news
NEWSPAPER OF THE WCED
Inside this issue
NEWS
Renewable energy project exposes learners to the world of engineering See page 3
six million learners write first Annual national Assessments Learners in Grades 2 to 7 and Grade 10 in the Western Cape joined more than six million learners throughout South Africa who wrote the Annual National Assessments in February to measure learners’ skills in numeracy and literacy.
T
NEWS
Review: 2010 matric results See page 5
FEBRUARY 2011 | ISSUE 08
he Department of Basic Education set the ANAs nationally to provide benchmarks for all schools in the basic education sector. The education system will use the results to measure progress towards improving the quality of education in the country. Learners wrote tests in literacy and numeracy based on requirements of their grades in 2010, namely, Grades 1 to 6, and Grade 9. The Department of Basic Education said the results would provide teachers with empirical evidence on what the learner can or cannot do at a particular stage or grade. At a systemic level, the ANAs will provide data for policy decisions related to provision and support
required at various levels of the system. District officials will use the data to identify areas needing urgent support. The data will inform planning by principals, teachers and parents. Schools throughout the country wrote the tests for the first time on this scale. This presented challenges for national distribution of the papers. Officials of the Western Cape Education Department worked around the clock to ensure that 90% of schools in the province could write the papers on schedule.
“The resulTs of The lATesT TesTs WIll hopefully enCourAge sChools To ConTInue IMprovIng TeAChIng And leArnIng sTAndArds” Where it was not possible for the assessments to be written on the specified days, schools were encouraged to do so as soon as possible. The Western Cape Education Department (WCED) has tested the
literacy and numeracy performance of learners in Grades 3 and 6 since 2002 as part of a comprehensive literacy and numeracy strategy. The tests previously alternated every year between Grades 3 and 6. The WCED organised the tests for both grades in the same year for the first time in 2010, along with pilot tests for Grade 9 learners. The WCED has engaged independent service providers to administer the tests in the province since 2002. More than 247 000 learners wrote the tests on October last year. The department plans to announce the results at the end of February. The WCED will distribute individual school results to every school to inform teaching strategies that meet specific needs in 2011. Brian Schreuder, Deputy DirectorGeneral: Curriculum Management, said the tests had helped to inform interventions by the WCED and schools since 2002, with significant results, mainly in literacy. “The results of the latest tests will hopefully encourage schools to continue improving teaching and learning standards,” he said. More than 6 million learners throughout South Africa wrote assessments to measure progress towards improving the quality of education.
NEWS
Amplify the whispers See page 10
SPORT
FEATURES
Over a year ago, the Western Cape Provincial Government released its strategic plan for education for the years 2010 - 2019 which aims to dramatically improve the quality of education offered in this province, and ultimately, improve learner outcomes. Key areas include improving literacy and numeracy outcomes, holding senior management accountable for performance, increasing opportunities for ongoing educator professional development and training, improving school infrastructure, enhancing the protection of schools and learners, expanding the supply of textbooks and improving the responsiveness and efficiency of the wced. Just over one year on, the Western cape government can confidently say that we have made significant progress in laying the necessary foundation to achieve our objective of improving learner outcomes. For example, in literacy and numeracy, the Western Cape continues to lead the rest of the country in the use of extensive testing for learners. In terms of accountability, I and the head of the department, signed performance contracts which are directly linked to improving learner outcomes. This year, we will expand the signing of performance agreements to include principals and deputy principals, thereby, for the first time, directly linking performance assessment to the quality of learner outcomes at a given school. In order to improve the number and quality of passes in the system, we will continue to implement a number of programmes in our underperforming schools, including intensive management support from our district offices and subject specific support for schools. The provision of textbooks will continue to be a major focus, as this government is firmly of the belief that textbooks are an essential educational resource. This year, we have streamlined our educator training and development programmes, so that they are more focused, with compulsory training for teachers at under-performing schools and far greater choice for teachers at high performing schools. during the course of the last year, the wced audited and prioritized our infrastructure needs. In 2011, we will continue to build on the foundations we have set over the last year. Kind regards, donald grant
Sharne stars as SA win 60 medals See page 16
Regulars: NEWS
MESSAGE FROM THE MINISTER
INSIGHT AND OPINION
PROFESSIONAL DEVELOPMENT
REVIEWS
ARTS AND CULTURE
NOTICE BOARD
SPORT
2
wcednews FEBRUARY 2011
news
News in brief
The bathroom at Morester Secondary School in Bridgton, Oudthoorn was a sight for sore eyes before the refurbishment.
InduCTIon of neW prInCIpAls: A fIrsT for The WCed Newly appointed principals have been inducted from 13 to 14 December 2010. Some of them had already started in the new position in July 2010, while others only assumed duties in January 2011. JAnnIe BeuKes
out of 75 who were registered, 70 attended the induction programme. given the time of the year, this was excellent and spoke of the desire of these principals to be equipped sufficiently to deliver service of a high standard. during the induction period there was a strong focus on practical matters that need to be mastered in order to be a successful principal matters like planning, quality assurance, the implementation of policies, resource management, communication and leadership. All presentations were done by district officials and the principals were generally of the opinion that these colleagues impressed them with their knowledge of the education system, their presentation skills and their experience of management in education. the Wced can indeed be very proud of the quality of its managers. We are convinced that these principals, if they apply the new knowledge and skills, will make
a meaningful contribution to improve the quality of education at their schools in particular and in the Wced in general. We wish them well, and kindly remind them of our continued support. As not all newly appointed principals could be included in this two-day programme, a second two-day session will be conducted during the march holiday. We hope that the principals who are going to be participants in this programme will find it as interesting and useful as the first group. Jannie beukes is the director of the west coast education district.
MATTers lIKe plAnnIng, QuAlITy AssurAnCe, The IMpleMenTATIon of polICIes, resourCe MAnAgeMenT, CoMMunICATIon And leAdershIp Were Addressed.
Western Cape school hostels get a much needed face lift
A
total of 31 school hostels in the Western Cape were refurbished at a cost of R7 million in 2010 while 30 others stand to benefit this year. The Quality Improvement, Development and Support and Upliftment Programme (QIDS UP) in the Western Cape, in collaboration with the Chief Directorate Districts and district coordinators, identified the need to refurbish school hostels, said Vuyelwa Madasi, QIDS UP Project manager. Madasi said one of the goals of the Department of Basic Education’s turnaround plan for the schooling sector, Action Plan 2014: Towards the Realisation of Schooling 2025, was “to ensure that the environment of every school inspires learners to want to come to
school and learn, and teachers to teach.” She added that the QIDS UP Implementation Guideline Document states that “additional needs of individual schools that impact on quality learning should be accommodated in QIDS UP and these included providing boarding facilities for poor learners”. “Its long-term goal is to improve the quality of results and make the hostels warm, comfortable ‘homes away from home’ for effective teaching and learning to take place in a conducive environment.” She said as a result of the hostels refurbishment, increased learner enrolment was expected for 2011 as the schools were now attractive centres of learning. The schools
that benefitted in 2010 included 24 schools in national quintile 1 to 3 and 7 schools in national quintile 4 and 5. QIDS-UP was approved by the national government to improve academic standards through providing better teaching and learning conditions in economically impoverished schools, as well as achieving higher levels of literacy and numeracy in the lower levels. QIDS-UP is an “affirmative action” programme which, through a structured process, endeavours to provide basic resources such as equipment, supplies, infrastructure and personnel to the poorest schools.
Security measures
Communities urged to take ownership of their schools Stepped up security at schools during the december/January holidays has paid off with the number of schools affected by vandalism decreasing to 27 compared to 37 schools in the same period last year. The western cape education department, through safe schools, had put in place 24 hour security patrols at 130 identified schools and 240 schools received cluster patrols. Of the 27 schools that were targeted, only four cases exceeded an estimated cost of R10 000. The majority of cases were minor, with the efforts of the perpetrators being foiled by school alarm systems or security guards. In most cases vandals did not target the main administration blocks or classrooms, and instead targeted the fencing around the school and toilet facilities, where perpetrators stole taps and copper piping. The most costly case occurred at
Crystal High School in Hanover Park. on the 22nd of december, 150m of the school fence was stolen, and a few windows were broken. The estimated cost of damages is around R80 000. “This is a big stretch of fence and the question remains - Where was the community when this occurred? Why had the police not been alerted?” said western cape education minister donald grant.
“CrIMInAls need To KnoW ThAT our sChools Are no-go AreAs And ThAT ... our leArners And eduCATors suffer BeCAuse of offenders desTroyIng our sChools.”
“The fact that our school fences are now being targeted is beyond our control. This is where the community needs to play a role. “I can’t emphasise enough how important it is to have community involvement in combating vandalism in our schools. Community ownership of a school is the best deterrent. “There have been numerous instances whereby the efforts by perpetrators have been foiled by the community simply alerting the police, and in some cases, even leading to arrests. “Criminals need to know that our schools are no-go areas and that both the wced and the relevant communities will not tolerate that our learners and educators suffer because of offenders destroying our schools. “In essence, schools are this province’s most important assets, and if we can treat them as such, the message to criminals will soon be heard.”
wcednews
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FEBRUARY 2011
news
Environmentally friendly
Renewable energy project exposes learners to the world of engineering
A
wind turbine and a solar panel have been installed at Oaklands High School in Lansdowne to eventually power the school’s computer lab and at the same time expose learners to engineering as a possible career path. The project was initiated by the student branch of the Institute of Electrical and Electronics Engineers (IEEE) at the University of Cape Town. The unveiling of the 2kW wind turbine and the 800 W solar panel in December 2010 was the first phase of a project to double the school’s computer lab capacity while reducing the cost of running it. “One of our goals is to increase access to information and educational tools in under-resourced schools. Another is to expose high school learners to engineering as a possible career path, and to encourage the learners to be innovative,” said Nana-Ampofo Ampofo-Anti, the former project manager. The new lab at Oaklands High School will be fed by a combination of power from the Eskom grid and hybrid renewable power produced on site by the wind turbine and solar panels. Two models of the project had been designed and built by high school learners. Eleven Grade 10 learners (five from Oaklands High School and six from Oude Molen Technical High) were selected by their schools to take part in the wind turbine project. The learners were taught basic electrical engineering principles in three technical sessions held on UCT campus. The sessions included a briefing on the importance of using renewable energy and energy conservation.
Oaklands currently has one computer lab of 20 machines that service about 1000 learners and staff members. The school buildings are more than 50 year old prefabricated structures. As part of the second phase of the project, 20 new computers donated by the
UCT Engineering and Built Environment Faculty will be installed once the construction of a new school is completed by the end of the year. Redewan Dollie, the principal at Oaklands High School, said the project generated an interest in engineering amongst learners at the school.
Project team members with Oaklands High School staff in front of the newly installed wind turbine.
Learners working on their model under the supervision of UCT students.
Dillan Bartes (Grade 12) and Melissa Fredericks (Grade 11) with a telescope donated to the school by US Space Pioneer Professor Hildreth Walker and his wife, Dr Betty Walker.
oude Molen leArners reACh for The sTArs Learners from the oude molen Academy of Science and Technology in Pinelands have their sights set on the stars after the school received a donation of a telescope by U.S space pioneer Professor Hildreth walker and his wife, dr bettye walker. The Walkers are founders of an international network of science learning centres and they plan to launch an astronomy club at oude molen Academy in the near future. Tony marshall, the principal at oude molen, thanked the walkers for their generous donation to education. He said the school is 50 years old this year and they are celebrating science and technology in South Africa in particular. The Walkers’ contribution would help the school to establish themselves more and more to help children to known the wonder of the universe, marshall added. dr walker said their involvement in South Africa followed an invitation from former president Nelson mandela to share their experiences and activities with local youngsters. Last year, the oude molen Academy received recognition from the US Congress for a Science, Technology, engineering and mathematics (sTem) partnership between the school and dorsey high school in Los Angeles, California. The partnership has its origins in a memorandum of understanding between the Foshay Learning Centre
Giving back
YO U T H L E A D E R S C O N N E C T W I T H N AT U R E A group of 80 learners from various schools in heideveld and manenberg attended a Youth Leadership Camp in Noordhoek during december. The camp was held under the auspices of Safe Schools and was facilitated by Proud2B, a community development organisation. The motivational camp trained participants in responsibility, friendship, being family members as well as young
leaders. decision-making skills and goal-setting provided the framework for a major part of the training. shinaaz Jinoo, a teacher at heideveld Secondary School, said the participants raved about the lessons in nature and wildlife and indulged in bird-spotting. “The night hike was exciting. Through this they learnt that obstacles, in this case- situational blindness - could be overcome with faith and perseverance.
“A rape survivor, named “Adele” related her experiences. The founding of her organisation is testimony to her strength in the face of challenges. An ex-convict brought home to the young people that prison was not a good place to be, and that it should be avoided. “Activities included drama and sketches and poetry. There was also a potjiekos cooking challenge!” Jinoo said the programme
encouraged the participants to be better people in their community, and provided a well-rounded leadership training course. “This experience will stay with them for the rest of their lives, and they left the camp feeling more committed to their communities.” Randy Pierre, a Grade 12 learner at Heideveld Secondary School, summed up what the camp meant to him in a poem on page 13.
in Los Angeles and oude molen and their partners, including Khanya, Smart Technologies Inc and the Global NetGeneration of Youth. The joint project enabled learners at the school to work with the National Aeronautics Space Administration (NAsA). dillan bartes, a grade 12 learner at oude molen and chairperson of the school’s Orion Group, said the learners jumped at the opportunity to become involved with the enrichment programmes at the school. He said they can’t wait for a chance to use the telescope.
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wcednews
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FEBRUARY 2011
news grAph 1
National Senior Certificate 2010:
indicators of success
2008 FT 588,643
PT 1116
Total 589,759
2009 FT 580 937
PT 39 255
Total 620 192
2010 FT 559 166
PT 82 835
Total 642 001
Source: DBE, 2011
TABle 2
Trends In nuMBer of full TIMe enrolMenTs, 2008 – 2010
Province
2008
2009
2010
increase 08 to 09
increase Pass rate 09 to 10 change 09-10
ec fs gt KZn lP mP nW nc Wc
62 982 31 205 103 836 151 778 90 368 58 459 34 244 10 363 45 408
71 115 30 462 101 269 139 908 93 409 55 729 31 418 10 766 46 861
68 294 28 448 94 642 130 302 95 869 54 542 29 601 10 406 47 062
8 133 -743 -2 567 -11 870 3 041 -2 730 -2 826 403 1 453
-2 821 -2 014 -6 627 -9 606 2 460 -1 187 -1 817 -360 201
total
588 643
580 937
559 166
-7 706
-21 771
7.3 1.3 6.8 9.6 9.0 8.9 8.2 11.0 1.1
7.1 Source: DBE, 2011
ALL WORK AND NO PLAY?
What the WCed nsC crème de la crème is reading We thought it would be fun to give a rundown on some of the top Western Cape Education Department (WCED) National Senior Certificate (NSC) candidates’ ‘favourites’ in their questionnaires.
70000
107 274
90000
126 371 109 697
26.2%
110000
universal access and retaining learners in school until they reach matric. She said the real test of success is ensuring the successful exit of students who are literate and numerate and contribute to society. Zille added that she was especially proud of the 1100 more candidates who passed in 2010 compared to the previous year. Dr Nick Taylor, Senior Research Fellow at JET Education Services, Visiting Researcher at the University of the Witwatersrand and a member of Umalusi’s Assessment Standards Committee, did an analysis of the 2010 national NSC results. In an article written in his personal capacity, Taylor reasoned that the pass rate on its own was a misleading indicator. He suggested it encouraged what economists called ‘gaming’ the system. “Widespread gaming led to large increases in the pass rate in the years 1999-2003. To give an example: principal A enrols 10 candidates and 5 pass, giving a pass rate of 50%; principal B holds back her risky candidates, enrolling only 7 and 4 pass, giving a pass rate of 57%. Although B is praised for the higher pass rate, she enrolled and passed fewer candidates.” Taylor said a far better picture of the health of the system would be obtained by looking at the numbers enrolling and passing each year and at the quality of those passes. “The pass rate is an efficiency measure and is therefore not unim-
full TIMe And pArT TIMe CAndIdATes, 2008 – 2010
TABle 1
% Increase
Number of students 130000
85 000
T
he 2010 National Senior Certificate results indicated a turnaround in the Western Cape with a percentage increase from 75,7% in 2009 to 76,8% in 2010. Announcing the results in January, Western Cape Education Minister Donald Grant said he was pleased that the Western Cape government had reversed a six-year decline in the pass rate in this province. “What is particularly gratifying is that all the key indicators in the province are showing a positive trend. More candidates than ever wrote the NSC exams, passed the exams and achieved access to higher education. Furthermore, we have increased the pass rate in mathematics and science, increased the number of distinctions, increased the number of schools with a 90% and above pass rate and reduced the number of underperforming schools.” Grant said the turnaround in the pass rate and the increases in various indicators underscored that the province was making significant progress towards achieving their overriding objectives, namely to retain greater numbers of learners in the system and to improve the quality of learner outcomes. Western Cape Premier Helen Zille said the real mark of success of an education system is
MATrICulAnTs QuAlIfyIng for BAChelor enTrAnCe
15.2%
2.3%
50000
2007
2008
2009
2010
Source: DBE, 2011
portant, but only makes sense if both numbers and quality are increasing off the current very low base.” He contended that there should be a distinction between part time and full time candidates as it is only those candidates who wrote in a full time capacity who were counted in calculating pass rates. “Overall, full time numbers are dropping in most provinces, while part time numbers are increasing even faster, resulting in an increase in total growth of 30 433 (5.2%) in 2009 and 21 809 (3.5%) in 2010. It is good that second chance candidates are given the opportunity to register part time. Of concern, however is the drop in full time registrations, decreasing by 7706 (1.3%) in 2009 and a much larger 21771 (3.7%) in 2010.” Only two provinces – Limpopo and Western Cape – showed increases in full time registration in both 2009 and 2010. Taylor said a falloff in school enrolment between Grades 11 and 12 of around one-third across the country (DBE, 2010) may be indicative of an attempt to manipulate the pass rate. “While it is true that some of these learners will be transferring to FET colleges or entering the labour market, the end of Grade 9 or 10 would be more logical places to do so and the huge drop at the end of Grade 11 is indicative that something else is happening. This is a massive waste of potential and its reduction should be a priority for the school system.” Taylor contended that the rapid spike in Bachelor level passes was not necessarily a positive development, considering the difficulties experiTABle 3
enced by the universities over the last two years with large increases in numbers of ill-prepared first year entrants. “A better view of quality is given by the numbers registering for and passing mathematics, and here there is a real problem, as the Minister acknowledged. “Nearly 36000 fewer candidates registered to write maths in 2010 compared with 2008, and nearly 9000 fewer passed. This indicates that principals are directing students away from maths towards maths literacy. This practice dramatically narrows student options for further study. Seen in this light, it is clear that the increases in Bachelor level passes in the last three years are largely in the humanities, with fewer students qualifying to enter science and the professional fields of study.” TAylor reCoMMended ThAT Top prIorITy should Be gIven To:
improving throughput rates in the feT phase (grades 10 to 12), increasing the number of nsC passes, and improving the quality of passes. “The key to quality lies not only in increasing numbers taking mathematics and science, but also in improving the standards of teaching and learning in these subjects and, even more important, in the languages and in the language of instruction in particular. Without proficiency in the language of instruction candidates are unable to rise to the levels of analytical thought required at the top end of the school system and beyond, and poor language skills are a root cause of the failure of so many children to make adequate progress in further and higher education. “These are the targets that schools and provincial departments of education should be setting themselves. The country’s single-minded focus on pass rates frustrates these goals, to the great detriment of the life chances of individual students and of national development.”
Reference: Taylor N, Obsession with pass rates a national folly, www.jet.org.za/news/analysis-of-2010-nscresults-11jan11
nuMBers WrITIng And pAssIng MATheMATICs, 2008 – 2010 Candidates
Passed ≥ 30%
Passed ≥ 40%
2008
2010
2009
2009
2008
2010
2008
numbers 298 921 282 699 263 034 136 503 133 505 124 749 89 788 increase 08 to 10 -35 887 -8 756
2009
2010
78 784
81 277 -8 511
Source: DBE, 2011. The report does not give passes at ≥ 50%, which would be a better indicator, given that the universities set this as a criterion for entry into science and most professions.
go to http://wcednewshome.tumblr.com/ to read their individual responses to the question. fAvourITe BooK seleCTed By soMe of our Top 20 CAndIdATes
Pride and Prejudice x3 dis ek, Anna x2 girl with the dragon Tattoo, Stiegg Larson Harry Potter series x2 Spud The Killers The Curious Incident of the dog in the Night-Time – m Haddon The Kite Runner Brief History of Time Rebecca - Wilna Adriaanse The Secret Plain Truth – Jodi Picoult dan browne se boeke
die dinge van ‘n Kind – marita van der Vyver Redeeming Love, Francine Rivers Tumble Turn – Natalie du Toit Sickened - Julie gregory (maar daar is so baie ander ook) magazines – Vogue, Instyle, elle
The folloWIng TITles Were seleCTed By our Top MAThs CAndIdATes Catch- 22 – Joseph Heller room full of mirrors Freakonomics harry potter and the deathly Hallows Zen and the Art of motorcycle maintenance – robert m pirsig
WhAT Are The Chosen CAreer pAThs for our Top MATrICs? (In order of populArITy) engineering (various forms) Actuarial Science medicine BSc Biotechnology Business Science Law Accountancy BA Computer Science
wcednews FEBRUARY 2011
news
5
Excellence Asavela Rawe of Masibambane Secondary School is congratulated by Western Cape Education Minister Donald Grant for outstanding matric results. The school that serves the poverty-stricken community of Bloekombos achieved a 95 percent pass rate.
This is how excellence is achieved photo: henk Kruger/cape Argus
In his best-selling book Outliers, Malcolm Gladwell seeks to unravel “the story of success” – exceptional success, not just great achievement. helen ZIlle
h
e defines an outlier as a “statistical observation that is markedly different from the norm” and asks: why do some people achieve so much more than others? How come they lie so far outside the ordinary? What is the secret of their success? he tries to find the answers by examining the lives, times and circumstances of legendary figures like bill Gates, the Beatles and various sports stars. in each case, he finds the fortuitous combination of three key factors: opportunity; natural ability combined with enormous personal effort; and the proverbial “hand of fate” – a confluence of circumstances that make exceptional things possible.
I decided to test Gladwell’s thesis after the recent release of matric results. It is appropriate to use the term “Outlier” to describe a 17-year old boy, who lives in a backyard shack with his single mother and three siblings, and achieves 7 distinctions in matric, including 97% for higher grade mathematics and the top award in the Western Cape for life sciences. A shy, finely-built young man, Asavela Rawe arrived at the annual “matric achievers” ceremony in the school uniform of masibambane high school. As i handed him his award, i resolved to find out what lay behind his exceptional achievement. when his classmate monde simbosini (three distinctions and 98% for higher grade mathematics) was also honoured, i was even more determined to find out more about the school that serves the povertystricken community of Bloekombos and achieved a 95% pass rate with 24 subject distinctions. The purpose of my investigation was to address this simple question:
what is the government’s role in creating the circumstances that offer children the opportunity to excel? If this can happen in masibambane, what must we do to enable it to happen elsewhere? How much of Asavela and monde’s academic success can be attributed to opportunity, intelligence, personal effort, and plain good luck? during my investigation, i concluded that all these factors played a role, each a tributary flowing into a river, reinforcing one another to create the momentum for exceptional achievement. Having sourced the cell number of the school’s principal, mr rajan Naidoo, i gave him a call. i apologized for phoning him on a Friday evening during the school holidays. “No, no”, he replied. “I am at school. We always start the matrics a week early, so that they settle into the learning programme before the other pupils arrive.” That said a lot about the ethos of masibambane. i asked mr Naidoo if i could visit the school, and possibly meet the key matric teachers and the chair of the governing body. I also enquired whether it would be possible to speak to Asavela and monde as well. “Come tomorrow morning at 11,” he replied without hesitation. The next day, mr Naidoo welcomed me to the school accompanied by his daughter, Vinolia, a second year law student. She reminded me that we had met before at the opening of the state-of-the-art operating theatres at Red Cross Children’s hospital. I then recalled the lovely, petite young woman who had given a moving speech about the doctors and staff that had saved her life through a combined liver and kidney transplant. While doctors were battling to save his daughter’s life, her father, then a deputy school principal in durban, had applied for teaching posts in Cape Town, so that he could be near his desperately ill child. He was appointed principal at masibambane in 2003, at that time one of the weakest schools in the Western Cape. “The hand of fate”, I thought to myself as I applied Gladwell’s thesis. on the final weekend of the holidays, the school property was a hive of activity – a gardener weeding, a cleaner sweeping and a handyman painting a classroom. “We are preparing for the opening of school next week,” he said as he showed me the stacks of text books and stationery ready for distribution on day one. He proudly walked me around his school,
formerly a derelict provincial building which was converted into a school in 2001. He explained how he had driven each improvement, including a sports field with an embankment where pupils can sit and cheer their teams. There is a computer laboratory, a science laboratory, a small library (with a rack for daily newspapers), a kitchen for the feeding scheme, a new hall and toilets. The absence of any sign of vandalism was striking. “Opportunity,” I thought to myself. decent basic facilities are necessary to create opportunity, but entirely insufficient on their own. what mr Naidoo said next, delivered in his characteristic matter-of-fact way, demonstrated why masibambane is a school capable of producing “outliers”. “When Vinolia came out of hospital, I wanted her to be near me, so I enrolled her here, at masibambane,” he said. “i believe principals should be prepared to enrol their own children in their schools, to show they have confidence in the quality of the education they are providing for other children.” He paused and added: “Vinolia was probably the first indian child to attend a township school”. We entered the new administration building, where a small gathering was waiting at a table laid with refreshments. There i was introduced to mr Yusif sium, the school’s mathematics teacher; mr Andre Kleinschmidt, who teaches physics and life sciences; mr shimeless Zeleke the maths literacy teacher; mr phumzile dosi, the english teacher and grade 12 co-ordinator; mr Thabiso motsana the life orientation teacher; and mr michael Vena, the chair of the school governing body. There were also the star pupils, Asavela and monde, together with Asavela’s mother, Lungiswa, who works at the “fruit and veg” section of Checkers in Kraaifontein. She told me she had not seen Asavela’s father since her baby was one month old. “That is why I say he died,” she said. monde’s parents were visiting family in the eastern cape. mr Naidoo told me he and the governing body applied a strict “merit selection” policy when recommending teachers for positions at the school. It was not always that way. “When I came to this school, I confronted a governing body that had a different approach. Some were even prepared to accept bribes from applicants to be nominated for positions. everything was politicised. it was difficult to change that approach. we had some conflict about it.
But I knew the school would only succeed if we applied a merit selection.” He recalls the backing and support he received from an outstanding senior circuit manager, mrs Ntombi dwane, who helped him implement the new policy. “Today I follow a strict policy of keeping party politics out of this school. We take decisions on their merits. We employ our staff on the basis of their ability to teach our pupils,” mr Naidoo emphasised. This was immediately apparent as I spoke to the teachers. Their own stories show an astounding confluence of excellence and effort, influenced by the inevitable “hand of fate”. mr sium, for example, is an eritrean studying actuarial science part-time at the University of Cape Town. He earns his living as masibambane’s maths teacher. mr Zekele, who teaches maths literacy, is from ethiopia.
“I BelIeve prInCIpAls should Be prepAred To enrol TheIr oWn ChIldren In TheIr sChools, To shoW They hAve ConfIdenCe In The QuAlITy of The eduCATIon They Are provIdIng for oTher ChIldren.” The team ethos and mutual support were tangible. But the greatest insights came from the pupils themselves. Asavela and monde told me how they were able to stay at school until 9 o’clock at night, so that they could study in an environment conducive to learning. They negotiated the after-hours use of their classrooms with teachers, and worked in groups to assist others with their homework. Prefects were given the responsibility of locking up when they left. They were accountable for the state of the premises the next day. Then Asavela made the following observation: “monde and i would not have done so well if we were not competing with one another. We are good friends, but also competitors. That helped a lot. We will carry on as friendly competitors when we go to University.” Both will study actuarial science at ucT next year, and mr sium has made a commitment to continue teaching and supporting them. i asked mrs rawe whether we could visit her home – two shacks in the backyard
of an rdp house in bloekombos. her baby was asleep on her bed. She told me the tiny premature boy had spent 5 months in Tygerberg hospital, where she had remained with him. With his mother away, Asavela had spent most of his matric year taking personal responsibility for his younger siblings as well as himself. All of his belongings, including the computer he had won as a prize for his matric results, were neatly stacked in a small pile at the bottom of his narrow bed. I realised that he had come to the matric achievers function in his school uniform because it was probably the only suitable outfit he had. Above his pillow, he had written on the shack wall in red koki: “A true gentleman is a true genius in calculation. A true legend lives on”. Those words gave him inspiration, he told me. we then went on to visit monde’s house. He lives with his siblings in a backyard shack of his parents’ rdp house, where he shares a bed with his brother. The rest of the space in the shack is taken up by a rickety home-made table on which stands an ancient dell computer. “You must never get rid of that computer,” Asavela said to monde. “That computer helped us to succeed.” monde told me that his uncle had been given the computer by his employers when they upgraded their systems. Together monde and Asavela set it up – and through their own efforts turned this stroke of luck into yet another opportunity. At school, during the day, they downloaded matric papers and worked on them late into the night, on the old computer in the shack. “The computer kept freezing, but we kept starting it again,” said monde. That comment captured it all. We often talk about the “opportunity” society. On that Saturday I saw what this idea can mean when opportunity meets singular human effort. The key priority of any government is to create real opportunities for all, so that people can use them. It is true that “Outliers” like Asavela and monde cannot be used as the yardstick for the rest of society. But the story of masibambane as a school is a demonstration that many young people, of average ability, can become part of the “story of success”. There is no reason why this cannot become South Africa’s story too.
Helen Zille is Premier of the Western Cape. This article was published in the Cape Argus and is an edited version of Zille’s weekly newsletter, SA Today.
6
wcednews FEBRUARY 2011
feature
Top: Wade Rosant and Mon-Cheri Baatjies matriculated from Elsies River Secondary School. Left: Jo-Anne Jones and Mrs Banda, the principal at Klein Nederburg Secondary School. Below: Lukhanyo Rintsana and Bulumko Xoli, top achievers at Mazomthombo Secondary School.
Role models
Top learners credit Telematics
for contributing to their success
We spoke to a few learners and principals from schools supported by the Interactive Telematics Programme during 2010. We asked them to comment on what worked and what handy tips they can provide teachers, learners and especially the Grade 12 class of 2011. The WCED is working in partnership with Stellenbosch University to broadcast lessons via satellite to matrics at 120 schools. ZAAhIdA hArTley And WAlTer MerCuur
T
your circumstances
he subjects offered through learners. Mr Adolph, the proud hard work is the only key to this mode of learning were principal attributed the success of success and reach out for English First Additional the learners to the hard work of the help…it is always available Language (FAL), Afrikaans entire staff, support provided by the Always do your best and never Home Language, Mathematics, PhysMetropole South Education District, settle for mediocrity ical Sciences, Life Sciences, AccountCircuit 3 and Telematics. The ing and Geography. school indicated that they would Mr Mzamane, the principal of Wade Rosant and Mon-Cheri like to continue with Telematics as vuyiseka secondary (whose overall Baatjies from elsies river it provided invaluable support to matric pass rate improved from secondary each obtained four learners and teachers. 45,7% in 2009 to 52,4% in 2010), was distinctions. Two learners from Klein nederburg very proud of Sibonile Stuurman Despite not being able to study at secondary, Jo-Anne Jones and who obtained an A in Mathematics, home during the day due to a lack Raven Kenned received straight A’s Physical Science and Life Sciences. of personal space, Wade attributed for all their subjects. Raven, who has Sibonile “realised that the country his distinctions in Physical Science, a passion for Visual Arts did an extra needed people who were good at Mathematics, Afrikaans Home Maths and Science and worked very Language and Life Orientation, largely hard at these subjects”. He attended to Telematics and the motivation he all the Telematics lessons, as well received from his teachers and the as extra tuition programmes he church. He maintained that, “die got to know of in his area. He also lewe is baie moeilik, maar deur harde attributed his success to his Maths werk, vroegtydige voorbereiding teacher, Ms Nkethe who always en deeglike beplanning kan meer encouraged him. leerlinge sukses behaal”. Wade said the Telematic lessons sIBonIle’s AdvICe WAs: not only assisted to prepare him make an extra effort to attend all for the exams, he replayed the extra tuition explanations given by the presenters Attend school regularly in his mind’s eye whilst writing failure is never an option subject since Grade10 at the Jack the Accounting and Maths exams, Meyer Art Centre in Paarl, and hence Mon-Cheri attended most of the lotus high school, situated in he received eight distinctions. Telematics Broadcasts which were Grassy Park, moved from a pass Jo-Anne attributed her success beamed to 120 schools in the rate of 54,6% in 2009 to 100% in to: determination, support Western Cape after school hours 2010. Most of the learners’ parents from teachers, attending and on Sunday afternoons. She was or foster parents were unemployed all programmes, especially able to secure distinctions in three and lived off social grants. As a Telematics. She said it explored of the four subject broadcasts she result the annual school fees of difficult concepts and made it attended, i.e. Life Sciences, Afrikaans R700 was paid by only 20% of the easier to understand as well as Home Language and English FAL. Telematics assisted her hugely as most of the Telematic lessons served as revision and re-inforced the proviNciAl telemAtics results 2009 ANd 2010 difficult concepts that were taught in class. In addition to Telematics, PASS RATE AT 40% PASS RATE AT 30% she attributed her success to a 2009 2010 2009 2010 % caring mother and her teachers and 100 principal. Both Wade and Mon-Cheri 80 were hugely grateful for the support and motivation they received from 60 their Afrikaans teacher, Ms Brink, who is affectionately known as ‘mama’ and 40 who is “verskriklik streng, maar ook 20 baie gaaf”. Physical Sciences
mathematics
Life Sciences
Geography
english first additional Language
prepare from day 1 Never blame poor results on
Afrikaans home language
0 TheIr TIps for The ClAss of 2011
Accounting
“The MedIoCre TeACher Tells. The good TeACher eXplAIns. The superIor TeACher deMonsTrATes. The greAT TeACher InspIres.”
re-enforced the work they did in class and the Saturday classes which the school organised. Sometimes she attended school seven days per week. All her teachers supported her, but her greatest support came from her Geography teacher, Mr Samaai, “as he is passionate about his subject and used all kinds of resources to make his lessons interesting”. Jo-Anne achieved the 4th highest mark for Geography in the Western Cape. her AdvICe To g12 leArners:
success breeds success but you can only be successful through hard work and going the extra mile A positive attitude is the best policy parents must support their children matric is not child’s play try to prevent all stumbling blocks with the assistance of those willing to help At Manzomthombo secondary in Mfuleni, two learners, Lukhanyo Rintsana and Bulumko Xoli received distinctions for Life Orientation and Life Sciences. Lukhanyo also scored an A for Maths and Physical Science. The Life Science teacher, Mr Ndzwana was their favourite teacher as he encouraged them to “find their passion, to enjoy school and to believe in themselves”. Lukhanyo is studying Pharmacy at UWC and would like to eliminate obesity in his community whilst Bulumko is studying Computer Studies at UCT. They attended all the Telematic classes and found it ‘refreshing’ as they could sit back, relax and absorb everything. On Sundays they usually rushed from church to the Telematics classes and encouraged learners from other schools to accompany them. These two best friends enjoyed competing and were available to assist their peers. They
would like learners to be exposed to better equipped science labs. TIps for grAde12 ClAss of 2011:
stay motivated manage your time well as Grade12 is not difficult, but the volume is enormous proper preparation prevents poor performance Whilst most middle class learners are able to attend paid for private extra-tuition, the learners interviewed only used the support offered by the Education District, the school and largely Telematics. What they all have in common is the role played by their teachers, parents and the religious institutions. It also re-affirmed that when a teacher showed kindness, love and a passion for the subject, learners will do their best. These learners like so many others in the Western Cape were truly enthusiastic about education; they loved learning and had impeccable attendance records. Finally William Arthur Ward asserts that “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” All the learners interviewed can attest to this fact and claimed that there were many good teachers, including their principals, who inspired them. An analysis of learner performance, at the 120 identified schools which were supported by the interactive Telematics platform in the seven subjects, revealed astounding improvements (see graph, left) in not only the increased number of passes at 30% but also the quality of passes at 40%. A comparison was drawn between results in the seven subjects i.e. Afrikaans HL, English FAL, Mathematics, Physical Sciences, Life Sciences, Accounting and Geography, of 2009 and that of 2010.
The Telematics Programme is made possible through funding from Qids-up.
wcednews
7
FEBRUARY 2011
feature
Statistics
Matric 2010: Key Trends The Western Cape was one of only two provinces that saw an increase in the number of matrics enrolled for the 2010 NSC exams – the other province being Limpopo. There was a consistent proportion in the gender distribution from 2008 to 2010 where 57% of the candidates were female and 43% were male.
2005
2006
2007
Number wrote
4 992
5 071
5 166
Number passed
4 321
4 137
3 990
Number wrote
17 474
18 135
19 659
Number passed
10 556
9 824
10 346
Mathematics (Pitched towards Mathematics HG)
Number wrote
N/A
N/A
N/A
Mathematical Literacy (Compulsory for learners who do not do Mathematics)
Number wrote
Mathematics HG
Mathematics SG
Number passed N/A
Passed
Pass Percentage
2001
37559
31049
82.7%
32 985
86.5%
2002 2003
38 750
33 769
87,1%
2004
38 896
33 065
85%.
2005
38 586
32 573
84.4%
2006
39 824
33 316
83.7%
2007
41 873
33 787
80.6%
2008
43 957
34 556
78.6%
2009
44 931
34 017
75,7%
2010
45 783
35 139
76,8%
19 210
17 544
13 003
12 467
11 571
26 367
28 744
23318
26928
Mathematics Total passed
35409
35785
38499
The % pass rate for Mathematics has increased from 64,9% in 2009 to 66,0% in 2010.
Overall performance in the districts District
Cape Winelands
Eden and Central Karooo
Metropole Central
Access to higher education There has been an increase in the number of candidates achieving access to a Bachelor’s Degree in 2010 than in 2009.
19 957
22406
Number of enrolments Wrote
2010
24 550
A total of 38 499 matrics entered higher education or the world of work with some form of maths following the 2010 NSC exams, compared to 14877 in 2005.
Year
N/A
2009
Number passed
Mathematics
N/A
2008
Metropole East
Exam Date
Number of schools
Wrote
Passed
Pass %
2008
59
6343
5240
82.6%
2009
60
6805
5265
77.4%
2010
60
6613
5338
80.7%
2008
45
4409
3703
84%
2009
47
4753
3775
79.4%
2010
46
4843
3670
75.8%
2008
85
7957
6058
76.1%
2009
86
7882
5746
72.9%
2010
85
7590
6075
80.0%
2008
50
7078
5003
70.7%
2009
52
7065
4723
66.9%
2010
52
7673
5076
66.2%
Number wrote
B. Degree access
Diploma Access
Higher Certificate access
2008
43953
14522 (33.04%)
12851 (29.24%)
7182 (16.34%)
2010
68
8178
6535
79.9%
2009
44931
14324 (31.88%)
12677 (28.21%)
6988 (15.55%)
2008
61
6639
5175
77.9%
2010
45783
14414 (31.48%)
13763 (30.06%)
6958 (15.20%)
Year
Only four out of the 35 139 candidates who passed in 2010 did not get access to some form of higher education.
Metropole North
Metropole South
Overberg
West Coast
2008
61
8005
6353
79.4%
2009
66
8024
6453
80.4%
2009
61
6813
5087
74.7%
2010
60
7247
5563
76.8%
2008
22
1473
1220
82.8%
2009
22
1502
1225
81.6%
2010
22
1678
1244
74.1%
2008
23
2049
1825
89.1%
2009
23
2087
1743
83.5%
2010
24
1961
1638
83.5%
8
wcednews FEBRUARY 2011
development
Grade R – 12
Implementation of the
Curriculum and Assessment policy statements (CAps) The Department of Basic Education plans to announce the final CAPS documents in the Government Gazette in March.
T
he CAPS have been developed from the existing school curriculum, the National Curriculum Statement and will provide greater specification of content. In a minority of cases small amounts of new content is introduced. This means that generally there is no need for in-depth extended training of officials and teachers. In most cases the introduction of the CAPS will require short workshops to provide an orientation to the CAPS. There are however some major changes which will require ongoing in-depth training over the next five years. The implementation of the CAPS therefore differentiates between orientation and training. The major changes are the following:
In the foundation phase a second language is introduced from Grade 1. This First Additional Language (FAL) will require considerable training of teachers over the next five years. It will also mean new timetables for each of Grades R – 3 and the development of textbooks, workbooks and readers. In the Intermediate phase the number of Learning Areas is reduced from 8 to 6. This will require new timetables and the training of teachers, especially Science and Technology and Life Skills teachers. In the further education and Training phase some mathematics teachers will
require training in geometry. The IMpleMenTATIon plAn
The CAPS will be introduced into schools as follows:
2011 prepare the system for introducation of cAps: cAps workshops for officials, principals and districts; public seminars and briefings Implementation and use of workbooks Grades 1 – 6 Teacher orientation and training; 2012 Grade R – 3 and Grade 10 2013 Grades 4 – 9 and Grade 11 2011 Grade 12 If you have any questions or comments regarding the implementation of the curriculum, please speak to your Curriculum Adviser.
Grade 10 booklet
Be the best you can! The Western Cape Education Department has prepared a booklet to welcome Grade 10 learners to the final phase of their school education.
The booklet is intended to give learners a clearer understanding of the subjects they selected, to help them plan their study programme and to make them think about their career choice. It includes tips on how to achieve success in the further education and Training (feT) band, as well as pass requirements. In a letter contained in the booklet, the head of education in the province, Penny Vinjevold, congratulated learners on their achievement and success thus far in their school career. “As you begin the final phase of your school education, I want to encourage you to use every day of the next three years to deepen your knowledge and skills in the seven subjects you have chosen. Take every opportunity to become experts in these subjects and you will succeed in your National senior certificate examinations in November 2013.” The Grade 10 booklet followed on the success of a booklet for Grade 12 learners. every grade 12 learner in the
Welcome to
province received a Tips for Success booklet last year to help them with their exam preparation. The booklet contained subject specific study guides and tips, motivations from successful learners from previous years, information on how to obtain bursaries and a copy of the final NSC exam timetable. walter mercuur, chief education specialist (feT), said teachers and learners in the Western Cape found the
Grade 10
Tips for Success booklet very useful. He said this prompted the decision to update the Grade 12 booklet and produce a similar booklet for Grade 10 learners. It is believed that making the study tips and other information available to the Grade 10 learners would enable them to develop good study habits and ensure better results, now and in the future. “We decided to produce the Grade
10 booklet because it would help the learners to understand the subject choice they made and the learners would have a better understanding of where they are heading,” mercuur said. At the time of going to print, the Grade 10 booklets were ready for distribution to all schools.
wcednews FEBRUARY 2011
development
Massive increase in textbook provision in Foundation Phase The Western Cape Education Department has provided texts to primary schools as part of its strategy to improve learners’ literacy and numeracy performance.
A
ll primary schools have now received Mathematics textbooks for Grades 2 to 7. Every learner has his / her own book which must be used in the class as well as for homework. In addition, schools in Phase 1 of the WCED LitNum Intervention also received a Maths Kit per classroom (Grades 1 to 3). Literacy has been supported as well. Ntsiki Nyamza, Deputy Chief Education Specialist (Literacy), said the WCED supplied reading schemes to schools that will participate in Phase 2 and Phase 3 of the WCED LitNum Intervention. The reading schemes were provided in the respective language of learning and teaching (LoLT) for each class. Schools using English as the LoLT were provided with the Oxford Reading Tree Reading Scheme, while schools using Afrikaans and Xhosa as the LoLT received the Stamstories and Sigalelekile. The introduction of the First Additional Language as a subject from Grade 1 next year will be made easier for teachers in isiXhosa and Afrikaans Phase 1 schools because they also received a pack per class of English reading books – for reading for pleasure. On top of this all isiXhosa schools will get a “Readers are Leaders /Talking Stories” Reading
Scheme with IT and software from Khanya so that the digital version can be used both in a computer lab or even the classroom. Each classroom reading scheme pack has been carefully graded and leveled and there are enough titles to facilitate shared reading, group guided reading and independent reading. Word cards and sentence strips for the lower grades are important items in the scheme. Teachers will get a list of titles and teacher notes in their class pack to assist them to manage and use these resources. WorKBooKs WelCoMed
Western Cape schools have welcomed the delivery of the nationally produced workbooks for Grades 1-6 in Literacy and Numeracy. Through a major provincial logistical exercise, the delivery of the workbooks to schools throughout the province started on 17 January 2011. The learner workbooks have been printed in all 11 languages and were delivered according to language, learner enrolment and grades in each school. The Department of Basic Education used the latest available EMIS data provided by provinces for its allocation to each school.
9
The Talking Stories reading scheme comprises reading books, word cards, sentence strips, alphabet charts as well as interactive software that is used in computer labs and on interactive whiteboards.
Staff at Bridgeville Primary School in Athlone use technology to assist learners to improve their literacy and numeracy skills.
Grades 1-3 learners received literacy and numeracy workbooks in the Home Language offered at the school, whereas numeracy workbooks for Grades 4-6 were in the language of learning and teaching at the school. In addition, Grades 4-6 language workbooks are provided in the Home Language of each school. The majority of the 1 135 primary schools in the Western Cape received the first of two workbooks for language and mathematics for Grades 1-6 per the language requirement by the end of January. A second wave of deliveries took place for some workbooks where stocks had run out. Schools could report shortages to a national call centre and in writing to the Western Cape Education Department. Michael Cameron, Head: Intermediate Phase in the General Education and Training (GET) Curricu-
eACh ClAssrooM reAdIng sCheMe pACK hAs Been CArefully grAded And leveled And There Are enough TITles To fACIlITATe shAred reAdIng, group guIded reAdIng And IndependenT reAdIng. lum Directorate, said the workbooks gave learners access to the necessary content and set the pace for completing all sections of the curriculum in a year. “We will know that learners who move to different schools have covered the same content. The workbooks provide
meaningful activities to help teachers prepare. They should be used in conjunction with year long work schedules and good textbooks. “Also learners should not only write in their workbooks, but also in their exercise books. Research in the Western Cape has shown that “learners are allowed to work on written tasks at a very slow pace. The amount of work learners do each day is not adequate.” The use of textbooks, workbooks and exercise books every day in every lesson is necessary. They will reduce spending time copying laboriously from the chalkboard. Another research finding is that often “teachers pace activities at the rate of the weakest learners in the class,” whereas “graded reading series, textbooks and preprinted workbooks allow learners to progress at different rates.”
focused on teaching and learning in foundation Phase classrooms and the sessions provided an opportunity for teachers to discuss the recommendations. attendees discussed ways to prepare learners for the annual national assessments that was written by all schools from 8 – 11 february and the use and distribution of grade 2 and 3 mathematics textbooks to all schools. schools were informed about the arrival of literacy and numeracy workbooks for learners and the reading schemes that will be provided to all litnum intervention Phase 2 and Phase 3 schools. Kleinschmit said they also focused on preparing teachers for the implementation of the curriculum assessment Policy statements. “We had some trepidation about the attendance figures because
it was holiday, but double the expected number of teachers attended each of the three twohour sessions during that time.” He said the after-school sessions were also well attended. “What impressed me was the level of commitment displayed by the teachers, the way they participated and asked questions as well as their obvious love and passion for education. i found it very inspirational.” Kleinschmidt will be celebrating his 40th year in education this year and he said the success of the orientation sessions was an indication that education is alive. “our teachers are very optimistic about the opportunity to work smarter and not necessarily harder this year. their
excitement, confidence and the satisfaction they get out of helping children to develop their potential is contagious.” dr P boonzaaier of the West coast education district said the sessions during the holidays recorded an almost 100% attendance and all the schools were represented. the teachers had group discussions and they made further recommendations about ways to improve learners’ performance, based on their shared classroom experience. “our approach is that this will not be a once-off session. through the course of the year we will follow-up on the recommendations and have further discussions in our circuits.”
Foundation Phase
setting the scene for 2011 Foundation Phase teachers turned out in their numbers to attend orientation sessions in early January aimed at giving learners in Grades 1 to 3 the perfect start to the year.
mackie Kleinschmidt, Head: curriculum co-ordination and support in the metropole central education district, said the department invited all foundation phase teachers to attend the orientation sessions so that teachers could start the year on a sure footing, knowing full well what to do and what to expect in 2011. sessions were scheduled the week before school started in January. after-school sessions were also held in January and february. the sessions provided feedback on the foundation Phase research conducted by the university of stellenbosch. the research
10
wcednews
insight&opinion
FEBRUARY 2011
Community
Amplify the Whispers A group of learners from Wynberg Girls’ High (WGH) formed a support team called ‘Amplify the Whispers’ to help raise funds for a deaf co-learner. The group emailed and posted letters to various newspapers and radio stations appealing to them for support. As a result Jessica Bothma recently received a sponsorship of R25 000 to replace her broken hearing aids and a FM system.
I
n September last year WGHS grade nine learners were given a Technology assignment to research ways of including learners with various disabilities in a mainstream school. Jessica took the opportunity to inform her class about the challenges of having only 30% hearing. She told them that the worst part was not being able to hear the teacher’s voice above the general noises around her, because her current hearing aids & FM system was broken. Her class was inspired to help her in any way they could and therefore created “Amplify the Whispers”. Jessica’s family consists of three generations of members with either partial hearing or complete deafness. Jessica has spent most of her life repairing her current hearing aid and thanks to her selfless classmates, Wynberg Girls’ High School and KFM’s Christmas Wish Campaign she now has a fresh start and a brighter future. WCEDnews decided to publish Jessica’s account of how she manages to achieve good marks and cope within a mainstream school, despite obstacles. Crippling Attitudes, Shattering Dreams Jessica Bothma
My hearing impairment is not my disability in life. Rather, it is the attitudes that people have about me that cripple my opportunities in life. In my family, relatives spanning three generations have been struck by partial hearing or complete deafness. Both my parents and grandmother are deaf. They were born in an era where people with disabilities had very few rights. Ironically, I am the one born
into a generation that has access to constitutional rights, yet, like them, I wage a daily battle for the right to make my dreams for a bright future a reality. I am a Grade 10 learner at Wynberg Girls’ High School in the Western Cape. I can hear with the help of two hearing aids and I can speak fairly well. Although I excel in Maths and Science, I love writing because I am able to express myself through the stroke of my pen. I have the same hang ups like any other teenager, yet I am regarded as crippled, disabled or abnormal. My formal education started at Mary Kihn School for the Hearing Impaired, in Mowbray. At first, I was happy at this school, but I became a bit bored and irritated with my classmates as I grew older. I found that it took them longer to comprehend what the teacher taught us. Later I realised that their slow pace was largely due to the lack of support they received at home and in their communities. At that point, I came to appreciate the attention and energy my parents poured into my schooling. From their own childhood experiences, they knew exactly what kind of help I would need to realise my dreams. Their support helped me to progress at a faster rate than the rest of my classmates. In Grade 5, my parents were advised to place me in a mainstream school. It was difficult to adjust to the teaching style at my new school in Rondebosch. The school was well resourced with computer laboratories, sport facilities and extra mural activities. My parents felt that the small classes would suit my learning needs. But the teachers were not accustomed to teaching a learner like
me. I could not cope with the speed at which lessons proceeded. I missed the friendships I had built over five years at Mary Kihn. I longed for my teachers who understood how to teach and accommodate deaf learners. School became a very lonely place where I was left to figure out my class work on my own. I often waited patiently after asking the teacher for help, and when she got back to her desk, she would still not help me. She would often have an excuse, like she had a very important email to type or something like that. I continued waiting in frustration and when my classmates finished their work, I got into trouble for not completing my work. My teacher would become very upset, even though I had told her that I did not understand.
“My hearing impairment is not my disability in life. Rather, it is the attitudes that people have about me that cripple my opportunities in life.” She would ask me why I had not asked her for help, but I had! The constant reminders to my teachers to face me when they addressed the class became a source of frustration. I became lonelier and felt left out because the girls also didn’t know how to speak to me. They thought it was hard to talk to me and be my friend, but it wasn’t. As a deaf person, I needed to see her mouth to understand. It was very frustrating when teachers talked while facing the board. I would put up my hand to tell the teacher that I missed what she had said but she would tell me to wait. I remember that my mom often used to visit the school to advise my teachers on how to teach learners such as myself. Although my mother is not a teacher, I think that her contribution to the school was extraordinary. Many mainstream schools are not equipped to accommodate learners with special needs.
Western Cape Education Minister Donald Grant visited Wynberg Girls' High School to meet and congratulate the members of the group “Amplify the Whispers” who helped to raise funds for Jessica. From left: Cassandra Solomons, Nurunisa Peck, Kate Bell, Shirley Harding (Principal), Minister of Education Donald Grant, Jessica Bothma, Kelly Phiri, Taslimah Sarguro and Emma Blencowe
Above: Jessica received the good news about the sponsorship to replace her broken hearing aids and FM system from Kfm presenter Jeremy Harris.
Few schools are willing to make the necessary adjustments for learners with physical disabilities like myself. My parents went through a difficult process in finding a high school that I would be happy at. We visited many different schools, but many of them did not want me. Wynberg Girls’ High School accepted me and was in a better position to understand my needs because they had had a hearing impaired girl before me. I am in Grade 10 now and happy at Wynberg Girls. The teachers are patient and prepared to go the extra mile to help me. Some deaf schools are not doing as well as before because most of the learners come from poor families that are unable to pay high school fees. As a result, these schools are poorly resourced and underfunded. Few schools exist for learners with disabilities. The independent schools are located far away and are expensive for ordinary people. These unfavourable circumstances undermine deaf learners’ right to equal education. Personally, I feel that all public schools should accept physically disabled learners. Just because we have a part of our body that is not functioning properly, it doesn’t mean that we cannot survive or we are not capable of being normal like others - we are! Even after apartheid, the struggle continues. There have been changes but improvements have been slow. Both my parents had dreams of pursuing specific careers, but had to sacrifice them. The apartheid government did not see them as capable of being professionals like teachers or doctors. My parents and grandparents had to give up their dreams and settle for jobs they were less passionate about. I am receiving a good education and I am truly thankful that I have been granted this opportunity. My education affords me an even greater opportunity to achieve my dreams. I want to be part of making a change in peoples’ lives. I want to make a positive difference for my future and people with disabilities. I encourage people with disabilities to follow their dreams, fight against stereotypical ideas or beliefs like what is considered to be ‘normal’ and not be held back by negative attitudes in their communities.
wcednews
insight&opinion
honour of the forerunner by the same name of Trafalgar High.
Community
Are these the “finest school buildings in Cape Town”? Sigi Howes, head of the Center for Conservation Education in Wynberg, tells the story of two schools that reflect Cape Town’s rich education heritage. ChApel sTreeT And presTWICh sTreeT prIMAry sChools sIsTers AT The eAsT And WesT end of CApe ToWn
I
n the late 19th century, the area that later became District 6 was called the East End, while the area now called Green Point was the West End. Many working class people lived here. Both areas had schools: the East End Public School and the West End Public School; today known as Chapel Street and Prestwich Street Primary School respectively. These schools are well over 100 years old, although their exact founding dates are difficult to determine. Despite many socio-political and educational changes, and even the pressure to close, they have survived and provided an uninterrupted service to their changing communities. To understand some of the educational changes, there is a brief description of how urban schools were classified at the turn of the previous century:
A3 public schools: elementary education only (up to std 4 or std 5, ending with the school elementary exam); A2 public schools: elementary education with some secondary schooling (up to std 7, ending with the school higher exam). Very few children went this far until compulsory education was introduced from 1910. A1 public schools: had matriculation classes. b schools: church/mission schools. Because they were not public schools, they did not qualify for a state grant. eventually most became A3 of A2 public schools. eAsT end puBlIC sChool
The school already existed prior to 1901. That year the principal, Mr WJ Hurst, died. Mr FTR Griesbach acted in his place until Mr Edgar Vaughan was appointed in 1902 (Education Gazette, 4 April 1902, p. 203). Mr Griesbach came from
FEBRUARY 2011
the Dock District Public School, which we believe is the forerunner of Vista High in the Bo-Kaap, but that is a story for another day. East End Public School’s location at that time is not known, but in 1904 it received a new building in Tennant Street (Education Gazette, 13 May 1904. pp. 497-498). Some readers may recognise it as the old Trafalgar Public School building. East End was a successful A2 public school, with mostly white children. The school remained in Tennant Street until the end of 1911, when it got a large new building in Chapel Street. This seems strange after only seven years. However, documents in the Archives reveal that there were constant problems with and complaints about the structure of the building. The new building was described in the newspaper as “the prettiest and most impressive school in Cape Town” (Prospectus, Chapel Street Primary, 2003). It was built for 680 children, which meant it was too big for East End on its own. So in 1913 it amalgamated with the William Street Public School, which had originally been the mission school of St. Mary’s English Church in Woodstock, and it was then renamed East Park Public School. The vacated, less-than-satisfactory building in Tennant Street was given to the coloured community. In 1911 Mr Harold Cressy was the teacher at what had been the St Philip’s EC School in Chapel Street, but which had officially changed its name to Chapel Street Public School in 1908. In 1910 this Chapel Street (not to be confused with the present one) became a coloured school and changed from A3 to A2. In 1912 it moved to the old East End building and became the Trafalgar Public School with Mr Cressy as Principal. Today, the famous Trafalgar High School is a mere stone’s throw away in Birchington Street. East Park Public School continued to serve the local community. However, the area was changing and becoming increasingly coloured. In 1938 it was declared a coloured school and changed its name to Chapel Street Primary, probably in
WesT end puBlIC sChool
This is the name by which Prestwich Street Primary was originally known. The date on the building says 1910, but it is just that: the date of the building. When a school got a building as big as this, it meant the school was already in existence and had experienced some growth. New school buildings were seldom erected in anticipation of learners coming to them; the need had to have been established with a guaranteed enrolment. The Education Gazette refers to the “old premises” being “wholly inadequate” and also to the fact that the school already had an enrolment of 263 pupils in 1910 before the new building was completed. The Principal, Mr G Simpson, had been appointed in 1899 already, and the school had received government aid from June 1892 when it became an A2 public school (Education Gazette, 24 November 1910 and 5
“These BuIldIngs, WITh TheIr BeAuTIful ArChITeCTure And ATTenTIon To deTAIl, Are rAre TreAsures, The lIKes of WhICh We Are unlIKely To ever see AgAIn.” October 1911). This suggests that the school was originally a church or mission school, and became a public school in order to benefit from the government grant. It probably took on the name West End Public School at that time. So this school was in existence before 1892,
but its church affiliation has not yet been established. Mr Simpson came from the Woodstock Public School – now Queen’s Park High and Mountain Road Primary. He stayed until 1911 at least. The foundation stone of the current building was laid in November 1910 and the building was completed in May the following year. The Education Gazette described it as “the finest school building in Cape Town” (5 October 1911). Like its sister school at the East End, the West End Public School went from Sub A – Std 7, and similarly, was originally a white school. The BuIldIngs
Both East End Public (Chapel Street) and West End Public (Prestwich Street) were designed by the well-known firm of architects, Parker and Forsyth, who were responsible for many school buildings in the Cape. Both buildings share certain common features like English-style red brickwork, with white cement bands, Victorian central teak ventilating turret and air vents, pressed lead ceilings, glazed brick stairwells, separate entrances and playgrounds for boys and girls, separate staffrooms for male and female and KG section of 4 rooms. Instead of a hall, the KG classrooms had wooden folding partitions with glass panes between every two rooms that allowed their conversion to two larger assembly venues. These are thus, perhaps indeed “the finest school buildings” in Cape Town from a historic architectural and aesthetic point of view. One other school building of a similar style is Dryden Street Primary, the old Salt Rover Public School. Of course, such old buildings present certain challenges for education in
11
the 21st century and are not always ideal modern teaching spaces. Their maintenance is also difficult, as all repair and restoration needs to be carried out with similar materials and a lot of care and understanding. But these buildings, with their beautiful architecture and attention to detail, are rare treasures, the likes of which we are unlikely to ever see again. Luckily the staff and management of these schools understand the historic value of their buildings and do everything in their power to preserve them. The buildings should also be declared Provincial Heritage Sites by the South African Heritage Resources Agency (SAHRA) in the interest of heritage preservation.
Sigi Howes centre for conservation education & education museum 021 762 1622
Above: Modern views of Chapel Street Primary School and Prestwich Street Primary School. Below: East Public School in around 1913 with Mr Vaugh (Principal) on the left. Insert: East End Public School in 1904.
12
wcednews FEBRUARY 2011
reviews 1
lead your Boss: The subtle Art of Managing up
by John baldoni AmAcom © 2010 (241 pages) citation isbN:9780814415054
2
Interpersonal skills for portfolio, program, and project Managers
by ginger levin management concepts © 2010 (308 pages) citation isbN:9781567262889
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Appreciative leadership: focus on What Works to drive Winning performance and Build a Thriving organization
by diana Whitney, Amanda trosten-bloom and Kae rader mcgraw-hill © 2010 (256 pages) citation ISBN:9780071714068
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Team roles at Work, second edition
by r. meredith belbin butterworth-heinemann © 2010 (163 pages) citation isbN:9781856178006
topics: organizational development Packed with practical and proven tools and methods you can use right away, this book will help you develop your interpersonal skills and meet the challenges of today's competitive professional environment. topics: communication/Negotiations, general pm resources With a series of practical, proven ideas and strategies that leaders and managers at every level can use immediately, this timely guide shows you how to become a better and more effective leader and get more done faster than you ever dreamed possible. topics: Strategy Turning conventional management thinking on its head, this practical guide shows you how to fully engage your team through positive inquiry and open dialogue so that they feel included and valued, inspired and motivated, and ready to work together to win. topics: performance, organizational development
designed for any manager who wants to understand the practical application of Team Role theory, this book explores the impact of Team Roles from interpersonal chemistry and managing difficult relationships, to cultivating effective leaders and shaping organizations. topics: managing a Team
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The handbook for Working with difficult groups: how They Are difficult, Why They Are difficult and What you Can do About It
by sandy schuman (ed) Jossey-bass © 2010 (480 pages) citation ISBN:9780470190388
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Becoming a successful Manager: powerful Tools for Making a smooth Transition to Managing a Team, second edition
by J. robert parkinson and gary grossman mcgraw-hill © 2010 (224 pages) citation ISBN:9780071741644
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A Kick in the Attitude: An energizing Approach to recharge your Team, Work, and life
by sam 'the Attitude guy' glenn John wiley & sons © 2010 (210 pages) citation isbN:9780470528051
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nice Teams finish last: The secret to unleashing your Team's Maximum potential
by brian cole miller AmAcom © 2010 (224 pages) citation ISBN:9780814413937
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surviving the Toxic Workplace: protect yourself Against Co-workers, Bosses, and Work environments That poison your day
by linda durré mcgraw-hill © 2010 (256 pages) citation ISBN:9780071664677
by turning the idea of "difficult groups" on its head, this book provides a framework for thinking systemically about the many and varied ways in which working with a group can be difficult. topics: supervisory skills, managing a Team, decision-making & problem-solving
Presenting numerous exercises throughout, this book aims to help you, as a new manager, quickly assimilate some of the basic knowledge you must have and actions you must put into practice in order to succeed. topics: managing a Team, first Time manager
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Providing the antidote to the all-too-common tendency of overpoliteness, this book helps readers encourage skills such as constructive criticism, honest communication, and the kind of conflict that drives innovation and quality without hurting feelings. topics: working on a Team, managing a Team, communication/Negotiations office conflicts can drain your energy and interfere with job performance. This guide teaches you how to pinpoint and treat these maladies with communication and conflict negotiation techniques that are sure to bring you peace of mind and peace at work. topics: communication/Negotiations, decision-making & Problem-Solving
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arts&culture
13
stellenzicht Music project
The Stellenzicht Music Project was recently featured on e.tv in an insert about South African Heroes.
S
tellenzicht Secondary School teacher Jeremy Dames was singled out for his role in starting the project with a few concerned colleagues in Jamestown in 1995. He said at the time it became clear that the challenges which young people in the area were facing at the time, such as drugs and unemployment, were become more and more daunting. “From the start it was realised that our children had the talents to play instruments and to perform on stage. Formal training was non-existent, but the will and the skills were there, albeit untapped at the time.” The Music Project was started and accommodated at Stellenzicht Secondary School. The school also helped with fundraising. “This was very difficult as instruments were very expensive. A few guitars were rebuilt from old scraps and a second hand drum set was purchased. A teacher made his own personal keyboard available. This gave a platform for a band and the project could practise
and perform for the first time. Eight children stuck it out through the difficult beginning and the project started growing rapidly as more children wanted to join. The project current has 2 bands and about 25 members.” In 2010 the Stellenzicht Music Project realised one of their biggest achievements when they opened their doors to Saturday classes. “The other most important achievement was to keep the project going for 16 years in spite of all the constraints we had,” Dames said. A professional outfit called “Cappuccino” was started in 2006 under the auspices of the project to give older members a platform to earn a little extra income. Their first gig was the opening of the Golf World Team Championships in which about 70 countries took part. A year later they successfully auditioned and performed at the 2007 Artscape Youth Jazz festival and currently perform at different functions and gigs all over the province. Their latest achievement was when
they were selected to perform at the 2010 World Cup events. “This shows that the project can make a difference in the lives of many young people. This group serves as mentors and trainers for the younger members in the project.” Dames added that they are plan-
ning a full album to follow on the success of a demo CD that was recorded in 2006. He said the project has a working relationship with Stellenbosch University. The demo CD as well as a commercially orientated recording in 2007 was recorded at the university’s studios.
These budding musicians benefit from the free music lessons on Saturdays at Stellenzicht Secondary School.
Top achiever
Young talent shines at annual Suidoosterfees High school learners who are members of the community theatre group, Uthando for Theatre, were the winners of the Weskus Toneelfees at the annual Suidoosterfees held at the Artscape theatre. The festival offered a platform for emerging talent.
Members of the Malmesbury group Uthando for Theatre.
I am proud to be me Randy Pierre, a grade 12 learner from Heideveld High School attended a Proud2b ME Youth Leadership Camp from 17 to 19 Dec 2010 and this is what he wrote...
The four winning productions of the Weskus Toneelfees, which was held in October last year, were invited to perform at the Suidoosterfees from 25 – 30 January 2011. Uthando for Theatre performed one of Adam Small’s plays, Joanie Galant, which deals with forced removals. Dean-John Smith and Sanchia Davids, who matriculated at Schoonspruit Secondary School in Malmesbury, were respectively named as
I am proud to be me because upon me smiling is lady luck and destiny together with their sister serenity I am proud To Be Me because I have been through the depths of calamity and tragedy survived emotional and physical battles but mentally I came through successfully peacefully I walk amongst those who hinder and judge but I don’t mind because I am proud To Be Me, me
the best actor and best actress for their roles in Joanie Galant. Keith Parring, a learner at Augsburg Landbou Gimnasium, was the best supporting actor for his performance in Soek oz dit soe!. Learners from Porterville High School performed As nefie kom kuier and the Com.Net Drama Group from Clanwilliam staged Soek oz dit soe! Unfortunately learners from Swartland High School and Vredendal High School
[probably] now I see my future here properly to be the very best that I can be live my life to the fullest block my ears from critics cause I believe and know I’m the coolest better yet awesome because like a red rose I blossom because I am proud To Be Me yes that you can see yes that you can be and should be proud of who you are and I promise you my friend you will shine like a star
“The AIM of The fesTIvAl Is To shAre loCAl sTorIes WITh AudIenCes And To develop CoMMunITy TheATre groups.”
had to withdraw from the Suidoosterfees. Benjamin Bock of the Department of Cultural Affairs and Sport, who initiated the Weskustoneelfees, said he was very impressed with the talent at the festival. “The festival gives young local artists from the Swartland to the Knersvlakte the opportunity to display their talent on stage. The aim of the festival is to share local stories with audiences and to develop community theatre groups.”
Randy Pierre is a member of his school’s Representative Council of Learners.
14
wcednews FEBRUARY 2011
noticeboard
A quick guide to
CIrCulArs
The Western Cape Education Department (WCED) issued the following circulars and circular minutes during the period October 2010 - February 2011
0040/2010 Increase in the amounts payable for boarding, transport and private boarding bursaries, and also personnel subsidies to hostels and schools http://wced.wcape.gov.za/circulars/circulars10/ e40_10.html 0043/2010 procedure to be followed for the temporary filling of promotion posts at education institutions http://wced.wcape.gov.za/circulars/circulars10/ e43_10.html 0047/2010 Implementation of the Teachers’ laptop Initiative http://wced.wcape.gov.za/circulars/circulars10/ e47_10.html 0048/2010 explanation of the policy on the application for temporary incapacity leave to educators and public service staff http://wced.wcape.gov.za/circulars/circulars10/ e48_10.html
0049/2010 Implementation plan of the national Curriculum and Assessment policy statements (CAps) grades r-12 during the period 2012-2014 http://wced.wcape.gov.za/circulars/circulars10/ e49_10.html 0050/2010 Information on grade r subsidies and other early childhood development matters http://wced.wcape.gov.za/circulars/circulars10/ e50_10.html
CIRCULARS 2011 0001/2011 final timetable and arrangements for the february - March 2011 national senior Certificate supplementary examinations http://wced.wcape.gov.za/circulars/circulars11/ e1_11.html
CurrICuluM MAnAgeMenT MInuTes ASSESSMENT MANAGEMENT 0016/2010 Management of subject changes in grades 10, 11 and 12 http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edam16_10.html
0001/2011 Analysis of the 2010 national senior Certificate examination results http://wced.wcape.gov.za/circulars/minutes11/ cmminutes/edam1_11.html
0002/2011 practical assessment tasks for 2011 national senior Certificate http://wced.wcape.gov.za/circulars/minutes11/ cmminutes/edam2_11.html 0003/2011 Annual national Assessments to be written in february 2011 http://wced.wcape.gov.za/circulars/minutes11/ cmminutes/edam3_11.html
CURRICULUM: GET 0001/2011 delivery of grade 1-6 learner workbooks to all public primary schools http://wced.wcape.gov.za/circulars/minutes11/ cmminutes/edcg1_11.html 0002/2011 The White Quill – Inspired to read project: Competition for learners and teachers http://wced.wcape.gov.za/circulars/minutes11/ cmminutes/edcg2_11.html
CURRICULUM: FET 0013/2010 new format of the national senior Certificate (nsC) examination papers in life sciences from 2011 http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edcf13_10.html 0014/2010 feT life orientation – Teacher training in the pACe school-to-Work programme http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edcf14_10.html 0015/2010 revision programme in february – March 2011 for candidates writing supplementary national senior Certificate examinations http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edcf15_10.html 0001/2011 2011 loK symposium for teachers of Afrikaans for grade 12 http://wced.wcape.gov.za/circulars/minutes11/ cmminutes/edcf1_11.html
EXAMINATIONS ADMINISTRATION 0026/2010 november 2010 national senior Certificate examinations: Invigilators’ claim forms http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edea26_10.html
0027/2010 Announcement of the 2010 national senior Certificate examination results http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edea27_10.html
INTERNAL HUMAN CAPITAL DEVELOPMENT
plAnnIng And sTrATegy MInuTes
0001/2010 registration procedures for training courses, conferences and seminars offered at the Cape Teaching and leadership Institute in 2011 http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/ectli1_10.html
INFRASTRUCTURE AND OPERATIONAL SUPPORT
0007/2010 Bursaries for Advanced Certifate in education: school leadership http://wced.wcape.gov.za/circulars/minutes10/ cmminutes/edhd7_10.html
InsTITuTIon developMenT And CoordInATIon MInuTes 0003/2010 Textbook retrieval Campaign http://wced.wcape.gov.za/circulars/minutes10/ idcminutes/eidc3_10.html 0001/2011 Annual report for 2010 http://wced.wcape.gov.za/circulars/minutes11/ idcminutes/eidc1_11.html
INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING 0016/2010 Minutes of the provincial principals’ forum (ppf) meeting held on 6 november 2010 http://wced.wcape.gov.za/circulars/ minutes10/idcminutes/edim16_10.html 0015/2010 start of the 2011 Academic year for Adult education and Training Centres http://wced.wcape.gov.za/circulars/ minutes10/idcminutes/edim15_10.html 0014/2010 Minutes of the provincial principals’ forum (ppf) meeting held on 8 october 2010 http://wced.wcape.gov.za/circulars/ minutes10/idcminutes/edim14_10.html 0013/2010 study bursaries – vic Bridges foundation Trust fund http://wced.wcape.gov.za/circulars/ minutes10/idcminutes/edim13_10.html
SPECIALISED EDUCATION SUPPORT 0008/2010 World AIds day, 1 december 2010 http://wced.wcape.gov.za/circulars/ minutes10/idcminutes/edse8_10.html
0001/2011 special project – Textbook top-ups for grades 11 and 12 http://wced.wcape.gov.za/circulars/minutes11/ psminutes/edio1_11.html
0002/2010 Advanced pay date for temporary WCed staff (public servants and Cs educators) from 31 december 2010 to 22 december 2010) http://wced.wcape.gov.za/circulars/minutes10/ csminutes/ehrm2_10.html 0003/2010 Information on time-off for end-of-year functions http://wced.wcape.gov.za/circulars/minutes10/ csminutes/ehrm3_10.html
CorporATe servICes MInuTes
PROCUREMENT MANAGEMENT
INTERNAL HUMAN CAPITAL ADMINISTRATION
0006/2010 submission of requisitions for goods and services to be obtained via the formal tender process http://wced.wcape.gov.za/circulars/minutes10/ csminutes/edpm6_10.html
0003/2010 Issuing of vacancy lists in 2011: Institution-based educator posts http://wced.wcape.gov.za/circulars/minutes10/ csminutes/edha3_10.html
INTERNAL HUMAN CAPITAL MANAGEMENT 0001/2010 16 days of Activism - no violence against Women http://wced.wcape.gov.za/circulars/minutes10/ csminutes/ehrm1_10.html
Noticeboard policy on the application for temporary incapacity leave An extract from Circular 0048/2010: An employee (educator or public servant) is entitled to 36 days’ sick leave in a three-year cycle (the current cycle covers the period 2010 to 2012). All sick leave in excess of normal sick leave is regarded as temporary incapacity leave and such leave must be applied for on the prescribed forms. Employees are still applying for temporary incapacity leave on the Z1 form, which is applicable only to normal sick leave. The Z1 leave form is not to be used for temporary incapacity leave. Employees must submit an application for temporary incapacity leave in the prescribed way within 5 days of the first day of absence. Should an employee fail to submit an application for temporary incapacity leave within the 5 days, then the following procedure applies: The employee’s manager or supervisor must notify the department within 2 working days that an application for temporary incapacity leave has not been received. This period of sick leave will then be covered by annual leave (with the employee’s consent) and/or unpaid leave, if insufficient annual or accumulated leave credits are available. Failure by the employee to submit an application form within the stated period, or failure by the manager or supervisor to manage it properly, will be viewed in a serious light and disciplinary steps will be considered.
wcednews FEBRUARY 2011
sport
15
Boland cricketer plays his way into the SA Schools’ Team rosseAu MerCuur
A matric learner at Huguenot High school, Lizaad Williams, had a dream cricket season in which he realised one of his big ideals: to be selected for the SA Schools’ team and SA U.19 team.
l
izaad represented the Boland U.18 schools’ team with great distinction at the Coca Cola Week in December. Taking 12 wickets, he was one of the most successful bowlers in this interprovincial tournament. He was rewarded with a place in the SA Schools’ team that played a match against the Knights. Following this success, Lizaad was selected for the Cobra Cubs to play in an inter-franchise tournament for U.19s. He impressed again and performed well against the Lions with
bowling figures of 3/40 in the match. Subsequently he was included in the SA U.19 team that played in a series of five one-day matches and two Twenty/20 matches against Zimbabwe Lizaad also made his First Class debut on 6 February 2011 when he played for the Boland Senior Amateur side against their counter parts of Free Sate. A bright cricket future is predicted for this Huguenot learner. Lizaad Williams
focus on: The Western Cape sport school Q
WhAT InfluenCed your deCIsIon To Apply for The posITIon As prInCIpAl AT The sporT sChool?
Sean Friedenthal is the first permanently appointed principal of the Western Cape Sport School. Mr Friedenthal took over the reigns from Doreen Slingers who had been heading the school as Acting Principal since its inception in 2007. WCEDnews interviewed Mr Friedenthal to get to know him and to find out about his vision for the school.
A How exciting is it to be involved in a multi-sports school! extremely! it has to be one of the best jobs in education and sport in this country, and a profession I’ve always wanted to be in. I have strong feelings about the quality of support we provide our talented athletes from poor or disadvantaged backgrounds. If they as sports people are striving for perfection in their own performances, then so should we, or those who support and educate them. I applied three times for the post before being selected as the principal. my application is an example for the learners about never giving up on your dream or dream career despite not being successful the first time round. I believe we have a collective responsibility to ensure that everything possible is done to support those athletes that go out into the world arena and perform at their very best each time for their team, club, province or country. The position as principal at the Western Cape Sport School offers my philosophy in life to be implemented. Q
Where dId you TeACh Before?
A my career began in Johannesburg with the opening of a new school in glenvista, then promoted to hod to a great gde school mondeor high. The allure of private education and the ieb system saw a career movement to st. martin’s school, (incidently oliver Tambo’s former school) as a
counsellor and sports coach for 10 years. The family then made the move from Johannesburg to Cape Town as the Head of a Private Sport Academy. I moved to Rondebosch Boys High school as Head of Rugby and First XV coach before arriving at the Western Cape Sport School.
Q
do you pArTICIpATe In sporT?
A These old bones are heavy and slow most days, but
my mind still sees itself winning a race and beating the toughest opposition. i find myself swimming more and more with a little jogging added for good measure. Perhaps in time as the school settles down to a purring pace there will be more time to hit the new gym at our school.
Q
WhAT Is your vIsIon for The sChool?
A I would like every athlete that works with us here at WCSS to feel that we have given them the best possible support and chance to maximise the talent they have. This does mean that we can never stand still, we have to continually strive to improve the facilities, training and services we provide. A true multi-sport environment will enhance the athletes. Having many quality facilities, coaches and athletes on-site provides us all with fantastic opportunities to learn from one another and share experiences. When one team or squad or athlete does well, “the winning feeling, the good feeling” inside will infect the whole school. You must love to train. WCSS’s facilities will encourage our elite athletes to raise the bar. Some of the athletes have set the bar
high, but have been training in an environment that doesn’t particularly help them get over it and continue to do so, each time. I think the commitment WCSS have made to develop world class facilities here in Kuilsriver demonstrates to athletes that we are raising the bar as far as academies go.
Q hoW does The sChool MAInTAIn A BAlAnCe BeTWeen sporTIng ACTIvITIes And ACAdeMICs? A The school has to always keep the vision and mission statement in mind when working on the curriculum and tasks for the learners. In doing so we make use of experts in education, human anatomy, psychology, exercise, testing and measuring research, analysis and mechanical principals in sports skills, sports physiology, fitness and wellness. The learners are judged on two curriculums; their academic performance and the other their sport achievements. This means we must always be aware of the demand on the athlete’s ability to cope being away from school for competitions and then having to catch up with their academic programme. The staff teach lessons in english and Afrikaans and all our learners study sport And exercise science till matric, a subject that is overseen by the ieb exam board. Our country needs people at all levels of sport, club, varsity, provincial and ultimately a few nationally. Therefore we would like to assist our learners after school in getting a place in a tertiary institution or placement in a sporting career. With this in mind we are closely linked to universities and colleges around the country and even have exchange programmes in place for overseas based teams searching for our talent.
Wynberg Boys high claim a place in the pro20 challenge finals
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fter winning the toss, Wynberg put Paarl in to bat in the regional final between Western Province and Boland. Some inspired bowling by Dalton Kannemeyer helped Wynberg restrict the team from the Winelands to 115, with Paarl all out in the 19th over. Jean Bredenkamp top-scored for Paarl with 22, but the low total meant that the visitors were always going to struggle to prevent Wynberg from going through. Wynberg never appeared to be in
trouble, despite losing Sabir Mallie, caught by David Stofberg off the bowling of Kyle Solomon for six in the third over. The home team lost three more wickets, but Kannemeyer and Bryan Edwards saw them safely home with five overs to spare. Wynberg’s David Bedingham was the top scorer with 25, while Taaheer Samaai and Edwards contributed 24 each. Wynberg can now relax, safe in the knowledge that they will represent the Cape Cobras franchise
in the finals in Stellenbosch from February 18 to 20. Not only were they the first to qualify for the finals, but they were also the first to play their match as a curtain-raiser to a Standard Bank Pro20 match. Kallis had the following words of congratulations to the team. “It is great to see that the strong cricketing culture and heritage that I grew up around when I was at the school is still there. I hope it goes well at the finals weekend, and may you keep the flag flying high with pride.”
photo: school sports (www.schoolsports.co.za)
Jacques Kallis’ old school, Wynberg Boys High, became the first school to qualify to play in the finals of the Standard Bank Schools Pro20 Challenge, when they cruised to a six-wicket win over Paarl Boys High at Newlands.
wcednews
16
FEBRUARY 2011
sport ALL ROUNDER
Lots of fun
sharne stars as sA win 60 medals
Kyle Tatterstall, a talented sportsman and top academic, received Wynberg Boys Junior School’s coveted Sportsman of the Year award for the following achievements:
The year 2011 got off to an excellent start for 16-year old Sharné Dicks after she won seven gold and two silver medals in individual events at the CANA Zone 3 & 4 Swimming Championships in Botswana.
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harné, who swims for WP-Vineyard, also won two silver medals and a bronze medal in the relays to come back from a bit of a disap-
At home with the medals she won in Botswana.
pointing season in 2010. With the highest number of gold medals, Sharné was presented with the Victrix trophy as the overall top performer of the competition. Her performance was even more remarkable considering she only learned to swim shortly before her eleventh birthday. Her aunt was concerned about her safety in water and took her for swimming lessons. “I fell in love with swimming. When I am in the water I forget about everything else,” Sharne explained. When Sharne took part in her first gala just before her twelfth birthday the family did not realise that the times she set was quite good. Right from the outset she made an impression on top swimming coach Karoly Von Toros and she trained with him until November 2009 when he was appointed as head coach of the Algerian swimming team.
Asked what she liked most about swimming, Sharne said she liked training and didn’t mind getting up at 04:15 for a two hour training session before school. She also trains for two hours in the evening. Her current coach, Brendon Pienaar, said swimmers at Sharné’s level do not get to live a normal life. “They don’t really get a December holiday and throughout winter she’s been training twice a day.”
“I fell In love WITh sWIMMIng. When I AM In The WATer I forgeT ABouT everyThIng else.” Sharne said her life revolves around swimming and school. Luckily for the sociable teenager, taking part in galas and championships usually involved meeting new people and travelling. The downside of her demanding
training schedule and representing the province and country in national and international events was that Sharné constantly had to catch-up on schoolwork. Her positive and can-do attitude saw her pass Grade 10 last year and Sharné planned on qualifying as a physiotherapist after matric. Pienaar said Sharné had a bright future as a swimmer. Her performance in Botswana caught him by surprise because they didn’t peak for the competition. “I always knew she had the potential. She’s been consistently getting better over the past nine months and she is nowhere near her potential.” While in Botswana Sharné also got food poising but still managed to swim personal best times in the 200m freestyle, 200m individual medley and 100m breast stroke. Sharné said she was grateful for the support from her family, coaches and Vineyard Swimming Club over the years.
Wp u13A Waterpolo u13A cricket u13A rugby A swimming team Athletics team boland, ep, Wp and sWd. he is coached by barlo theron.
TENNIS Adri Lambrechts of Lutzville high School was selected as Boland’s top u/11 tennis player after he finished first in his age category at the boland tennis trials in Paarl.
Multi-sport
Multi-sport community project gets youth excited about school A Back-to-School Knock-out Cricket Tournament at Mfuleni High School saw 54 young participants eagerly show off their skills with a bat, ball and on the field.
Adri Lambrechts
The team will participate in an interprovincial tournament in Port elizabeth during the April holidays.
JUKSKEI denika swart (17) of huguenot high School, and a member of the Fleur de Lis Jukskei Club, was recently selected for the South African U.19 girls’ A team. She has represented Boland the past four years in different age
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he event was organised by Positive Futures, a sports based social inclusion project, to get the youth excited about the new academic year and to encourage them to stay in school and maintain an active lifestyle. Postive Futures Co-ordinator, Janice Hemmonsbey, said: “The matches were tight and the youth very competitive, but they had loads of fun.” A five day coaching clinic in December, organised by Positive Futures, was also well attended. The clinic was held in Dennemere and attracted the local youth from Blackheath and Mfuleni. Topics like respect, fair play, discipline and sportsmanship were discussed. “The Coaching Clinic was aimed at providing the youth with skills and knowledge about sport and what it takes to become a great sportsman/woman. The clinic culmi-
Participants at the Positive Futures coaching clinic held in Dennemere in December.
nated in a two day tournament to give the youth the opportunity to apply what they had learned,”Hemmonsbey added. The Positive Futures Cape Town Project is the first international rollout of the successful and groundbreaking model which is delivered in 125 communities across England and Wales. The project was launched in September 2007 at Forrest Heights High School in Eerste River and has been implemented in six other schools as well as communities in the Western Cape. A number of partner agencies, such as Western Province Cricket Club and Exercise
Teachers Academy (ETA), have been instrumental in the implementation of the project, managed by LifeLine/Childline. Bernie Ross, the organisation’s Youth Development Manager in the Western Cape, said the key to the success of the project has been thinking local; engaging young people from within their own communities and developing them. “We believe that every child matters no matter who, or where they come from. Many learners who have been referred to the project have experienced a positive change in their behaviour, academics as well as their attitude in general.”
groups and was a member of the 2010 Boland U.19 A girls’ team who brought home a silver medal. She was selected for the southern regional Team (u.19) that was represented by boland, ep, wp and swd. she is coached by Barlo Theron.