Education Update || 23 by Western Cape Education Department

EDUCATION

Newspaper of the WCED MARCH 2015 Issue 23

Above: Western Cape parents are voting this month for new School Governing Body (SGB) members.

Smooth start to 2015 SGB elections The 2015 School Governing Body elections are in full swing and the term of office of the existing SGB members will soon cease.

ll public schools have to hold SGB elections this month even if a recently elected governing body has not completed its full threeyear term of office. The SGB elections are the biggest in the country after local and national government elections. To ensure that the elections run smoothly in the Western Cape, the WCED has established a Provincial Electoral Team, consisting of SGB Associations and other stakeholders. Redewan Larney, Chief Education

"The SGB elections are the biggest in the country after local and national government elections."

Specialist: Districts, has been appointed as the provincial coordinator. Larney said the WCED would like to thank all parents, teachers, non-teachers, principals and RCL representatives (where applicable) who over the last three years volunteered their time and expertise in serving their local school community as members of SGBs. He emphasised the importance of good, accountable governance. “Conducting credible provincial elections is a critical first step in

inside / news

achieving this. The role of the electoral officers is to ensure that the election process is conducted without blemish. During January and February our districts completed the training of principals who will be serving as school electoral officers. Each electoral officer is charged with ensuring a free and fair election process in which eligible parents, educators and non-educators is able to record his or her informed choice. Districts also provided additional training to

Feature

Insight & Opinion

selected school electoral team members to ensure sufficient support is provided to the electoral officers.” An important performance measure for the provincial electoral team is ensuring that the school community actively participates in the election of the SGB members. Various strategies were adopted, ranging from pamphlets, newspaper and radio adverts and discussion forums, all in an effort to create greater awareness of the importance of participating in the SGB elections. Larney said the role of the SGB Body Associations must be commended in promoting greater participation of parents at affiliated schools. After the completion of the elections at the end of March, the principal as a member of both the outgoing and newly elected governing body will be responsible for facilitating the handover process by: • Officially handing over all governing body files to the newly elected governing body; • Conducting an induction session for the newly elected members; and • Answering any questions that the new governing body may have. Principals must also ensure that the first meeting of the newly elected SGB is held within five days after the principal received notice of who the elected members are. At the first meeting the office-bearers will be elected. Newly elected SGB members will be trained from April onwards. The WCED has developed a three-year needs based training framework that will form the basis for the support provided to SGBs over their term in office.

sport

WCED to start roll–out of Smart Classrooms

Reimagining a school environment

Book tells story of powerful partnership in education

Multitalented athlete takes sporting world by storm

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news

March 2015

GAME CHANGER

WCED to start roll–out of Smart Classrooms The Western Cape Education Department plans to turn 3 350 classrooms across 248 schools into smart classrooms during this financial year.

smart classroom refers to a classroom with Wi–Fi connectivity to broadband as well as a digital projector, whiteboard and teacher computing device as the minimum technological resources – all interlinked through Wi–Fi. If learners have any form of electronic device, they will be able to access the learning resources in a smart classroom environment. At a media conference, Western Cape Premier Helen Zille announced eight game changers for the province. One of these game changers is the roll-out of E-learning in schools. "E-learning will assist us in tackling some of the problems we face, including improving access to quality education in disadvantaged communities, providing support for struggling learners, contributing toward teachers' training and professional development and improving management and administration at schools. It will also provide learners with the skills to participate in our increasingly technology-based economy in the future," said Zille. Without taking into account the Western Cape Government's investment into the Wide Area Network (WAN), the roll-out of the Local Area Network (LAN) and various infrastructure, equipment and devices will cost the WCED R1.2 billion over the next five years.

Brian Screuder, Deputy Director-General: Curriculum & Assessment Management, said the department intended that at least 40% of classrooms/ instruction rooms at all quintile 1 to 4 and ELSEN schools will eventually be fitted as smart classrooms. Together with the implementation of smart classrooms, the department will also refresh computer labs at 525 schools. Schreuder said schools will also receive digital content, including digital textbooks. The department started to roll out orientation training to principals of the first batch of schools to receive the technology while teachers will receive training as the technology gets delivered and installed. “The Wide Area Network on which schools will be connected is the enabling highway and will see the rapid download and upload of digital resources. Broadband is therefore the enabler. The second technological enabler associated with this is the introduction of Local Area Networks in schools which will create Wi–Fi clouds in all schools that will enable authenticated devices to connect via rapid, instantaneous broadband access to learning resources.” Schreuder added that the broadband connectivity is seen to be a game changer because it

has the potential to change the way teaching and learning takes place in the classroom, allowing teachers and learners to access resources to revolutionise teaching and learning.

Interconnectivity also allows teachers to share resources; connecting schools, teachers and learners with free high speed communication.

"A smart classroom refers to a classroom with Wi–Fi connectivity to broadband as well as a digital projector."

Western Cape expands access to eLearning resources The Western Cape Education Department has invited developers of digital education resources to join the department as it expands access to eLearning in the province.

he WCED developed an online catalogue of digital education resources as part of a broader programme to support eLearning. Phase 1 of the project has been to develop a facility that developers can use to submit details of the digital resources they are offering. The facility went live in November and the department invited suppliers to participate in this important project. The department published the “eCatalogue” itself on 26 January. The Western Cape Government has identified eLearning as a key strategic priority to improve the quality of education in the province.

Schools are central to the provincial government’s plans to introduce broadband connectivity across the province. Contractors have started measuring up schools for fibre-optic cabling as part of this project. They will start connecting the first schools to the broadband network next month (April 2015). The Western Cape Government is also providing free access to Wi–Fi via 384 sites across the province, including schools. Schools now will enjoy increasing access to the very latest information technology. Our challenge now will be to ensure that they also have access to the very latest digital education resources.

EDUCATION

news

March 2015

CELEBRATION

Online history project celebrates milestone with learners On Wednesday, 22 January 2015, South African History Online (SAHO) celebrated its 14th anniversary of online existence as a popular history project with learners from St. Agnes Primary School in Woodstock.

outh African History Online (SAHO) is the largest independent history education and research institute in the country. It was established in June 2000, as a non-profit Section 21 organisation. Omar Badsha, SAHO CEO, accompanied by his team, presented the SAHO website and classroom content to the Grade 4-7 learners and educators at St. Agnes. SAHO’s mission is to promote the study and teaching of history and to make knowledge accessible through the creation of a comprehensive online encyclopedia of South African and African history. Furthermore, through developing partnerships with community based history projects, museums, archives and educational institutions it provides a platform for people to tell their stories.

Education Programmes • SAHO publishes free online material that complies with the needs of primary and secondary schools’ history curriculums. The website is a vast and growing encyclopaedia on South African and African history and is used extensively by students.

"SAHO is the largest independent history education and research institute in the country."

Above: Learners at St Agnes Primary School in Woodstock were eager to display their knowledge of history. • SAHO works closely with the Departments of Basic and Higher Education to produce books, exhibitions and learning material for use in schools. • SAHO runs programmes to train teachers in the use of IT in the classroom and is developing an online network of history and history of art teachers, creating

a platform where they can assist each other and help develop new resources for use in the classroom. • SAHO, in partnership with the Department of Basic Education, hosts the annual Chief Albert Luthuli Oral History Project. This programme involves thousands of students going

into their communities to record testimonies, gather documentary evidence and author their local histories. These oral history projects are published on the SAHO website and are an invaluable contribution to our understanding of the histories of individuals and local communities.

For more information on SAHO, visit www.sahistory.org.za or contact their Cape Town office in Albert Road, Woodstock, at Tel: +27 (0)21 447 4365 or +27 (0)21 447 3434. For general queries, email info@sahistory.org.za

update EDUCATION

Incidents of holiday vandalism down by 21.95% A total of 26 schools across the province reported incidents of vandalism and burglaries during the December/January holiday period with 30 minor incidents and 2 major incidents being reported.

estern Cape Education Minister Debbie Schäfer said school vandalism does not only come at a cost to the WCED, but to the learner and the community too. “We are therefore delighted that incidents of vandalism are down by 21.95% compared to the same period last year, with major incidents cut by half.” In order to protect schools from burglary and vandalism over the holiday period, the WCED's Safe Schools directorate arranged for increased security at some identified high risk schools. 448 schools received either overnight security or 24 hour security. Unfortunately, despite these measures, some of our schools

still fell victim to vandalism and burglaries during the school holiday. Of the 26 schools, the Cape Winelands District reported the highest number of incidents in the province, with 11 incidents of burglary and vandalism. The department received three reports from the Metro Central District, six from the Metro South District and two reports from the Metro East District. The hardest hit district in the metro was Metro North District with seven incidents of vandalism reported. The WCED received 1 report of vandalism and burglary from the Eden and Karoo District, Overberg District, and 2 reports from the West Coast District. The WCED is completing a cost analysis but so far, the cost for repairs for just over half of the

schools has come in at just under R1 million. The WCED spends about R10 million a year on emergency repairs for damage resulting from major incidents of vandalism. Schäfer said the department and schools could better spend these funds on improving the quality of education in schools. “At the end of the day, vandalism represents theft from our learners. “It is important for communities to take ownership of the schools in their area and realise that they have an important role to play in protecting their community's assets. “One incident of vandalism is one incident too many. We do however need to acknowledge the decline in reported incidents

and for this, I would like to thank Safe Schools, Metro Police, SAPS and members of the community for their sustained efforts in assisting us in putting an end to vandalism and burglary in our schools.”

The WCED spends about R10 million a year on emergency repairs for damage resulting from major incidents of vandalism.

update is the official newspaper of the Western Cape Education Department. wcednews@westerncape.gov.za Tel: 021 467 2707 Director of Communication

Paddy Attwell Editor

Millicent Merton Contributors

Remo Andrews/DCAS Justin Alberts/US Brad Bailey Brendon Bussy Alan Felix Susan Hanekom Liesl Hartman Vanessa Jacobs Dennis Karelse Nasreen Khan Buhle Khumalo Lenette Ottervanger SA School Sport Jessica Shelver Ismail Teladia Gary van Dyk/Tygerburger Mariaan Viljoen Simon Speelman Design

Y&R

news

March 2015

AWARDS

Huge improvement in language and maths at Wallacedene Primary School Wallacedene Primary School in Kraaifontein was one of 66 schools recognised by the Western Cape Education Department (WCED) for achievements and improvement in the 2014 Language and Mathematics Systemic Tests.

estern Cape Education Minister, Debbie Schäfer, and Head of Education, Penny Vinjevold, presented awards to the schools at a function on Tuesday, 17 February at Turfhall Primary School in Athlone. The department selected the top overall performers in each of the province’s eight districts, as well as those in disadvantaged communities in each district who had shown the greatest improvement. The awards recognised overall performance and improvement, as well as performance in literacy and numeracy. Awards were presented to schools that consistently performed well over the 3 year assessment period as well as schools that have shown substantial progress. The WCED has tested primary school learners in Language and Mathematics every year since 2002, alternating initially between Grades 3 and 6. The WCED added Grade 9 to the tests in 2010, when the department started testing all three grades in the same year. The tests have provided valuable data to inform the department’s Language and Mathematics strategies. While Wallacedene Primary achieved a considerable improvement in Language in Grade 3 – an 11.5% increase from 21.2% in 2013 to 32.7% in 2014 – it

is their Grade 6 results which have seen a remarkable increase. In Grade 6, the school improved its mathematics results from 9.4% in 2013 to 56%, a substantial improvement of 46.4%. In 2013, the school achieved 4% in language results and improved on this by 57.5% to achieve 61.9%. Wendy Mbude, Wallacedene Primary School Principal, said when she saw how badly her school did in the 2013 systemic tests, she realised that drastic action was necessary. Mbude identified language as a barrier and decided to rope in English Home Language speakers to assist learners with their communication skills. The school has been working with Lorna Rutter of the Teach, Love and Care Network. She offers extra English classes weekdays from 7am to 8am and makes learning English fun and helps to remove the fear that comes with learning another language. The teachers also encourage reading and writing and this was evident in the beautiful letters that learners wrote to thank the principal and Rutter for the extra classes. Schäfer said an analysis of the overall 2014 results indicates that the levels of language and mathematics are improving in the Western Cape, with only a minor decrease in Grade 3 Mathematics and a parallel result for Grade 9 language compared to last year. The biggest improvements were in Grade 3 and 6 Language results. Grade 3 Language

increased by 5.4% and Grade 6 Language increased by 8.4%. Schäfer said this was in line with the department’s strategy, since 2010, to improve the reading and writing skills of learners in the foundation phase, with increased investment in both physical and human resources to this phase, such as additional teachers, readers, textbooks and training. She said Mathematics still remained a major concern, especially in Grade 9, where learners were not grasping the fundamental content areas. “While the 2014 tests have resulted in some pleasing improvements, there is still considerable work to be done to ensure that we improve further to ensure acceptable outcomes for all our learners. We are currently reviewing our mathematics and language strategies so as to improve further on these results and are planning for specific interventions in Grades R – 3 and Grades 8 and 9.”

The following schools received awards: Overall excellence in Language and Mathematics: Grades 3 and 6 Oakhurst Girls' Primary School, 82.8% Grove Primary School, 79.2% Rustenburg Girls’ Junior School, 78.9% Greenfields Girls’ Primary School, 78.1% S.A. College Junior School, 77.9% Sweet Valley Primary School, 77.1%

De Hoop Laerskool, 76.8% Rondebosch Boys' Preparatory, 76.7% Bergvliet Primary School, 76.1% Kirstenhof Primary School, 75.6% Schools with an average of less than 30 learners writing in each grade Llandudno Primary School, 77.2%

Overall Excellence in Academic Performance: Grade 9 Rustenburg Girls’ High School, 82.3% Westerford High School, 81.5% Rondebsch Boys’ High, 80.1% Rhenish Girls’ High School, 78.2% Wynberg Girls’ High, 75.2% SA College High School, 74.8% Claremont High School, 74.7% Hoër Meisieskool Bloemhof, 74.1% Hoër Meisieskool La Rochelle, 73.9% Parel Vallei High School, 73.6% Schools with an average of less than 30 learners writing in Grade 9 Lutzville Hoërskool, 73.6%

Excellence in Academic Performance in Language: Grade 3 and 6 Wynberg Girls’ Junior School, 73.9% Courtrai Primary School, 72.5% Beaumont Primary School, 72.1% Schools with an average of less than 30 learners writing in each grade Hoërskool Hopefield, 65.4%

Excellence in Academic Performance in Mathematics: Grades 3 and 6 Welgemoed Primary School, 81.2%

Laerskool Stellenbosch, 79.7% Laerskool Eikestad, 78.7% Schools with an average of less than 30 learners writing in each grade Augsburg Landbougimnasium, 71.9%

Excellence in Academic Performance in Language: Grade 9 Bergvliet High School, 78.8% Edgemead High School, 77.8% Wynberg Boys’ High School, 77.3% Schools with less than 30 learners writing in Grade 9 Hoërskool Ladismith, 67.9%

Excellence in Academic Performance in Mathematics: Grade 9 Paul Roos Gimnasium, 71% Hoërskool D.F. Malan, 70.3% Stellenberg Hoërskool, 68.1% Schools with less than 30 learners writing in Grade 9 Hoërskool Ladismith, 43.6%

Academic Excellence in Grade 3, where schools do not have Grade 6 Durbanville Voorbereidingskool, 81.7% Schools with less than 30 learners writing Ongelegen Primêre Skool, 67%

Academic excellence in Grade 6, where schools do not have Grade 3 Durbanville Primêre Skool Continue on page 7

EDUCATION

news

March 2015

RECOGNITION

Top Learners and Schools Honoured at Awards Ceremony

xcited learners, parents and teachers braved the heat to attend the Western Cape National Senior Certificate Awards Ceremony at Leeuwenhof, the Premier’s official residence at the foot of Table Mountain, on 14 January. The ceremony is an annual event that recognises the remarkable achievements of matric learners and schools in the province. Learners received various awards for their achievements. Top of the list were Yi-Tin Michelle Yuan (Rustenburg Girls High), Daniel Mesham (Diocesan College) and Antoinette Schoeman (Hoërskool DF Malan), who ranked first, second and third in the province respectively.

Against All Odds The Western Cape Education Department (WCED) also recognised matriculants who achieved excellent academic results in the face of tremendous hardship. Among these were Sisipho Angel Khubukeli, 18, from Pionier School for the Visually Impaired in Worcester, who achieved to As, two Bs and two Cs despite being visually impaired. Her diligence and perseverance paid off as she was accepted to study a BA degree in language and communications at the University of Stellenbosch. “It’s all about hard work. I like spending time with my friends and reading but I sacrificed my friend-time and some of my hobbies.” Another learner, Masolino Willemse from Scottsdene Secondary School in Kraaifontein, overcame extreme hardship. Although the death of

Key trends of the 2014 National Senior Certificate District results

he Western Cape was the only province in the country where all eight education districts have achieved a pass rate of over 80% in the National Senior Certificate exams. The West Coast District, led by Jannie Beukes, achieved the highest pass rate in the province with 88.4% this year, which is the fourth highest pass rate in the country. They were closely followed by the Overberg District, led by Bertram Loriston. The Overberg District achieved the fifth highest pass rate in the country. Announcing the 2014 NSC results, Minister Schäfer made special mention of the

a close friend, gangsterism and crime within his community nearly derailed him, he was determined to do well. “There were many challenges in my community. I decided that I would be an example for the youth in my community and all children as they need someone to look up to.”

Metropole East District, led by Melvyn Caroline. “Historically, this district has always achieved the lowest percentage of all the eight districts. However, this year, it is placed in fourth place, together with Metro South led by Glen Van Harte, at 81.2%, increasing by 15.1 percentage points since 2009!” Schäfer said it was significant to add that almost half of the schools in Metro East are situated in Khayelitsha – a historically disadvantaged area. Many schools in Mitchells Plain are also in Metro South. “The WCED has, over the past few years, invested heavily in areas such as Khayelitsha and Mitchells Plain, and we are therefore encouraged by improvements in these schools.” It is clear that the Western Cape retained almost 6% more learners in the system than Gauteng, over 20% more than the North West and over 16% than the Free State. While some Provinces may be proud of their

pass rates without taking into account the retention rate of their learners, in the Western Cape our focus, no matter where we are positioned in terms of the pass rate, will be on whether we have increased the number of candidates passing, and the quality of those passes.

Second chance A total of 7 000 candidates qualified to write supplementary exams. This means that over 97% of the candidates in the Western Cape either passed the examination, or qualified to write a supplementary examination. This provides these candidates with a wonderful opportunity to now pass their NSC.

Thanks to Education Officials Hosting the ceremony were Premier Helen Zille, Western Cape Minister of Education Debbie Schäfer and the Western Cape Education Department’s Head of Education Penny Vinjevold, among other officials. Minister Schäfer expressed her gratitude to everyone who contributed to the success of the province’s matriculants. “I would like to thank all the teachers, principals, district officials and their support teams for their hard work and commitment to education in the Western Cape,” she said in her speech before adding that the “only place where success comes before work is in the dictionary”.

Real matric pass rate

* Learners enrolled in ordinary public schools in Grade 10 in 2012 / full time candidates (all schools) writing NSC examination 2014 Source: James Myburgh, “Matric 2014: How the provinces really fared”, Politicsweb, 13 January 2015

feature

March 2015

DESIGN

Reimagining a school environment The Secret Garden at Parkfields Primary is a design project which has aimed to transform the inner playground areas of Parkfields Primary School. Liesl Hartman, principal of the Frank Joubert Art Centre, documents the process to transform the very grey environment of the school - as well as to lift the spirits of the teachers and learners who live and work in a poor and often turbulent community.

Above: Learners at Parkfields Primary School were actively involved with the process to transform their school environment.

arkfields has a long working relationship with the Frank Joubert Art Centre and the Ibhabhathane Project. Learners from Parkfields have been attending art classes at the centre for almost 15 years through the sponsorship of Ibhabhathane project. Fowzia Damon and Dorothea Mouton, the Grade 7 teachers at Parkfields, have been attending the Visual Art and Design INSET workshops offered each term by Ibhabhathane on Saturday mornings for this same period. It's their commitment to the INSET workshops over the years that ensured their school was chosen as one of the beneficiaries of Ibhabhathane sponsorship and it's also the reason why Parkfields was chosen as the recipient of this mural and mosaic project. The mural and mosaic project was undertaken as a joint collaboration between the teachers from Frank Joubert and Ibhabhathane and Parkfields. The project has been undertaken under the auspices of the CICLO International Arts Educational Exchange Project of which Frank Joubert and Ibhabhathane were the South African representatives. The theme of the CICLO project was “My Hood” – Reimaging your neighbourhood/environment. With a focus on their school environment, the teachers and learners, through this creative process involving art workshops and direct involvement on the mural and mosaic itself, have been empowered to reimagine and re-create their learning environment into what will hopefully become and will continue to evolve into a positive learning environment. The elements of the project include: • 2 painted murals • Mosaicked biodiversity tree and wave design • 28 painted classroom doors • 3 m2 mosaicked school logo Over a period of 15 months, the art teachers and volunteers from the Ibhabhathane Project and the Frank Joubert Art Centre have worked with the learners of Parkfields on most Tuesday and Friday mornings of each term to plan and create the various aspects of this project. The project began in July 2013 with a workshop with the teaching staff of Parkfields to discuss what they wanted in the mural and what ideas they had for transforming this space.

EDUCATION

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A series of workshops, for both the teachers and the children, generated the images and ideas for the mural. These workshops took place at the Frank Joubert Art Centre and at the school. The learners produced works in painting and drawing mediums as well as clay which were used as inspiration for the images in the mural and also used directly in the mosaic itself. Careful attention was taken to ensure that the ideals and ethos of the school were clearly expressed in the final composition of the mural as well as the ideas of the teachers at the school. The images on the classroom doors draw on the various subject areas in the curriculum and become a teaching tool for teachers in the classroom. In addition to the mural and mosaic, a group of Grade 6 learners from Parkfields worked with Nild Regout and Julie Dufour Wiese from the Children’s Culture House in Amar, Copenhagen and created three dimensional models of play structures that they would like to have at their school in this

March 2015

newly transformed environment. This was the direct result of the CICLO international exchange of educators and artist between South Africa and Copenhagen. Nild and Julie have returned to Copenhagen to raise funds for the play structures to be built at Parkfields. The final design will be inspired by the children’s designs. There have been many positive outcomes for this project but the most important has been the participation of the learners and teacher in the re-creation of this space. The space has been transformed and is punctuated with positive and beautiful images and words. It is our hope that the teachers and learners have understood the value of a thorough creative process from conceptualisation to realisation and that this will in some way inform their attitude to their education as they progress through school. The project has been faithfully and thoroughly documented through photographs taken by Dicky Van der Schijff, a Grade 7 teacher at Parkfields, who has created the most incredible

“Art transforms lives” – Jane Golden founder of the Philadelphia Mural Arts project, USA

visual history of the project from start to finish. The project would not have been possible without the patience and support of Mr Galant (the previous principal of Parkfields) and also Dianne Williams, the current principal. Photographs of the mural and mosaic process are available for viewing on the Frank Joubert Website.

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Independent Schools Overall excellence in Language and Mathematics: Grade 3 and 6 Hershel Girls' School, 79.5% Schools with less than 30 learners writing in each grade Micklefield School, 79%

Overall Excellence in Language and

Mathematics: Grade 9 Herschel Secondary School, 84.3% Schools with less than 30 learners writing in Grade 9 Deutsche Internationale Schule Kapstadt, 73.1%

Category 2: Improvement in Academic Performance in Grades 3, 6 and 9

Overall Improvement in Academic Performance: Grades 3 and 6 Wallacedene Primary School, 66% Abedare Primary School, 52% Enkululekweni Primary School, 44% Meadowridge Primary School, 43% Marine Primary School, 38% A.Z. Berman Primary School, 38% Isiphiwo Primary School, 37% Itsitsa Primary School, 33% Sacred Heart RK Primary School, 32%

MM Mateza Primary School, 31% Enrolments of less than 600 Duneside Primary School, 20% St. Blaize RK Primêre Skool, 18% Nieuwe Drift Primêre Skool, 17% Wingfield Primary School, 16% Camps Bay Primary School, 15%

Overall Improvement in Academic Performance: Grade 9 Fairmont High School, 40% Hoërskool D.F. Malan, 33%

Bergvliet High School, 27% Mondale High School, 27% South Peninsula High School, 22% Enrolments of less than 600 Voortrekker Hoërskool, 28% Bloubergrant Secondary School, 23% Augsburg Landbougimnasium, 19% Cape Town High School, 16% Montana High School, 13%

development

March 2015

TRAINING

Shoprite launches simulation store Don't miss the to train learners

public private partnership between the Western Cape Education Department (WCED) and Technical and Vocational Education and Training (TVET) Colleges has resulted in Shoprite opening a fully equipped simulated retail store on the Northlink Parow campus. This collaboration forms part of the government’s mandate for the Technical and Vocational Education and Training (TVET) sector to increase the number of students by four million by 2030. As part of the WCED’s Youth Focus Project, over-18 year old, Grade 9 repeaters were transferred to Further Education and Training (FET) colleges like Northlink and some Adult Education and Training (AET) Centres. The target of the pilot project was to train 450 youths

in occupationally directed programmes in FET colleges and AET centres in the Western Cape. In order to access vocational programmes at FET colleges, learners are required to pass Grade 9 or obtain a NQF Level 1 or ABET Level 4 Certificate. Such certification is therefore a significant gateway to further education and training. Northlink College offers vocational and occupational training and the simulation store will assist with the work-integrated learning component of these curricula that have a retail focus or specialisation. The simulation store is a mini Shoprite supermarket with service departments and stocked with merchandise, in a learning-friendly environment. It will provide learners with the necessary exposure and practical experience in retail operations to complete their vocational retail training.

A further benefit for learners is that the work-based experience enhances their employability, but the experience gained is also to the advantage of the whole retail sector as it broadens the pool of employees that have an aptitude and passion for retail. The simulation enterprise is fully sponsored by Shoprite and the Group’s first Public/ Private Partnership with a TVET institution. The work-based training opportunities it presents are in support of the TVET sector’s plan to offer vocational and occupational qualifications from level 2 to 4 (matric equivalent) with a retail specialisation. The retail industry anticipates that a retail vocational programme will commence in 2016. Initially the Group will focus on the establishment of simulation stores at Western Cape TVET institutions, with the long term vision to roll it out nationally.

According to Statistics South Africa latest labour force data the unemployment rate in the 15 to 24 years age group is 65.4%. This is considerably higher than the general unemployment rate of 25.4%.* The Shoprite Group focuses strongly on vocational and occupational training to create opportunities for young people to obtain a qualification and acquire the necessary skills for employment. The unemployment rate and education are inversely related. People with tertiary education are more likely to be employed than those with lower levels of education. The Group therefore believes that the education of our youth is of utmost importance for the social upliftment, economic growth and the prosperity of future generations.

"The education of our youth is of utmost importance for the social upliftment, economic growth and prosperity of future generations."

beautiful behaviour series of seminars for 2015

he Beautiful Behaviour series of seminars for 2015 are designed for educators who are confronted with the different shades of behaviour in the classroom on a daily basis. The presenters are renowned speakers and practitioners in the education field. Dr Thereza Bothma (Metro North Education District) “Making ADHD Manageable in the classroom” Neville Goliath (Metro North Education District) “Teaching kids, how to be ANGRY” Patricia Scheepers (Athlone School for the Blind) “Fetal Alcohol Syndrome -behaviour in perspective” Bridget Goosen (Metro North Education District) “Trauma & Emotional distress in the classroom” Be on the lookout for the dates and venues where these seminars are to be presented.

Pictured with some Shoprite cashiers at the opening of the first Shoprite simulation store were Shoprite Checkers Marketing Director, Neil Schreuder (left), Western Cape MEC of Education, Debbie Schäfer (seated) and Northlink College CEO, Leon Beech.

Teachers trained to offer school based support

he Cape Teaching and Leadership Institute (CTLI) successfully hosted its first School Based Support Team (SBST) Course on roles and responsibilities in January. The SBST course was organised by the CTLI Inclusive Education Coordinator, Buhle Khumalo. Presenters were mostly WCED officials who shared best practices with the teachers. The target number for the course was 50 teachers but the overwhelming response from teachers saw a total of 97 committed and dedicated teachers sacrifice five days of their holidays to be empowered

and go back to their schools and make a difference. • Participants were trained on the processes and procedures of dealing with cases in the school. • The role of the principal and SBST in supporting the teachers. • Ethical considerations. • How to develop an ISP and IEP • Identifying and addressing barriers to learning in languages and mathematics etc. Agnes Ntaba from Yomela Primary School had this to say after the course: “I think the course should be presented every

term so that all teachers can get an opportunity to be trained, especially principals, deputy principals, HODs as well as LSE. Courses like this are informative and need to take place until everyone is trained, and in-between there should be follow–up workshops to see the progress and where the gaps are.” Celeste Wannenburgh from Garlandale High School remarked: “I thoroughly enjoyed learning about the functions of the SBST and how I can assist not only my learners but the school body in a holistic way”.

CTLI’s training programme for 2015 in full swing

he Cape Teaching and Learning Institute in Kuils River has hit the ground running in 2015 by offering the following courses: • A new cohort of 50 teachers started the End User Computing Learnership – a partnership programme of CTLI, ETDPSETA and the College of Cape Town. • Contact sessions of the ACE in School Leadership started on 13 January 2015 at the CTLI. • On Saturday, 24 January, the CTLI hosted a Seminar on ICT Integration for principals of more than 100 schools. Minister Schäfer welcomed the participants and partners, The MTN Foundation. The Foundation donated three compujectors to the CTLI which were handed over to the Minister at the event. • The 2015 school term interventions programme of the CTLI started on 9 February.

EDUCATION

WCED@work

March 2015

INTERVENTION

Coaching programme to assist traumatised learners and school staff Brad Bailey, a senior psychologist based in the Metro Central Education District, recently presented a paper at the International Association of Child & Adolescent Psychiatry & Allied Professionals (IACAPAP) Conference in Durban about a unique trauma coaching programme that has been piloted with teachers.

is presentation, “Teachers first: Addressing the psychosocial needs of traumatised students in environments of ongoing trauma”, was based on a project in collaboration with Gerrit van Wyk of the TraumaClinic in Cape Town and Robyne Le Brocque of the University of Queensland in Australia. Bailey said exposure to violence is endemic in South African youth. For example, the homicide rate in SA is five times the global average, with homicide the second leading cause of death for children aged 10-14 years and the leading cause of death for youth aged 15-19 years. Almost all youth have been exposed to community violence, domestic violence, sexual abuse and school violence. In addition, almost all youth had been exposed to more than one of these types of violence often referred to as poly-victimisation. Although there is still little

available research, polyvictimisation has been strongly linked to poor mental health outcomes with high rates of Posttraumatic Stress Disorder (PTSD). The typical clinical presentation for children exposed to this traumatic environment is similar to Continuous PTSD. They present with numbness and dissociation, continuous arousal, and dysregulated behaviour, emotion and cognition. In addition, teachers are also exposed to this community and interpersonal violence, have few resources to deal with these events, and have little or no training in how to support their students or themselves. In this environment there is often no safe place where students, or staff, can escape and process the trauma. “The unique trauma–coaching programme that has been piloted with teachers is aimed at addressing trauma reactions in children and their teachers. We discuss the

challenges of implementing the programme in an environment of continuous trauma. We found that the trauma and wellness of educators needed to be prioritised prior to building their capacity to help the children in their classrooms. We present directions for future research for interventions to address continuous trauma in our students and school staff.”

Community members and officials work together to get boy in school A seven-year-old boy who missed out on one year of schooling because he didn't have a birth certificate, started school in February after community members and officials rallied together to assist the family.

lenda Davids, a neighbour, noticed that Jason Titus was not in school. His grandmother told her that she was turned away from schools because the boy did not have the necessary identity documents. Davids contacted the Western Cape Education Department and was advised that official proof that an application has been made to the Department of Home Affairs for a birth certificate must accompany the application form for enrolment at a school. Dhananjaya Naidoo of the Metropole South District Office assisted her with finding a school that could accommodate Jason. On Wednesday, 17 February, Jason started Grade 1 at Heathfield Primary School. Davids said it was a very big day in his life. "I believe it was the first of many milestones. I'm very positive again after taking him to school with his mom. He

was so proud and excited this morning and it's something that I'll probably never forget. As we were approaching the school he was looking and staring because he's never even seen a playground and so many kids at a school. He was so amazed and now he'll be one of the many kids running around playing on a playground. He heard about school but never knew what it really was." She expressed her thanks to Lance Abrahams at head office for his quick response and to Naidoo for helping to make a difference. Davids said she was delighted that Jason was enrolled at Heathfield Primary School, where her son is in Grade 7, because she knew that he would be in good hands. She also expressed her gratitude to Home Affairs officials who are assisting the family with obtaining identity documents.

Senior management strengthened by new appointments

rna Veldman, Director: Management Accounting, has been appointed to the post of Chief Director: Finance. Her appointment date is from the 01 April 2015. Eugene Meyer, the current Chief Director, will retire at the end of March. Veldman has a professional qualification: Chartered Management Accountant

obtained from the Chartered Institute of Management Accountants (CIMA), London, Great Britain. She started her professional career in 1991 as an assistant management accountant in the private sector, followed by an academic career with the Tshwane University of Technology, lecturing Management Accounting. Veldman joined government

in 2001. In 2008, she was appointed as Stats SA’s Limpopo Provincial Corporate Services Manager. Her responsibilities included the development, control and monitoring of strategic, tactical, operational plans and budgets for the province; managing the implementation of internal strategies and policies to enhance governance and to provide strategic leadership to the provincial finance supply chain, asset management, HRM and logistics business units within the province. She joined the WCED in 2014. Veldman wants to ensure in her new portfolio that the WCED continues to improve on its audit outcomes, but more so, that the Chief Directorate: Finance Management also actively contributes towards improving the quality of teaching and learning. Veldman is an outdoor enthusiast who enjoys camping and wildlife adventures.

r Peter Beets has been appointed Chief Director: Curriculum Management and Teacher Development with effect 1 January 2015. Dr Beets started his teaching career at Beauvallon Secondary School in 1982. He held several lecturing positions and was a Deputy Chief Education Specialist at the WCED before joining the Faculty of Education at

Stellenbosch University in 2004. Some of his awards include being nominated consecutive years by the faculty’s top performing first year student as the lecturer who contributed the most to their academic success, the Rector’s Award for Excellence in Teaching in 2010, a Gold Award from the Society of South African Geographers for his contribution to Geography Education in South Africa and Rector’s Award for General Performance in 2012, 2013 and 2014. Dr Beets said his main priority in his new position was to ensure quality teaching and learning in every school in the province, taking into account the social context of each school, as well as structural and human challenges a school might experience. He said given his own humble beginnings in Wolseley, he had a huge appreciation for teachers who instilled the value of hard work and commitment in learners and encouraged them to make every effort to reach their dreams.

insight & opinion

March 2015

BEST PRACTICE

Top teachers share their secrets to success The Western Cape Education Department recently hosted the 15th Annual Provincial Teaching Awards Ceremony to celebrate and recognise the achievements of our educators in the province.

n her speech, Western Cape Education Minister Debbie Schäfer said the province was fortunate to have many educators who continue to go selflessly beyond the call of duty to ensure that their learners receive the best quality education. “We will unfortunately not be able to recognise all of them tonight, but I want them to know that their efforts are sincerely appreciated.”

Education Update asked the top teachers for 2014 to share tips for other teachers Excellence in Grade R Teaching Phindiwe Raqa Thembalethu Primary School, George

Classroom tips • Cup Games: I love one litre yoghurt containers. Besides storage they can be used for cup games (google the cup song “When I’m Gone”). Arrange learners in a circle and make them pass containers to a beat. Add challenges e.g. tap the cup twice then pass on. Great for coordination. Then get the learners to work out their own rhythm patterns. Look here for great cup game ideas: http://www. bodypercussionclassroom. com • Yoghurt containers can also be used as giant building blocks and the lids can be written on with a sharpie to make durable flash cards. • Body Percussion is a very accessible way of teaching

to explain to you why you are wrong (no doubt with some indignation). Then they will watch like hawks for the next error! Excellence in Primary School Teaching Vanessa jacobs De kuilen primary school, Kuils river Vanessa Jacobs has been in education for 11 years, teaching in the Intermediate Phase at De Kuilen Primary. She demonstrates a deep passion and love for teaching children. She sets a perfect example for all educators by being well versed in the subjects she teaches and plays a leading role in the Intermediate Phase of her school. She has been Grade Head on numerous occasions and is Subject Head for History.

convince me of the contrary. In the words of Malala Yousafzai, ‘One child, one teacher, one book, one pen can change the world.’ • Success is measured by the sparkle in my learners’ eyes when they walk into my classroom. • Success is measured by the sparkle in my learners’ eyes when they walk out of my classroom. • On my own I can only achieve so much. I see myself as part of a team. There are many learning partners in the lives of our learners. We must get these partners involved and maximise their input. • Lastly, never stop laughing. Laughter transforms life into a song and teaching into a joyous adventure.

Phindiwe Raqa is dedicated and committed to making a difference in the lives of the learners at her school as well as beyond the classroom. Her love for children saw the need to start a crèche on the local farm where she was staying. She uses various projects and programmes to address specific needs within her class and community. Her qualities and experience as a leading Grade R teacher was recognised by her IMG Manager and District Office. Raqa offers the following advice: • Use every opportunity to improve yourself by attending courses that would add value to your existing knowledge and skills. • Overcome your own limitations by getting help. Because I have physical limitations, I involve volunteers from the community to assist with outdoor activities which form an intergral part of Grade R teaching. • Support and mentor other teachers. • Create a stimulating, relaxing and creative environment to give learners the best opportunity for holistic development. • Train parents to enable them to help their children with homework. Excellence in Special Needs Teaching Brendon Bussy Battwood Art Centre, Grassy Park Brendon Bussy is a dedicated and professional teacher who has gone out of his way to promote inclusive and forwardthinking education for his primary and high school learners. His expertise in music and the fine arts has exposed learners, previously unable to participate in holistic programmes, to complete curriculum standards. He has used sign language with hearing learners as a method of control and kinetic learning, while destigmatising the experience of his deaf learners.

learners have already Googled the latest developments and information; teachers have to be at the cutting edge of knowledge. • Set yourself a clear personal growth plan where shortcomings and gaps are identified, both internal and external, and take responsibility for your own professional development. • Make full use of available resources, irrespective of how limited they are. • Develop partnerships. I was instrumental in getting community workers to assist in keeping the school clean and to act as security on the premises for both the learners' safety as well as that of the building. • Encourage learners to take part in extra- and cocurricular activities. The 12 core outcomes in the curriculum are supported and strengthened when learners are physically active and participate in movement activities. Learners are taught to be good team players, to have respect and to drive acceptable values. Excellence in TechnologyEnhanced Teaching and Learning Award Alan Felix Ruststasie Primary School

From left: Alan Felix, Dennis Karelse, Phindiwe Raqa, Mariaan Viljoen, Mary Visagie, Brendon Bussy, Vanessa Jacobs, Simon Speelman and Isaac Langeveldt.

rhythmic coordination. Start with hand claps then move onto thigh slaps, finger snaps and cheek taps. I use a ‘first me, then you’ approach, where I perform the first beat and the learners the second. This results in a back and forth rhythm which, when it flows, can keep learners engaged for up to 20 minutes. Google ‘Youtube Fernando Barba’ for tutorials. • Sharing an experience: Share a drawing with a learner who is struggling to start or is distracted. You could each use a different colour or each do a different action (“I’ll cut, you stick”). This is particularly useful for building a relationship with a learner who you have been struggling to engage with. • Mistakes: During content delivery (e.g. theory), make deliberate mistakes that are fairly easy to spot. Learners will pick up on them and point them out. Tease them by denying that it’s a mistake. This will really engage them as they will then be forced

Life lessons which I had to learn in education • Each learner in my class is a unique and complete human being. They are definitely not empty vessels that need to be filled. • A great responsibility rests upon my shoulders. In my hands I hold dreams, expectations and other similar human treasures. On each of these there is a label that reads, ‘Fragile, handle with care.’ • We all would like to feel that we are special. We thrive on recognition and encouragement. Children are no exception. • If I manage to inspire my learners, it will seldom be necessary to admonish them. • There is power in my words. I can choose to use my words to build up or to break down. I believe that it is wrong when we use our words to destroy. • Whatever we as teachers do makes a difference in this world. Nobody will ever

Excellence in Secondary School Teaching Isaac Langeveldt Swellendam Secondary School Isaac Langeveldt started his teaching career in 1998; thereafter he was promoted to Head of Department at Swellendam Secondary School. He is responsible for the school hostel and has created space in an unused section of the hostel for a group of disabled learners from other schools. • Planning and structure are key in striking a balance between an administrative role and being a brilliant teacher. • The curriculum is the core business of any school and the pacing of assessments is essential. • Extra support should be given to learners who repeat or are at risk. • Continually look for ways to make learning fun. • Stay a few steps ahead of learners, because by the time the teacher walks into the class to deliver the lesson, the

Alan Felix, the principal of Ruststasie Primary, believes that our country's history compels us all to promote the acquisition of skills and build the economy. He does extraordinary things with learners from rural farming communities, such as building and repairing old computers and designing screen savers on xenophobia. Helpful tips when using ICT in the classroom • Start with programs that you as a teacher are comfortable with at your school. • Think about how you can make learning interesting, creative and fun when using ICT (learners learn differently – so if you can incorporate pictures, videos, etc. in your lessons, you will attract more learners in the learning process). • When you want learners to search for information on the internet during lessons, first visit some of the sites to see if it has the appropriate content (will save a lot of time). • Concentrate on the specific concept that you want to teach, and then think how ICT can help you achieve that goal. • Do not be afraid to let the kids explore how a program works. They learn very fast. • When you do not have enough computers and learners need to share a seat, monitor the time so that each one gets a turn. • Always have a plan B (problem with data projector,

EDUCATION

insight & opinion

computer, etc.) • Set clear rules about the dos and don’ts (surrounding the equipment that they are using). • When using chats, forums, email, etc. make sure that the learners know what the policies are (no hate speech, negative comments, etc.). • When learners are going to search the internet, make sure that unwanted sites are restricted in your settings. Teach them what to do when they come across unwanted sites (call the teacher, etc.). • Last but not the least: you do not have to be “tech savvy” to expose learners to ICT opportunities. Excellence in teaching Mathematics Mariana Viljoen Hermanus High School Mariana Viljoen has a deep sense of connectedness with learners, a genuine interest in their well-being and an almost religious belief that through the teaching of Mathematics, only good can come from such a relationship with learners and that their mental and intellectual development must always be put at the forefront. My philosophy on life involves much of the following: • I believe that every student sitting in a classroom in front of me can get the basic mathematical concepts under control. I believe in all of them and convey the message clearly. • Take an interest in the learners and their ups and downs. Treat each learner with respect. • Encourage each candidate to succeed in activities outside the classroom. Success leads to success. (I personally make the effort to get learners involved in chess.) • Encourage learners to take risks. To make a mistake presents a great opportunity to learn. And courage gives them more confidence to speak the foreign language of mathematics. • Develop a winning attitude by teaching learners to walk like a winner, to act like a winner, and to speak and feel like a winner. I attempt to cultivate self-respect, self-confidence, self-discipline and courage in my learners. • Prepare for each lesson even though you might have been teaching for years. Do the math and know what is in the textbook. Talk beyond the textbook and enjoy the beautiful and magical world of mathematics. It will spill over to the learners. • Get your administrative work sorted and in order, then it is easier to take part in Mathematics Olympiads / competitions / ESKOM Expo, etc., and to seize other opportunities that you can expose your students to. • Let each student determine their target for mathematics and make it his pass requirement for assessment tasks. The students plan together how we can achieve their goals. They usually agree to repeat a test during break

and to attend extra classes. • Return their marked assessment tasks to learners the day after the test was written and write constructive comments. • Know your limitations and get assistance when you fall short. When I encourage my students to ask or seek help, I should also not be afraid to ask when I do not know or to seek help when I can’t handle things. So I attempt to practice selfrespect, self-confidence, selfdiscipline and have a sense of adventure. Excellence in Primary School Leadership Simon Speelman LR Schmidt Primary, Genadendal Simon Speelman says he prefers to show people what he does at school. “People must see the sosio-economic conditions of the school community to understand the differences brought about at school the past three years. My tips for school leaders are: • Have an open door policy – be accessible to learners, teachers and parents. • Treat all learners with love and respect – children do not learn from teachers they don’t like. Children can sense when people are insincere. • Do home visits – we expect parents to attend meetings at school, so visit parents at their homes. • Give your undivided attention to learners, teachers and parents between 08h00 and 15h00. Do your administrative work after 15:00. • Teachers are human and leaders must therefore always act in a respectful and dignified way. • Set an example as a leader. Do not expect your teachers to do things you are not willing to do yourself. • Make use of the knowledge and skills on your staff. Educators want to be involved with the management of the school – it is not my school – it is OUR school. I use post– level one teachers on my management team and some of them manage important portfolios. • Adopt an inclusive management style and keep people informed. • Involve your parent community and make the school’s facilities available to the community. • Do not wait for the WCED to do things or to initiate things. Do it yourself. We do not wait for opportunities – we create opportunities. I feel privileged to work with the staff of LR Schmidt and the community of Genadendal. Excellence in Secondary School Leadership Dennis Karelse Albertinia High School Dennis Karelse has been the principal of the school for the past four years. This very vibrant school leader has transformed a former exclusively white (former Model C) school into a successfully inclusive school

March 2015

catering for Grades R to 12. Karelse has the following advice for school leaders: • Practise what you preach – if you want to be a successful role model, this should always be your motto. • Provide professional leadership at all times within the school. • Guide, supervise and offer professional advice on the work and performance of all staff in the school. • Staff development is a very high key performance area in our school. • The Principal, together with his School Management Team, must ensure, curriculum teaching of a high standard. This can be monitored by a system of subject heads, moderating, book control, submitting of weekly planning and classroom visits by the principal.

Above: Technology makes learning fun and creative. Computer games are used with great success to teach mathematical concepts.

In our schools Mission and Vision it is clearly that we want to create more opportunities for all our children at school. This mission and vision is clearly being lived by our principal. Under this outstanding leadership we give our children the opportunity to be part of curriculum and to take part in extracurricular activities so that they could be educated as a whole. Lifetime Achievement Award Mary Visagie Heidedal Primary School, George Mary Visagie retired at the end of last year after a 44 year teaching career. She is a living testimony of a South African who has dedicated her life to improving the lives of the marginalised and disadvantaged learners of our country. As a teacher, one of her primary aims from the beginning of her career was to build the self-esteem of learners and to take them beyond their socioeconomic environments that have devastating effects on the children of our country. Through participation in many community organisations Ms Visagie has actively and successfully dealt with the impact and effects of social challenges on the learners of the school and especially the broader community where the school is located. Her activism and relentless, almost ruthless, drive to tackle the social challenges of drug abuse, child molestation, HIV-AIDS prevalence, petty crimes etc., has led to the upliftment of the community of Conville and environs and has resulted in the binding of the community into a well-knit unit, with the school at its core. With diligence and passion, Ms Visagie has religiously continued with the teaching of the values and norms of good citizenship and worked hard to ensure that it is instilled in learners to make them aware of their role in society and to encourage them to become active and well balanced citizens. This principled, centred leader with a profound commitment to Ubuntu and an impeccable sense of justice and fairness is a worthy of recipient of this award.

Above: Mariana Viljoen believes that with the right support, all learners can do mathematics.

Above: Brendon Bussy makes use of yoghurt containers in his classroom.

Above: Isaac Langeveldt encourages learners to take part in extra- and co-curricular activities like the Heritage Outreach Program.

reviews

March 2015

EDULIS

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Focusing on the difficulties that new leaders experience, this much-needed book will help them get beyond the stress and fear to focus on becoming the most effective leader they can be, starting right now. Chapter 29: Performance Evaluations in the Real World (Six Keys to Making Performance Reviews Work for You) Self-Assessment Chapter 28: How to Give Feedback (Timing)

Explaining three feedback principles and four different types of feedback, this guidebook will help you understand when to use the different types of feedback and how to frame a complete feedback message, making it more likely that your feedback will be well received. 3

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Straightforward and practical, this book is a vital tool for keeping team members motivated, engaged, and moving ahead every day—not just the days before an annual review.

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EDUCATION

insight & opinion

March 2015

EMPOWERMENT

Book tells story of powerful partnerships in education The positive power of a partnership of business and school principals is now available in a publication that highlights how radical change is coming about in education, writes Gary van Dyk.

artners for Possibility is an organisation that had its humble beginnings in 2010 as a project of the Symphonia organisation that has brokered groundbreaking partnerships between business leaders and schools, and is still reaping astonishing results. In January, the organisation hosted the Western Cape launch of the book written by Mandy Collins and it chronicles the story of a community–building process and leadership project that has the potential to change and empower education in South Africa. The book details its beginnings at Kannemeyer Primary School in Grassy Park when one of the founders of the organisation Louise van Rhyn approached the principal, Ridwan Samodien, with the idea of how business could partner with the school to improve conditions for the learners. Fast forward to 2015 and that partnership and the school is flourishing and spread to 200 schools across the country.

and Professor John Volmink. The book details, among others, ten case studies where the partnerships have made a major difference. At The Valley Primary in Durbanville, principal Priscilla August was partnered with Ansonette van der Merwe of Capespan, a fruit export company, where the school faces problems that included poor parent and community involvement, poor pupil discipline and unmotivated staff. In the first year they started their plans that started the changes at the school. Parents were given incentives to start taking an interest in the school. Pupils were taken on day trips to show them life beyond their farm environment. One of the highlights of this partnership is realising the need for a school readiness and literacy programme. Now they have volunteers from the community and surrounding areas who give their time to ensure the improvement of the literacy skills at the school. The success of the partnership

is how discipline has changed with the introduction of simple incentive measures. Van Graan, who was one of the panellists at the launch, pointed this out at the launch by saying the results were nothing less than remarkable. “The school has tuned itself around on so many levels,” he said. Attendance has improved dramatically and our Grade 7’s are being accepted at high performing schools. “We’ve also introduced more extra-mural activities and this has empowered out learners.” Gerard Mohamed from Multisol’s partnership with Holy Trinity in Elsies River is very close to his heart. “I come from a very strong family background and my mother was very determined that her children would not fall into the same rut as some of our peers,” he said. “She pushed us to study and read. As a family we really stood out because we helped the community with reading and understanding official

Celebrating the Western Cape launch of the book were, seated from left, Sabelo Makubalo, Professor Brian O’Connell, Mandy Collins, Ridwan Samodien and Denzil van Graan. Standing from left, Trevor Manuel, Irené Raubenheimer, Sharon Rohm, Debbie Schäfer, Louise van Rhyn and Professor John Volmink. It has been an exciting time and some of those founding members were part of a panel that discussed their experiences at the launch which also included the author along with Trevor Manuel, Samodien, Denzil van Graan (principal of Perivale Primary School), Sabelo Makubalo (principal of Sophakama Primary School), Professor Brian O’Connell, Irené Raubenheimer (business leader from Rogz and partner to Makubalo), Sharon Rohm (Lewis Stores), Debbie Schäfer (MEC for education in the Western Cape)

between Perivale Primary in Grassy Park and Direct Axis also comes under the spotlight with Denzil van Graan, principal, pointing out the far-reaching influences of the partnership. The school faced a number of issues that related to drug and alcohol abuse in the surrounding area, poor academic results and unpaid school fees. Maria Hill explains how her approach to helping was threepronged by listening, giving hope and steering. One of the aspects that is highlighted in this case-study

documents and writing letters on their behalf. The area that I grew up in was rife with social problems like gangsterism and crime so I chose a school that had the most difficult challenges like teenage pregnancy and gangsterism. The fact that it is a township school, made me feel at home because it was like going back to my roots.” Unemployment was also high and absent parents were also an influence where without the proper support, children had very poor reading skills. Nutrition of the pupils was

also hampering children because there was not enough to eat in too many homes. This case study then outlines how working with principal Gary Faulman, workshops were held to make the staff realise their strengths. A number of projects have been started at the school to enhance the pupil’s education experience, but Faulman feels that so far this partnership has had a major effect. “First and foremost are the faces of the teachers. You can see that there is a big change in their morale, they feel more supported and confident about their role now that they have identified the most important issues and are able to look at it in a more holistic way.” Valda Clarke from Prudential Investment Managers was inspired to join the programme after seeing the sad state of her alma mater in Retreat. But, with that school not part of the PFP project, she chose to partner with Heathfield High. Here her partnership with principal Mark Engelbrecht has seen a marked increase in results, and the school has even become part of a neighbourhood watch to reduce crime. Clarke pointed out that this partnership has given her insight into the unique problems that principals face. “They do not have the resources that business has to call on,” she says. “It is expected that they run the school like a business, but with limited expertise in IT, HR and finance. In the business world we are exposed to a variety of networks and training that enhances our knowledge and skill. This is where these partnerships work when we assist with passing on this knowledge to schools.” Another major partnership is at Sophakama Primary School in the Dunoon informal settlement where Irenè Raubenheimer from Rogz, a pet gear company, teamed up with Sabelo Makubalo, the principal of the school. When the partnership started Makubalo had been principal for three years, but with limited leadership training he felt overwhelmed by the number and level of responsibilities that he faced. There were many problems, like the school was not in a permanent structure, there was no phone or data line, there were no extra mural activities and issues of the language of learning with children learning in Xhosa from Grade R to 3 and then switching to English.

Discussions and planning led to them working on their strengths, which was developing their arts and culture department with a choir that has been impressing at national competitions. There has also been a move to radically improve reading and literacy skills. Makubalo said that since this partnership he has learnt to listen and respect other people’s ideas. “I used to be impatient and just wanted to give orders. The listening skills that I learned from the program has helped me to listen all the time and changed the way that I interact with my staff.” Raubenheimer feels that she has also learnt a lot in this process. “We got into this because we really wanted to help change the way our clients view our business and they have started asking how they can also become involved. “I make a point of telling people that I also do this for my children because I want to mitigate the risk of them being in an unstable environment created by the gap in education. “I learnt that the school didn’t need what I thought they needed, they needed something different. It was far more important to offer a listening ear and treat them with dignity, and not just drop stuff off. “As an outsider I had to learn to engage and find out a lot more. I have also become a lot more tolerant with our staff and I understand their challenges of having spent time in their communities.” There are many more stories of these positive partnerships in the book, and at the launch there was an overwhelming understanding that it was still growing. Trevor Manuel from the National Development Programme (NDP) put it perfectly when he said that the project was an example of active citizenry which was at the epicentre of the NDP. “Active citizenship is what is going to drive change in education in South Africa,” he said. “This book proves that the meat of the issue is that the partnership needs to grow bigger to support education.” For more information about the book and Partners for Possibility, go to www. symphonia.net. • The article was originally published in TygerBurger on 23 January 2015.

noticeboard

March 2015

CIRCULARS

A quick guide to circulars The Western Cape Education Department issued the following circulars and circular minutes during the period November 2014 and January 2015. 0031/2014 Amended Abuse No More Protocol (2014) http://wced.school.za/circulars/ circulars14/e31_14.html 0047/2014 Criteria to be applied for the 2014 Western Cape School Awards for Meritorious Achievement in Language and Mathematics (Grades 3, 6 and 9) http://wced.school.za/circulars/ circulars14/e47_14.html 0048/2014 Payment of Grade R practitioners' salaries http://wced.school.za/circulars/ circulars14/e48_14.html 0049/2014 Provision of 2015 public service support staff establishments to ordinary public schools http://wced.school.za/circulars/ circulars14/e49_14.html 0050/2014 Online system for the identification of workbook shortages and surpluses for 2015 http://wced.school.za/circulars/ circulars14/e50_14.html 0051/2014 Income tax exemption for public schools and income tax rebates for donors http://wced.school.za/circulars/ circulars14/e51_14.html 0052/2014 Management of substitute educators from 14 November 2014 to 31 December 2014 http://wced.school.za/circulars/ circulars14/e52_14.html 0053/2014 Particulars of the financial allocation to Section 21 schools for the 2015/16 financial year and guidelines for the procurement of goods and services http://wced.school.za/circulars/ circulars14/e53_14.html 0054/2014 Particulars of the financial allocation to non-Section 21 schools for the 2015/16 financial year and guidelines for the procurement of goods and services http://wced.school.za/circulars/ circulars14/e54_14.html 0055/2014 Designated Commissioners of Oaths within the WCED http://wced.school.za/circulars/ circulars14/e55_14.html 0056/2014 Revocation and removal of the Measures for the Prevention and Management of Learner Pregnancy by the Department of Basic Education http://wced.school.za/circulars/ circulars14/e56_14.html

0057/2014 Guidelines on requests from teachers to attend external training courses http://wced.school.za/circulars/ circulars14/e57_14.html 0001/2015 Functions and Procedures for the Establishment and Election of Representative Councils of Learners at Public Schools http://wced.school.za/circulars/ circulars15/e1_15.html 0002/2015 Efficient, effective and transparent management of school funds http://wced.school.za/circulars/ circulars15/e2_15.html

0003/2015 Timetable and arrangements for the National Senior Certificate Supplementary Examination: February – March 2015 http://wced.school.za/circulars/ minutes15/CMminutes/ edam3_15.html CAPE TEACHING AND LEADERSHIP INSTITUTE 0005/2014 Registration procedure for teacher development courses, conferences and seminars offered at the Cape Teaching And Leadership Institute in 2015 http://wced.school.za/circulars/ minutes14/CMminutes/ectli5_14. html

0012/2014 Re-marking, re-checking and viewing of scripts: 2014 National Senior Certificate, February/ March 2015 Supplementary, Senior Certificate June 2015 and ABET Level 4 examinations http://wced.school.za/circulars/ minutes14/cmminutes/ edea12_14.html 0013/2014 Announcement of the 2014 National Senior Certificate examination results http://wced.school.za/circulars/ minutes14/CMminutes/ edea13_14.html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES

CURRICULUM GET EDUCATION PLANNING MINUTES Knowledge and Information Management 0005/2014 DITCOM subcommittee meeting schedule http://wced.school.za/circulars/ minutes14/EPminutes/edkm5_14. html 0001/2015 2015 Snap Survey of ordinary public and independent schools, ANA learner registration and Grade 12 subject changes http://wced.school.za/circulars/ minutes15/EPminutes/edkm1_15. html Research 0001/2015 Release of the 2014 WCED Systemic tests results for Grades 3, 6 and 9 http://wced.school.za/circulars/ minutes15/EPminutes/edrs1_15. html

CURRICULUM ASSESSMENT MINUTES ASSESSMENT MANAGEMENT 0022/2014 Report to parents on the performance of learners in the 2014 Annual National Assessments for Grades 1 – 6 and 9 http://wced.school.za/circulars/ minutes14/CMminutes/ edam22_14.html 0001/2015 Analysis of the 2014 National Senior Certificate Examinations results http://wced.school.za/circulars/ minutes15/CMminutes/edam1_15. html 0002/2015 2014 Annual National Assessments Results http://wced.school.za/circulars/ minutes15/CMminutes/ edam2_15.html

0011/2014 List of recommended books for literature study for Grades 7 to 9 in 2015 http://wced.school.za/circulars/ minutes14/CMminutes/edcg11_14. html 0012/2014 Call to register Grades 4 - 9 learners for 2015 Natural Sciences Olympiad http://wced.school.za/ circulars/minutes14/CMminutes/ edcg12_14.html 0013/2014 Delivery of Tips for Success booklets - transition from Grade 9 to Grade 10 for 2015 http://wced.school.za/circulars/ minutes14/CMminutes/ edcg13_14.html CURRICULUM FET 0001/2015 THE 2015 POETRY FOR LIFE COMPETITION http://wced.school.za/circulars/ minutes15/CMminutes/edcf1_15. html 0002/2015 Delivery of Tips for Success booklets to 2015 National Senior Certificate candidates http://wced.school.za/circulars/ minutes15/CMminutes/edcf2_15.html EXAMINATIONS ADMINISTRATION 0010/2014 November 2014 National Senior Certificate (NSC) examinations – receipt and checking of question papers http://wced.school.za/circulars/ minutes14/CMminutes/ edea10_14.html 0011/2014 National Senior Certificate examinations: Criteria for admission to the Supplementary Examination due to illness, death in the immediate family or special circumstances http://wced.school.za/circulars/ minutes14/CMminutes/edea11_14.html

INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING 0015/2014 Delivery of Representative Council of Learners (RCL) reference file http://wced.school.za/circulars/ minutes15/IDCminutes/ eimgp11_14.html 0016/2014 Pre-holiday security compliance checklist http://wced.school.za/circulars/ minutes16/IDCminutes/ eimgp12_14.html 0017/2014 Transfer payments to Community Learning Centres http://wced.school.za/circulars/ minutes17/IDCminutes/ eimgp13_14.html 0001/2015 Guidelines for the deviation from a single School Governing Body (SGB) nomination and election meeting http://wced.school.za/circulars/ minutes15/IDCminutes/ eimgp1_15.html 0002/2015 Consultation with Public AET CGBS on the conversion and merger of Public Adult Learning Centres (PALCS) into Community Colleges http://wced.school.za/circulars/ minutes15/IDCminutes/ eimgp2_15.html SPECIALISED EDUCATION SUPPORT 0002/2014 Monitoring of NSNP schools by district and provincial officials http://wced.school.za/circulars/ minutes14/IDCminutes/edse2_14. html

CORPORATE SERVICES MINUTES BUSINESS STRATEGY & STAKEHOLDER MANAGEMENT

0005/2014 School Improvement Monitoring for the fourth quarter http://wced.school.za/circulars/ minutes14/CSminutes/edbs5_14. html 0001/2015 School Improvement Plans http://wced.school.za/circulars/ minutes15/CSminutes/edbs1_15. html 0002/2015 School Improvement Monitoring http://wced.school.za/circulars/ minutes15/CSminutes/edbs2_15. html PEOPLE MANAGEMENT PRACTICES 0001/2015 Implementation of the Contract Appointment Tracking (CAT) system http://wced.school.za/circulars/ minutes15/CSminutes/ehdm1_15. html RECRUITMENT AND SELECTION 0007/2014 Role of the resource person recruitment and selection of institution based educators http://wced.school.za/circulars/ minutes14/CSminutes/ersc7_14. html 0008/2014 Issuing of 2015 vacancy list dates for institution-based public service staff http://wced.school.za/circulars/ minutes14/CSminutes/ersc8_14. html 0009/2014 2015 Vacancy bulletins for office-based educators and office-based public service staff http://wced.school.za/circulars/ minutes14/CSminutes/ersc9_14. html 0001/2015 Issuing of the 2015 vacancy list dates for institution-based educators http://wced.school.za/circulars/ minutes15/CSminutes/ersc1_15. html 0002/2015 Extension of publication date of vacancy list 1 of 2015 (educators) http://wced.school.za/circulars/ minutes15/CSminutes/ersc2_15. html STRATEGIC PEOPLE MANAGEMENT 0008/2014 The importance of educators and public servants applying for permission to perform remunerative work outside the public service http://wced.school.za/circulars/ minutes14/CSminutes/ehrm8_14. html

EDUCATION

sport

March 2015

DEVELOPMENT

JP Duminy launches cricket Project in Mitchell’s Plain Protea’s cricketer and national T20 captain, JP Duminy, launched his JP21 Project at Spine Road High in Mitchell’s Plain before his departure for the Cricket World Cup in Australia and New Zealand in February and March.

P, as he is affectionately known, grew up in Strandfontein, Mitchell’s Plain and played for the local club. He felt the need to give back to the community where it all started for him. He has put together a project team, led by two of his close friends, Jamaine Cloete and Nathier Wagner. He has also engaged with his former WP U17 coach, Ismail Teladia, who is based at the Metro South Education District for assistance in making this project a success. Andre Hugo, DCAS representative, will also assist. The Western Province Cricket Association (WPCA) has also partnered

with the project and will give whatever cricket support is required. The project will target 40 primary schools in the Mitchell’s Plain area. These schools will be given equipment and coaching so that they can improve their cricket skills. The teachers will attend coaching courses organised by WPCA and the schools will be divided into groups and play weekly fixtures. According to Teladia this is the only way that athletes will develop, if they play their chosen sport on a weekly basis. The Facility Management Committees (FMC) will also be requested to make the municipal fields available at

nominal rates so that the learners could have access to decent pitches and playing fields. School principals have been requested to play their role in making sure that all fixtures are honoured in order for cricket in the area to flourish. JP indicated that he will visit schools whenever he is available to ensure that the project is sustained. He would like to see other athletes from the area follow in his footsteps and become professional cricketers. He has also enlisted the services of Robbie Petersen as one of the projects ambassadors. The young cricketers from Mitchell’s Plain are in for a treat.

Multi-talented athlete takes sporting world by storm In November 2014, ten year old Malikah Hamza, a Grade four learner at Wynberg Girls Junior, became the youngest cricketer ever to play against a senior international cricket side.

I Pictured, from left: Robbie Petersen, Michael Alexander, Nathier Wagner, JP Duminy, Ismail Teladia, Jamain Cloete and Mark Potgieter.

SA Schools Volleyball Champions The Western Cape Sports School girls U17 team won the national title for the second year in a row at the SA National School Champs held in Pretoria. This team will represent SA at the ISF Schools World Cup in Serbia in May 2016.

Photographed with the team, from left to right: Preggy Moodley (SASVA Treasurer), Nicole Daniels (manager-teacher), Elmien Cloete (coach) and Ismail Teladia (SASVA President).

n a T20 match, Hamza played for the Western Province Combined Club XI against the Zimbabwe Senior Women’s National team where she acquitted herself admirably against the older players. Multi-talented Malikah, who recently became the first female cricketer in the world to receive a Royal Club sponsorship deal with world renowned cricketing brand Slazenger, is also the youngest professional hockey player in SA after she was awarded a professional hockey contract from Mr.Price Sport at the age of nine. In the match against Zimbabwe, the right arm leg spinner got her first chance to bowl and it was in her second over that she pitched the ball on the off stump and hit the middle stump to clean bowl the Zimbabwe opening bat. Dubbed the female “Paul Adams” because of her similar bowling style, Hamza has been identified as a hugely talented cricketer with a long career before her. Former Protea spinner, Paul Adams had good advice for the talented 10 year old when he told her to “have fun and just enjoy the game and the rest will follow.” Western Province does not have a junior girl’s cricket team but that poses no problem for

Malikah Hamza who typically joins the U10 boys practice sessions on Wednesdays. The pint-sized marvel says she has no problem with her fellow Western Province teammates being 20 years older than her saying that, “I am only there to play, that’s all.” Citing her father, Boebie Hamza as her biggest supporter, Malikah adds that although his practice sessions are very strict they have proved to be very effective. “He is the one who encourages me every day. One day I want to play for South Africa and become a professional player,” she says confidently. Paul Adams knows all about playing on the big stage as a youngster having made his test match debut at the tender age of just 18. He says about Malikah that she has already achieved a massive amount for her age, adding that encouragement from her family would be key to her continued success. Could Malikah Hamza be South Africa’s next cricketing protégé? Only time will tell, but if the hype and positive reports on her are anything to go by, her goal of playing for South Africa may soon become a reality. • Source: SA School Sports

sport

March 2015

CHAMPIONS

Netball

Team Western Cape in fifth place at School Championship Team Western Cape ended fifth at the South African National Schools Championship (SANSC) held from 10 to 15 December 2014 in Pretoria.

Gloria Baartman and the victorious Ikwezi hockey team. Photo credit: Remo Andrews/DCAS

nly gold medals were tallied when the final positions were determined. The province ended the championship with 48 bronze, 39 silver and 26 gold medals. In the disability sports section, gold medals were claimed by the netball hearing impaired under-19 team, intellectually impaired under-16 team and mildly mentally handicapped under-19 girls’ team. In indigenous games for disabled athletes, the provincial kgati mixed under-18 team and the juskei boys’ under-19 triples team took first place. All of these teams were composed of individual learners from schools for learners with disabilities. In the team sports, gold medals went to the Luckhoff High School under-17 football boys who beat Gauteng 1-0 in the final, Ikhwezi Primary School under-13

hockey boys who beat Limpopo 1-0, and Herschel Girls School under-16 hockey team who won 5-3 in penalty shootout after the teams were on a 1-1 fulltime score-line. Montevideo Primary School basketball under-13 boys and girls repeated last year’s success when both teams again eased their way to victory in their respective finals. New Orleans under-16 rugby boys and the Western Cape Sports School’s under-17 volleyball girls also took gold again this year. In the individual sport codes, Team Western Cape collected one gold medal for boys’ gymnastics, three for the cross country event and 10 for the swimming event. This was the first year that swimming, cross country, kgati and kho-kho were included in the championship. Hockey player Ngwane Vilakazi from Ikwezi Primary School in Khayelitsha was the

Western Cape’s only ministerial bursary winner. Vilakazi was also named under-13 player of the tournament. Claude Meyer, Deputy Director of School Sport at the Department of Cultural Affairs and Sport (DCAS) thanked all those who enabled Team Western Cape to participate in the National Schools Championship. “It is indeed heartening that Team Western Cape participated in all the codes of sport as well as in indigenous games and that the province was represented in all the categories for learners with disabilities. This in itself is an achievement and bodes well for the further promotion of school sport in our province. We are now even more focused and determined to improve on our results at the 2015 championship”, he said.

Van Kervel School continues winning streak

he well-known scenario of David taking on Goliath played out when one of the smaller School of Skills’ in the Western Cape took on the best LSEN netball teams from the rest of the country during the SA National Schools’ Challenge (SANSC) held in Pretoria 10 – 16 December 2014. As the Eden (old SWD) league winners and gold medal winners at an invitational LSEN tournament for Mildly Impaired learners held at De Grendel School of Skill, the Van Kervel girls qualified to participate, as part of Team Western Cape, in the 2014 SANSC for the second consecutive year. As defending champions from 2013, the girls were very dedicated and committed in their practices and training out of season. Matches were played

DCAS to crown provincial sport stars

O 2.

at the sport facilities of the University of Pretoria under the auspices of SA Schools’ Netball. The team from Van Kervel School of Skill in George excelled by winning all five of their matches and accumulating 90 goals for and only 14 goals against them. Scores were as follows against: WH de Klerk SoS: 15: 1 KZN LSEN team: 20: 3 Suzaan Strydom SoS: 18: 2 Keurhof SoS: 19: 4 Elandspark SoS 18: 4 The team is coached by Petro Maritz and could, with the exception of one player who completed school at the end of 2014, remain the same for the 2015 netball season. Four players from this team were included in the 2014 Western Cape LSEN Netball team who won the All Ages Tournament in Margate in June 2014. Van Kervel School might be small, but the dedication of their learners to excel is recognised throughout the LSEN community in the Western Cape as well as on national level.

n 13 March 2015, the Department of Cultural Affairs and Sport (DCAS) will honour the finest athletes, coaches and administrators in the Western Cape at the 2015 Provincial Sport Awards. Every year since 1996, DCAS has provided recognition to the elite sportspeople of the province for outstanding achievements in a variety of categories. The winners of the

Regional Sport Awards in Eden, West Coast, Overberg, Cape Winelands, Central Karoo and the Cape Town Metropole, which were held in November 2014, will be in the running for top provincial honours. Nominations are submitted by provincial sport federations, sport councils, DCAS and other interested parties and the winners were chosen by a panel of experts led by Adv. Lyndon Bouah, DCAS Chief Director of Sport. The list of contenders is available on the DCAS website.

1. Luckhoff High School’s u17 rugby team. Photo credit: Remo Andrews/DCAS 2. New Orleans High School's u17 rugby team. Photo credit: Remo Andrews/DCAS