Page 1


WCED completes programme to

ensure text-rich schools

The Western Cape Education Department has completed a three-year programme to ensure text-rich schools in the province.


he WCED has delivered more than 8 million textbooks and reading books to schools during this period, mainly to support the implementation of the Curriculum and Assessment Policy Statement (CAPS). The department has invested about R605 million on the programme, during the financial years 2011/12 to 2013/14. The WCED provided 1.9 million textbooks and reading books in 2012, 2.26 million in 2013, and is providing 3.9 million for 2014, when education authorities will complete the introduction of CAPS in schools countrywide. Education authorities introduced CAPS in Grades R to 3 and Grade

10 in 2012, in Grades 4 to 6 and Grade 11 in 2013, and will introduce CAPS in Grades 7 to 9 and Grade 12 in 2014. In addition to textbooks and reading books, the WCED has provided more than 97 200 teacher guides to teachers to support the CAPS roll-out. The department invested about R122 million on the programme in 2011/12, followed by more than R152.4 million in 2012/13 and R233 million in 2013/14, totalling R605 million over three years. This investment is over and above the funds allocated to school by the department in terms of national norms and standards. Schools are expected to allocate 50% of this funding to learning and teaching materials. The programme to ensure text-rich

INSIDE | news

schools has been one of the department’s key strategic priorities over the past three years. In addition to supporting CAPS, the programme is supporting the WCED’s literacy and numeracy strategy by ensuring that primary school classes across the province have stocks of graded reading books and core readers. The department‘s top priority is to improve literacy and numeracy performance in primary school, to build a solid foundation for further learning. The WCED introduced an online textbook ordering system in 2011, initially as a pilot, to make it easier for schools to order textbooks and confirm deliveries. Schools have now been using the system since 2012 to order textbooks


Newspaper of the WCED DECEMBER 2013 Issue 18

for the following year. The WCED organised textbook exhibitions in May this year to help teachers make informed decisions on textbooks they wished to order for 2014. The exhibitions displayed all the CAPS-aligned textbooks that appear in the national catalogue so that teachers and subject heads could choose they books they believe would best suit their schools in 2014. The department issued notices on the procurement process for 2014, including how it would be administered, with the relevant dates, deadlines and processes. The WCED activated the online ordering system on 3 June. Schools had to place their orders by 14 June. Schools responded on schedule to ensure that suppliers could deliver orders by early November. Schools ordered textbooks for Grades 7 to 9 in 2014 for Home and First Additional languages, Mathematics, Social Sciences, Natural Sciences, Creative Arts, Technology and Economic Management Sciences. Learners in Grade 12 will receive textbooks in Home Language, First Additional Language, Mathematics, Mathematical Literacy and three additional textbooks for their individual subject choices. Schools have indicated that they have received almost 100% of textbooks they ordered for 2014. The WCED is providing textbooks to support CAPS, while the Department of Basic Education is providing workbooks, which are basically collections of exercises to be completed in line with the teaching programme specified in CAPS. Schools are now double-checking their deliveries to ensure that they have the right books and to make sure that learners have the books they need for the start of the 2014 school year.

“The WCED provided 1.9 million textbooks and reading books in 2012, 2.26 million in 2013, and is providing 3.9 million for 2014.”

in depth


Western Cape tops SA education survey

Western Cape Teachers Awards

Curriculum delivery in a school of skills

Sir Richard Branson visits Lavender Hill

See page 3

See page 4

See page 6

See page 16






Parents welcome reprieve

from paying school fees Parents at more than 200 schools accommodating nearly 170 000 learners have opted for their schools to become no-fee schools.

Cape Town schools participate in successful TV White Spaces trial Ten Cape Town schools took part in a test project that aims to help establish a new model for internet connectivity in developing countries.


he department has invited schools in Quintile 4 and 5 that charge annual school fees of R400 or less to apply for this status. Schools in Quintiles 1 to 3 are already no-fee schools. They received R1 010 per learner this year and will receive R1 059 per learner in 2014/15. The new no-fee schools will receive the same amount. Eugene Meyer, Chief Director: Financial Management, said every year, thousands of parents at fee paying public schools either fail to pay their school fees or have to apply for fee exemption. “The reality is that we are living in tough economic times, and in this kind of climate, many parents simply cannot afford to pay their school fees. This ultimately affects some schools’ income and places a burden on the school management

“The Western Cape Government is determined to find ways in which to assist schools serving poorer communities. This includes an increase in the number of public schools that may not charge school fees in the province with effect from 2014.”

to find the funds necessary to pay for services, equipment and materials.” In order to assist these schools the WCED has supported initiatives that compensate schools for exempted school fees. The department also increased the norms and standards funding for many fee-paying schools beyond the amounts prescribed in the Norms and Standards. These funds have helped at least some schools most in need with the financial challenges that they face. Meyer said despite these initiatives the department continues to receive numerous pleas from schools regarding the nationally prescribed quintile system. Many schools believe that they have been ranked inappropriately and have asked for their Quintile status to be changed. Western Cape Education Minister Donald Grant said the WCED cannot easily change the Quintile status of any school as the department has to remain within the poverty percentages per quintile as prescribed by the Minister for Basic Education.  “I have therefore lobbied Minister Angie Motshekga to have this system reviewed on a number of occasions. We are pleased that the National Minister has taken this into consideration. In September, in a briefing in Parliament, Minister Motshekga announced that the Department was planning to do away with the quintile system in favour of a two-category system.” Grant said the details of this

The department will consider offering more schools this opportunity in future as funds become available.

system are not yet clear and progress in this regard has been slow. Therefore, until changes to the current quintile system become a reality, the Western Cape Government is determined to find ways in which to assist our schools serving poorer communities. This includes an increase in the number of public schools that may not charge school fees in the province with effect from 2014. This initiative will significantly alleviate the funding challenges of many of fee-paying schools serving poorer communities and will reduce the heavy burden of trying to obtain and collect school fees. The department will consider offering more schools this opportunity in future as funds become available. In addition to the abovementioned pro-poor initiatives, the WCED also provided top-up funding to selected National Quintile 4 and 5 schools that have not been selected at this stage to apply to become a no-fee school. To qualify to receive top-up funding the sum of the school fees charged and the norms and standards funding allocated must be less than the no-fee threshold amount of R1 059 per learner for 2014/15. These schools may also apply for compensation for school fee exemptions granted.

On 8 November, the Tertiary Education and Research Network of South Africa (TENET) and partners announced the outcomes of the TV White Spaces (TVWS) trial that began in March this year. TVWS are the unused channels in the broadcast TV spectrum. They offer the potential to improve Internet connectivity where it is most needed – in under-served areas where telecommunications infrastructure is lacking. The trial partners included CSIR Meraka Institute, Google, e-Schools Network, the Wireless Access Providers’ Association and Carlson Wireless. The advantage of TVWS is that low-frequency signals can travel longer distances, making the technology well suited to provide low-cost connectivity to rural communities with poor telecommunications infrastructure. It is also used for expanding coverage of wireless broadband in densely populated urban areas. The participating schools were Bellville High School, Cravenby Combined Schools, DF Malan High School, Elswood Secondary School, Fairmont High School, Norwood Primary School, Parow High School, President High School, Range Secondary School and The Settlers High School. The participating schools experienced quality broadband access over TV channels. Teachers were able to use videos in lesson plans, make Skype calls to other schools, and more frequently update their Web sites and e-mail parents. Students could research rich-media educational materials. Because the service was better and faster, teachers and students could (and did) spend more time online. Meanwhile, both scientific

measurements and crowdsourced reporting confirmed that there was no interference experienced during the six-month trial. Duncan Greaves, CEO of TENET, said: “We are delighted at the prospect of TV White Spaces as a means for delivering bandwidth to the education and research sectors in South Africa. The trial demonstrated that the technology can be used to deliver meaningful bandwidth to under-served communities and populations.” The trial partners hope that policy-makers, having evidence of non-interference and a measurable benefit to schools, will now work to create a regulatory framework that will support the wider use of TVWS to deliver wireless broadband Internet across the country, helping to bring more people online to experience the many benefits of the Internet.

“We are delighted at the prospect of TV White Spaces as a means for delivering bandwidth to the education and research sectors in South Africa.” “This trial demonstrated that ordinary people, in this case the learners and teachers at the participating schools, benefited greatly from improved Internet access,” said Jenny King, CEO of e-Schools Networks. “Making more radio spectrum available on a dynamic and managed basis, particularly for the delivery of pervasive broadband, benefits everyone.”





“The Western Cape had the lowest teacher absenteeism rate in the country”


Western Cape tops SA education survey The Western Cape has the best education system in the country, according to a national survey commissioned by the Department of Basic Education.


he DBE commissioned the survey in 2011 to check the progress of the education system countrywide towards meeting key goals. The findings of the School Monitoring Survey are based on data gathered in just over 2 000 schools nationally. The random samples of schools, learners and educators were designed in such a way that the findings would be representative of the total population. The survey used 15 indicators to measure progress. This included the average hours per year spent by educators on professional development activities; the percentage of educators absent from school on an average day and the percentage of learners that have access to textbooks and workbooks for the entire school year. Particular areas of concern were the following: High vacancy levels in permanent teaching posts in

some provinces (a post filled by a temporary educator was still considered officially vacant in this survey) and the low proportion of schools that cover the required number of Language and Mathematics exercises per week in all provinces. The Western Cape outperformed other provinces in 10 of the 15 indicators used by the survey. These included educators reporting that they spent an average of 60 hours on professional development activities compared to the national average of 38.1 hours. The Western Cape had the lowest teacher absenteeism rate and at 95 percent it was also the province with the highest percentage of learners in schools that are funded at the minimum level. Nationally, only 7 percent of Grade 6 learners met the minimum standard of four Language exercises per week. The Western Cape and KwaZulu-Natal were the provinces with the greatest

proportion of learners completing the minimum standard. Nationally, 31 percent of Grade 6 learners met the minimum standard of four Maths exercises per week. The Western Cape was the only province in which over 50 percent of learners met the minimum standard of four Maths exercises per week. At 89 percent, the Western Cape was the province with the highest percentage of learners that were in schools with a library that fulfilled certain minimum criteria. The province also had the highest proportion of schools where the SGB met minimum criteria for effectiveness (67 percent). The Western Cape had the highest percentage of schools with at least one educator who has received specialised training in the identification and support of special needs (87%) and 99% of schools in the Western Cape and Gauteng were visited at least twice a year by district officials. Sixty-three percent of principals in Gauteng and the Western Cape also rated the district support service as satisfactory. Visit for the full report.


update is the official

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

Paddy Attwell Editor

Millicent Merton

E d u lis C o - o rdinato r named L ibrarian o f the Y ear Theresa De Young has won the National Librarian of the Year Award for 2013.

Theresa is the Co-ordinator: School Library Services for the Education Library and Information Services (EDULIS) of the Western Cape Education Department. The award was presented by the Library and Information Association of South Africa (LIASA) during their conference which took place in Cape Town on 10 October 2013. In a citation by LIASA’s Western Cape branch, Theresa is described as someone who has demonstrated that with initiative, innovation, effort, and passion, libraries can and do make a

difference to numerous lives. Theresa was influential in the establishment and sustainability of IkamvaYouth, a national NPO that ensures wider and freer access to information and resources for previously disadvantaged youth. She was awarded Certificates of Excellence in Mentorship and in Leadership from IkamvaYouth, which recognised her leadership within the library and IkamvaYouth itself. She was also nominated and shortlisted for the Albie Sachs Freedom Award in 2010.


“She was awarded Certificates of Excellence in Mentorship and in Leadership...”

Wayne Blauw Bronagh Casey Theresa de Young Caroline Fowler Kubeshini Govender Susan Hanekom Kulsum Jeftha Daniel Johnson Craig Ernstzen Thabisa Mampofu Alistair Mather Hennie Mentz Eugene Meyer Design

Infestation, Tel: 021 461 8601


4 4




Western Cape Teachers of the year The Western Cape Education Department celebrated the province’s top teachers at an award ceremony at the Protea Hotel President in Bantry Bay on 8 November 2013.


he awards recognize excellence in ten categories of which two, Excellence in teaching Science and Excellence in teaching Mathematics, were new categories added this year. The process started with the WCED calling on school communities to nominate teachers that excel in their area of expertise. The District clusters identified the local winners. The panel consisted of retired school principals, teachers and district officials. Teacher unions were also represented on the adjudication panels. The district clusters announced the winners at centralised cluster functions. The names of the cluster winners were forwarded to a panel that identified the provincial winners. The provincial adjudication panel was also made up of retired school principals, teachers, district officials and representatives of teacher unions.

exCellenCe in primary sChool TeaChing


Pieter Langeveldt Primary School, Stellenbosch Cape Winelands Education District Junain Adonis has been a teacher for 30 years, of which nine years were spent at Pieter Langeveldt Primary School. Teaching is his passion and his commitment to the teaching profession reflects his vision; namely to prepare the learners for the future and to be true and worthy citizens. He has been teaching mathematics and natural sciences for Grades 6 and 7 and for the last few years the school’s systemic tests showed satisfactory improvement. He is optimistic about the future and is involved in co-curricular activities, like rugby, excursions, camping and drama. He is in charge of the school prefects as well as the Disciplinary Committee. He frequently accompanies and motivates the learners on their outings to competitions, like cross country. His love for teaching reflects strongly in his teaching styles, assessment strategies and his relationship with learners as well as with his colleagues. To improve the LITNUM results of his school, Mr Adonis has embarked on a program of maths classes over Saturdays and during holidays. This has resulted in a steady and worthwhile improvement in the ANA results of the school. Mr Adonis was selected as lead teacher during the Mathematics Training Session

exCellenCe in speCial neeDs TeaChing


Weber Gedenk Primary, Stellenbosch Cape Winelands Education District Ms Roeléne Loots is a leader in her field of education. Her approach to learners with special needs and special needs

of CAPS. He attends maths and science courses through ORTEC. He developed his own monitoring and moderation instruments to moderate and monitor the quality of teaching and learning in maths and science. He leads the curriculum planning in the Intermediate and Senior Phases. He also initiated a Maths Hub and resource centre as part of the school’s LITNUM programme. He strives to ensure that the school career becomes an enjoyable, yet important experience for all learners. He never discriminates against learners, no matter what their circumstances are. As subject head of natural sciences he motivates the teachers to participate in environmental projects. The learners also take part in the annual treeplanting ceremony. He was once offered a promotion post at Rhenish Primary School, but rather preferred to work where the community needed him most. Under his guidance, Mr Adonis has launched multiple projects. He consults with various organisations, in his effort to get sponsors for the school. With his fellow educators and senior learners, he started a soup kitchen in Kayamandi. He is in charge of maintenance and security to make the school a safer place for the children. He is planning to have a veranda built for learners where they would be able to eat their food given by the feeding scheme. He got medical students from the University of Stellenbosch to do presentations on HIV and AIDS at the school. Together with the rest of the staff he does lesson planning and works out assessment strategies. Mr Adonis started a media and resource centre at the school. An intervention program and camp is co-ordinated by him annually, to deal with substance abuse. It is inspiring to notice the improvement of the learners’ selfexpression and confidence. This is reason why Mr Adonis gets the adoration of the community of Cloetesville and the surrounding communities.

education per se, is fresh and innovative. The learners in her class have serious learning difficulties and major challenges to deal with on a daily basis but she patiently encourages them to reach their own potential. By adaptation of the CAPS document she ensures that each learner has his/her own exit strategy, may it be to become a painter, gardener, tailor, hairdresser or baker. Her talent and tolerance in guiding these learners in applying themselves to adjust in the world around them is praiseworthy. She creates a safe, calm and very creative environment for learning to take place. Through her own expertise, dedication and energy she serves as an inspiration to the wider community. However, her dedication comes with a price. She is not teaching applied maths to gifted and privileged learners; she has to wipe runny noses,

exCellenCe in graDe r TeaChing


Babbel & Krabbel Hermanus Pre-Primary School, Hermanus Overberg Education District Since 1979 Ms Lorna Such has been the principal and Grade R teacher at Babbel & Krabbel Hermanus Preprimary School. Her hard work and dedication were also recognised by the WCED and she acted as Grade R Curriculum Adviser. On account of her love for interaction with her learners, she opted to stay on as principal and Grade

exCellenCe in informaTion & CommuniCaTion TeChnology enhanCeD TeaChing

HYWIL APPoLIS Riebeeck West Primary School, Riebeeck West West Coast Education District

Mr Hywil Appolis started his teaching career in 1991 at Riebeeck-Wes Primary School as a temporary teacher. In 1994 he

sew on buttons, feed hungry stomachs and wipe away tears. She has to love the unloved and nurture the neglected before she can teach them anything. By utilising the strengths of her learners, she has helped them to acquire the skills to produce products of quality which are also marketable and saleable. She considers the individual needs of her learners when planning and executing lessons. The fact that colleagues, other special needs educators and principals contacted her for advice on how to adapt their school programme and curriculum for learners with special needs, was recognised by the district and she became a lead teacher. She plays an active role in supporting educators from other unit classes in the district. Ms Loots believes that the most important relationship in a Unit Class is between the educator and parents. It is

R class teacher. As a principal and full-time teacher she balances the responsibilities with great ease. Throughout this period she guaranteed growth in her professional abilities by attending workshops and inservice training offered. By doing so, she added a comprehensive knowledge of a variety of educational issues to her existing armoury. She still willingly attends all skills workshops and planning and in-service training courses offered. Ms Such possesses successful leadership skills enabling her to utilise effective organisational and planning strategies to be implemented at school. She also possesses excellent relationships skills. The learners in Ms Such’s care have benefited from the implementation of CAPS which is very effectively used in her daily formal and informal teaching and assessment. She is able to reach each child at his/her level and take him or her to the next developmental milestone. Ms Such believes herself to be a “tool” in the hands of the WCED. Ms Such plays an active role in the LITNUM strategy of the neighbouring primary school and includes this programme in her lesson planning. Her was appointed at Thaba Patchoa Primary School in the Eastern Free State. In 1995 he returned to Riebeeck-Wes Primary as a permanent teacher. Mr Appolis has a passion for computers and uses this to his advantage in the learning environment. This led to the school receiving a donation of computers from the SHELL fuel company. He facilitated discussions with Khanya that resulted in the school receiving its own fully functional computer lab. A roster was drawn up to ensure that each learner would be able to visit the computer lab once a week. He also ensured that the teachers at the school visited a school in a neighboring town to learn how to use the computers to their full potential. Today, as a result of Mr Appolis’ love for ICT, this rural school boasts with 20 sponsored notebooks from Vodacom, 23 notebooks sponsored by Khanya, 15 whiteboards that can be used with the mobile E-beam Unit sponsored by the Vodacom, a desktop PC in each classroom connected to the school’s network and the internet as well as wireless internet capability throughout the whole school ground. He believes that learners

a very rewarding feeling when parents visit the class without prior notification and find their children busy with crafts, practising sustainable skills. Ms Loots is busy establishing a Math Hub at Weber Gedenk Primary and she also assists learners in the Intermediate Phase with improving their maths and language levels. One of the present learners working very closely with Ms Loots will be appointed as her class assistant in 2014. This in itself is evidence of the self-worth and confidence of a boy with severe mental barriers. For learners growing up in an exceptionally competitive world where they have to negotiate their way through the maze of neglect, poverty, drugs and abuse – prevalent in all societies and communities – educators like Ms Roeléne Loots are more precious than ever.

classroom is also utilised by the local primary school for aftercare purposes where she also assists learners with homework. She believes in playing an active role in the implementation of provincial and national strategies. Both the literacy and numeracy development of the learners are of a very high standard as a direct result of her approaches, as she believes the latter results have their origins in Grade R. Ms Such instils in her learners the love of science and technology by exposing them to material appropriate to their level where they do experiments. Every learner is exposed to the services of an occupational and speech therapist where challenges discovered are addressed at this early age. Ms Such has organised all learners to attend the local clinic for the necessary vaccinations. She motivates the parents to assist learners on a weekly basis with educational games. This ensures that the learners get individual attention and quality support. Ms Such values her colleagues and succeeds at building sound relationships with staff, parents and learners, where trust and respect thrive. in rural towns should be exposed to ICT in order to enhance the teaching and learning experience. He believes that the use of ICT in the classroom and learning environment has endless possibilities if used properly within a controlled envirorment. Mr Appolis has adapted his classroom in order for learners to experience the full benefit of an e-learning environment, where they are free to use all technology available in the class. As a technology teacher he uses this to his full benefit. Learners can submit their assignments online for assessment, and get them returned to them. The learners taught by Mr Appolis design structures on the computer for the future – structures that we can only dream of. He is currently one of eight educators helping teachers in the district to become more computer literate. Mr Appolis lives by sharing, caring, serving and by unselfishly being available to others. His goal is to ensure that colleagues, learners and the community share in the joy of working with technology to enhance teaching and learning.


news Excellence in Secondary School Teaching


Marsha Schwartz

Paarl Girls’ High School Cape Winelands Education District Ms Marsha Schwartz’s teaching career spans over 22 years, of which she’s been teaching at Paarl Girls’ High School since January 2002 for the past eleven and half years. From the outset she has been regarded as a valued member of the school. Ms Schwartz is a foreign language teacher, namely German Second Additional Language. She realized that

Lifetime Achievement

Christian Hattingh

Outeniqua High School, George Eden & Central Karoo Education District Mr Hattingh has spent more than three decades in education. He started his teaching career at the same school, where he rose through the ranks and was appointed as Deputy Principal in charge of the Curriculum in 1995. Under his leadership as Head of the Curriculum, a careful and in-depth analysis was made to ensure that the targets set, are met. Over the past three years there has been a significant improvement in the school’s results; clear targets have been set and under his leadership 90% of the targets were met. One of the key objectives of the school was to ensure that more learners would take mathematics as a subject in Grades 10 to 12. There has been a steady increase from 2010 (35%); 2011 (53%); 2012 (55%) of matric learners who took mathematics and passed. During the WSE in May 2013 the school received an accolade in the report submitted to the school regarding its academic performance; the overall Grade 8 pass rate between 2010 and 2012 increased from 99% to 100%. The report noted that the “significant improvement is a testimony to the careful diagnostic analysis of results as well as the effective implementation of remedial and intervention programmes” The school offers 23 subjects across the FET Band and stringent target setting, moderation and the diagnostic analysis of results are practiced for all the subjects; Grade 10 results over the three years has been 98%, 95% and 97% and in Grade 11, 96%, 94% and 100%. Mr Hattingh is a visionary, seeing every day as an opportunity to touch lives and designs systems which allow learners and teachers to understand why they make mistakes. He believes that each learner should design his or her own development plan. He values the importance of capacity building and leadership development. He believes it futile to work with learners if their parents are not involved in their learning, growth and development. He oozes passion, compassion, commitment, kindness, inspiration, respect, creativity and above all, integrity.

Excellence in Secondary School Leadership

Marius Scholtz

Piketberg High School West Coast Education District Mr Scholtz’s teaching career spans over 33 years of which 13 years have been spent at the Piketberg High School where he still teaches history, whilst managing the school simultaneously.

Excellence in Primary School Leadership

Ingrid Leukes

St Raphael’s Catholic Primary School Metro Central Education District Ms Ingrid Leukes has been serving in education for 22 years of which the last seven were spent as principal of St Raphael’s Roman Catholic Primary School; a school with a distinctive religious character which, through education, aims to bring together and build communities. To create a safe environment for her learners, Ms Leukes met with the two drug lords flanking the school and came to an agreement, still upheld today, that no trading will take place through the fence

Excellence in teaching Mathematics

teaching a foreign language would require a lot more than just being mediocre about the language. Ms Schwartz decided to travel to the country where this language is spoken, and registered for a course in teaching the language. She stays informed regarding the latest education policies and reacts positively towards changes in education. Being solely responsible for German SAL Grade 8 -12 and Afrikaans FAL Grade 12 places a huge responsibility on her to stay informed on the latest CAPS and the changes in teaching methods. She is responsible for the management of the assessment of the

His motto is “PPC: Passion, Positive and Committed”. Under his leadership the school’s main focus became the creation of a working and learning culture at the school. In order to achieve this the school has implemented a values programme, where a different value is discussed with learners every week and this is placed on cards displayed all over the school for learners to see. Parents play an integral part in achieving this vision; meetings are held with the SGB, the Academic Committee and parents to discuss academic results and the curriculum. The school has adopted an alternative policy of assessment to give each learner a chance in life. Up to 15 learners are part of this project where they are alternatively assessed in reading, spelling, etc. He says that energy outside the office must equal energy inside the office of the leader. Mr Scholtz is passionate about lifelong learning and completed the ACE in School Leadership at UCT, choosing to ride the wave of optimism and the promise it

during the school day. This has brought about a very strong “family bond” between school and community. Ms Leukes is a provincial office bearer of one of our larger teachers’ unions which grants her the privilege of being at the forefront of education. Actively using this knowledge she has created many opportunities to develop her staff. She has implemented supportive programmes identified from needs arising. A titanic project which Ms Leukes has launched is that of having the school painted by selling “wall panels” to willing parents and other interested parties. These painted panels will depict educational themes as chosen by her teachers. This principal is doing just that; as the new library has recently been ungraded and the Science Laboratory is the next target. These projects are in preparation for the School’s 85th anniversary in 2014. As a supportive and encouraging leader, Ms Leukes has created a secure environment for her staff to perform. They responded by winning second place in the Grow Smart Literature Competition. Through weekly newsletters parents are kept abreast of school activities. Annual and quarterly planning is extensively discussed before being implemented. Through such a discussion two community needs were

Avril Crouch

Spine Road High School, Mitchell’s Plain Metropole South Education District Ms Crouch believes that children should have fun and enjoy mathematics. She has written a bridging course for Grade 8 learners in mathematics. A professional to the core, perusing the candidate’s documentation, administration, learning programmes and work schedules is sheer testimony to that. Ms Crouch is an international mathematics traveller and taught lessons to learners in European

learners and handles this responsibility with confidence. She is up to date with relevant policies and information related to this task and eager to share her knowledge and resources with colleagues. Creating opportunities for learners through exchange programmes is an important facet of Ms Schwartz’s teaching. She loves sharing. Language flows in her blood and using technology in teaching is an important part of her teaching style. She created a learning environment in her class conducive to learning – her classroom is full of colourful posters

holds for the school. Academically the school can boast with excellent results; Piketberg High School is a Dinaledi focus school for Mathematics, Physical Science and Life Science. For the past four years the school has been in the top twenty best Mathematics Afrikaansmeduim schools in the Western Cape. The school’s LITNUM results are far above the WCED’s set goal. The school’s Grade 9 Afrikaans results in the Systemic tests were the best in the province. Technology is used as a method of communication with all stakeholders, i.e. parents, teachers, learners and the rest of the community. Mr Scholtz is instructional leadership in action. He coaches teachers and administrators and mentors struggling educators in an excellent way. Evidence of his leadership skills are his outstanding instructional practices within the classroom as well. He constantly engages and inspires the educators and learners. He professes to be proud and blessed to lead a happy team through a system of common values.

identified and resulted in the collection of “survival kits” for newborn babies. Ms Leukes calls herself a “professional beggar” but by so doing has managed to obtain funds to cover several projects at her school. Having no sports fields attached to the school, alternative means to provide extra mural activities were sourced; the school now offers chess and is part of a golf development programme at a local club. She has reorganised the school infrastructure, and implemented many new systems and policies. Leadership camps are now regular events as are sports tours, Boy’s and Girl’s week, and Career week for Grade 7 learners. Learner numbers have steadily increased since Ms Leukes’ arrival at St Raphael’s. Ms Leukes has successfully completed the ACE: School Leadership programme and encouraged several of her staff members to further their studies. Ms Leukes practices an “open-door” policy which has reaped many rewards for both those at school and the community at large. She is an approachable, positive and encouraging leader who thinks independently. Her school focus extends the Catholic ethos, that of high moral and pastoral care.

countries by invitation. Teaching mathematics through the use of ITC and technology provides much joy for learners. She runs tutorial programmes for Grade 7 learners in feeder schools to prepare them to love mathematics when they arrive at high school. She arranges Olympiads, designs intervention strategies, arranges career expo’s and competitions to make mathematics desirable, accessible and friendly for learners. Because of the endeavours to grow mathematics, the school has a growing number of learners taking mathematics as a subject in FET.


and the tasks of learners are placed on the notice board of her class – acknowledging the time and effort spent to make them. It serves to display the creativity of the learners. She makes her subject relevant and interesting to her learners by taking them on field trips. She is sensitive to the diverse needs of the learners and constructs a happy and challenging learning environment where learners are able to explore and grow their potential. Ms Schwartz is humble, doesn’t like the limelight and is referred to as a worker bee.

Excellence in teaching Science

Wendy Horn

The Settlers High School, Bellville Metropole North Education District Ms Horn’s teaching experience spans over 21 years, of which the last 18 years were spent teaching at The Settlers High School. She is currently holding the position of deputy principal, heading the Academic portfolio of the school. Ms Horn is seen as a remarkable teacher, talented, intelligent and versatile, and as the principal would say “a perfect all-rounder taking lead in all aspects of school life”. She heads the physical science department and has received numerous accolades for improving results. She has achieved excellent results. She keeps the teachers in her department abreast of all latest developments and teaches inspiringly. It is not a strange sight to see MS Horne at school at 6h30 every morning ready to receive any learner who wishes to receive extra physical science lessons. Her focus on improving the academics has seen improved matric results in terms of quality. Riding the result wave consistently at above 90% for the last ten years, she marvels in seeing her learners go on and choose fields of study and careers in engineering, medicine and the likes. Ms Horn doesn’t allow boys to dominate in physical science and is deliberate in promoting girls. The candidate actively engages in searching for bursaries for learners for careers in engineering, medicine and others that require high expectations in physical science. The candidate is a published author of physical science resources for high school students. Ms Horn believes in lifelong learning and is currently completing her ACE in School Leadership at the University of the Western Cape. She has insight into problems, deal with them and creates a happy atmosphere. Ms Horn makes an impressive contribution to education at the school and wider afield. She is an outstanding educator and an inspirational role model for all the teachers, learners, parents and also the greater community.



in depth



Curriculum delivery in a school of skills –

specialised education Education White Paper 6 - Special Needs Education: Building an Inclusive Education and Training System – commits the state to the achievement of equality, non-discrimination and the maximum participation of all learners in the education system as a whole.

I A learner busy with training in office administration.

n responding to the diversity of learner needs in the classroom, the Schools of Skills offer an adapted and differentiated curriculum to accommodate learners who ordinarily could not achieve their potential in mainstream schools and who struggle to follow the required pace and pitch of the curriculum. In a School of Skills learners are supported to acquire knowledge and skills to become self-sufficient in society. These learners are offered an opportunity to create an alternative career path by developing vocational skills. A learner will enter a school of skills from a mainstream school at the age of 14 turning 15 where, despite support, the learner is not able to cope with the level of the curriculum offered. Learners who have an interest in skills development will be assessed at

district level and may be referred to a school of skills. Learners accepted at a school of skills will spend four years in an educational programme that supports their learning in Languages, Mathematics, Life Skills, Creative Arts and Natural Sciences and Technology. These learners are also afforded the opportunity to achieve in other areas where they can be successful, such as learning a skill. Learners follow an adapted and differentiated curriculum to achieve their academic goals. The academic curriculum content reflects the learner’s scholastic functioning level. Therefore each learner has access to the standard of assessment best suited to the learner’s needs. The academic curriculum is offered in flexible groups to allow straddling to take place. Each learner is respected as an individual with

unique strengths and barriers to learning. Learners are introduced to a selection of skills from which they will specialise in one skill by the end of their four years at a school of skills. Schools select vocational skills to offer from the following list of skills: Ancillary Health Care, Art and Crafts, Automotive Repair and Maintenance, Automotive Spray Painting, Automotive Body Repair, Basic Welding and Metal Work, Basic Sheet Metal Work, Beauty and Nail Technology, Bricklaying and Plastering, Early Childhood Development, Hairdressing,

“These learners are offered an opportunity to create an alternative career path by developing vocational skills.”


in depth


For inForMAtion ABoUt the sChooLs pLeAse ContACt the distriCt oFFiCe indiCAted BeLow: DISTRICT




Gerhard Barkhuizen

023 348 4656


Enver Hassen

021 659 4304


Fernando Tallie

044 803 8357


Dayaneethie Naidoo

021 900 7160


Warnich Laubscher

083 245 3220


Dr Renata Bouma

083 233 3339


Guilot De Klerk

021 370 2094


Abré Arendse

021 860 1209

Housekeeping, Hospitality Studies, Maintenance, Mixed Farming, Needlework and Clothing, office Administration, upholstery, and Woodworking. Learners in Year one are taught the basics about a number of skills from which they will select one to specialise in during Year Two to Year Four. (Learners are placed in year groups and not in grades.) The skills training allows learners to acquire knowledge and skills that are aligned to the world of work. Each skills course is based on defined concepts and skills used in the workplace to provide learners with a passport to life-long work and citizenship. A learner at a school of skills is offered an adapted curriculum with a focus on a skills curriculum, including alternative assessment, with the appropriate level of support to fulfil their potential and make a contribution to society. The Department of Basic Education has recently engaged in a national process to formalise a national curriculum and accreditation for School of Skills and other adapted curricula.


SCHooLS oF SKILLS IN THE WESTERN CAPE Agulhas School of Skills – District Overberg – Napier Atlantis School of Skills– District North – Atlantis Batavia Special School – District Central – Claremont Bishops School of Skills – District North – Bishop Lavis CAFDA School of Skills– District South – Retreat De Grendel Special School – District Central – Milnerton Axios School of Skills (previously known as Faure SoS)– District East – Faure Florida School of Skills – District North – Ruyterwacht Lathi–Tha school of Skills – District East – Khayelitsha Mitchell’s Plain School of Skills –District South – Mitchells Plain Olympia School of Skills– District Eden and Central Karoo – George

Oudtshoorn School of Skills– District Eden and Central Karoo – Oudtshoorn Paarl School of Skills – District Cape Winelands – Paarl Steinthal Special School – District Winelands – Tulbach Siviwe School of Skills– District Central – Gugulethu Van Kervel Special School– District Eden and Central Karoo – George West Coast Special School – District West Coast – Saldanha Westcliff Special School – District East – Bellville There are also five other Specialist Special Schools with Schools of Skills units. They are Athlone School for the Blind, Noluthando School for the Deaf, Bet-el Special School, Riebeeck Valley Special School and Nuwe Hoop School for the Deaf.

“learners folloW an aDapTeD anD DifferenTiaTeD CurriCulum To aChieve Their aCaDemiC goals. The aCaDemiC CurriCulum ConTenT is an aCCuraTe refleCTion of The learner’s sCholasTiC funCTioning level.”

Top left to right: Bricklaying and plastering, automotive repair and maintenance, bottom left: hospitality studies and right: basic welding and metal work.






Employee Health and Wellness Managerial Services The Employee Health and Wellness Programme (EHWP) offered by the Western Cape Education Department provides three exclusive managerial services to principals, managers, supervisors and team leaders: Managerial Consultancy, Informal Manager Referral and Formal Manager Referral. Why consult of refer? An employee has a personal or emotional issue which you become aware of and for you to get involved and support them would: be outside your skill base undermine your management boundaries absorb too much of your time create a problem with other employees (e.g. perception of favouritism) The purpose is to help and support the employee so that they can become productive again as soon as possible.


Managerial Consultancy This presents a confidential way for managers to get professional help with new or difficult people management issues. It offers a sounding board and a chance for discussion. It can help managers to:  Support an employee  Explore possible issues related

to poor performance  Manage harassment  Manage conflict  Address suspected substance abuse Informal Managerial Referral Where a manager nudges an employee towards the EAP and where performance is not an issue. The aim is to encourage the employee to get appropriate professional support to resolve his or her issue(s). The employee retains the ultimate decision as to whether or not to contact the EAP. It is always voluntary. Formal Managerial Referral When a manager has serious concerns about an employee’s performance at work or about the impact of their personal/ domestic situation on their occupational performance. The aim is to motivate an

employee who displays substandard job performance to seek assistance from the EAP in order to correct his or her performance. The formal referral process is voluntary and the employee can’t be forced to contact the EAP. Process feedback is given to the referring manager only. Steps to follow in case of a Formal Manager Referral Step 1: Contact ICAS on the toll free number and mention that you would like to formally refer an employee. You will be transferred to a managerial consultant who will discuss the case with you and assist you. Step 2: A formal referral form needs to be completed and will be provided by the managerial consultant. Step 3: Have a discussion with the employee regarding their performance.

Step 4: Make a referral to EAP

Step 7: The manager will receive

by sending the completed and signed forms through to ICAS. Please note that both the manager and employee must sign the consent forms. Step 5: On receipt of the signed forms, ICAS will make a courtesy call to the employee to offer assistance. Step 6: The employee will then be referred for face-to-face counselling.

feedback as well as a report once the process has been completed.

“The formal referral does not deprive management of its legitimate right to take disciplinary action. It is an option the manager may use as an alternative or supplement to disciplinary action”

If the employee does not call, the manager will be notified and then needs to proceed with appropriate steps to manage the performance of the employee. Remember: The formal referral does not deprive management of its legitimate right to take disciplinary action. It is an option the manager may use as an alternative or supplement to disciplinary action. Feedback given to the manager will assist in the future management of the troubled employee. Contact us Calls from a landline are free of charge on the toll free number: 0800 111 011 When calling from a cellphone, ask the counsellor to phone you back so that you don’t incur the cost.

T he C T L I T raining pr o gramme f o r 2 0 1 4 The Cape Teaching and Leadership Institute (CTLI) in Kuils River will again be offering various training courses, conferences and seminar to principals, deputy principals, department heads and teachers, either during school terms or school holidays during 2014. Eddie Kirsten, CTLI Director, said CTLI staff, in close cooperation with the Districts and Curriculum Directorates, had been quite busy preparing, developing programmes, material and finding expert facilitators across the WCED, to ensure another year of quality training towards quality teaching and

learning in the classroom. The CTLI’s main aim is to enhance the professional development of educators especially in managing and implementing the curriculum. Teachers interested in attending the courses have to register via their education district offices. District officials are required to nominate a minimum of eight teachers to attend the training courses.Registration for conferences and seminars must be done directly with the CTLI. The department will employ substitute teachers for the duration of courses attended by incumbent teachers at the CTLI during school terms, provided that there is no teacher in excess at the school; the nominated teacher is not a teacher paid by the governing body; and the substitute teacher is not already substituting for another teacher. Governing body employed teachers

may also be nominated but will not be substituted by the WCED. Courses are repeated a number of times during the year to enable teachers to select courses offered at times when they can attend the full course. Next year’s training programme will get underway at the end of January with a two week Intermediate Phase Mathematics course. Other subjects in which training has been scheduled in the first term include Afrikaans, isiXhosa, Natural Sciences and Technology and Life Skills. A two week Head of Department (HOD) Programme is scheduled from 27 January to 7 February. The programme is aimed at helping participants develop an understanding of their legal responsibilities and curriculum imperatives and needs, assess and utilize relevant institutional data, and to develop the ability to implement a Multi-

Level Subject Program across a phase. The HODs also receive training on how to ‘cope’ in challenging times. From 17 to 28 February, Deputy Principals will receive training on their roles and responsibilities. Kirsten said interventions during school holidays and at week-ends included a writing project, and induction programme

for new principals and a course for women in and into leadership and management positions. In the third term training will be offered for Grade 8 and 9 teachers in Mathematics, Natural Sciences and Economic and Management Sciences. The training programme will conclude on 31 October.




sChool reaDiness

checklist 2014


PLANNING AHEAD FoR 2014 The flurry of preparation and planning that comes with the start of a new school year can be a source of stress for school management teams and teachers. The Western Cape Education Department is committed to provide support where it is needed. The department has focused on the following in preparation for 2014: Issued teacher allocations for 2014 to each school. Workbooks were ordered for Grades R to 9 Textbooks were ordered for all subjects for Grades 7-9 and 12 for use in 2014. 96 546 desks and chairs were delivered to schools Schools must indicate when they are full, especially in Grades 1 and 8. There is an online data base where schools can indicate how many places they still have available for 2014. School Improvement Monitoring has been invaluable in providing management information for every school term since 2012 and the WCED has been able to effectively address cases where there had been challenges and intensifying the focus on areas where additional support has been required to improve learning outcomes. We want to thank our schools and personnel at district offices who ensured that we get 100% responses every time!

Are you preparing for the SIP of 2014?

Workbooks Workbook 2

Gr 1 Gr 2

Gr 3

Gr 4 Gr 5

Gr 6

Gr 7

Gr 8

Gr 9

Gr 1 Gr 2

Gr 3

Gr 4 Gr 5

Gr 6

Gr 7

Gr 8

Gr 9 Gr 10 Gr 11 Gr 12

In Use? Workbook 1 for 2014 Delivered? Sufficient? Have you reported any shortfall to your IMG manager?

TexT books & sTaTionery TexT books for 2014 Delivered? Sufficient? Additional orders placed? Stockroom ready to receive books?

Stockroom ready to issue books?

sTaTionery Are you able to confirm that all learners will have their stationery on the first day of the 2014 school year

graDe 1 anD 9 Is your school in the process of developing plans for improved pass rates in 2014?

Gr 1

Gr 9

managemenT Have parents been informed of individual and school scores on the ANA? Is the timetable for 2014 finalised? Are your school's classes for 2014 finalised? Will your school be ready to send out its 2014 calendar to parents by the end of term? Is teacher attendance recorded? Have all leave forms been submitted? Is quarterly learner attendance recorded on CEMIS? Has your school reviewed its learner attendance policy for 2014?

Desks/Chairs Is your school's furniture and equipment in place for 2014?

infrasTruCTure Are your school's buildings clean and ready for teaching in 2014?

finanCes Has the 2014 Budget been approved by the parents?




insight & opinion


W estern C ape E d u cati o n D epartment W o rk R eadiness P r o grammes The Western Cape Education Department (WCED), in partnership with the Departments of the Premier and Local Government, has created opportunities for matriculants to gain workplace experience and skills development in ordinary public schools in the Western Cape. These opportunities will improve the job readiness of matriculants in the Western Cape.

Matriculants of 2013 who do not plan to study further and have not found work in 2014, may apply to participate in either or both of the following two projects: The Premier’s Advancement of Youth (PAY) project The Job Fund School Support Project To participate in these projects, candidates must be trainable, have the appropriate attitude, and be interested in working with children, education or administration. The Premier’s Advancement of Youth (PAY) Project

The PAY project is for matriculants interested in gaining work experience in the public sector in one of the thirteen government departments of the Western Cape Government. The internship allows for a year of mentoring, job shadowing, on-the-job-training and skills development, aimed at making interns

more employable. The internship starts on 1 April 2014 to 30 March 2015. Interns interested in working in the WCED will be placed at a primary school close to where they live or at Head Office, and will perform administrative duties and other school support services. Applications will be invited from 8 January 2014 on the Western Cape government website at For any further enquiries you are welcome to contact Judith O’Connell at 083 287 9155 or judith@judithoconnell. com. The Job Fund School Support Project

The WCED has entered into a partnership with the Department of Local Government to implement a project that will provide skills development and employment opportunities to matriculants between the ages of 18 and 25 in primary schools in the Western Cape.

The project will focus exclusively on the education system of the Western Cape in areas that complement and support the work of teachers, thus releasing the teachers to focus on their teaching. School assistants will be trained in skills linked to various job opportunities available at schools, such as office administration, asset management, school library management, information technology, sport coaching, managing arts and cultural activities, and building maintenance. The project will follow the principles of the Community Work Programme, and will provide work for 100 days over a year (two or three days a week) at a school close to where school assistants live. The project is expected to start in January 2014 and will be phased in with 1000 matriculants appointed in January 2014 and a further 2000 in June 2014. The first 1000 vacancies will be reserved for 2013 matriculants and the next phase

“candidates must be trainable, have the appropriate attitude, and be interested in working with children, education or administration.” will be open to matriculants between the ages 18-24 residing in the Western Cape. The first phase will be implemented in primary schools in the four Cape Town Metro Education Districts and the Cape Winelands Education District. Schools in the above education districts were requested to send the list of interested learners for the Job Fund School Support Project, together with a character reference or letter of introduction for each learner, to either fax no. 0866 338 663 or email address by 6 December 2013. For any further enquiries you are welcome to contact Wayne Blauw at 021 467 2557 or 076 393 1043.


The Pay Project Jade Fuller put pen to paper about her experience as an intern in 2012. I learned of the Pay Project on the day I received my matric results. I applied immediately. Since I had not heard from UWC about my application to study Law, my anxiety about not having anything to do was at least allayed for a while.


o my surprise, I was informed that I was successful in both. However, by then, my mom indicated that she would prefer it if I had an income as she is a single parent and the only person employed in a household of 5. 7 May 2012 was my first official formal day in a work environment. I remember being so excited. I was awake at 5am to start my new job. A week prior to this, all interns received training in order to prepare us for the year ahead. This training proved very worthwhile. The trainers were well prepared and I felt confident to enter the world of work, At the end of the week, I was told that I would be placed at a school. I was the youngest and most inexperienced staff member. I was however welcomed with open arms and started building friendly relationships with most staff members. The job titles assigned to me were: personal assistant and library assistant. For the first few days I had no idea what to do but was eager to learn especially being a member of staff and no longer a student. I was amazed at what goes on daily in a schooling environment. While working in the office I would usually assist the school’s secretary. It was however

in the school library where the fun was as it was here that I interacted with the learners. They were all so cute and small. I felt very happy when I saw the little ones running to the library to collect books to read. It was such a pleasure keeping the library in order; this most certainly kept them coming each interval. My first pay cheque I started making sums in my head from the time I started working…. how much was I to earn, what does my mom expect, and what my immediate needs were? I had numerous lists in my head. Surprise! Surprise! My first pay cheque was a lot more than I expected. I felt like a true adult when I contrib-

“This internship had a huge impact on my development and I can now add many skills and competencies to my curriculum vitae; I have had numerous interviews and my Pay Project experience stood me in good stead.”

uted to the household and was able to buy my own toiletries. Second Chapter In February 2013, I was transferred to the WCED head office. I was placed in the LTSM sub-directorate. I soon realised that this is where schools receive all their resources from. I remember coming in, so shy, as this was a completely different environment. It was very nerve wracking as I knew I needed to make the most of the last chapter of my internship. Here I learnt even more things. The staff welcomed me and everyone was willing to show and teach me things I had no idea of. It was an awesome feeling coming to work knowing that I was going to learn something new. The LTSM team was like a family and very soon I was part of this big family. The staff members were always helping each other. There were days when things went hectic due to constant demands, but at the end of the day, the job gets done. Working under pressure in the LTSM sub-directorate was thrilling and exciting; it truly was a fun experience. This internship had a huge impact on my development and I can now add many skills and competencies to my curriculum vitae; I have had numerous

interviews and my Pay Project experience stood me in good stead. This project truly open doors for anyone trying to discover the career they wish to pursue in future. Advice for new interns Go into this project with a positive attitude; believe that you can do whatever you are tasked to do and always do your best. Be punctual and only take breaks during the times allocated. Be open minded to new experiences. Only you can determine your future. Work like you have never worked before and, trust me, it will pay off. Try and build friendly relationships with the people you work with, always greet everyone and be friendly. In this way you create positive energy around you. Talk to your mentors, bosses and colleagues, they might know of opportunities for you. What I leave with I have learnt the importance of being punctual and to pace

FROM LEFT TO RIGHT: Crystal Christians, Damian Alexander, Jade Fuller, Bianca Roman and Sisanda Ngalangwala (in the centre).

myself according to the work that’s been assigned to me. I now know that I can have fun while working, it doesn’t always have to be serious. I go away with knowledge of working in an office environment with different types of people. This has inspired me to one day become a successful and qualified teacher. Lastly, I wish all the new interns a successful and memorable program ahead. Things can only get better for you from here on; it’s your time to shine. I thank everyone I worked with; Mr Blauw, who has been a wonderful mentor and the Western Cape Government for this exceptional initiative of empowering the youth.


insight & opinion



Learners grab

second chance at education The reality Tv series MySchool Dream School SA, which launched on M-Net in october, documents what happens when fifteen learners who have dropped out, or who are in danger of dropping out, come together for a two-week period and spend their time with celebrity teachers and mentors, opening a door for them to have another chance to complete their high school education.


he series is set in Cape Town where the Western Cape Education Department initiated a similar programme, albeit on a much larger scale, to provide a second chance for overage learners, who repeatedly failed Grade 9, to complete the General Education Training Certificate in an environment more suited to young adults. During 2013, the WCED introduced the Youth Focus Project whereby over-18 year old, Grade 9 repeaters were transferred to Further Education and Training (FET) colleges and some Adult Education and Training (AET) Centres. The target of the pilot project was to train 450 youths in occupationally directed programmes in FET colleges and AET centres in the Western Cape. In order to access vocational programmes at FET colleges, learners are required to pass Grade 9 or obtain a NQF Level 1 or ABET Level 4 Certificate. Such certification is therefore a significant gateway to further education and training. In the last quarter of 2012, learners identified at high schools as

candidates for the project were assessed and placed at various FET colleges and a few AET centres. Around 500 learners were placed across FET institutions in the province, and at the time of writing this report, these learners were about to undertake final examinations in the courses they had been enrolled in during 2013. Colleges and Centres in the project received cohorts of around 40-50 students. Initial findings from the pilot which were noted by the WCED during the course of the project included literacy and mathematical backlogs; lack of awareness of the realities of the world of work and poverty and family responsibilities. The WCED made several recommendations to institutions experiencing some of the abovementioned problems, including support mechanisms, early warning indicators, career guidance, technology assistance and personal developmental skills. In September 2013, the department approached the FET Institute of the university of the Western Cape to conduct a ‘dipstick’ study in order to determine how the

“i Can beCome someone in life” anD “i Can see myself going someWhere” anD “i have someThing To be prouD of”

project has been experienced by learners and institutions in the pilot phase, with the view to informing further rollouts of the project beyond the pilot. A total of 100 students at three of the six FET colleges in the Western Cape were involved in the research. In most cases there has been a shift in the students’ self-concept. They are more confident and, in terms of their subjects and the

When askeD WhaT They WanTeD To Do afTer They passeD The Course, a sTuDenT Who inTenDeD sTuDying offiCe aDminisTraTion saiD he haD almosT enDeD up selling Drugs. one sTuDenT saiD: “[yfp] has given hope To sTuDenTs Who haD given up on Their Dream.”

YFP students studying Wholesale and Retail at the Boland College visited a Makro store as part of their training. future, they have hope. Because they have become more futurefocused they take their studies more seriously. Recurring themes were, “I can become someone in life” and “I can see myself going somewhere” and “I have something to be proud of”. Almost all the students had bad experiences at school and did not like being the older one in a classroom of younger children. The caring attitude of lecturers made a huge impact on the students. They perceived that lecturers wanted them to understand the work and would gladly answer questions and explain the work again. Students noted that college was more skills oriented and practical, and that the learning was more focused. The also felt that they learned more in practical classes

compared to theory classes. Most of the respondents mentioned that they wanted to continue at the college the next year. When asked what they wanted to do after they passed the course, a student who intended studying office administration said he had almost ended up selling drugs. one student said: “[YFP] has given hope to students who had given up on their dream.” Lecturers were unanimous that the project should continue since the course helped students discover what they really wanted to do with their lives. The course could also equip students with practical knowledge and offer them a route to the future. The lecturers agreed that students were eager to learner. They have seen their students overcome initial problems, such as

disciplinary issues and develop their academic skills, confidence and sense of responsibility. It was recommended that the course should be extended by another six months to a year to effectively prepare students for the future. Most of the students also struggled with English and it was noted that extra English lessons and access to more reading books would be beneficial. The study found that in terms of student self-improvement the project has had a strong impact on students’ confidence; focus; selfesteem and study habits. The department has started with recruitment for the 2014 intake. The intake is expected to be larger than in 2013 to give more learners a second chance at education.





musT reaDs

ready for school?



You can borrow these and similar titles from your Education District Resource Centre or EDuLIS Library


number faCTs anD jumping jaCks: maTChing learning aCTiviTies To learning reaDiness. Sornson, R. 2011


unDersTanDing ChilDren’s maThemaTiCal graphiCs: beginnings in play. Carruthers, E. 2011



eLeCtroniC JoUrnAL ArtiCLes

(Please request from EDuLIs Library, Bellville)






sChool reaDiness for infanTs anD ToDDlers? really? yes, really! Petersen, S. YC: Young children. Sep. 2012, vol. 67 Issue 4, p10-13 reTaineD primary reflexes in preprimary-ageD inDigenous ChilDren: The effeCT of movemenT abiliTy anD sChool reaDiness. Callcott, D. Australasian journal of early childhood. Jun. 2012, vol. 37 Issue 2, p132-140 reThinking sChool reaDiness. Farran, D.C. Exceptionality education international. 2011. vol. 21 Issue 2, p5-15 sChool reaDiness for gifTeD ChilDren: ConsiDering The issues. Porath, M. Exceptionality education international. 2011. vol. 21 Issue 2, p16-28 preDiCTing sChool reaDiness for loWinCome ChilDren WiTh DisabiliTy risks iDenTifieD early. Jeon, H. Exceptional children. Summer 2011. vol. 77 Issue 4, p435-452


6 7




rafoTh, m.a. sChool reaDiness – preparing ChilDren for kinDergarTen anD beyonD: informaTion for parenTs (pDf DoCumenT) handouts/schoolreadiness.pdf briTTo, p.r. sChool reaDiness: a ConCepTual frameWork. (uniCef pDf DoCumenT) Chil2Child_ConceptualFramework_ FINAL(1).pdf

lessons for liTeraCy: promoTing presChool suCCess. Hansen, H.S. 2010 my Clever eye-hanD CoorDinaTion. Bruwer, M. 2009 play=learning: hoW play moTivaTes anD enhanCes ChilDren’s CogniTive anD soCial-emoTional groWTh. Singer, D.G. 2009 language anD sChool reaDiness. Pieterse. M. 2007


easy assessmenT for prekinDergarTen. Fyke, L. 2007


11 12


guiDelines on hoW To Tell if your ChilD is reaDy for sChool anD WhaT you Can Do To help Develop Their skills. school-readiness.html

reaDy To learn: using play To builD liTeraCy skills in young learners. Burke, A.M. 2010




is everyboDy reaDy for kinDergarTen?: a Tool kiT for preparing ChilDren anD families. Passe, A. 2010

sChool reaDiness anD The TransiTion To kinDergarTen in The era of aCCounTabiliTy. Pianta, R.C. 2007 reaDy for big sChool. Pieterse, M. 2006 reaDy To reaD anD WriTe: meeTing inDiviDual neeDs in The early years. Glenn, A. 2005 skoolgereeDheiD: ‘n voorsprong vir voorskoolse jare. Scott, M. 2004 hoW To Develop ChilDren’s early liTeraCy: a guiDe for professional Carers anD eDuCaTors. Makin, L. 2004


before The abCs: promoTing sChool reaDiness in infanTs anD ToDDlers. Parlakian, R. 2003.


sChool reaDiness: a heaD sTarT for presChool years. Scott, M. 2003


sTarTing sChool: hoW To help your ChilD be prepareD. Berne, S. 2003



ChilDren sTarTing sChool: a guiDe To suCCessful TransiTion anD Transfers for TeaChers anD assisTanTs. Fabian, H. 2002 sChool reaDiness Through play: hoW To prepare your ChilD for sChool from birTh: a praCTiCal guiDe. Pieterse, M. 2001

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. Electronic registration GO TO edulis-registration (Please read terms and conditions).

OR go to our website: Click on “e-Learning” Click on “EDULIS” Click on “Libraries” Click on “register as member” (Please read terms and conditions) Click on “Library membership registration form” Complete the form and submit

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




GrAde nine LeArner eXCeLs At proGrAMMinG Yaseen Mowzer, a Grade nine learner at Fairbairn College in Goodwood succeeded in beating all but one of the 4 747 entries in this year’s Standard Bank Programming olympiad.

Bronson Rudner, Prof Johann Engelbrecht and Robin Visser.

Western Cape learners announced top mathematicians Robin visser and Bronson Rudner have earned the title as the country’s top high school mathematicians based on their performance in the South African Mathematics olympiad. Robin is a Grade 11 learner at St George’s Grammar School. He was also a member of the South African team that competed at the International Mathematical Olympiad (IMO) in Colombia in July this year. Bronson, the gold medallist in the junior division, is a Grade 9 learner at the South African College High School (SACS). The SAMO is organised by the SA Mathematics Foundation and sponsored by Harmony Gold Mining Company and the South African Institute of Chartered Accountants (SAICA) and is the biggest Olympiad of its kind on the continent. The Olympiad consists of three rounds, the first for which 81 440 learners in Grades 8-12 attempted to solve

FAreweLL to LindA rose The Metro Central Education District hosted a farewell party for Linda Rose, Chief Director: Districts on 25 July. Mrs Rose retired at the end of June after 41 years’ service in the WCED. She was thanked for her long service contribution to education and the WCED. Mrs Rose was a high school teacher, lecturer and then

Mathematical problems that are not part of the normal school curriculum. Following the first round in March, 11 847 top performing learners moved on to the second round that took place in May with 199 learners from 107 High Schools across the country that competed in the final round in September. Approximately 60 top performing learners will now be invited to attend the first of three Olympiad Training Camps in December during which the selection of the South African team for the IMO in 2014 will commence. The IMO 2014 will be taking place in Cape Town from 3 to 13 July 2014 and it is the first time since its inception in 1959 that this annual Olympiad will take place on African soil.

joined the WCED Provincial offices where she pioneered the introduction of the Directorate Quality Assurance. She will always be remembered for her attention to quality in education and for her many teaching moments as well her holding all officials and schools accountable for “time on task” and the protection of teaching time. As part of the legacy she leaves behind, she was requested to plant a Mandela Gold Strelitzia plant outside Block B and the director’s office. The Strelitzia was donated by the South African National Biodiversity Institute at Kirstenbosch Gardens and formed part of the Mandela Day Celebrations at the district office, which was organized by Kubeshini Govender, IMG Manager. The young plant is difficult to grow and has to be protected from nature and the birds by placing chicken wire around it. This is akin to Mandela being imprisoned before he could be free to lead SA. It symbolizes Mandela’s quest for equality, justice and a better life for all. We are reminded of the famous quote “Education is the key out of poverty”, by the great Madiba.

He was beaten only by Gold Medal winner Guy Paterson-Jones, a grade 12 learner at Bishops. Yaseen is a regular participant in Maths competitions, but this is the first time the talented youngster has taken part in the Programming Olympiad. “To come this close to winning at the first attempt, and that from a Grade 9 learner is phenomenal” said Peter Waker, the Computer Olympiad manager. Guest speaker at the Awards Function was Mike Buckland of Triggerfish Animation Studios who gave the audience insight into the combination of art and science needed to create a film like “Zambezia”. He illustrated this with a clip from the film “Khumba” which was released during October. Commenting on the competition as a whole, Waker said it was remarkable that only two of the six finalists were in Grade 12. “All the others are in lower grades and are self–taught. All of them used Python, the computer language Mark Shuttleworth used to write the program that made him a multibillionaire.” Robin Visser, a Grade 11 learner at St George’s Grammar School in Cape Town won a bronze medal. Local runners-up were Jonathan Alp, Grade 11 at Parklands College, Thomas Orton, Grade11 at Bishops and Ryno Swart, Grade 12 at Durbanville High.


STELLENBERG LEARNER WINS DESIGN CoMPETITIoN Megan Laughton of Stellenberg High School in Bellville won the 2013 Making the Difference through Design competition with her prototype of a lightweight, easy to store and use, spacesaving desk and chair.

Megan Laughton and Sadia Abrahams, Relationship Manager: Woolworths Making the Difference Programme. The annual competition is presented by Woolworths, Sappi, Design Indaba and the Western Cape Department of Education. This year’s competition theme, ‘Building a Better School through Design’ highlighted the vital role that design plays in addressing social and environmental issues. Grade 10, 11 and 12 learners from nearly 400 participating high schools around the country submitted entries in surface, product, environmental, and visual communications design categories. The top entries will be exhibited on the Woolworths stand at the 2014 Design Indaba Expo. Competition judge and architect Tsai of Y Tsai Design said Laughton’s work was very

impressive. “The attractive, multifunctional design reflects current thinking. She has produced a custom-built product which can be easily created using recycled material and that facilitates group work and shared learning. It is a design that is perfectly aligned to the modern ‘new-school’ way of thinking about education.” Woolworths educational programme manager, Peter Twine congratulated the winners on behalf of the sponsors. “once again a host of South Africa’s design learners rose to the challenge of using the power of design to create a better world and we are seeing them raise the bar in terms of quality ideas each year.”

Members of the group Shining Stars 4 Hope who raised the most money out of 40 groups for CANSA.

WC E D E M P LOY E E S R A I S E M O N E Y F O R F I G H T AG A I N S T C A N C E R Shining Stars 4 Hope, a group of WCED employees and learners, was awarded a gold trophy after they raised R25 000 for the Cancer Association of South Africa (Cansa). They took part in the annual Cansa Relay for Life held in Worcester in october. Three of the team members, Nadeem Jeftha, Kulsum Jeftha and Deidre Burger, work at the Winelands Education District office in Worcester

while Nurah Kafaar and Minette Erasmus teach at villiersdorp Secondary School and Ziyaad Jeftha and Aneeq Jacobs are learners at Worcester Gymnasium. The team won the Mission Delivery trophy for their portrayal of how they want to fight lung cancer. They challenged WCED officials, teachers and employees at district offices to enter teams for the Cansa Relay for Life next year.






A quick guide to

circulars The Western Cape Education Department issued the following circulars and circular minutes during the period September and November 2013. 0041/2013

Provision of textbooks for Grades 1 to 3 and Natural Sciences and Technology textbooks for Grades 4 to 6


Celebrating reading on International Literacy Day 2013 CMminutes/edcg11_13.html


Participation in pledge-signing ceremony related to the 2013 National Senior Certificate Examinations 0044/2013

Accurate EMIS information as precondition for norms and standards allocation transfer payments html

CURRICULUM AND ASSESSMENT MINUTES Assessment Management 0021/2013

Risk management for the 2013 National Senior Certificate (NSC) and Adult Basic Education and Training (ABET) Level 4 examinations CMminutes/edam21_13.html 0022/2013

Monitoring of the National Senior Certificate, Adult Basic Education and Training Level 4 and Senior Certificate Examinations from October 2013 to June 2014 CMminutes/edam22_13.html 0023/2013

Report to parents on the performance of learners in the 2013 Annual National Assessments for Grades 1 – 6 and 9 CMminutes/edam23_13.html 0024/2013

Common Question Paper for Grade 11 Mathematics CMminutes/edam24_13.html

Cape Teaching and Leadership Institute


Career Awareness Week 7 to 11 October 2013 CMminutes/edcg12_13.html 0013/2013

Prompt panels to assist with question techniques in languages and problem-solving techniques in Mathematics CMminutes/edcg13_13.html 0014/2013

Pilot project based on Draft Policy on Incremental Introduction of African Languages in Grade 1 in 2014 CMminutes/edcg14_13.html

CURRICULUM (Further Education and Training) 0015/2013

Revised content on the Domestic Tourism Growth Strategy, as provided in the Tourism Curriculum and Assessment Policy Statement CMminutes/edcf15_13.html 0016/2013

Revision assistance for Grades 10 and 12 in 2013 CMminutes/edcf16_13.html 0017/2013

Commonwealth Schools Online Initiative CMminutes/edcf17_13.html 19/2013

Distribution of a DVD containing Grade 12 exemplar SBA Tasks CMminutes/edcf19_13.html


Registration Procedure for training courses, conferences and seminars offered at the Cape Teaching and Leadership Institute in 2014 CMminutes/ectli5_13.html

CURRICULUM (General Education and Training) 0010/2013

Distribution of Money in Action resource to teachers of Economic and Management Sciences for Grades 7-9 CMminutes/edcg10_13.html

Examinations Administration 3/2013

Announcement of the 2013 National Senior Certificate Examination results CMminutes/edea3_13.html 0013/2013

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

INSTITUTION DEVELOPMENT AND COORDINATION MINUTES Institution Development and Co-ordination 0002/2013

Announcement of an online database indicating availability of spaces for admission at WCED schools on EduInfoSearch IDCminutes/eidc2_13.html

Institutional Management and Governance Planning 10/2013

Schools’ Democracy Week project – Civic and Democracy Education, and registration of learners for national and provincial elections IDCminutes/eimg10_13.html 11/2013

Adaptation of means test for calculating private transport bursaries payable to needy learners in rural education districts IDCminutes/eimg11_13.html 12/2013

School terms and public holidays for 2015 IDCminutes/eimg12_13.html 13/2013

Election of representative councils of learners for 2014 IDCminutes/eimg13_13.html 14/2013

Provincial Principal Forum minutes of 13 September 2013 IDCminutes/eimg14_13.html

CORPORATE SERVICES MINUTES Business Strategy and Stakeholder Management

R A P E C RI S I S L A U N C H E S R A P E I N F ORM AT IO N POR TA L O N MXI T The Rape Crisis Cape Town Trust has launched its Rape Information Portal on Mxit. It forms part of Mxit’s “MySafety” app. Research conducted by Rape Crisis in 2011 showed that a lack of information and a poor understanding of how the criminal justice system works prevented rape survivors from accessing justice. This portal will vastly improve the accessibility of information about rape to women, particularly in poorer and rural communities. The app, called RapeCrisis, currently available in English, Afrikaans and Xhosa, distils 30 years of experience working with rape survivors into a simple yet comprehensive information package. It empowers rape survivors with the information they need to navigate the journey towards justice and recovery. This complex process has many steps including disclosure, reporting


School Improvement Monitoring (SIM) CSminutes/edbs3_13.html 4/2013

School Improvement monitoring term 4 of 2013 CSminutes/edbs4_13.html 5/2013 School Improvement plans for 2014 CSminutes/edbs5_13.html

to police, a forensic examination and medical treatment, police investigation, court proceedings and counselling. Rape Crisis director Kathleen Dey says, “Our mission is to act as a bridge between the rape survivor and the criminal justice system. Rape Crisis is committed to offering survivors information that is clear, accurate and accessible. The value of the Mxit mobile social network is that it is an inexpensive, easily accessible tool with enormous reach as it can work on nearly any phone. People in poor and rural communities might not otherwise have had access to this vital information.” Andrew Rudge, Head of Mxit Reach says, “The MySafety app was created earlier this year in response to the Anene Booysen tragedy. Including the information from Rape Crisis increases the value of this app immeasurably as a tool to inform and empower our users.” You can access the app by typing into a phone’s browser.


Human Resource Management Minutes 6/2013

Issuing of 2013 vacancy list dates for institution-based public service staff CSminutes/ehrm6_13.html 7/2013

Part-time study bursary scheme for public service employees (2014 academic year) CSminutes/ehrm7_13.html

Conversion of temporary employment of Post Level 1 educators to permanent employment in terms of Section 6B of The Employment of Educators Act, 1998 CSminutes/ehrm8_13.html 9/2013

Issuing of the 2014 vacancy list dates for institution-based educators CSminutes/ehrm9_13.html






After-school sports and arts activities for Manenberg learners


he Western Cape Government is creating opportunities for learners at six schools in Manenberg to access a comprehensive package of afterschool sports and arts activities. Mass participation, Opportunity and access, Development and growth (MOD) programmes were launched at the Phoenix, Silverstream and Manenberg high schools and Downsville, Sonderend and Silverstream primary schools on Wednesday, 9 October 2013. Manenberg came into the spotlight recently following a spike in gang violence, which resulted in the temporary deployment of Metro Police officers to try to stabilise the situation. The MOD programme at these schools will provide learners with a safe place to participate in sports, arts and

culture activities, as well as a place to study between 14:00 and 18:00 every weekday. Each of the six schools has been assigned at least two sports coaches, who will manage and implement the programme in the coming weeks. Organisers hope the programme will provide learners with a sense of purpose and belonging and will assist in keeping them safe and away from gangs, alcohol and drugs. Social problems are multifaceted and complex, requiring a comprehensive and holistic approach, according to Minister of Cultural Affairs and Sport Dr Ivan Meyer. “Our analysis indicates that social dysfunction and disintegration are primary drivers of anti-social behaviour. The Western Cape Government is targeting the youth, especially primary and high school learners, through the comprehensive

MOD programme. Our research indicates that school-going children are most vulnerable to being exposed to negative influences between 14:00 and 18:00. This is to be expected, since in poorer communities children are often without supervision and are primary targets for anti-social behaviour such as crime and drug abuse. There is also a heightened risk of teenage pregnancy.” MOD centres are located in 181 Western Cape schools in disadvantaged areas with high levels of social dysfunction. The Department of Cultural Affairs and Sport (DCAS) is working on the programme with the Western Cape Education Department and provincial Departments of Social Development and Community Safety, as well as coaches, co-ordinators and learners.

Learners participate in mental gymnastics at chess tournament

Minister Ivan Meyer with Alderico Petersen of Sentinel Primary School and MOD Centre coaches and co-ordinators.

MOD centres have four primary objectives: To give children an 1 opportunity to have fun. The need to have fun is part of the make-up of any child To give facilitators and 2 coaches opportunities to identify talent (talent identification) To reduce the risk of learners 3 engaging in anti-social behaviour To improve discipline and 4 learning outcomes of learners By using a multi-disciplinary

approach, the Western Cape Government is slowly changing the social discourse and offering practical solutions to real social problems, using creative, innovative and evidence-based practice. “Over time, we will see the difference that the MOD programme makes in more places,” added Dr Meyer. Delighted Phoenix High School Principal Mr Shafiek Abrahams added that the MOD programme will give learners opportunities to grow on the sports field, through arts, and in the classroom.



L av ende r H i ll MO D S ta r s


ealthy competition is an important element of becoming a strong chess player. With this is mind coaches from Spes Bona High School and Hazendal Primary School organised an inter-school mini-tournament hosted by Hazendal Primary. Despite tight competition, friendly chats and teasing filled the room. It set a very relaxed mood with sportsmanship being a key outcome of the competition. The players, no matter their age, lived up to the outcome as they were eager to help each other improve their overall skills by giving advice about key decisions or when their opponent faced an unfamiliar situation. Keenan Slinger, a Grade 11 learner at Spes Bona, said he got involved with chess because he likes to exercise his mind. “Playing chess helps me make strategic decisions

because I think about what all the possible outcomes will be first, before deciding what to do. I use this in my everyday life,” he said. Hazendal learner, Tiana Lucas, 10 said that she likes any activity that involves thinking. She said: “I like playing chess because it is fun and it keeps me away from standing at the game shop and wasting money. After school, there was nothing else for me to do at home so I enjoy spending time playing chess.” The standout player of the day was Trey Eric Apollis. This 11 year old should not be taken at face value and will gladly accept any challenge. “I only started playing last year and I really like it because it is fun. Chess helps me with my focus. If it wasn’t for the chess at my school, I would have just been at home and play games,” he said. Although the general feeling at the event was light hearted,

“Chess brought something positive into the lives of these learners and it is keeping them busy after school”

the natural competitiveness of the learners showed itself as the phrase ‘a touch is a move’ could be heard being repeated at almost every table. Chess has brought something positive into the lives of these learners and it is keeping them busy after school, when they would normally not have anything to do. It has given them something to look forward to.

Learners who performed outstandingly were celebrated and congratulated at Lavender Hill Secondary School’s annual awards presentation held at Barons Estate in Ottery. Fred Damons, 17, achieved national colours for Action Netball as part of the U18 Mixed Team and Chanté Marimus, 17, was rewarded for all her hard work by being named Dancer of the Year. Fred has been playing Netball since the age of 6 when he fell in love with the game while watching his mother, former national player Celestine Damons, play. His talent was nurtured from a young age and he always played with people who were much older than him. He participated in an international

series against Australia and England in September. Fred attended the WP U21 trials in November and hopes to not only make the team but also the National U21 side. He gave an interesting message to the youth: “Face the drugs and gangsterism

“Focus on yourself and what it is that you want to achieve. Don’t focus on what is happening now but rather on your future.” because you know that it is there, don’t try to ignore it. Focus on yourself and what it is that you want to achieve. Don’t focus on what is happening now but rather on your future. There is always something positive in the area. Keep your faith in God and trust that he will keep you focused on your life.” Chanté, who started dancing at age 8 has always loved music and sees dancing as fun. The dance programme at the school kept her away from getting involved with drugs and becoming friends with the wrong people. She is also interested in acting and took part in a Freedom Day production.





rugby world cup tour


Rugby World Cup trophy tour includes local schools

T Tauriq Jailers excels in baseball even though his left forearm is not fully developed.

B eat i n g t h e o dds Growing up in the picturesque town of Worcester in the Cape Winelands, 11 year old Tauriq Jailers is living testimony that the power of the mind can overcome anything and everything. Playing sport, whether it be at school, club or provincial level, is hard on the body for anyone but imagine having to play a sport, any sport, without the use of one of your limbs. This is the challenge that Tauriq faces every time he heads outside to play. Tauriq is no ordinary 11 year old because he was born with paraxial ulnar hemimelia; a rare condition that does not allow the full growth of his forearm. This has not stopped him from living his life as a ‘regular’ person. He does not see himself as ‘special’ or any different to other child. Boogey, as he is affectionately known by his peers for imitating WWE wrestler The Boogeyman, started playing baseball at age 10 when he saw his friends taking part in the sport. He immediately knew that it would be a challenge for him but it did not take him long to figure out a way to use his mit and throw with the same hand.

He draws his inspiration from Jim Abbott, a former professional American baseball player, who was born with the same condition. Abbott went on to play 10 years as a professional in the Major League. Tauriq attends De Tuinen Primary in Worcester and has enjoyed being part of the MOD Programme. He has achieved provincial colours for Boland Under 12. “The MOD Programme has helped me improve the skills I have. The nice part is that I get to learn new skills when different coaches come to train me or when I attend SHARP centres,” he said. Tauriq attributes much of his success to his biggest supporter, his mother. “She always encourages me to be active and live my life like a regular child. She is happy that I am playing baseball because it keeps me away from gangsterism and drugs,” he said. When he is not playing baseball, he encourages other children to join the MOD Programme. “Children must know that gangsterism and drugs is not right. Being at a MOD Centre is fun and you get to learn new things every day,” he said.

he Webb Ellis Cup made a brief appearance at Alexander Sinton High School in Athlone and Rondebosch Boys’ High School as part of the countdown to the Rugby World Cup 2015. From 26 to 30 October, DHL, official logistics partner of the 2015 championship event in England, transported the Webb Ellis Cup on a tour to the four former holders of the trophy: New Zealand, Australia, South Africa and England. The Cup Chaperone – legendary former New Zealand player Grant Fox – handed the trophy to former Rugby World Cup winning players from each country for local celebrations with their fans. On Tuesday, 30 October, the whistle stop tour in Cape Town started with a press briefing at The Springbok Experience Rugby Museum at the V&A Waterfront with some of SA’s most celebrated rugby legends including Joel Stransky, John Smit, Rob Brink, Krynouw Otto, Chris Rossouw,

Marius Hurter, Grant Fox, Stefan Terblanche and Balie Swart. The trophy was flown by helicopter to the two schools. Learners were addressed by some of the rugby legends and the trophy went for a walk around the grounds as photos were taken.

Alexander Sinton High School

“Learners were addressed by some of the rugby legends and the trophy went for a walk around the grounds as photos were taken. ”


Rondebosch Boys High School

Sir Richard Branson visits Lavender Hill Secondary School


nternationally renowned entrepreneur Sir Richard Branson and Minister of Cultural Affairs and Sport Dr Ivan Meyer visited the pilot Future Crew gym facility at the Lavender Hill Secondary School MOD Centre on 31 October. The Department of Cultural Affairs and Sport (DCAS) worked hand-in-hand with Virgin Active South Africa to introduce Sir Branson’s Future Crew initiative in the Western Cape. The initiative provides gym equipment, supported by training to teachers and coaches, to encourage disadvantaged youth to become more

“there has been an increased sense of purpose among learners” Sir Richard Branson and Lavender Hill Principal Faseeg Manie with members of the school’s dance team.

Members of the public had the opportunity to have their photos taken with the trophy at The Springbok Experience Rugby Museum from where it was then to be delivered to Dublin, Ireland for the inaugural IRB World Rugby Conference.

active, and to enhance their employment prospects. The Lavender Hill facility was completed in July 2013. The MOD [Mass Participation Opportunity and Access, Development and Growth] centres at schools across the Western Cape provide opportunities after school hours for children to engage in cultural activities and sport. The MOD programme recently won a Kamoso award for the best Social Sector project of the Extended Public Works Programme (EPWP). Two learners were also awarded Western Cape colours for weight-lifting and another received provincial colours for netball. “Since Virgin Active’s establishment of a gym at the school, there has been an increased sense of purpose among learners and an improvement in academic results. Even the community has started to use the school gym after hours. These positive impacts show how the Western Cape Government, the private sector, schools, learners and community members can work better together for the good of all.” said Principal, Faseeg Manie.

Education Update || 18  

Newspaper of the Western Cape Education Department

Read more
Read more
Similar to
Popular now
Just for you