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Newspaper of the WCED OCTOBER 2013 Issue 17

It’s all systems go for the Class of 2013 The Western Cape Education Department is prepared and ready for the National Senior Certificate exams.


he exams will be written

between the 28th of October and the 29th of November 2013 at 432 examination centres across the province and is a huge logistical exercise that requires careful planning and tight management. This year, 4 613 more candidates will be writing compared to 2012. A total of 48 768 full-time candidates registered for these exams. There are a further 10 826 part-time candidates registered for the 2013 exam. 106 examination papers are to be written and over 800 000 examination scripts distributed. 1 200 invigilators have been appointed to monitor and assist in the examination process. The marking of the exams will take place from the 30th of November 2013 to the 13th of December. The WCED has appointed 3 324 markers to mark the examination scripts. In order to enhance the credibility of the NSC exams, and to give all candidates and their teachers their best opportunity in these exams, the WCED conducted competency testing for markers in ten subjects. To ensure that the mark calculations of the markers are correct, the WCED has appointed 520 mark checkers. The results of the NSC are expected to be announced on the 7th of January 2014. Western Cape Education Minister Donald Grant has encouraged all candidates to stay focused and to put in the hard work required to prepare for the upcoming exams. The WCED is well aware that exams are stressful, even for people who have worked hard consistently throughout the year. Having to revise a greater volume of information can add to candidates’ stress levels. Some learners may use this stress to help them to stay motivated and focused on their work, while others feel overwhelmed, confused, exhausted and anxious. The WCED is prepared to assist candidates that need support during this time. School psychologists and social workers in every district and circuit are on standby to provide counselling support, as required. Parents and candidates can speak to their school principal if the candidates concerned need special support. Candidates can also phone the WCED’s Safe Schools Call Centre if they

need to talk about their anxiety. The toll-free number is 0800-45-46-47. The department also encouraged candidates to follow their Tips for Success booklet carefully. The WCED issued the booklet to all Grade 12 learners earlier this year. It provides extensive guidelines on how to plan study time and how to prepare for the exams in each subject. Good preparation will help to reduce anxiety enormously. To help learners prepare for their final exams, the department organised holiday classes for Grade 12 learners during the September holidays. These classes were offered at 131 venues across the province benefitting thousands of learners from hundreds of schools. Many of the programmes on offer were taught by tutors selected by the WCED. In some schools, curriculum advisors supported and assisted individual school programmes. The department also examined the results of the September exams to determine which schools needed support during the final stages of the Matric school year. INSIDE | news

Alexander Sinton High School was one of the “Spring School” venues. More than 350 learners from 20 schools across the Metro Central District attended classes at this venue. The majority of these learners have been identified as ‘needing support’ in certain subjects by their principals and subject advisors. Learners from three schools in Manenberg attended the Alexander Sinton venue. These schools – Manenberg High, Silverstream High and Phoenix High School – were all affected by prolonged gang violence in the area which disrupted, teaching and learning time. The WCED has therefore arranged for learners from these schools to be transported to the Alexander Sinton venue during the course of the week in order to receive additional tuition. The WCED has implemented a number of additional support measures for learners in Manenberg, particularly for the Grade 12 learners. The WCED has given learners additional exemplar papers, deployed subject advisors to assist in addressing any backlogs in various subject areas, arranged for additional tuition after


In order to enhance the credibility of the NSC examinations, and to give all candidates and their teachers their best opportunity in these exams, the WCED conducted competency testing for markers in ten subjects. school hours and have delivered telematics DVD’s and materials to support teaching and learning. Candidates are encouraged to remain focused and to make use of the available resources that have been provided to them by the department. The Matric Resource Page on the WCED’s website ( za) makes available to candidates self-study guides, past examination papers and tips on how to prepare and plan ones’ study time. Candidates can also access lessons in Mathematics, Physical Science and Geography off this site via YouTube.



Supersonic car ignites science interest

How to get Fathers involved in a child’s education

A School with a View: the history of Vista High School, Cape Town

Paarl Gymnasium learners excel at World Championships

See page 2

See page 7

See page 10

See page 16




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natIonal aSSeSmentS

Learners write the Annual

National Assessments

Supersonic car ignites science interest

More than 611 000 Western Cape learners wrote the 2013 Annual National Assessments (ANAs) over a four-day period in September.


bout 1 455 public ordinary schools registered to write the test, as well as 17 special schools and 77 independent schools. The ANAs are a national based assessment in Language and Mathematics in Grades 1 – 6 and 9. In order to support teachers and learners in preparing for the tests, the Western Cape Education Department (WCED) uploaded exemplar papers onto the WCED website and CEMIS system. Teachers were encouraged to make use of these papers so that learners become familiar with the different types of questions. They were also urged to prepare learners for the test environment so that they will be able to work independently with the test papers on the date of testing. Teachers were asked to familiarise themselves with the different test items and the mark allocations as listed in marking memoranda given to schools. The Department of basic Education also developed Assessment Guidelines for each grade and subject (Language and Mathematics), which outline the

scope of the curriculum that needs to be covered by schools prior to the writing of the ANA. The guidelines were published on the WCED’s GET Assessment website in June for schools to access. The sealed test papers were delivered to schools in advance and were securely stored. The tests remained sealed until they were opened in front of the invigilators on the day of writing. On delivery of the tests, the principal were required to verify the contents of the consignment to confirm that the school received the correct number of tests and in the appropriate language of learning and teaching. Schools were asked to take responsibility for any shortages on the day of writing. However, the WCED was prepared for any eventualities or shortages should they occur. Principals acted as chief invigilators. District and provincial head office officials, as well as representatives from the Department of basic Education monitored the ANAs. The scripts were to be marked and moderated internally at school

level by the subject teachers by 18 September 2013. A sample of the scripts will also be moderated by an independent agent and the district. because the ANAs fell on an ordinary school day, teaching and learning resumed immediately after each assessment was completed. Parents were reminded that during this period, schooling continued as normal. Western Cape Education Minister Donald Grant said he hoped to see further steady improvements in the results of learners. “We are, however, under no illusion that we still have challenges in language and mathematics at different levels. We will continue to support our schools and develop strategies to improve on these results further.” The 2013 WCED systemic tests were scheduled for October. Grant added that once the department received both the ANAs and the WCED systemic testing results, the department would analyse the data in order to make considered interventions and target support accordingly.

Learners from several Western Cape schools participated in a Bloodhound Supersonic Car workshop at the Cape Academy for Mathematics, Science and Technology in Constantia. The hands-on workshop focused on the challenges of designing a car that will travel at over 1 610 km/h, which is 1.4 times the speed of sound. Bloodhound SSC is a rocket and jet-powered supersonic car that will attempt to break the world land-speed record. The car is being built in Bristol in the UK and it will make the record attempt at Hakskeenpan in the Northern Cape in 2015. David Willetts, UK Minister for Universities and Science, told learners that the project was specifically geared towards inspiring the next generation of scientists and engineers. As part of the workshop, learners built model air rocket cars and raced it down a track.

matrIc Support

Matric support website launched

The Western Cape Education Department has loaded more than 180 videos onto YouTube to support revision for the 2013 National Senior Certificate examinations. Candidates can access the videos via the Matric Support site on the WCED’s website ( The department is producing the videos by editing recordings from the Telematics programmes presented in collaboration with the University of Stellenbosch. The videos currently cover Mathematics, Physical Science and Geography. The department will load more videos on key subjects as they are completed. The videos include discussions on previous NSC papers and presentations on topics that candidates often struggle with. The Matric Support site lists 11 topics for Mathematics, ranging from Equa-

tions and Inequalities to Trigonometry. The Physics videos cover five topics, while Chemistry covers four. The Geography videos are classified under seven topics ranging from Climate to Map Work and Geographical Information Systems. Candidates can access the videos from drop-down lists that appear when they click on any of the topics. There are 79 videos on Mathematics, 39 on Physical Science and 62 on Geography. The WCED joined forces with the University of Stellenbosch in 2009 to broadcast lessons to high schools via satellite on selected subjects. The department has many hours of recordings available which we are now

making available on YouTube. Candidates can also buy sets of the videos from Edumedia, the WCED’s media production unit, at nominal prices. Meanwhile, the Matric Support site also offers access to the WCED’s Tips for Success book for matric candidates, links to previous examination papers, frequently asked questions and

national resources. The site features answers to 57 frequently asked questions in six categories, namely, results, supplementary examinations, remarking, certification, information for immigrants, and teacher inquiries. The WCED issued the Tips for Success books to all candidates at the beginning of the year.

They include study guidelines, tips on time management and how to prepare for examinations, success stories and advice on studying for every matric subject. While all forms of support are welcome, the department believes that ultimate success will depend on every candidate’s study plan and their success in keeping to this plan.



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Lalela Project artists and Grade 7 learners from Alpine Primary School painted the container library in bright colours.


Western Cape Education Department

celebrates Mandela Day At 08h45 on Thursday, 18 July, the Western Cape Education Department (WCED) Head Office and District Offices reverberated with the sounds of Madiba’s special birthday song. Staff gathered at central points to celebrate Nelson Mandela’s 95th birthday through song, speeches and service.


he Communication Directorate marked the day by providing a treat for teachers and other clients visiting the WCED’s Walk-in Centre in the afternoon. Finance personnel supported a clothing collection organised by Heart 104.9fm while staff in Recruitment and Selection collected groceries for Food Bank SA’s food hamper drive. Other examples of staff-members volunteering their time and resources include an initiative by personnel on the ninth floor to collect non-perishable food until the end of July and donate it to a charity. Western Cape Education Minister Donald Grant visited the “Mandela Day” container library at the V&A Waterfront. As part of the 2013 Mandela Month celebrations, the Mandela Day container library was placed at the Waterfront on the first of July

to create awareness around reading and the benefits of container libraries for learners. The initiative was a joint venture by the Shine Reading Centre, Breadline Africa and the Nelson Mandela Centre of Memory. The Minister read to learners from Alpine Primary School in Mitchell’s Plain, the proud recipients of the 30th Mandela Day container library. “There is no better way to honour our beloved Madiba than by improving the lives of our young children through education,” Grant said in his speech in front of a crowd that gathered to witness the festivities. The library was installed and officially opened at Alpine Primary School on 22 July. Principal Pauline Rix said the learners were excited about having access to a library again after a demand for extra accommodation, a few years ago, forced the school to convert the previous facility into a classroom.

She said learners will have a library period and a teacher will be trained as a librarian. The Western Cape Education Department also collaborated with the City of Cape Town to provide trees to schools to commemorate Nelson Mandela. About 80 schools collected

trees for the commemoration. Head of Education Penny Vinjevold said the challenge in education was to ensure that our children understood Nelson Mandela’s legacy and had the values, attitudes and skills needed to build a society we could be proud of.

“These values include compassion, tolerance, respect for human dignity and human rights, responsibility and the importance of education. We believe that planting a tree is an excellent way in which to commemorate Nelson Mandela and the values he represents.”

“There is no better way to honour our beloved Madiba than by improving the lives of our children through education.”

Western Cape Education Minister Donald Grant reading to Alpine Primary School learners.


A trip to New York to attend a youth session at the UN headquarters has inspired Cherlene Thomasso to drive home the importance of education locally. Cherlene is in Grade 11 at Manenberg High School and said she was amazed to hear how young people from around the world struggled to get an education. She was invited to attend the Youth Assembly addressed by Malala Yousafzai, a Pakistani girl who was shot in the head by the Taliban for campaigning for the right for girls to be educated. The UN has dubbed 12 July 2013, Malala’s 16th birthday, ‘Malala Day’ in honour of her heroic stand to ensure education for all. During the Youth Assembly, UN Secretary-General Ban Ki-moon, said “No child should have to die for going to school. Nowhere should teachers fear to teach or children fear to learn. Together, we can change the picture.” Cherlene said Malala’s confidence really impressed her and her message that “one teacher, one book, one pen, can change the world” was a shared philosophy. “I want young people in South Africa to get interested in education and to know their rights. Even though you come from Manenberg, you can make a success

of your life.” The American Federation of Teachers nominated Cherlene to attend the event. The South African Democratic Teachers’ Union and the American federation had been working together for three years and this had led to a partnership between Manenberg High School and Artesia High School in Los Angeles. Manenberg High School Principal, Thurston Brown, said Cherlene was an excellent ambassador for the school, province and South Africa. After her return from New York, the 17-year old started a conversation with girls at the school about the importance of education, especially in a community like Manenberg where gangsterism was rife. Cherlene said she wanted to become a surgeon and be an inspiration to her community. “I want to give back to the community.” Before her trip to the US, she had never been outside the Western Cape and said she enjoyed sightseeing and meeting other young people.

Learners attend

NASA Summer school programme Two Paarl learners recently returned from Houston, Texas where they took part in a Manned Mission to Mars project.


acques Burger, a Grade 10 learner at Paarl Boys’ High, and Anke Swart, a Grade 11 learner at Paarl Gymnasium, joined 42 teenagers from 20 countries at the Houston Space Centre. The participating countries and their respective schools were recommended by individuals associated with NASA JSC, as well as various international aerospace and education entities. Jacques and Anke had to go through a rigorous selection process. The students were divided into several teams and had to design a habitat in which six

Ptotograph by Shani Marais

M anen b erg schoolgirl attends u . n . youth session in new yor k

Jacques Burger and Anke Swart.

astronauts could stay for 90 days on the surface of Mars during a theoretical mission to Mars. The design included sleeping quarters and laboratories. “It is difficult to fathom just how many factors have to be taken into consideration to make such a mission viable. The project helped me to apply all the science I learned over the past years,” said Jacques. Anke added that the two week programme enriched her intellectual knowledge and fanned her passion for science. NASA astronaut Nicole Stott shared useful information with the teenagers to help them

with the assignment. They also got to meet Franklin Chang Diaz, CEO of Ad Astra Rocket Company and a veteran of seven Space Shuttle missions, Harold “Sonny” White and Barry Tobias. Bas Lansdorp, who initiated the Mars One project, was the guest speaker at their Summer School “graduation”. The programme also had a cultural element and Jacques and Anke performed a gumboot dance and served traditional bobotie and banana tart. Jacques and Anke both considered studying in a space related field at tertiary level.




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literacy day

WORLD MARKS INTERNATIONAL LITERACY DAY Sunday, 8 September 2013 was International Literacy Day and focused attention worldwide on the importance of literacy.


he Western Cape Education Department (WCED) requested all schools to organise reading activities for all grades in the lead-up to International Literacy Day. The WCED suggested that each learner selects a book of their choice to be read over a number of days. The reading activity culminated on Monday, 9 September 2013 with learners sharing with others what they have read, as well as writing a summary of what book they have read. The department encouraged the use

of class- and school-based incentives for learners who have shown initiative in this regard. UNESCO (the United Nations Educational, Scientific and Cultural Organisation) has been celebrating International Literacy Day for over 40 years by reminding the international community that literacy is a human right and the foundation of all learning. This year’s theme was Literacies for the 21st Century. According to UNESCO, the theme is aimed at highlighting the need to

realise “basic literacy skills for all” as well as equip everyone with more advanced literacy skills as part of lifelong learning. “Over the years, the notion of literacy has evolved. The conventional concept limited to reading, writing and numeracy skills is still in wide use, as well as the notion of functional literacy which links literacy with socio-economic development. But other ways of understanding “literacy” or “literacies” have emerged to address the diverse learning needs of individuals in knowledge-oriented and

globalised societies.” As part of their celebration, UNESCO hosted a two day Colloquium at their headquarters in Paris to discuss “advancing towards a literate 21st century”. Topics included the literacies that the 21st century citizens should have and how basic education can be strengthened for 21st century literacies.

The department encouraged the use of class- and school-based incentives for learners who have shown initiative in this regard.

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Zwaanswyk Academy learners

spell their way to success Zwaanswyk Academy was the proud winner of the 2013 Growsmart literacy competition, held in honour of International Literacy Day at the Lookout, V&A Waterfront on Saturday, 7 September.


he three-member team from Zwaanswyk Academy in Retreat won improvements to their school premises to the value of R250 000, after successfully competing against four other schools in the final round. The three winning Zwaanswyk Academy learners will each receive R20 000 towards their future education. All 15 learners who competed in the final have been given the opportunity to apply for a place to complete their education at the distinguished Christel House School in Ottery. In addition to this, all eight semi-final schools – comprising the 15 finalists and nine semi-finalists – will also be given the chance to apply to be enrolled into the SAILI Programme. SAILI identifies, develops and supports talent in learners, linking them with quality schools and ensuring that learners have a fair chance at fulfilling their potential. Launched in 2010 by Growthpoint Properties, Growsmart is the company’s CSI initiative and aims to improve literacy among primary school learners in Grades 4 – 6. The project is endorsed by the Western Cape Education Department with each of the participating schools identified by the Department on a needs basis. Based loosely on the concept of a spelling bee, Growsmart encourages learners to go a step further than simply spelling a word, by requiring them to also provide its definition and use it

in a sentence – all while working together as a team. Colourful and interactive Growsmart newspapers are given to over 70 000 learners at the participating schools, providing them with a valuable teaching tool. The first level of the 2013 competition took place in April and involved 200 schools competing, with 40 schools qualifying for level two. Eight schools made it through to the semi-final of which five schools compete in the final.  Ecstatic principal of Zwaanswyk Academy, Anthony Adams enthused, “The children have been so incredibly dedicated and have worked so hard to win today. We are extremely proud of them! We have already submitted our wish list and hope to have plans in place soon for improvements to start on the school. We would like to thank Growthpoint Properties for giving us this opportunity to improve the lives of our learners.” Second place was awarded to St Raphaels Primary in Athlone, who received R50, 000 towards the upgrade of their school.

“The children have been so incredibly dedicated and have worked so hard to win today.”

The team members received R10 000 each towards their future education. Wesfleur Primary School in Atlantis took third place in the competition, receiving R25 000 with the team members receiving R5 000 each. Each learner from the eight schools participating in the semifinal and final rounds received a Growsmart jacket and backpack filled with items like educational games, dictionaries, stationery and calculators. The total value of prizes amounted to R448 000. Quizmaster and host, Ryan O Connor, managed to keep the children focused and relaxed while they competed for points by spelling, defining and constructing sentences, all before an excited audience of teachers, mentors, parents, supporters and friends. The event was also attended by various representatives from the Western Cape Education Department. Book collection drive A few of Growthpoint Properties’ shopping centres held book drives ahead of the final round of the competition, encouraging shoppers to donate books for needy schools. Thousands of books have been collected and will be donated to Itsitsa Primary School (Mfuleni), St. Mary’s Primary School (Nyanga), Cavelleria Primary School (Kraaifontein) and Blossomstreet Primary School (Athlone) at the conclusion of the Growsmart campaign.

Zwaanswyk Academy’s winning team Hlanganisa Thembile, Yusra Mallum and Jezane September with (back, from left to right) Robert Dullaart, their mentor and Jewel Harris and Shawn Theunissen of Growthpoint Properties.

St Raphaels Primary School’s Calliste Assani, Romeo Mgquba and Kyle Stevens with their mentor, Kurt Daniels.

The team from Wesfleur Primary School, from left, Valencia Jones, Jordan Petersen, Zahriah Dias and Shafieka Bowler.



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Eversdal at the forefront of

technological innovation in education Eversdal Primary School has integrated the use of tablets in the classroom to let learners engage with content in interactive ways and inspire creative and hands-on learning.


he school recently opened an iPad/Tablet Centre where groups of learners, each group with an iPad or tablet that is connected to an interactive whiteboard, can work. All classrooms also have the necessary software and Wi-Fi so that learners and teachers can use iPads or tablets to connect to the interactive boards. Eversdal Primary School has always been at the forefront of technological advances. The school opened their first computer room in 1996. It was followed by a second room known as the Globe. From this venue, learners could make contact with children in schools across the world. Eversdal later started a project to equip all Grade 6 and 7 classrooms with interactive white boards. All the classrooms were also equipped with computers and television sets. In 2012 the interactive white boards where expanded to all classrooms from Grade 1 to 7. The school also has intranet so that all

electronic learning material used by teachers can be stored and could be easily accessed by all staff in future. During the opening of the Copytype iZone Centre in June, Grade 3 teacher Tamaryn Stegmann and her learners gave a demonstration lesson to show guests how technology can be used in the classroom. Headmaster Henk Arangies said the creation of a learning environment for the modern learner was very important. He believed that many schools were fast adapting to more modern learning methodologies, but the knowledge, skills and changed management processes of teachers in general was still lacking and not enough time, money and effort was spent on teacher training in that regard. Arangies said most schools still invested in ‘computer specialists’ and ignored the importance of the class teacher in engaging with learners in class every day in a world in which

“the international trend was to deploy as many learning devices as possible in the classroom.”

learners were already operating. “Computer centres are fast becoming ghosts of the past – the international trend was to deploy as many learning devices as possible in the classroom for immediate access to information. Teachers will have to learn how to deal with this.” Arangies attended many international conferences on ICT in education and said it was very clear that resource-based teaching (electronic) was an embedded feature in teaching worldwide.

Learners demonstrate the use of tablets for educational purposes in the new Copytype iZone Centre at Eversdal Primary School.

Back, from left: Heinie Brand, Director of the Metro North Education District, Brian Schreuder, Deputy Director-General: Curriculum and Assessment Management, Henk Arangies, School Principal, Patricia le Roux, Circuit Team Manager, and Tamaryn Stegmann, Grade 3 teacher. In front, with the group of Grade 3 learners, is Donald Grant, Western Cape Education Minister, who opened the Copytype iZone Centre.


WCED wishes to place tablets in the hands of all learners All Western Cape learners will have access to their own handheld learning devices as part of the provincial education department’s e-Education vision, if the WCED’s ambitious plan comes to fruition.

All Western Cape learners could soon have access to tablets.

“All schools will be connected through a Wide Area Network and will be able to communicate free of charge with each other. This offers an opportunity to revolutionise the use of technology in teaching and learning.”

A process is underway to ensure that all viable schools in the Western Cape have broadband internet access by the end of 2015. Brian Schreuder, Deputy DirectorGeneral: Curriculum and Assessment Management, said the broadband access will open new opportunities to facilitate learning and teaching with digital resources. “All schools will be connected through a Wide Area Network and will be able to communicate free of charge with each other. This offers an opportunity to revolutionise the use of technology in teaching and learning.” Concurrent with the rollout of broadband connectivity in the Wide Area Network, the WCED will create

a WiFi Local Area Network (LAN) in each school so that anybody in the school can access the broadband network. The department will also install classroom based technology such as projectors, laptops, document readers and white boards in schools. The phased in installation will be accompanied by teacher training. Schreuder said while e-teaching referred to equipping teachers with devices to use technology to teach more effectively, e-learning was just as, if not more, important to the department. “We would like to place handheld devices in the hands of learners so that they can have access to electronic or digital learning aids. It is part of our vision that all learners

will have access to their own handheld devices within the next few years.” The department was also busy developing a repository for digital objects. The idea was to create the opportunity for teachers and learners to access a wide selection of digital resources for every subject and every grade in a searchable repository to enhance their own teaching and encourage individual learning. “It is a long process and an ambitious project and Curriculum Advisors already started identifying free content on the internet and uploading content to the Moodle Site. We also want to create a professional portal so that the content can be easily accessed. We foresee that all our learners will have access to e-learning in a few years.”



in depth

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IncluSIve educatIon

Cape Town to host

international olympiad

After running the risk of having to cancel the 55th annual International Mathematical Olympiad (IMO) to be hosted in Cape Town next year, the South African Mathematics Foundation (SAMF) announced in April that the Department of basic Education (DbE) has pledged R6-million towards this prestigious event.



t will be the first time that the annual international mathematics competition will be held on the continent and more than 600 contestants from about 100 countries are expected to visit Africa for the Olympiad. Hosting a high-profile event such as the IMO in South Africa will bring mathematics into the public eye and highlight the importance of mathematics education in South Africa’s economic and technological development. The Deputy Minister of basic Education, Enver Surty, said the DbE has identified Mathematics as a priority area and every effort was being made to ensure not only an increase in learner enrolment in this subject but also an improvement in the quality of results that learners achieve in mathematics. “We are extremely excited about the support from our government for this prestigious event. It shows real commitment from government to address the important issue of Mathematics in the country,” said Prof Johann Engelbrecht, Executive

Director of SAMF. “While there is widespread concern about the high failure rate and generally low marks of most of those who passed, not enough attention has been paid to those who passed with high marks. Society needs more quality maths passes. We need architects, accountants, computer scientists, engineers, statisticians and teachers with a strong mathematical background, including numerical, spatial and logical skills. We need to offer pupils opportunities to expand their mathematical horizons and to urge them on to high achievement.” Engelbrecht explained that one answer lay outside the formal school curriculum. “Over the years, tens of thousands of high school students have taken part in events such as the South African Mathematics Olympiad and the best of the best have gone on to represent South Africa at the Pan African and International Mathematics Olympiads. Their subsequent careers (Rhodes Scholarships, PhDs in maths and

“We are extremely excIted about the Support from our government for thIS preStIgIouS event.” computer science, top careers in IT or industry or finance) demonstrate the value of searching for highly talented young mathematicians and giving them a real chance of showing what they can achieve in competition with the best in the world.” “To win a medal at the International Mathematical Olympiad will require a good deal of talent and hard work. More than matric maths will be needed. Just as the Olympic Games and World Cups in cricket, rugby and football promote sport, hosting the International Mathematical Olympiad in South Africa in 2014 will focus attention on the importance of mathematical excellence.”

SOUTH AFRICA COMES SECOND I N PA N A F R I C A N M AT H E M AT I C S O LY M P I A D The South African Youth Mathematics Olympiad team were placed second in this year’s Pan African Mathematics Olympiad (PAMO) that took place between 25 June and 2 July in Abuja, Nigeria. Over the past six years South Africa was ranked under the top three countries and for three consecutive years from 2006 until 2008, ranked first. This year’s results are no different. Three of the four member team are from the Western Cape. Andrew McGregor from Rondebosch Boys’ High School, Bronson Rudner from the South African College School and Yaseen Mowzer from Fairbairn College won silver medals. Nashnlen Govindasamy from Star College in KwaZulu-Natal also won silver.

The South African YoutMathematics Olympiad team from left, Nashnlen Govindasamy, Bronson Rudner, Maciek Stankiewicz (team leader), Andrew McGregor and Yaseen Mowzer.

“We are extremely proud of the team’s performance,” said team leader Dr Maciek Stankiewicz. “This year South Africa is ranked second and I am delighted at the tough competition received from other African countries. I can’t wait for next year when we get the chance to compete in the International Mathematical Olympiad (IMO) that will be hosted in Cape Town for the first time since its inception 56 years ago. I believe the IMO in 2014 will unite young African mathematicians who are all proud at the opportunity

to host 100 other countries on our beautiful continent.” The top three countries in this year’s PAMO is: Tunisia, South Africa and Nigeria. A total of ten countries participated in this year’s PAMO which is an annual competition organised by the African Mathematics Union (AMU) and hosted by a different African country each year. The South African team’s participation this year has been sponsored by Harmony Gold Mining Company.

Continuum of support for

inclusive education The Department of basic Education has declared 2013 the year of Inclusive Education in South Africa.


he model of Inclusive Education in South Africa seeks to include learners with special needs, who need a low to moderate level of support, as far as possible in mainstream schools in their neighbourhood. Selected special schools are being strengthened to become special school resource centres to provide outreach support to mainstream schools. Sigamoney Naicker, Chief Director for Specialised Education and Special Projects in the Western Cape Education Department, said the greatest challenge was to ensure appropriate and relevant support to all learners in the system. “Inclusion can only work in an environment where there is well trained staff and the relevant levels of development in fullservice/inclusive schools.” The Head of Education in the Western Cape, Penny Vinjevold, has approved a training plan for staff associated with fullservice/inclusive schools, district-based support teams and special schools as resource centres and school based support teams. Training will take place at the Cape Teaching and Leadership Institute in Kuils River over the next few years. “This intervention will create the conditions for entrenching Education White Paper 6 on Inclusive Education in the Western Cape. Other forms of support relating to material and physical resources are in the planning stages,” Naicker said. One of the key strategies in the development of an inclusive education system, in which all learners will have access to support, is the phased conversion of a number of public ordinary schools to full-service/inclusive schools. Each district was asked to identify four schools for conversion to full-service/ inclusive schools in 2013 and a further eight schools across the province are being identified for conversion next year. “Our intention is to create full-service/ inclusive schools that are the hubs of teaching and learning. Through human resource development and the necessary physical and material resource development, these schools will promote an inclusive ethos. Over a period of time, we hope to witness a reduction in learners in special schools which will be restricted to high levels of support. Moderate and low level of support for learners will be provided by trained personnel in full-service/inclusive schools and in the mainstream. Special Schools as resource centres will play a vital role in supporting special schools and ordinary schools. ”

Berenice Daniels, Director for Specialised Education Support, said it must be noted that the process of conversion takes time but that the developmental trajectory in the short, medium and long-term is taking shape. “Although there are individual learners benefitting from the outreach support from special schools, district and circuitbased support teams, the role of the support services is also to build capacity in the mainstream schools to prevent and address barriers to learning.” The WCED increased the budget for special education by R43 million this year, to R894.7 million. This represents 5.7% of the province’s education budget and includes an allocation from the Department of Basic Education to expand Inclusive Education. The WCED currently supports about 45 000 learners with low level needs at mainstream schools via itinerant Learning Support teachers. About 1 900 learners with moderate levels of need currently attend fullservice/inclusive schools with a schoolbased Special Education teacher in the province. Many of these learners would have attended special schools in the past. About 19 500 learners attend 74 special schools in the Western Cape, including Schools of Skills. Many learners with moderate needs entered special schools before the introduction of inclusive education support. The department is in the process of reviewing the placement of these learners to determine those that can be moved to a lower level of support in full-service/ inclusive or mainstream schools, which will free space in special schools for those needing high levels of support. The WCED has formed 16 outreach teams that support the 140 full-service/ inclusive schools. The department is increasing the number of full-service schools annually, in line with policy. “Our expectation is that our inclusive education outreach teams, learning support personnel, specialist psychologists, therapists and social workers will make a major impact on educational outcomes in the next few years. The Western Cape Education Department in its attempt to promote inclusive education looks to the fullservice/inclusive schools and special schools as resource centres to bring about this very important transformation in education,” Naicker concluded.


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How to get Fathers involved in a child’s education

Parent involvement in schools has traditionally been carried out by mothers. Yet boys and girls need positive, male role models. When fathers take an active role in education, schools report an increase in student achievement.

However, there are many barriers to participation by fathers such as: The belief that a child’s education is a mother’s responsibility A tendency for schools to communicate primarily with mothers Divorced or separated mothers having sole custody of children A lack of awareness on how to help Fathers’ often overwhelming work schedules A failure to recognise the importance of becoming involved Literacy and language difficulties

How can educators foster involvement? Formulate a Father-to-Father Program during which experienced dads mentor young fathers.

1. Make sure specific information concerning the mother and father is completed on the school enrolment form. Address all communication to both parents when appropriate. If the parents are divorced or separated, send student progress reports and other related information to the absent parent unless the separation exists to protect family members. When calling the home ask to speak to the father as well as the mother. Keep both parents informed through newsletters, e-mail and notes concerning their child’s progress.

2. Maintain a fatherfriendly environment. Have welcoming signs near the front door in all languages represented in the school. Make a special effort to involve males in leadership positions on advisory councils or in parent-teacher organisations. Encourage fathers to personally invite other adult males to become active.

3. Request that both parents attend teacherparent conferences. Provide child care and offer an interpreter when needed. Involve the father in a discussion concerning the child by asking non-threatening questions like, “What do you and your child enjoy doing together?” (See “Guidelines for EducatorParent Conferences Concerning Angry Children” under Teacher

Ideals at If time permits, give both parents a survey form concerning their careers, hobbies, interests, and schedule. Include space where parents can write concerns and list their specific needs. (See “Inviting Parental Involvement through Survey Forms” under Teacher Ideals at If completion of the form appears to be difficult for the parents, interview them. Collect the forms and if possible, address their comments before they leave.

4. Search for opportunities to include fathers in school activities. Encourage them to attend school events and to observe in their child’s classroom. Have a “Father Night” where fathers or other males such as grandfathers, uncles, or family friends are invited to bring the child to school. Have adult-child teams play simple relay games or participate in other enjoyable activities that require little skill. Serve refreshments and provide parenting information in a non-threatening way.

5. Have a “Dad Lunch” or “Father Breakfast” where students from certain classrooms are invited to bring a father, male relative, “Big Brother,” or other “dad figure” to be honored. Ask some dads to include an additional child, so that no child is left out. After eating together have a father-only discussion on ways to help their child learn.

6. Sponsor a Saturday work day where fathers are asked to bring their child to school to clean up the grounds and/ or make needed repairs. Provide T-shirts for those who help.

7. Involve fathers in a day or weekend retreat in the community where bonding can take place. Provide activities that promote fellowship and leadership. Based on expressed interests of the fathers, create useful committees and/or support groups. Formulate a Father-to-Father Program during which experienced dads mentor young fathers.

8. Provide classes at the school on fatherhood, English as a second language, GED certification, computers or other requested topics.

9. Recognise the special role fathers play during family events such as plays, programs or other activities. Have them stand to receive applause and point out ways they can participate in their child’s education. Pass out volunteer sign-up sheets for various activities such as art, science or cultural enrichment projects.

Stress that maintaining an open, sensitive father-child relationship will have a positive impact on their child’s growth. Encourage the following behaviour in fathers: - Telling childhood stories - Reading with their child - Modeling reading behaviors - Using the library - Playing games and/or sports - Taking the child on outings to a park, zoo, museum, and/or participate in cultural activities. - Completing routine jobs together - Teaching the child a skill - Watching educational television - Having a weekly family night - Modeling perseverance - Exploring interests - Eating family meals together and encourage discussion. During the meal, have each family member tell about the best thing that happened to them that day or an important thing they learned. - Most of all, express love and pleasure in being with your child. (Article courtesy of

10. Inform fathers that volunteering in school is not the only way to enhance their child’s learning. Active involvement with their child at home is a form of participation.

“Involve the father in a discussion concerning the child by asking non-threatening questions like, “What do you and your child enjoy doing together?”



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Woolworths shares

quality management expertise with 300 deputy principals The Woolworths Making the Difference Educational programme and MySchool partnered with the Western Cape Education Department to host the third annual Principals’ Quality Management Seminar on Saturday, 27 July 2013 at the Cape Teaching and Leadership Institute in Kuils River.


he event was attended by 300 Deputy Principals from across the Western Cape, as well as the provincial education minister, Donald Grant. The objective of the conference was to share valuable, cutting edge insights into leadership knowledge, skills and practices that can enable them to manage their schools more successfully. The presentations included a

keynote address by Woolworths Chief Executive Officer, Ian Moir and a talk about operational excellence offered by the Regional Manager of Woolworths in the Western Cape, Mike Gardiner. Motivational Speaker, conservationist, youth developer, TV Presenter and author of the best seller The Great Run, Braam Malherbe closed the event with an inspiring presentation that elicited an overwhelmingly positive


Thousands of teachers receive training ahead of the final stage of CAPS implementation

skills improvement

A training session at the Crawford Campus of the Cape Town College.

Improving the language and maths skills of teachers in order to improve learner results

Teachers sacrificed their holidays to improve their skills.

response from the audience. As part of the leadership of their school communities, Deputy Principals are vital to the upliftment of education in South Africa. The annual Woolworths Quality Management Seminar aims to share leadership knowledge and skills that, while easily accessible to a business such as Woolworths, is usually out of the reach of the leaders of schools.


n 2014, the Western Cape Education Department will implement the third and final stage of the Curriculum and Assessment Policy Statement (CAPS) in schools in Grades 7 – 9 and Grade 12. As a further step in improving the quality of the delivery of the curriculum in our schools, the department offered training to approximately 9 000 Grade 7 – 9 and Grade 12 teachers in July. The purpose of the training was to equip teachers with a thorough knowledge of the CAPS documents for their subject areas before implementation next year. The roll-out of CAPS in schools has been staggered over a three year period. In 2012, CAPS was introduced in schools to learners in Grades R – 3 and 10. In 2013, it was implemented in Grades 4 – 6 and 11. So far the response to the implementation of CAPS has been positive. Teachers have reported to the WCED that it strengthens the curriculum and allows educators to focus much more on what must be

More than 12 000 teachers attended various training and development programmes in the Western Cape during the winter school holidays. One such programme was the Language and Mathematics workshop for primary school teachers. This year, the programme focused on content and teaching strategies. In Languages, the training included workshops on “Effective Literacy and Language Development”, “Questioning techniques and Comprehension”, “Independent and Group reading” and “Shared and Independent Writing”. In Mathematics, educators had the opportunity to attend workshops on “Numbers, Operations and Relationships”, “Space and Shape”, Measurement”, “Data Handling” and “How to make your school a numeracy hub.”

Woolworths Chief Executive Officer, Ian Moir, addresses deputy principals at a quality management seminar in Kuils River.

taught and when. Teachers have also welcomed the potential of the CAPS to improve literacy and numeracy performance, because of the special focus on reading and writing. Premier Helen Zille and Western Cape Education Minister Donald Grant visited Spine Road Secondary in Mitchells Plain. The school was one of 42 training venues across the province where teachers received CAPS training. Grant said he was pleased with the great turnout at the training venue, with even more educators than expected having arrived for training. Teachers were briefed on the CAPS requirements regarding pace, coverage and levels of assessment. In addition, 1 515 principals and deputy principals attended a training session to support them as curriculum managers to implement CAPS. 849 “Lead Teachers” have been trained to support the teacher training courses. Approximately 18 000 teachers

Approximately 1 800 Foundation and Intermediate educators have registered for language training and over 1 900 for mathematics training. “We are very pleased to see so much support for this workshop and we thank our educators for giving up their well-deserved holiday time to improve their teaching skills,” said Western Cape Education Minister Donald Grant during a visit to one of the training venues at the Crawford Campus of the College of Cape Town. This year, the WCED has strengthened its language and mathematics strategy to help support schools and educators in improving their language and mathematics results.

“we look forward to the implementation of the final stage of CAPS.”

attended orientation courses in 2011 and 2012 before the CAPS implementation in their grades. The implementation of CAPS in schools and the training of teachers has been a huge logistical exercise for the department in the last three years. Grant thanked all the officials who have played a role in its successful implementation. The WCED has also aligned its textbook plan with the implementation of CAPS. In 2011, learners in Grades 1 – 3 and 10 received textbooks in core subjects and readers. Learners in Grades 4 – 6 and 11 then received their textbooks in 2012.

Schools have been visited by district staff for a joint analysis of their results with the senior managers of these schools. Schools were then required to submit set targets for improvement per grade for the year and, in the case of underperforming schools, specific activity plans on how they will achieve their targets. The department has expanded its support to schools and increased the monitoring of ‘academic performance’ and ‘classroom practice”. Training remains an important component of this strategy and throughout the year the WCED is offering workshops and seminars that will focus on developing teachers’ knowledge and skills in the areas of language and mathematics.


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Streamlined e-recruitment

and selection process offers an example of best practice The Head of Education in the Western Cape, Penny Vinjevold, has identified the e-recruitment and selection process of institutionbased teachers as an example of best practice.


he department has introduced a new online system in January this year that made it easier for teachers to apply for jobs in the province. The WCED wanted to recruit the best while reducing the stress and paperwork involved in applying for a teaching post. Applicants were able to register their profiles on the E-Recruitment System and the system in turn generated an automated CV. Once registered on the system, applicants can apply for various posts with the “click of a button”. The previous recruitment and selection process required a manual application process. Schools also

drafted the minutes, each often using a different format, resulting in challenges for the department to quality assure processes and documentation. To ensure compliance, improved processes and improved service delivery, the Chief Directorate: Human Resources reviewed, aligned and standardised functional areas like the recruitment and selection process and documents to be submitted when applying for posts. The recruitment and selection process was streamlined from advertising to appointment stage. Processes and guidelines have been put in place to guide

School Governing bodies and departmental representatives to ensure that the most competent candidate was appointed in the advertised post and that the criteria of the post was aligned to the selection process. The selection panel was also required to provide a competency based assignment to shortlisted candidates relating to the key competencies of the post. To assist selection panels and help with quality assurance, all documentation was standardised by means of templates. More than 16 000 users registered on the system. The majority of users gave positive feedback about the

Edgemead High School Deputy Principal Noel Solomons won UCT’s Stella Clark Teachers’ Award. system in a survey conducted by the Centre for E-innovation (CEi). based on the feedback from users, CEi enhanced the system to make it more user-friendly. An example included the removal of the compulsory requirement for a PERSAL number and asking applicants to provide their ID number instead. As it was required of each registered user to provide an e-mail address, the department was able to communicate any enhancements to the system or to notify users when vacancies were advertised. Training was provided to all district officials as well as some SGb members, where requested.

Continuous training will be provided to assist interview panels and SGb’s. An on-line user manual was available as well as a helpdesk number to provide assistance to users. Ivan Carolus, Chief Director for Human Resources, said the next step would be the rollout of the e-recruitment system to include posts for office based educators and ultimately public service vacancies. The E-Recruit System for Educators can be viewed and tested on the following link: http://e-recruitment.westerncape.

be happier at work Research over the past two decades has found that our happiness is based more on our lifestyle choices than on our genes and our upbringing. The evidence suggests that a healthy lifestyle, long-term goals, religious faith, working hours, social participation, and your relationship with others are all key factors to your overall happiness. Are you happy at work?

Alexander Kjerulf, one of the world’s leading experts on happiness at work and the best-selling author of Happy Hour is 9 – 5, says that there is no productivity booster as powerful as happiness. According to Kjerulf, studies have shown that happy people get on better with others, are more creative, have more energy, get sick less, fix problems faster, are more optimistic, more motivated, learn faster, make fewer mistakes, and make better decisions – 10 excellent reasons to a adopt a happier mindset. Next time you are undertaking an activity, stop and ask yourself how you are feeling while you are doing it. Would you like to do more of the same? Or, what would you rather be doing with your time? Up your happiness with these quick wins:

1. Make the choice The first step to happiness is to decide to be happy. Sounds simple enough but does this really work? Psychologists who study happiness say yes. By signalling an intention to yourself to be happy, you are more likely to commit to be happy. It is our decision to consciously choose to act and think in certain ways will lead to our happiness. Once you have decided you want to be happy, make sure that you choose environments that will support this decision. Choose to be around people who make you happy and learn better ways to cultivate relationships with those around you. 2. Be grateful In his book, Authentic Happiness, psychologist Martin Seligman encourages people to try a daily ‘gratitude exercise’. This involves making


Cape teacher with heart for learners wins

uct excellence award Edgemead High School Deputy Principal Noel Solomons arrives at school at 6h30 in the morning to give extra science lessons to learners, and during his vacation he travels to rural areas to tutor struggling teachers and learners. In his off-time, he mentors less privileged learners in his community. These are the qualities that have earned Solomons the University of Cape Town’s Stella Clark Teachers’ Award, acknowledging talented teachers who go the extra mile for financially disadvantaged learners.

a list of all the things in your life that you feel grateful for: friends, family, health, employment, etc. By making a physical or mental note of these, your mind shifts from negative feelings of despair or anger and turns to positive feelings which result in feeling happy. 3. Forgive and forget Holding onto grudges and grievances can affect both your physical and mental health, and negativity affect your happiness levels. A way of avoiding these negative effects is to focus on forgivingness when you feel you have been wronged. Clinical psychologist Everett Worthington suggests following his five-step process, REACH. First, recall the hurt. Then, empathise and try to understand the act from the other’s point of view. Be altruistic by thinking back to a time when you wronged

Speaking at the award ceremony on Monday, 19 August 2013, at UCT’s Centre for Higher Education Development (CHED), Edgemead High School Principal Redvers Lawrence said: “Mr Solomons has the ability to instil a passion for science that has resulted in increasing numbers of our pupils entering tertiary education in this discipline and succeeding. He is a man who understands the needs of children, who has risen above his trials and tribulations, and has chosen to remain in the trenches in order for our children to forge a better future for themselves and our country.” The Stella Clark Teachers’ Award pays tribute to the work of exceptionally talented teachers who go beyond the call of duty to motivate and inspire their learners to perform well and rise above their poverty-stricken circumstances.

someone else and were forgiven. Next, commit to putting your forgiveness into words such as in a journal or through a letter. Finally, hold on to the forgiveness by not dwelling on your anger or hurt. 4. Build relationships Relationships can be a source of e xtreme happiness for us so it is important to cultivate strong bonds with the people in your life. Build a good support system by talking to friends and family about your feelings and concerns. Build a foundation of appreciation and respect by focusing on all the considerate things your loved ones do. Happy families make a point of noticing even small opportunities to say ‘thank you’ to their loved ones. 5. Get some exercise Physical activity can provide an outlet

It was established in 2005 in honour of Stella Clark, an extraordinary lecturer at CHED, recognising her many years of dedicated service to teaching and mentoring students from educationally disadvantaged backgrounds. The Deputy Principal was nominated by former Edgemead High learners Tarryn Lewis and David Kuter – both currently postgraduate chemistry students at UCT. They described Solomons as a role model illustrating a unique commitment to teaching and to his students, an in-depth knowledge of his subject area, and an ability to provide accessible explanations for complex concepts and stimulate critical thinking. Lewis said: “Mr Solomons exceeds the requirements of a typical high school teacher by relaying his passion for his field in a way that makes students want to learn.”

for your emotions, especially if you’re feeling depressed or angry. Go for a brisk walk or run or spend some time doing your other favourite physical activities. Physical activity stimulates various brain chemicals such as endorphins that can leave you feeling happier and more relaxed than you were before you worked out. Your happiness at work is your responsibility. Not your manager’s, not your co-workers’, and not society’s. Although your boss and your workplace are responsible for creating a setting where it’s easy to be happy at work, happiness doesn’t come from them. It is up to you to control your own happiness by focusing on your daily workplace achievements and interactions. Source: HealthInSite @eCare4me

Linda Rose, Chief Director: Districts retired at the end of June after 41 years’ service in the WCED. The department wishes her well on her retirement.



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school HISTORY

A School with a View: the history of Vista High School, Cape Town In Military Road on the slopes of Signal Hill stands an unassuming, prefabricated school precariously balanced on stilts. It is not one of the most beautiful buildings, yet it could well be the oldest surviving school in the inner city.

Bowler’s 1853 painting of the school.

By Sigi Howes (Centre for Conservation Education)

Phase 1: St Andrew’s Presbyterian Mission School (for children of freed slaves)

Phase 2: Harbour Works EC Mission School (a school for children of dock workers)

he school’s roots go back to 1841, when the St Andrew’s Presbyterian Church in Somerset Road started a mission school for the children of freed slaves in the inner city. The slaves had been freed in 1838 and that year the church established a mission with Dr Adamson (Minister at St Andrew’s) and Rev GW Stegmann (second Minister at the Evangelical Lutheran Church in Strand Street) and started to work among the coloured slave population. Stegmann rented the old African Theatre (on what is today Heritage Square) and opened the St Stephen’s Church for freed slaves. The school was started here in 1841, mainly to help new converts learn to read the Scriptures. After a split between Stegmann and the Presbyterian Church, the church took over the school and in 1842 erected a school building next to the church. The building still stands, and is today the church hall. At this point the school became a juvenile day school, i.e. it was for children of school-going age. By 1844 there were 422 children on the roll, but attendance was poor, and generally only about half the children attended on any given day. The school fees were fixed at 1d/week for infants (what we call Foundation Phase today, but many of the children were only between 2 and 4 years old); 2 days a week for those learning to read and spell; and 4 days a week for those learning to write and cypher (do sums). In 1853 Thomas Bowler painted a picture of the school, the sale of which raised some much-needed funds. The picture shows some of the learners outside the school (probably at break time), listening attentively to a senior pupil reading to them from a book. Children of all races attended the school because it was affordable and had a good reputation. In 1856, 180 of the 303 children on the roll were coloured (whose parents had never been slaves, i.e. they were Khoi); 42 were the children of freed slaves; and 81 were white. In the Western Cape Archives we found a brochure that the church published in 1895 about the St Andrew’s Mission School. It is full of interesting information.

This school was started in 1861 as the Harbour Works EC Mission School (English Church; in other words, Anglican) as a school for the children of the dock workers. These were working class people, both white and coloured. The date is significant, because the construction of the Cape Town Harbour had just begun. A few months earlier, in 1860, Prince Alfred (Queen Victoria’s second son) had tipped the first load of stone for the building of the breakwater. Between 1860 and


From it we learn that the school hours were from 09h00 till 12h00 and then again from 13h00 till 15h00. Besides the ordinary subjects taught in mission schools (Reading, Writing and Arithmetic), there were also Class Singing; Sewing for girls; Physical Training for boys; English Composition, Parsing and Analysis. Book-keeping was offered as an optional extra after school for which the parents had to pay extra. The brochure also mentions the school’s aim, which still resonates with the present school: “As it is the aim of this School to place Education within the reach of all, the Fees are low, being Four Shillings, Three Shillings and Two Shillings per Month, strictly in advance. The fee for the Infant School is One Shilling per month in advance.” The brochure also tells us that Mr F. Griesbach had previously taught at St John’s College in Umtata, and that he was certificated. This means he was a properly qualified teacher, having a Third Class Teachers’ Certificate. This was at a time when only about a quarter of all teachers had any form of qualification at all! Griesbach was considered a ‘leading light’ in education, being not only an excellent teacher, but also an active member of the first teachers’ union, the South African Teachers’ Association (SATA). The school flourished under his care and was described as “one of the best elementary schools in the City”. In 1896, the church decided to relinquish its management of the school. The school was, as all schools are, expensive to run, and the government grant it received from the Department of Public Education not enough to secure the continued services of a teacher of Griesbach’s calibre. The church felt that the school would be better funded and staffed as a government or public school. So it started negotiating with the Department of Education to bring this about. The Department decided to amalgamate the St Andrew’s Mission School with the Harbour Works Public School. And here we have to pause to take a brief look at the history of that school.

“As it is the aim of this School to place Education within the reach of all, the Fees are low, being Four Shillings, Three Shillings and Two Shillings per Month, strictly in advance. The Fee for the Infant School is One Shilling per Month in advance.”

1890 there were thus large numbers of workers employed in construction. Many of them lived with their families in the Breakwater Cottages that were built during this period by the Harbour Board. The Alfred Basin was completed in 1870. The map shows the school’s position in relation to the Breakwater Cottages in 1925. However, it is not certain if the school was already in this location in 1861. The building has since been demolished, but the site was more or less where the apartments next to the new yacht basin in the V&A Waterfront are today, on the right hand side of Port Rd as it sweeps towards the Western Boulevard. Mr G Wilson was the first teacher, and he came from the Kanaladorp (former name of District 6) EC Mission School; later known as St Mark’s EC School. Again, there is an unexplored period of history between 1861 and 1890, where not much is known about the school. There were ± 270 children enrolled: mostly coloured, but some white also. In 1893 the school was re-

classified an A2 un-denominational public school and no longer under the control of the Anglican Church. This was because the Harbour Board made submission to the Education Department that the school be allowed to go up to Standard 7 (today Grade 9), when the School Higher Examination was written, so that those children who wished to follow this course had a better chance of finding employment. This paved the way for the school to eventually become a high school. Mission schools often only went as far as Standard 2 (Grade 4). The school was now known as the Harbour Works Public School. As a public school, children from outside the Docks were free to attend if they paid the school fees, and it was decided that the children of Harbour Board employees would be admitted at half the rate of the school fees. At the end of 1896, it was decided to amalgamate the school with the St Andrew’s Mission School and to make Griesbach the principal of the combined school.

Phase 3: Dock District Public School (amalgamation of Harbour Works Public School and St Andrew’s Mission School) At the start of 1897, Griesbach and most of his pupils from the St Andrew’s Mission School relocated to the Docks into the building of the Harbour Works Public School. The school was renamed the Dock District Public School. The school had very good Woodwork and Needlework departments. Once again, the school flourished under Griesbach. It played an active part in the education of children in Cape Town, taking part

in physical education and choir competitions, and making a name for itself. In September 1901 Griesbach retired, although he took temporary control in the last term of the East End Public School in District 6 after the principal there died unexpectedly; this school later became Chapel Street Primary. Hugh MacMaster became the new principal of the Dock District Public School in 1902. He died

St Stephen’s Church where the school originated.

‘in harness’ in 1911. Again there is a bit of a gap in the history. By 1917 the school had become exclusively coloured and was bursting at the seams. So a new building had to be contemplated. The Union government made land available at the end of Suffolk St in Green Point, where the Gallows Hill Traffic Department is now. Building started in 1919.

Site of the Docks District School (circled in black).


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At some point, possibly in the 1930s although the date is not clear, the school shed its primary school pupils, who were absorbed by nearby Prestwich Street Primary, and concentrated on secondary education. Docks Area Coloured School building.


Phase 4: Docks Area Coloured School (at the end of Suffolk Street in Green Point) In 1920 the school moved to its n ew building not far from its original site and was renamed Docks Area Coloured School. It went from Sub A to Standard 6 (Grade 1 – 8) and grew quickly in numbers. By 1921 the building was already starting to be taxed by so many children, although the inspection report of 1927 described the building as “adequate; the

classrooms neat and the outside premises tidy”. Daily attendance was a problem, however. At some point, possibly in the 1930s although the date is not clear, the school shed its primary school pupils, who were absorbed by nearby Prestwich Street Primary, and concentrated on secondary education.

Phase 5: Suffolk Street Secondary School It is not certain in which year the school adopted this name. But it was certainly called Suffolk Street Secondary when Frank Quint became the principal in 1955. Like Griesbach, Quint was a ‘leading light’ and highly respected in education circles and in the community. He was active in the Teachers’ Educational and Professional Association (TEPA), acting as its treasurer for many years. Frank Quint was principal of Suffolk Street Secondary School from 1955 to 1965 when he became the first rector of Hewat Teachers’ Training

College in Athlone. In 1967 he graduated with a master’s degree from UNISA and two years later with a doctorate in education from UWC. He was then appointed as education planner for the Education Department from 1967 to 1969, and as inspector in the Ceres/Sutherland and Wynberg areas (1970 – 1977). Later he took on the position of Chief Inspector of Education in Johannesburg (1977 – 1979) and Cape Town (1979 – 1980). Quint was a prolific writer and co-authored several school text books. He was also a columnist for

Die Burger and Rapport, writing under the pseudonym Makkie Philips. He was active in the Scouting Movement and served on the SABC Board. He was also a lay preacher at the Methodist Church. Before his retirement, he served as Ambassador to the Netherlands. When he suffered a stroke he returned to South Africa, where he became increasingly frail and withdrew from public life. He passed away on 19 February 2003. And while he was the principal of Suffolk Street Secondary, the school changed its name again!

Mr Frank Quint – Principal 1955 – 1965.

Brochure published by in 1895 about the St Andrews Mission School.

Phase 6: Roggebaai High School (1960 – 1969) The exact date when the school assumed this name is not certain. But by 1960 it was on record as Roggebaai High School. New permanent buildings were added as the school expanded, and when these were not enough, extra prefabricated classrooms were added. Then came the darkest period in the school’s history. The Group Areas Act of 1950 (Act No 41 of 1950) decreed that the best, most developed areas in Cape Town were to be reserved for white people, while blacks, Indian and coloureds were assigned to the more rural out-

skirts of major metropolitan areas. The Act kicked in between 1969 and 1971 when almost all the coloured schools in the inner city were closed and their pupils transferred to schools in the Bo-Kaap or in the new outlying townships. Amongst them was the Albertus Street Public School, the most prestigious coloured primary school in Cape Town at the time. Others included the School of Industry in Roeland Street; St Patrick’s RC Mission School in Somerset Road and St Stephen’s DRC Mission School, also in Somerset Road.

Green Point was declared a white area. One coloured school alone survived: Prestwich Street Primary. This school was previously called the West End Public School when it still served white children. It was started in 1856 as the Evangelical Lutheran Church School, having been founded by the church in Strand Street. That this school survived is a miracle. Roggebaai High School was not so lucky. Although the school was not closed, it was moved lock, stock and barrel to a new site in Military Road in the Bo-Kaap in 1969.

New buildings: Roggebaai High School.

Like many previously disadvantaged schools, Vista High was active during the Struggle against Apartheid and many of the learners were detained during this period at rallies held at the school. Phase 7: Vista High School (1969 – present) In 1969, when Roggebaai High was moved to the Bo-Kaap, it was given temporary pre-fabricated buildings and its name was changed to Vista High School. Like many previously disadvantaged schools, Vista High was active during the Struggle against Apartheid and many of the learners were detained during this period at rallies held at the school. Over the years, the learner profile became more multi-cultural due to shifts in population. Previously, the school drew learners mainly from the surrounding Bo-Kaap area. That changed in the postApartheid era when Bo-Kaap residents were able to send their children to what were then called ‘Model C’ (former white) schools. Today Vista High draws most of its learners from as far afield

as Athlone, Khayelitsha, Langa, Manenberg and Mitchell’s Plain. Low income families in and around Cape Town also send their children to the school, much like families in the 1840s did when they sent their children to the St Andrew’s Mission School. Today many learners travel long hours to and from school, while others within the CBD walk to school. If one considers what this school lost when it was evicted from its building in Suffolk Street in 1969, it must be lauded for surviving against all odds. Today Vista High School is again a proud school. And it must be mentioned that the school’s name, Vista, is appropriate: from its position on the slopes of Signal Hill, it commands some of the best views of Cape Town.

Memorial to the slaves of Cape Town.

View of Table Mountain from Vista High.

R eclaiming the school ’ s pre - history One of the other interesting things about the school grounds is the memorial that the school has erected to the slaves who built this city. This takes it back to its roots, when the school was originally founded to provide an education for the children of freed slaves. Maybe it is time for Vista High to reclaim its pre-history and to consider recognising 1841 as its founding date.

Because although the school has changed its location and name several times, education has been continuous and uninterrupted from then until the present. It has survived closures, amalgamations, forced removals and storms (literally) of every kind. This would make Vista High School the oldest surviving school in Cape Town’s inner city; something to be proud of.




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muSt readS


LEEsLEKKERTE VIR sEuNs GRONDSLAGFASE (GRADE 1 – 3) E. Carle Die ruspe wat so honger was S. Richardt Kerneels die geel kat R. Bright My sussie is 'n alien D. Tutu God se droom W. Hartman Die son, die maan en die kombers van die nag

How they think, learn and flourish.


INTERMEDIÊRE FASE (GRADE 4 – 6) M. Honikman Die raaisel van die SS Waratah en die avokadoboom A. Diedericks Spookskip F. Viljoen Grilbrigade E. Wasserman Speurhond Willem op reis J. Jacobs Harlekyn

You can borrow these and similar titles from your Education District Resource Centre or EDULIS Library books 1






to be a boy, to be a reader: engagIng teen and preteen boyS In actIve lIteracy. brozo, W.G. 2010 teachIng boyS Who Struggle In School: StrategIeS to turn underachIeverS Into SucceSSful learnerS. Cleveland, k.P. 2011 the cleverneSS of boyS: underStandIng What boyS do Well and helpIng them to Succeed. Featherstone, S. 2010 teachIng boyS: developIng claSSroom practIceS that Work. keddie, A. 2011 actIve leSSonS for actIve braInS: teachIng boyS and other experIentIal learnerS, gradeS 3 – 10. James, A.N. 2011 SupportIng boyS’ learnIng: StrategIeS for teacher practIce, pre-k – grade 3. Sprung, b. 2010

other MeDia 7


dude, lISten to thIS: engagIng boy WrIterS. Williams, S. 2008 1 DVD (48 min.) + 1 viewing guide me read? no Way! a practIcal guIde to ImprovIng boyS’ lIteracy SkIllS (booklet in PDF format)

SENIOR FASE (GRADE 7 – 9) F. Bloemhof Flipom C. Diedericks-Hugo F. Viljoen Nova – Bloedbroers J. Strauss Spoke, rillers en ander grillers A. Abbott Woestyngevangene VOO FASE (GRADE 10 – 12) H. Bergh Die kinderdief D. v d Walt Willem Poprok F. Bloemhof Helse manier van koebaai sê F. Bloemhof Die onbekendes A. Troskie Die besoeker

E N J OYA B L E B O O K s F O R B OY s FOUNDATION PHASE: Roger Priddy Boys on safari (R – 1) Tony Bradman Happy ever after: Mr Wolf bounces back (2 – 3) Anne Fine How to cross the road and not turn into a pizza (2 – 3) Geronimo Stilton My name is Stilton, Geronimo Stilton (2 – 3) Michael Morpurgo Cool! (3) INTERMEDIATE PHASE: Martha Freeman Fourth Grade Weirdo (4) Jeremy Strong My mum’s going to explode! (4) James Preller Along came Spider (4 – 5) Andrew Clements No talking (4 – 5) Louis Sachar Marvin Redpost: class president (4 – 5) Jeff Kinney Diary of a wimpy kid: Rodrick rules (5 – 6) Rodman Philbrick Freak the mighty (6 – 7) SENIOR PHASE: Morris Gleitzman Frank Cottrell Boyce Michelle Paver Anne Fine Gary Paulsen FET PHASE: Mark Haddon

HOW DO I BORROW THESE RESOURCES? Become a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically. Membership is FREE.

OR go to our website:

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Click on “Library membership registration form”

Click on “Libraries” Click on “Register as member” (Please read terms and conditions).

Complete the form and submit.

Kevin Brooks Markus Zusak Jack Gantos Jim Shepard

Boy overboard (7 – 8) Millions (7 – 8) website Wolf Brother (7 – 9) Flour Babies (8 – 9) Smart nutrItIon. How Angel Peterson got his name (8 – 9) Halula, W. 2009 1 DVD (21 min.)

The curious incident of the dog in the night-time (10 – 12)controverSIeS. nutrItIon CandyHalula, (10) W. 2009 1 DVD (23 min.) Fighting Ruben Wolfe (10 – 11) Hole in my life (10 – 12) Project X (10 – 12)

Not enough resources @ your library? To supplement your school library collection, you can request and borrow these titles or titles on various topics from EDULIS Library/ your nearest District Resource Centre. We offer block loans to schools free of charge. Call us for more information at 021 957 9618.

your neareSt reSource centre EDULIS Library Tel: 021 957 9618 Fax: 021 948 0748 edulis@westerncape. 1st Floor Middestad Mall Charl Malan Street BELLVILLE

Metropole East Cheryl Joseph Tel: 021 900 5111 Cehjoseph@westerncape. Old Nooiensfontein Road KUILS RIVER

Metropole South Ntombi Mngxuma Brian O’Connell Resource Centre Tel: 021 370 2084 Fax: 021 372 1856 AZ Berman Drive Lengtegeur MITCHELLS PLAIN

Overberg Sara Clegg MT Ndzuzo Resource Centre Tel: 028 214 7386 Fax: 028 214 7400 15 College Street CALEDON

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


news CHOIR

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National choir competition

ends on a high note for Western Cape songbirds

Three Western Cape schools were listed amongst the country’s top 10 junior choirs that took part in the ATKV Applous Choir Competition.

P Stellenberg High Girls’ Choir.

Paarl Girls High School.

arkdene Primary School in George, Beaumont Primary School in Somerset West and Excelsior Primary School received this accolade from the judges. Kenmere Primary School in Kensington, under the direction of Lizl Gaffley, won the trophy for the best choir in the category for less experienced primary school choirs. Stellenberg High School’s girls’ choir dominated in most of the categories and was crowned the overall winner with 94.74%. It is the 13th time the choir took part and won the competition. They were best in the category for prescribed songs and the best choirs in the category for more experienced choirs. The choir will take part in the World Choir Games in Latvia next year. The following Western Cape schools excelled in the competition: Monte Vista Primary Gold 84.63% (Less experienced primary school choir) Fairmont High Gold 86.25% (NonAfrikaans Home Language, less experienced choir category, Best performance of a prescribed work by a high school category; Best less experienced high school girls whose home language is not Afrikaans

Eversdal Primary 91.18% Cum Laude in the category more experienced primary schools; Best performance of a prescribed work by a primary school Gene Louw Primary 91.98% Cum Laude in the category for more experienced primary schools and overall best primary school in the more experienced category Excelsior 82.15% Gold in the category for primary schools whose learners’ home language is not Afrikaans Goodwood Park Primary 82.31% Gold in the category for primary schools whose learners’ home language is not Afrikaans Kenmere Primary School 83.51% Gold in the category for primary schools whose learners’ home language is not Afrikaans; Best performance of an African song by a primary school; Best performance of a prescribed work by a primary school and Overall best primary school La Rochelle Girls High School 84.96% Gold (Category for less experienced high schools) Paarl Girls High School 88.08% – Gold (Less experienced high schools, best performance of a prescribed work by a high school; Best less experienced high school girls’ choir and overall best less experienced high school choir)

Stellenberg High School 94.76% – Cum Laude, Best performance of a prescribed work; Best more experienced high school girls’ choir and overall best choir that is more experienced • Two Western Cape solists won in their respective categories of the South African Schools Choral Eisteddfod held in Johannesburg in July. Sethu Madolo, a Grade 9 learner at Sivile Primary School placed first for the Tenor Concert Solo and S’bongile Mntambo, a learner at Stellenberg High School won in the category Soprano Opera Solo. The annual competition is the largest of its kind in South Africa and is now in its 12th year.

They were best in the category for prescribed songs and the best choirs in the category for more experienced choirs.

Gene Louw Primary School.

C ity ’ s youth challenge residents to save electricity at Y E S E nvironmental D rama F estival Students from various high schools took part in the City of Cape Town’s Youth Environmental School (YES) programme’s Drama Festival to showcase practical ways to effectively save electricity and reduce consumption.


he festival, one of the YES programme’s youth development initiatives, took place in association with the Baxter Theatre Centre on 26 and 27 July 2013. This year’s theme, ‘Smart Living. Smart Saving – Electricity Savings and Safety: for all the right reasons’, tasked the participating schools and the audience with examining electricity consumption and safety. The participating schools included Zisukhanyo Senior Secondary, Aloe High, Queens Park, Rocklands High, Settler’s


Learners’ spectacular creativity on display The Cape Town Creative Academy hosted the 2013 Young Creatives Award and Exhibition at the Old Biscuit Mill in Woodstock in August.

High, Edgemead High, Chris Hani Arts and Culture High School, Malibu High and St. Joseph’s Marist College. A community youth development initiative, Beautiful Gate SA, and the Durbanville Children’s Home also participated. The Chairperson of the City’s Economic, Environmental and Spatial Planning Portfolio Committee, Councillor Xanthea Limberg, represented the adjudication panel and gave the participating schools valuable feedback regarding their plays. At the awards ceremony, the City’s Mayoral Committee Member for Economic, Envi-

ronmental and Spatial Planning, Councillor Garreth Bloor presented awards. Zisukhanyo Senior Secondary was presented the award for Most Promising Production, with their play ‘We are Desperate’, which focused on cable theft as an electricity safety issue. Sive Lonzi, who played the character who was ‘electrocuted’ in the play, won the award for the Best Supporting Performer. The Best Performer award was presented to Matthew Stuurman who played the character of ‘Eskom-man’ in the Settler’s High School production ‘The Reason

Learners from The Settler’s High School performing at the YES Environmental Drama Festival.

Why…’. The play focused on electricity saving tips and showcased ways in which people can reduce consumption of electricity and avoid further power outages. ‘The Reason Why’ went on to win the award for the Best Play of the festival. Chris Hani Arts and Culture High School was presented with the award for Best

Script for their play ‘In the Depths of Uncertainty’, which showcased electricity safety messages. The Judges’ Award presented to the Durbanville Children’s Home, gave credit to a well-written script which provided good solutions to ensure the safe use of electricity.

Runner up for Visual Arts, Joshua Hewitson.

Runner-up for Design Tana Hendrikse.


he CTCA Young Creatives Awards and Exhibition is an annual event that showcases the best Grade 11 and 12 learners’ work in the subjects of Visual Arts and Design. This year’s competition included works from the entire province. Carla Kleinsmit from Stellenberg High School was the overall winner. She received a scholarship bursary to the value of R50 000. Joshua Hewitson from Bishops was the runner-up for Visual Arts. He received a scholarship bursary to the value of R25 000. In the design category, Tana Hendrikse from Tygerberg Kunssentrum was the runner-up and won a scholarship bursary to the value of R25 000.

The overall winner, Carla Kleinsmit.




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A quick guide to

cIrcularS The Western Cape Education Department issued the following circulars and circular minutes during the period June and September 2013. 0028/2013



Provision for independent schools in the Regulations pertaining to the National Curriculum Statement

Educators and public service staff need to adhere to the correct procedure when lodging a grievance.

Annual National Assessments (ANA) in the state subsidised independent schools e28_13.html e37_13.html CMminutes/edam14_13.html


This circular communicates the phasing-in of the National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Grades R to 12 and the National Protocol for Assessment Grades R– 12. e29_13.html 0030/2013

Clarification regarding Circular 0024/2013: Procedures and tariffs for official gatherings (seminars, workshops, training sessions and conferences) e30_13.html


Provision of 2014 teaching staff establishments to ordinary public schools. e38_13.html e31_13.html 0032/2013

WCED Computing Equipment Resource Allocation Policy e32_13.html 0033/2013

This circular provides details of the criteria to be applied for the 201 2013 National Senior Certificate Awards. e33_13.html 0034/2013

a) Restrictions, as from 2014, on offering of external music programmes for the National Senior Certificate (b) Approval of changed pass mark of Trinity College of London’s Grade 7 external music programme offered for the National Senior Certificate e34_13.html 0035/2013

Increase in amounts payable for boarding-, transport- and private boarding bursaries, and personnel subsidies to hostels and schools e35_13.html 0036/2013

Appeal to principals and school governing bodies of ordinary public schools to discontinue unlawful practices associated with school admissions, the payment of school fees and the levying of other fees e36_13.html CMminutes/edam15_13.html 0016/2013


Provision of 2014 teacher staff establishments to special ordinary public schools e39_13.html 0040/2013

Delivery of WCED-supplied CAPS textbooks and DBE workbooks for 2014 academic year e40_13.html


This circular informs the adult learning centres about the final timetable and arrangements for the November 2013 Adult Basic Education and Training (ABET) Level 4 examinations


Dissemination of Annual National Assessments exemplar questions

educatIon plannIng mInuteS 0006/2013

Celebrating international school library month 2013 in the WCED PSminutes/edir6_13.html


Participation of the Western Cape Sport School and the Centre for Science and Technology in the WCED systemic tests for Grades 3, 6 and 9 from 2013 PSminutes/edrs3_13.html

currIculum and aSSeSSment management mInuteS 0010/2013

Administration of Common Assessment Task for Life Orientation in Grade 12 CMminutes/edam10_13.html 0011/2013

First drafts of timetables: CMminutes/edam11_13.html 0012/2013

November 2013 National Senior Certificate examinations: procedures and guidelines for the conduct of the final practical examination in Design and Visual Arts CMminutes/edam12_13.html 0013/2013

Competency tests for appointments to mark the 2013 National Senior Certificate examination scripts CMminutes/edam13_13.html

Administration of Common Assessment Task for Life Orientation in Grade 12 CMminutes/edam16_13.html 0017/2013

Management, conduct and marking of the 2013 Annual National Assessments CMminutes/edam17_13.html 0018/2013

Mark sheet for Adult Basic Education and Training Level 4 site-based assessments CMminutes/edam18_13.html 0019/2013

Printing of 2013 ANA mark sheets and capturing of marks circulars/minutes13/CMminutes/edam19_13. html 0020/2013

Use of teaching aids in the writing of the foundation phase (grades 1 – 3) annual national assessments 2013 CMminutes/edam20_13.html

InStItutIon development and coordInatIon mInuteS INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING 0005/2013

Minutes of Provincial Centre Managers’ forum meeting of 19 April 2013 IDCminutes/eimg5_13.html 0007/2013

Provincial principal forum minutes of 7 June 2013 IDCminutes/eimg7_13.html


School Improvement Monitoring (SIM) CSminutes/edbs3_13.html


Approval of levied tariffs for EDUMEDIA (directorate: communication) CSminutes/edco2_13.html


Plant a tree for MADIBA minutes13/CSminutes/edco3_13.html FINANCIAL ACCOUNTING 0004/2013

IRP 5 and IT 3 (a) certificates for the 2012-2013 tax year CSminutes/edfa4_13.html


Sixty-six extraordinary 2014 Funza Lushaka bursaries specifically for students in the rural areas CSminutes/ehrm5_13.html


Disposing of moveable tangible assets CSminutes/edpm2_13.html

rumourS WIth regard to penSIon paymentS allayed.


YCAP 2013


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Atlantis Secondary Wins YCAP 2013 competition

The provincial finalists in the Young Communicators Awards held in Paarl. The Western Cape winner, Kudzai Sibanda, of Concordia High School in Knysna, was the runner-up in the national finals.


A project on poverty alleviation at school and in the community earned Atlantis Secondary School first place in the fourth Youth Citizens Action Programme.


he provincial competition was held on Saturday 31 August 2013 in the hall of the Mfuleni Community Park. The participating schools addressed many interesting topics like teenage pregnancies; saving electricity; fixing up and renovating the local police station; improving the high failure rate at school; encouraging a vision for life; curbing vandalism at schools; and others. Atlantis Secondary found a variety of ways to collect money, like recycling, collecting tinned food, a 5-cent project, and a modelling show to demonstrate clothes made from recycled materials. They adopted the ‘Little Pupils crèche and shared soft toys, books and soup with them. They made food parcels and shared it with those in need. The school received R5 000 to sustain the project. Groenberg Secondary in Grabouw

was in second place and received R750. The third place was awarded to Masibambisani Secondary who received R500. The fourth YCAP (Youth Citizens Action Programme) 2013 was announced in April 2013 inviting all high schools to participate. The competition involved Grade 10 learners in activities that focused on social issues of concern within their school or community and focused on active participation of the learners. The competition also aimed at developing learner awareness of the values underpinning the Constitution. The competition can be linked directly to the Grade 10 curriculum for Life Orientation. Teams consisted of ten learners who worked on the project at school while two members had to present the task on the day of the competition.

“It was indeed an eye-opener to experience what could be done by young people when they are given the opportunity to focus on voluntary work. It is hoped that more schools will enter the competition next year,” said Daleen Christiaans, Senior Curriculum Planner for Life Orientation in the Further Education and Training Phase.

“It was indeed an eye-opener to experience what could be done by young people when they are given the opportunity.”


Competition uncovers

Young Speaking Talent Finalists in the provincial leg of the 2013 Young Communicator Ambassadors (YCA) awards impressed adjudicators with their insight, research and public speaking skills.



udzai Sibanda of Concordia High School in Knysna won first place for his speech “I am not a threat”, which focused on his experiences as a foreign refugee. The provincial finals were held at the West Coast Education District Office in Paarl on 17 August 2013. Noluthando Honono of the Cape Academy of Maths, Science and Technology in Tokai won second place for her speech about environmental versus economic concerns. Chandre Matthews of Bloubergstrand High School was third. The Anglo American-Sowetan

Young Communicators Ambassadors is one of the most successful projects in the Aggrey Klaaste Nation Building portfolio. Over the past decade, this exciting public speaking competition has become a prestigious programme that continues to uncover talent, confidence and passion among South Africa’s young people. The competition is open to high school learners in Grades 11 and 12 who do not speak English as a first or home language or mother tongue. Contestants are required to deliver a prepared speech on a topic of their own choice as well as participate in a panel discussion

called “In Conversation with South Africa’s Future Leaders”. The discussion topic is determined by the contest officials. Speakers at the Western Cape Provincial Final presented topics which included “To be or not to be perfect”, “Trip to Mars”, “Language as a Dictator”, “Sustainable Development” and the “Scourge of Rape in South Africa”, to mention a few. For the conversation topic, the participants discussed the state of women empowerment in South Africa, with reference to the Luminance deal, and Women’s Month.

Atlantis Secondary School learners who took part in the Youth Citizens Action Programme.


Schools promote healthy habits The Metro East Education District celebrated Health Promoting Schools week by asking schools to focus on specific themes. Schools were asked to plan activities which highlighted the different themes and to send in a report about the activities that took place.


his year schools really outdid themselves, making it very hard for the judges to choose a winner. After much deliberation, Rouxville Primary School was named as the winning school. Rouxville received a floating trophy and all schools that sent in a report of the activities received a certificate of participation. Schools found all sorts of interesting ways to get their school community moving. For example, Spurwing Primary and Rusthof ELSEN school had Zumba sessions for their educators, St Paul’s Primary invited a policeman from their local station to show them how to do Tai Chi, and Temperance Town created their own “Cha-cha slide dance”. To raise awareness about healthy nutrition, Stratford Primary learners

were asked to bring snacks for a healthy picnic during break. De Kuilen had a healthy lunch box competition. At Academia Primary, the Grade 3 teacher incorporated the health theme into the Home Language lesson by asking learners to write their own storybooks about healthy food. Rouxville Primary took fruit baskets to residents at a nearby old age home. For the HIV theme schools had various activities to raise awareness about HIV. Stratford Primary marched through their community holding placards to raise awareness about HIV. At Academia Primary the Grades 5 – 7 learners created posters, poems and rap songs about HIV. Bluedowns Primary and Temperance Town Primary invited local groups to do HIV testing for the staff.

Schools highlighted the problem of substance abuse by focusing on it during life orientation lessons. At Academia Primary learners made posters about the dangers of substance abuse, at Paarl School the learners signed a commitment that they would not use substances, and at Temperance Town they invited a recovered drug addict to speak to the learners about his experiences. After a busy HPS week some schools took the time to spoil their staff. At St Paul’s Primary the staff members were treated to hand and foot massages. At Academia Primary the principal and secretary surprised the teachers with a healthy lunch. Rusthof ELSEN invited their school nurse to check the staff’s blood pressure and blood glucose.

Ministerial bursaries awarded to sport stars

Six Western Cape learners were awarded bursaries to the value of R100 000 per learner following their participation in the school sport league national tournament.


he Department of Basic Education in collaboration with the Department of Sport and Recreation South Africa hosted the event in December last year as part of the School Sport Programme. About 6 000 learners participated in athletics, basketball, chess, cricket, football, gymnastics, netball, rugby and volleyball. At the tournament, 14 learners were identified based on their performance within their particular sporting code to receive the Ministerial Bursary worth R100 000 per year, per learner. The selection was done by the Talent Identification Committee which comprises of officials from DBE, SRSA and Federations. Learners will receive financial support

in academic fees and sport support in the form of training programmes, scientific assessment, nutritional assessment, life skills programmes and other sport specific initiatives informed by coaches and the learners’ needs. Recipients are: Keenan Michau from Bernado Heights High School: Athletics Eanzan Thomas from the Western Cape Sport School: Athletics Lukhanyo Grootboom from Montevideo Primary School: Basketball Siyamthanda Sigwele from Montevideo Primary School: Basketball Dentelle Joubert from Durbanville Primary School: Chess Nazley Losper from Wavecrest Primary School: Gymnastics




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Gallo Images/Getty Images/Christopher Lee



Paarl Gymnasium learners excel at

World Championships

Helene Swanepoel won the 400 m hurdles at the IAAF World Youth Championships in the Ukraine in July in a time of 58.08 seconds. Swanepoel is the first South African girl to win gold in a girls’ sprint event at a World Youth Championships. She beat Barbados athlete Tia-Adana Belle (58.42) and Germany’s Lisa-Marie Jacoby (58.75). Earlier in the year Swanepoel ended third at the SA Open Championships in Potchfstroom with a then SA youth record 58.48 seconds. She is a Grade 11-learner and was one of two Gymnasium learners to take part in the Youth Championships. Leon Laubser just missed out on the final round in javelin after finished 13th out of 34 athletes with a distance of 70.26 m.

Western Province completed their Coca-Cola Craven Week campaign in Polokwane on a high as they defeated the Golden Lions 45 – 29 to take the honours at the 50th edition of the tournament.

Helene Swanepoel.

better together games

Bring your sporting “Gees” to the

2013 Better Together Games Thousands of Western Cape Government employees, municipality staff and members of the Special Forces, the Air Force, the Police Service and the Navy will again get an opportunity to demonstrate their sporting talents at the Better Together Games in October.

Western Cape Education Department employees at last year’s Better Together Games at the Sports Stadium of the University of the Western Cape. The Department of Cultural Affairs and Sport will be hosting four Better Together Games in various parts of the Western Cape. Old Mutual, Nedbank and Peninsula Beverages will be partnering with the provincial government for the Better Together Games. Details of the 4 events are as follows: 1. South Western Districts Better Together Games  Where: De Jager Sports Complex, Oudtshoorn. When: 4 October 2013 2. West Coast Better Together Games  Where: SAS Saldanha Naval Base, Saldanha. When: 11 October 2013

WP takes top honours at Cocacola craven week

3. Boland Better Together Games Where: Boland Park, Worcester. When: 18 October 2013 4. Metropole Better Together Games  Where: Sport Stadium at the University of the Western Cape, Bellville When: 25 October 2013 The Better Together Games forms part of the Western Cape Government’s efforts to promote healthy lifestyles and to strengthen partnerships between public servants on the sports field and in the workplace. Be a proud public servant who is committed to teamwork and a healthy lifestyle. Bring your

Join in the fun by taking part in the activities on offer and cheer and support your colleagues as they make your department proud. sporting gear, mascots, vuvuzelas and banners. The Games will once again be a day filled with laughter and excitement. Also note that the best participants stand a chance to represent their teams in next year’s Cape Town Corporate Games.


he win rounded off a fantastic trio of victories for the Capebased union in the Coca-Cola Youth Weeks following their success in the Under-13 and Under-16 tournaments. Following the conclusion of the Coca-Cola Craven Week, the South African Rugby Union (SARU) announced the 28-man Coca-Cola SA Schools squad that featured in an Under-18 International series in August. The squad was chosen by a panel featuring national selectors Peter Jooste and Ian McIntosh, the SA Schools selectors led by convener Henkie Green, and SA under-20 coach Dawie Theron. The team faced England at City Park Stadium in Cape Town on August 9, followed by clashes against France in George on August 13 and Wales in Wellington on August 17. An Italian Under-18 squad also featured in a series against the Western Province, Boland and SWD Coca-Cola Craven Week teams in August. Nine players in the squad named were part of the SA Schools class of 2012 that registered a clean-sweep of victories against their European counterparts. These players are Jurie Linde, Justin Phillips, Abongile Nonkontwana (Blue Bulls), Ox Nche (Free State), twins Jean-Luc du Preez and Daniel du Preez (KZN), Duhan van der Merwe, Warrik Galant (SWD) and JD Schickerling (WP). Chris October from Western Province again assumed the position of head coach, with the Griffons’ Roean Bezuidenhoudt assisting. David Coert from Boland retained the position as team manager. “We are pleased with the quality of the squad selected,” said SARU’s convener of national selectors Peter Jooste. “That said I must admit it was tough selecting only 28 players because there were several other talented players in the mix. But unfortunately there will always be a few unlucky players.”

Jooste also used the opportunity to praise the high quality of rugby played in the tournament this year. “The standard of the Coca-Cola Craven Week certainly improved this year,” said Jooste. “In terms of the quality of rugby played it was definitely one of the better tournaments.”

“In terms of the quality of rugby played it was definitely one of the better tournaments.”

SA Schools squad 2013:

Forwards: Rikus Bothma (Western Province), Daniel du Plessis (Western Province), Daniel du Preez (KZN), Jean-Luc du Preez (KZN), Thomas du Toit (Western Province), Joseph Dweba (Golden Lions), Ruan Kramer (Free State), Thabani Mtsi (Border), Ox Nche (Free State), Abongile Nonkontwana (Blue Bulls), Refuoe Rampeta (Free State), JD Schickerling (Western Province), Francois Steyn (Blue Bulls), PJ Toerien (Blue Bulls), Jacques Vermeulen (Western Province), Conraad van Vuuren (Mpumalanga) Backs: Daniel du Plessis (Western Province), Remu Malan (SWD), Warrik Galant (SWD), Grant Hermanus (Western Province), Dewald Human (SWD), Malcolm Jaer (Eastern Province), Jurie Linde (Blue Bulls), Justin Phillips (Blue Bulls), Brandon Thompson (Mpumalanga), Duhan van der Merwe (SWD), EW Viljoen (Free State), Leolin Zass (Boland).

Education Update || 17  

Newspaper of the Western Cape Education Department