WCEDNEWS || 09 by Western Cape Education Department

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NEWSPAPER OF THE WCED

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Inside this issue

Western Cape Budget

to improve learner outcomes TEACHER TRAINING T NEWS

Official opening of Claremont High School See page 2

R13, 332 billion to vernment has allocated The Western Cape go /12 financial year. education for the 2011 previous % increase from the This represented an 11 financial year. gislature, Minister et in the Provincial Le Announcing the budg vement of learner Grant, said the impro of Education, Donald l government priority for the provincia outcomes was a major mental to the da fun is quality education a of ion vis pro the d an society for all. ing vision of an open government’s overarch tives set out in our used to fulfill the objec “This allocation will be er 2009, with mb ation, released in Nove strategic plan for educ r what their life tte ma no re that all learners, su en to n tio en int the on.” eive a quality educati circumstances, will rec

SUSTAINED STRATEGIES

NEWS

Inspired to read See page 5

In order to sustain the improve ments made at the top end of the system, the WCED have exp anded the Grade 12 improve me nt plan to include interventions in Grade 10 and 11 as well. Strategies included tutoring programmes, the expansion of the successful telematics progra mme, textbook top-ups, inte nsified management support and tea cher development courses. R9.5 million has been allocated to this programme, with spendi ng to rise between 5-7% over the next two financial years. FOCUS ON THE FOUNDATI ON

PHASE

Grant said while many of the department’s strategies foc used on the senior phase of schooling , the WCED would also continu e with sustained interventions in the Foundation Phase. “To this end we have already held targeted training course s for Foundation Phase teache rs and we will, for the first tim e, in 2011 closely monitor actual classroom practice to assess the quality of teaching in the Fou ndation Phase properly, pay ing special attention to the level of cognitive demand, pacing and expectations of these teache rs.

INSIGHT

Wired to learn? See page 10 TEXTBOOKS FOR ALL

In addition to the norms and standards allocation to sch ools, R129 million had been allocated for textbooks in 2011/12. In total the WCED will spend R385.7 million on textbooks over the next three years. Grant made a commitment to ensure that over the nex t three years, every child from Gra des 1-12 will have a textbo ok in every subject that he or she is tak ing. “This will be a first in South African history and I am pro ud that we have already broken new ground by ensuring that for the first time ever, all learners in Gra des 2-7 have a mathematics textbook. Readers were also provided to 258 primary schools tha t serve poorer communities. SPORT

T Teachers remained the department’s most important asset and bbiggest expense, with R8.8 billion being spent on teacher salaries. R91 million had been allocated to offer differentiated training for R tthose teachers in need of urgent assistance and value added ttraining for teachers from top performing schools. ASSISTING SCHOOLS THAT SERVE POOR COMMUNITIES A

T allocation of educator posts to poorer schools had been The pprioritised. For the first time, R41 million had been allocated to compensate sschools for fee exemptions. The amount allocated is the highest in tthe country. IIMPROVING M INFRASTRUCTURE

T infrastructure budget increased from R560 million in the The Th last la as financial year to R688 million this year, to fund the WCED’s infrastructure plan. The plan’s main objectives were to create safe in nfr aand secure places of learning, expand access into successful schools and address severe overcrowding.

SCHOOL SAFETY SC

million on the Safe Schools In 2011/2012, the WCED will spend R23 the previous financial prog pro ramme, an increase of R1 million from improved physical rds towa ye year. The allocation will contribute fences, alarm systems tors, detec l meta as se security measures, such ation of behavioral and an and safety gates, as well as the implement at attitudinal programmes in schools. IMPROVEMENTS IN ICT IM

access for schools has G t’s announcement of free broad band Gran widely welcomed. been b ntly auditing ICT He said the provincial government was curre a view to facilitating in tructure which can support schools with infras schools. “Once we all for a cheaper and high speed broad network t of the investment exten the know will h completed the audit we have that in the next 3-5 years r red. But there is no doubt in my mind requi dramatically improve t there is a very real prospect that we will that ols and in so doing scho our t levels of information technology in the enhance learner outcomes.” l implementation of the Minister Grant acknowledged the successfu completion. Khanya programme which is only a year from most successful the as “This progamme has been recognized nent.” conti e whol the on ols roll-out of technology of scho

ASSISTANCE TO VU LNERABLE

LEARNERS In 2011/12, the Weste rn Cape’s school nutrit ion programme would receive an allocation of R227 443 million, which would help feed over 350 000 learners everyd ay. This allocation wa s R53 million more than in the previous fi nancial year.

Steenberg’s triple jump sensation See page 16

Regulars:

NEWS

FEATURES

INSIGHT AND OPINION

PROFESSIONAL DEVELOPMENT

REVIEWS

ARTS AND CULTURE

NOTICE BOARD

SPORT

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News in brief

Achievement

Strategy to improve underperforming schools The Western Cape Education Department (WCED) has announced a plan that builds on, sustains and ﬁnetunes strategies in place to help achieve even better matric results at the end of this year. t a media conference to announce the strategy, Provincial Education Minister, Donald Grant, said the 2010 National Senior Certificate (NSC) results indicated improved performance in the Western Cape, with all key indicators showing a positive trend. “More candidates wrote, passed and achieved higher results than ever, and we also saw a decline in the number of underperforming schools.” He said the improved results were a product of targeted and sustained interventions at schools, specifically those that had underperformed the previous year. Successful interventions included target setting for schools, the provision of extra textbooks and resources, subject specific support and additional tuition in subjects with high enrolments and low pass rates. Grant added that the WCED

would have to work harder and smarter to reach its target of 36 000 NSC passes in 2011, which is 861 more passes than were achieved last year. “This year we are faced with a statistical anomaly in that the Class of 2011 is significantly smaller than in previous years. As a result of the standardisation of age of admission from January 2000, in terms of national policy, the Grade 1 intake in the year 2000 dropped by approximately 20 000 learners. This smaller cohort progressed annually through the system and is now in Grade 12.” To obtain the additional passes, the department would be focusing on areas such as Khayelitsha, which has traditionally low pass rates. Interventions included learner and subject specific support, educator and school support and improving the management of schools. The Head of Education, Penny Vinjevold, said the WCED had analysed their interventions from last year to improve and enhance them for 2011. Many of the programmes were also expanded to include Grade 10 and 11 learners to prepare them for their final year. Vinjevold said the WCED continued with the textbook top-up programme for Grade 12 learners in critical subject areas. In early February, the WCED asked schools to submit textbook shortages for Grade 12 and over R4.2 million worth of books had already been delivered by March. Underperforming schools will

be supported through a tutor programme while the Telematics Programme had been expanded. A further 28 schools will now receive lessons via satellite, bringing the total number of schools in the programme to 148. Schools that do not participate in this programme can obtain the telematics DVDs from the WCED at minimal cost. Grant said school management would be held accountable for their performance, “otherwise we are wasting the opportunities for our learners and squandering tax payers’ money”. Thirteen of the schools that achieved below 60% had new principals or were in the process of receiving new principals. The remaining underperforming schools were being monitored on a weekly basis.

“IT MUST BE ACKNOWLEDGED THAT THE WESTERN CAPE HAS ARGUABLY SOME OF THE FINEST PRINCIPALS IN THE COUNTRY, AND WE REMAIN DEEPLY INDEBTED TO THE OVERWHELMING MAJORITY OF PRINCIPALS WHO DELIVER CONSISTENTLY EXCELLENT RESULTS, SOMETIMES IN DIFFICULT CIRCUMSTANCES.”

GROOTE SCHUUR HIGH SCHOOL HELPS TO EXPAND ACCESS TO Q U A L I T Y E D U C AT I O N On 25 March, Groote Schuur High School celebrated the inauguration of six new classrooms and offices as part of the Western Cape Education Department (WCED)’s classroom expansion plan. Groote Schuur is one of 19 schools to participate in the first

phase roll-out of the plan which aimed to ensure that learners are given an increased opportunity to gain entry into some of the province’s successful schools by expanding the necessary infrastructure at each school. To date, 5 of the 19 classroom

expansion projects have been completed, 6 were under construction, 3 were in the tender stage and the remaining 5 were in the final stages of design and planning. Once the first phase is completed, there will be an additional 112 classrooms, benefitting 3 900 learners.

Grant and tion Minister Donald Western Cape Educa Vinjevold. ny Pen ad Education He

OFFICIAL OPENING OF CLAREMONT HIGH SCHOOL Western Cape Education Minister Donald Grant and Head of Education Penny Vinjevold, officially opened the new Claremont High School. It is the province’s third STEM (Science, Technology, Engineering and Mathematics) facility and will provide world-class education, especially in Maths and Science to learners from a diversity of backgrounds. This school is also special

in the fact that the WCED has entered into a governance and management 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 is to ensure that appropriate standards are met from the outset and to minimise the teething problems associated by many new schools.

Delegates at the RCL Conference in Athlone.

RCL Conference hailed a huge success Topics like bullying, substance abuse and teenage pregnancy were tackled at a Representative Council of Learners (RCL) Conference at the College of Education in Athlone in March. Two RCL representatives from high schools across the Western Cape attended the conference that was organised by the Directorate: Institutional Management and Governance Planning. Learners discussed the role RCL’s can play in, amongst others, dealing with teenage pregnancy, managing learner diversity and making schools

“child-friendly”. Chief Education Specialist, Saul Philander, said teachers did an outstanding job of facilitating the breakaway groups. “We were certainly pleasantly surprised with the rich debate and articulate presentation of the learners.” Philander said the conference was well attended. “Although 633 learners signed the attendance register, we know that there were many more present because we did not have sufficient seating for all the learners, in spite of having 800 seats in the auditorium.”

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Education The Always Keeping Girls in School campaign was launched at Malibu High School in Blue Downs. Seen at the event were (from left to right) Vuwisiwe Mgana from Sizimisele High School, Michaela Knerlick from JG Meiring High School, General Manager of Proctor and Gamble South and East Africa, Stanislav Vecerav, Corin Williams of Hottentots Holland High School and Casca Baartman of Voorbrug High School.

Road show promotes Girls and Boys Education Movement The Department of Basic Education and Unicef (The United Nations Children’s Fund) conducted a road show in February to promote the Girls and Boys Education Movement (GEM/BEM) amongst learners in the Western Cape.

EM/BEM is an international movement that was first launched in South Africa in 2002. These school-based clubs are committed to the promotion of human rights, dignity and mutual respect between girls and boys. Interactive and highly entertaining events were held in Mitchell’s Plain, Paarl and Kuils River where learners were introduced to the concept. The learners showed off their acting skills in improvised dramatizations of issues like teenage pregnancy and alcohol and drug abuse. The Always Keeping Girls in School (AKGIS) campaign was also launched. The objective of the AKGIS campaign is to empower female learners by keeping them

in school through providing them with puberty education and sanitary protection during menstruation, said General Manager of Proctor and Gamble South and East Africa, Stanislav Vecerav. The company decided to join forces with the DBE after research revealed that impoverished girls spend numerous school days a year at home because of the lack of basic sanitary protection. Earlier this year, President Jacob Zuma announced that the government would be promoting a campaign to provide free sanitary towels to indigent teenagers. The School Enrichment Coordinator in the Metropole East Education District, Mary-Joan Swartz, said the GEM/BEM clubs

provided young people with an opportunity to address issues that were of concern to them in their schools and communities and to act together to bring about positive changes in their lives and those of their peers. She said a number of schools expressed interest in starting their own clubs. Scottsdene Secondary School was one of a few schools in the Western Cape that had an established club. The GEM/BEM coordinator at the school, Kobus Oliphant, said about 50 Grade 9 and 10 learners met once a month. They focused on leadership development and he sometimes invited guest speakers to address learners on current social issues.

A learner at the school, Masibulele Ndwazala, represented South Africa at the International Youth Conference in Brazil last year. According to Oliphant, the opportunities presented by being part of an international youth movement, sparked interest in joining the club. “Our learners enjoy programmes that offered them the opportunity to empower themselves to improve their life chances.”

news wcednews is the official newspaper of the Western Cape Education Department. wcednews@pgwc.gov.za Tel: 021 467 2707

Members of the Alexander Sinton Secondary School Jazz band performing at the Jazz Rocks Youth Festival.

DIRECTOR OF COMMUNICATION

Paddy Attwell EDITOR

Millicent Merton

Jazz rocks Youth Festival Musicians from eight Western Cape Arts and Culture Focus schools participated in a “Jazz Rocks” event as part of the Cape Town International Jazz Festival. The event, on Human Rights Day, 21 March 2011, took place at the Western Cape Sports School in Kuils River. Participating schools were Alexander

Sinton Secondary, Belhar Secondary, Cedar Secondary, Chris Hani Secondary, Eerste River Secondary, South Peninsula High, Worcester Secondary and Wynberg Secondary. The learners participated in a two month long mentorship programme offered by the Cape Town International

Jazz Festival (CTIJF) on Saturdays. They were trained in event planning as well as performance techniques. The Western Cape Education Department (WCED) and the CTIJF coordinated the Youth Festival. The WCED’s Senior Curriculum Planner for Music, Franklin Lewis,

said the focus schools had active jazz bands and the standard was encouraging after the CTIJF developed an artist in the schools programme to work with the bands after school and on Saturdays. “The learners, teachers and parents have responded enthusiastically. We hope that the schools will organise similar events to promote their schools and to raise funds. The focus schools provide exciting opportunities for gaining experience in performance, composition and event management,” said Lewis. The WCED started the Arts and Culture Focus Schools to improve access to education in music, art, dance and drama, especially for learners from poorer communities. The department has also started focus schools for Science, Technology, Engineering and Mathematics (STEM), and for Business, Commerce and Management.

CONTRIBUTORS

Anabelle Oosthuizen Annette Fella Anton Mans Barry Aldworth/Backpagepix Bronagh Casey Chene Cundill Elsuna Nel ESP Afrika Franklin Lewis Hennie Mentz Janet Condy Kevin Jenkins Nazli Domingo-Salie Rachel Erasmus Samantha Henery Shirley Kokot Stellenbosch University/Anton Jordaan Susan Hanekom DESIGN

Infestation, Tel: 021 461 8601

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Literacy and numeracy

Hard work pays off for Impendulo Primary School Learners take notes while Grade 3 teacher, Mrs Johns, explains the work to them.

Learners at Impendulo Primary School in Khayelitsha spent the April school holidays in their classrooms in an effort to maintain and improve on their recent gains in literacy and numeracy levels. t the recent Western Cape 2010 Literacy and Numeracy Awards, the school received recognition for overall improvement in performance in the context within which the school operates. Awards in this category went to schools in poorer communities that have made the greatest improvement. Pheliswa Busika took over the reigns at the school at the beginning of 2010 and, together with the staff, came up with a strategy to improve results She said the focus was however not only on Grades 3 and 6. Improvement strategies target the whole school. Educators identified learners who are weak in certain areas and offered targeted support. Teachers and learners also committed to holiday and Saturday classes. Parents were asked to support the school by ensuring that learners arrived on time and do not stay absent unnecessarily. “Our motto is: support, support,

support. Parents must support teachers by ensuring discipline at home and being committed to their children’s learning and education.” Busika said the school could also count on support from the WCED. “We are fortunate to have a Curriculum Advisor who is helping us a lot.” The senior management at the school analysed learners’ results in the Annual National Assessments that was written in February. The analysis was used to review their improvement strategy. “Our project this year is for the school to become a Maths Hub. From the second term we will also use the library more.” Western Cape Education Minister Donald Grant, who visited the school the day before the awards, said it was evident that Impendulo Primary well deserved to be one of the province’s most improved schools. “I can only look forward to see what they can achieve at the end of this year.”

Grant said the results of the 2010 testing revealed that the WCED was making pleasing progress in improving overall levels of literacy and numeracy in the province. The results in Grade 3 revealed increases in both literacy and numeracy with 54.9% of learners achieving 50% or more in literacy, an increase of 1.4% from 2008, and in numeracy, a remarkable 13.3% increase from 35% to 48.3%. “Overall, in Grade 3, 78% of our primary schools in the province improved their results in numeracy, with 52.9% of schools improving by more than 10%. “In literacy, 54.9% of schools improved their results, with 33.3% of schools increasing by more then 10%. “These are encouraging improvements.” A total of 46 schools received awards for excellence and improved performance.

Impendulo Primary School in Makhaza, Khayelitsha received the award for Literacy and Numeracy, based on their overall improvement in performance in the context within which they operate. From left to right are Western Cape Education Minister, Donald Grant, Impendulo Primary School Principal, Pheliswa Busika, educators, Mawethu Mpunga and Mandisa Tshabile, and Head of Education, Penny Vinjevold.

Photographs of all the winning schools available at http://wcednewshome.tumblr.com/

WCED launches Phase 2 of Litnum intervention A total of 258 schools have been selected to take part in Phase 2 of the Western Cape Education Department’s Literacy and Numeracy (Litnum) intervention. The intervention, which started in 2009, was aimed at improving the performance of all learners in Grades 1 to 6 in Literacy and Numeracy; improving teaching practices and methodologies in these subjects and providing learning and teaching support materials to enhance the teaching of Literacy and Numeracy. It involved a back-to-basics approach Grade 6 learners shape up their knowledge of solid shapes during a numeracy lesson presented by Mr Zokufa.

blended with the latest teaching methodologies and teachers receive intensive training, monitoring and support over two years. The schools also received learning and teaching support material such as reading schemes and maths kits. Teachers at the 250 schools that took part in Phase 1 have already been trained in both Literacy and Numeracy and were due to complete the intervention by the end of June this year. These schools will now receive continued support from their district offices.

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Role models

Inspired to read The Western Cape Education Department (WCED), in conjunction with Liam Cundill, the author of The White Quill, has launched a competition which sought to inspire young people to read for enjoyment.

he competition involved school identifying Grade 6 learners to read the fantasy and adventure novel and write a synopsis of what they thought was the best part of the book. The winners would be announced on 8 September, International Literacy Day. WCEDnews spoke to Cundill about his involvement in the project: Liam Cundill’s one true passion is storytelling. Cundill, who had been directing television commercials for 12 years, said he steered away from writing as his father was a writer and he didn’t want to be compared to him. The birth of his daughter changed this. “I had the outline of The White Quill in my head for a long time and she became the catalyst for me to sit down and write.” He wrote The White Quill in an

effort to rebuild the bridge between grandparents and their grandchildren. “It is my one hope that this book will bring them closer together across the great technological divide to a place we may once more call a family.” Cundill said today’s children were so immersed in computer games and TV, activities which required very little imagination. “If the one thing I can do is stimulate children’s imagination by showing them how valuable and exciting reading can be, then I will have achieved a great personal goal. All children are born with vivid imaginations. I believe it’s our job as parent and teacher to make sure this is nurtured and that the quest for knowledge can not be taught, only inspired.” Cundill and his wife Chene decided to donate copies of the book to the WCED and run a competition to get children excited about reading. The WCED’s Chief Director: Curriculum Development, Dr Sigamoney Naicker, and the Chief Director: Districts, Linda Rose, identified 530 schools to participate in the competition. Cundill said schools that were not on the list also requested to take part. “The response has been

incredible. They love the whole idea of the project that we’re doing, the competition, the whole desire for people to read and write, the whole literacy drive…. People want me to come to their schools and

talk to the kids. It’s going to be a great adventure.” Chene was responsible for the mammoth task of distributing the books. She also compiled a word dictionary for the book, by taking all

the “difficult” words and translating them to easy understandable words. Prizes, which include a Kindle Electronic Reader and a laptop, will be awarded to the learners, teachers and schools with the winning project.

Oakhurst Primary School in Rondebosch is one of the schools participating in the Inspired to Read competition. The learners enjoyed a visit by author Liam Cundill.

New developments

Provision of textbooks to support CAPS implementation The Western Cape Education Department will supply all learners and teachers with textbooks to support the implementation of the newly developed Curriculum and Assessment Policy Statements (CAPS).

The CAPS will be phased in to all grades over the next 3 years. To support the implementation of the CAPS in Grades 1, 2, 3 and 10 in 2012, the WCED will supply four textbooks per learner in the foundation phase and seven textbooks per learner in Grade 10. Foundation phase learners will be provided with textbooks for Home Language, First Additional Language, Mathematics and Life Skills. Grade 10 learners will receive a textbook for each of their seven subjects.

Teachers will be provided ovided with guides for all subjects During ing 2012, the earners in Grades WCED will supply learners 4, 5 and 6 with textbooks for Home Language, First Additional Language, Mathematics, Life Skills, Natural Science and Technology, as well as Social Sciences. Learners in Grades 7, 8 and 9 will receive nine textbooks per learner next year. Textbooks will be issued for the following subjects: Home Language, First Additional Language, Mathematics, Natural Science, Technology, Social Sciences,

Economics and Management Sciences, Creative Arts and Life Orientation. Seven textbooks, for each of the subjects taken by a Grade 11 learner, will also be issued. In 2013, Grade 12 learners will receive textbooks for all their subjects, ahead of the implementation of the CAPS in Grade 12 in 2014. Schools will be required to implement an efficient textbook management plan to ensure that the Learning and Teaching Support Material supplied is retained for at least four years.

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Revamping

Grand Revamp for Factreton Primary School

A Corporate Social Investment of at least R300 000 gave Factreton Primary School a much needed facelift. he school celebrated its 50th anniversary in 2009 and principal Saul Isaacs said it became increasingly difficult to maintain the ageing buildings. The GrandWest Corporate Social Investment (CSI) Grand Revamp at the school involved GrandWest employees using their off days to do preliminary work a week before the company’s contractors started the major refurbishments. GrandWest CSI Manager, Heidi

GrandWest adopted Facreton Primary School for a facelift. From left to right are GrandWest General Manager, Mike van Vuuren, Factreton Primary School Principal, Saul Isaacs, Cape Talk presenter, Africa Melane, GrandWest CSI Manager, Heidi Edson, and GrandWest staff volunteers.

Edson, said in the first week they installed electricity in the mobile kitchen at the school, making it easier for staff to prepare a daily meal for the learners as part of the national school feeding scheme. “It was most impressive to see actual employees of the company donating their time to begin the preliminary work of scraping paint, fixing gates etc. These committed employees could have spent their days off at home resting – they chose to be visible at the school.

They have displayed their banners outside and at the entrance of the school, have their own mobile toilets and are not dependent on the school for anything while they work there. This is a successful example of a public-private partnership,” said Kubeshini Govender, the Institutional Management and Governance Manager for the circuit. A total of 85 employees devoted their time to the project. The makeover included new tiles and furniture in the reception area

A volunteer GrandWest staff member hard at work.

and a new computer and printer for the library. A carpet and scatter cushions made the room more inviting to young readers and a new air-conditioner was installed in the computer room.

“EDSON SAID THE COMPANY ASSISTED SCHOOLS IN ELSIESRIVER AND RUYTERWACHT IN THE PAST AND DECIDED IT WAS TIME TO DO SOMETHING FOR THE COMMUNITY OF FACTRETON.” The Grade R learners were excited about the grass and new jungle gym in the play area outside their classroom while the team also restored the netball courts and football field to their former glory. Edson said the company assisted schools in Elsiesriver and Ruyterwacht in the past and decided it was time to do something for the community of Factreton. Isaacs said the school’s relationship with GrandWest started a few years ago when a company representative, Celiwe Ngwenya, invited the Grade 3 learners to a party. The next year the company donated equipment and teaching and learning aids to

the value of R28 000 to the Grade R class. “Last year they approached the school again and asked me to provide them with a wish list. I provided the list and they came back to say the volunteers are ready to start with the preparations.” Ngwenya, a former teacher, said Isaacs’ willingness to work with them was what initially attracted her to the school. His professional management of the school was what kept the company coming back. The school serves an impoverished community and Isaacs said they relied on partnerships to provide learners with more than just the basic facilities. Some of their partners include Garden Cities who provided a jungle gym for the older learners, a South African teacher at a school in SouthCarolina and his class raised more than R70 000 to help Factreton Primary School to start a library and the book donation agency Biblionef also came on board. Isaacs said the Waterfront Rotary Club approached the school and offered to help them secure the services of a librarian by paying the person a stipend. This year the South African Council for English Education offered to pay the stipend for the librarian. SACEE volunteers also read to learners on Wednesdays. As a result, the Grade 3 literacy results in 2010 was 95.3% compared to 47.2% in 2008. Numeracy levels increased from 18.9% in 2008 to 58.1% in 2010.

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Excellence

“School of Excellence” enrol various partners ANABELLE OOSTHUIZEN

A partnership between education authorities and various organisations has provided opportunities for deserving learners in the Eden District Municipality to hone their talents and improve their literacy skills.

Learners used cell phones for digital recordings of poetry and radio drama… after editing the products were ready for broadcast on radio!

he “School of Excellence” was inspired by the ideal of improved literacy for education, following a meeting addressed by the Western Cape Education Department (WCED)’s Deputy Director General: Curriculum Management, Brian Schreuder. Pat Laws of the Eden District Municipality connected with SOLO Outdoor Experiences to start the concept of a “School of Excellence” during the winter school holidays.

Learners, from schools in the region, with enough talent but not enough opportunity, were identified and a week-long workshop, sponsored by the district municipality and the outdoor adventure company, took place at the De Hoek Mountain Resort, not far from the wellknown Cango Caves. The WCED, Ubomi Obutsha and the Oudtshoorn Municipality supported the concept of positive role modeling to create various opportunities for writing

poetry and drama. Solo Outdoor Experiences has provided adventure based education programmes for thousands of learners over the past twelve years. Exciting activities like wild caving, abseiling and solitaire provided learners with enough scope to create masterpieces in poetry and drama. A follow-up workshop in Moodle, a Learning Management System used internationally by well-known universities as well as the e-Learning Component of the Western Cape Education Department, provided the opportunity for learners to use interactive online facilities to share their thoughts and creative work. Challenging their educators in the Eden and Central Karoo Education District (who is at the forefront of teacher’s online training in the Western Cape) by using Moodle as an online facility for their “Skryfskool,” they also convinced SOLO and the Eden District Municipality to push for another opportunity via Hans Oosthuizen, e-Learning Advisor from the local District Office to set up another workshop for the week of 6 – 10 December 2010. At a workshop at Schoemanspoort, learners from schools in Ladismith, Calitzdorp, Oudtshoorn, Dysselsdorp, De Rust, Haarlem and Beaufort West used poetry and the radio drama to develop their talents in a positive

and challenging way within their communities. During the “Payback Time” session, Deputy Mayor Ben Pannas from the Greater Oudtshoorn Municipality, urged

the learners to use their talents to develop their communities into “learning sites of excellence,” thus supporting the concept foreseen by the Eden District Municipality and SOLO Outdoor Experiences.

The De Hoek Mountain Resort provided the ideal setting for learners to be creative.

Schools receive “Ama Lunchbox” container kitchens

front of their Ama ool learners are all smiles in Matroosfontein Primary Sch left to right: Mrs from are, s by Game. With the learner cipal, Mrs U Le Chat, Lunchbox kitchen donated prin s, smu Era R Mrs nt, ista e Ass Scheme Assistant. M Johannes, Feeding Schem r and Mrs N Galant, Feeding Feeding Scheme Coordinato

Learn at six schools in the Learners Weste Western Cape recently received fully equipped e kitchens in shipp shipping containers specially conve converted for this purpose. The kitchens, which were painte painted bright pink and branded as “AmaLunchbox”, “A were donat donated by Game. It is one of the retailers’ re flagship corporate socia social investment projects. Mat Matroosfontein Primary Schoo School Principal Rachel Erasm Erasmus said their wonderful pink kitchen k had learners smilin smiling with pride and self

esteem. “The sponsorship by Game and the ongoing support of the Peninsula School Feeding Association made a huge impact on the learners at our school. It is a place where hunger pangs are lessened, where very often the only meal for the day is provided to needy learners.” Each kitchen is fitted with a four-plate burner, a double bowl industrial sink with an undercounter cupboard, stainless steel counters, shelving, a serving hatch, four big cooking

pots, ladles and punk tumblers, spoons and bowls. The donation of Ama Lunchbox kitchens in the Western Cape was coordinated by the office of the Western Cape Education Department’s Chief Director: Districts, Linda Rose. “We at Matroosfontein Primary School are deeply grateful to our sponsors. The joy of seeing more smiling, happy faces after a good meal is the greatest reward any member of our institution could be blessed with,” Erasmus said.

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Census workshop puts fun into stats Computer Applications Technology (CAT) teachers in the Metropole North Education District attended a workshop facilitated by Statistics South Africa (Stats SA) in March. he topic related to a Grade 12 Practical Assessment Task on censuses. CAT Curriculum Advisor Patrick Frans, said the workshop enlightened and empowered teachers with the objectives and processes involved with a census. “These teachers will surely disseminate the information to their learn-

ers and in such a way create awareness of censuses, especially in the run-up to the 2011 National Census. He said a number of teachers already made enquiries requesting the services of the workshop presenters, Desiree Timmet and Walied Jacobs, to present information on censuses to their learners. “We welcome opportunities to engage with teachers. Stats SA initiated a maths4stats project to enable learners to understand that statistics is part of everyday life,” said Timmet, who is the provincial coordinator for the project. She said ultimately the goal of the maths4stats project was to enable learners to acquire sufficient skills in statistics and mathematics to enter into further training in the science and engineering fields.

CENSUS AT SCHOOL

Stats SA, in partnership with the Department of Basic Education, launched the Census at School project in 2009 to raise awareness of the national population census, which will be conducted in October this year. The project demonstrated the purpose and processes involved in Census 2011; enhanced statistical and numerical literacy of learners; improved young people’s data-handling ability within all relevant school subjects and provided data and contextual material for teachers and learners to use in their schoolwork across the curriculum. Approximately 790 000 learners participated in the Census at School project.

Did you know? FAVOURITE SUBJECTS – (favourite subject by gender Grades 3 – 7) MATHS

LITERACY

LANGUAGES

TECHNOLOGY

NUMERACY

ARTS AND CULTURE

LIFE ORIENTATION

Male

17.3

5.8

5.6

4.2

3.9

3.7

2.6

Female

14.8

5.7

6.7

3.2

4.6

3.1

Mathematics was the favourite subject of male and female learners, with 17% of males and 15% females choosing this subject as their favourite one. Favourite subject by gender, Grades 8 – 12 LANGUAGES

MATHS

LIFE ORIENTATION

TECHNOLOGY

ARTS AND CULTURE

MATHS LITERACY

NATURAL SCIENCE

Male

11.4

7.2

3.8

3.6

3.3

2.8

2.5

Female

15.3

6.3

5.4

1.6

4.0

2.4

2.5

FAVOURITE SPORT ABOUT 62% OF MALE LEARNERS CHOSE SOCCER AS THEIR FAVOURITE SPORT, WHILST 51% OF FEMALE LEARNERS CHOSE NETBALL MODE OF TRANSPORT TO SCHOOL FROM HOME About 75% of learners walked to school from home. The remaining learners mostly used a car, bus or taxi to get to school. South Africa

WALK/FOOT

CAR

TRAIN

BUS

BICYCLE

SCOOTER

TAXI

OTHER

74.8

10.9

0.6

5.7

0.5

0.1

6.8

0.5

Agricultural education takes centre-stage “How do we go about making AgriSciences cool? Advise us, educate us and then we want to know what we can do to make your work easier. We hope this can be a partnership going forward.” This was the message from Prof Mohammad Karaan, Dean of the Faculty AgriSciences at Stellenbosch University (SU), to agriculture teachers and school principals from across the Western Cape who gathered at a discussion session held on campus. The purpose of the session, presented in co-operation with the Western Cape Education Department (WCED), was to establish closer ties and to assess where the University can help with agricultural education in schools. “We want to highlight the importance of agricultural education and show that we mean business. We want to work together and see where we can help each other,” WCED subject advisor, Andries Smuts, said at the event. Karaan told the teachers and principals of the challenges that agricultural education faces. These challenges include a lack of diversity as well as negative perceptions about the sector.

TRAVEL DISTANCE TO SCHOOL FROM HOME 42% OF LEARNERS TRAVELLED LESS THAN A KILOMETER TO GET TO SCHOOL

13% OF LEARNERS TRAVELLED BETWEEN 6 AND 10 KILOMETRES AND ABOUT 9% OF LEARNERS TRAVELLED 11 KILOMETRES OR MORE TO GET TO SCHOOL. C@S2009 Results

(Photo: Anton Jordaan)

WHILST JUST OVER A THIRD OF LEARNERS (36%) TRAVELLED BETWEEN 1 AND 5 KILOMETRES.

Figures show that only 5.6% of the total SU students are studying towards an agricultural degree. The number of black, coloured and Indian students who enter these study programmes is also declining. He said that there’s a stigma attached to agriculture, not only in South Africa, but worldwide, however the reality is that students who graduate in this field do not struggle to find work. “In some fields they earn even more than medical doctors,” Karaan said. Some of the suggestions to give agricultural education a boost, included accredited courses offered by the University for agriculture teachers, open days where learners can learn more about agricultural sciences, bursaries for learners to study in the agricultural field, a teacher survey to establish the gaps, as well as visits to schools by the University. Karaan said the University will definitely look into the proposals and give feedback on the state of affairs. “We must address the challenges of our sector. We’ll definitely invite you back and report back on what we’ve done.” “Discussions like these make us positive about the way forward,” Smuts added. Prof Mohammad Karaan, Dean of the Faculty of AgriSciences and Andries Smuts, subject advisor of the Western Cape Education Department can be seen here with some of the teachers and principals who attended the event.

wcednews M AY 2 0 1 1

technology

Tarzan in George? Hibernia Primary School teacher Wally du Preez has been instrumental in helping a local actor get one step closer to realizing his dream of Hollywood fame. ewet du Toit, a 22-year old bodybuilder from George, hopes to play the lead role in Warner Brothers’ new version of “Tarzan”, due to be released in 2012. Du Toit asked Du Preez to film his audition in and around George. Their presentation impressed Hollywood actor, Denny Miller, who himself portrayed the role of the famous jungle man. “Your Tarzan audition is terrific! Parts of it are far better than the film I was in for MGM in 1959 (“Tarzan the Apeman”),” Miller commented. KYKnet on DStv recently broadcast an interview with Du Toit, who believed he had what it took to play the lead role in the film directed by Stephen Sommers. Miller also expressed that view in a message to Du Toit. “I will be interested to see if you get to play the role. Don’t let anyone step on your dream. You have made a very professional presentation. I have never seen a better one.” Du Preez was very modest about his role in Du Toit’s shot at stardom. He said he had always been fascinated with film making and bought a video camera with his first pay cheque.

The Zisukhanyo Schools Project provides a range of services to schools.

Du Preez, who had been teaching for 23 years, used video extensively in the classroom. In 2007 he was a South African finalist in Microsoft’s Innovative Teacher awards. Grade 7 learners at the school produced a documentary on aquatic bio monitoring. The aim of the project was to promote bio monitoring as an extra mural activity in schools. He is also the Africa trainer for the international Global Learning and Observations to Benefit the Environment (GLOBE) program which is a hands-on, school-based science and education initiative. In 2009, Du Preez produced a DVD about a local literacy project. The project was started by a fellow teacher, Jocelyn Jacobs, and involved volunteers who read to learners. The volunteers also assisted with Family Maths evenings held in the community.

Du Preez said he preferred to expose learners to “real world education”, in stead of, what he termed, “shoe box education”, referring to limiting the learning experience to the classroom. “You can teach learners in the classroom about frogs, or you could take them to the frogs’ natural habitat and let them learn through observation.” His advice to teachers keen on using technology in the classroom, but who were faced with limited resources, was to use what was available to them. “You would be surprised at what you could do with a cell phone.” Du Preez said he was in the fortunate position to have access to technology like an interactive whiteboard in his classroom through his involvement with Microsoft and the WCED’s Khanya project. “My dream is that this technology will be available to everyone.”

New Khanya computer laboratory opened at Vista Nova Primary Western Cape Education Minister Donald Grant officially opened a new Khanya Laboratory at Vista Nova Primary School for Learners with Special Needs in Rondebosch. The computer laboratory was the 1 329th Khanya facility in the province. The Western Cape Education Department established Khanya in 2001 with the ambitious goal of ensuring that by the start of the 2012 academic year, every educator in every public school in the Western Cape

will be empowered to use appropriate and available technology to deliver the curriculum to each and every learner in the Western Cape. The Khanya programme was recognized as the most successful rollout of technology to schools in Africa. Grant said with the opening of the computer lab at Vista Nova, the project only had 195 more schools to go. “There is no doubt in my mind that in the next three to five years there is a very real prospect that we will dramatically

improve the levels of information technology in our schools and in so doing enhance learner outcomes. “This comes on the back of the successful implementation of the Khanya programme, which is now only one year from completion.” Western Cape Head of Education, Penny Vinjevold, said the WCED must now ensure that the project becomes part of its core function. “In other words, we must make e-learning part of our mainstream activities.”

A holistic approach to teaching with technology ANNETTE FELLA

he technology-based Zisukhanyo Schools Project has been working in WCED schools since 2005. The Project recently launched Stage III at eight more schools in the Metro South education district, extending the Zisukhanyo family to include 20 primary schools. This unique project blends comprehensive teacher support, numeracy curriculum delivered via computers, school feeding, health projects, youth development and apprenticeships with cutting edge technology and infrastructure. The Zisukhanyo Schools Project (ZSP) is funded by the Protea Education Development Project (PEDP), an Irish charity led by Danny Gallagher. The principal PEDP donor is the Human Dignity Foundation. There is close collaboration between ZSP and WCED. Metro South Director Eugene Daniels sums up the project as follows: “We are very excited that the project was crafted to address a range of aspects, namely, delivering our curriculum by developing computer centres, focusing on teacher training to ensure maximal use of these resources, the development of our school management teams, expanding school feeding, addressing the HIV/AIDS pandemic and rolling out a healthcare program i.e. eye care. Our experience has taught us that school improvement is only possible if a number of related factors are addressed so as to generate the critical mass towards

effectively supporting a school with numerous challenges. All of this has significantly been achieved within Zisukhanyo in Stages I & II”. The ZSP ethos ensures schools are provided with more than just technology. ZSP funds a supplementary feeding program through the Peninsula School Feeding Association. Using SA Medical Research Council, ZSP delivered HIV awareness programs e.g. peer educator programs. Zisukhanyo schools receive a fully equipped computer centre where every learner is able to work independently. The computer centre is fully networked and provided with uncapped broadband internet access. Complimenting this technology is the essential human support. Extensive technical support is provided. In addition, the project provides apprenticeships for young people to become Community I.T. Technicians. A Computer Centre Assistant (CCA) is appointed at each school. This CCA is selected from the local community and trained to have the necessary technical and administrative skills to support educators during curriculum aligned computer centre lessons. The CCA is often used by schools to run community and after school programs. A comprehensive training and support program ensures that educators have the confidence and aptitude to deliver numeracy lessons using educational software and to tackle their everyday admin tasks using technology.

wcednews

M AY 2 0 1 1

insight&opinion

Psychology

Wired to learn? SHIRLEY KOKOT D.Ed. - EDUCATIONAL PSYCHOLOGIST

At the start of each new school year, thousands of young feet cross the thresholds of schools countrywide. Some enter Grade R classrooms for their ﬁnal year of pre-school, while others eagerly ﬁle into Grade 1 at ‘big school’. Their success in these grades and beyond depends not only on their state of ‘school readiness’ but even more importantly on whether or not they are learning ready. any of these children will be tested before school entry and most of those will be found to be school ready. This term is generally understood to mean that they show social, emotional and intellectual maturity that school learning requires. Yet in spite of being found to be ready for school, many of these children fail to thrive. The reason for this is often rooted in the child’s brain structure and functioning which means that they may not have the brain hardware, or ‘wiring’ needed for school learning. They can be said to lack learning readiness, which is not synonymous with school readiness and usually is not tested.

LEARNING

Many definitions of learning centre on the way we adapt and cope with our environments in order to survive. Others focus on the way we can give meaning to aspects of the world and use the knowledge to fend for ourselves in some way. These definitions better describe the results of learning. On a more basic, neurological level, learning can be understood as making connections between nerve cells. All our movements, thoughts, feelings, beliefs, purposeful actions, memories, knowledge and anything else that we can attribute to being alive and human are made possible by the communication that takes place between the trillions of nerve cells with which we are born. This

communication is sparked off by firstly our genetic inheritance and then our experiences in the world. In turn, continued experiences, resulting in communication (‘learning’) causes more and more cells to develop. Electrical impulses are transmitted along the circuits of nerve cells to activate different parts of the body and brain. When these are activated, we are able to function in some or other way. ‘Functions’ refers to the things that we are expected to be able to do in life, such as reading, speaking, listening, remembering, attending, understanding facts, ‘doing’ maths, feeling a range of emotions, or carrying out various actions. The development of brain cells with their ability to form connections results in the formation of our nervous system, comprising the brain and all the nerve tissue connecting to it from the body and spinal cord. NEURODEVELOPMENT

When we discuss the development and functioning of the nervous system we are essentially talking about neurodevelopment. “Neuro” refers to nerve cells, found in both the brain and the body. The brain uses these ‘wires’ to control all the various parts of the body and the body uses them to send its messages back to the brain. This results in an essential two-way communication network without which we could not function at all, let alone learn. A neurodevelopmental approach to understanding children’s prob-

lems at school requires knowledge of what neurological systems in the child are essential for efficient functioning and learning; when certain systems develop; and how they may be affected by aspects of development or the child’s environment.

MOST IMPORTANTLY, IT REQUIRES KNOWLEDGE OF HOW THESE SYSTEMS MAY BE ENHANCED SO THAT THEY CAN BEST SUPPORT THE LEARNING AND EVERYDAY BEHAVIOUR THAT IS EXPECTED OF EVERY CHILD. Should a child not have developed the neural connections needed for school learning and consequently have an underdeveloped nervous system, it means that they are neurologically immature, and are simply not learning ready. The hardware or ‘wiring’ may be faulty, in spite of them appearing to be socially and emotionally well-adjusted and intellectually sound. In

fact, most of these children appear to be bright and capable. Yet the glitches in the hardware causes certain systems that are needed to support their ability to learn schoolrelated tasks to function inefficiently, leading to the unexpected difficulties in school. WHAT IS A SYSTEM?

A system can be described as a number of separate parts that work together in order to get something done. A bicycle, for example, is a collection of items that are needed in order to provide transport. It needs a frame, saddle, handlebars, pedals, chain, wheels, tyres and brakes. If all those parts are in good working order, one has a bicycle that will function well. If one or more of these components are not working as well as they should, the bicycle won’t be as useful. A tyre that is slightly flat will mean that one has to work a lot harder to get the bicycle moving easily and quickly. It will place stress on the wheel itself, which might in turn affect the stability of the frame, the functioning of the brakes, and so on. In other words, the inefficient functioning of one of the parts of a system will have a ripple effect throughout the whole system. In the same way, every child has certain systems that support his or her ability to learn easily. These include the components of the sensory-motor system, such as vision, hearing, touch, smell, balance and sense of body in space. If one or more of these systems

are not functioning as they should, the child will be handicapped in that learning becomes difficult and stressful and seemingly simple tasks cause tiredness and distress. When this happens, we tend to address the symptom of the problem rather than the underlying weakness in the system. Think of a house. We understand the importance of houses having strong foundations. If not, problems start appearing in the building. Cracks may open in walls, or the roof may leak due to shifts in the structure. It is the weak foundation that is probably causing these deficits and until the foundation is strengthened, there is little benefit in trying to plug the cracks in the wall or patch the leaking roof. Very often, children who are not ‘learning ready’ have foundational systems that are not supporting their learning as well as they should. We need to avoid the mistake of targeting the troubled areas we see in the child’s performance and try to find out the underlying cause of the problem. This may be much deeper than the more obvious symptom but it is worthwhile rooting it out rather than treating the symptom. For example, a child may be wriggling in his chair and turning his body continually. The teacher notices this behaviour and asks him (continuously) to sit still. She wonders if this excessive movement is a sign of hyperactivity, and medication comes to mind. What she perhaps doesn’t realise is that the

wcednews M AY 2 0 1 1

insight&opinion

child is struggling to focus his attention on what she is saying because of possibly underdeveloped or irregularly functioning systems. He is unconsciously seeking out movement in order to stimulate his brain. Other examples of symptoms include poor gross or fine motor skills, poor ability to pay attention, problematic visual or auditory perception, difficulty learning to read or remember times tables, slowness in completing tasks, problems with social skills and many others. These all point to a more fundamental problem. Before any of these specific problem areas are addressed, one needs to explore whether something else in the child’s development is the actual root of the problem. What could this be? To address this question, we can complete a circle and return to the concept of neurodevelopment. A child whose nervous system is underdeveloped for his or her age cannot be learning ready. The brain may not have developed sufficiently in order to function as well as genetic potential would suggest. With an underdeveloped nervous system, the child’s ability to take in, process and respond to stimuli from the classroom environment will not be efficient enough to allow for ease of academic learning and the appropriate behaviours expected of them by the teacher. THE ROLE OF MOVEMENT IN BRAIN DEVELOPMENT

Neurodevelopment is affected through innate, genetically controlled events as well as movement. It is now understood that movement of the body is responsible for the healthy structure and functioning of the brain. The early bodily movements are made possible by our primary reflexes. Reflexes are automatic, spontaneous movements that are common to all humans and over which we have no conscious control. We all know the feeling when a doctor taps below our knee, resulting in our lower leg jerking uncontrollably. The reflexes that develop during the pregnancy (in utero) and in the first year of life are the movement patterns that help us meet our milestones of rolling, sitting, crawling and walking. Each of these milestones are signs that the brain is developing higher levels, enabling these functions. Ultimately, the reflexes are responsible for development of head control, muscle tone, integration of information entering the brain through the senses and brain development itself. Each primary reflex appears at a certain time, completes its purpose and then seems to ‘disappear’. In fact, reflexes don’t disappear but are integrated into the brain once they have helped the brain develop. In this sense, we can say that the reflex

has become ‘learned’ behaviour by the brain which can then carry out the movement at will, or not at all. Each reflex causes neural pathways to be activated by the muscles which move reflexively. As these pathways are activated, the brain makes more and more connections.

THIS IS WHY REFLEXES ARE CONSIDERED BY MANY TO BE THE NEUROLOGICAL BUILDING BLOCKS – MEANING THAT THEY PLAY A VITAL ROLE IN HEALTHY BRAIN STRUCTURE AND FUNCTION. When reflexes remain active past their intended time then many difficulties can result. The primary reflexes should no longer be noticeable in children over the age of about 1 year. If they are still present at a later age, especially at school-going age, it is likely that they may negatively interfere with a child’s learning readiness. Simply put, the presence of primary reflexes in a child of 5, 6 or 7 years may be an indication of an immature nervous system. This means that the nervous system, including the brain, has not yet fully developed. Such a child cannot be learning ready. Incomplete integration by the brain of the primitive reflexes may contribute to the behaviours labelled as ADD/ADHD, autism, learning difficulties, developmental delays, sensory integration problems, vision and hearing challenges, puzzling behaviours, lack of selfconfidence and stress, amongst other things. WHAT CAUSES REFLEXES TO REMAIN UNINTEGRATED?

There may be several causes, including: Illness, brain injury before, during or after birth Environmental toxins, such as pollutants, heavy metals and others Stress in the mother and/or the foetus during pregnancy Birth difficulties, such as breech birth, prolonged labour, caesarean birth, induced birth Lack of opportunity to move during the first year of life, including extended use of baby seats, walking rings, propping in front of TV or elsewhere. Anything that restricts critical movements during infancy may impact negatively on development.

Illness, injury, chronic stress during infancy and beyond. Trauma, injuries and toxins later in life may cause reflexes to reappear. SIGNS OF PRIMITIVE REFLEXES

Having an immature nervous system may affect many areas of functioning in a child. Included among the many behavioural ‘flags’ that may suggest problem reflexes are: Poor balance Difficulties crossing midline Poor eye movement control Mixed laterality (‘Cross dominance’) Poor handwriting and poor expression of ideas in written form Visual perceptual problems Fidgeting Poor concentration Poor short term memory Low muscle tone Poor sequencing skills Poor sense of time Poor organisation skills ‘Clumsy’ movements Slowness at tasks, copying work, etc. Difficulties learning synchronised movements and more

ASSESSING LEARNING READINESS

In the light of what has been discussed so far, it should be clear that testing for the presence of primitive reflexes in a school beginner is a wise addition to the assessment procedures followed in pre- and primary schools. The assessment is quick and easy and can be learned effortlessly by parents and teachers. The course ‘Wired to learn’ is available as a distance, or correspondence course, that teaches any interested person to know how to assess learning readiness and gives many activities that can be done at home or at school, with individuals or groups, to help integrate reflexes that may be causing problems. It is available on the website www.ilt.co.za. Alternatively, groups of teachers (and other helping professionals) can receive training in the form of a one-day workshop. Further details are available from the author at info@ilt.co.za or 082 559 9966. As adults, we know how hard it is to see a child’s early enthusiasm for learning slowly fade away. We need to try and prevent this happening, by empowering ourselves with the understanding of what is needed for school success and the ability to offer help in the form of a solution. We can help children turn the “I can’t” into “I can”.

wcednews M AY 2 0 1 1

reviews

EDULIS:

How to be a brilliant teacher YOU CAN BORROW THESE AND SIMILAR TITLES FROM YOUR EDUCATION DISTRICT RESOURCE CENTRE OR EDULIS LIBRARY.

Observation skills for effective teaching. 2008.

How to be a brilliant teacher. 2009. by Wright, Trevor.

by Borich, Gary. The fifth edition focuses on one of the principal means by which you can become an effective and professional teacher - by observing others and incorporating the best of what you see and hear into you own practice. You will learn to observe in the following eight areas: learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and higher thought processes. These eight areas have been found by researchers to be related to desirable cognitive, social and emotional outcomes in learners.

What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. 2009. by Glasgow, Neal.

Providing classroom applications, precautions, and references, this updated edition translates the latest research into 101 strategies for successful instruction for new and veteran teachers

Fierce teaching: Purpose, passion and what matters most. 2009 by Jensen, Eric.

Achieve consistent, positive teaching results using these brain-compatible methods that are readily adaptable to individual learning styles, aligned with current research, and applicable to all grade levels.

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This fourth edition offers more than 1,000 brain-friendly strategies and examines standards-based lesson planning, learning styles, and positive teaching mindsets to enhance student results.

Elementary classroom management: A student-centered approach to leading and learning. 2009 by Williams, Kerry.

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Fluent, accessible and at times laugh out loud hilarious, How to Teach is the ultimate, (and ultimately irreverent) look at what you should be doing in your classroom if you want to be the best teacher you can possibly be. Its author has spent half a lifetime working with inner city kids and has helped them to discover an entirely new view of themselves. This book lets you into the tricks of the trade that will help you do the same, from the minutiae of how to manage difficult classes through to exactly what you should be looking for when you mark their work.

How to be an amazing teacher. 2010. by Bentley-Davies, Caroline.

It explains the tools amazing teachers have mastered to engage disaffected pupils and make the classroom a vibrant and engaging place: The secrets of body language, presence and classroom charisma, how to unlock the hidden talents of pupils and develop their motivation and engagement through a wealth of innovative teaching techniques. Carefully blending practical advice, real life scenarios and expert opinion, this book will make any teaching career more rewarding and successful.

The teacher’s toolkit: raise classroom achievement with strategies for every learner. 2010 printing. by Ginnis, Paul.

Provides the information and resources that teachers need to design a classroom management system that incorporates the principles of autonomy, belonging, competency, democracy, and motivation. This text includes stories, strategies, research, and reflection tools to help teachers effectively manage the spaces, procedures, and pedagogy of the classroom environment.

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Become a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically. Membership is FREE. Electronic registration GO TO: http://curriculum-dev.wcape.school.za/ index.php?option=com_ckforms&view =ckforms&id=8&Itemid=821

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METROPOLE SOUTH Ntombi Mngxuma Tel: 021 370 2084 Fax: 021 372 1856 Nmngxuma@pgwc.gov.za Brian O’Connell Resource Centre, AZ Berman Drive Lengtegeur, Mitchells Plain

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OR Go to our website: http://edulis.pgwc. gov.za <http://edulis.pgwc.gov.za/> Click on “Libraries” Click on “Register as member” (Please read terms and conditions). Click on “Library membership registration form” Complete the form and submit

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Secrets to SUCCESS

Grade 12

2STUDY

TAKE CHARGE OF YOUR LIFE AND YOUR FUTURE!

1TIME

Managing

SCHEDULE YOUR ACTIVITIES You need to schedule your activities to include time for studying, assignments, sports or hobbies, and your family and friends.

How to

SET UP A PLACE FOR STUDY Firstly set up a place for study, where you can best concentrate.

MAKE YOUR STUDY ACTIVE Also make your studying active by using study methods, writing, drawing, summarising, chanting or teaching your study buddy.

3WRITING Exam

TIPS ON WRITING AN EXAM

nd d instructions. 1 Arrive early, ready to begin. 2 Read/Understand 3 Preview Question Paper, allocate writing time. 4 Tackle each question systematically. 5 Write something for every very question. 6 Donâ&#x20AC;&#x2122;t panic if you are unable to answer a question. 7 Review and make corrections. 8 Stay until the end.

cut here

Matric success requires planning and hard work. Read your "Tips for Success" guide. Plan your studies and start work today. Attend school every day. Do homework every day. Read every day. Write and calculate every day. Stick to your year plan. for help or more info go to wced.wcape.gov.za

wcednews M AY 2 0 1 1

noticeboard A quick guide to

CIRCULARS

The Western Cape Education Department (WCED) issued the following circulars and circular minutes during the period February – April 2011 0003/2011 Appointment of substitute educators at educational institutions http://wced.wcape.gov.za/circulars/ circulars11/e3_11.html 0005/2011 Final timetable and arrangements for the June 2011 ABET Level 4 examinations http://wced.wcape.gov.za/circulars/ circulars11/e5_11.html 0006/2011 The provision of textbooks to support CAPS implementation http://wced.wcape.gov.za/circulars/ circulars11/e6_11.html 0007/2011 Timetable and arrangements for the October - December 2011 National Senior Certiﬁcate Examinations http://wced.wcape.gov.za/circulars/ circulars11/e7_11.html 0008/2011 Placement of Funza Lushaka bursary holders and excess educators http://wced.wcape.gov.za/circulars/ circulars11/e8_11.html 0009/2011 Timetable and arrangements for the May - June 2011 Senior certiﬁcate Examination http://wced.wcape.gov.za/circulars/ circulars11/e9_11.html

PLANNING AND STRATEGY MINUTES KNOWLEDGE MANAGEMENT 0001/2011 Discounted, costed model for software for schools http://wced.wcape.gov.za/circulars/ minutes11/PSminutes/edkm1_11.html 0002/2011 Dispatching of mail from the WCED Head Ofﬁce in 2011 http://wced.wcape.gov.za/circulars/ minutes11/PSminutes/edkm2_11.html 0003/2011 Symantec Schools Agreement http://wced.wcape.gov.za/circulars/ minutes11/PSminutes/edkm3_11.html 0004/2011 Guidelines on the usage of e-Mobility data cards and VPNC in the WCED http://wced.wcape.gov.za/circulars/ minutes11/PSminutes/edkm4_11.html

0005/2011 Departmental Information Technology Committee (DITCOM) scheduled for the 2011-12 ﬁnancial year and submission dates for applications http://wced.wcape.gov.za/circulars/ minutes11/PSminutes/edkm5_11.html

RESEARCH SERVICES 0001/2011 Results of the 2010 WCED Systemic tests – Grade 9 full cohort pilot study http://wced.wcape.gov.za/circulars/ minutes11/PSminutes/edrs1_11.html

CURRICULUM MANAGEMENT MINUTES ASSESSMENT MANAGEMENT 0004/2011 Information on the Annual National Assessments http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/edam4_11.html

CAPE TEACHING AND LEADERSHIP INSTITUTE 0001/2011 Principals’ seminar on Quality Management – Monday, 27 June 2011 http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/ectli1_11.html

CURRICULUM GET 0003/2011 Delivery of Physical Education Learning and Teaching Support Material to ordinary public primary schools with Grades 1 – 9 http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/edcg3_11.html 0004/2011 Notice of training in June 2011 for Grades 1 to 6 teachers in the WCED Literacy and Numeracy Intervention Phase 2 http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/edcg4_11.html

CURRICULUM FET 0002/2011 Functionality of Science Laboratories and stock on hand http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/edcf2_11.html 0003/2011 Delivery of Tips for Success booklets to 2011 National Senior Certiﬁcate candidates http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/edcf3_11.html

0004/2011 Telematic Teaching – A support strategy for Grade 12 learners at selected schools http://wced.wcape.gov.za/circulars/ minutes11/CMminutes/edcf4_11.html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES

0003/2011 User registration process on the Basic Accounting System (BAS) http://wced.wcape.gov.za/circulars/ minutes11/CSminutes/edfa3_11.html 0004/2011 Basic Accounting System (BAS) closing procedure for the 2010/11 ﬁnancial year http://wced.wcape.gov.za/circulars/ minutes11/CSminutes/edfa4_11.html

0002/2011 South African Schools’ Choral Eisteddfod http://wced.wcape.gov.za/circulars/ minutes11/IDCminutes/eidc2_11.html

INSTITUTIONAL MANAGEMENT AND GOVERNANCE 0001/2011 Arrangements for the (postponed) Representative Council of Learners (RCL) Conference - 05 March 2011 http://wced.wcape.gov.za/circulars/ minutes11/IDCminutes/eimg1_11.html 0002/2011 School Terms and Public Holidays for 2012 http://wced.wcape.gov.za/circulars/ minutes11/IDCminutes/eimg2_11.html 0003/2011 Provincial Gazette 6838 of 4 March 2011 – General information on regulations pertaining to the registration of Private AET Centres http://wced.wcape.gov.za/circulars/ minutes11/IDCminutes/eimg3_11.html

SPECIALISED EDUCATION SUPPORT 0001/2011 National Schools HIV Counselling and Testing (HCT) Campaign http://wced.wcape.gov.za/circulars/ minutes11/IDCminutes/edse1_11.html

CORPORATE SERVICES MINUTES FINANCIAL ACCOUNTING 0001/2011 Uniform procedure for the handling and reviewing of payment vouchers within the WCED http://wced.wcape.gov.za/circulars/ minutes11/CSminutes/edfa1_11.html 0002/2011 Reporting of all losses and damage in the Western Cape Education Department (WCED) to Loss Control Ofﬁcers and keeping of loss control registers http://wced.wcape.gov.za/circulars/ minutes11/CSminutes/edfa2_11.html

HUMAN RESOURCE MANAGEMENT 0001/2011 Staff performance management and development system for public service personnel on salary levels 1 to 12 - submission of documents for 20102011 evaluation http://wced.wcape.gov.za/circulars/ minutes11/CSminutes/ehrm1_11.html

PROCUREMENT MANAGEMENT 0001/2011 WCED Bid Committee meeting dates for 2011 http://wced.wcape.gov.za/circulars/ minutes11/CSminutes/edpm1_11.html p _

Noticeboard First call for papers for the 6th annual RASA conference The Reading Association of South Africa (RASA) is inviting abstracts from people working in all spheres of literacy development for their annual conference from 16 – 18 September at the University of Cape Town. The conference theme is “CAPS and mishaps: Finding your way in the literacy labyrinth”. According to the organisers, the conference will provide a space where expertise and practices can be shared in order to better understand how to address the serious crises and challenges with regards to literacy. There will be a panel discussion on the Curriculum Assessment Policy Statements (CAPS) as well as two keynote speakers. Ana Deumert from the University of Cape Town will be talking on the topic of multilingual digital literacies. Cheryl Logan’s address is entitled: Rethinking professional development: Exploring professional learning communities that foster teachers as writers, researchers, and agents of change. Classroom teachers who are doing innovative literacy teaching practices in their classes can make presentations at the conference. Write a small description of what you do and send it to Shelley Aronstam at aronstams@cput.ac.za Presentations can take the form of: Individual papers (30 mins – 20 mins speaking time + 10 mins question time) Colloquia (2 hours, 3-5 speakers) Workshops (1 hour) Sharing teaching strategies and resources that have worked for you (30 mins – 20 mins speaking time + 10 mins question time) Poster presentations (we hope to display posters throughout the conference and provide opportunities to talk to them) Delegates who do not wish to make any presentation are also welcome to attend the conference. The RASA Conference will be jointly hosted by all four Higher Education Institutions in the Western Cape. If you need any more information please contact Shelley Aronstam at aronstams@cput.ac.za

Newsﬂash

ICT infrastructure audit The Western Cape Education Department has set itself the task of facilitating cheaper and faster connectivity for all public education

institutions through a high speed, high bandwidth, reliable Wide Area Network (WAN). In order to do so, an audit of all resources and other factors influencing

the WAN is required. The audit, which will be conducted during May 2011, is intended to assess the existing internet connectivity as well as a needs analysis of the requirements to implement a WAN for schools in the Western Cape.

The information will be collated through on-site visits to all public schools and education institutions. Head of Education, Penny Vinjevold, said the department understands that high speed broadband connectivity is the foundation for dramatically improving

the levels of information technology in schools. "We therefore request the cooperation of all officials and principals in providing assistance to the appointed service provider, KPMG Services, during the audit." Further details will follow in a circular.

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sport

Junior athletes bring home 29 medals from the SA Championships ANTON MANS

he Western Cape junior athletes’ 29 medals (excluding relays) at the SASA National Primary Schools Track & Field Championships, held in Germiston in March, put the province in third place in the medals table. The U13 walker, Ruan Lochner, a learner at Klawer Primary School, set one of only two new SA records at the event when he won gold in the 1500m in a time of 7:13.60s. Linford Maree, a learner at Hugo Rust Primary School in Wellington, won the award for the best track achievement by a boy for his time of 21.24s (923 ASA points) in the U12 boys 150m hurdles. Angeline Smit (Gene Louw Primary School) won three medals – gold in the girls U13 javelin with a throw of 35.39m (833 points), a silver medal in shot put with a d distance of 12.15m (910 points) and a bronze medal in discuss with a distance of 34.67m (875 points). ke Totius Primary School learner Janke du Toit’s throw of 38.59m in the boys U12 javelin earned his a silver

medal and 922 points, the second best performance by a Western Cape boy, followed by Ruan Lochner his walking record that earned 920 points in the points table. René du Plessis’ jump of 4.28m in the girls U10 long jump was the best performance by a Western Cape girl (914 points) and earned the Parow North PS learner a gold medal. Leandre Ketch (Rivierview Primary School) was only two points behind for clearing 1.23m in the U10 high jump event while Angeline Smit earned 910 points in the girls U13 shot put. The following athletes also won medals with their points on the ASA points table indicated in brackets:

Winners GOLD

Carmen Victor (Nouveau Kollege): girls U12 shot put 10.42m (877) Cadi Josias (Diaz PS): girls U10 100m 14.04s (838) Riaan Barnard (Hopefield HS): boys U13 shot put 13.60m (831) Stanton Lewies (Tableview PS): boys U12 100m 12.42s (785) SILVER

Ahmed Hajie (De Tuinen PS): boys U11 high jump 1.47m (900)

Sport centres help learners create a healthy mind, healthy body

Amber Abrahams (Muizenberg Junior School): girls U12 shot put 10.41m (877) Peter Machall (Milkwood PS): boys U13 long jump 5.78m (853) Lusanda Nkutu (Umangaliso PS): girls U12 100m 13.35s (825) Tiaan du Plessis (Wynberg Boys Junior School): boys U11 70m hurdles 11.39s (813) Stephanie Smit (Gene Louw PS): girls U12 javelin 29.70m (774) Yolandi du Toit (Gelukshoop PS): girls U10 80m 11.89s (743) BRONZE BR

Dawid Meiring (Hartenbos PS): boys U12 javelin 37.56m (908) Magdalena Tiyani (Riverview PS): girls U13 1500 walk 8:23.31s (851) Linford Maree

Breyton Poole (Somerset West PS): boys U11 high jump 1.44m (850) Pieter Gilliomee (Ruens Kollege): boys U11 70m hurdles 11.52s (799) Vanessa Yon (Somerset West PS): girls U11 80m 11.31s (771) Bianca van Rensburg (Eversdal PS): girls U12 javelin 28.86m (756) Franklin Wagner (Outeniqua PS): boys U13 100m 12.23s (744)

Ruan Lochner

Riaan Barnard (sitting on the right, in front) is South Africa's U13 shot put champion. With him are fellow Hopeﬁeld High School medal winners at the SA Schools Championships. The girls clinched the ﬁrst three places in the U19 Women's 10 Km Walk. At the back, from left to right: Elneri Koegelenberg (2nd), Bea Le Roux (3rd), Timothy Cleophas - U19 Men's 10 Km Walk (2nd) and Elneri's twin sister, Danielle (1st). In front: Johan Louw - U17 Boys High Jump (4th) and Riaan Barnard.

A TRUE “NORMIES” CHAMPION Andre September, a Grade 12 learner at Norman Henshilwood High School, won a silver medal in the decathlon at the South African Senior Championships in Durban from 9 to 10 April. A decathlon is an athletic contest comprising 10 different track-andfield events and won by the athlete

with the highest total score. It is the ultimate challenge for any male athlete. Andre broke the Western Province record and his points were better those of the 2010 Western Province medalists. As a junior, he took third place overall in the senior section of the Western Province Decathlon Championships in March.

Lusanda Nkutu (Umangaliso PS): girls U12 150m 21.07s (726) Justin Isaacs (Paarl Boys PS): boys U11 80m 11.03s (665)

xcitement is mounting at Floreat Primary School in Steenberg after the school was identified as one of 50 schools in the province where Mass Participation, Opportunity and Development (MOD) Centres are due to be opened this year. As part of the initiative by the provincial Department of Cultural Affairs, Sport and Recreation, in cooperation with the Western Cape Education Department, 98 MOD centres were established at primary schools last year. In his budget speech in March, Western Cape Minister of Cultural Affairs, Sport and Recreation, Dr Ivan Meyer, announced that 50 MOD Centres will be opened in the 2011/12 book year. Each of the MOD centres is staffed by a sports coach and a sports coordinator. Meyer’s department also initiated a SHARP (Sport; Health; Advancement through sport; Research; and Policy development) Programme in each of the eight education districts. These SHARP centres are staffed by one centre coordinator and approximately 10 code coaches. “Through our MOD and SHARP centres we create access and opportunity to after-school sport and recreation activities for all school-going learners. We develop the skills and capacity of potential athletes at a very young age, provide a platform for talent identification and give schoolgoing children access to and opportunity for higher levels of participation in sport. We expose learners to life-skills and leadership programmes aimed at equip-

ping them to deal with some of the social evils they face in their communities,” Meyer said. Noel Isaacs, the principal of Floreat Primary School, said the school believed in the principle that a healthy body hosted a healthy mind. Teachers and learners at the school do not shy away from hard work. The school obtained 76% in Grade 3 Literacy and increased numeracy by 39%. Isaacs said teamwork was the key to their success in the classroom and the school was looking forward to replicate their achievements on the sports field. “Our teachers are highly dedicated and they consulted regularly with parents. We also have a peer reading programme in place and our children write weekly tests.” Isaacs added that research showed a positive link between physical activity and academic achievement. Teachers also indicated a willingness to promote sport in the community, which was once a hive of activity for netball. Soccer and softball still enjoyed great support. Two Grade 7 learners, Keisha Kingman and Haneefah Jacobs, were selected to represent South Africa at the World Gymnaestrada from 10 to 16 July in Lausanne, Switzerland. One of the objectives of the international event - to inspire enjoyment in exercise and encourage personal activity – strongly resonated with the provincial department of sport’s aim to create an environment in which our youth can not only dream, but where dreams can be realised.

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sport

Top achievers

Steenberg’s triple jump sensation

Zone VI Gamesin Swaziland. At the recent National Secondary Schools and LSEN Championships at Dal Josephat, Paarl she won gold in triple jump. Valentina has her sights set on jumping 12.9 or even 13m in the near future. Her latest outing was the Yellow Pages SA Senior Track and Field Championships in Durban on 9-10 April where she competed in the heptathlon. She described triple jump as her main event, but conceded a love for high jump. She also excelled in long jump and this year her personal best was 5.85m. Valentina said she was grateful for the support of the teachers at the school who often contributed financially when learners had to compete nationally. Steenberg High School Principal Andre Kraak said despite limited facilities, the school offered various sport codes to en-

sure that their learners were well rounded individuals. “Learners who are involved in sport excel academically. They seem to be better disciplined and it does impact on their level of maturity and their ability to deal with problems. I would encourage more learners to become involved in sports.” Kraak said the school recently introduced cycling. A former teacher at the school volunteered to coach learners. “Our learners set excellent times in the annual Cape Argus Cycle Tour. Darts and Klawerjas were introduced as well. These two activities are definitely impacting positively on the Mathematics skills of those involved. “We have won soccer tournaments and cricket competitions against power houses in those particular sports, as well as softball matches. A number of trophies, as a consequence, are on display at the school.”

teenberg High School has produced yet another international athlete in the form of triple jump sensation Valentina da Rocha. The Olympic athlete Janice Josephs matriculated from Steenberg High School in 2000 while the school also boasts several athletes who compete at national level, and the 2010 WP Athletics Coach of the Year, Cedric van Wyk. Van Wyk is a Physics teacher and also coached Josephs. Valentina, a Grade 12 learner at Steenberg High School, won gold at Athletics South Africa’s Junior Championships in the under 18 triple jump last year, setting a new SA youth record of 12.77m. She qualified to represent South Africa at the inaugural Youth Olympic Games in Singapore in August last year and was bitterly disappointed when she could not compete due to a stress fracture in her foot. In December Valentina won bronze at the

Valentina da Rocha

League Gala held at Newlands Swimming Pool

Maryke Brits (girls U17), a learner at Bloemhof Girls’ High, was the only Western Cape athlete who won two gold medals by blitzing the 100m hurdles in 14.30s and recording a distance of 5.81m in long jump. In the LSEN category, Mareike Wolhuter of Jan Kriel School received the award for the best girls track athlete for her record time of 57.55s in the WESTERN CAPE’S HAUL OF 81 MEDALS 400m U17. She also set a record of 26.46s in the 200m and won the Athletes from Paarl Gymnasium won 6 gold, 10 silver and 5 bronze medals at 100m in 13.05s. Matthew Alexander (boys U15) also the SA Schools Championships from won all three his events - the 100m in 24 to 26 March, the perfect ending to 12.18 s, the 200m in 24.46s and a an excellent athletics seasons for record distance of 6.10m in long jump. the school.

Paarl Gym athletes win 21 medals at SA Schools Championships

KEVIN JENKINS (RBHS) AND SAMANTHA HENERY (RHENISH GHS)

hen annual ‘A’ league gala on Wednesday 16th February was once again attended by thousands of people from the top swimming high schools in the Western Cape. As has been the custom, it is like no other swimming gala, with incredible spirit and comradery. The atmosphere and the scenery lends itself to a spectacular event that makes getting a ticket challenging. Rustenburg High School was the host school, and Vivienne Williams was the overall convener who did an outstanding job of coordinating a superbly run gala. This year saw Rondebosch Boys’ High School retaining the Steven’s Shield as the top boys’ school for the third year running. The Bosch boys put on a clinical performance by winning 9 out of the 18 races and taking 6, 2nd place positions.

Remarkably, RBHS has now won the gala for the 9th time in the last 10 years. Rhenish Girls’ High School took the trophy for the sixth year running, officially making them the Best Girls Swimming School in the Western Cape. The Rhenish Swimming Team won all of their relay races, in the end coming first in 15 of their 19 races for the day. “They pushed themselves hard, determined to win” said Ms Henery, Rhenish Sports co-ordinator, “despite not being able to use the broken starting block in their last six races”. “What an excellent result”, said Helmien Slabber, Principal of Rhenish Girls’ High School, “and a wonderful way for me to begin my term here at Rhenish. We are proud to be making a mark not only for Rhenish out there, but also for the Boland - our girls are going places!”

FINAL SCORES BOYS 1st:

RBHS

232 points

2nd:

Paul Roos

193

3rd:

WBHS

184

4th:

SACS

180

5th:

Bishops

168

6th:

Reddam

129

7th:

JVR

128

8th:

Fish Hoek

Full list of medal winners available on Schalk Burger collected four medals, www.joba.co.za. Helene Swanepoel and Jean-Maré Senekal three each while Marina Swanepoel, Frederick Louw, Jan-Louw Kotzé and Jannie Briers-Louw achieved two medals each. In the process, JanLouw Kotzé improved the SA Schools U17 discuss record for boys from 60,60m to 61,88m. Western Cape athletes in total won 81 medals (excluding relays), improving on last year’s medal tally of 60. Stellenberg High School learner Tiaan Swanepoel won gold for his record breaking javelin throw of 71,37m in the under 15 age category. The hurdles and long jump athlete Tiaan Swanepoel and his coach Frans du Toit.

FINAL SCORES GIRLS 1st:

Rhenish

238

2nd:

Herschel

214

3rd:

Springfield

167

4th:

Rustenburg

163

5th:

JVR

149

6th:

WGHS

122

6th:

Reddam

122

7th:

Fish Hoek

115

Paarl Gymnasium’s medal winners. Backrow left-right: Schalk Burger, Daniël du Toit, Jan-Louw Kotze, Jannie Briers-Louw. Front row: Niel Giliomee, Frederick Louw, Jani Smit, Helene Swanepoel, Jean-Mari Senekal, Marina Swanepoel, Wilhelm Brönn.