WCEDNEWS || 10 by Western Cape Education Department

newspaper of the WCED

Inside this issue

news

State of the art technical high school will open its doors in Delft See page 3

news A U G U ST 2 0 1 1 | I s s u e 1 0

Schools gear up for 2012 SGB elections School communities are gearing up for one of the most important elections in the country next year, when they vote for their School Governing Bodies (SGBs).

T news

Youth clubs tackle demons that jeopardise education See page 5

INSIGHT & OPINION

Children are inherently good See page 10

Sport

Spur School Mountain Bike League off to a good start See page 16

Regulars: news

features

he Western Cape Education Department has asked schools to start planning for the elections, which are the biggest in the country after local and national government elections. All public schools have to hold SGB elections in 2012 even if a recently elected governing body has not completed its full threeyear term of office. The Heads of Education Departments Committee (Hedcom) must still determine the date for the elections, which may be held in the first term of next year. The previous SGB elections took place in June 2009 and governing body associations hope that bringing the elections forward to March 2012 will eliminate some of the challenges experienced by schools, including a low turnout due to adverse weather conditions.

“Principals should promote advocacy amongst parents to encourage suitable candidates to serve on the SGB.” To ensure that the elections run smoothly in the Western Cape, the WCED has established a Provincial Electoral Team, consisting of SGB Associations and other stakeholders. The department has re-appointed Redewan Larney, Chief Education Specialist: Districts, as provincial coordinator. Larney said the department had asked principals to start preparing for the elections without delay by setting up

insight and opinion

school electoral teams consisting of educators and non-educators employed at the school. Parents and learners may also serve on the school electoral team. “Principals should promote advocacy amongst parents to encourage suitable candidates to serve on the SGB.” He pointed out that the SGB is an important structure in the governance of all schools. It is not possible for schools to function optimally if there is no SGB or the school has a weak SGB. “The SGB is like the parliament of the school,” Larney said. SGBs represent all sectors of a school community. Elected members include representatives of the parents who have children or are guardians of children attending that school, educators, members of staff who are not educators and learners in Grade 8 and higher. School principals are members by virtue of their positions. SGBs can also co-opt not more than six members from the community if there is a need to do so. These members would be additional to the elected ones and do not have any voting rights. Larney said all role players should exercise their democratic right to vote in the SGB elections. Elections take place at a general meeting of the school community.

professional development

For the nomination and election meeting a quorum of 15% based on the number of learners enrolled at the school is needed for the meeting to go ahead. The quorum provision means that if a school has 500 learners then a minimum of 75 parents must attend the election meeting. When the quorum is not achieved, the election is postponed and a quorum is not required for the next meeting. Larney said the department wants to prevent this situation since it often means that the SGB is elected by a small percentage of the parent body. Additional election responsibilities of every principal and school electoral team include having an electoral officer, who must be the principal of another school, appointed by the district electoral officer. The electoral team must prepare a voters’ roll of all eligible voters in the school and have it available at all SGB meetings.

reviews

arts and culture

Above: The members of the Provincial Electoral Team are (back, from left) Saul Philander, Japie Bailey, Aletta Pearce, Tim Gordon, Estelle Davids, Bongani Xotyeni and Keith de Wet. In front are Daniel Thiart, Redewan Larney, Tim Ndzuzo, Irvin Morkel and Rense Thomas.

Schools must also ensure that the SGB election is well advertised by distributing and displaying advocacy literature provided by the WCED and in-house information produced by the school and provide staff to assist the electoral officer where needed. Principals will once again be trained as electoral officers to manage the election of SGBs. Larney said the WCED will offer two training programmes – a refresher course for experienced principals and an in-depth programme for newly appointed principals who will be conducting elections for the first time.

notice board

sport

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News in brief Cape Academy learners win essay competition Two Western Cape learners came first and second in an essay competition launched by the American Embassy in South Africa to celebrate American Black History Month. The competition was based on Dr Martin Luther King Jr.’s iconic “I have a dream” speech. Contestants had to write an essay about their dream for South Africa. Both winners, Carla van Niekerk and Mikhail Hendricks are Grade 10 learners at the

Cape Academy of Mathematics, Science and Technology. Greg van Schalkwyk, Principal, said despite the fact that the academy is a Science, Technology, Engineering and Mathematics school, the learners have proven that they also have a flair for the humanities. He thanked the school’s librarian for exposing the learners to a world beyond the Sciences. “We would also like to thank the American Consulate and the American Embassy in South Africa for organising this competition to give our learners wonderful opportunities to widen their horizons.” Carla van Niekerk and Mikhail Hendricks from the Cape Academy of Mathematics, Science and Technology with US Consul-General, Dr Alberta Mayberry, at a special prizegiving ceremony at their school after their essays were chosen as the best out of 500 entries in a competition organised by the US Consulate.

WORLD BOOK DAY The Western Cape Education Department (WCED) celebrated World Book Day at Paulus Joubert Primary School in Paarl. Deputy Director-General: Curriculum, Brian Schreuder, who was the master of ceremonies, looks on while a learner reads from The White Quill, which is part of the WCED’s Inspired to Read Project.

The Mandela Trust donated a fully equipped container library to Hillcrest Primary School in Wellington to mark Mandela Day.

ground-breaking initiative to support first-time teachers and ‘fast track’ their professional development through a programme of mentorship has recently been launched. The Mentorship Project was a partnership between the Western Cape Education Department (WCED), the University of the Western Cape (UWC), the Mathematics Education Primary Program (MEPP) and the Western Cape Primary Science Programme (PSP). It was supported by The Anglo American Chairman’s Fund. The two-year pilot project involved 23 first-time teachers who received their teacher training education at UWC. It would take account of the teachers’ particular needs in their school contexts. At the launch at the Edith Stephens Wetland Park in Philippi, Prof Zubeida Desai, Dean of the

Education Faculty at UWC, said there was a need to nurture beginner teachers. “The early years are crucial in terms of whether people are going to stay in teaching.”

“The two-year pilot project involved 23 first-time teachers who received their teacher training education at UWC. ” Desai said the fact that one of the intended mentees left the profession at the end of March was a reality that needed to be addressed. Referring to a study by the Human Science Research Council (HSRC), “Beginner Teachers in South Africa”, she said the teaching cohort was ageing and that knowledge of educational context was learned

on the job and could not be taught during the pre-service years. Nadeen Moola of UWC said one of the aims of the research was to document the progress of the mentee teachers. “We must find a way to understand the context within which mentees work.” She said the outcomes of the project would be communicated to the teaching staff in the education faculty. Glen van Harte of the Metropole South Education District assured the mentees and mentors of the support from the districts. According to Dawne Burke, a first-time teacher, the transition from a carefree student to being a teacher was immense. “Many times you don’t know if you are coming or going.” Burke and her fellow mentees identified discipline and classroom management as one of their biggest challenges.

Encyclopædia Britannica launch AT YOUR SERVICE

MANDELA DAY

Joint Mentorship Project to support first-time teachers

Western Cape Education Minister, Donald Grant, marked Africa Public Service Day by visiting the WCED call and walk-in centres to take calls from the public and to gain first-hand experience of interaction between the department and its clients. The Call Centre forms part of the WCED’s Client Services division, which includes call and walk-in centres at the department’s head office in Cape Town. The Call Centre facility also houses the WCED’s Safe Schools Call Centre. Most callers to the Client Services Call Centre are teachers and officials who inquire about employment and salary issues. The WCED employs about 32 000 teachers and 9 000 officials. The Client Services Call Centre received more than 140 000 calls during the 2010/11 financial year, an average of about 11 700 calls a month or 500/600 calls a day. The Safe Schools Call Centre provides a point of contact for learners needing counseling on various issues and for schools to report emergencies or incidents of vandalism and crime. In the last financial year, the Safe Schools Call Centre received 12 586 calls, averaging around 40 calls per day.

Schools pilot online educational resources More than 40 schools across the Western Cape had been selected to trial world-leading educational resources from Encyclopædia Britannica. The pilot programme, launched by the Western Cape Education Department (WCED), and encyclopædia and education company Sangari, will provide schools and learners with unlimited access to millions of interactive learning resources through the WCED’s Learning Management System. The recipients of the programme were the 46 schools that achieved outstanding results and improvements in the 2010 provincial literacy and numeracy systemic tests. As part of the programme, Britannica trained teachers from the pilot schools to use the service. An on-line forum has also been made available for teachers to liaise with representatives from Encyclopædia Britannica over the coming months. Caroline Kennard, Director of Education at Encyclopædia Britannica, said the interactive sessions would ensure that teachers can help their learners benefit from the extensive range of research materials available in Britannica Online. “As one of the world’s most trusted sources of information, we believe that through this pilot we can

have a positive impact in schools throughout the Western Cape. With our shared goals of improving the quality of education provision throughout the region, we’re delighted to be working with the Western Cape Education Department to inspire a new generation of learners.” Kennard explained that the content on Encyclopædia Britannica was updated continuously and that it had been written and edited to age-appropriate reading and knowledge levels. The WCED/Encyclopædia Britannica on-line Education Programme will be piloted for a year. If the pilot is successful, the programme may be rolled-out to other schools in the region. Provincial Education Minister Donald Grant said: “In its desire to improve learner outcomes, the education system in the Western Cape continues to explore a wide range of sources of information and learning support material. The availability of the Encyclopædia Britannica

in an electronic format is in line with the strategic vision for education in this province, which includes the expansion of ICT access to all schools.” Carol Thwaites, a teacher at Kenridge Primary, said the resources would stimulate learners’ interest and it caters for different learning styles. Nathan Volmink of St. Paul’s Primary added that the lesson planning section was impressive. He especially liked the interactive nature of the programme. Below: Katharine James of Encyclopædia Britannica assists Caroline Esterhuysen of Tygersig Primary School during the training session. Esterhuysen said learners would now be able to work independently and do research for school projects.

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news Under construction

Four new schools for Delft

state of the art technical high school will open its doors in Delft at the start of the 2012 academic year. Construction of the building, with specialist rooms, four laboratories and three workshops, is at an advanced stage. The school facilities will also include a library, two computer rooms, 27 classrooms, a school hall and sports facilities. The yet unnamed school will be able to accommodate more than 1 200 learners and initially Grade 8 and Grade 9 learners will be enrolled. It is one of four new schools that are currently being built in the Delft area. New housing developments and an increase in the community’s population in 2008 led to an urgent need for schools in the area. To meet this demand, in January 2009, the WCED decided to open three new schools in the area – two primary schools, Aberdare Primary and Hindle Road West Primary and one high school, Hindle Road Secondary. Mobile classrooms were erected to accommodate the learners, educators and staff. It was soon evident that this could only be a temporary arrangement and by the end of 2009, the WCED began planning the construction of four new ‘brick and mortar’ schools in the area that would be able to ease the demand for admission to schools in Delft, as well as provide a safe and suitable learning environment for the educators and learners.

The four schools form part of the WCED’s broader infrastructure plan which entails bulding 25 new schools and replacing 20 schools with inappropriate structures in the Medium Term Framework. The three existing schools are expected to occupy their new buildings by the start of the fourth term, with planned migration during the September school holidays so as not to disrupt teaching and learning. The two primary schools have been designed to accommodate over 1 100 learners and include, amongst other things, twenty-eight classrooms, a computer lab, library, school hall, six offices, and two specialist rooms. Two

Grade R classrooms have also been built. Currently, both schools teach learners from Grade 1 – 7, but in 2011, the schools will introduce Grade R learners for the first time. Both the schools will have sporting facilities and have been built at the cost of approximately R32 million each. Hindle Road Secondary will accommodate over 1 200 learners. The school’s new facilities include twentyseven classrooms, three specialist rooms, five laboratories, a library and two computer rooms. A school hall, sports facilities, storerooms and offices are also included. The projected cost of this school is R36 million.

The new technical high school under construction in Delft.

Giving back

Yo u n g ta l e n t s h i n e s i n d e s ig n c o m p e t i t i o n

A shipping container has been transformed into a classroom for the Vissershok Primary School in Contermanskloof near Durbanville. The project was a partnership between Woolworths, Safmarine, Afrisam and the Western Cape Education Department. Grades 10 to 12 learners were challenged to come up with a design that could comfortably and safely accommodate 25 learners and their teacher and, most importantly, be a sustainable part of the school’s infrastructure. The chosen design was by Grade 10 learner Marshaan Brink from Stellenberg High School.

“THE CHALLENGE: to come up with a design that could comfortably and safely accommodate 25 learners and their teacher.”

The WCED’s Infrastructure Plan includes replacing inappropriate school structures with brick and mortar buildings. This 57-year-old wooden, chipboard structure which housed learners at Oaklands High School in Lansdowne is being replaced with a modern building.

Cash injection for technical schools Nine technical high schools in the Western Cape had their existing workshops refurbished and were due to receive new workshops as part of a national recapitalisation programme. The beneficiaries were Sizimisele Secondary School, Kuilsriver Technical High School (THS), Kasselsvlei Comprehensive High School, Bellville THS, Oude Molen THS, Labori High School, Langenhoven Gymnasium, Drostdy THS and PW Botha College. According to the grant framework, the programme set out to improve conditions of technical schools and modernise them to meet the teaching requirements of learners in the technical fields as well as to increase the number of suitably qualified and technically skilled graduates from these fields. The programme is now in its second year and a highlight would be the breaking of ground for the building of a new workshop at Kuilsriver Technical High School (THS). Waheeb Gasant, Chief Education Specialist: Special Projects (Dinaledi/MST/ Focus Schools), said the plans were approved and professional and construction teams appointed to manage the building program. Granville van Rooy, Principal of Kuilsriver THS, said there was lots of excitement at the school about the new workshop. “We currently only offer Electrical Technology and Engineering Graphics and Design and as such cannot be regarded as a fully fledged technical school. The new workshop would be used for Civil Technology. We are also hoping to get another workshop for Mechanical Technology.” Ronald Bantom, Principal of Kasselsvlei High School, said the school would not have been in a position to buy new machinery for their workshops without funding from the recapitilisation programme. “It offers us the opportunity to extend the curriculum or to modernise it.” He said in the long term the investment would impact positively on learner achievement. The refurbishing, upgrading and redesign of existing workshops would ensure that workshops complied with safety laws and regulations and minimum industry standards. The grant framework also provided for the training of technical schools’ teachers in subject content delivery. Gasant said the first year of the three year programme was successfully

completed in the Western Cape. “The implementation is closely monitored by the WCED Head Office team who are very ably supported by the district personnel. Monitoring from the Department of Basic Education has also taken place and program expenditure is tracked by the provincial treasury as well as by the auditor general’s office. Principals of participating schools and their technical staff are to be lauded for their hard work in implementing the recapitalisation program and have made a resounding success of the first year – to the benefit of our learners who do these subjects.”

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newspaper of the Western Cape Education Department.

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

Paddy Attwell Editor

Millicent Merton Contributors

Bronagh Casey Franklin Lewis Hennie Mentz Helen Zille Ilse Fredericks/Cape Argus Ismail Teladia Jenny van Papendorp Jerome Mouton Johan Schronen Lynn Giles Melinda Stuurman/Cape Argus Neville Goliath Susan Hanekom Sura Swart Waheeb Gasant Design

Infestation, Tel: 021 461 8601

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Training

Teachers flock to holiday training sessions Thousands of educators attended various training programmes organised by the Western Cape Education Department throughout the province during the June/July holidays.

he training interventions included two reading conferences, a principals’ seminar on leadership, a course for school management teams and training for physical science and life science educators from underperforming schools. Eddie Kirsten, Director: Cape Teaching and Leadership Institute, said it seemed that teachers and the WCED were determined and dedicated to improve the quality of teaching and of education in the province by sacrificing their holidays. More than 1 000 teachers flocked to the two Reading Conferences at the CTLI. The department originally planned one conference, but had to hold two events to meet the strong demand. A total of 600 educators attended the Foundation Phase reading conference and over 450 attended the Intermediate and Senior Phase (Intersen) reading conference. At the opening of the Intersen Reading Conference, Western Cape Education Minister, Donald Grant, said it was encouraging to see that so many educators were willing to give up part of their holiday to attend these sessions. “It demonstrates each of your commitment to education and improving learner outcomes in this province.” He said the department would continue to prioritise its literacy strategy in schools by closely monitoring classroom practice, increasing the provision of reading books, providing additional resources to schools, particularly in the Foundation Phase, including the allocation of teaching posts and the building of relief classrooms to reduce learner numbers in the lower grades. “But critical to any improvements in literacy performance are the educators themselves. And the fact that you are all here today, just a few days into the June holidays at a reading conference, is most encouraging.” Head of Education, Penny Vinjevold, visited a numeracy training session for Foundation Phase teachers at the College of Cape Town’s Crawford Campus during the last week of the holiday.

Teachers attending the reading conference at the Cape Teaching and Leadership Institute in Kuilsriver.

included numbers, operations and relationships; shapes and spaces; measurement; data handling; number patterns; dimensions; geometric patterns; fractions; and how to make schools more numerate. The Intermediate Phase workshops covered similar ground, at the appropriate levels.

T e a c h e r ta l k

Jennifer Edwards

Priscilla Rhoda

Jennifer Edwards, a

Grade 5 teacher at Hyde Park Primary School, said she found the literacy training very informative. She was specifically interested in getting more information on how to assess learners. Her colleague, Priscilla Rhoda, a Grade 4 teacher, said the workshop helped her to get clarity on how to use the work schedules. They found the information on shared

The Curriculum Branch had literacy and numeracy training spread over the three week holiday, at various venues across the province, reaching about 3300

Principals’ seminar

reading and writing very valuable. Cheryl Alexander and Cleo Crowe

(Respectively Grade 1 and Grade 6 teachers at Perivale Primary School in Lotus River) attended the Reading Conference. Learners at their school battled to read with comprehension. Alexander and Crowe said the school planned to organize a workshop for parents to show them

Buyiswa Yoyo

Zukiswa Klaas

what they could do at home to assist their children. Akhona Dlaku – a Grade 4 teacher at Sobambisana Primary School in Khayelitsha, started teaching for the first time in April. He teaches Xhosa and Social Science and attended the Reading Conference to learn more about reading and how to help learners who were battling.

teachers. Topics covered during the literacy workshops included effective literacy and language development; shared reading; word and sentence

Buyiswa Yoyo and Zukiswa Klaas, both

Grade 2 teachers at Mkhanyiseli Primary School, said they felt confident about implementing what they have learned at the numeracy training. “We now know how to introduce 2D and 3D shapes.” They said the trainer also promised to provide further support by visiting them at school.

work; making a book; shared and independent writing; group reading; and how to create a literacy school. Topics covered in the Foundation Phase numeracy programme

A literacy training session

“More than 1 000 teachers flocked to the two Reading Conferences at the CTLI. The department originally planned one conference, but had to hold two events to meet the strong demand.” At these workshops, teachers were briefed on where specific problems lie, and what could be done to improve understanding in those specific areas. They were also exposed to different styles of teaching, and compared and showcased best practice. The Principals’ seminar with 200 participants, at the Sport Science Institute in Newlands, was organised by the Western Cape Education Foundation, Woolworths and the CTLI.

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Winter school

Good turnout

Photo credit: Melinda Stuurman/CAPE ARGUS ©

at Grade 12 winter schools Christian Habelgaarn, of Strand Secondary School, pretends to rob Weston High School’s Ashwin Maarman during the launch of the Safe Schools Youth Clubs.

Youth clubs

Tackling demons that jeopardise education Youth clubs, which are aimed at getting pupils involved in improving their schools and communities, are being launched at schools across the province. Ilse Fredericks

Moipone Sam teaches a Geography lesson at Kwamfundo Secondary School.

during a school visit. Donald Grant and Helen Zille

G The Western Cape Education Department’s Grade 12 Winter School Programme got the nod from Premier Helen Zille and provincial Education Minister Donald Grant who sat in on some lessons during a surprise visit to schools in Khayelitsha.

rant said the pupose of the visit was to determine the success of the programme and to encourage and motivate learners ahead of the upcoming examinations. The winter school programme at 169 schools in the province was part of a number of targeted and sustained interventions to assist Grade 12 learners in preparation for the National Senior Certificate examinations, especially at underperforming schools. Interventions include intensive management support from district offices, subject specific support for schools with historically low pass rates, increased textbook provision for Grade 12s, after-school and weekend telematics classes and tutoring programmes. Learners who attended school during the holiday received specialised tutoring in subjects such as Mathematics, Physical Science, Geography, Life Sciences, Accounting and Economics. This year, the WCED developed strict criteria in terms of tutor selection (proven record of success at the schools at which they teach) to ensure that learners receive the best possible tuition from

recognised experts in their fields. The first school visited by the Premier and the Minister was Kwamfundo Secondary where attendance had been above 70%. The school achieved a 42.6% pass rate in 2010 and was now aiming to achieve a 70% pass rate at the end of the year. Zille and Grant sat in on one of the Geography sessions, hosted by a very qualified and engaging educator, Moipone Sam, from Masiphumelele High School in Fish Hoek. After sitting in on a mathematics literacy class, they visited Matthew Goniwe High School - one of the star performers in 2010. The school achieved an 86.9% pass rate last year, compared to 45.5% in 2009. The challenge now for this school is to ensure that they remain at this high level, and to improve their results even further. Grant said he was most encouraged to see a board with subject targets for the NSC on display - an encouraging, clear and ever-present reminder of what learners need to achieve come October 2011. At Sinako Secondary where learner attendance was as high as 95%, the Minister spoke to learners during the lunch break to gauge how they felt about the programme. “Feedback was positive. They informed me that they were enjoying the programme, and were especially pleased with the quality of educators that were hosting the classes.” Grant said he was happy with the rollout of the Grade 12 winter programme and that reports from the other districts also indicated high attendance rates.

hrough the clubs that pupils set up, members identify issues, such as gangsterism and poverty, that have a negative effect on learning and teaching at their school. They then try to find ways to address these. The members participate in public speaking campaigns and manage projects, including sport and cultural activities, as alternatives to crime. They are also encouraged to seek support from their communities. Fifty such clubs were launched as part of a Western Cape Education Department (WCED) pilot project last year and 50 more will be launched this year. At Elsies River Secondary School yesterday, club members participating in the pilot project presented some of their programmes to the schools that will be joining this year. Western Cape Education Minister Donald Grant told learners that youth clubs would enable them to develop their management and leadership skills, and that they were an alternative to crime and violence. “I want to encourage each of you to take the formation of these youth clubs seriously and then to take the message back to the communities and also get support from local businesses,” Grant said.

“Ultimately it’s about building your integrity as a human being and about working in groups together to improve the quality and outcomes of your individual schools.” Elzaan Booysen, a Grade 9 pupil from Weston Secondary in Vredenburg, said that among other things, her school’s club had collected food and clothes for underprivileged children and had held a market day to raise funds for the school.

“The members participate in public speaking campaigns and manage projects, including sport and cultural activities, as alternatives to crime.” Yamkela Holwana, a Grade 10 pupil from Bloekombos Secondary in Kraaifontein, said her school club was a peer mediator club and helped to solve conflicts. She said if pupils had been involved in a fight, for example, the club would try to resolve the matter with the pupils. Ilse Engelbrecht, a matric pupil at Breërivier High School in Worcester, said club members had attended a course where they learnt how to deal with conflict in the school, the community and at home.

This article originally appeared in the Cape Argus.

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Take the lead

Development programme

Community Learning Centre helps improve writing skills

Youth Leadership Conference More than 200 learners, parents and teachers from schools in Delft, New Crossroads and Wesbank attended a Youth Day Conference at Welwitschia Primary School where they held group discussions on gangs, drugs, leadership, entrepreneurial opportunities and human rights. you do and be willing to do whatever was necessary to achieve your goals. “As young as you are – if you do not want to wake up in the morning and work – no-one is going to spoon-feed you. The person that holds your future is you.”

“Putting the spotlight on positive youth culture aims to repair the brokenness and restore hope in a community where hopelessness is often emphasised.”

A learner takes notes during the conference.

he Conference was organised by the Positive Behaviour Programme in collaboration with Safe Schools and the Circuit 3 team of the Metro North Education District. Neville Goliath, coordinator of the Positive Behaviour Programme, said the conference aimed to highlight youth leadership and responsibility towards creating learner action within school and community

structures. “Putting the spotlight on positive youth culture aims to repair the brokenness and restore hope in a community where hopelessness is often emphasised.” Former Idols runner-up Gift Gwe told learners how, after many failed attempts, he finally had his break in Idols 2005. “Whatever your dream is, it is not going to be easy.” Gwe said in order to be successful you should have a love for what

Environment

Western Cape Education Minister Donald Grant answered learners’ questions about the significance of Youth Day. He said while Youth Day was about celebrating those who fought for the right to equal education and democratic rights, it was also an occasion to reflect on how learners could utilise the opportunities given to them through education.

A group of media experts have launched a practical journalism skills development programme in collaboration with the Elsies River Community Learning Centre. Learners will apply their acquired knowledge by writing stories for a community magazine published specifically to provide a practical work environment for the trainees. The pilot edition will focus on the Elsies River community. About 20 budding writers and photographers turned up at the first training session at the Elsies River Community Centre. They will learn the basics of reporting, including sourcing news, interviewing skills, developing contacts, story construction, beat reporting, media law and ethics, photography and page design. The title, RED, is the acronym for Read Every Day, the magazine’s slogan which also aims to promote a culture of reading and writing in the community. “It may be primarily a skills development program, but watch this space, RED will produce red hot reporters and red hot stories,” said former Cape Argus journalist Johan Schronen. He said RED will be a low budget newsprint publication with good content and be sustained by advertising revenue. “When funds permit RED may even be in a position to reimburse students for their expenses such as

A mock-up of the new community magazine cover. The magazine is part of a journalism skills development programme.

transport, Internet and airtime or even pay the students for their stories and pictures. But for now their reward will only be the skills and experience they gain and their portfolio of published stories that will shine in their CVs.” Elsies River Centre manager, Mike Pick said depending on the success of the pilot program he hoped it could eventually be rolled out to other centres to benefit a bigger number of talented newshounds who also needed such an opportunity. P eople wanting to join the programme can SMS their name and contact details to Schronen on 082 299 0689 or email him at redmagazine@live.co.za.

Pinelands learners take environmental concerns to Western Cape Parliament

Members of Pinelands North Primary School’s Enviro-Club

An intrepid group of Grade 7 environmentalists from Pinelands North Primary School marked World Environment Day and National Youth Day by addressing the Standing Committee on Agriculture and Environmental Planning. Hannah Harrison-Saayman, Huda Abrahams, Nadia Arends, Moufhe Tshifularo and Mohamed Altaaf Hassan Uphadey raised their concerns regarding Biodiversity, Water, Waste and Energy and what they believed the government and legislature should be doing about them. “Our future is being taken from us. It’s time for us to take it back!” said Hannah. Mohamed said they were making their school more environmentally friendly and encouraged learners, teachers and parents to protect the environment. “We further want to promote awareness among the broader

community about key environmental threats and opportunities and trust that the Government will support us in this endeavour.” MEC for Local Government, Environmental Affairs and Development, Minister Anton Bredell praised the learners’ initiative. “It is extremely heartening to see the young people of this country so passionate about the environment. We all need to work together to preserve our natural environment, and we need to foster and encourage this kind of pro-active behaviour in children and young adults. They are the ones who need to protect the natural resources for the next generations.” Advocate Paul Hoffman, a director of the Institute for Accountability in Southern Africa, said the learners impressed all with their well-researched and expertly delivered presentations. “The attention to

detail, cohesiveness and complementarily honed nature of the contributions all indicate a skilled and well-schooled approach to the important environmental issues raised so pertinently in the debate.” He added: “Going to the wood panelled chamber of the provincial parliament as a child is an exercise in direct participatory democratic activity that should be encouraged in as many schools as are able to arrange a visit, after normal school hours of course. It is an enriching experience that has the potential to make the inclusivity of our newly established democracy real to more people, including the proud parents who were there to witness the occasion.” The learners’ artwork relating to the theme “Taking Back our Future” was on display in the foyer to the main legislative chambers.

RA C HE L’ S AN G E L S TR U ST RE C R U I T I N G S C HOO L S FOR 2 0 1 2 | 1 3 The Rachel’s Angels Trust will be hosting their bi-annual school recruitment drive from Monday 15 August until Friday 16 September 2011. All high schools within the Western Cape can apply for this unique initiative. The Rachel’s Angels mentorship programme, in association with

Stellenbosch University, has been operating since 2007 in the Western Cape. The programme aims to improve Grade 11 and 12 learners’ academic abilities and to enrich their life skills by involving senior students from the university as mentors. The programme contributes to the

holistic development of learners and enables them to deal effectively with post matric challenges. It allows them to make constructive decisions about their careers in future. This mentorship programme includes regular campus visits, attending lectures, educational workshops such

as study techniques, self-esteem and entrepreneurial workshops, thus equipping them with the necessary skills to play a meaningful role in society. Schools will be required to complete an application form and submit a business plan which will be reviewed according to specific criteria. Schools

will then be shortlisted and given the opportunity to be part of the project. F or more information or to apply, contact Anthea Jacobs on 021 406 2532 or email anthea.jacobs@media24.com or visit www.empowerment24.co.za.

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Khanya Migration

Public sector

By the start of the 2012 academic year, every educator in every school of the Western Cape will be empowered to use appropriate and available technology to deliver curriculum to each and every learner in the Western Cape.

his was the ambitious goal when the Western Cape Education Department (WCED) started the Khanya project in 2001 and, with this objective in sight, a process is underway to mainstream the functions of the project within the core components of the department and not operate it as a stand-alone project. Brian Schreuder, Deputy Director-General: Curriculum and Assessment Management, who is heading the process, said Khanya would have fulfilled its mandate by March 2012 when all schools were expected to have computer labs plus other ICT equipment for e-learning. “So the time is right and it has been envisaged for some time that the project would come to an end and that the functions Khanya performs would be taken up within the main components of the department.” Schreuder said the process, which started in 2009, gathered momentum at the start of this year. “We are following a handover strategy developed by Khanya Manager,

Kobus van Wyk. Components were identified that would ordinarily perform the functions the Khanya team were responsible for and a management committee comprising of the managers of these components was appointed. We had engagements with these components and also had road shows with the districts so that it is clear which functions they will have and what support they will get.” The functions that will be mainstreamed included the procurement of ICT equipment and hardware and software; infrastructure development; maintenance; teacher training; e-learning curriculum development or the ongoing expansion of the utilisation of ICT by teachers to enhance teaching and learning. Schreuder said ongoing guidelines for the utilization of ICT in teaching will be the function of e-Learning in Curriculum. “The responsibility for the training of teachers will be combined between the Cape Teaching and Leadership Institute and the Centre for e-Innovation (Ce-I) in the Department of the Premier as well as District Advisors. The districts will have an ongoing function of

supporting teachers in the use of ICT.” At head office level, Curriculum Planners will be tasked with ensuring that the guidelines and content for the use of ICT in particular subjects receive attention. “We will continue to have updates on the curriculum website where teachers can access the information.” Schreuder said a challenge was the maintenance aspect of the work Khanya was currently doing. “That will largely be the function of Ce-I because it is an overarching and cross cutting function. We have started to engage with them in terms of what the capacity and the knowledge and skills are that they will require to be able to perform the function. In the shorter term we will utilize the e-learning advisor in districts to do initial or first step identification of maintenance needs.” He added that the March 2012 date for the final wrap-up of Khanya as an individual project will be dependent on one or two aspects, such as maintenance and the ability of Ce-I to maintain the infrastructure and hardware.

“As part of the process, we will continue to look at the support required for schools by districts to be able to make sure that the investment we made in Khanya is not wasted.” “It is important to note that when the Khanya project started, they indicated to schools that schools need to have a sustainable management plan for ICT in schools in place. The Khanya project was intended to kick start that by providing schools with initial equipment, initial training and initial expertise. Many schools have done this (implemented a sustainable management plan) and therefore are in a position to be able to continue refurbishing and renewing their structures. Some schools have not. As part of the process, we will continue to look at the support required for schools by districts to be able to make sure that the investment we made in Khanya is not wasted.”

Excellent use of technology in a poor school Riverlands Primary School has been lauded as an example of how technology can make a difference in a school.

he school served a rural community in the farmlands between Atlantis and Malmesbury. The principal, Jonathan Saunders, was committed to improving education in a disadvantaged community and the educators took to the use of ICT with enthusiasm. Last year the school did exceptionally well in the CAMI Speed Challenge, which was held in George. The CAMI competition is a mathematics speed test, lasting 400 seconds. The level of difficulty is determined using a sliding scale, based on a Grade level. More than 100 000 Western Cape learners from grades 1 – 11 participated and Riverlands scored one first place in a grade, two second places and two third places. Their excellent results were rewarded with three interactive whiteboards. The school also won an interactive whiteboard in a Xenophobia Powerpoint competition. Riverlands had the most entries. Saunders said the main reason for the school’s participation was to improve numeracy results. All learners are exposed to technology with a view to honing their mathematics results. He said one of the secondary benefits of participating in competitions of this nature is that it builds self-confidence in learners. They sit side by side with learners of the top schools and often beat them. The school believed that with the skills learners developed in the computer laboratory they have greater contact with the world beyond the confines of their immediate community and they would be able to compete for better jobs. Riverlands initially became a Khanya Lite school and received two computers and their staff were trained in basic computer literacy by

a Khanya facilitator. Their training and the limited exposure they had to technology had created a thirst for more and a desire to be able to expose their learners to the technology too, to be able to use it in their lessons. Driven by their enthusiasm and their commitment to technology, the Khanya Project decided to increase their commitment to the school and a full laboratory had been installed at the school. In their new laboratory, educators not only teach basic computer literacy to their learners but they integrate technology into their curriculum delivery. Through the eventual establishment of an internet connection, the children at Riverlands Primary will be exposed to a broad spectrum of resources and they will have direct contact with other learners and schools beyond the borders of their little rural town. A fully integrated timetable for the laboratory is in operation so all learners have regular exposure to the technology. In addition, Riverlands Primary would like to share their resources and knowledge with their community and they envisage having evening classes for parents and school leavers where they can, at a minimal cost, learn the basics of computer literacy. They will also be able to access the computers for the processing of CV’s and other documents. In this way, the school hoped to upskill and empower the community so they too can create better opportunities for themselves. Riverlands Primary has come a long way in their quest for better opportunities for their learners. They know that it is not a battle that has now been won, but a journey on which they have embarked and they are committed to helping their learners to travel safely, with informed guidance, to a worthy destination.

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development

Learner pregnancies

A challenge for quality education The Circuit 2 team of the Cape Winelands Education District, which works in schools in Paarl, hosted a very successful seminar on learner pregnancies, in partnership with the Health Department’s Drakenstein sub-district.

he event was attended by the public, members of the high schools’ Representative Councils of Learners, School Governing Bodies, principals, Life Orientation subject heads, councillors at schools, representatives of the SAPS, the department of Social Development, community organisations, church groups and welfare organisations.

Sura Swart, Senior Education Specialist: School Social Work, said special mention must be made of the presence of boy learners and their lively contribution to discussions. “It is a definite indication that they are willing to acknowledge the co-responsibility that boys have in terms of learner pregnancy.” Linda Rose, Chief Director: Districts, expressed appreciation for

the motivation of those present to contribute towards change. The seminar was opened by Jannie Beukes, Director: West Coast Education District. Kay Simpson, Head: District-based Nursing Services of the Department of Health’s Drakenstein sub-district, did a presentation about the nature and scope of learner pregnancies. She quoted research by the HSRC (2009) about Teenage Pregnancy and the Centre for Applied Legal Studies (2010) study about Drop-outs. Pregnancy seemed to be the biggest reason why girls drop out of school. Teenage dads are mostly still at school or leave school early and are then unemployed. This caused teenage parents to run the risk of not attaining the educational skills to be independent and self-reliant and it often leads to their children entering the education system with

economic and developmental challenges. Delegates at the seminar noted with alarm that the incidence of learner pregnancy in the service area of the Paarl Provincial Hospital

“It is a definite indication that they are willing to acknowledge the co-responsibility that boys have in terms of learner pregnancy.” was the highest compared to other provincial hospitals in the Cape Winelands District municipality. Dora Lucas, a councillor at Noorder-Paarl High School, gave

an indication of the context and the reasons learners gave for getting pregnant. From this it was clear that a lack of forethought and parents not being involved with their children’s education played a huge role. Attendees were especially touched by Lucas’ plea for involvement in the lives of young people. Swart provided a practical guide for the implementation of national and provincial policy on learner pregnancy. Emphasis was placed on the importance of prevention, focusing on learners as well as parents. During the question and answer session it was clear that attendees were keen to participate in actions to prevent learner pregnancy. A liaison committee was appointed to plan and implement further actions in cooperation with the Circuit Team and the Department of Health.

Practical guide

Implementation of the policy on ...

the management of learner pregnancy

Sura Swart, Senior Education Specialist: School Social Work, provided a practical guide for the implementation of existing national and provincial policy on the management of learner pregnancy at a seminar in Paarl.

POLICY FRAMEWORK

The policy is motivated by three important principles of the South-African Constitution, namely: The child’s right to education Every person’s right to equity (nondiscrimination) The rights of the child (including that of the baby) The premise of the policy is that learners be encouraged to abstain from sexual intercourse/sex and that their decisions are directed by healthy values. The importance of giving guidance to learners and empowering them with regards to upholding a healthy lifestyle is a priority. In dealing with learners that fall pregnant it must be noted that the procedure must comply with the three principles mentioned and that it is also applicable to the baby. IMPLEMENTATION OF THE POLICY FRAMEWORK PREVENTION

Prevention measures should be aimed at girls and boys and must focus on the learners’ knowledge, skills and attitude so that they can make informed and

responsible choices with regard to their health and future. The development of a vision for learners and the skill to be assertive is particularly important. The content of the Life Orientation Curriculum makes provision for this and should enjoy priority. Learners should receive guidance on the legal implications of the choices they make in terms of their sexual behaviour. Boys and girls must be aware that the Sexual Offences Act, Act 32 of 2007, makes it illegal for persons under the age of 16 years to be sexually active (considered as statutory rape). Furthermore, learners should be made aware of the obligations the Children’s Act, Act 38 of 2005, place on parents in terms of parental responsibility. Boys must be made aware that this legislation also equates the status of the illegitimate father to that of the married father. The long-term implications of this should be brought to boys’ attention. Prevention actions should not only focus on learners, but also on their parents. Parents should receive guidance on their parenting responsibilities, the importance of involvement with their children and establishing and modeling values within

the family. Furthermore, parents should be empowered in terms of the role they play in the School Governing Body and the development of a relevant Code of Conduct for learners. Stakeholders in the implementation of prevention measures include Life Orientation educators, counselors, welfare organisations, community organisations, churches and faith groups, School Governing Bodies, Representative Councils of Learners and the Departments of Social Development and Health.

support is drawn up for each pregnant learner where cooperation between the different parties (learner, parents, school, resources) is achieved. This plan should be the product of a holistic look at and collective decisions about the roles and responsibilities of all parties. It should provide for regular monitoring and evaluation of the situation, which may give rise to replanning.

PROCEDURE FOR THE HANDLING OF LEARNER PREGNANCY

A child over the age of 12 has a choice to inform her parents about her pregnancy and the principal or educator to whom she reveals her pregnancy may not inform the parents about it without her permission. Children under the age of 16 may not consent to sexual intercourse and pregnancy must be treated in accordance with the provisions of the Abuse No More policy document. It is also the case if the pregnancy of a learner younger than 18 is as a result of rape or incest. The provisions of the Sexual Offences Act, Act 32 of 2007, requires a teacher or principal to report the pregnancy of

Within the context of Inclusive Education learner pregnancy should be dealt with and managed as a barrier to learning. Learner pregnancy is not breaking a school rule or the challenge of authority and discipline, but a special education need. Therefore a learner cannot be brought before a disciplinary hearing or be expelled from school due to pregnancy. The academic/scholastic progress of the learner must always be paramount. It therefore requires that, in the interest of the learner, an individual plan of

There are fixed principles that determine the agreement which could be reached: Legal requirements

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development NEW

@ work Eight new directors have joined the ranks of senior management at the Western Cape Education Department, bringing with them a wealth of talent and experience in their fields. Here follows a brief introduction...

Berenice Daniels has been Director of Specialised Education Support since January 2011. She has a B.A. – B.Sc. degree from UCT, Honours in Psychology from UNISA and an M.Sc degree in Educational Psychology from the University of Manchester. She started as a mainstream high school teacher and then worked as a School Psychologist in various Special Schools and School Clinics. In 1997, she was seconded to the national Department of Education, as a co-ordinator of the National Commission on Special Needs in Education and Training and National Commission on Education Support Services and again in 1998 as one of the writers of the Special Education consultative document. She has authored various publications on Inclusive Education, School Psychology and Conflict Mediation and presented on these and related topics internationally. Before her appointment as director, Berenice was the Head of Specialised Learner and Educator Support at Metro South Education District. Her

hobbies are reading, dancing, theatre and she has a keen interest in current affairs. Cameron Matthews was appointed Director: Infrastructure Planning and Management. He is a professional quantity surveyor with five years senior management experience in the private sector. His sector background includes mining, processing, education and commercial property. “My interests include golf, cricket, inspirational literature, fishing and monitoring global markets trends. Something people may not know about me is that I am a keen and able cricketer.” Ivan Carolus, Director: Human Resource Administration (Rural and Office based) matriculated in 1976 and entered the Public Service in

1977. He studied part-time at the then Peninsula Technikon (Cape Peninsula University of Technology) and obtained the National Diploma in Public Administration. He continued his part-time studies at Stellenbosch University and obtained a Higher Diploma in Public Administration. “I spent most of my employment in the Public Service in Human Resources (Public Service staff) covering all disciplines and functions. My interests include being of service to my God, spending time with my family, breeding parrots and parakeets and photography and videography for events. Heinie Brand, Director: Metro North Education District, started his initial professional training at the Paarl Training College. He continued his academic training at the University of Stellenbosch completing a BA.; B.Ed. ; M.Ed. and Doctorate in Educational Philosophy with a focus on the role of self-education in establishing a democratic culture within

the school milieu. Dr Brand held the positions of principal at Paarl Gymnasium and Eversdal Primary School, as well as part-time lecturer at Stellenbosch University. When he has the time, he loves reading, he’s quite handy in and around the house - especially doing woodwork, and enjoys venturing outdoors over weekends. Makhosandile Timothy Ndzuzo was appointed Director: Institutional Management and Governance Planning (IMG). Before his current appointment, Mr Ndzuzo was the Director of the Overberg Education District. He is a graduate of Fort Hare University and the University of the Western Cape, where he obtained his B.Pedagogics and B.Education degrees. He was the principal of Desmond Tutu Secondary School from 1986 to 1996 and was Circuit Manager of the Helderberg and Paarl Circuits. He is a keen reader and loves sport -

Risk factors

Rights

No claims can be made to the school in respect of alternative and additional logistical arrangements for the pregnant learner.

Matthys Cronje, Director: Human Resource Management, graduated from Stellenbosch University with an Honours degree in Public Management with a focus on Human Resource Management. He completed various short courses in Human Resource Management as well as an International Study Tour on Public Service Reform to Australia and New Zealand. His Public Service career started at the Department of Education in 1992 and he gained extensive experience in various HR disciplines over the past 20 years. “I am a seasoned traveller and like to experience various cultures both local and international. I also enjoy reading with over 400 books in my personal library and I like mountain hiking.” Paul Swart, Director: Institutional Resource Support, has been in the service of the WCED for the past 30 years. He started out as an educator in 1981 and worked his way through the ranks as Head of Department (HoD) and Acting Senior HoD/Deputy Principal). From 1996 to 2001 he was a school principal and was then appointed as ELSEN Specialist in the Education District: Central. Before his current appointment he was the Programme Manager: National School Nutrition Programme (2004January 2011. His interests include reading, camping and music.

a learner younger than 16 years to the police as a sexual offence. If the learner is under the age of 18, the learner’s parents are obligated by the Children’s Act to accept parental responsibilities for the baby. They have an important role and contribution in the drawing up and execution of the support plan. A learner’s attendance, when she is pregnant, is at her own risk and parents should exempt the school in writing from liability for any pregnancy-related injuries or incidents. Parents should carefully note that the school does not have medical personnel available who can offer support. It should also be taken into account how quickly emergency services such as an ambulance will be available in the event of a crisis. An agreement on the period before and after childbirth, during which the learner will be absent, must take into account that a birth at school could be traumatic for the learner, the baby and the other learners. It is important that medical reports on the progress of the pregnancy be provided often. Replanning may therefore occur.

especially rugby. He has been involved in many community initiatives. He is also involved in the Methodist church. Mr. Ndzuzo has also served as Deputy Chairperson of the Bonitas Medical Scheme from 2003 - 2006.

No exceptions can be made regarding compliance with the school’s Learner Code of Conduct, for example in terms of wearing the prescribed school uniform. After birth, the learner may not bring the child to the school or to a school event. A Support Plan, focused on the least disruption to the child’s scholastic functioning, will include provisions such as curriculum content and assessment tasks that the learner can complete at home. However, when considering this, attention should be given to practical

aspects like, for example, the learner’s ability to study subjects such as Mathematics, Geography and Science at home. It must be emphasised that the learner and her parents should be responsible for collecting the content at school and providing the completed tasks to the educator for assessment purposes. Special arrangements can be made for Grade 12 learners with regard to writing the National Senior Certificate examination. In respect of matters for which the school cannot provide support, the

parents and learner should be referred to the relevant service providers in the community or the support services of the Circuit team attached to the relevant District Office. It is not only the expectant mother who must receive support, but also the future father. He needs guidance on his co-responsibility as a parent and illegitimate father, as indicated by the Children’s Act. If the father is not in the same school as the mother, the principal of the relevant school should be informed.

Washiela Salie, was appointed Director: Financial Accounting. She is a qualified accountant and started working in the public sector as a State Accountant. “The opportunity to complete the financial statements in public sector accounting was the turning point in my career. It increased my appetite for knowledge as each figure on the financial statements uncovered interesting stories that took me on incredible journeys.” Before taking up her current position she was the head of supply chain management and in charge of the performance and compliance unit at Transport and Public Works. She regularly hikes in Cecilia Forest and Constantia Neck in the company of her Jack Russel, Cody. She also knits for charity.

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Behaviour matters

Children are inherently good Can you say with no uncertainty that, “children are inherently good?” If you hesitate or perhaps qualify your “yes” with a “but,” then you have shifted away from this, wrote Neville Goliath in his newsletter Behaviour Matters.

hildren have become part of the description of modern day society with the apt reference to the youth of today as “generation Y.” The lack of clear definition is born in the often confused professional and medical diagnosis made by practitioners wanting to label kids according to the behaviour they see. In my work as the Coordinator of the Positive Behaviour Programme in the Metro North Education District of the Western Cape Education Department, I have come to learn that, “the behaviour I see, should always mean more to me”. Meaning making is one of the “new” trends that young people verbalise. Many however choose to demonstrate their confusion through their behaviour. Does the behaviour of the child become the total description of the child?

“The essence of human existence is where you come from. In the movie Patch Adams, the lead character says home is a place where you come from, but home is also where you are going to.” In the article by Diana Appleyard, titled: Are children born to be bad? (Cape Argus, 1 October 2010), it seems to be described in that way. The term “toxic kids” are coined by psychiatrists who have lost faith in their own understanding of what children are experiencing in modern day society. Although the article was mainly based on UK examples, many South African readers would find examples in their homes and classrooms in SA schools. What are parents to do to make meaning of the “bad” experiences they had with the children in their lives? hildren must experience C attachment, acceptance, respect and love to develop a sense of belonging

Children are inherently good. This I say without hesitation and qualification. All behaviour answers a need. As a school psychologist

working with various groups of learners, I encounter many labels that brought young people to the point of engagement. Gangster, druggie, disrespectful and disruptive are labels young people carry with pain to the point of either making the effort to strip it and just simply embracing it. It is a hard choice that is not often theirs to make. Stripping the label comes with little support and encouragement from significant adults in the young person’s life and embracing it goes with dire consequences. The “easy” choice is often the most difficult one to make if I believe the opinions of the young people in the groups I work with. In Appleyard’s article she refers to “bad seeds” that would imply that “bad people” would grow from it. hildren must experience C attachment, acceptance, respect and love to develop a sense of belonging - basic requirements for human existence.

Absent or insufficient fulfillment would prepare the soil of discouragement for the child. Yes, this sounds like a pronurture argument to this problem. Nurturing is however born in “relationships”. That is what children need for positive development. Not materialistic things that Appleyard describes as “every possible advantage to give them (children) the best possible life”. The best thing you could probably give a child is a relationship. Children only require one significant adult to give them the significance to be “good”. elonging in a world of B detachment

The essence of human existence is where you come from. In the movie Patch Adams, the lead character says home is a place where you come from, but home is also where you are going to. The lack of a home becomes descriptive of your sense of belonging. Many young people in modern day South Africa miss out on the opportunity to define their home, because often that in exactly what is wrong in their lives. Insufficient nurturance, love and attachments set the scene for a very turbulent life. Yes, many beat the odds and rise above such circum-

stances. Many learners don’t have the resilience to beat the odds. Resilience is born in relationship and belief that you can beat the odds. It requires just one significant adult to ensure that children embrace their inherently “good” nature. enerosity a way of G self-expression

Children can only give what they have. The inherent good nature of children gets shaped in relationships. Good and sound interactions develop from the training they receive in normal everyday relationships. Virtue is found in the positive relationships young people manage to have. Values only live within social or human interaction. You are not born with values, you acquire it in relationships. Giving expression to values is a constant trial and error experience that enables you to believe in people and the value of their existence. The inherent goodness of children is nurtured in virtuous relationships.

The absence of such relationships would prevent children from developing the connectedness to their inherent goodness. Mastery is a basic need

Self-worth and the need to be successful or at least to be good at something is an inherent human need. Everyone wants to be successful. It allows you to feel good. Family, community and schools are the arenas where this basic human need must be met. This basic desire for goodness becomes the life goal of each person. Creating opportunities to achieve lies within the responsibility of parents and the schools. Children are coached into mastery and achieving their self- worth becomes the confirmation that they are worthy and good. I ndependence gives children power

Independence is the end goal of education. All children must be

independent to take responsibility for the citizenship they must live. To take up the leadership within the service they are rendering to society. This is the ideal of education. All children want to have the power to be independent. To make the choices that matter. South Africa’s Bill of Responsibilities is a LeadSA initiative, in collaboration with the Education Department, to train kids about their responsibilities. Although children are born with rights, they are not born with responsibilities. Responsibilities require active training and coaching. Therefore children need coaching in these responsibilities. Without the coaching, children could develop a negative power and could easily be labeled “toxic kids”. Children only require one significant adult to give them the significance to be “good.” Goodness is found in relationships…

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Big picture

Every learner has a right to quality education Premier Helen Zille described the approach of the Western Cape Government to providing quality education to delegates of the Sixth World Congress of Education International in Cape Town in July. This is the text of her speech.

am delighted to welcome Education International and so many education experts, policy-makers, teachers and opinion-formers to our province and to the beautiful city of Cape Town. You have a full programme and will be dealing with complex issues of fundamental importance to the future. Indeed, it is absolutely apposite to say that building a future for all, world-wide, depends on quality education. This is the theme of your conference. I think it is true to say that in many developing countries we have too often focused exclusively on extending access to education, without paying enough attention to the quality of schooling that is offered. This Congress, I hope, will go some way to address this. The impact of quality education on individual development, life-long learning and earning opportunities and the needs of society are indisputable. A nation develops if its institutions serve all its people and offer them real opportunities to shape their lives and determine their future. In economic terms, two quick examples will suffice. In her recent book, ‘The Flat World and Education’, Linda DarlingHammond quotes OECD research that for every year the average schooling level of the population is raised, there is a corresponding increase of 3,7% in long term economic growth. And we know that one can never sustainably increase employment without long term economic growth. Closer to home, a recent report by the Stellenbosch University Economics Department on the costs of illiteracy in South Africa found that, if the quality of schooling in South Africa was where it should be (at a level befitting a country of our economic development), our Gross

Domestic Product would be R550 billion higher or 23% above the current level. The benefits of such increased economic activity in a society still characterised by unacceptable levels of poverty and inequality are obvious. But getting our education system right is not just about the economic well-being of our nation as a whole. It is about taking the rights of every learner seriously, and improving their life chances. This is not just a moral issue. It is a constitutional imperative. As section 28 (2) of our Constitution states: “A child’s best interests are of paramount importance in every matter concerning the child.”

“I think it is true to say that in many developing countries we have too often focused exclusively on extending access to education, without paying enough attention to the quality of schooling that is offered.” The right of every learner to a quality education underpins our approach in the Western Cape. No other consideration can be more important than this fundamental right. We are fully committed to overcoming the legacy of apartheid and shifting resources in favour of the poor. That is why we allocate far higher subsidies and more teaching posts to schools that serve our poorest communities. The 1 500 extra teachers allocated to these schools are worth R 367 million in redress. Since coming into office in 2009, we have developed and published a clear set of strategic, measurable priorities that allow us to monitor progress towards our objective of improving the quality of education in the Western Cape. We have set targets for: T he retention of learners in the

school system

I mproved literacy and numeracy

results by testing from the Foundation Phase onwards T he number of candidates passing the public examinations in Grade 12 T he number of candidates passing with access to higher education T he number of candidates

passing mathematics and the sciences. We have a long way to go, but I am pleased to say that, after 2 years in office, the indicators in all these areas are positive. Most notably, we have arrested the year-on-year decline in education standards that the province experienced over the last seven years. There is no single ‘silver bullet’ for improving quality. It is the result of a number of interrelated interventions. These include: T he creation of text-rich

classrooms. This year, for the first time ever, anywhere in the country, every child in grades 2-7 will have access to their own maths textbook. We also provide reading books for grades 1-6 in the 258 primary schools that serve our poorest communities. E nsuring that schools are first and foremost places where learning and teaching takes place. We protect classroom time vigorously, even using school holidays as an opportunity to provide additional support. A n extensive infrastructure plan aimed at building schools more quickly and efficiently, while at the same time reducing building costs per school through the issuing of group tenders and through maximising economies of scale. Over the next three years, we will have built 45 new schools. A renewed focus on accountability throughout the system. Where schools fail learners by repeatedly producing poor results, additional resources and training are made available in order to rectify the situation. We have also strengthened our legislative framework to enable the department to intervene more directly and to apply corrective measures. And we will apply these.

I have deliberately set out our strategies without reference to the most vital component of all - the teacher. This is what you might call saving the most important for last. There are thousands of heroic, competent, committed teachers in our province and across the country. Our good teachers are doing more than any other professional to build the new South Africa. We salute them. For our part, we have to ensure good management of the system. There is a long way to go, but we are, for instance: A dvertising and filling teaching posts in the shortest time possible in the interests of security and stability in teachers’ working environment. W e have allocated R91 million for in-service teacher development

“The right of every learner to a quality education underpins our approach in the Western Cape. No other consideration can be more important than this fundamental right.” in this financial year and have focused on improving the management skills of our school leaders and the classroom skills of our teachers. Over 3 000 attended the Foundation Phase literacy and mathematics sessions held over the recent three week holiday in Cape Town, and many commented on their increased empowerment as professionals better equipped to respond to the needs of their pupils. O verall, every effort has been made to reduce administrative demands to the essential, and provide appropriate support. The Western Cape Education Department respects teaching professionals and takes its responsibility as the employer of over 31 000 teachers, with clearly defined labour rights, very seriously indeed. We will continue to support our teachers to be the best they can be so that our learners can become the best they can be. The rights of teachers and the rights of learners are therefore wholly compatible. This is the point of departure of every professional teacher. But there are some who don’t agree. Not only do they differ with us, but they try to prevent us from exercising our right to free speech at important Congresses like this. Well, if there are differences, let us de-

bate them. Let’s have an open and honest conversation about our respective priorities when it comes to education. In my experience as a former Provincial Minister of Education, there are at least two categories of teacher: those who put their pupils’ rights first, and those that don’t. We salute the former and the professional unions that represent their rights and interests. We cannot allow vested interests to block our plans to improve the quality of education. If we do, we will have fallen short of our constitutional obligations, and betrayed our country. As your Congress theme recognises: Everybody’s future is at stake. That is why we have provided for a range of accountability measures - including the signing of performance contracts linked to learner outcomes - in schools. The life blood of all true professions - teaching included - has always been accountability. The price of failing the children in our schools is simply too high a price to pay. President Hopgood, the programme for your Congress covers many of these and other important issues. We will follow the informed debates with great interest and wish you every success as you and the delegates grapple with the ongoing challenges. I thank you.

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reviews Must reads

edulis: Teach with the brain in mind Yo u can borrow these an d simil ar t itl es fro m your Education District Resource Centr e o r EDULIS Libr ary.

1 Differentiation and the brain: how neuroscience supports the learnerfriendly classroom. by Sousa, D.A. 2011 Provides educators with ways to use brain research to develop strategies that will allow students to succeed in classrooms that contain a diverse mix of abilities, cultures, and languages.

Enriching the brain: how to maximize every learner’s potential.

Effectively reveals the limitations of the traditional ‘fixed brain theory’ and offers a vivid picture of the human brain as a dynamic and changing organ. It convincingly demonstrates how an enriching environment improves brain functioning and enhances intelligence of all learners.

3 Becoming a “wiz” at brain-based teaching: how to make every year your best year. by Sprenger, M. 2007

Elizabeth van Tonder (Somerset College) recommends The success principles for teens by Jack Canfield and Kent Healy. “Brilliant, practical inspiration for teenagers to achieve success. Short notes make it inviting for reluctant readers.”

Teaching the adolescent brain.

[multimedia] 2006 1 DVD (105 min.) & 1 facilitator’s guide. Reveals the reasons why teens behave the way they do – their difficulties with planning, time management, and deadlines. Shows examples of teaching strategies that match teenagers’ developing minds and help support their maturing thinking skills. Focuses on how educators can influence teens to avoid negative behaviours, including health and risk-related issues that often derail learning.

Ways of learning: learning theories and learning styles in the classroom.

by Jensen, E. 2008

Client’s choice

With Wizard of Oz metaphors and new graphic organizers, illustrations, and sidebars, this helps teachers translate current research on learning, memory, and the brain into effective classroom practice.

Reflective practice to improve schools: an action guide for educators. by Jennifer York-Barr ... [et al.]. 2006 An easy read that has the power to endlessly renew your hope and potential. Insights gained improve teaching and leadership practices that result in enhanced learning and development for students.

7 amazing discoveries: practical applications of new brain research. [DVD] 2006 1 DVD (25 min). & 1 study guide. Student achievement comes from using proven strategies in a positive, caring environment. In this user-friendly DVD, Eric Jensen, a leading expert in translating brain research, presents seven remarkable discoveries that can positively affect school attendance and student behaviour, cognition, memory, and social skills.

by Pritchard, A. 2005 With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide better learning situations which are more likely to lead to effective learning.

Teaching with the brain in mind.

by Jensen, E. 2005 It balances the research and theory of the brain with successful tips and techniques for using that information in classrooms. From its primer on brain biology to in-depth discussions of emotion, memory, and recall, it is an invaluable tool for any educator looking to better reach students through truly brain-compatible teaching and learning.

The learning brain: lessons for education.

by Blakemore, S. & Frith, U. 2005 Two leading authorities in the field review what we know about how and when the brain learns, and consider the implications of this knowledge for educational policy and practice.

10 The brain-compatible classroom: using what we know about learning to improve teaching. by Erlauer, L. 2003 Laura Erlauer has studied brain research and applied it to classroom teaching in a way that is both intuitive and scientific. Synthesising recent research exploring how the brain works, she explains how students’ emotions and stress affect their ability to learn, how the physical classroom environment influences learning, and what forms of assessment work best. Drawing on her experience as a teacher and principal, Erlauer summarises current brain research and shows how teachers can use this knowledge in the classroom every day.

ce centre Your nearest resour EDULIS LIBRARY Tel: 021 957 9618 Fax: 021 948 0748 edulis@pgwc.gov.za 1st Floor Middestad Mall Charl Malan Street Bellville

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

Metropole East Cheryl Joseph Tel: 021 900 5111 Fax: 021 903 9484 Cehjoseph@pgwc.gov.za Old Nooiensfontein Road Kuils River

Cape Winelands Janine Ontong Tel: 023 348 4657 Fax: 023 342 4138 Jcontong@pgwc.gov.za 9 Durban Street Worcester

wcednews A U G U ST 2 0 1 1

arts&culture

Just dancing A local film producer was so impressed with the storyline and the performance of Eerste River High School learners at the ArtsCape High School Drama Competition last year that he approached the school with the idea of transforming their play into a movie.

EARTHSONG A showcase of talented young artists The environment inspired a programme of integrated arts presented by the Arts and Culture Focus schools at the Joseph Stone Auditorium in Athlone on 5 and 6 August. The programme included dance, design, drama, music and visual arts. The presentation, titled Earthsong/Aardlied, touched on current issues such as stewardship of the earth, water conservation and the social environment. The production was directed by the well-known Alfred Hinkel, who guided last years’ highly acclaimed 2010 focus school production ‘My Country South Africa’, presented as part of the Artscape youth celebrations. The WCED Arts and Culture focus school project began in 2006. Ten schools were identified for purposes of redress, to ensure access to an arts education for learners in each district and to promote these scarce subjects that could contribute to the economy. The schools were equipped with infrastructure and resources to offer the five arts subjects up to Grade 12.

The performance showcased the talent emerging from these schools.

erome Mouton of Dreamland Pictures said he saw the impact the play had on the people watching it and wanted to bring it to a wider audience. Drama teacher Jill Markram adapted her play Just Dancing for the big screen and the cast of the play were kept on board for the filming. The crew consisted of two cameramen, with the learners helping out wherever they could. Mouton said he was confident the

Participating schools included: Alexander Sinton High, Athlone Belhar High, Belhar Cedar Secondary, Mitchell’s Plain Chris Hani Secondary, Khayelitsha Eerste Rivier Secondary, Eerste River S choonspruit Secondary, Malmesbury South Peninsula High, Diep River Worcester Secondary, Worcester Wynberg High, Wynberg

National championships

Western Cape schools excel

at national school choir competitions More than 8 000 learners from 108 schools participated in the Western Cape district elimination rounds of the South African Schools’ Choral Eisteddfod (SASCE).

his flagship project forms part of the school enrichment programmes of the Department of Basic Education (DBE). The SASCE, which is in its eleventh year, is jointly organized by the DBE and the nine provincial education departments as well as the teacher unions and other stakeholders in education. A total of 19 Western Cape schools from the Metros, West Coast and Eden and Central Karoo participated in the eleventh SASCE national championships when more than 10 000 learners, teachers and parents from across the country ascended on the Heartfelt Arena in Pretoria from 30 June to 3 July.

The music performed ranged from indigenous folklore, opera arias, duets and ensembles to classical songs for soloists and choral groups as well as songs focusing on HIV/Aids. The following soloists and choirs received awards at the national championships: Open own choice: Weltevreden Primary School (second position); Soprano solo: Qingqa Mntawana Primary School (winner); Mezzo-Soprano solo: Sivile Primary School (second position); Opera soprano solo: Luhlaza Secondary School (second position) Opera duet: Luhlaza Second-

ary School (third position);

Opera ensemble Luhlaza

Secondary School (winner);

Male voice choirs: Bloekombos Secondary School (third position). Eight school choirs from the Cape also competed in the final rounds of the national ATKV–Applous competition, held at the MZ Matthews Hall at UNISA from 27 to 30 July. The choirs were awarded with the following prizes: Less experienced primary school choirs: Eikestad Primary School (gold winner); More experienced primary school choirs: Gene Louw Primary School (cum laude winner), Eversdal Primary

School (cum laude second position), Durbanville Primary School (gold third position); Non-Afrikaans speaking primary school choirs: Rustenburg Junior School for Girls (gold winner); More experienced high school choirs: Stellenberg High School (cum laude winner). The SASCE is a strategic programme of the DBE. It is in line with the department’s quest to promote unity in diversity and a national identity among South African school going youth.

T he list of prescribed music for 2012 is available at http:// curriculum-dev.wcape.school.za

project would open learners to the opportunities available to them in the film and television industry. He said the film dealt with issues of substance abuse, gangsterism and associated peer pressure. “It is a true reflection of life on the Cape Flats for teenagers. The movie is a must for high school learners on the Cape Flats and is very inspirational.”

For a copy of the DVD, contact Eerste River High School on 021 904 5270.

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noticeboard

A quick guide to

Circulars

The Western Cape Education Department (WCED) issued the following circulars and circular minutes during the period May – July 2011

0010/2011 Consideration of applications for exemption from payment of school fees http://wced.pgwc.gov.za/circulars/circulars11/ e10_11.html 0011/2011 Involvement of educators and public service staff in local elections http://wced.pgwc.gov.za/circulars/circulars11/ e11_11.html 0012/2011 Exit questionnaire for educators and public servants leaving the employ of the Western Cape Education Department http://wced.pgwc.gov.za/circulars/circulars11/ e12_11.html 0013/2011 Increased Grade R learner subsidy and related matters http://wced.pgwc.gov.za/circulars/circulars11/ e13_11.html 0014/2011 The criteria to be applied for the 2011 National Senior Certificate Awards http://wced.pgwc.gov.za/circulars/circulars11/ e14_11.html 0015/2011 The use of external chief invigilators and the phasing in of teachers as invigilators for the National Senior Certificate examinations of November 2011 http://wced.pgwc.gov.za/circulars/circulars11/ e15_11.html 0016/2011 Implementation of the Disability Strategy and Disability Disclosure Form for the Western Cape Education Department http://wced.pgwc.gov.za/circulars/circulars11/ e16_11.html 0017/2011 Compensation for school fee exemptions and guidelines for the claims process http://wced.pgwc.gov.za/circulars/circulars11/ e17_11.html

EDUCATION PLANNING MINUTES INFRASTRUCTURE PLANNING AND MANAGEMENT 0002/2011 Notice to all principals of infrastructure assessment to be conducted from April to October 2011 http://wced.pgwc.gov.za/circulars/minutes11/ PSminutes/edip2_11.html

KNOWLEDGE MANAGEMENT 0006/2011 Cemis data preparation for assessment http://wced.pgwc.gov.za/circulars/minutes11/ PSminutes/edkm6_11.html 0007/2011 Notice to school principals of the national EMIS Data Quality Audit in Ordinary and special schools during 2011 http://wced.pgwc.gov.za/circulars/minutes11/ PSminutes/edkm7_11.html 0008/2011 Name changes to WCED Websites http://wced.pgwc.gov.za/circulars/minutes11/ PSminutes/edkm8_11.html

RESEARCH SERVICES 0002/2011 WCED Grade 9 Systemic Tests (Language and Mathematics) http://wced.pgwc.gov.za/circulars/minutes11/ PSminutes/edrs2_11.html

CURRICULUM AND ASSESSMENT MANAGEMENT MINUTES ASSESSMENT MANAGEMENT 0005/2011 Clarity on the period of validity of School-Based Assessment marks http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edam5_11.html 0006/2011 Progression and promotion for Grades R – 9 in 2011 http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edam6_11.html 0007/2011 Correction of timetable for the OctoberDecember 2011 National Senior Certificate Examinations http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edam7_11.html 0008/2011 Amendments to examination guidelines for Music, Civil Technology, Design, Computer Appocations Technology and Consumer Studies for 2011 National Senior Certificate Examinations http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edam8_11.html

CAPE TEACHING AND LEADERSHIP INSTITUTE 0002/2011 Foundation Phase Reading Conference http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ectli2_11.html

0003/2011 INTERSEN Reading Conference http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ectli3_11.html 0004/2011 Principals’ Conference http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ectli4_11.html 0005/2011 Mathematics Solutions Conference http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ectli5_11.html 0006/2011 National Teaching Awards 2011 http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ectli6_11.html

CURRICULUM DEVELOPMENT 0001/2011 Mindset Learn Xtra Support Programmes and Sunday Times Question-and-Answer booklet for 2011 matrics http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ehdk1_11.html 0002/2011 Curriculum and Assessment Policy Statements (CAPS) for the Foundation Phase and Further Education and Training Phase http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/ehdk2_11.html

CURRICULUM GET 0005/2011 Supply of Maths Kits to all Phase 1 Literacy and Numeracy Intervention Schools http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg5_11.html 0006/2011 Supply of books in English to selected Xhosa- and Afrikaans-medium schools http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg6_11.html 0007/2011 Western Cape Education Department’s Literacy and Numeracy Intervention – Reading Schemes to all Phase 2, Phase 3 and schools with Xhosa as LOLT http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg7_11.html 0008/2011 Supply of Numeracy textbooks and teachers’ guides for Grades 2 and 3 learners in all public primary schools http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg8_11.html 0009/2011 Self-assesment tool for principals, heads of departments and teachers in the foundation phase http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg9_11.html

0010/2011 WCED Literacy and Numeracy Intervention (Phase 2) – Training in June 2011 for Grade 1 to 6 teachers http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg10_11.html

0002/2011 May/June 2011 Senior Certificate and ABET Level 4 examinations – Collection of examination material http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edea2_11.html

0011/2011 Nkosi Albert Luthuli Young Historians’ Award http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg11_11.html

0003/2011 Appointment of invigilators for the November 2011 National Senior Certificate (NSC) examinations, March 2012 NSC Supplementary and May/June 2012 Senior Certificate Examinations http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edea3_11.html

0012/2011 National Curriculum and Assessment Policy Statement – Rollout plan for the Foundation Phase (Grades R to 3) http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg12_11.html 0013/2011 Provisional lists of prescribed and recommended books for Literature Study for Grades 7 to 11 in 2012 http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg13_11.html 0014/2011 Delivery of Grade 1-6 learner workbooks 2 to public primary schools http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcg14_11.html

CURRICULUM FET 0005/2011 Distribution of FET exemplar question papers and memoranda for Grades 10-12 (June 2011) http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcf5_11.html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES 0003/2011 Early enrolment for 2012 http://wced.pgwc.gov.za/circulars/minutes11/ IDCminutes/eidc3_11.html 0004/2011 Ending of school day for Grades 1 to 12 learners during examinations period http://wced.pgwc.gov.za/circulars/minutes11/ IDCminutes/eidc4_11.html 0005/2011 Examinations arrangements during the third and fourth school terms of 2011 http://wced.pgwc.gov.za/circulars/minutes11/ IDCminutes/eidc5_11.html

INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING

0006/2011 Library administration using the telematics platform http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcf6_11.html

0004/2011 Provincial Principals’ Forum Minutes of 11 February 2011 http://wced.pgwc.gov.za/circulars/minutes11/ IDCminutes/eimg4_11.html

0007/2011 Orientation of SMTs and Grade 10 teachers for 2012 implementation of the Curriculum and Assessment Policy Statement (CAPS) http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edcf7_11.html

0005/2011 Provincial Principals’ Forum Minutes of 07 May 2011 http://wced.pgwc.gov.za/circulars/minutes11/ IDCminutes/eimg5_11.html

EXAMINATIONS ADMINISTRATION

0001/2011 Invitation to apply for positions of internal moderators, chief markers, deputy chief markes and markers for the National Senior Certificate examinations of November 2011 and March 2012 http://wced.pgwc.gov.za/circulars/minutes11/ CMminutes/edea1_11.html

CORPORATE SERVICES MINUTES 0006/2011 IRP 5 & IT 3(a) Certificates for the 2010-2011 Tax Year http://wced.pgwc.gov.za/circulars/minutes11/ CSminutes/edfa6_11.html

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sport

Football fever

Experience tips the scales in favour of the WCED Football Club

Harry Wyngaard

After a slow start to the season, support for the Western Cape Education Department (WCED) Football Club, has picked up.

lub Manager Graham Manuels said for the first three matches, the club struggled to fill a team. Their indomitable spirit however prevailed and the team has been making their presence felt by winning five of their six matches played in the provincial government’s soccer league this season and drawing one. Their absence, partly due to a lack of support in 2010, however meant

“The club has about 20 players on their books. Their ages ranged from their twenties to fifties and the players represented the different directorates within the WCED.” that the team had to take part in the second division. Manuels acknowledged the commitment of the team members and expressed gratitude at their willingness to take the time out of their schedules to represent the department. Matches were being played on either Tuesday or Thurs-

day afternoons at 16:45 at the Alexandra Hospital. They do not play under lights and any delays meant that they had to play in the dark since the sun sets early in winter. The club has about 20 players on their books. Their ages ranged from their twenties to fifties and the players represented the different directorates within the WCED. Harry Wyngaard, the unofficial coach, said they were succeeding

Civic honour

against all odds. “The other departments have some huge and very fit players. So far, the team members’ years of experience and heart compensated for our lack of form or youthfulness.” Wyngaard recently had his first run-out in nearly a year when he came on as a substitute at half-time. “It almost gave me a heart attack, but I enjoyed the 30 minutes with the guys and me just standing

around and shouting orders.” WCED employees interested in joining the club could contact Graham Manuels (Graham. Manuels@pgwc.gov.za) on 021 467 2272 or Dion Seekoei at 021 467 2143. Supporters were also welcome. “A few years ago we even had cheerleaders and it would be great to enjoy the same level of support,” Wyngaard said.

Sports development

for Mitchell’s Plain teacher & sports ambassador The City of Cape Town has recently awarded a Mayor’s Medal to Ismail Teladia, a teacher at Spine Road High School in Mitchells Plain, for his contribution to sports development over nearly three decades.

eladia is currently a life orientation teacher. He was appointed team liaison officer for New Zealand for both the 2010 FIFA World Cup™ and the 2009 Confederations Cup. He launched the Legends Cup rugby tournament in 2010 to revive rugby at 80 disadvantaged schools across Cape Town. Selected teams played in the Mega 10 tournament during the June school holidays. Teladia is the president of the SA Schools Volleyball Association and has put together national coaching and referees courses for teachers over very many years. He is also the Commissioner for volleyball on the Confederation of School Sport Associations of Southern African (COSSASA). In his capacity as Sport Co-ordinator for WPSSP he is tasked with ensuring

that learners from all schools across the province are given opportunities to excel in their respective codes of sport. He is motivated by the research that he did in the Mitchell’s Plain area for his Masters Degree thesis “Using extra-curricular activities to change the disposition of learners to academic schooling.” He is currently reading for a Doctorate in Education with his thesis title; “Teenage pregnancy and HIV/AIDS awareness in high schools in Mitchell’s Plain.” Teladia has over the years made a huge impact on community and school sport at provincial, national and international level.

wcednews A U G U ST 2 0 1 1

sport

New record

Morne Moolman sets new record

Morne Moolman, a learner at DF Malan High School, set a new championship record of 83.16m in javelin in the qualifying rounds of the IAAF World Youth Championships in Lille, France.

On the final day of the Championships, the SA record holder could however not reproduce his form in the qualifying rounds and secured the silver medal with his best throw of 80.99m. His teammate Reinhard van Zyl of Gauteng became the new World Youth Champion in the javelin after an impressive 82.96m, a new personal best for him. The South African team brought home five medals – two gold medals, two silver and one bronze. Ten Western Cape athletes were included in Athletics South Africa’s team of 36 athletes. The Western Cape athletes (with their items and position on the world rankings in brackets) were: WESTERN PROVINCE: Morné Moolman (D.F. Malan) javelin (1); Tiaan Mouton (HJS Paarl) 400 m hurdles (1); Tiaan Smit (Paul Roos) 110 m hurdles (2); Bradley Britz (Western Cape Sport School) 100 m (7) and Mareike Wolhuter (Jan Kriel) 400 m. BOLAND: Jan-Louw Kotzé (Paarl Gym)

discuss (1); Willem van Schalkwyk (HS Bredasdorp) high jump (5); Maryke Brits (HMS Bloemhof) 100 m hurdles (7) and long jump; Marina Swanepoel (Paarl Gym) 400 m hurdles and Lorenzo Adams (HS Swartland) 400 m.

Youth Week Rugby Action

our Western Cape rugby players were included in the SA Schools team and eight others made the cut in the SA Academy team for 2011. These squads will compete in two international friendlies against a France Invitational squad this month. The teams were selected at the conclusion of the Coca-Cola Under-18 Craven Week. Western Province’s Tim Swiel of Bishops and Sikumbuzo Notshe of Wynberg Boys High School were selected along with Andrew Beerwinkel of High School Porterville (Boland) and Oudtshoorn High School’s Percy Williams (SWD). The SA Schools team will play against France on 20 August in Port Elizabeth. Edwin Sass (WP), John Kotze (WP), Dalton Kannemeyer (WP), Niklaas Rossouw (Boland), Chadley Wenn (Boland), Hewson Petersen (WP), Damian Engledoe (Boland) and Linden Rhode (SWD) were included in the SA Academy team to play against France on 13 August in Durban. The Western Cape teams had a poor showing in the Under-18 Craven Week in Kimberley while the Under-18 Academy Week team ended the tournament undefeated. They scored a 25-12 victory over the Golden Lions at the University of Johannesburg (UJ), triumphed against Eastern Province (28-25) and delivered a convincing 38-0 performance against the Blue Bulls. Meanwhile, a penalty in the dying moments of the final match of the Coca-Cola Under-13 Craven Week, played at Afrikaans Seuns Skool (Affies) in Pretoria, dashed Western Province’s

hope of ending the tournament undefeated. The Limpopo Blue Bulls secured a closely fought 8-6 victory over Western Province when utility back Schalk Erasmus kicked a last minute 40-metre penalty. Western Province’s Michael Visser opened the scoring with a penalty kick in the first half after which Limpopo scored the only try of the match. WP flyhalf Manuel Rass handed the Cape team the lead with four minutes remaining in the game with his first penalty of the match. However Erasmus had the final say after slotting his long range kick to hand the Limpopo Blue Bulls their fourth victory at the 2011 Coca-Cola Under-13 Craven Week. In their other three matches, WP won against the Leopards (18-6), Border (32-14) and the Gauteng Lions (13-5). Boland and SWD could only win one of their four matches. Lindsay Mould, Chairperson of the South African Rugby Schools Association, was pleased with the annual Coca-Cola Youth Weeks. “The rugby at both tournaments – the CocaCola Under-13 Craven Week and the Under-18 Academy Week – has been both entertaining as well as pleasing to watch. There have also been some good attendances at both Affies and at the University of Johannesburg venues, so there’s great interest at the moment. “I can also mention that I am extremely happy with the standard of refereeing at both weeks. If you look at some of the scorers, you’ll see they’ve allowed the players to play some exciting rugby within the boundaries of the laws.”

Spur School Mountain Bike League

gets off to a good start

In an action-packed start to the 2011 Spur School Mountain Bike League in the Western Cape, 130 learners took to the tracks at Contermanskloof on 25 June.

Johann Germishuys of Strand High School overcame a three-stroke deficit to join his younger brother Deon in the winners’ circle at the 2011 European Championship in Scotland. More than 500 of the world’s best young golf players from 40 countries competed in Europe’s premier junior tournament to showcase the next generation of golfing stars. The tournament is hosted annually by US Kids Golf. Players have to win qualifying tournaments to enter. There were 33 entries in Johann’s age group (boys 15 – 18). He posted a 1-under-par 71 in the final round to finish one shot clear of the secondround leader and the British Champion Tom Bayliss. In the Boys 11 category, with 56 entries, Deon, a learner at De Hoop Primary School, played an even-par 72 for his final round to surpass second-round leader Julien Paltrieni of Italy. He finished the tournament at 8-over-par 224, one stroke ahead of Paltrieni. Johann is a member of Strand High School’s golf team that recently won the Western Province Regional Schools Qualifying Tournament at the Royal Cape Golf Club. They will represent WP at the South African Schools Championships on 9 August at the Mount Edgecombe Golf Club in KwaZulu Natal.

Netball

his was the third season of the Spur School Mountain Bike League and according to Meurant Botha of league administrator Amarider, the event was growing in popularity. “The aim is to create a safe and fun environment for learners to compete while at the same time earn points for their schools.” Participants race in different age groups with separate categories for boys and girls. Teams could be entered in the boys, girls or mixed categories, which placed schools on equal footing and put victory within reach for all. Botha said they were especially excited about the two new primary school categories – “nippers” and “sprogs” - that were included at some of the regional events. “Amarider tries to introduce children to the sport as early as possible so that they can acquire the necessary skills to become adult mountain bikers who have an appreciation for the

Strand’s next generation of golfing stars

Three Luckhoff mountain bikers (left to right) Stanzel Olyn, Francois Johannes and Ashwin Harmse showed their mettle at the recent Spur Schools Mountain Bike regional event.

routes and a passion for the sport.” The early leaders at the top of the combined high school log were Parel Vallei with 236 points, followed by Montana High School with 226 points. In the boys’ category Paul Roos Gymnasium held the top position with 193 points, followed by Parel Vallei with 189 and Montana with 157 points. Montana High School was leading the girls’ high school division with 69 points, followed by Steenberg High School with 66 points and

Parel Vallei in third position with 47 points. The provincial series culminates in regional finals, which result in the top three schools and riders in each category going through to the national finals in Magaliesburg on 24 September.

F or more information, league calendar and results, visit www.spur.co.za/mtb or contact Amarider on 021 884 4547.

Western Cape teams had great success at the SA Schools All Ages Tournament that was held in Rustenburg from 26-30 June. Thirteen teams have brought medals back, including U/14 gold, U/15 gold, U/16 gold and U/17 gold. The LSEN team also earned gold. Other medal winners from the Western Cape were the U/12 Cedars (bronze), U/13 Cedars (silver), U/14 Cedars (bronze), U/15 Willows (silver), U/16 Cedars (bronze) and U/17 Oaks (bronze). The following Western Cape players have been included in the National U18 team that participated in a tournament in Malaysia earlier this month: Busisiwe Matutu (Table View HS), Oliva Langley (De Kuilen HS), Bronte Hendricks (De Kuilen HS), Justine de Wee (Durbanville HS), Carli Swart (Bloemhof HS) and Karin Burger (Vredendal HS). 18 U/17 players from the Western Cape were selected in the squad of 35 top players out of the nine provinces.