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EDUCATION Newspaper of the WCED JUNE 2015 ISSUE 24

The rush for education has begun The WCED launched an early enrolment campaign in May to urge parents to enrol their children for school next year.


he department is targeting parents whose children are starting primary or high school in 2016, or who are changing schools. Parents have been urged to enrol their children for 2016 by 30 June 2015. The WCED has used various media for the campaign, including radio, mobile billboards, ads in and on taxis and Mxit. The theme of the campaign is: “The rush for education has begun”. “We want to encourage a sense of urgency amongst parents and guardians to enrol their children as soon as possible,” said Western Cape Education Minister Debbie Schäfer. “The radio advertisements tell stories of people who are scrambling to enrol their children, after forgetting to do so. The stories are


entertaining, but have a serious message. We urge parents to take our campaign message to heart and to help us make sure that we have everything in place for their child’s education in 2016.” Schools have to complete their enrolments by mid-year to plan requirements for the following year. The department also has to know where to place extra resources to meet growth in demand in specific areas. “We have to finalise these plans during the third term. We can only do so if parents have applied for places.” Schäfer said the vast majority of parents plan ahead and enrol their children in good time. “This made it possible for us to identify schools needing extra accommodation late last year. “For example, the WCED deployed about 200 mobile


classrooms at specific schools to accommodate extra numbers this year. “Unfortunately, some parents still placed the system under pressure by enrolling their children late. “We also have to accommodate new arrivals on an ongoing basis because a small percentage of the population is always on the move.” Schäfer said parents have been advised to apply to more than one school before June. They should also check whether their children are on the schools’ waiting lists. Places do become available as other parents make their final choices. Parents can also contact our district offices to check whether their children appear on the database of our School Admissions Management Information system (SAMI). Schools are required to capture



the applications of ALL learners who have applied for admission to the school for 2016 on CEMIS. All applications received must be captured and schools must indicate the outcome of applications on SAMI. The SAMI function generates a list of unplaced learners. Parents will be directed to their nearest school, district or satellite office to ensure that the learner’s details are captured on the database. The relevant district officials charged with admission administration will have access to the lists of unplaced learners and the available spaces at schools in the district. These officials will be required to assist in resolving the placement of learners by liaising with schools in their respective districts and circuits.


Infrastructure plan on track

Game changer offers new hope for WC youth

WCED and Woolworths launch Healthy Eating Guide

Paul Roos are World Champs

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JUNE 2015


Schools and WCED welcome new SGB members

The Western Cape Education Department is implementing a range of measures to support Grade 12 learners in preparation for the National Senior Certificate (NSC) exams.

Newly elected governing body members have kicked off their term with training to help them fulfill their roles.


JUNE 2015



Support for NSC candidates

his includes providing consolidation tasks on the WCED curriculum website. Dr Peter Beets, Chief Director: Curriculum Development and Teacher Development, said based on the year planner, the tasks provide Grade 12 learners with an opportunity to consolidate work completed in the week or every two weeks. These “standardised” tasks are developed in collaboration with subject advisors and lead teachers and can be the start of a question data bank from which School Based Assessment tasks may be sourced. Beets said the tasks are graded and often colour coded to cater for the range of learners that may be in a Grade 12 class. The first set of questions assess learners’ basic knowledge or work done in previous grades, the second set of questions examine work done on Grade 12 level and the last set is more challenging to accommodate advanced learners. Suggested answers are also provided and it will help learners to assess at what level they are performing and take ownership of their own learning, Beets said. “Once the learners have identified their strengths and weaknesses, they can take the next steps to deepen their learning. “Doing the tasks after school and over weekends offer another opportunity for learners and teachers to collect evidence of where further support is needed. “Parents can also become involved in overseeing the process of their children doing the tasks. Parents can use the provided marking frameworks to assess “homework” and become part of planning and supporting the next steps in the learning process.” Life Sciences is one of the most popular subjects and the consolidation tasks recorded almost 4 000 downloads. Other subjects with a high number of downloads include Tourism, Business Studies and Life Orientation. The WCED is also continuing the telematics programme this year. Lessons in high enrolment subjects like Mathematics, Physical Sciences, Life Sciences, Accounting, Business Studies, History, Geography, Afrikaans Home Language and English First Additional Language are broadcast, via satellite technology, to participating schools. In February and March, the telematics lessons accommodated candidates writing the NSC supplementary exams. The presenters are lead teachers chosen for their expertise in their subjects. Grade 12 learners can buy DVDs with recordings of lessons broadcast through the Telematics technology from Edumedia, our media production unit. Every Grade 12 learner received a “Tips for Success” booklet at the start of the year. The booklet provides study tips, exam tips, bursary information, tips for success and other useful information.



ll public schools had to elect new School Governing Body (SGB) members in March this year. Redewan Larney, Chief Education Specialist: Districts, said based on the enthusiasm shown by SGB members at the induction training, he is positive that they will be able to assist principals in ensuring that their schools provide learners with the best possible education. Larney added that the SGB elections in the province can be considered a huge success thanks largely to the coordination of the district electoral teams in ensuring that schools were well prepared to hold free and fair elections. “The WCED also wishes to recognise the role SGB Associations played in the successful completion of these elections. All indications are that schools held their first meetings

already in order to elect their office bearers.” Districts officials also remind SGB members at the training sessions that the day–to–day running of the school is the responsibility of the principal and the school management team. The role of the SGB is to assist them by making good strategic policy decisions in support of the overall improvement of the school. Larney said it was therefore important that principals provide and engage with the new SGB members on their School Improvement Plan as part of the handing over process. As a starting point it is important that the new SGBs adopt their Constitution and Code of Conduct in order to be clear about their role and responsibilities, to observe lines of demarcation, to observe confidentiality and to be loyal to collective decisions made.

The SGB Constitution should set the rules and regulations of how the SGB must function and it must include the values and principles underpinning their engagement with the broader school community as well. “The WCED is committed to ensuring good, ethical governance at schools and the new SGBs can feel assured that over the next three years they will be well supported by the department and their school principals,” Larney said. Over the next few months, district offices will engage SGBs on a range of topics, including good financial management practices; resource management (including maintenance and beautification of school buildings); disciplinary procedures for learners; nominations and appointment of employees; policy development and school safety and security.

Supplementary Exam results released The results of the supplementary matric exams and remarks have increased the total number of matric passes in the Western Cape from 39 237 to 40 063.

World Book Day Celebrations The Western Cape Education Department (WCED) celebrated World Book and Copyright Day, 23 April, with the launch of a National Book Flood Campaign in Vredendal on the West Coast.


he National Book Flood Campaign is an initiative of the Department of Basic Education (DBE) and was launched by the WCED in partnership with the Maskam Shopping Centre. The aim of the campaign is to improve the availability of story books in schools through donations from the public and private sectors. In the lead up to the launch, meaningful partnerships were forged as the WCED’s Education Library and Information Services (EDULIS) used the campaign as an opportunity to bring together corporate partners, government

and local business and involve them in the initiative. Leaders from the area, including the mayor, the municipal manager, the mall management, principals, local business people and the media cooperated to make the campaign successful. “Come Read With Me” – the World Book Day theme - set the scene for the launch. Enthusiastic learners representing nine local schools lined the passageway of the mall holding banners reflecting the theme. Some learners displayed self-made book covers for their favourite books.

Learners had the opportunity to read extracts from a variety of books: from recipe books to poetry and even dictionaries. These were interspersed with speeches by the mayor, the Circuit Team Manager, Marshall Johnson, and Anna Brown, a representative of the DBE. Brown highlighted the need to improve numeracy and literacy amongst school children and the urgency to promote reading in our schools and develop reading skills. Mayor Bock expressed his support for and satisfaction with the idea of the National

Book Flood Campaign particularly because it would benefit the children of the farm workers and other disadvantaged children in the Matzikama area. These children do not have easy access to libraries and bookshops or reading material. He encouraged the learners to take control of their future through reading. After the launch ceremony, each learner had the opportunity to visit the Western Cape Education Department’s Mobile Library, affectionately known as “Kilo 5” that was parked outside the mall. Learners could choose

their own book to take home and keep, making it a pleasantly memorable World Book Day for them. Since the launch of the National Book Flood Campaign over 10 000 books have been donated by publishers, booksellers and individuals. The public had the opportunity to donate books over a period of one month and all the donated books will be given to the 27 primary schools and 4 high schools within the Matzikama municipal area.


Blue Plaque School Project

update is the official newspaper

The Centre for Conservation Education (CCE) has encouraged qualifying schools to apply for Blue Plaques.

of the Western Cape Education Department. Tel: 021 467 2707

Learners congratulate each other on passing the NSC exams. Photographer: Hennie Mentz


andidates were able to access their results on the WCED website during the first week of May. The results have also been posted to the candidates’ home addresses. Head of Education, Penny Vinjevold, said the department was pleased that the total number passing has exceeded the threshold of 40 000. The number of candidates passing with access to bachelor degree studies has also increased by 233, bringing the percentage of those passing in this category to 39.2%, up from 38.8% in January. The pass rate has improved from 82.2% to 83.7%, following remarks and the supplementary exams, an improvement of 1.5%.


lue Plaques are recognised internationally as a symbol of the heritage status of a building or site. The Cape Town branch of Heritage South Africa is called the Simon van der Stel Foundation and it plays an active part in promoting Cape Town’s history and heritage. The Foundation has, for some years, had a Blue Plaque

Project, whereby historically interesting and worthwhile buildings and sites in Cape Town are given recognition and status through the awarding of a Blue Plaque. The CCE’s Sigi Howes said many schools in the Western Cape have a long history and a proud heritage of providing education to their communities. “Some of these schools are household names, their excellence having reached the public’s attention in several ways. Yet many others have remained unnoticed in the shadows due to our country’s inequitable past. This is particularly true of the many mission schools that developed into fine institutions in underprivileged communities. Our belief is that every school counts and that all schools deserve recognition for their contribution.” Only two schools so far have received Blue Plaques, neither of them still operating. One is the Anglican Chapel & School built in 1860/1861 to serve the children of the farm workers of Constantia, which was demolished in 1953. The Plaque

is on a plinth in Constantia Rd. Howes said schools are largely overlooked and under-represented in the awarding of Blue Plaques, and the Foundation, together with the Centre for Conservation Education, would like to make schools aware of the Project and encourage those schools that feel they qualify for a Blue Plaque to apply. Blue Plaques are prestigious and only a limited number will be awarded each year, depending on available resources. They are affixed to the front of the school, near the entrance, where they can be seen by all. Through them, schools receive recognition for the contribution they have made to the education of their specific communities and to education in general.

For any further information, please contact Sigi Howes: (021) 762-1622.


Paddy Attwell EDITOR

Millicent Merton CONTRIBUTORS

Jacqui Ahrends Kobus Basson Juan Benjamin Tommy Botha Christo Davids Guilot de Klerk Theresa de Young Leigh Dunn Ilse Goschus Albert Gumbo Susan Hanekom Sigi Howes Stephan Jordaan Nerina Kearns Eddie Kirsten Redewan Larney Sharon Stevens Charlotte Weinert DESIGN

Young & Rubicam




JUNE 2015




Learners sign pledge against bullying


he Western Cape Education Department views bullying in a very serious light and has urged learners to report any form of bullying immediately so that the department can respond accordingly. Western Cape Education Minister Debbie Schäfer said it saddens her both as a parent and the Provincial Minister for Education that bullying is a real issue in many schools. “Respect for human dignity is one of the values enshrined in our constitution, and bullying is a denial of this.” She said unfortunately many cases of bullying go unreported and the WCED is therefore not able to intervene. Specialised Learner and Educator Support staff in the

Metro South Education District hosted an anti-bullying awareness week, to raise awareness about the issue amongst learners, teachers and parents. As part of the campaign, learners signed pledges to treat people with respect. Guilot de Klerk, Head: Specialised Learner and Educator Support, said bullying has no geographical, wealth, gender or race boundaries. “We must not assume it is or can only happen in certain schools and not in others. We need to create a safe environment for all our learners; and therefore the support of all sectors (relevant government departments, NGOs, parents and learners) are important to address this issue.” On Saturday, 9 May, at an Indaba at Glendale High School

in Mitchells Plain, learners expressed their views on bullying and shared what measures they think schools should put in place to prevent bullying. Some ideas included peace clubs at schools, peer support groups, project citizenship programmes as presented by Pelican Park Primary school and comment boxes in foyers. De Klerk said bullying was a form of abuse and the issue would also be addressed during Child Protection Week from 27 May to the 2 June 2015. The theme for this year’s campaign was “Working Together to Protect Children.” The Metro South Education District’s Social Work component planned to embark on a Child Protection Awareness Campaign aimed at all Grade 3 learners in the district.

School infrastructure plan on track

Schools commemorate Africa Day Africa Day is celebrated annually on 25 May to celebrate African unity and the independence of African countries from colonial powers.

The WCED’s Safe Schools hotline is available to schools, teachers, parents and learners to report all school crime and abuse, and aims to contribute to a safe and crime-free school environment. The Safe Schools call centre can be reached at the toll-free number: 0800 45 46 47. The Safe Schools Call Centre received 45 calls in 2014

concerning bullying, and nine so far this year. Schools deal with bullying in terms of their codes of conduct, and intervene appropriately to support victims and to change the behaviour of bullies. The WCED has a policy called “Abuse No More” that provides clear guidelines on how to deal with various forms of abuse, including bullying.

Formosa Primary School at the forefront of e-learning in South Africa

International Mathematical Olympiad team announcement


ive of the six South African high school learners that have been selected to participate in the 56th International Mathematical Olympiad (IMO) are from Cape Town. The Olympiad will be held in Chiang Mai, Thailand from the 4th till the 16th of July 2015. Last year this prestigious Olympiad took place in Cape Town. The competition dates as far back as 1959 when Romania hosted the first ever IMO. Today there are over 100 countries from five different continents that will be participating. In this Olympiad questions testing advanced thinking skills are chosen from mathematical topics including Geometry, Combinatorics, Number Theory and Algebra. The IMO brings young minds together not only for competition purposes but also for instilling a spirit of friendship. The team has been selected based on the results of last year’s South African Mathematics Olympiad, followed by an intensive training programme. The following learners have been selected:

Deputy Minister of Basic Education, Enver Surty, and Kasselsvlei Primary School Principal, Ferdie Davids, unveil the plaque to officially open the new school after the old prefabricated buildings were replaced with modern facilities through the Accelerated Schools Infrastructure Delivery Initiative (ASIDI). Photographer: Ryan Hoffman.

The WCED plans to complete 24 new schools over the next three years.



n addition, the department plans to build more than 800 classrooms during this time, to expand existing schools. These projects do not include replacement schools funded by the WCED and the Department of Basic Education. The WCED will replace 24 schools built of inappropriate materials during this period while the Department of Basic Education will fund the replacement of 14 schools as part of the national Accelerated Schools Infrastructure Delivery Initiative (ASIDI) programme. The WCED’s building programme includes nine new schools during the 2015/16 financial year. They are Silversands High in Silversands/Blackheath area; Kranshoek Primary near Plettenberg Bay; Kwanakuthula Primary near Plettenberg Bay; Masakhane Primary in Gansbaai; Swellendam Primary in Swellendam; Vuyiseka High near Philippi, Eersterivier Primary in Eersterivier, Happy Valley Primary also in Silversands/Blackheath area and Khaya Primary near Philippi. In March, Deputy Minister of Basic Education, Enver Surty, officially opened the new modern facilities at Kasselsvlei Primary School

in Bellville South. The school was first established 48 years ago and is one of 527 schools targeted for the replacement of schools built from inappropriate material through ASIDI. To date, the project has resulted in the completion of 97 schools across the country, with 11 in the Western Cape. The project has targeted 25 schools in the province for reconstruction and refurbishment. The school now boasts 22 new classrooms, including dedicated Grade R facilities, a book store, computer centre, media centre, multipurpose hall, ablution blocks and administrative buildings. Minister Surty said the construction and delivery of ASIDI schools pointed to the collaborative spirit between the DBE, the provincial education department, school management and the wider Kasselsvlei Primary community. "As a Department we have a responsibility to empower poor communities and this school is a reflection of that commitment," said Surty. "We must ensure that we provide opportunities for learners to break out of poverty and I call on the community members here today to take ownership of this great school and safeguard it."


he Formosa Primary Unit/Resource class has introduced modern mobile technology as teaching aids in the classroom. In January 2013, the unit became the country’s very first iSchool Africa laboratory. Last year, You Magazine visited the school and reported on an autistic boy who started speaking for the very first time in his life after being stimulated through modern technology at Formosa Primary. “This all happened because the Formosa Unit/Resource class recognises that we live in a technological era, and started changing its way of teaching to keep up with international and modern-day trends,” said Leigh Dunn, a special–needs teacher at Formosa Primary. Earlier this year, Dunn represented the Southern Cape at the SA National e-Learning and iPad summit in Johannesburg. The summit, which was by invitation only, focused on topics like: How to Create

Learning Centers through Digital Technology; Differentiation Strategies within the Classroom setting though iPads; Extending the Physical with the Digital in Education; as well as The Utilisation of Apps in Education. This world-class event was more of an international summit than a national event, with delegates attending from as far as Nigeria and other African countries. Dunn’s tweet about his "Wow" moment during the summit earned him one of two top awards that were handed out at the end of the summit. He tweeted that often the learners, who are labeled as dyslexic, could open a new world view as they achieve and learn through their iPad experience. His prize was an interactive iPad programme. The summit coordinator, Michelle Lissoos of CORE GROUP, is excited to be visiting the Formosa Primary Unit/ Resource class in Plettenberg Bay soon.

Nicholas Kroon

Grade 11

 t Andrew's College S in Grahamstown

Andrew McGregor

Grade 11

Rondebosch Boys High School

Mohammed Yaseen Mowzer

Grade 11

Fairbairn College

Sanjiv Ranchod

Grade 11

Westerford High School

Bronson Rudner

Grade 11

 outh African College S High School

David Broodryk

Grade 11

Westerford High School

Bronson Rudner, Yaseen Mowzer and Sanjiv Ranchod represented South Africa at last year's IMO and Andrew McGregor represented the country in 2013 in Colombia. One of the most important goals of the IMO is to allow learners to exchange important ideas about themselves, their education and their diverse cultures. Prof Johann Engelbrecht, Executive Director of the SAMF encourages the mathematical interaction of high school pupils from across the globe. “Competing with young minds from all over the world is a wonderful experience and we wish the South African team the best of luck”.



embaletu School for Learners with Special Educational Needs in Guguletu celebrated their new multipurpose hall by means of a thanksgiving ceremony. This facility was built at a cost of R5,8 million and was made possible by the collective efforts of sponsors such as Garden Cities Archway Foundation, Hillsong Africa Foundation and the Western Cape Education Department.


he Western Cape Education Department has called on schools to use the opportunity to raise awareness and gain a common understanding of different cultures at schools, while addressing the root causes of xenophobic attacks within communities. The WCED provided schools with a list of suggested activities and other resource material to adapt for their needs. Bridget Tobin, History Curriculum Planner, said many schools commemorate the day by organising creative and thought provoking activities. Popular activities include African drumming workshops, dance, story-telling and arts and crafts workshops. The annual Africa Day celebration is a highlight on the St Cyprian’s High School calendar. Everybody dresses up ‘African’ in exchange for non-perishable food items which will be distributed to community projects.

Classes are each assigned an African country and tasked to build food structures that resemble iconic images of the country, e.g. an elephant for Ivory Coast and a pharoah for Egypt. This was followed by a beautiful chapel service, created by the matrics, with the theme ‘NO to xenophobia’. The St Cyprian’s choir and marimba bands provided magnificent music for this occasion. The celebrations culminated in the Fish Pond Quad with dancing and feasting on an enormous Africa-shaped cake. “This is a very important and cherished day in our school community as we celebrate our diversity and unity,” said Jacqui Ahrends and Sharon Stevens, Community Partnerships Coordinators at St Cyprian’s.

Cape Town’s Intel ISEF finalist


ive finalists from Cape Town have earned the opportunity to represent South Africa in the Intel International Science and Engineering Fair 2015 and ISWEEEP competition to be held in Pittsburgh, Pennsylvania, 10 to 15 May 2015. More than 1,700 other learners from 75 countries around the world will be participating. To qualify as an Intel ISEF finalist, the five have competed with their excellent projects in The Eskom Expo for Young Scientists competition at local, regional and national level in South Africa.

Peter Davidson (WCED), Josiah Senior and Fritz Keyzer, both from Pinelands High School, Anna Midgley from Herschel HS, Brendan Weaver from Herzlia HS, Suanne Rampou (WCED) and Roland Dubb from Herzlia HS

In his speech, the principal Bernard Pather said the hall signified the meaning of Ubuntu. “When I knocked on the door of Garden Cities/Archway Foundation, they were complete strangers to us and yet they took the time and effort to listen and support us in our challenges. Likewise our good and faithful friends, the Hillsong Africa Foundation, which I call the “Angels” of Tembaletu School, and who were also responsible

for building our school hostel also came to the party”. Pather said the WCED made it possible to add additions to the structure such as change rooms, break-away rooms and a mini hall. “To say that we are happy, excited and grateful is an understatement. It is with sincere admiration and with our deepest appreciation that we applaud the above mentioned organizations for their efforts and support”.




JUNE 2015

Youth Focus update

WCED’s Youth Focus Project opens doors for Western Cape learners The Youth Focus Project has opened doors for about 2 500 young people since the Western Cape Education Department launched the programme in 2013. Education Update revisited the project, as we celebrate Youth Month in June.


and are starting to read. There’s a real change.” Lessons learned so far from the project include that access to a TVET college is not a given, he said. Obstacles include mathematics and language needed, for example, for the National Certificate Vocational (NCV). About 10% of participants typically qualify for the NCV programme. The participants seem to be better suited to programmes offered by Sector Education and Training Authorities (SETAs). The Wholesale and Retail SETA has agreed to fund 240 participants in the project who are now receiving specialised training in wholesaling and retailing services. The programme includes 18 months of workbased experience. The participants are working towards obtaining Wholesale and Retail Level 2 qualifications, which are equivalent to Grade 10. Blauw said that they had found that ongoing support is important. “So much so that the colleges have modified their programmes to allow three days at work and two days back at the college, for monitoring and support.” Another concern is what else participants can do after completing two years in the programme. While some may not qualify to study further at a TVET college, Blauw is confident that they have learnt sufficient skills to be more employable than if they had not taken part. The TVET colleges are now providing more specialised support to the project. The WCED is taking this into account when recruiting learners in specific areas. For example, the West Coast TVET College focuses on welding, where learners participate in a bridging course for welding. This will assist them in obtaining work in the province’s burgeoning oil and gas support industry on the West Coast. False Bay TVET College is offering special skills programmes for electrical welding and motor mechanics. About 53% enrolled at the colleges have taken part in a second year of skills training or learnership programmes while some have moved on to further studies.

The Western Cape Government (WCG) has identified education and youth development as key strategic objectives to ensure continuous improvement in the lives of citizens.


(MOD) programme is central to the strategy, to create afterschool centres of excellence. The strategy builds on the WCG’s partnerships with the City, non-governmental organisations and the private sector. “We have selected 16 pilot sites across the province, with a particular emphasis on the gang hotspot areas,” she said. The plan includes developing “Youth Lifestyle Campuses” in Manenberg on vacant land in school properties that will provide “a hive of learning, health-care, sports, arts and recreation, where young people have opportunities to do their homework, have fun and improve their lives.” The WCG and the City are working jointly on the project and will invite proposals for innovative designs for the “Living Lifestyle” campuses. The game changer also includes the WCG’s Year Beyond programme that is recruiting young people

willing to contribute to youth development during a gap year after school or university studies. The Premier met the first of 70 Year Beyond volunteers in February who are now tutoring primary and high school learners in MOD centres. The volunteers will earn leadership qualifications from the Frederik Van Zyl Slabbert Institute for Leadership Development at Stellenbosch University. The WCG plans to extend the Year Beyond programme to more schools over the next few years. Other initiatives include Youth Cafes. The WCG has established two such cafes in Rocklands and Athlone, which provide entrepreneurial skills development opportunities to young people. “We will be opening three more this year in Atlantis, George and Nyanga Junction,” Zille said.

JUNE 2015


PAY internship programme

he WCED introduced the project to support overage leaners who have failed Grade 9 multiple times, and who appear to have little prospect of passing matric in a conventional school. We spoke to Wayne Blauw, Manager, Youth Programmes, at the WCED for an update on the project. According to Blauw, the department transfers participants to Technical Vocational Education and Training (TVET) Colleges, formerly Further Education and Training (FET) colleges, and Adult Education and Training (AET) centres. The learners participate in bridging programmes at the colleges and centres where they can obtain GETC Level 1 qualifications that are equivalent to Grade 9. The qualification provides access to TVET colleges for further study. The project targets about 1 000 learners annually, of which about 600 attend TVET colleges and 400 are at AET centres. The WCED provides funding for tuition and a small transport allowance. Participants who do well can continue with the programme for a second year. Many join skills programmes as part of the project, in fields such as electrical welding, bricklaying and assistant chef services. “The aim here is to ensure that they are employable, and also to prepare them for further study at TVET colleges, if they qualify and meet minimum criteria,” Blauw said. Benefits of the programme include both academic and personal development. “We have found that learners on the programme have a change of mind and heart in terms of their education,” Blauw said. “The reason for that is they have the care and support of a facilitator, a change of environment, and they are also dealing with subject matter that they can cope with.” The participants have reported that the style of learning suits them. Learnership programmes and TVET colleges provide them with more than one chance to submit work and improve their results, Blauw said. “What also emerged in my interviews with them is that they are starting to work cooperatively. They are helping and supporting each other to understand the content. They are going to libraries

Game changer offers new hope for Western Cape youth

remier Helen Zille announced five strategic objectives and eight “game changers” in her State of the Province address in February. The “game changers” include creating real after-school opportunities for young people to participate in sport and cultural activities. “Tragically, in schools where children most need to have productive after school activities to keep them off the streets and out of the clutches of the gangs, the fewest opportunities exist,” Zille said. “That is why our fifth gamechanger focuses on expanding after-school programmes to youth across the province. “We call it the Youth-WithHope Gamechanger and it is our major initiative to increase youth development opportunities under Strategic Goal Two (education and youth development).” The WCG’s Mass Participation Opportunity and Development


The Year Beyond Programme recruits young people willing to contribute to youth development during a gap year after school or university studies. The volunteers tutor primary and high school learners in MOD centres.

“We try to expand opportunities for the interns” – Wayne Blauw

PAY interns assist teachers with administrative duties and work with individual learners so that teachers can focus more on teaching.

PAY project: Schools welcome extra hands Schools have welcomed the extra pairs of hands provided by young people taking part in the province’s PAY internship programme.


he Western Cape Education Department employs 200 to 220 interns a year as part of the programme. The Western Cape Government introduced the PAY Internship programme in 2012. The matriculants work in schools and the WCED’s head office to obtain work experience. Typical tasks at schools include administration support, working as classroom assistants, and in after school activities, such as sport and cultural programmes. Principals have reported that the extra hands have definitely made a difference, said Wayne Blauw, the WCED’s Youth

Programmes Manager. “These include, for example, helping the school secretary, reception duties, and helping teachers with administrative duties, so that teachers can focus more on teaching.” The interns receive training in computer literacy and work readiness, as well as mentoring and support by principals and other staff. The WCED pays the interns a stipend of R3 000 a month, and provides 12 months of guaranteed employment. Some schools have extended the contracts of the interns, and some interns have found permanent employment at schools and in the department, for example, as secretaries.

The WCED has accepted about 860 interns since the start of the programme four years ago. Matrics can apply to the Western Cape Government and can specify which department they would like to work for. The WCED interviews those who would like to work for the department. Criteria for selection include matric results and interest in teaching or working with children. The WCED entered into a partnership with the Bookery last year to provide internships in school libraries. The WCED pays the interns while the Bookery provides training. About 10 interns worked specifically as school library assistants last year,

and 15 in 2015. Two of last year's library assistants are now studying Library Science at the University of the Western Cape. The WCED also placed two interns at the Centre for Conservation Museum in Wynberg last year. The interns developed an asset management system for the museum as a special project. Two more interns are building on the system this year. “We try to expand opportunities for the interns,” Blauw said. “This year, I would like interns to develop and implement projects using their talents and skills, to support the internship as a development opportunity.”

WCG focuses resources on youth development The Western Cape Government is coordinating a wide range of youth development programmes across all departments to support its strategic focus on youth development.

The MOD Programme provides employment and skills development to almost 700 community workers across the province.


hese include various programmes of the Western Cape Education Department. The WCED’s school enrichment officers are working with MOD centres to provide civic education and other life–skills training after school hours.

MOD centres provide access to sport and cultural activities at selected schools, among other activities, organised by the Department of Cultural Affairs and Sport (DCAS). The WCED’s Safe Schools division has been organising school and holiday

programmes for many years. The programmes include sports, cultural activities and life skills development. The WCED’s life skills HIV/AIDS training unit provides peer education training and is also partnering with 20 MOD centres that offer life–skills programmes.

WCG departments are now collaborating to leverage these resources and to coordinate activities, said Wayne Blauw, the WCED’s Youth Programme Manager. They are also working collaboratively to improve the quality of these programmes, he said.




JUNE 2015


JUNE 2015



ICT integration interventions for principals


Register online for CTLI courses

T The CTLI hosted a series of ICT seminars and a workshop for school principals during the first term.


hese interventions support the WCED’s E-vision and coincided with the launch of the department’s Smart Classroom/Smart School Project. The seminars aimed to alert delegates to the potential value of ICT in education and what role school principals should play to manage and lead effective ICT integration. The first seminar was held on 24 January 2015. MEC Debbie Shäfer welcomed the 133 delegates to the event. The keynote speaker, Arthur Preston, principal of Elkhana House in Sunningdale, highlighted the fact that school leaders, whether they are technology novices or expert users, need to champion the use of relevant technology, both inside and outside the classroom. His presentation explored the importance of digital leadership and he proposed practical ways in which this can be done in any school. The second seminar was held on 21 February 2015 and was attended by 99 principals. Brian Schreuder, Deputy DirectorGeneral: Curriculum & Assessment Management, opened the event. The keynote speaker, Henk Arangies, principal of Eversdal Primary School, spoke about the changes that took place in education systems around the world and how many of these education systems battle to adapt to the needs of the 21st century. He argued that technology in education should not be implemented merely to improve results but to prepare our learners to be well adapted citizens with 21st century skills. The seminars were followed up with a practical workshop to expose principals to ICT management strategies and to equip principals with the necessary knowledge and skills to effectively manage ICT integration in a school. This workshop was held on 28 March 2015. Arangies was one of the presenters and explained what strategies he followed to successfully integrate ICT at his school. Osman Sadeck (e-Learning Unit), facilitated a session on the e-Curriculum and how to effectively manage it in schools. The day was concluded by a session presented by Jaco Joseph, who is the e-Learning Advisor for the Metrople East Education District. This session focused on the management of infrastructure, sustainability and ICT policies. Clinton Walker, who is responsible for implementing the WCED’S e-Vision, actively participated in all the interventions. He expressed his gratitude for the role of support of the CTLI in preparing the principals for the massive roll out of technology that is currently on the way in our schools.

he 1st phase of the CTLI online booking system is live. This means that anyone can now go online, register as a user and see everything the CTLI has to offer. All teachers are encouraged to complete the registration page as soon as possible. Go to www. and see for yourself. The second phase will include a moderation stage. You register once; apply for a course or courses online; it goes to the relevant district coordinator and director for sign off and finally to the CTLI for final registration. The CTLI plans to use a few courses shortly to pilot and test the system before full scale activation.

Integrated professional teacher development in motion


he buzz terms of the moment include ICT integration; Professional Communities of learning; practice based development; and partnerships. Last year, the CTLI, the Eden and Central Karoo Education District, Stellenbosch University (SUNCEP) and the ETDPSETA formed a partnership to develop the content knowledge and teaching methodology of Grade 8 and 9 Natural Science teachers. This is a good example of integrating a blended mode of delivery, combining ICT, in the form of Telematics broadcasts and WhatsApp interaction, with contact sessions. The contact sessions were facilitated in the January, April and June holidays with intensive face–to–face training, one week at a time. The focus was on the content to be taught during the following term and educators had the opportunity to do experiments themselves. During the school term educators participated from three Telematic centres and spontaneously started interacting as a WhatsApp group, forming a community of learning, exchanging ideas, questions and supporting each other. Even long after the course concluded, they are still communicating and others have joined them since. As practical assignments, educators were tasked to prepare and present lessons in class, based on the theory and methodology learnt during the course. They had to provide evidence (photo’s, lesson plans, etc.) of the practical implementation of this theory. They also had to write reviews and reflect on how the thought theory would influence teaching in future. This group became a valuable communication medium and motivator for Natural Sciences educators across the district. Many educators shared pictures from activities done in class. Educators also used this platform to obtain information from each other, share resources and discuss challenges experienced in class. This group was masterfully managed by SUNCEP personnel, who always guided discussions. As a result, all discussions on teaching strategies and classroom methodology were constructive and filled with positive energy. One of the major factors in this success story is the dedicated and focussed drive of the ECKED team, led by Alta Raath, supported by the other partners, with hands on follow up support. According to Mariaan Bester, the Subject Adviser: Physical Sciences, it was noticeable that these educators grew and developed confidence in presenting content. It seems that they are more motivated and serious about good teaching methodology and content presentation than before. Educators who attended the course made a vital paradigm shift and realized that teaching is not merely about conveying information to learners, but more about finding and perfecting the best possible strategy to accompany learners to learn. It even appeared that the educators’ general attitude towards learners showing challenging behaviour changed towards sincere concern and empathy for the challenges that learners experience.

End User in Computing Learnership Graduation On 15 February 2015, 45 teachers graduated with National Certificate: Information Technology End User Computing after 13 months of intensive study and sacrificing many hours of private time.


he auspicious graduation ceremony was held at the Stellenbosch campus of the Boland College. This groundbreaking initiative was made possible when the CTLI and the ETDP SETA joined forces in 2014 to set up and deliver this training programme. The ETDP SETA provided the funding while the CTLI was responsible for recruiting appropriate candidates and managing all logistical arrangements. Boland College was appointed as the service provider responsible for delivering the training. The qualification obtained is on a NQF level 3. The purpose

WCED targets improved outcomes in all schools

of the qualification is to build the knowledge and skills required by teachers in End User Computing. It is intended to empower teachers to acquire knowledge, skills, attitudes and values required to operate confidently in the End User Computing environment in the South African community and to respond to the challenges of the economic and specifically, educational environments. The participating teachers from across all districts were trained in Computer Theory, Microsoft Word, Excel, PowerPoint, Access, Internet, e-mail, Project management and Mathematical Literacy.

A blended training approach was followed. Face–to–face training took place at the CTLI campus on certain Fridays and Saturdays while some assignments were done and submitted online. At the end of the course the teachers were all in agreement that it was demanding and very hard work. However, they felt it was empowering and that they are much better equipped to effectively use technology in education as well as in their personal lives. A second cohort has since started a similar programme presented by the College of Cape Town.

Long service awards 2015 The Western Cape Education Department has honoured staff who have completed 20, 30 or 40 years of unbroken public service during an award ceremony in Cape Town on 23 May 2015.

Head of Education, Penny Vinjevold, signs off on the WCED's 5 year Strategic Plan and Annual Performance Plan. Leon Ely, Chief Financial Officer, and Anne Schlebusch, Head Official responsible for Planning, are the cosigners while Eugene Meyer happily observes the last APP for which he is responsible.


he Western Cape Education Department's 5 year Strategic Plan and Annual Performance plan highlight the key priorities of the department. The documents are the result of careful planning and deliberation to improve the life changes of learners in the province. Strategic goals The WCED’s vision: to create opportunity for all through improved education outcomes, is expressed through three overarching goals: 1. Improve outcomes in language and mathematics in all schools 2. Increase numbers and improve quality of passes in the National Senior Certificate (NSC) 3. Increase in the quality of education provision in poorer communities Five year targets - Grade 3 learners achieve a pass rate of 50% in Language and 64% in Mathematics in externally set and administered tests - Grade 6 learners achieve a pass rate of 48% in Language and 40% in Mathematics in externally set and administered tests - Grade 9 learners achieve a pass rate of 53% in Language and 21% in Mathematics in externally set and administered tests Learner performance in the NSC will improve so that: - 41 000 learners pass the NSC in 2019. - The pass rate in 2019 will be 86%. - 20 100 learners achieve bachelor passes in 2019. - 11 770 learners pass Mathematics in 2019. - 9 500 learners will pass Physical Sciences in 2019. - No schools will have a Grade 12 pass rate of under 70% by the end of 2019.

Senior Management Appointments


ead of Education, Penny Vinjevold, has announced the following new appointments: Merle Kock has been appointed Director: Management Accounting and is expected to assume duty on 1 June 2015. She holds a B degree in Business Science and majored in Business Finance and Financial Accounting. Kock has vast experience and is currently employed by PetroSA. Blackie Swart has been appointed Director: Assessment Management. He holds various

tertiary qualifications which include a B.Ed. He has vast experience and is currently employed by WCED at Metro East Education District. Swart is expected to assume duty in this post on 1 July 2015. Tau Matseliso has been appointed Director: Service Benefits. He holds various tertiary qualifications which include a B Tech in HRM. He has vast work experience including work at the WCED. He is currently employed by the Northern Cape Education Department. Matseliso is expected to assume duty in this post on 1 July 2015.


second ceremony was scheduled for 15 June 2015 in the George City Hall for staff in the Southern Cape and BeaufortWest area. A total of 8 691 staff members received recognition for their long relationship with the Public Service. More than 400 staff members had 40 years of service. Ivan Carolus, Chief Director: People Management Practices, calculated that the average official will render 1 680 hours of service per year. This means that in 20 years’ time the average official will have rendered 33 600 hours of service to his or her employer. Carolus said spending at least one–third of your life in service of your employer demands loyalty, dedication and discipline. Then there are still officials who work overtime; either at the office, at home or during their official holidays. He said such officials were present at the award ceremony and he was proud to be in such company. “Staff members that are being honoured are also those who have experienced the change in our new political, democratic dispensation since 1994. This change has put our Public Service on a totally new direction and it demands adaption from our

educators and civil servants. “The transformation it has brought about is not done, it is not an end, but it is and should be seen as a journey. To those that are willing to accompany the government on that journey, we welcome and salute you. “Those will be the people who embrace the eight principles of Batho Pele in the Public Service – People First. Gone are the days in which public servants were only concerned about their own interest. It should not and will not be tolerated”. He added that the Western Cape Government has adopted a strategy in which the emphasis is no longer on Human Resource Management but rather on People Management. “I am aware that many initiatives have been implemented in this department in order to improve the working conditions of staff favourably and I call on all staff to take full advantage thereof. “Thank you to all the staff of this department for their unselfish, loyal service, especially those who have completed 20, 30 and 40 years of uninterrupted public service. “I wish you every success in your careers and call on your continued, valued service.”



insight & opinion

JUNE 2015


insight & opinion

JUNE 2015



Identifying and supporting learners who are vulnerable

Healthy eating guide

Vulnerability is one of the key hindrances to development and learning. Identifying and addressing vulnerability is therefore a key component of creating a conducive learning environment.

The Western Cape Education Department and Woolworths launched a Healthy Eating Guide on 5 June 2015.


he Department of Basic Education, in partnership with the Departments of Health and Social Development, is implementing the Integrated School Health Programme. The Programme provides for screening to identify and address important health, social and psychological barriers to learning. Identifying problems and addressing them early will improve learners' overall development and assist with their ability to learn at school. Why is it important to identify learners who are vulnerable? Vulnerable learners face an interrelated web of intrinsic, societal and systemic barriers. Amongst intrinsic barriers are disability, childhood illness as well as mental health problems. Societal barriers include household poverty, lack of basic services such as housing, water and safety, HIV and AIDS, alcohol and drug use, lack of parenting skills as well as violence against children including sexual abuse. Systemic barriers include the lack of safe school infrastructure, educator skills and capacity, leadership and support at all levels, and curriculum policy and application. When learners who experience these barriers do not receive adequate support, their ability to perform in school is likely to be severely affected, as they are likely to have poor concentration, forgetfulness, low frustration tolerance and strained interpersonal relationships. How can an educator identify a learner who may be vulnerable? Some of the indicators that may assist with identifying vulnerable learners are: • Poor or deteriorating school performance; • Frequent lateness or absence from school (this may be due to chores or responsibilities in the morning before school); • Loss of interest or withdrawal from activities and interaction with other learners; • Difficulty in remembering or making decisions as they are often worried about their personal circumstances or situation at home; • Change in appetite resulting in weight loss or gain; • Lacking materials for schooling; • Noticeable neglect of personal hygiene and dress; • Not doing or completing their homework on time; • Lack of or no parental involvement in the child’s schooling; • Changes in behaviour (such as aggression, anxiety, moodiness). What role can the educator play? For some children, an educator is the only stable adult in their lives. Educators can assist by undertaking the following actions/strategies: Class Room management: An educator can play a key role in creating a caring and supportive classroom environment which is not only conducive to learning but will make it easy for the vulnerable learners to approach the educator about their problems. It can be done through: • Getting to know your learners and showing an interest in them. For example, asking them how they are doing can open up spaces for sharing; • Being friendly, open and honest and treating learners with respect;

• Ensure all learners know how to report any form of abuse/violence; • Build learners’ sense of self, encourage them to acknowledge their abilities, unique talents, resources and helpful people in their lives. An example is encouraging them to complete the following sentences: I am…; I can…; I have…I am good at…; • Discuss with learners what they can do to show support to one another. Make a class contract about “telling someone you trust when you have a problem”; • Each school should have a list of the organisations in the area including contact details; • Every classroom should have a reporting mechanism that is easily accessible to the learners and it should be written in a child friendly language for easy use. Providing support: • When learners confide in you, keep any personal information disclosed in strict confidence. An exception is when the learner's health or survival is at risk and other professionals need to know in order to assist the learner. In every instance, seek the permission of the learner should you need to involve others. • Discuss your plan of action with the learner if they are mature enough to understand. • Show empathy and do not judge. Make every attempt to talk to the learner alone to maintain privacy. • Teach all learners: – To report abuse or violence observed against other learners; – To support other learners who may be facing difficulty where possible; – Not to belittle, name call or bully other learners. Identifying, Screening and Referral of vulnerable learners: • Pay attention to the indicators on identifying vulnerable learners. • Use the list of organisations and professionals to select relevant services to refer identified learners. • Encourage the School Based Support Team (SBST) to build relationships with the referral resources such as the social workers, police, non-governmental organisations etc. Follow up and continuous monitoring: • Addressing vulnerability can take time, continuous support and checking in with the child and referral resources are encouraged. • Enquire from the child whether assistance was received. Refer the matter to the SBST/District Based Support Team for follow up, should there be a delay. • Educators need to take measures to address their personal stress as accumulated stress can lead to limited energy for providing support and care to learners. • Do not belittle the child due to their circumstances (e.g. calling the child names; using their situation as an example when you talk to other learners/educators). • Encourage learner participation in co-curricular programmes such as peer education, sports, etc. What role can the School Based Support Team (SBST) play? • Monitor the reporting systems regularly for effectiveness.

• Discuss ways to help the learner/s within the school, refer when necessary to the District Based Support Team, identify resources in the community where learners can be referred to and compile a list of organisations to facilitate referrals to assist learners who have psychological, emotional and social problems. • Encourage a programme for story writing, book club, poetry, art, music, and dance in the school as well as sports to encourage child participation, increase connectedness and cohesion. • The SBST should report senous child abuse or deliberate neglect of a child. What role can the School Governing Body (SGB) play? •  The SBST may liaise with the SGB to engage parents in their children’s education by conducting parents’ meetings/imbizo. This also means that parental issues should become an item in SGB meetings. •  Active SGB’s can be instrumental to mobilise community leaders, businesses, other professionals and concerned members of communities, to plan how they can contribute time/skills/resources to ensure that vulnerable learners from their communities are supported. • Involve parents in social events that are fun and interesting so that they feel part of the school community. This may increase their interest and involvement in the school community.

Helpful contacts: SADAG Mental Health Line: 011 234 4837 Suicide Crisis Line: 0800 567 567/0800 212 223 | SMS 31393 Abuse Line 24hr helpline: 0800 12 13 14 | SMS 32312 Department of Social Development Gender Based Violence Helpline: 0800 150 150 Childline Hotline: 08000 55 555 WCED District Heads of Specialised Learner and Educator Support: 1. Enver Hassen - Metro Central Education District - 021 514 6919 2. Guilot De Klerk - Metro South Education District - 021 370 2090 3. Warnich Laubscher - Metro North Education District - 021 938 3063 4. Louis Barnard - Metro East Education District - 021 900 7187 5. Abre Arendse - West Coast Education District - 021 860 1209 6. Dr. Gerhard Barkhuizen - Cape Winelands Education District - 023 348 4656 7. Dr. Renate Schumann - Overberg Education District - 028 214 7399 8. Roger Jacobs - Eden & Central Karoo Education District - 044 803 8351


his user-friendly guide will assist schools in providing children with important opportunities to make healthier eating choices every day. The Healthy Eating guide aims to provide children with foods that promote health and learning. Foods that promote performance are those that help sustain energy levels, increase concentration and positively impact on behaviour and learning. The transformation of schools into a healthy-eating hub provides wonderful opportunities for schools to promote improved health and well-being in their communities. Children learn in school about good nutrition and how to make healthy eating choices. The school environment needs to properly support this education by ensuring that food provided on the school grounds is in line with the accepted guidelines for children’s nutrition. Formulating an official school policy is a great way of clarifying goals, setting the standards and informing stakeholders about healthy foods at schools. Importantly, it serves to entrench the school’s food provision within the context of the school’s rules and regulations. Why is a healthy eating at school important? Here are 7 reasons why healthy food is important: 1. Getting in line with the Curriculum Children learn in school about good nutrition and how to make healthy eating choices. The school environment needs to properly support this education by ensuring that food provided on the school grounds is in line with the accepted guidelines for children’s nutrition. It doesn’t make sense to teach children in the classroom that they must eat wholewheat bread, and then serve them hamburgers on white buns at break time. 2. It is our responsibility to help fight overweight and obesity in children Obesity in childhood is associated with a wide range of serious health complications. There is consistent evidence that the promotion of healthy eating in school can reduce the risk of these diseases, and for this reason the World Health Organisation has published a policy on school based interventions (Healthy Active Kids Report Card 2014). The tuck shop in your school can make a big difference to promote healthy eating habits amongst the children in your school! 3. So, Let’s Walk Our Talk We must make it possible for children to eat healthier foods every day by making these choices available. Research shows that having lots of opportunities as a child to make healthy food choices has a big impact on whether healthy eating becomes a lifelong habit. 4. Every School can be a Healthy School Any school can focus on health promotion that makes a difference. The key is to be well-informed and to make healthier choices. For example, many delicious, healthy fruits can be cheaper than sweets – especially if you are growing the fruits yourselves! People often worry that healthy means more expensive – however, there are many ways to provide affordable healthy good food. 5. Poor Nutrition Costs a Fortune It is well known that poor nutrition, whether that is under-nutrition, poor food choices, or overeating, has a major impact on modern societies. So-called ‘lifestyle diseases’ that result from poor nutrition and inactivity, cost governments, communities, families and individuals a fortune in health care, never mind the costs of the pain and stress of ill-health. The hidden costs of unhealthy foods can be found in the soaring expenses of ill-health. 6. Meeting Global Standards The impact of poor nutrition on children’s health all over the world has reached such proportions that decreasing their exposure to unhealthy foods and drinks is becoming an issue. For instance, there are many schools where the sale of certain food products is simply banned outright, and many others have transformed their food provision because of pressure from within the school community. There is no doubt that the ongoing facilitation of good nutrition and healthy lifestyles enhances a school’s reputation for delivering an excellent service to its community. 7. Good Food Is Good Health Eating good food is an essential part of maintaining health and avoiding disease. Children are most vulnerable to poor nutrition, both because they cannot control their sources of food and because their bodies are still growing. Good food is a basic requirement for the growing of healthy bodies, and it is essential if children are going to learn well. Schools play a critical role in ensuring that children have healthy bodies and minds.

Food Safety and Hygiene Guidelines 1

Wash your hands with soap and water before and after handling food. You may also need to repeat the process during food preparation, especially after going to the toilet and after working with raw meat.


Wear an apron.


Tie back or cover hair.


Do not wear jewellery.


Keep the kitchen, all equipment and work stations clean.


Keep the kitchen, all equipment and work stations free of insects and other animals.


Keep raw and cooked food separate; use different work surfaces, containers and utensils.


Keep meat, especially raw meat, separate from other food; use different work surfaces, containers and utensils.


Do not work with food when you are sick.


Ensure that equipment, utensils and food are not exposed to potentially harmful chemicals in the form of pesticides or cleaning agents that contain toxins.


Store foods correctly to protect product integrity and avoid contamination.


Adhere to the “sell-by” and “use-by” dates on food labels.

Formulate a Healthy Tuck Shop Policy Formulating an official school policy is a great way of clarifying goals, setting the standards and informing stakeholders, such as tuck shop and vendor owners, about healthy food at schools. Importantly, it serves to entrench the school’s food provision within the context of the school’s rules and regulations. The next chapter gives you more detail on how to do this. Why? It is a good idea to introduce a healthy food at school by formulating a school policy to set the standard and provide the means for monitoring, evaluation and reporting. The aim of the healthy school policy is to clearly inform those involved about how things are to be done at your school. How? When it comes to writing policy, the best rule is to keep it simple. Write clearly and be specific. Like all policies, you will need to review it from time to time to ensure that it is relevant and up to date. What ? Different schools approach food provision in different ways. Therefore, healthy eating policies will differ from school to school. However, there are some basic nutritional guidelines that are relevant to all and you might want to include them in your policy. Some Ideas Do not promote


Food and drinks that contain additives such as food colourants, flavourants, sweetners and preservatives. This will include chips, cold drinks, some cold meats, sausages and cheeses.

The regular consumption of fruit and vegetables. These foods should be available as snacks or as part of meals as much as possible.

Processed foods and drinks that do not have nutritional information on the labels.

The consumption of plain, clean water. Which should be made readily available.

Foods and drinks with added sugar, colourants, preservatives and sweetened with non-nutritive sweeteners.

Healthier alternatives to popular foods that are of poorer nutritional quality such as pies, sausage rolls and white bread rolls filled with chips.

Foods high in saturated fats and trans fats.

Healthier choices at lower prices.

Foods high in salt (sodium).





JUNE 2015



JUNE 2015


Autism Awareness

Alpha School cultivates Autism Awareness The staff and learners of Alpha School for Learners with Autism commemorated World Autism Awareness Day on 2 April 2015 by setting up a large tree, painted on fabric, in their foyer.


Practical Mathematics for Children with an Autism Spectrum Disorder and Other Developmental Delays. by Adkins, J. © 2013


Autism: The Diagnostic Process. 2008 (DVD 18 min.)


Educating Young Children with Autism Spectrum Disorders. Barton, E.E. 2012


Autism Spectrum Disorders in the Mainstream Classroom. Boroson, B. 2011




Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder. Colvin, G. 2012


A Practical Guide for Teachers of Students with an Autism Spectrum Disorder in Secondary Education. Costley, D. 2012


Seven Keys to Unlock Autism: Making Miracles in the Classroom. Hall, E. 2012 (Book & DVD)


Autism Spectrum Disorders: From Theory to Practice. Hall, L. 2013


1 2


Teaching Adolescents with Autism: Practical Strategies for the Inclusive Classroom. Kaweski, W. 2011


Bright not Broken: Gifted Kids, ADHD and Autism. Kennedy, D.M. 2011


Inclusion: Effective Practices for all Students. McLeskey, J. 2012


The Many Faces of Autism. 2008 (DVD 21 min.)


A Beginner’s Guide to Autism Spectrum Disorders: Essential information for Parents and Professionals. Taylor, P.G. 2011


The Early identification of Autism Spectrum Disorders: A Visual Guide. Towle, P.O. 2013


Social Skills Training for Children with Asperger Syndrome and High-functioning Autism. White, S.W. 2011

The National Autistic Society, United Kingdom. Guide: Classroom and playground – support for children with Autism Spectrum Disorders.


Working with Parents of a Newly Diagnosed Child with an Autism Spectrum Disorder: A Guide for Professionals. Keen, D. 2012

Larkey, Sue. Strategies for teaching students with Autism Spectrum. Disorder and other students with special needs.

Did you know?

Northern Ireland Department of Education. Autistic Spectrum Disorders, a guide to classroom practice.

T 4

Flynn, S. Inclusion strategies for students with Autism Spectrum Disorders. Article and brief video in which autism teacher Maureen Ostrander talks about some of the measures in place at her school to support students with autism, including providing a mini-lesson about autism to all the students in the school.


Robers, J. S. Autism and inclusion: teachers’ perspectives on the mainstreaming of autistic students. A research report submitted to the Faculty of Humanities, University of Witwatersrand, in partial fulfilment of the requirements for the degree of Masters of Education (Education Psychology). 2007 Roberts%20Wits%20Thesis.pdf?sequence=1


Enock, R. J. Supporting learners with autism in an early childhood centre for learning: a case study in inclusive education. Submitted in accordance with the requirements for the degree of Masters of Education in the subject Inclusive Education. 2011 rj.pdf?sequence=1



Become a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically. Membership is FREE.

EDULIS LIBRARY Tel: 021 957 9618 Fax: 021 948 0748 edulis@westerncape. 1st Floor Middestad Mall Charl Malan Street Bellville

Electronic registration GO TO: (Please read terms and conditions). OR Go to our website: Click on EDULIS On the EDULIS website, Click on “Library Membership Registration Form” Complete the form and submit (Please read terms and conditions by clicking on “Register as member”)

Overberg Timothy Cloete MT Ndzuzo Resource Centre Tel: 028 214 7353 Fax: 028 214 7400 timothy.cloete@ 15 College Street Caledon

Metropole North Jenny Caroto Tel: 021 938 3197 Fax: 021 938 3183 jcaroto@westerncape. Timmerman Street Parow


he tree carried a message of growth and extension over the years. Branches, reaching out into the sky, symbolised outreach initiatives by the school. The leaves were made with colourful puzzle pieces to represent each learner at Alpha School and reflect the puzzle in the Autism logo. Nerina Kearns, principal of Alpha School, said the school took part in the international awareness campaign to highlight Autistic Spectrum Disorder (ASD). The school is situated alongside Nelson Mandela Boulevard and Kearns said they decorated the windows in shades of blue with distinct awareness messages that will hopefully carry the message to those visiting the Mother City during the Easter Holidays. The school also hosted an Autism Awareness Walk on 18 April. In an interview, Kearns shared some insights on autism and highlighted the realities surrounding this disorder at school level. Are there any myths involving autism that you are aware of? Autism can be cured. Children can ‘come out’ of their autism. Special Schools are expected to develop into Resource Centres for their specialist area. What are the implications

thereof and how do you deal with the responsibilities incorporated within this model? In one word. Support! As a Resource Centre, we need to reach out to other schools in the community and we need to render support where necessary. Currently we are offering support to a Day Care Centre and three mainstream schools in the Central Cape Town district area. This initiative ensures that all professional and support staff at the school are updated with the latest trends and approaches to ASD (Autistic Spectrum Disorder). The responsibility of this challenge is to ensure that any professional staff member can assist with support in a mainstream school and/or ECD (Early Childhood Development) class. Support should be a combination of both verbal and practical inputs. Which disciplines are being represented by the specialist personnel at Alpha School? Are they able to support in all the diverse needs at your school? Specialist personnel include an occupational therapist, a speech therapist and psychologist. More than one therapist per discipline would be the ideal. Our therapy students and interns assist though in filling this gap. What are the core outputs the teachers and therapists at Alpha

School aim for? The ability for our ASD learners to function optimally within the community is one of our main aims. What are the tools needed to achieve the above? As part of our adapted curriculum we offer the following subjects: Self-sufficiency Skills; Maths, Literacy and Life Skills and we aim towards creating diverse opportunities for our learners in order to develop holistically. What happens to learners when they reach school-leaving status at the age of 18? Are there any major gaps that should be addressed? 90% of our 18 year olds return home. Very few attend protective workshops and/or end up working in ‘the open labour market’. The gap between abilities of adults with ASD and what is available in the job market remains a challenge. Our parents in general would like their children to attend a place of work, such as a protective workshop environment, during the day, though. Do you believe that Tertiary Institutions are geared towards accommodating learners falling within the autistic spectrum? Why? A conversation with an ex–learner who had the opportunity to attend a local university revealed that he

struggled with the socializing aspect at tertiary level. He felt that fellow students did not understand him. He had to make a conscious effort to get his social cues correct when speaking and communicating. What are the biggest challenges parents of autistic learners experience according to your knowledge? In my experience it ranges from acceptance to when is my child ready for mainstream? Your school accommodates a variety of international interns and volunteers annually. How does this collaboration benefit both parties? We have an intern and volunteer programme. Our interns come predominantly from abroad – from countries such as Germany, the USA, Denmark, Holland and England. The intern programme allows students the opportunity to work in an ASD School, which in turn will expose them to experience within their relevant discipline. The school benefit from this initiative since the students supplement our human resources. How can interested stakeholders assist Alpha School in terms of resources? Donations are always welcomed. Contact the school on +27 21 4471212/3 or email:

he Western Cape has two special schools specifically for autism, namely Alpha and Vera, while seven special schools have autism units. The seven schools are Beacon, Chere Botha, Glenbridge, Noluthando, Ligstraal, Carpe Diem and Eljada Kairos. Seventy-one schools cater for children with dual or multiple diagnoses, where they may be referred, depending on the diagnosis. Some higher functioning children with Autism Spectrum Disorder attend ordinary schools. The department is planning two new schools that will include expanded autism units, at Chere Botha and Rusthof schools. The WCED has expanded provision for ASD since 2010 at existing special schools which had accommodation available. The department has introduced 33 new classes over the past five years, starting with three in 2010; 10 in 2011; five in 2012; 10 in 2013; and five in 2014. The WCED plans to establish an additional nine Grade R classes at schools for ASD and schools with ASD units. The department is in discussion with the Department of Social Development and Health regarding provision for younger learners. The WCED will train teachers at 40 full-service, inclusive schools next year to assist learners with ASD who have low to moderate support needs. The increase in the diagnosis of ASD seems to be an international phenomenon and together with other sectors we are putting measures in place to manage the increased need for support.




JUNE 2015


The Western Cape Education Department issued the following circulars and circular minutes during the period February and May 2015.

0004/2015 Ordering of stationery and cleaning materials by section 21 schools circulars15/e4_15.html 0005/2015 Online ordering of stationery and cleaning materials for nonsection 21 schools circulars15/e5_15.html 0006/2015 Compensation for school fee exemptions circulars15/e6_15.html 0007/2015 Final timetable and arrangements for the OctoberNovember 2015 National Senior Certificate Examinations circulars15/e7_15.html 0008/2015 Timetable for the 2015 Annual National Assessments circulars15/e8_15.html 0009/2015 Final timetable and arrangements for the June 2015 Adult Basic Education and Training (ABET) Level 4 examinations circulars15/e9_15.html

boarding and transport bursaries, and personnel subsidies payable to hostels and schools circulars15/e17_15.html 0018/2015 Invitations to dignitaries or guests of honour and the protocol to be observed at visits to education institutions circulars15/e18_15.html

0020/2015 Completion and submission of the driver details and verification form and supporting documentation for users of GG vehicles circulars15/e20_15.html 0021/2015 National Senior Certificate Awards criteria for 2015 circulars15/e21_15.html 0022/2015 Online ordering of learner and teacher stationery as well as cleaning materials in the 2015/2016 financial year for all non-section 21 schools circulars15/e22_15.html 0023/2015 New traffic offences and penalties circulars15/e23_15.html 0024/2015 Use of government transport by officials who perform overtime duty and travel between residence and workplace circulars15/e24_15.html

0011/2015 National examinations: procedures regarding cell phones and electronic devices circulars15/e11_15.html

0025/2015 Revised application to travel form (trip authority) for issuing GG vehicles circulars15/e25_15.html

0013/2015 Capturing of term performance on CEMIS for 2015 circulars15/e13_15.html 0014/2015 Information on WCED circulars issued during 2014 circulars15/e14_15.html 0015/2015 Ordering of cleaning materials and stationery by head office and education district offices circulars15/e15_15.html 0016/2015 Online system for the identification of workbook shortages and surpluses for July 2015 circulars15/e16_15.html 0017/2015 Increases in boarding, private

RESEARCH 0002/2015 2015 WCED Systemic Tests in independent schools minutes15/EPminutes/edrs2_15.html CURRICULUM AND ASSESSMENT MANAGEMENT MINUTES ASSESSMENT MANAGEMENT

0019/2015 Code of conduct for governing bodies circulars15/e19_15.html

0010/2015 Final timetable and arrangements for the June July 2015 Senior Certificate Examination circulars15/e10_15.html

0012/2015 Early enrolment and school admissions management information circulars15/e12_15.html

JUNE 2015




0003/2015 Determination of the procedures for the establishing and election of governing bodies at public schools circulars15/e3_15.html

arts and culture

0027/2015 Submission of GG vehicle logsheets circulars15/e27_15.html EDUCATION PLANNING MINUTES INSTITUTIONAL RESOURCE SUPPORT 0001/2015 Celebrating South African Library Week 2015 within the WCED minutes15/EPminutes/edir1_15.html 0002/2015 Celebrating World Book and Copyright Day – 23 April 2015 minutes15/EPminutes/edir2_15.html

0005/2015 Application for appointment as internal moderators, chief markers, deputy chief markers and markers for the National Senior Certificate and the Senior Certificate examinations in the following subjects with competency tests: Accounting, Business Studies, Consumer Studies, Economics, English Home Language, Geography, History, Life Sciences, Mathematical Literacy, Mathematics and Physical Sciences minutes15/CMminutes/edam5_15.html 0006/2015 Appointment of chief markers and ordinary markers for the centralised moderation of the Grades 3, 6 and 9 Annual National Assessments in 2015, 2016 and 2017 minutes15/CMminutes/edam6_15.html

0001/2015 Notice of WCED Literacy and Numeracy Intervention training during June-July 2015 for Grades 1-6 teachers (Phase 4: Cycle 1) minutes15/CMminutes/edcg1_15.html 0002/2015 Astroquiz 2015 – Grade 7 learners minutes15/CMminutes/edcg2_15.html 0003/2015 Grades 7 to 9 Life Orientation and Natural Sciences sexuality education training manuals and panels to assist with teaching minutes15/CMminutes/edcg3_15.html 0004/2015 Notice of WCED Grade 8 and 9 Mathematics Training minutes15/CMminutes/edcg4_15.html 0005/2015 High priority areas to focus on in Language and Mathematics for the Foundation and Intermediate Phase In 2015 minutes15/CMminutes/edcg5_15.html 0006/2015 Intervention plan to improve the results in Mathematics, Home Language and First Additional Language for Grades 8 and 9 in 2015 minutes15/CMminutes/edcg6_15.html 0007/2015 2015 Nkosi Albert Luthuli Young Historians’ Award minutes15/CMminutes/edcg7_15. html

0007/2015 Application for positions of internal moderators, chief markers, deputy chief markers and markers for the National Senior Certificate and the Senior Certificate examinations minutes15/CMminutes/edam7_15.html

0008/2015 Intervention plan to improve the results in Mathematics, Home Language and First Additional Language for Grades 8 and 9 in 2015 minutes15/CMminutes/edcg8_15.html

0008/2015 Clarity regarding the policy relating to the period of validity of School-Based Assessment marks minutes15/CMminutes/edam8_15.html

0003/2015 Annexure to the programme of assessment appearing in the printed Agricultural Sciences Curriculum and Assessment Policy Statement (CAPS) documents minutes15/CMminutes/edcf3_15.html

0009/2015 Folklore exemplar question paper for Grade 12 National Senior Certificate (NSC) November 2015 examinations minutes15/CMminutes/edam9_15.html 0010/2015 Amendments to examination guidelines: Dance Studies and Business Studies for the National Senior Certificate minutes15/CMminutes/ edam10_15.html CAPE TEACHING AND LEADERSHIP INSTITUTE 0001/2015 Revised catering arrangements for all users of Cape Teaching And Leadership Institute facilities minutes15/CMminutes/ectli1_15.html


0002/2015 Annual Provincial Mathematics Solutions Conference – 06 and 07 July 2015 minutes15/CMminutes/ectli2_15.html

0002/2015 2015 Annual Survey for ordinary public and independent schools minutes15/EPminutes/edkm2_15.html

0003/2015 Curriculum Differentiation Conference – 29 and 30 June 2015 minutes15/CMminutes/ectli3_15.html


0004/2015 Telematics programme for Grade 11 and 12 learners during 2015 minutes15/CMminutes/edcf4_ 15.html 0005/2015 Implementation of Curriculum and Assessment Policy Statement (CAPS) Technical Stream in 2016 minutes15/CMminutes/edcf5_15.html 0006/2015 Western Cape bursary competition for Grade 11 learners offering Economics, Accounting and Mathematics (2015-2016) minutes15/CMminutes/edcf6_15.html 0007/2015 Curriculum And Assessment Policy Statement (CAPS) orientation and skills training for teachers at technical schools during the June and September 2015 school holidays minutes15/CMminutes/edcf7_15.html 0008/2015 Request for schools to

commemorate Africa Day during the week of 25 to 29 May 2015 minutes15/CMminutes/edcf8_15.html EXAMINATIONS ADMINISTRATION 0001/2015 Verification of learner registration information on the Centralised Education Management Information System (CEMIS) in preparation for the 2015 Annual National Assessments (ANA) for Grades 1 to 9 minutes15/CMminutes/edea1_15.html 0002/2015 Registration of learners for the June 2015 AET Level 4 examinations with a view of obtaining the General Education and Training Certificate minutes15/CMminutes/edea2_15.html

Focus Schools set the stage alight at Artscape It was an afternoon of singing, rhythm, blues, brass and all that jazz when the Cape Town International Jazz Festival (CTIJF) Training and Development programme kicked off, starting with the Arts and Culture Focus Schools Live Performance, which took place at Artscape in Cape Town on Sunday, 22 March 2015.

Learners Wow Audience at "Earth Moves"


n Sunday, 26 April 2015, learners who participate in the MOD afterschool programme showcased their skills to a large audience at the Baxter Theatre. The showcase, titled “Earth Moves”, gave the learners the chance to show off their skills in dancing, singing, juggling and drama. The performers were selected through a talent identification process and have been coached at weekly talent development camps, as from February 2015.

The production featured three groups of participants, all putting their talent in the spotlight in order to progress to the next round. This was the semi-final stage of this process, and the final will be held in June 2015 at the Artscape theatre. Through this initiative, the Department of Cultural Affairs and Sport gives learners the opportunity to showcase and develop their talents. Parents should encourage their children to participate in after–school programmes.

0003/2015 Public and independent schools visits minutes15/CMminutes/edea3_15.html INSTITUTION DEVELOPMENT AND CO-ORDINATION 0001/2015 School attendance by Grades 4 to 11 learners during and after the 2015 June and November examinations minutes15/IDCminutes/eidc1_15.html INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING 0003/2015 2015 South African Schools' Choral Eisteddfod minutes15/IDCminutes/ eimgp3_15.html 0004/2015 Invitation to participate in the fifth annual National Moot Court Competition minutes15/IDCminutes/ eimgp4_15.html CORPORATE SERVICES MINUTES BUSINESS STRATEGY AND STAKEHOLDER MANAGEMENT 0003/2015 School Improvement Monitoring minutes15/CSminutes/edbs3_15.html FINANCIAL ACCOUNTING 0001/2015 Basic Accounting System (BAS) – Closing procedures for the 2014/15 financial year minutes15/CSminutes/edfa1_15.html 0002/2015 Inputs for the compilation of financial statements for 2014/2015 financial year minutes15/CSminutes/edfa2_15.html STRATEGIC PEOPLE MANAGEMENT 0001/2015 Conditions of service in respect of public service staff at educational institutions and hostels minutes15/CSminutes/ehrm1_15.html 0002/2015 Importance of sound performance management minutes15/CSminutes/ehrm2_15.html


chools and school music projects from around the Cape Metropole participated at the Arts and Culture Focus Schools Live Performance. The participants were Chris Hani High School, Wynberg Senior Secondary School, Heathfield High School, Pinelands High School, Langa School’s Music Project, Elsies River High School and Intyholo Jazz Development Project. The concert was hosted by the national Department of Arts and Culture (DAC) and ESP Afrika, the producers of the CTIJF. The event was supported by the Department of Cultural Affairs and Sport (DCAS). The training and development programme consisted of rehearsals, live performance and event production workshops and was presented by industry professionals and mentors who provide training within music industry standards. The programme included a skills development course, stage etiquette preparation, musical appreciation and training in both musical and production elements. Every year, one school is elected to perform on the main stage at the CTIJF while an amalgamated group, consisting of members of each high school ensemble, has the opportunity to perform as an All Star Band at the Free Community Stage hosted by the CTIJF. “Our involvement with the

CTIJF is around development of youth musicians and for them to gain access to the festival’s events,” said William Masemola, Cultural Officer at DCAS. "This year we included the Langa Music Development Project as part of the Festival workshop that started in February at the Cape Town International Convention Centre (CTICC). The music project was started by the department in 2012 as part of the broader music development in Langa and it has been growing ever since. Through our association with the CTIJF we are not only providing a platform for youth musicians to be part of the festival but we also ensure that they learn the mechanics of producing major festivals such as the CTIJF, an experience that will remain with them forever in their careers.” A skills development workshop programme, designed to introduce students to the basic requirements of event management and production management, ran over a period of four Saturdays through February and March. Students who participated in this course had the opportunity to learn from, and be mentored by, qualified events professionals. Students who did exceptionally well on this course had an opportunity to shadow professionals on the CTIJF weeklong Training and Development Live Program held in various venues around the City.

Workshop teaches learners to tell stories through pictures Learners attending a photography workshop used modern technology to learn more about prehistoric rock art and medicinal plants.


earners from Bridgton Secondary, Langenhoven Gymnasium, Oudtshoorn School of Skills, Bongolethu Primary and Excelsior Primary used smart phone and digital camera technology to explore the history of the Schoemanspoort Cultural Centre, about 17km north of Oudtshoorn, near the Cango Caves. The workshop was organised by Slypsteen School of Excellence, CP Nel Museum in Oudtshoorn, Dias Musem in Mossel Bay and SOLO Outdoor Experiences. E-Learning and School Enrichment staff in the Eden and Central Karoo Education District played a cardinal role to ensure the success of the event. The Department of Cultural Affairs and Sport was the main sponsor. Oliver Marah, a Grade 2 learner at Van reede Primary School, was the youngest presenter. Oliver is an expert photo editor, and last year at a photography workshop at the Klein Karoo National Arts Festival he helped photographers to master the finer art of photo editing. The SOLO team helped learners create their own rock art themes and led them on a treasure hunt. The learners used QR codes to read instructions on their smart phones to reach ther destination. A similar workshop took place in Grootbrakrivier on 22 May.



JUNE 2015


Outeniqua High, a force to be reckoned with on the track and field

Paul Roos are World Champs Paul Roos Gymnasium was crowned champions of the Sanix World Youth Rugby Tournament in Japan after defeating Brisbane Boys’ College 35 – 3 in the final.

Learners at Outeniqua High School in George have once again excelled on the track and field during the past athletics season.


o-Ané van Dyk, a Grade 12 learner, represented South Africa in javelin at the African Junior Championships in Ethiopia where she earned the African Junior Champion title. Jo-Ané dominated the javelin throw with a distance of 49.49m. She also qualified for the Youth Olympic Games. At the SA Senior Championships in Stellenbosch, Jo-Ané won silver with a distance of 49.83m. Three of the school's learners set new records at the Athletics SWD meeting in Oudtshoorn. The new record holders are Meike Strydom (girls’ u15 discus - 37.05m), Marnel Coertze (boys’ u15 pole vault - 2.70m) and Simonn Swanevelder (girls’ u15 pole vault - 2.21m). The Outeniqua High School athletes dominated the athletics meeting with 31 first, 25 second and 14 third place finishes. The school's athletes continued their winning performance at the Western Cape Championships and claimed nine gold, seven silver and eight bronze medals. Meike Strydom, Stefan van Wyk and Andrée Roux each won two gold medals while Marno April, Lisha Collins and Adrian Dirks also took top honours. Silver medal winners were Luné van der Westhuizen, Simonn Swanevelder, Franco Boshoff, Nolene van Rensburg, Barry Botha, Kayla Thirion and Adriaan Bouwer. Simonn Swanevelder, Lisha Collins, Adriaan Bouwer, Nissi Jansen, Luné van der Westhuizen and Andrée Roux won bronze medals. Four Outeniqua learners competed at the National Secondary School Championships in Rustenburg. Meike Strydom won gold in the girls’ u15 shot put event and Luné van der Westhuizen won silver in the girls’ u15 relay. With a distance of 51.68m in javelin and 14.75m in shot put, Jo-Ané and and Meike outclassed the competition in their respective categories at the SA Junior Championships. "I would like to thank everyone involved for their dedication and their willingness to go the extra mile. Thank you to each coach, parent, athlete and official who contributed to an unforgettable season," said Jacques Wolfaardt, head of athletics at Outeniqua a High School.

The Paul Roos Gymnasium Rugby Management Team with the Sanix trophy.

The victorious Paul Roos team. Photographer: Kobus Basson

Western Cape athletes excel at National Secondary Schools and LSEN Championships Team Western Cape ended in second place at the National Secondary Schools and LSEN Championships in Rustenburg. Sharlon Boer set a new record in the 2000m steeple chase for girls’ u17 with a time of 07:02.99. Francois Jacobs also had a record breaking performance of 23:55.79 in the 5000 m walk for boys’ u15. Team Western Cape secured 13 gold, 19 silver and 17 bronze medals. The Western Cape LSEN team won 22 gold, 15 silver and 21 bronze medals.


heir conquest started on Friday, 24 April when Paul Roos Gymnasium departed with 30 u/18 players to participate in tournament that was held at the Global Arena in Fukuoka from 29 April to 6 May. A total of 16 teams participated in the tournament. These teams were divided in four pools of four teams each. Each team had to play six matches in only eight days. Eight Japanese teams participated in the tournament as well as teams from South Africa, New Zealand, Australia, England, Canada, Russia, Chinese Taipei and Korea. Paul Roos did very well in

the pool matches after beating Higashi Fukuoka as well as Kashiwa (both from Japan) and a Russian team, Enisei-STM. Paul Roos went on to meet Gose Industrial High School from Japan in the quarter–finals. The team did very well in this match by beating them 38-0. Paul Roos advanced to the semi-finals where they had to play against Truro College from England. The team played excellent rugby and won the match 63-0. The final match was against Brisbane Boys College from Australia. Brisbane Boys College played an excellent match in their semi-finals, beating Scott

College from New Zealand. Paul Roos managed to beat the Australians 35 – 3 in a tough encounter. The excursion to Japan was a huge rugby experience for the boys as well as an unforgettable cultural experience. The team had two off days, excluding the two day stopover in Singapore. In Singapore, the team visited the Botanical Gardens, Sentosa and went on a city tour. Whilst in Japan the boys went on a trip to Nagasaki. The boys were also introduced to kimono wearing, a Japanese barbeque and traditional Japanese green tea on their off days.

Paul Roos at Sanix Youth World Tournament – Japan Paul Roos 45 – 13 Higashi Fukuoka Paul Roos 78 – 0 Ryutsu Keizai Paul Roos 57 – 0 Enisei-STM

Quarter Final: Paul Roos 38 – 0 Gose Industrial High Semi Final: Paul Roos 63 – 0 Truro College Final: Paul Roos 35 – 3 Brisbane Boys’ College

Education Update || 24  

Newspaper of the Western Cape Education Department

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