
september 2010
Case Study
School Business Management:
Pilot group in School Business Management cours graduate
Achieving world class schools Management course graduate
The graduation of 107 school business managers on 5 August 2010, at the Cape Town College, Crawford campus, represented a milestone after more than five years of intensive co-operation between the Western Cape Education Department, The National College and other role players. Merle Stober.
Pay attention to the little things and dare to think and act big. With this approach Merle Stober transformed a dilapidated school environment with dwindling numbers into a beacon of joy in the community.
M
erle was a member of the Western Cape Education Department’s pilot group who completed the Certificate in School Business Management in 2009. Her practical project for the CSBM was chosen as the best example of the difference a school business manager/administrator can make to a school. In July, Merle and Eddie Kirsten represented the Western Cape Education Department at the SBM conference in Manchester in the UK. The annual event was delivered by the National College of the UK, in partnership with the Training and Development Agency for Schools (TDA). It was the fourth year that the WCED was invited to participate. They presented a workshop on the impact of the school business management programmes and the role of the school business manager in Western Cape primary schools. Eddie said the biggest single advantage of the
concept is that the day to day administrative management issues are handled by the School business manager. School fees, budgets, audits, buildings, grounds, staff, parents, debtors, creditors, municipal charges, substitutes, leave management, attendance etc. By taking these responsibilities out of the hands of the Principal and other teaching staff, they are afforded more time to concentrate on learning and teaching. A fringe benefit is that school business managers tend to form networks with other colleagues from neighbouring schools, supporting and forming cooperating partnerships.
“the programme offered a ray of hope after despair about the bleak circumstances at the school where she had worked for more than two decades. ” Merle said the programme offered a ray of hope after despair about the bleak circumstances at the school where she had worked for more than two decades. She said it was often disheartening to see teachers’ hard work amount to very little because of socio-
economic factors that affected learners’ ability and desire to learn. With about 80% of the learners dependent on social grants and the majority back-yard dwellers, the school saw to it that they are fed and clothed. “We are feeding 300 learners and we only get a subsidy for 120.” Merle said the school was a home that many of the learners did not have and they went out of their way to ensure that the children did not feel like lesser beings. “We made ourselves a promise that the norm is not enough. Mediocrity is not an option.” She tackled the reception area, the play areas and the registers because “it is the little things that count”. For her practical project for the CSBM she decided on a play area for the reception learners. This involved raising funds, securing sponsorships and personally digging and painting. Merle said she did not view the project as something that had to be completed for studying purposes. It was an end of an era and the beginning of a new one. The school’s transformation saw learner numbers more than double and the staff complement increase from 6 to 15. This growth would soon necessitate the expansion of the play area that was becoming too small for all the reception learners. Merle said she viewed it as a project that builds on the child’s development. She already started planning the next project: a school library so that when the world outside gets ugly, the children can escape to something better.
Eddie Kirsten
Although it is based on the UK model, the Certificate in School Business Administration is a truly South African qualification. For the first time South African School Business Managers had the opportunity to qualify in Financial Management; Human Resource Management; Risk Management; Facilities Management; Office Systems and ICT with specific focus on the school environment. The role of the school business manager is now internationally recognised as being an integral part of helping schools make better use of their resources and facilities, enabling head-teachers and other leaders to focus on leading teaching and learning. These pioneering graduates are rightly proud of their achievements, following their involvement in the CSBA pilot, yet the value of the CSBA qualification is not in the qualification itself, it is how the qualification is applied. Our mutual end focus will always be the education of the child. The real pioneers were those few visionaries who more than five years ago recognised the potential value of the CSBM for South African schools, and who persisted with the support of the then NCSL and MMU to advocate the development of the CSBA. The recent graduation was a celebration of cooperation and teamwork. We salute all the partners and we share in the pride of achievement, but the work is not all done.
wcednews
insight&opinion
september 2010
11
Best Practices
Poverty does not dictate poor results “the study provided evidence that innovative, professional leadership and devoted, hard working staff enables poor schools to provide a caring and safe environment for learners and also contribute to their holistic development.”
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study commissioned in 2009 by the Directorate Quality Assurance in the Western Cape Education Department has found that a number of schools in the province have risen above their socioeconomic challenges and have instituted best practice strategies that have led to an improvement in the quality of education delivery and to the holistic development of learners. The research focused on schools in communities with high unemployment and where many parents were either contract or casual workers, or seasonal farm workers in rural areas. The learners lived in overcrowded council-rented houses/flats in sub-economic townships, in informal settlements and RDP houses. Karen Bedyll, Director: Quality Assurance, said the study was initiated on the premise that despite unfavourable conditions,
some schools with dedicated, visionary leadership and committed educators, implemented best practices that led to an improvement in the quality of education delivery and in learner achievement. “The purpose of the research was to indentify such schools.” She said a limitation was that the study was to a large extent dependent on schools recommended by Whole School Evaluation Supervisors and Integrated Quality Management System (IQMS) coordinators. “There were probably more schools that fell into this category.” Bedyll said the study provided evidence that innovative, professional leadership and devoted, hard working staff enables poor schools to provide a caring and safe environment for learners and also contribute to their holistic development. She added that the role of parental involvement and the establishment of partnerships
with the corporate and NGO sectors were crucial in this regard. An electronic copy of the report Best Practices:
Schools in Poor Socio-Economic Environment can be requested from the Directorate Quality Assurance. Telephone number: 021 467 9324 or email kbydell@pgwc.gov.za
Results Some of the schools, identified in the study, that have implemented best practices were: W eston Senior Secondary (West Coast) H aarlem Senior Secondary (Eden and Central Karoo) N ew Orleans Senior Secondary (Cape Winelands) G arden Village Primary (Metropole Central) M urraysburg Primary (Eden and Central Karoo) O verhex Primary (Cape Winelands) S akumlandela Primary (Metropole East) P ineview Primary (Overberg)
Extra time
Positive Behaviour Ambassadors
RAPping towards a skillful practice The Positive behaviour Ambassadors of the Metro North Education District sacrificed the some of their holiday time during the World Cup Soccer break to sharpen their tools. Neville Goliath
T
hese principals, deputyprincipals and educators are enrolled in the Positive Behaviour Programme of the Metro North Education District. The 3-year programme (that finds itself in the 2nd year) guided the participants towards the RAP Training (Response Ability Pathways) that was held on 7 – 9 July 2010. These Educators were challenged to apply their knowledge of the Circle of Courage to understand and engage the private logic of children. Having a therapeutic conversation is never easy, because it requires the commitment of the Mentor (“trusted teacher”) to connect with the “child in pain”. The Ambassadors were very motivated to learn and engaged the presenters, Dr Charles Coetzee
School Holiday Training Programme at the Cape Teaching and Leadership Institute André Lamprecht
During the June / July school holidays 170 teachers voluntarily attended courses in the School Management Programme at the Cape Teaching and Leadership Institute (CTLI). This training would not have been possible without the initiative of all those teachers who took responsibility of their own Continuous Professional Teacher Development (CPTD).
The following courses were offered during the school holidays:
Educators busy “rapping”: Anthea Prince, Natalene Darvel, Anastacia Pieters & Felicia Cedras.
and Bruce Phillips, with interest and enthusiasm. The Ambassadors felt more quipped do respond to the behaviour challenges in classrooms
and school grounds. Many of the participants admit that their teaching practice is now empowered with knowledge, skills and new courage.
spiring Principals A Aspiring School Leaders Induction Programme for newly appointed principals Induction Programme for newly appointed deputy principals School Management Team Training Women in and into management and leadership positions. These courses were well received.
The key note aspect of leadership elicited keen discussion, and served to underline the necessity for having such training for school leaders. The participants, without exception, displayed a committed disposition to their task and were determined to make a difference at their schools. Participants said they liked the relaxed atmosphere and the way the facilitator connected with the participants. They also indicated that the content was interesting, informative, empowering and practically applicable to school and their personal life. The CTLI will continue to offer courses in the School Management Programme during school term and school holidays to empower and strengthen school management teams; enhance leadership development within the Western Cape Education Department (WCED); develop leadership skills within the WCED and create confident and capable leaders and managers within the WCED.
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wcednews september 2010
reviews
eduliS: books for building teaching excellence shArpen Your Wits With edulis 1 theoharis, george. the school leaders our children deserve: seven keys to equity, social justice, and school reform. 2009
7 kelley, M. r5 in your classroom. 2008 A unique, structured independent reading block, to validate and support all intermediate-grade students’ reading comprehension - regardless of their ability level or initial interest in reading - and get them excited about reading.
Although facing tremendous barriers, these principals made important strides toward closing the achievement gap in their schools through the use of humane and equitable practices. Featuring a mix of theory and practical strategies, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students.
8 Buis, k. Making words stick. 2004 Shows you how to move beyond spelling lists and rote memorisation to make words both meaningful and memorable for all your students. It builds on the connection between vocabulary and comprehension and guides teachers in their most important task— building a strong literacy foundation.
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Mcandrew, donald a. literacy leadership: six strategies for peoplework. 2005 This book will guide you in improving your literacy leadership skills so you can ultimately enhance your professional practice. Describes strategies used by successful leaders to do the “peoplework” at the heart of leadership.
3
harris, a. do parents know they matter? 2009 This is a powerful resource for teachers about the benefits of parental engagement along with methods to foster and develop good practice.
9
4
Booth, d.w. the literacy principal. 2007 Offers administrators the background they need to know about effective strategies for building more literate students. It shows them how to evaluate and support successful literacy initiatives in their schools and create more successful learners.
5
Justice, l. Scaffolding with storybooks. 2005
wolfendale, S. word play. 2006 Makes the theoretical practical, presenting the theory and research behind high-quality instruction, then following up with engaging, interesting ways for students to practice all three aspects of vocabulary. You’ll replace monotonous memorization with enjoyable activities that capitalize on adolescents’ natural interest in words and language.
Strategies and sample interactions will help you to strengthen children’s knowledge of written language, vocabulary, phonology, the alphabet, narrative discourse, and the world around them.
6 Johnson, p. one child at a time. 2006 Teachers learn how the reading process works for proficient readers and how to support struggling readers as they construct their own reading process. The text is packed with examples of actual conferences with students, detailing how and when to intervene to instruct and assess. The examples of follow-up assessment and analysis of struggling readers over days and weeks provide an indispensable model for teachers.
s Print-rich Classroom
1 full-text articles are available to eduliS library/ resource centre clients on our website: http://edulis. pgwc.gov.za Look for “Electronic resources” Click on e-journals Contact EDULIS Library for access codes: 021 957 9618Read full-text articles from our electronic journals
2 neuman S. the effect of print-rich classroom environments on early literacy growth. Reading Teacher [serial online]. September 2004;58(1):89-91. Available from: Education Research Complete. Accessed July 30, 2010. Discusses the effects of classroom environments abundant with print materials for reading on early literacy growth. Overview of studies conducted regarding early readers; Factors that affect the early development of reading skills and interests in children; Ways of supporting and encouraging early literacy. http://search.ebscohost.com/login.aspx?direct=tr ue&db=ehh&AN=14387242&site=ehost-live
3
integrating a printrich environment in early childhood programming: active children--active environments. Early Childhood Today [serial online]. May 2001;15(8):10-12. Available from: Education Research Complete. Accessed July 30, 2010. Focuses on arranging classroom spaces in ways that promote children’s literacy learning. Things to consider in arranging classroom spaces; Role of teachers in literacy learning; Print awareness for children just learning English.
3
Seefeldt c. creating an effective, print rich environment. early childhood today [serial online]. october 2001;16(2):12. Available from: Education Research Complete. Accessed July 30, 2010. Creative ideas for children’s awareness of letters and words and their uses; Importance of interpersonal interactions among children. http://search.ebscohost.com/login.aspx?direct=tr ue&db=ehh&AN=4467675&site=ehost-live
4 lawhon t. creating language and print awareness environments for young children. contemporary education [serial online]. March 2000;71(3):5. Available from: Education Research Complete. Accessed July 30, 2010. Focuses on children’s growth in literacy, especially language and prereading skills, by creating a pleasurable and no pressure environment. http://search.ebscohost.com/login.aspx?direct=tr ue&db=ehh&AN=4467675&site=ehost-live
5 rosow l. how Schools perpetuate illiteracy. educational leadership [serial online]. September 1991;49(1):41-44. Available from: Education Research Complete. Accessed July 30, 2010. This article suggests that to break the cycle of illiteracy, schools must help parents understand how to help their children at home. http://search.ebscohost.com/login.aspx?direct=tr ue&db=ehh&AN=9110142217&site=ehost-live
http://search.ebscohost.com/login.aspx?direct=tr ue&db=ehh&AN=13014338&site=ehost-live
SCORE! not enough reSourceS to Score @ your liBrary? your school can have the latest titles on various topics available when you borrow from eduliS library / your nearest resource centre to supplement your school library collection. we offer block loans to schools free of charge. call us for more information 021 957 9618.
Your nearest resource centre 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 september 2010
reviews
13
eduMedia: wced resource for teaching and learning materials 1
6
isiXhosa Second additional language: learning & teaching Support Material
Supporting literacy and numeracy through arts and culture: foundation & intermediate phases When you read through this book, you will be able to understand how the art forms can help you reinforce literacy and numeracy skills in your learners. For example: In dance, the kinesthetic elements of movement, space, pace and rhythm assist learners with language and mathematics development In drama elements include listening, talking, reading, writing and body language, which promote language and numeracy learning; similarly, In music, aural elements such as pitch, tine, rhythm and beat are particularly useful for the development of numeracy and listening skills; In visual arts and design, the non-verbal elements of shape, space, form, colour, tone, texture and patterns can be used to assist learners with both language and mathematical skills. Activities have been provided for both Foundation and Intermediate Phases and all can be assessed against more than one learning area and more than one outcome (e.g. Languages and Arts and Culture or mathematics and Arts and Culture and Life Orientation).
2
getting history: a teaching manual for Social Sciences (history)/ Begryp geskiedenis: ’n onderrighandleiding vir Sosiale wetenskappe This 103 page teaching manual uses some parts of the Grade 9 Knowledge Focus Framework to introduce the lessons, activities and methodologies. A step-by-step outline of suggested ways of teaching is provided, including notes of which Learning Outcomes and Assessment Standards are being addressed at particular points in the lesson. Each lesson consists of a number of worksheets which can be photocopied. A the end of each section there is a lesson debrief where important aspects of the lesson are discussed and also how the activities and methodologies can be adapted for Grades 7 and 8. Dié onderrighandleiding bestaan uit 103 bladsye en maak gebruik van enkele dele van die Graad 9 Kennisfokusraamwerk om die lesse, aktiwiteite en metodologieë bekend te stel. Dit gee stapsgewys ’n oorsig van voorgestelde onderrigmetodes, insluitend aantekeninge wat verwys na daardie Leeruitkomste en Assesseringstandaarde waaraan op spesifieke stadiums in die les aandag gegee word. Elke les bestaan uit ’n aantal werksvelle wat gefotokopieer kan word. Aan die einde van elke afdeling is ’n lesontleding waar belangrike aspekte van die les bespreek word en ook hoe die aktiwiteite en metodologieë aangepas kan word in Grade 7 en 8.Support Team and the District Support Team.
This support material (book) aims to provide clear guidelines to Grades 4 – 9 teaching isiXhosa SAL which will allow learners to build communication skills in a systematic way from grade to grade; to uplift the status and quality of the language in schools and to promote multilingualism in Western Cape schools and add substance to government policy regarding multilingualism.
7
number Sense workbook Series
3
poetry 2009/10
Poetry 2009 / 10 has audio discussions of ALL the prescribed poems for Home Language and First Additional Language for Grade 12. Then there are worksheets with questions and possible answers for all the poems. So when confronted with an alliterating metaphor there is no need to tremble in confusion – this programme is an instant and easy recipe for your preparation. Worksheets can be photocopied!
4
Our Number Sense Workbook Series is intended to support the development of Numeracy (Mathematics) in the early years. The series has been specially designed to support teachers who work with small groups of children at a time. The workbooks provide the activities needed to keep the other children in the class productively engaged in meaningful tasks. The booklets could also be used by parents wanting to provide support to their children. Each set contains 4 workbooks (1 per term) for each grade 48 pages per workbook (1 page per day)
1 Supporting literacy and numeracy through arts and culture: foundation & intermediate phases Code B/ART(SD)01
Price
Supporting Literacy and Numeracy through Arts and Culture: FP & IP
Code
R22,00
Description
Price
B/HIS(SD)01E
GETting History
R12,00
B/HIS(SD)01A
Begryp Geskiedenis
R12,00
3
poetry 2009/10
Code
Description
Price
CP/ LLC(SS)11.3
Poetry 2009/10: Home Language (2 CDs & Worksheets)
R40,00
CP/ LLC(SS)11.4
Poetry 2009/10: First Additional Language (1 CD & Worksheets)
R36,00
poësie 2009/10
Code
poësie 2009/10
Description
2 getting history: a teaching manual for Social Sciences (history)/ Begryp geskiedenis: ‘n onderrighandleiding vir Sosiale wetenskappe
4
Description
Price
CP/ LLC(SS)11.3
Poësie 2009/10: Huistaal (2 CDs & Werkvelle)
R40,00
CP/ LLC(SS)11.4
Poësie 2009/10: Eerste Addisionele Taal (1 CD & Werkvelle)
R36,00
5
Poësie 2009/10 is oudiobesprekings van AL die voorgeskrewe gedigte vir Huistaal en Eerste Addisionele Taal vir Graad 12. Dan is daar ook nog werkvelle met vrae en moontlike antwoorde vir al die gedigte. So dit is nie meer nodig om te sidder voor elke poëtiese alliterende metafoor nie, hierdie program is ’n kitsresep vir jou voorbereiding! Werkvelle mag gekopieer word.
Spits die ore! (weer ‘n keer)
Code CP/AFR(AG)13
Description Spits die Ore! (weer ‘n keer) 2 CDs • Opvoedersgids • Werkvelle
Price R62,00
6 isiXhosa Second additional language: learning & teaching Support Material Code
5 Spits die ore! (weer ’n keer) Spits die Ore! (weer ’n keer) is ’n opvolgprogram vir die suksesvolle Spits die Ore! program wat in 1999 deur Edumedia (WKOD) uitgegee is. Spits die Ore! (weer ’n keer) is propvol nuwe en innoverende luisteraktiwiteite met spesifieke verwysing na die NVK leeruitkomste en die verwante assesseringstandaarde. Dertig luisteraktiwiteite almal met ’n lipleklekker plaaslike kleur en geur, elk met sy eie werkvelle en aktiwiteite – vir die AOO- en die VOO-fases. Aktiwiteite sluit in ’n radio-drama, geselsprogram, liedjies, resensies, onderhoude, ’n begeleide toer na Robbeneiland, rugbykommentaar, stories, advertensies, bordspelletjies, byklanke, en so meer. Alle materiaal kan gekopieer word! LEKKER LUISTER!!!
Content Tables
M/LLC/(SD)03
7
IsiXhosa Second Additional Language: Learning & Teaching Support Material
Price R21,00
number Sense workbook Series
Code
eduMedia (WCED) 3 Station Road, Mowbray, 7705 PO Box 13266, Mowbray, 7705 Tel: (021) 689-9536 Fax: (021) 685-7421 edumedia@pgwc.gov.za
Description
Description
Price
W/ ATHS(P)01E
Grade 1 Number Sense Workbooks (Set)
R73,00
W/ MATHS(P)02E
Grade 2 Number Sense Workbooks (Set)
R73,00
W/ MATHS(P)03E
Grade 3 Number Sense Workbooks (Set)
R73,00
W/ MATHS(P)01A
Graad 1 Getalbegrig Werkboeke (Stel)
R73,00
W/ MATHS(P)02A
Graad 2 Getalbegrig Werkboeke (Stel)
R73,00
W/ MATHS(P)03A
Graad 3 Getalbegrig Werkboeke (Stel)
R73,00
14
wcednews september 2010
noticeboard A quick guide to
circularS
the Western cape education department issued the following circulars and circular minutes for the period may – August 2010 0020/2010 final timetable for october-december 2010 national Senior certificate examinations http://wced.wcape.gov.za/circulars/circulars10/ e20_10.html
0021/2010 lists of recommended literature for study in grades 7 to 11 in 2011 http://wced.wcape.gov.za/circulars/circulars10/ e21_10.html
0022/2010 leave of absence/time-off during the 2010 fifa world cup http://wced.wcape.gov.za/circulars/circulars10/ e22_10.html
0024/2010 the aims of the Quality learning and teaching campaign http://wced.wcape.gov.za/circulars/circulars10/ e24_10.html
planning and Strategy MinuteS
INFRASTRUCTURE AND OPERATIONAL SUPPORT 0008/2010 reminder to non Section 21 schools to submit requisitions for learning and teaching Support Material and local purchases http://wced.wcape.gov.za/circulars/minutes10/ PSminutes/edos8_10.html
009/2010 Supply of life Sciences textbooks to grade 12 http://wced.wcape.gov.za/circulars/minutes10/ PSminutes/edio9_10.html
KNOWLEDGE MANAGEMENT 0003/2010 ditcoM meetings for the 2010-11 financial year and procedure for the submission of applications http://wced.wcape.gov.za/circulars/minutes10/ PSminutes/edkm3_10.html
curriculuM ManageMent MinuteS EXAMIINATIONS AND ASSESSMENT
0001/2010 a summary of all the external examinations and assessments to be conducted in primary schools, secondary schools and adult education centres within the western cape education department in 2010 http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/ehde1_10.html
KNOWLEDGE MANAGEMENT 0008/2010 final timetable and arrangements for the october 2010 adult Basic education and training (aBet) level 4 examinations http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edam8_10.html
0009/2010 the phasing in of teachers as invigilators for the national Senior certificate examinations http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edam9_10.html
CURRICULUM: GET 0007/2010 the provisional lists of prescribed and recommended books for literature study for grades 7 to 11 for 2011 http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edcg7_10.html
0008/2010 life orientation – career guidance traning for grades 7 to 9 teachers (pace: world of work) http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edcg8_10.html
CURRICULUM: FET
0019/2010 invitation to apply for position of internal Moderator, chief Marker and deputy chief Marker for the national Senior certificate examinations from november 2010 to March 2012 (re-advertisement) http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edea19_10.html
0003/2010 life orientation – training of teachers in today’s choices http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edcf3_10.html
0004/2010 life orientation – training of teachers in today’s choices
internal huMan capital deVelopMent 0004/2010 Mathematics Solutions conference http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edhd4_10.html
http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edcf4_10.html
005/2010 the national teaching awards
E-LEARNING AND LIBRARY SERVICES
http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edhd5_10.html
0002/2010 cape town Book fair - 31 July to 2 august 2010 http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edel2_10.html
AMINATIONS ADMINISTRATION 0015/2010 appointment of invigilators for november 2010 national Senior certificate (nSc) examinations, March 2011 nSc Supplementary examinations and May/June 2011 Senior certificate examinations http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edea15_10.html
0018/2010 national Senior certificate examination, november 2009, chief Markers’ reports
0006/2010 part-time study bursary scheme for public Service employees (2011 academic year)
0008/2010 Minutes of provincial principals’ forum meeting on 4 June 2010 http://wced.wcape.gov.za/circulars/minutes10/ IDCminutes/edim8_10.html
corporate SerViceS FINANCIAL ACCOUNTING
0004/2010 introduction of electronic supplementary paysheet reports on the hclMS-cpS http://wced.wcape.gov.za/circulars/minutes10/ CSminutes/edfa4_10.html
internal huMan capital deVelopMent 0002/2010 redress for previous discriminatory pension practices in the public service http://wced.wcape.gov.za/circulars/minutes10/ CSminutes/edha2_10.html
INTERNAL HUMAN CAPITAL MANAGEMENT
http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edhd6_10.html
0010/2010 invitation to the women’s Month capacity-Building Session on 24 & 25 august 2010
INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING
http://wced.wcape.gov.za/circulars/minutes10/ CSminutes/edhm10_10.html
0006/2010 Minutes of provincial principals’ forum meeting on 9 april 2010
PROCUREMENT MANAGEMENT
http://wced.wcape.gov.za/circulars/minutes10/ IDCminutes/edim6_10.html
0007/2010 remuneration of community learning centre Managers and Site co-ordinators
0004/2010 list of suppliers for purchasing of learning and teaching Support Material (ltSM) for period 1 august 2010 to 31 January 2011 http://wced.wcape.gov.za/circulars/minutes10/ CSminutes/edpm4_10.html
http://wced.wcape.gov.za/circulars/minutes10/ IDCminutes/edim7_10.html
http://wced.wcape.gov.za/circulars/minutes10/ CMminutes/edea18_10.html
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wcednews september 2010
sport
15
western cape well represented in sA schools team seven Western cape rugby players were included in the sA schools team after the cape sides had an excellent run in the craven Week tournament in Welkom.
B
Sigamoney naicker
Mighty Metres (Photo by Theresa fourie/Jag).
Interview
transforming young lives through running the new York city marathon is one of the world’s great road races, drawing more than 100 000 applicants annually. on november 7, 2010, sigamoney naicker, chief director: curriculum development, will line up at the start on the Verrazano-narrows bridge to raise funds for the JAg sports and education Foundation. Wced news caught up with him. wced newS:
SigaMoney naicker:
have you always been involved in running/sport and what value do you attach to running?
I got exposed to the JAG foundation through my work in the Western Cape Education Department. In the light of my beliefs about running, I thought that JAG can be a change agent in the lives of children. Whilst middle class children have access to gyms and high quality sporting experiences, working class children struggle for opportunities mainly around leisure activities and sport. Every child needs to know about the benefits of sport and the possibilities that can emerge from a healthy sports life. The JAG Foundation is making that possible and therefore I am very delighted that I got exposed to them. My hope is that their involvement becomes more widespread and they reach more children given the large number of working class children in the Western Cape.
SigaMoney naicker: Yes, I have always been active in sport. Soccer, volleyball, cricket and running has always been a big interest of mine. Running, besides keeping one fit, lowers your blood pressure and minimizes the possibilities of other health problems. Focusing the mind is a challenge of all human beings and silencing the negative whilst celebrating the positive is a life long journey. Our minds are continuously exposed to environmental influences and are battered with a range of thoughts that may not be very useful. Running is pivotal in silencing the negative mind if you pay attention to and have a constant awareness of the negative external influences. Thus I find reading for meaning and executing my daily tasks much easier. My energy levels are very high and running reinforces high energy levels. So running is central to my lifestyle.
wced newS: what iS your inVolVeMent with the Jag foundation?
wced newS: what will the Money Be uSed for?
SigaMoney naicker: The money will be used for promoting running amongst under privileged learners. The JAG Foundation was founded by Greg James, Managing Director of the Sagitta Group, and is
headed by Elana Meyer. Their developmental sports programs are aimed at the social upliftment of disadvantaged youth in Cape Town, East London and Port Elizabeth, using sport and education as a vehicle of choice. Their flagship program is the Mighty Metres- an in school running program for primary school children. The JAG Foundation started Mighty Meters as a result of an initial alliance with New York Road Runners Foundation (the NYC marathon charity), now the main partner of our organization. The program is based on Mighty Milers, run by the New York Road Runners Foundation.
oland’s Under 18 Craven Week team were unbeaten at the end of the tournament after dominating the Limpopo Blue Bulls (41 -11), the Griffons (36 -34) and Natal (49 – 23). Boland’s Lee-Roy Bitterhout (Klein Nederburg Secondary School) and team captain Wiaan Liebenberg (Drostdy Technical High School) were both included in the SA School team. Western Province triumphed over the Lions (20-3) and Eastern Province (5817), but lost against Free State (42-21) in the finals. Province’s Craig Barry (Paul Roos Gymnasium), Jean-Paul Lewis (Paul Roos), Sikhumbuzo Notshe (Wynberg High), Steven Kitshoff (Paul Roos) and Tshotsho Mbovane (Paul Roos) made the cut for the SA School’s team, while the spirited performance of Percy Williams and Blaine James of Oudtshoorn High School deserve a mention. Six of the seven Western Cape players were also included in SARU’s Under 18
High Performance Squad of 32 players that came up against Namibia, France and England last month. Lewis missed out while two other Western Cape players were included in the squad. They are Tsepo Motale (Bishops) and Syviwe Soyiswaphi (Paul Roos).
Sport Stars Soccer
The Western Cape Sport School will host an Under 17 Football Tournament during the September school holidays. Teams from around the country have been invited to participate in this inaugural event. The highly rated Stars of Africa Academy is one of the teams that will be on show. For fixtures, venues and more details contact the
tug-of-war
Drostdy Technical School’s 560 kg team will represent South Africa at the Tug-of-war World Championships that will be held from 15 – 18 September in Pretoria. The team recently won gold medals in the 560 kg and 600 kg divisions of two club championships.
Sports Office on 021-900 5036.
wced newS: what doeS your preparation for the new york Marathon inVolVe?
SigaMoney naicker: I try to do 50 -70 kms a week. Most of my running takes place at night between 8 and 10pm. I do most of my running on the treadmill and I run a few races to ensure that I am well adjusted to conditions on the road. The combination of the treadmill and the road is useful and helped me to get a good time in the Two Oceans.
Fighting Fit Chantel Swart, a learner at Punt High School in Mossel Bay, took part in the International Sport Karate Association’s Mixed Martial Arts World Championships in Orlando, Florida. She came first in Continuous Fighting in the Black Belt A class and AA class for women 18 – 29 and first in the Points Fighting in the A class for women 18 – 29. Chantel also came third in Traditional Kata in the Black Belt A-class section (women 18-29).
16
wcednews september 2010
sport
ent Sporting achievem
luvo’s golden moment
volleyballerS win PreSTigiouS award in china
luvo manyonga received a heroes’ welcome at cape town international Airport after the long jump athlete won a gold medal at the iAAF World Junior championships in moncton, canada. learners and teachers from desmond tutu secondary school in mbekweni, paarl, came out in numbers to welcome luvo, a learner at the school, home.
Shaheed khan
the western cape Sport School’s volleyball teams won the prestigious “fair play” award at the iSf world Schools Volleyball championsip in Baotou, china. the award is given to the team/country that exemplifies the theme of the week “youth, fitness, Struggle and friendship”. this was the first time that a South african schools team received this award and was recognition for the wonderful manner our teams conducted themselves both on and off the court. the teams were warmly applauded by the 23 participating countries in recognition of the fact that the award was well-deserved.
anton ManS
l
uvo recorded the best distance (7.76m) in the qualifying rounds. His jump of 7.99m in the final was admittedly 20cm short of his brand new junior SA record of 8.19m, but deservedly worth gold. The only other medal won by a South African athlete was the bronze of Tamzin Brits in javelin. Amongst the Western Cape athletes, Rocco van Rooyen (Bellville High School) can be satisfied with his participation in the championships. Rocco recorded a personal best distance of 74.13m in the javelin finals placing him 6th overall. Shaun de Jager (Strand High School) came third in his heat of the 400m with a time of 47.48s. In his semi-final he came 5th with a time of 47.7s, but did not qualify for the final. Shaun was also part of the 4x400m relay team, but they did not survive the heat. Annemie Smith (Outeni-
qua High School) narrowly missed qualifying for the finals in the hammer throw. She was placed 13th overall with a good distance of 53.26m in the qualifying round. The first 12 athletes went through to the finals and there was only a 3cm difference between Annemie’s best attempt and the athlete who came 12th. The 400m hurdles athlete Jean-Marie Senekal (Paarl Gymnasium) came fifth in her heat with a time of 1:00.53s. She and Stefan Brits (Paul Roos Gymnasium), who recorded a distance of 7.18m in the qualifying round of the long jump, did not qualify for the finals of their respective items. It is an honour to represent your country. The athletes’ participation in the IAAF World Junior Championships counts as good experience and they will hopefully go on to compete for South Africa at senior level.
ilhaam groenewald, Volleyball South africa director for Schools, and llewellyn rhoda, chairperson of the School governing Body, congratulated the boys and girls and extended thanks to the coaching and management staff for the hard work they had put in to prepare the teams for the event.
luvo Manyonga jumps in the long Jump final of the 13th iaaf world Junior athletics championships in Moncton, canada (Photo by chris Trotman/getty images).
Junior athletes scoop top wpa awards two junior athletes garnered top accolades at Western province Athletics’ annual awards evening.
the teams both performed erratically, not showing the consistency and class needed to win this biennial schools event. the final placements saw the boys being placed 14th and the girls 21st. the tour was the first overseas trip undertaken by the school and was jointly funded by Volleyball South africa and the school. the western cape Sport School’s teams were the only representatives from africa.
anton ManS
rocco van rooyen and leilani fourie, chairperson of the wPa Track and field commission. Photo credit: Jasper coetzee/wPa
Rocco van Rooyen (Bellville High School) was named WPA’s Athlete of the Year. He also received the trophy for the best junior boys’ athlete. Rocco won a gold medal for javelin at Athletics South Africa’s Junior Championships with a throw of 73.84m. This distance was a new WPA junior javelin record and placed Rocco fourth on the IAAF’s world rankings for juniors. The Best Women’s Athlete of the Year award went to another junior athlete, Sonja van der Merwe (Tygerberg High School).
She won two bronze medals at ASA’s Senior Championships in the 200m and 400m. Sonja also won gold in the 400m and silver in the 4x100m relay at the ASA Junior Championships. She was unbeaten at this year’s WPA-meetings in the 100m, 200m and 400m. Her time of 54.06s was also a new WPA 400m junior record. The previous record stood for 25 years. Other awards: Valentina da Rocha (Steenberg High School) received the trophy for the best girl in the youth category. She won gold at the Junior Champion-
ships in the under 18 triple jump, setting a new SA youth record of 12.77m. She also won two bronze medals in the 4x100m relay and the medley-relay. The trophy for the best boys athlete in the youth category went to Taariq Solomons (Western Cape Sport School), who won a gold medal in the under 18 age category in the 400m hurdles at the ASA Junior Championships. Marlise Jordaan (DF Malan High School) won the trophy for the best junior girls’ cross-country athlete.
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