MARCH 2012 Issue 12update Newspaper of the WCED

“School governing bod-ies have a key role to play in building a culture of excellence in

schools”, said Western Cape Education Minister Donald Grant.

“The importance of SGBs should not be underestimated. The SGB repre-sents all sectors of the school commu-nity: parents, educators, non-teaching staff and learners in Grades 8 – 12.

“They have major responsibilities which they exercise on behalf of schools, including; determining the admission and language policies of schools and the code of conduct for learners, the drafting of the school budget and, with the support of parents, determining the schools’ annual fees.

“Of crucial importance is the fact that the SGBs interview and nominate educators and principals for appoint-ment by the WCED to schools. They also have a key role to play in building a culture of excellence in our schools.”

A Provincial Electoral Team, estab-lished by the department, worked in partnership with electoral teams in the districts and at schools to ensure that all schools were ready for the elections.

Redewan Larney, the provincial coordinator, said by Wednesday, 15 February all electoral officers received training. He said schools had finalised the voters’ roll of all eligible voters at their individual schools.

Tim Gordon, National CEO of the Governing Body Foundation, said schools were putting in a lot of effort to be ready for the third biggest democratic process in the country after local and national government

elections. “There is a strong move on various levels to ensure a quorum (of 15% based on the number of parents at a school) at the election meeting and that people with the requisite skills are nominated to serve on the governing body.”

Gordon said schools should guard against failing to get a quorum because it lends itself to manipulation or an unrepresentative election.

Paul Colditz, CEO of the Federation of Governing Bodies of South Africa (FEDSAS), advised schools to organise events involving learners around the election date to ensure maximum parental participation. He said to guar-antee a transparent and representative election all role players should create awareness regarding the election and the importance of parental participa-tion in electing candidates who will ensure their schools run efficiently.

Colditz said FEDSAS organised a number of training sessions in April and May for SGB members in the Western Cape.

The provincial department will also provide extensive training to the new SGBs so that they have the knowledge and skills they need to govern their school successfully.

Danie Thiart of the South African National Association for Specialised Education said the majority of the 75 special schools in the province reported that their preparations for the coming elections were well underway. He said schools welcome the idea that all elections will be in March and not in June of this year.

Denise Ontong of the Paarl SGB Association said she hoped the fact that the elections are taking place in March this year, and not during the winter months like in the past, will boost the attendance figures. “In the past schools battled to get parents to attend the election meetings. It is also important that the right people are elected to serve on the governing body and that the training for SGBs take the socio-economic conditions and educa-tion levels of parents into account.”

Ready, steady, vote!The 2012 School Governing Body elections are well underway in the Western Cape. The elections began on Thursday, 1 March, and were due for completion by the end of the first term, on Friday, 23 March.

Western Cape scores national teaching awards

See page 3

Cricketer triumphs with bat and ball

See page 16

Readiness of grade R learners

See page 10

Class of 2011 NCs results and awards

See page 4

insight sportnewsinsiDe | news

EDUCATION

Left: A mother walks her daughter to school. The department encourages more active parental involvement in building a culture of excellence in schools.

eLeCtion Meeting iDeAs

School principalS have given Some ideaS to get parentS toan election meeting:

stress the importance of the elections in a letter,

send out at least 3 reminders by letter and/or SMS bundles to remind parents,

arrange a learners’ item at the event,

have a PTA evening on the same night,

invite a special guest speaker for part of the evening,

arrange an information evening for parents – inform them about vital organisational matters at school,

arrange the election during a Friday afternoon or Saturday morning to allow more parents to attend,

spread the election over 1 full day to make it more easier for parents to become involved – especially in the rural areas.

newsMARCH 2012updateEDUCATION

2

Learners in Grades 1 to 3 at 301 Quintile 1 schools received bags with writing books, pencils, crayons, rulers, etc. and for the Grade 3s, a dictionary.

Western Cape Education Minister Donald Grant personally handed out backpacks at Ekuthuleni Primary School in Bloekombos, Kraaifontein, on the first day of school.

Grant said the department wanted to ensure that each learner has the means to carry their school homework, textbooks and workbooks home for further study and reading. The cost of the project was R3.2 million.

In order to make schools text-rich environments, the department rolled out over 2 million textbooks and reading books to schools at the end of last year, particularly in the Foundation Phase grades and Grant said the department wanted to ensure that these books are fully utilized every day.

Edgar De Bruyn, the principal of Prospect Primary School in Ashton, said the learners were very thankful for the bags and stationary. “A large number of our learners cannot always

afford all the school requirements, but you have made it possible for our teachers to start teaching on the first day of school.”

Learners at the school made thank you cards to express their gratitude.

A total of 217 Quintile 1 schools received a mobile science kit to support and improve the teaching and learning of science in poorer schools in the intermediate phase.

The kit consists of a steel cabinet on a mobile trolley which contains a variety of items such as glass beakers, gas burners, tubes, evaporating dishes, funnels and boiling flasks.

The contents were prescribed by a Senior Curriculum Planner in consultation with lead teachers and Curriculum Advisors. The total cost of the project was R2.9 million.

Grant said one of the WCED’s objectives was to increase the number of learners taking subjects like Mathematics and Physical Science, as well as improve the quality of passes in these areas.

Thula Batyi, the principal of Bloekombos Primary School in Kraaifontein, said: “The kits will be a golden opportunity for learners to understand science concepts and learn from a practical point of view.” He said the school will make sure that the kit is used by learners. “We are looking forward to training provided by Curriculum Advisors on how to use the equipment, conduct experiments, as well as all the necessary safety precautions.”

The Western Cape Education Department has reviewed its Grade 3 literacy and Grade 6

language tests to bring it in line with international standards.

The department approached the Centre for Evaluation and Assessment (CEA) to update and evaluate the existing testing instru-ments to ensure that they remain relevant, credible and in line with the curriculum and the changing school system in which schools operate.

In the Grade 3 Literacy and Grade 6 Language tests, the CEA felt it was necessary to expand the tests, as well as increase their levels of difficulty so that they are in line with international experience and best practice.

Because of the changes made, it was no longer possible to make comparisons between past Lit-eracy and Language results and the most recent results.

Announcing the results at a media conference, Western Cape Education Minister Donald Grant said the systemic tests helped to identify schools and areas where literacy and numeracy perform-ance was both weak and strong. The results enabled the depart-ment determine what kind of remedial action was required.

In order to guarantee the independence of the tests, the systemic tests were administered by outside service providers.

In 2011, over 239 000 Grade 3, 6 and 9 learners took part in the tests. This was the second year in a row that all three Grades were tested, following a pilot in Grade 9 the previous year.

The systemic tests have a pass requirement of 50%.

Education Head Penny Vinjevold said the levels of literacy in Grade 3, 6 and 9 were still at unaccept-able levels. 30.4% of Grade 3 learn-ers achieved 50% or more, 31.5% of Grade 6 learners passed and

the language pass rate for Grade 9 learners stood at 44.2%

She said it indicated that learners were not reading enough complex texts with comprehension and were not writing long enough paragraphs.

The 2011 results will now be the benchmark for future compari-sons. Schools, however, can still make comparisons regarding their own performance in relation to that of other schools by looking at the district and provincial perform-

ance ratio. A pilot for Grade 9 was con-

ducted in 2010, with the first tests being written in 2011. Therefore the results of the Grade 9 language and mathematics tests of 2011 will also set new benchmarks for future comparisons.

While there were slight changes made to the Grade 3 numeracy and Grade 6 maths test instru-ments the CEA indicated that comparisons can be made when assessing improvements within the system.

Vinjevold said the department was pleased that even with the more difficult tests, the Grade 3 Numeracy results stabilised at 47.6% and Grade 6 saw an “evening out” at 23.4% from 24.4% the previous year.

She added that the Grade 9 results of 10.4% did not come as a surprise given South Africa’s on-going struggle to improve mathematics literacy.

Interventions will include devel-oping teachers’ knowledge and skills in the areas of language and maths, making schools text-rich, improving classroom practice through the use of workbooks and ensuring that learners do more lan-guage and mathematics exercises.

Schools that produced excellent results and those that have shown the greatest improvement in the 2011 provincial tests were honoured at an awards ceremony. The full list of award winners is on Page 13.

2011 systemic test results to benchmark progress

“a large number of our learnerS can’t alwayS afford all the School requirementS.”

Schools have expressed their gratitude to the Western Cape Education Department for equipping underprivileged learners with school bags and stationary. Some schools also received science kits.

“in order to guarantee the independence of the teStS, the SyStemic teStS were adminiStered by outSide Service providerS. “

Left: Learners at Ekuthuleni Primary School couldn’t wait to take possession of their new bags and stationary.

Above: Learners made thank you cards to express their excitement and gratitude about the new bags and stationary.

WCED delivers science kits, school bags and stationery to some of the province’s poorest schools

EDUCAT IO N CO UN CILThe WesTern CAPe eduCATion CounCil hAd iTs FirsT Full siTTing in FebruAry. standing: Prof A Fataar, Mr M Ndzuzo, Mr D Millar, Mr S Duffet, Mr S Schlesinger, Mr E Wolf, Mr J W Groenewald, Mr D Thiart, Mr I Mdenyelwa, Mr L Africa. seated: Mr V Wood, Adv L Coleridge, Mr B Schreuder, Dr E Fullard, Prof B Figaji, Prof D Reddy, Mrs D Februarie, Mr A Lewis, Ms N Badsha

The Western Cape Education Department initiated a campaign which includes the display of a number of billboards and banners in targeted areas around the Western Cape, which highlight the role parents play in education, by assisting and encouraging their children to practise reading, writing and calculating everyday. Western Cape Education Minister Donald Grant visited the Gugulethu Square shopping mall where he interacted with parents outside one of the doors that displays this message. He handed out a personal letter to parents explaining the roles they can play in building their child’s reading, writing and maths skills.

PARENTAL INVOLVE MENT CAMPAI GN

brief news in

news MARCH 2012 3updateEDUCATION

A drive to promote physical activity and good nutrition amongst learners has earned Westcott Primary School in Diep River R25 000 in prize money in the Vitality Healthy Schools competition.

Discovery Vitality introduced the competition for the first time last year to see which school has launched the best initiative in 2011 and played a part in making their school a healthier environment.

More than 50 schools entered the competition with Westcott judged as the healthiest.

update is the official newspaper of the Western Cape Education Department.

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director of communicationPaddy Attwell

editorMillicent Merton

contributorSEugene DanielsCraig Cameron-MackintoshCaroline FowlerNeville Goliath Ingrid GrahamSusan HanekomZaahida HartleyVuyelwa MadasiHennie MentzWalter MercuurClive MinnaarEddie KirstenProf Tom ParkLinda RoseSura SwartIsmail TeladiaDr van der Merwe Dr Wayne ViljoenMike Young

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updateEDUCATION

WESTCOTT PRIMARy SCHOOL WINS NATIONAL HEALTHy SCHOOLS COMPETITION

western cape scores in national teaching awards

Above: Westcott Primary School learners with the cheque of R25 000 from Discovery.

Western Cape teachers won in two categories and came third in another category in the National Teaching Awards. The awards ceremony was broadcast live on SABC 2 from the Sandton Convention Centre, Gauteng, on Thursday, 23 February 2012.

It was the first time that the National Teaching Awards, now in its 13th year, was broadcast live.

The star studded ceremony was the culmination of a process that started out with schools nominating teachers and principals who go above and beyond the call of duty. Nominees progressed from district finals to regional/cluster finals to provincial finals and the national award win-ners were determined during a national adjudication process.

Western Cape Education Min-

“you have all done yourSelveS and the people of the weStern cape proud!”

awardS

“initiativeS at the School included a vegetable garden that waS developed and tended by the grade r teacherS and learnerS. “

“We are thrilled with our school’s achievement in winning this competition,” said Westcott principal John Robertson. “This is a huge team effort by all staff, parents and children,

but special mention must be made of Ms (Liezel) Benjafield and her Grade 4A class, who were responsible for entering our school into the competition.”

Robertson said the school was committed to nurture and develop a healthy environment for the boys and girls, staff and parents. “This involves health in the broadest sense of the term, including our physical, spiritual, social, emotional and mental health, as well as outreach programmes to the community.”

Initiatives at the school included a vegetable garden that was developed and tended by the Grade R teachers and learners. The school was also trying to make the tuck shop healthier by selling fruit and yoghurt and eliminating fizzy drinks. Robertson said the school always had a strong programme of physical education and a full sports programme. An annual fun run is held in the second term. “The emphasis is on maximum participation.”

Robertson said the school will further develop and expand on these initiatives. “The award showed us that we are on the right track.”

The prize money will be used to erect an exercise track around the school field.

The competition was motivated by the fact that children spend most of their

Leigh Dunn of Formosa Primary School in Plettenberg Bay won in the category Excellence in Special Needs Teaching. He expressed the hope that the title would give him a platform to raise awareness of the plight of special needs teachers to provide equal education opportunities for children with learning barriers, disabilities and special needs. “We must acknowledge learners with special needs because they are our future leaders.” Dunn said his surprise at winning the category reminded him of his motto that even the smallest star shines in the dark and that teachers should also never underestimate the potential of the children in their care.

ister Donald Grant congratulated the winners and the nominees. “your contribution to educa-tion and the public status of the profession is highly valued.

Bernadette Bailey of the Worcester Community Learning Centre (CLC) was named the winner in the category Excellence in Adult Basic Education and Training. Bailey said it was a team effort and that she was very honoured to represent the district and the province. Bailey has been credited for a substantial increase in the number of learners who have enrolled at the Worcester CLC. The Centre comprises of 13 sites and provides learning opportunities to 1371 learners from Levels 1 - 4 and Grade 12. “Adult Education is a calling and I am very thankful for all the role-players who made this possible,” Bailey said.

These National Teaching awards which you have received are undoubtedly lifting the profile of teaching as a key profession in South Africa.

excellence in Special needS teaching:

excellence in adult baSic education:

Aletta du Toit of Hexvallei High School in De Doorns was third in the category Excellence in Primary School Teaching. She described the accolade as the highlight of her 25 year career in education. “I am very thankful towards the school where I have taught my whole career for the opportunities to develop as a teacher. The competition was very stiff and to be a runner-up is a huge privilege and a great reward for years of hard work.”

excellence in primary School teaching:

days at school making it the perfect setting to promote positive lifestyle changes. Some of the positive impacts of this approach include:

Children will learn more effectively

Children have a better chance of good health

Children at a healthy school are less likely to take part in high-risk behaviours and will have better learning outcomes

Staff will also benefit and learn the effects of healthier lifestyle behaviours.

“you have all done yourselves and the people of the Western Cape proud!”

“lifting the profile

of teaching aS a key

profeSSion in South africa.”

newsMARCH 2012updateEDUCATION

4

School awardS

nSc results show systems improvement in the western cape

Western Cape Education Minister Donald Grant said since 2009 signifi-cant progress has been

made in improving the education system and learner outcomes in this province.

“In 2010 the Western Cape Pro-vincial Government reversed a six year decline in the matric pass rate in this province. In 2011 we continued to make further improvements – in-creasing the pass rate even further from 76.8% to 82.9%.”

He said key indicators in the prov-ince continued to show a positive trend. The pass rate in Mathematics and Physical Science improved and more schools achieved a pass rate of 90% or more while the number of underperforming schools dropped by more than 60% from 78 in 2010 to 30 in 2011.

“This is a reflection of a maturing provincial education system respond-

NSC Awards

The Class of 2011 has done themselves and the Western Cape Province proud by achieving a percentage pass rate of 82.9% in the 2011 National Senior Certificate examinations, making the Western Cape the top performing province in the country. Above: Matriculants at Leiden

Secondary School in Delft were overjoyed about their results. The school improved its percentage pass rate from 42.2% in 2010 to 87.3% in 2011.

ing positively to a number of systems improvements. More children have access to schools staffed with qualified teach-

ers who are present, prepared and using texts and more children are at schools managed by a competent and account-able principal.”

Education Head Penny Vinjevold paid tribute to the principals of Imizamo Yethu Secondary School in George and Masiyele Secondary School in Khayelitsha who in one year turned the situation at their schools around. Imizamo Yethu Second-

“thiS iS a reflection of a maturing provincial education SyStem reSponding poSitively to a number of SyStemS improvementS.”

Western Cape Premier Helen Zille and Education Minister Donald Grant hosted an awards function at Leeuwenhof to acknowledge the outstanding success of schools and individual learners from throughout this province in the 2011 National Senior Certificate examinations.

ary improved its pass rate from 27% in 2010 to 82% in 2011 and Masiyele Secondary improved its pass rate from 34% in 2010 to 86.8% in 2011.

As part of an improvement strategy, Vinjevold said there would be strong interventions in Maths, Science, Accounting and Economics and the department would address manage-ment issues at serial underperforming schools.

Grant concluded by thanking all the learners, teachers, district officials and their support teams for their hard work and commitment in making these positive results a reality.

“We are pleased with the overall outcome of the 2011 NSC examina-tions and are aware of the steps that need to be taken to improve the qual-ity of education in the Western Cape even further.”

indicatorS of SucceSS

category 1 - excellence in academic performance

Awards were made to the top schools in the province (including independent schools) that have achieved excellence in academic results in 2011, based on the following criteria:

Consistency in number of grade 12 candidates over a period of 3 years (at least 90%) of previous years

an overall pass rate of at least 95% in 2011

% of candidates with access to Bachelor’s degree

% of candidates with Mathematics passes

Each school received an award of R15 000 for the purchase of teaching and learning support material.

no. School name1. Rustenburg High School for Girls2. Herschel Girls School3. Diocesan College4. Herzlia High School5. Rondebosch Boys’ High School6. Westerford High School7. Hoër Meisieskool Bloemhof8. South African College High School9. Centre of Science and Technology10. Paul Roos Gymnasium11. York High School12. Stellenberg High School13. Wynberg Boys’ High School14. Paarl Gimnasium15. The Settlers High School16. La Rochelle Girls High School17. Hoërskool Durbanville18. Hoërskool Vredendal19. Stellenbosch High School20. Hoërskool Overberg21. South Peninsula High School22. Norman Henshilwood

High School

category 2b: greateSt increaSe in numberS paSSing for bachelorS degree StudyAwards were made to schools that have shown the greatest increase in the number of learners achieving access to Bachelor degree studies over the period 2009-2011. Each school received an award of R12 000 for the purchase of teaching and learning support material.

no. School name1. Manzomthombo

Secondary School2. Mfuleni High School3. Bloekombos Sekondêre Skool4. Hoër Tegniese Skool Drostdy5. Hoërskool Vredendal6. Monument Park High School7. Imizamo Yethu Secondary

School8. Bernadino Heights

Sekondêre Skool9. Indwe Secondary School10. Rylands High School

Intsebenziswano Secondary School

category 2 - moSt improved SchoolS

category 2a: moSt improved public SchoolSAwards were made to schools that have shown the greatest improvement in the numbers that pass over the period 2009-2011. Improvement is measured in terms of the numbers passing. Each school received an award of R12 000 for the purchase of teaching and learning support material.

no. School name1. Hector Peterson

Secondary School2. Bloekombos Secondary School3. Leiden High School4. Mfuleni Secondary School5. Manzomthombo

Secondary School6. Joe Slovo Secondary School 7. Fezeka High School 8. Desmond Mpilo Tutu

Secondary School9. Usasazo Secondary School10. Sinenjongo High School

category 3 - improvement and excellence in individual SubJectS

category 3a: improvement in mathematicSThis was awarded to Durbanville High School for the greatest improvement in Mathematics in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in mathematicSThis was awarded to Paul Roos Gymnasium for highest number of passes in Mathematics in 2011. The school received an award of R 8 000 for the purchase of teaching and learning support material.

category 3b: improvement in phySical ScienceSThis was awarded to De Kuilen High School for the greatest improvement in Physical Science in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in phySical ScienceSThis was awarded to Paul Roos Gymnasium for producing the highest number of passes in Physical Sciences. The school received an award of R 8 000 for the purchase of teaching and learning support material.

improving quality801 more learners qualified for Bachelor Degree study in 2011 than in 2010. This number has steadily in-creased over the last three years with the total number eligible increasing from 14 324 in 2009 to 14 414 in 2010 and 15 215 in 2011 (i.e. a percentage increase of 6.5% from 2010 to 2011).

There has also been a significant improvement in the number of ‘A’ symbols (distinctions) attained in 2011 compared to 2010.

The number of schools in the West-ern Cape that achieved a percentage pass rate of 90% or more increased from 174 in 2010 to 191 in 2011. Fur-thermore, the number of schools that achieved a percentage pass rate of 80% or more has increased from 224 in 2010 to 269 in 2011.

improving mathematicS and Science paSSeS In 2011, 68.7% of candidates passed their Mathematics exam, compared to 66% in 2010.

In physical sciences, the percent-age pass rate improved substantially from 59.6% in 2010 to 65.3% in 2011 - a percentage increase of 5.7%.

reducing the number of underperforming SchoolSIn 2011, the Western Cape managed to reduce the number of underper-forming schools from 78 in 2010 to 30 in 2011.

improving the learner outcomeS of SchoolS in poorer communitieS of the provinceThe percentage pass rate across Quintiles 1, 2 and 3 increased to more than 70% in 2011.

Six schools in Quintile 1 improved their percentage pass rates from below 60% in 2010 to above 60% in 2011. Similarly, eleven schools in Quintile 2 and eight schools in Quin-tile 3 achieved percentage pass rates of more than 60%.

The number of learners qualifying for Bachelor Degree study improved significantly across all Quintiles. More than 16% of learners in Quintiles 1, 2 and 3 who wrote the NSC examina-tions qualified for Bachelor Degree study in 2011.

The retention rate in the Western Cape (i.e. being

the percentage differential between the number of

learners entering the system and the number of learners

writing the NSC examinations) has improved by 16.5% in the

last two years, increasing from 45.2% in 2009 to 52.4% in

2010 and an impressive 61.7% in 2011. Tables 1 and 2 illustrate the year-on-year improvement

that has been achieved in the Western Cape.

2008 2009 2010 2011

Candidates writing the NSC examinations 43 957 44 931 45 783 39 988

% retained 44.9% 45.2% 52.4% 61.7%

Table 1: Learners enrolling in the system in Grade 1

1997 1998 1999 2000

Grade 1 97 854 99 380 87 436 64 844

Table 2: Learners writing the NSC examinations

improving learner retention

“there haS alSo been a Significant improvement in the number of ‘a’ SymbolS (diStinctionS) attained in 2011 compared to 2010.”

news MARCH 2012 5updateEDUCATION

School awardS

The teachers responsible for such remarkable progress in their class-rooms’ were particularly

credited for what they have achieved despite having to deal with poor learning environments.

TBP calls this group of dedicated teachers the “Critical Friends Group” and offer support and resources to enable them to overcome their tough situations. Overcrowded classrooms and the ever-changing curriculum are just some of the issues they face – not to mention the drastic backlog of knowledge, where the basics are not being taught in the lower

tbp honours dedicated life sciences teachers

The Teaching Biology Project (TBP) recently held an awards ceremony to acknowledge the signifi cant improvement in Life Sciences matric results in the Metro South Education District for 2011.

From left: Skahle Nhlanbathi, Nontobeko Mjali, Mike Erskine (from SEEDS) and Cheryl Douglas.

grades.The founders of the group,

Cheryl Douglas and Nontobeko Mjali (pictured above), have created a space for teachers to connect with one another and offer the support so vital to achieving against all odds. A healthy sense of competition was also generated with the promise of vital classroom devices such as laptops and data projectors being awarded to the most signifi cant rise in matric results. A very deserving Nobubele Tshangana of Sinethemba in Philippi walked away with a laptop and a printer for achieving a pass rate of 72.9%,

despite this being her fi rst year teaching matric. Skahle Nhlabathi from Masiphumelele High School in Fish Hoek received a data pro-jector for an amazing matric pass rate of 91.2% in her class.

For schools and teachers inter-ested in gaining quality training in teaching Grade 10 – 12 Life Sciences, TBP runs workshops in March, June and September.

For more information visit www.teachingbiologyproject.org.za or contact TbP by phone (021 683 5814) or email (tbp@agei.co.za).

category 3c: improvement in accountingThis was awarded to Bernadino Heights Secondary School for the greatest improvement in Accounting in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in accountingThis was awarded to Fairbairn College for the highest number of passes in Accounting. The school received an award of R 8 000 for the purchase of teaching and learning support material.

category 3d: improvement in engliSh home languageThis was awarded to Maitland High School for the greatest improvement in English Home Language in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in engliSh home languageThis was awarded to The Settlers High School for the highest number of passes in English Home Language. The school received an award of R 8 000 for the purchase of teaching and learning support material.

learnerS awardSThe top three positions in the province went to four learners. The fi rst position went to Ashraf Moolla from Rondebosch Boys High School. Ashraf achieved seven distinctions in 2011, with a 100% pass rate in both mathematics and physical science. Two candidates from Hoërskool Stellenberg, Jani Marais and Charl du Plessis achieved the second position, and in third place was Caitlin Hayward from Herschel Girls High School.

category 3e: improvement in afrikaanS home languageThis was awarded to Paulus Joubert Secondary School for the greatest improvement in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in afrikaanS home languageThis was awarded to Outeniqua High School for the highest number of passes in Afrikaans Home Language. The school received an award of R 8 000 for the purchase of teaching and learning support material.

category 3e: improvement in iSixhoSa home languageThis was awarded to Fezeka Secondary School for the greatest improvement in 2011 compared to their performance in 2010 by increasing the number of passes. The school received an award of R 8 000 for the purchase of teaching and learning support material.

excellence in iSixhoSa home languageThis was awarded to Hector Peterson Secondary School for the highest number of passes in isiXhosa Home Language. The school received an award of R 8 000 for the purchase of teaching and learning support material.

category: learner SubJect awardS

excellence in iSixhoSa home languageLearner: Mandiwakhe NtlabatiSchool: Dr Nelson R. Mandela High SchoolMark: 251 (83,7%)

excellence in engliSh home languageLearner: Ashraf MoollaSchool: Rondebosch Boys’ High SchoolMark: 287 (95,7%)

excellence in afrikaanS home languageLearner: Jacobus BassonSchool: Hoërskool DurbanvilleMark: 289 (96,3%)

excellence in mathematicSLearner: Charl Du PlessisSchool: Hoërskool StellenbergMark: 300 (100%)

Learner: Lisa OppermanSchool: Hoërskool DF MalanMark: 300 (100%)

Above: Education Head Penny Vinjevold, Ashraf Moola, Jani Marais, Western Cape Education Minister Donald Grant, Charl du Plessis, Caitlin Hayward and Premier Helen Zille.

achievementS

excellence in phySical ScienceSLearner: Dillon SiebertSchool: Hoërskool StellenbergMark: 299 (99,7%)

excellence in accountingLearner: Matthew KabotSchool: Rondebosch Boys’ High SchoolMark: 300 (100%)

Learner: Ashraf MoollaSchool: Rondebosch Boys’ High SchoolMark: 300 (100%)

Learner: Shariska MullerSchool: Hoërskool De KuilenMark: 300 (100%)

category: excellence deSpite barrierS to learning

Learner: Louzanne CoetzeeSchool: Pionier-SkoolAchievement: (6 Dist, incl 3 in 90s and 97% for History)

Special miniSterial awardS

Special Ministerial Awards were presented to Sihle Tom from the Centre of Science and Technology who contracted and combatted TB during his studies and achieved 4 distinctions in the NSC. The second candidate, Gesie Theron was battling brain cancer and had to juggle her studies with numerous chemotherapy sessions. Geisie achieved 3 A’s and 2 B’s in the 2011 NSC.

Above: Sihle Tom

Below: Gesie Theron

Mohamed Yaseen Allie Rylands High SchoolCatherine Sharon Andrews Belgravia Secondary SchoolSalma Begum Banderker Livingstone High SchoolWaseem Basadien South Peninsula High SchoolJacobus Hendrik Basson Hoërskool DurbanvilleRobert George Cloete Rondebosch Boys’ High SchoolJanitha De Kock Hoër Meisieskool BloemhofLauren Patricia De Waal South Peninsula High SchoolSamuel Dodgen South Peninsula High SchoolCharl Du Plessis Hoërskool StellenbergWesLey Paul Du Plessis Sekondêre Skool MalibuKira Dusterwald Springfi eld Convent Of The Holy RosaryAaqilah Fataar Livingstone High SchoolDiederick Christopher Ferrandi Diocesan CollegeMelissa Greeff Herschel Girls SchoolCaitlin Anna Hayward Herschel Girls SchoolAayshah Jaffer Livingstone High SchoolDanelle Jansen Van Rensburg Hoërskool SwellendamMatthew Ivor Kabot Rondebosch Boys’ High SchoolMaria Magdalena Malan Hoër Meisieskool BloemhofLuyolo Maphundu Hector Peterson Secondary SchoolJanI Marais Hoërskool StellenbergZikhona Matyesinii Centre Of Science And TechnologyAwethu Mdayi Naphakade Secondary SchoolYasin Mohsam Rylands High SchoolAshraf Moolla Rondebosch Boys’ High SchoolCarla Lee Ann Moses Sekondêre Skool LuckhoffMandiwakhe Ntlabati Dr Nelson R Mandela High SchoolRoderick Gareth Oliphant Sekondêre Skool FloridaLisa Opperman Hoërskool DF MalanSaleema Paleker Livingstone High SchoolJustin Emille Perrang Cape Academy For Mathematics, Science and TechnologyUmr Rasdien South Peninsula High SchoolJanneke Scholtz Paarl Girls’ High SchoolDillon Siebert Hoërskool StellenbergMadre Slingers Sekondêre Skool SwellendamCarli Smit Worcester GymnasiumJohann Christiaan Van Der Walt Paul Roos GymnasiumMonique Visser Hoërskool BrackenfellHeike Werth Hoërskool DF MalanI-Chen Wu Fairbairn College

wced 2011 merit liSt

special featureMARCH 2012updateEDUCATION

6

telematics Schools among top achievers

Imizamo yethu Secondary for example, moved from 27% in 2010 to 82% in 2011. This was not surprising as the school

has since the start of 2011 been managed by an enthusiastic and energetic principal, Derrick Petersen, who had been instru-mental in turning things around.

The Telematics project managers visited Imizamo yethu Secondary School at the start of 2011 to offer them support by providing the school with pre-recorded DVDs of the Telematics lessons. Petersen immediately made arrangements to collect a set of DVDs from the district offi ce and learners started viewing it the following day. The school later received Telematics equipment so that learners were able to view live broadcasts and interact with presenters via satel-lite technology.

Petersen’s drive and commitment to turn things around at this school was notable. He commented that the number of learners who repeated in 2011 at Imizamo yethu could fi ll another high school and

undertook to change this pattern. This message of doing their best and setting goals was reinforced in learners throughout the year. It promoted positive participation and the school achieved its goal. We can only but applaud the standards he set for himself, teach-ers, learners and their parents.

Petersen said the Telematics Intervention defi nitely helped. “The presenters covered the content very well. We also accommodated learners from neighbouring schools who do not have this inter-vention. It is new and refreshing as learners are learning from other teachers and teachers are learning as well. Learners are able to visual-ise the presenter’s explanation.”

About his daily challenges, Petersen said he would appreciate extra infra-structure support even though “we all work hard and do not look for excuses”.

telematic StarSWe spoke to two learners at Telematic Schools who each achieved distinctions in each of their seven subjects and were amongst the 100 top performers in the Western Cape.

Awethu Mdayi of Naphakade Secondary scored above 90% in Mathematics, Life Sciences, Accounting and Physical Sciences. He proved that hard work paid off, despite adverse conditions both at home and at school. Orphaned at

the age of two, he and his sibling were taken in by their maternal aunt and her family. With the uncle as the sole breadwinner in a household of eight, nothing was easy.

Awethu did not miss any of the Telematic sessions. The explana-tions and teaching aids used during the broadcasts helped him to understand the work. He said he could literally hear the presenters whilst writing the exams. Of his principal and the school he said: “The teachers worked very hard to help us. In 2011 we attended school in the morning, afternoon and evening, Telematic as well as holiday classes. Sometimes, we slept at school. My principal and teachers were always present.”

He enrolled for Electrical Engi-neering at UCT in 2012. His advice to young people: “Nothing worth-while comes easy…take your stud-ies seriously, attend all extra classes and listen to your teachers.”

Adwill May attended Bernadino Heights and also scored top marks in all his subjects. He claimed his school had the best teachers and principal. “They offer all their time and energy and are always willing to go the extra mile. They have our best interest at heart. However one does not realise it at the time.”

These two learners bear testi-mony that teachers do make a difference and are appreciated by their learners.

“the uniqueneSS of thiS programme waS that it created a platform for dialogue and interaction with the preSenterS, teacherS and learnerS via interactive internet facilitieS.”

The principle purpose for this intervention was to create a virtual learning environment to support teaching and learning to Grade 11 and 12 learners.

Lessons were beamed via satellite technology, simultaneously to 145 schools across a diverse geographical area, from the studio at the University of Stellenbosch. These lessons were presented by practising teachers of WCED.

The uniqueness of this programme was that it created a platform for dialogue and interaction with the presenters, teachers and learners via interactive internet facilities. This virtual classroom platform made it possible to reach a large number of learners and provide

them with quality individual tutoring. Learners at any one of the 145 selected schools, were able to, “interrupt” the presenter to ask questions or request a detailed explanation of the educational material, when necessary.

The following subjects currently broadcast live were: Mathematics, Physical Science, Life Sciences, Accounting, Geography, English First Additional Language and Afrikaans First Language.

The success of individual learners was supported by an analysis of the results of the 145 schools included in the Telematics programme. It was worth mentioning that the schools supported by the Telematics Technology were schools situated in poor communities that invariably experienced great academic

challenges. In some cases, the pass rate at these schools fell far below 60% in previous matric examinations.

The graphs below show the comparison between schools supported by Telematics and those not in the programme in the seven subjects included in the programme. It must be noted that there was a marked improvement in Accounting, English and Geography at the Telematics schools. It was, however, expected that the more challenging subjects i.e. Life Sciences, Mathematics and Physical Sciences would not do well, but despite this perception, the Telematics supported schools performed equally well. The Telematic Schools can be rightfully proud of their achievement and improvement shown in the 2011 matric examination.

intervention

The Western Cape Education Department approached the Stellenbosch University Division for Telematic Services in 2008 with the request to make spare capacity available on the Telematic platform for additional support to schools that had a pass rate of less than 60% in their grade 12 fi nal exams. The pilot project was launched in 2009 with broadcasts in 6 subjects to 10 schools on weekday and Sunday afternoons. As a result of the very positive feedback from both learners and principals, the project was extended to a further 110 schools in 2010. To complement the real-time interactive broadcast sessions a dedicated website (Moodle) was added to enable continuous support to the learners for each of the subjects where presenters could offer additional learning material and communication possibilities for learners. In 2011 a further 25 schools were added and more than 100 hours in 7 subjects were broadcast to the 145 schools. The presenters are selected by the WCED and trained to utilize the technology platform effectively by the Telematic Services.

The analysis of the 2011 WCED Senior Certifi cate Examination results shows a remarkable improvement in the pass rate of the Telematic-supported schools as a group, with:

a noticeable reduction in the schools with a pass rate of less than 60% (underperforming schools),

an increase in the number of learners who obtained a bachelor’s pass and

the resulting impact of these schools’ improved performance on the overall pass rate of the Western Cape.

With regard to the Telematic-supported schools, the number of underperforming schools has decreased signifi cantly during the intervention period. Of the 10 underperforming schools that joined the programme in 2009, only two were underperforming in the 2011 exam (80% decrease), of the 75 (of 110) underperforming schools in the 2010 group, only 22 were still underperforming (71% decrease) while of the 19 (of the 25) underperforming schools that joined the project in 2011, only 4 were still underperforming after the 2011 exam (79% decrease). It is remarkable that the results of these 25 schools to which the University donated the equipment have improved so much after just one year of the Telematic Intervention.

In 2011 there was a sharp increase in all three year groups in the number of learners that obtained a bachelor’s pass. The three groups of schools delivered 1 064 more learners with university access status than before their period of participation in the project. What made this achievement even more signifi cant was that the number of learners who wrote the Senior Certifi cate Exam during the past three years in the Western Cape decreased by nearly 11%. The Telematic Intervention therefore in effect increased the group of learners who passed Grade 12 and were eligible to apply for university study, a factor that also positively impacted on the articulation between school education and Higher Education.

The 2011 pass rate of the Western Cape Province (82,9%) was the highest of all the provinces, representing an improvement of 6,2 percentage points in comparison with 2010 (76,7%). During the same time period the pass rate of the Telematic-supported schools improved by 10,9 percentage points (from 60,4% to 71,3%), whereas the rest of the schools had a 1,9 percentage point improvement (89,4% to 91,3%). The performance of the Telematic-supported schools therefore had a huge positive impact on the results of the province overall, taking into account that the pass rates of many of the other schools were already very high.

There is a remarkable improvement with regard to the 2011 pass rate of many of the individual schools in comparison with the corresponding 2010 results (2010 results in brackets), e.g. Imizamo Yetho 82% (27%), Masiyile Senior 86,8% (34%) and Khanyolwethu 60% (24,4%). 20 of the 145 schools had an improvement of more than 50% from 2010 – 2011.

IMPACT OF THE TELEMATIC INTERVENTIONOn the Senior Cert i f icate exam results of the 145 part ic ipat ing schools

The 145 Telematics supported schools were amongst the top performing schools in 2011. Some schools improved their overall pass average by as much as 55%.

telematicS aS an intervention Strategy

Schools supported by Telematics Schools NOT supported by Telematics

special feature MARCH 2012 7updateEDUCATION

shines like a ‘beacon of possibility’ Khayelitsha school’s success

“we take an intereSt in

the individual child and make learning fun.”

No excuses, just success. These words, written in big bold letters on a wall in the foyer of the Centre of Science and Technology (COSAT) in Khayelitsha, captures the ethos of the school and provides some insight into their academic achievements.

COSAT achieved ninth position in the top ten schools in the province based on their 100%

pass rate in the 2011 National Senior Certificate exams, 79% of its 2011 candidates obtaining access to Bachelor degree studies and 98.6% passing Mathematics.

Premier Helen Zille announced the awards, saying: “This is a historic moment for the Western Cape. For the first time ever, a school in one of the most disad-vantaged parts of South Africa is one of our top ten schools in the province. It’s the first ever township school to make the top ten purely on merit.”

Zille paid tribute to Cassie Kruger, CEO of the Falsebay College, and his colleagues for their vision in starting the programme and per-suading her to support it. COSAT was established in 1999 as a Grade 10-12 school programme at the FET College.

Kruger said his role was mainly that of creating an environment in which COSAT could flourish.

After the Department of Educa-tion was split into two ministries in 2009, the decision was made in collaboration with the Head of Education Penny Vinjevold and the Western Cape Education Minister Donald Grant to establish COSAT as a school in its own right as from 1 January 2011.

In an article in her weekly online newsletter, SA Today, Zille ascribed COSAT’s success to talented, hard-working students, dedicated teachers, an extensive after-hours support programme, performance monitoring through regular report cards, a culture of encouragement and recognition for hard work.

She said while learners at COSAT were selected based on their aptitude for maths and science and they had access to first class facili-ties, it did not guarantee top results if an ethos of hard work and learn-ing was absent. “Committed and competent teachers are the crucial ingredient in excellent education.”

Phadiela Cooper, the principal, said she was especially proud of the learners because she knew how much work they had to put

in and the tough circumstances many of them faced at home. “We start by working on the new learners’ attitude and impress upon them the importance of values like respect and honesty. The learners know they have to work hard and that there will be consequences if they disregard the school rules.”

Cooper said while strict, their approach was not confrontational. “We take an interest in the indi-vidual child and try to implement programmes which make learning fun.”

The school hosted regular Choc Award ceremonies to celebrate learner achievement. “We give the learners seven progress reports during the year and after each

assessment the top four learners in each grade are awarded with a chocolate.”

COSAT is a no-fee school and Cooper said they would not be able to maintain the high standards without the help of an NGO, The Science Education Resources Initiative (SERI).

SERI raises funds for and man-ages enrichment activities and pro-grammes at COSAT and provides academic and pastoral support to the COSAT learners. Learners have access to counseling and some receive travel and food allowances and a uniform subsidy.

After a visit by Grant to the school in 2009, a final decision was made to relocate the school.

The relocation and building of a new school as part of the depart-ment’s infrastructure plan enabled COSAT to enroll Grade 8 learners for the first time in 2011. Learner numbers at the school were

expected to rise to 500 by 2014. Dr Jonathan Clark, who preceded

Cooper as principal, said in the light of the challenges COSAT faced at the beginning of last year when it moved to its new site and into a not-entirely-completed school he was pleasantly surprised and very

proud of their achievement. “But this said, for years now COSAT has been achieving some quite remark-able results for which it has been recognised by the department.”

Clark said there were a number of lessons to learn from COSAT. “On an organizational and manage-ment level, there’s a lot to be said for smaller schools than is the norm in townships. I think that one of the problems we face is that we under-estimate the complexity of managing large schools in the face

of what are often lim-ited (human & physical) resources.”

Maximizing instructional time is an impor-tant element in COSAT’s success. The school day is from 08:00 to 16:15 and includes an hour after normal lessons to assist learners who struggle with the curriculum and offer enrichment activities for others. All COSAT learners also attend two two-hour sessions on Saturdays where they receive extra tuition in maths, science and infor-mation technology.

Clark said the commitment to pro-vide as many enrichment opportu-nities as possible is also important. “I remember one year when the COSAT junior debating team beat their counterparts at Westerford! And they were debating in English which is their second language...”

The school offered extra English and Life Skills classes to teach public speaking and give career guidance, amongst others, said Cooper. Learners were also making

good use

of the school’s library

and media centre, which has been built up from scratch through the indomitable efforts of Helen George, a former teacher at the school and the cur-rent librarian.

Clark credited the staff for “a very strong ‘can do’ approach to their core task - that of providing high quality educational opportunities to children from disadvantaged communities. COSAT teachers are in class, on time and teaching. I think ‘success breeds success’ - with there being at all times a clear and present focus firmly on learning.”

Clark said in an environment where educational failure and underachievement seems to be the norm, COSAT’s success shines like a ‘beacon of possibility’ lighting the way for others to follow...

“for the firSt time ever, a School in one of the moSt diSadvantaged partS of South africa iS one of our top ten SchoolS in the province. it’S the firSt ever townShip School to make the top ten purely on merit.”

COSAT was established in January 1999 at the False Bay College’s Good Hope campus in Khayelitsha. Cassie Kruger, CEO of the False Bay College, said in 1998, the Western Cape Education Department requested the college to take over the management of the SYSTEM programme, a recovery programme which focused on students that passed matric but whose Maths and Science results had to be improved in

order to access universities, to qualify as Maths and Science Teachers.

“When the college took responsibility for the programme we began questioning the SYSTEM Model, where money is spent on recovery rather than focusing on preventing the problem. At the end of 1998 the college was informed that the Department of Education had secured further funding to sustain the SYSTEM for another year. This was the opportunity that the college

exploited to establish a school programme at the college. We continued with the SYSTEM Programme but used some of the funds to accommodate a Grade 10 intake.”

Between 50 and 60 students matriculated annually between 2001 and 2010 whilst it was under the auspices of False Bay College. The matric results were consistently outstanding during that period and in nine out of the ten years COSAT achieved a 100% pass (with a more than

70% Matric Exemption rate into Bachelors).He said the college played a major role

in protecting the COSAT Programme from many outside influences which often resulted in schools becoming disrupted or dysfunctional.

The college also subsidized the COSAT Programme to the extent of R8 million. “In order for a Programme like COSAT to be successful substantial funding over and above the normal WCED allocation

is required. In the case of successful and performing ex model C schools the money is raised through school fees ranging between R15 000 and R20 000 per annum.”

Kruger acknowledged the role of Jonathan Clark who was the Programme Head for COSAT for the period 2002 – 2007. “His leadership during his tenure established the work ethic of both staff and students in the COSAT programme.”

fac

t fi

le

COSAT Principal Phadiela Cooper tests learners’ basic mathematics knowledge in a

fun way at the start of a lesson.

kee

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development

RADIO STATION KEEPS LISTENERS TUNED IN TO EDUCATION

20 tipS for foStering a culture of reading at your School

the ctli Set for 2012The Cape Teaching

and Leadership Institute will be

offering over 50 formal and intensive

courses this year, over and above

the CAPS training and literacy and

numeracy training the Department offered.

Eddie Kirsten, CTLI Direc-tor, said CTLI staff, in close cooperation with the Districts and Cur-

riculum Directorates, had been quite busy preparing material, developing programmes and fi nding expert facilitators across the WCED to ensure another year of quality training towards qual-ity 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.

This year’s training programme began with a three week training programme in both Foundation Phase and Intermediate Phase Mathematics. The mathematics courses focused specifi cally on content knowledge and methodol-ogy. Educators were given the opportunity to improve their skills in various areas such as multiplica-tion, addition, subtractions, meas-urement and geometric patterns.

The aim of this course was not only to improve their knowledge but to also improve the quality of mathematics teaching practice in the classroom.

“Given the latest numeracy and mathematics test results, it is important that our educators improve on these skills in the foun-dation and intermediate phases,” said Western Cape Education

An education programme on the Western Cape’s biggest community radio has been keeping parents informed of educational matters for nearly fi ve years.

The programme “Ek en my kind” airs Wednesdays on Radio Tygerberg 104fm from 18h05 to 18h45. Sura Swart, a school social worker and one of the presenters, said the programme came about as a result of then Metro North Educational Management Development Centre’s Positive Discipline Project. Attempts to involve parents in the project proved challenging. The idea of a radio program took root during a church service she attended where a marketer

Kirsten said in 2011, the CTLI served more than 12 000 educa-tors of which 3 277 attended the formal CTLI training courses. It was expected that these numbers would grow signifi cantly in 2012.

“During 2011, both teachers and principals enthusiastically attended conferences organized by the CTLI during the school holi-days. The conference delegates,

for Radio Tygerberg did a presentation.The request for 28 programmes was

doubled to 56 programmes and on 14 March 2007 the programme, which is translated as “My child and I”, became a fi xture on the Radio Tygerberg programme schedule.

“Suddenly we were radio presenters on a radio station with a following of 500 000 listeners across the Cape Peninsula,” said Swart’s co-presenter, Neville Goliath, a school psychologist.

At the time, Johan Pretorius, the then head of the Specialised Learner and Educator Support (SLES) component at Metro North, joined them behind the microphones.

A wide range of topics were covered in

the programme which provided parents with guidance on education matters, especially the curriculum. Listeners could call in to talk to some of the guests or participated via SMS.

The programme was also accessible via the internet and they regularly received feedback from listeners as far as Abu Dhabi.

Swart said social problems such as drug abuse, teenage pregnancy, child abuse and violence also received attention and they tried to stay topical.

“We also use the program to share information regarding the matric examinations, arrangements for winter schools and supplementary examinations. Circulars containing information of

relevance to parents are regularly shared.”

Goliath said a topic like corporal punishment always gets many listeners to tune in and share their opinion while Western Cape Education Minister Donald Grant was a popular guest.

“Education provisioning and services that the WCED provides are often used as a point of departure to educate parents on Inclusive Education, Learning Disabilities and Education Policies.”

The programme was one of the ‘most purchased’ programmes at Radio Tygerberg. The management of Radio Tygerberg said they were pleased to be in partnership with the WCED.

MARCH 2012updateEDUCATION

8

Minister Donald Grant.The educators taking part in

the course were required to take a mathematics test on the fi rst day of the programme, and were again tested three weeks later to determine and evaluate the success of the programme and how each educator improved their skills.

Training offered in the fi rst term of 2012 included a two week Head of Department (HOD) Programme that dealt with the various roles, functions and responsibilities HODs have. The programme aimed to help participants develop an under-standing of their legal responsibili-ties 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 train-ing on how to ‘cope’ in challenging times.

Follow-up training courses for the 250 schools that were part of the LITNUM Phase One Project will continue throughout the year at the CTLI.

There were also a number of train-ing programmes and meetings on offer that were optional courses to meet specifi c needs, such as ICT profi ciency, special needs educa-tion, training for aspiring school principals, literacy and numeracy workshops and subject-specifi c training for various grades.

Make literacy a priority at your school – example must come from the Principal and SMT .

Class visits by principal – stay informed and support teachers. Take a minute or two to question pupils about what they have read.

Pupils read to the principal. Pupils can be sent to the offi ce to read a page or two to the principal. Again shows that the principal values reading and literacy. It also boosts the confi dence and morale of pupils.

Participate in World Book Day and the National READATHON campaign! The READATHON guide has many excellent suggestions for a host of literacy activities.

Have a Reading Period (DAR) were the entire school reads i.e. principal, teachers, learners, ground and administrative staff.

Create a print-rich environment in your school.

Establish Reading Corners in classrooms – immerse learners in a variety of reading materials.

Encourage parental/community involvement. Allow learners to take books home to read to family members – let family members sign reading record-cards. Motivate parents, grandparents and other family members to read to pupils /tell stories.

Encourage learners to join local libraries.

Provide bulletin boards in classrooms/school were pupils can post their reading recommendations/books they’ve enjoyed.

Ensure teachers Read Aloud to learners at least once a day.

Make reading fun and enjoyable! Storytelling & dramatisations improve language skills in a fun way.

Let learners choose a ‘Reading Buddy’.

Promote inter-class reading visits. Let older pupils read to younger pupils or vice versa.

Motivate learners and provide incentives.

Have a “King / Queen of Reading” for the week.

“Reading” assemblies. Make this a regular feature. Pupils can read, do rhymes, story-telling or dramatisations. It also shows pupils and parents that staff members believe that literacy is important and forms a part of the school’s daily life.

Certifi cates. These are cheap and can be handed out at assembly to pupils who have read a certain number of books each term. It will help to motivate learners.

Teacher swapping. Let teachers sit in on reading periods in other classes. It can be very motivational and again shows the school community that literacy is valued by everyone at the school.

Leeskonsert / Reading concert. Have these once a term. Refl ects the importance and value of literacy in the school community.

Various seminars were also scheduled to take place throughout this year starting with a Grade R Seminar in the fi rst term. In partnership with Woolworths, a Principals’ Semi-nar would be presented during the June school holidays.

The CTLI established partner-ships with the following organi-zations that have an interest in investing in continuous profes-sional teacher development:

USA – English Second Lan-guage Programme and the Writing Project

City of Cape Town – Founda-tion Phase Life Skills course

Woolworths – Principals’ Conference and Seminar.

In addition, induction of newly appointed Principals would be addressed as well as some exciting new innovations in School Management and Lead-ership Development to:

empower and strengthen school management teams

enhance leadership develop-ment and develop leadership skills within the WCED

create confi dent and capable leaders and managers within the WCED.

Kirsten said in partnership with the Curriculum Directo-rates and Districts, the CTLI was committed to continue deliver-ing quality training in 2012.

“our main aim iS to enhance the profeSSional development of educatorS.”

without exception, displayed a committed disposition to their task and were determined to make a difference at their schools. These conferences were well received and will continue to take place dur-ing 2012.”

Three provincial conferences were scheduled to take place at the CTLI and three conferences would be decentralized to the Overberg Education District, West Coast Education District and Eden and Central Karoo Education District.

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development

wced @ work

Sanette Nowers, previ-ously principal of Strand High School, and Bertram Loriston,

previously Circuit Team Manager of Riversdale, took up their posi-tions of District Director: Metro Central and District Director: Overberg respectively on 1 January 2012.

Barry Volschenk took up the position of Director in the office of the Chief Director: Districts.

Linda Rose, Chief Director: Districts, welcomed them to her team and wished them success for 2012. Rose also thanked Clifton Frolick and Jannie Beukes for taking on additional responsi-bilities in the Overberg and Cape Winelands districts in 2011.

the diStrict directorS are aS followS:

Cape Winelands – Clifton Frolick

Metro Central – Sanette Nowers

eden & Central Karoo – Zan Rhoxo

Metro east – Melvyn Caroline Metro North – Heinie Brand Overberg – Bertram Loriston Metro south – Eugene Daniels West Coast - Jannie Beukes

education diStrictS in brief: The eight education districts are divided into 49 circuits, to facilitate an integrated approach to service delivery by all levels of government.

The circuit is responsible for bringing professional support closer to schools via strong circuit teams.

The districts are the implemen-tation arm of the department, executing national and provincial mandates by supporting schools.

The districts include four rural districts (West Coast, Cape Wine-lands, Eden and Central Karoo, and Overberg), and four urban

districts (Metro North, Metro South, Metro East and Metro Central) - see map.

Rural district boundaries are based on municipal boundaries, while urban district boundaries are based on those of city wards. The boundaries also allow for an equitable distribution of schools and resources across education districts and circuits.

Key district services include advice and coordination on cur-riculum, support to all learners with special education needs, and institutional management and governance (IMG).

The work of district IMG Advice and Coordination Units include supporting adult education and early childhood development centres. School enrichment coordinators help schools to manage enrichment and extra-curricular programmes.

The Chief Directorate Districts has been bolstered with the appointment of two new district directors.

“key diStrict ServiceS include advice and coordination on curriculum, education for learnerS with Special needS, and inStitutional management and governance (img).”

MARCH 2012 9updateEDUCATION

diStrict directorS

A typical circuit team includes: A Circuit Team Manager Two IMG Managers Curriculum Advisors for the Foundation, Intermediate and Senior phases,

A School Psychologist A Social Worker

A Learning Support Advisor, and

An Administrative Development Advisor

Curriculum advisors for further education and training (FET) operate at the district level.

Front row: From left, Sanette Nowers, John Lyners, Linda Rose and Zan Rhoxo.back row: From left, Barry Volschenk, Jannie Beukes, Clifton Frolick, Melvyn Caroline, Eugene Daniels, Heinie Brand and Betram Loriston.

map

contact detailS

Chief director: districtsLinda RoseSecretary: Loretta StaffordTel: 021 467 2088Fax: 021 467 2633Postal Address: Private Bag 9114, Cape Town 8000e-mail: Linda.Rose@pgwc.gov.za

Metro Central education districtSanette Nowers, Director: Metro Central Education DistrictSecretary: Duwell Spielma Tel: 021 514 6700Fax: 021 514 6953e-mail: Sanowers@pgwc.gov.za

Postal Address:Metro Central Education DistrictPrivate Bag X4Mowbray7705

street Address:Gate House 2Alexandra Provincial Office PrecinctHaven RoadGarden VillageMaitland

Metro east education districtMelvyn Caroline, Director: Metro East Education DistrictSecretary: Zainunissa MeyerTel: 021 900 7005Fax: 021 903 9484e-mail: Mcaroline@pgwc.gov.za

Postal Address:Metro East Education DistrictPrivate Bag X23Kuils River 7579

street Address:Belhar Roadoff Nooiensfontein RoadKuilsriver

Metro north education districtHeinie Brand, Director: Metro North Education DistrictSecretary: Tina CloeteTel: 021 938 3000 Fax: 021 938 3180e-mail: Habrand@pgwc.gov.za

Postal Address:Metro North Education DistrictPrivate Bag X45Parow 7500

street Address:Timmerman StreetParow

Metro south education districtEugene Daniels, Director: Metro South Education DistrictSecretary: Noleen Nefdt Tel: 021 370 2000Fax: 021 372 1856e-mail: Edaniels@pgwc.gov.za

Postal Address:Metro South Education DistrictPrivate Bag X2Mitchell’s Plain 7785

street Address:Lentegeur HospitalAZ Berman DriveLentegeur, Mitchell’s Plain

Cape Winelands education districtClifton Frolick, Director: Cape Winelands Education DistrictSecretary: Lucille Dwyer Tel: 023 348 4600Fax: 023 342 4138e-mail: cfrolick@pgwc.gov.za

Postal Address:Cape Winelands Education DistrictPrivate Bag X3102Worcester 6849

street Address:9 Durban Street, Worcester

eden & Central Karoo education district

Florence (Zan) Rhoxo, Director: Eden & Central Karoo Education DistrictSecretary: Heather HectorTel: 044 803 8302/7 Fax: 044 873 2253e-mail: FrhoxoQ@pgwc.gov.za

Postal Address:Eden & Central Karoo Education DistrictPrivate Bag X6510George 6530

street Address:Rentzburg Court42 Courtenay Street, George

overberg education districtBertram Loriston, Director: Overberg Education District

Secretary: Nenanda DramatTel: 028 214 7300Fax: 028 214 7400e-mail: bloristo@pgwc.gov.za

Postal Address:Overberg Education DistrictPrivate Bag X08Caledon 7230

street Address:Kollege Straat 15 College RoadCaledon 7230

West Coast education districtJannie Beukes, Director: West Coast Education DistrictSecretary: Sharnel SaulsTel: 021 860 1200 Fax: 021 860 1231e-mail: Jbeukes@pgwc.gov.za

Postal Address:West Coast Education DistrictPrivate Bag X3026Paarl 7620

street Address:6 Hospital StreetPaarl

insight & opinion

STUDy ASSESSES THE SCHOOL READINESS OF GRADE R LEARNERS

MIND THE GAP

The department con-ducted the pilot study in October and November 2011 by testing Grade R

learners in this age group at 200 schools and their early childhood development (ECD) feeder sites.The main aim was to determine whether five-year-olds at the participating schools have the developmental skills they need for Grade 1.

According to the South African Schools Act, the compulsory school-going age is six turning seven in Grade 1. Schools may also admit learners who are five turning six in Grade 1, subject to various conditions.

The WCED’s Grade 3 literacy and numeracy tests have shown that learners who are younger than the appropriate age for the grade struggle with the demands of the curriculum.

The department believes that a lack of school readiness on the part of younger learners may also be contributing to a high repeater rate in Grade 1.

Learners who start school at the compulsory school going age generally outperform learners who are too young and too old for the grade.

The literacy and numeracy test

The Western Cape Education Department has completed a pilot study of the school readiness of five-year-olds entering Grade 1 in 2012.

results suggest that learners are more likely to succeed if they wait until they are the compulsory school going age before entering Grade 1.

“the report findingS Showed that while many more learnerS have acceSS to grade r education, that there waS little proof that they were receiving a quality grade r experience.”

MARCH 2012updateEDUCATION

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childhood development

The teachers tested 3 248 learners. The study found that 951 (29.3%) of the children were school ready, while 2 297 learners (70.7%) did not have the development skills needed for Grade 1.

Auditory and Visual perception and listening skills were identified as most problematic; In one district the learners were then referred for medical screening as it was clear that they simply could not hear;

The learners have limited language and vocabulary skills;

There is a big backlog in terms of Cognitive Development. The level at which lessons are pitched is low – which slows down cognitive development;

The learners found it very difficult to put the pictures into a logical sequence;

Social and emotional development were found to be satisfactory, as was motor development;

The results reflected a similar pattern in all districts. The study report said that the impact of this lack of preparedness on teachers and other learners was likely to be negative.

The department has shared the results with the participating schools.

Principals and teachers have responded favourably to the results. They are using them to inform Grade R teaching practice and to advise parents.

The department will encourage parents to test their children for school readiness if they plan to enroll learners who are younger that the compulsory school-going age.

The WCED decided to test Grade R learners at a sample of 200 schools in all districts after analyz-ing test results and enrolment data in 2011. The department chose schools that are experiencing high repeater rates in Grade 1.

Learning Support Teachers in every district conducted the tests, with the assistance of ECD officials.

The teachers focused only on learners who were born in 2006 (five years old). They did not test learners who would be compulsory school-going age in 2012. The tests covered key developmental skills needed for learning in Grade 1.

the

futu

re

My name is Antonio Gambino. I have matriculated last year at Ocean View Secondary school. I achieved two distinctions, including 87% in Mathematics. I have been accepted to study BSc Mathematics at UCT for the 2012 academic year, but plan to study BCom Accounting so that I will become a Chartered Accountant one day.

I attended Marine primary school and excelled at Mathematics. I never read, because I felt it was lacklustre. I only did my Mathematics homework, because I enjoyed it.

When I entered Grade 9, I became a hard worker and was in the top five for the first time. This created desire

and I wanted to be first in Grade 10. I worked even harder in Grade 10. I topped Grade 10 and wanted to excel in all my subjects the following year. My popularity was sky-rocketing at this point. I wanted to take Grade 11 seriously, especially Mathematics. I have been the top achiever each term in Grade 11. At this stage, I still never read, but decided to improve my speech and learn massive words.

In Grade 12, I have sunk in term 1 with 39% for English. It was devastating. I lost all my confidence. Then, my Life Orientation teacher, Mrs Johnson, said ‘You’re going to make it Antonio. Just remain positive and trust God in all

things.’ At this stage I knew that 50% for English was required. I wanted it badly. I decided to attend Saturday classes in Masiphumelele organised by ASSET. I walked from Ocean View to Masiphumelele and back every Saturday.

Mr Dilraq, my English tutor, motivated me on every occasion we met. He knew how much potential I had. If it was not for him, I would never have been accepted to UCT.

He helped me achieve 48% for English in June. It still was not enough. I started reading my novels for the first time and for the first time I read a book to the end.

When I finally got 50% for English, I was overjoyed.

The next goal was to maintain 50%. I went through the poetry, language, and novels. My final result was 49%. I was furious. I knew I could not study BCom Accounting. I went for a re-mark. UCT accepted me for BSc Mathematics. I still was discontented. I went to them again. They accepted my appeal and are now on the verge of accepting me for my dream course at my dream University.

I am thrilled that my hard work has paid off.

I finally understand that perseverance guarantees success. My favourite quote is: ‘If you have a setback, don’t

step back, but make a comeback’. My motivation to students is to work hard. You can be whoever you want to be, but start with education. Make sure that you read everyday. You don’t want to come into Grade 12 and achieve 39% for English as I’ve done. Rather achieve good grades and let’s become a society that helps each other become successful.

find

ing

S

A 2011 matriculant at Ocean View Secondary School relates his struggle to improve his literacy levels and gain admission to university….

perseverance guarantees success

“i am thrilled that my hard work haS paid off. “

The repeater rate in Grade 1 in 2011 was 20.2%

insight & opinion MARCH 2012 11updateEDUCATION

working force

We therefore need to transform learning so that it is more

relevant to the world of work. This will enable learners to leave with meaningful skills that will allow them to access jobs. To this end, there are various pathways in various countries and our country that we should explore.

California has developed linked learning in their schools. Linked learning is highly effective because schools ensure that learning is industry linked and industry certified. Learners leave with industry related subjects and can almost walk into a job or develop their own businesses. Relevant learning is emphasised, where students following a building and engineering pathway might learn about geometry and algebra while designing and building a structure, whilst students in an arts, media, and entertainment pathway might learn persuasive writing skills while developing business plans, or creative writing skills while drafting scripts.

Some countries in Europe never abandoned the apprenticeship system that thrived in South Africa years ago. Apprenticeship or vocational training thrives in Switzerland, Holland, Germany, Denmark and Austria and has ensured that their average youth unemployment rate is only 8% per annum. In Switzerland, 70 % of learners choose vocational education resulting in high

quality export driven economy with a 3% unemployment rate. Other industrialised countries that have theoretical education without vocational training have unemployment figures of 25%, on average. South Africa unfor-tunately has a curriculum that is

theoretical and largely geared towards

learners going to university

and an unemploy-ment rate in excess of 25%. The UJ episode

highlights their des-

peration and illustrates that there

is space for a small percentage at our universities.

Industry is crying out for learn-ers with the necessary skills and appropriate aptitude. This can be achieved if we replicate an initiative such as Go for Gold. This is a public private partnership with 25 companies in the built environment or construction industry. This programme has been running successfully for the past 10 years and is driven by the construction industry and supported by the provincial government and various donors. The first phase of the programme aims to identify learners who are interested in a career in the built environment whilst they are in Grade 10. They then receive after-school tuition in Mathematics, Physical Science, Life Orientation and IT skills in Grades 11 and 12. During the second phase of the programme they spend one year on site experiencing the wide

range of career options in the built environment, and getting to grips with the construction industry. During the third phase candidates begin the academic phase of the programme, focusing either on architecture, quantity surveying, project management etc. The fourth phase is the most crucial in that most of them are employed on a full-time basis in the industry and often get involved in the lives new learners who are starting out in Phase 1 of the programme.

The public private partnership model is a crucial element of Go for Gold’s success and is replicable across many industries.

The Western Cape Education Department currently provides office space, access to govern-ment schools and access to teachers whilst the private sector provides practical on-site train-ing, bursaries for tertiary study and the possibility of full-time employment. While many training programmes exist to improve the skill set of disadvantaged youth, they often struggle to find employment when they gradu-ate. By working closely with the private sector, Go for Gold is demand-driven (as opposed to supply-driven), thus tailoring its programme to ensure that their students are trained specifically according to the needs of the employers at the 25 partner construction/built environment companies. Not only does Go for Gold create a skilled labour force of young people, their students are self-supporting, motivated members of the community who can contribute to uplifting others.

Go for Gold currently serves 37 schools located in four education districts and has an annual intake of between 50 to 60 students in

let’s strive towards relevant learning that will create jobs...

The current debate about graduates not being able to find jobs means that we must think and act differently in the field of education. It is also true that there is limited space in tertiary institutions. eugene danielS

“induStry iS crying out for learnerS with the neceSSary SkillS and appropriate aptitude.”

the Western Cape. Successful appli-cants are taken through a carefully constructed four-phase programme that provides an integrated pack-age of academic tutoring, life skills, financial support, practical work experience, tertiary studies and full-time employment. The Go for Gold programme offers long-term benefits in a student’s life, providing all the necessary ingredients for ensuring academic achievement and professional success in the built environment which is a key growth sector in South Africa.

Since 2002, Grade 12 students involved in the Go for Gold pro-gramme have achieved a 100% pass rate. In 2010, 76% of school leavers achieved Bachelor Degree access

and 46 tertiary students attained 93 distinctions. Go for Gold has its first Master’s degree student enrolled in 2011.

This programme proves that learner motivation and learner performance is greatly enhanced if learners are supported by industry, have a career path and believe that learning is relevant. This programme could be replicated in many other growth industries in collaboration with the education department, and would provide hundreds of learners who are motivated and well equipped to enter the industry that suits their strengths.

Eugene Daniels is the Director of the Metropole South Education District.

education conference

Teladia is Head of Life Orientation at the school.

He has been teaching at the school for the past 28 years and is still very enthusiastic about teaching. The school is a member of AFS-South Africa, an international exchange programme, and hosts about 12-15 foreign learners from various countries annually. Initially, the students were mainly from Germany but lately there have been students from Columbia, Spain, Thailand, Belgium and Indonesia. The conference in Turkey was hosted by AFS-Turkey, the Isik Schools and the Turkish govt. Teachers from 14 other countries, including the USA, England, Russia, Latvia, Belgium, Italy, Romania, Hungary and Serbia attended the conference.

The opening lecture was delivered by Marc Prensky (USA) and he focused on a new pedagogy to teach students more effectively in today’s changing world. His paper was called “Partnering for Real Learning”.

The Keynote lecture was delivered by Prof Roberto Ruffino (Italy), a Board Member of the European Federation of

Spine Road HS teacher delivers paper at Education Conference in Turkey Spine Road HS teacher, Ismail Teladia, delivered a paper entitled “using extra-curricular activities to change the disposition of learners to academic schooling” at the Spectrum of Education Conference in Istanbul, Turkey from the 23-26 November 2011.

“teladia Saw thiS conference aS important for networking with other teacherS aS well aS learning from the beSt practiceS prevalent in other countrieS.”

Inter-cultural Learning. His paper was “Inter-cultural Learning”. He indicated clearly that intercultural learning was no longer an option but a necessity.

Other papers delivered included: Prof Yasar Tonta (Turkey) whose paper was titled; “Is there a future for libraries”; Dr Serap Kurbanoglu (Turkey) - “The importance of Information Literacy in the Future” and John Gallagher (UK) - “Discover your Voice”.

Teladia saw this conference as important for networking with other teachers as well as learning from the best practices prevalent in other countries. He hoped to bring back this experience and share it with other teachers in the province.

Above: Ismail Teladia (right) with Prof Roberto Ruffino, a Board member of the European Federation of Inter-cultural Learning.

eduliS:emo today, awesome tomorrow

emotional literacy. ageS 7-12. adamS, J. (2006)This book brims with activities that encourage children to improve their understanding of their own feelings and those of others, to manage their own feelings and to nurture positive qualities.

emotional intelligence in the claSSroom: creative learning StrategieS for 11-18s. brearley, m. (2001)Provides practical strategies for integrating emotional Intelligence across the curriculum, it reveals the power of emotion in learning. A thoroughly practical work, containing numer-ous reproducible resources.

how you think iS everything: the power of natural intelligence. lore international inStitute (2000)1 dvd (14 min.), 1 cd-rom.During his seven years in captivity, ex-hostage Terry Anderson developed coping strategies that enabled him to thrive in an extremely difficult environment. Together with acclaimed human intelligence expert Dr. Robert Flower, Anderson teaches skills that empower professionals to succeed no matter what challenges they face.

emotional literacy: to be a different kind of Smart. bocchino, rob (1999)“Provides clear and practical strategies to help young people and adults achieve successful and satisfying lives by understanding and managing emotions.” (Robert Garmston, Professor Emeritus)

becoming emotionally intelligentcorrie, c. (2009)In this hands-on, inspiring book, you’ll learn why emotional intelligence is key to student success - and key to your satisfaction.

emotional wellbeing: an introductory handbook. Shotton, gillian; burton, Sheila (2008)This resource serves as an introduction to achieving emotional literacy and emotional health and wellbeing in a school environment. It is essential for those wishing to make a positive contribution to the emotional wellbeing and ethos of their school.

educating people to be emotionally intelligent: eq. maree, k. (2008)Brings together the foremost collection of experts writing on emotional intelligence, across areas including education, parenting, employment and neuroscience, sharing ideas on the importance of this topic and its application to increase performance in everyday life.

promoting emotional and Social development in SchoolS: a practical guide. blake, S. (2007)This accessible resource presents guidelines for creating an emotionally and socially healthy school and offers case studies that illustrate how good practice improves behaviour and promotes inclusion.

emotional intelligence in the claSSroom: the Secret of happy teacherS. coetZee, m. (2007)This book introduces educators and students in the education field to the concept of emotional intelligence as it relates to the classroom.

the educator’S guide to emotional intelligence and academic achievement: Social-emotional learning in the claSSroom. eliaS, m.J.; arnold, h. (2006)This comprehensive guide to emotional intelligence presents best practices from more than 25 experts, creating a new gold standard for bringing social-emotional learning into every classroom.

developing the emotionally literate Schoolweare, k. (2006)“This book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed” Times Educational Supplement, Teacher

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your neareSt reSource centre

EDULIS LibraryTel: 021 957 9618Fax: 021 948 0748edulis@pgwc.gov.za1st Floor Middestad MallCharl Malan StreetBELLVILLE

Metropole EastCheryl Joseph Tel: 021 900 5111Fax: 021 903 9484Cehjoseph@pgwc.gov.zaOld Nooiensfontein RoadKUILS RIVER

Metropole SouthNtombi MngxumaBrian O’Connell Resource CentreTel: 021 370 2084Fax: 021 372 1856Nmngxuma@pgwc.gov.zaAZ Berman DriveLengtegeurMITCHELLS PLAIN

OverbergSara CleggMT Ndzuzo Resource CentreTel: 028 214 7353Fax: 028 214 7400sclegg@pgwc.gov.za15 College StreetCALEDON

Metropole NorthJenny CarotoTel: 0219383197Fax: 0219383183jcaroto@pgwc.gov.zaTimmerman StreetPAROW

muSt readS

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 registrationgo Tohttp://curriculum-dev.wcape.school.za/index.php?option=com_ckforms&view=ckforms&id=8&Itemid=821(Please read terms and conditions).

or go to our website: http://edulis.pgwc.gov.zaClick on “Libraries”Click on “Register as member” (Please read terms and conditions). Click on “Library membership registration form”Complete the form and submit

BOOsT YOuR eQ NOWyou can borrow these and similar titles from

your Education District Resource Centre or

EDULIS Library

category 1: excellence in outcomeS

news MARCH 2012 13updateEDUCATION

Literacy and Numeracy AwardsThe Western Cape Education Department honoured 66 schools from across the province that have produced excellent results and those that have shown the greatest improvement in the 2011 provincial literacy and numeracy assessment tests at an awards ceremony at De Kuilen Primary School.

category 1 (a): overall excellence in outcomeS: gradeS 3 & 6

In this category, awards were made to one school per district where the combined performance at Grade 3 level in Literacy / Numeracy and Grade 6 level in Language / Mathematics in 2011 illustrates meritorious outcomes. Excellence in outcomes is measured in terms of both the pass rates and mean scores.

School name principal diStrict tot ave%Rustenburg Junior School for Girl’s Mrs D Berry Metro Central 89.7Laerskool De Hoop Mr JW Cillie Metro East 82.5Laerskool Welgemoed Mr J Engelbrecht Metro North 83.8Sweet Valley Primary School Mr IG Ryan Metro South 84.7Laerskool Breërivier Mr PJ Smit Cape Winelands 89.9Holy Cross Primary School (George) Mrs BJ Askew Eden & Central Karoo 82.1Laerskool Gansbaai Mr B v/der Merwe Overberg 76.0Augsburg Landbou Gimnasium Mr SJH Nel West Coast 80.4

School name principal diStrict tot ave%Rustenburg Junior School for Girl’s Mrs D Berry Metro Central 89.7Laerskool De Hoop Mr JW Cillie Metro East 82.5Laerskool Welgemoed Mr J Engelbrecht Metro North 83.8Sweet Valley Primary School Mr IG Ryan Metro South 84.7Laerskool Breërivier Mr PJ Smit Cape Winelands 89.9Holy Cross Primary School (George) Mrs BJ Askew Eden & Central Karoo 82.1Laerskool Gansbaai Mr B v/der Merwe Overberg 76.0Augsburg Landbou Gimnasium Mr SJH Nel West Coast 80.4

School name principal diStrict tot ave%Rustenburg Junior School for Girl’s Mrs D Berry Metro Central 89.7Laerskool De Hoop Mr JW Cillie Metro East 82.5Laerskool Welgemoed Mr J Engelbrecht Metro North 83.8Sweet Valley Primary School Mr IG Ryan Metro South 84.7Laerskool Breërivier Mr PJ Smit Cape Winelands 89.9Holy Cross Primary School (George) Mrs BJ Askew Eden & Central Karoo 82.1Laerskool Gansbaai Mr B v/der Merwe Overberg 76.0Augsburg Landbou Gimnasium Mr SJH Nel West Coast 80.4

School name principal diStrict tot ave%Rustenburg Junior School for Girl’s Mrs D Berry Metro Central 89.7Laerskool De Hoop Mr JW Cillie Metro East 82.5Laerskool Welgemoed Mr J Engelbrecht Metro North 83.8Sweet Valley Primary School Mr IG Ryan Metro South 84.7Laerskool Breërivier Mr PJ Smit Cape Winelands 89.9Holy Cross Primary School (George) Mrs BJ Askew Eden & Central Karoo 82.1Laerskool Gansbaai Mr B v/der Merwe Overberg 76.0Augsburg Landbou Gimnasium Mr SJH Nel West Coast 80.4

category 1 (b): excellence of outcomeS in literacy / language

In this category, awards were made to one school per district where the combined performance at Grade 3 and Grade 6 level in Literacy / Language in 2011 illustrated meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. The winners in this category excluded the winners in category 1(a).

School name principal diStrict tot ave% Oakhurst Girls’ Primary School Mrs J van Velden Metro Central 91.1Beaumont Primary School Mr GD Reddell Metro East 77.9Edgemead Primary School Mr F van Vuuren Metro North 80.9Kirstenhof Primary School Mr CG Barham Metro South 84.0Rhenish Primary School Mr NA Pretorius Cape Winelands 86.1Laerskool Wesbank Mr AP Hanekom Eden & Central Karoo 77.3Hermanus Primêre Skool Mr J Cilliers Overberg 72.3Hoërskool Lutzville Mrs M Lombaard West Coast 71.9

School name principal diStrict tot ave% Oakhurst Girls’ Primary School Mrs J van Velden Metro Central 91.1Beaumont Primary School Mr GD Reddell Metro East 77.9Edgemead Primary School Mr F van Vuuren Metro North 80.9Kirstenhof Primary School Mr CG Barham Metro South 84.0Rhenish Primary School Mr NA Pretorius Cape Winelands 86.1Laerskool Wesbank Mr AP Hanekom Eden & Central Karoo 77.3Hermanus Primêre Skool Mr J Cilliers Overberg 72.3Hoërskool Lutzville Mrs M Lombaard West Coast 71.9

School name principal diStrict tot ave% Oakhurst Girls’ Primary School Mrs J van Velden Metro Central 91.1Beaumont Primary School Mr GD Reddell Metro East 77.9Edgemead Primary School Mr F van Vuuren Metro North 80.9Kirstenhof Primary School Mr CG Barham Metro South 84.0Rhenish Primary School Mr NA Pretorius Cape Winelands 86.1Laerskool Wesbank Mr AP Hanekom Eden & Central Karoo 77.3Hermanus Primêre Skool Mr J Cilliers Overberg 72.3Hoërskool Lutzville Mrs M Lombaard West Coast 71.9

School name principal diStrict tot ave% Oakhurst Girls’ Primary School Mrs J van Velden Metro Central 91.1Beaumont Primary School Mr GD Reddell Metro East 77.9Edgemead Primary School Mr F van Vuuren Metro North 80.9Kirstenhof Primary School Mr CG Barham Metro South 84.0Rhenish Primary School Mr NA Pretorius Cape Winelands 86.1Laerskool Wesbank Mr AP Hanekom Eden & Central Karoo 77.3Hermanus Primêre Skool Mr J Cilliers Overberg 72.3Hoërskool Lutzville Mrs M Lombaard West Coast 71.9

category 1 (c): excellence of outcomeS in numeracy / mathematicS

In this category, awards were made to one school per district where the combined performance at Grades 3 and 6 in Numeracy / Mathematics in 2011 illustrates meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores. The winners in this category excluded the winners in category 1(a) and 1(b).

School name principal diStrict tot ave% Rondebosch Boys’ Preparatory School Mr AS Ryan Metro Central 87.9Laerskool Hendrik Louw Mr L Brown Metro East 81.2Kenridge Primary School Mrs SR Smith Metro North 84.2Bergvliet Primary School Ms LSL de Beer Metro South 86.5Hoër Meisieskool Paarl Mrs R Colyn Cape Winelands 85.3Plettenberg Bay Primary School Mr H Bester Eden & Central Karoo 78.3Laerskool Swellendam Mr FC Liebenberg Overberg 76.4Laerskool Vredendal Mr JM Moon West Coast 81,1

School name principal diStrict tot ave% Rondebosch Boys’ Preparatory School Mr AS Ryan Metro Central 87.9Laerskool Hendrik Louw Mr L Brown Metro East 81.2Kenridge Primary School Mrs SR Smith Metro North 84.2Bergvliet Primary School Ms LSL de Beer Metro South 86.5Hoër Meisieskool Paarl Mrs R Colyn Cape Winelands 85.3Plettenberg Bay Primary School Mr H Bester Eden & Central Karoo 78.3Laerskool Swellendam Mr FC Liebenberg Overberg 76.4Laerskool Vredendal Mr JM Moon West Coast 81,1

School name principal diStrict tot ave% Rondebosch Boys’ Preparatory School Mr AS Ryan Metro Central 87.9Laerskool Hendrik Louw Mr L Brown Metro East 81.2Kenridge Primary School Mrs SR Smith Metro North 84.2Bergvliet Primary School Ms LSL de Beer Metro South 86.5Hoër Meisieskool Paarl Mrs R Colyn Cape Winelands 85.3Plettenberg Bay Primary School Mr H Bester Eden & Central Karoo 78.3Laerskool Swellendam Mr FC Liebenberg Overberg 76.4Laerskool Vredendal Mr JM Moon West Coast 81,1

School name principal diStrict tot ave% Rondebosch Boys’ Preparatory School Mr AS Ryan Metro Central 87.9Laerskool Hendrik Louw Mr L Brown Metro East 81.2Kenridge Primary School Mrs SR Smith Metro North 84.2Bergvliet Primary School Ms LSL de Beer Metro South 86.5Hoër Meisieskool Paarl Mrs R Colyn Cape Winelands 85.3Plettenberg Bay Primary School Mr H Bester Eden & Central Karoo 78.3Laerskool Swellendam Mr FC Liebenberg Overberg 76.4Laerskool Vredendal Mr JM Moon West Coast 81,1

category 1 (d): excellence in outcomeS at grade 3 level for SchoolS that do not have grade 6 (52 SchoolS)

In this category, an award was presented to ONE school in the province where the combined performance at Grade 3 level in Literacy and Numeracy in 2011 illustrates meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores.

School name principal diStrict tot ave% Durbanville Preparatory School Mr RJ Nortier Metro North 82.0School name principal diStrict tot ave% Durbanville Preparatory School Mr RJ Nortier Metro North 82.0School name principal diStrict tot ave% Durbanville Preparatory School Mr RJ Nortier Metro North 82.0School name principal diStrict tot ave% Durbanville Preparatory School Mr RJ Nortier Metro North 82.0

category 1 (e): excellence in outcomeS at grade 6 level for SchoolS that do not have grade 3 (28 SchoolS)

In this category, an award was presented to ONE school in the province where the combined performance at Grade 6 level in Language and Mathematics in 2011 illustrated meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores.

School name principal diStrict tot ave% Durbanville Primary Mr JC Swart Metro North 76.8School name principal diStrict tot ave% Durbanville Primary Mr JC Swart Metro North 76.8School name principal diStrict tot ave% Durbanville Primary Mr JC Swart Metro North 76.8School name principal diStrict tot ave% Durbanville Primary Mr JC Swart Metro North 76.8

independent SchoolS - category 1(f) (i): overall excellence of outcomeS in numeracy and literacy in gradeS 3 and 6 (34 SchoolS)

In this category, an award was presented to ONE independent school in the province where the combined performance at Grades 3 and 6 level in Numeracy and Literacy in 2011 illustrates meritorious outcomes. Excellence of outcomes was measured in terms of both the pass rates and mean scores.

School name principal diStrict tot ave%Springfi eld Convent of the Holy Rosary Ms Dunn Metro South 90.7School name principal diStrict tot ave%Springfi eld Convent of the Holy Rosary Ms Dunn Metro South 90.7School name principal diStrict tot ave%Springfi eld Convent of the Holy Rosary Ms Dunn Metro South 90.7School name principal diStrict tot ave%Springfi eld Convent of the Holy Rosary Ms Dunn Metro South 90.7

category 2: improvement in numeracy performance in grade 3 & 6

2 (a) improvement in numeracy performance: grade 3

In this category, awards were made to schools in terms of the categories (a) to (c) below where applicable, that have shown the greatest improvement in Numeracy at grade 3 level over the period 2008, 2010 and 2011. Improvement was measured in terms of both pass rates and mean scores.

(a) farm and multigrade SchoolS (109 SchoolS)

School name principal diStrict tot ave%Nuystasie NGK Primêre Skool Ms S Karriem Cape Winelands 38.4Hotomskloof Primêre Skool Mr H Booysen Eden & Central Karoo 25.5Monteith SSKV Primêre Skool Mrs L Arnolds Overberg 9.6De Neus SSKV Primêre Skool Ms JC van Rhyn West Coast 39.0

School name principal diStrict tot ave%Nuystasie NGK Primêre Skool Ms S Karriem Cape Winelands 38.4Hotomskloof Primêre Skool Mr H Booysen Eden & Central Karoo 25.5Monteith SSKV Primêre Skool Mrs L Arnolds Overberg 9.6De Neus SSKV Primêre Skool Ms JC van Rhyn West Coast 39.0

School name principal diStrict tot ave%Nuystasie NGK Primêre Skool Ms S Karriem Cape Winelands 38.4Hotomskloof Primêre Skool Mr H Booysen Eden & Central Karoo 25.5Monteith SSKV Primêre Skool Mrs L Arnolds Overberg 9.6De Neus SSKV Primêre Skool Ms JC van Rhyn West Coast 39.0

School name principal diStrict tot ave%Nuystasie NGK Primêre Skool Ms S Karriem Cape Winelands 38.4Hotomskloof Primêre Skool Mr H Booysen Eden & Central Karoo 25.5Monteith SSKV Primêre Skool Mrs L Arnolds Overberg 9.6De Neus SSKV Primêre Skool Ms JC van Rhyn West Coast 39.0

(b) SchoolS with an enrolment of 600 learnerS or more (440 SchoolS)

School name principal diStrict tot ave%Parkvale Primêre Skool Mr JA Liedeman Metro Central 28.0Cavalleria Primêre Skool Mr H Carolissen Metro East 28.1Imbasa Primary School Mr CM Cweya Metro North 24.5Rocklands Primary School Mr KR Pretorius Metro South 39.8Charleston Hill Primêre Skool Mr VE Parrott Cape Winelands 22.2Tyholora Primary School Mr ME Ntentile Eden & Central Karoo 21.1Botrivier Primêre Skool Mr JBH Theron Overberg 25.8Laurie Hugo Primêre Skool Mr CR Rafferty West Coast 16.

School name principal diStrict tot ave%Parkvale Primêre Skool Mr JA Liedeman Metro Central 28.0Cavalleria Primêre Skool Mr H Carolissen Metro East 28.1Imbasa Primary School Mr CM Cweya Metro North 24.5Rocklands Primary School Mr KR Pretorius Metro South 39.8Charleston Hill Primêre Skool Mr VE Parrott Cape Winelands 22.2Tyholora Primary School Mr ME Ntentile Eden & Central Karoo 21.1Botrivier Primêre Skool Mr JBH Theron Overberg 25.8Laurie Hugo Primêre Skool Mr CR Rafferty West Coast 16.

School name principal diStrict tot ave%Parkvale Primêre Skool Mr JA Liedeman Metro Central 28.0Cavalleria Primêre Skool Mr H Carolissen Metro East 28.1Imbasa Primary School Mr CM Cweya Metro North 24.5Rocklands Primary School Mr KR Pretorius Metro South 39.8Charleston Hill Primêre Skool Mr VE Parrott Cape Winelands 22.2Tyholora Primary School Mr ME Ntentile Eden & Central Karoo 21.1Botrivier Primêre Skool Mr JBH Theron Overberg 25.8Laurie Hugo Primêre Skool Mr CR Rafferty West Coast 16.

School name principal diStrict tot ave%Parkvale Primêre Skool Mr JA Liedeman Metro Central 28.0Cavalleria Primêre Skool Mr H Carolissen Metro East 28.1Imbasa Primary School Mr CM Cweya Metro North 24.5Rocklands Primary School Mr KR Pretorius Metro South 39.8Charleston Hill Primêre Skool Mr VE Parrott Cape Winelands 22.2Tyholora Primary School Mr ME Ntentile Eden & Central Karoo 21.1Botrivier Primêre Skool Mr JBH Theron Overberg 25.8Laurie Hugo Primêre Skool Mr CR Rafferty West Coast 16.

(c) SchoolS with an enrolment of leSS than 600 learnerS (512 SchoolS)

School name principal diStrict tot ave%Sokhanyo Primary School Mr TM Sithole Metro Central 30.5No Award Metro East Meulenhof Primêre Skool Mr HJ van Wyk Metro North 27.8Zeekoevlei Primary School Mrs EE Wyngaard Metro South 36.2New Orleans Primêre Skool Mr HF Adonis Cape Winelands 23.4Matjiesfontein LB Primêre Skool Mrs W Smith Eden & Central Karoo 38.0Hoërskool Barrydale Mr RR Auret Overberg 25.2Koekenaap VGK Primêre Skool Mr JM Januarie West Coast 33.6

School name principal diStrict tot ave%Sokhanyo Primary School Mr TM Sithole Metro Central 30.5No Award Metro East Meulenhof Primêre Skool Mr HJ van Wyk Metro North 27.8Zeekoevlei Primary School Mrs EE Wyngaard Metro South 36.2New Orleans Primêre Skool Mr HF Adonis Cape Winelands 23.4Matjiesfontein LB Primêre Skool Mrs W Smith Eden & Central Karoo 38.0Hoërskool Barrydale Mr RR Auret Overberg 25.2Koekenaap VGK Primêre Skool Mr JM Januarie West Coast 33.6

School name principal diStrict tot ave%Sokhanyo Primary School Mr TM Sithole Metro Central 30.5No Award Metro East Meulenhof Primêre Skool Mr HJ van Wyk Metro North 27.8Zeekoevlei Primary School Mrs EE Wyngaard Metro South 36.2New Orleans Primêre Skool Mr HF Adonis Cape Winelands 23.4Matjiesfontein LB Primêre Skool Mrs W Smith Eden & Central Karoo 38.0Hoërskool Barrydale Mr RR Auret Overberg 25.2Koekenaap VGK Primêre Skool Mr JM Januarie West Coast 33.6

School name principal diStrict tot ave%Sokhanyo Primary School Mr TM Sithole Metro Central 30.5

Meulenhof Primêre Skool Mr HJ van Wyk Metro North 27.8Zeekoevlei Primary School Mrs EE Wyngaard Metro South 36.2New Orleans Primêre Skool Mr HF Adonis Cape Winelands 23.4Matjiesfontein LB Primêre Skool Mrs W Smith Eden & Central Karoo 38.0Hoërskool Barrydale Mr RR Auret Overberg 25.2Koekenaap VGK Primêre Skool Mr JM Januarie West Coast 33.6

2 (b) improvement in numeracy performance: grade 6

In this category, awards were made to schools that have shown the greatest improvement in Numeracy at grade 6 level over the period 2010 and 2011. Improvement was measured in terms of both pass rates and mean scores.

(a) farm and multigrade SchoolS

School name principal diStrict tot ave%H.M. Beets Primêre Skool Mrs M Grove Cape Winelands 30.9Palmietrivier VGK Primêre Skool Mr BJ Beukes Eden & Central Karoo 21.1Laerskool Jongensklip Ms S Pienaar Overberg 17.8Goedehoop Primêre Skool Mr FJ Pieters West Coast 24.1

School name principal diStrict tot ave%H.M. Beets Primêre Skool Mrs M Grove Cape Winelands 30.9Palmietrivier VGK Primêre Skool Mr BJ Beukes Eden & Central Karoo 21.1Laerskool Jongensklip Ms S Pienaar Overberg 17.8Goedehoop Primêre Skool Mr FJ Pieters West Coast 24.1

School name principal diStrict tot ave%H.M. Beets Primêre Skool Mrs M Grove Cape Winelands 30.9Palmietrivier VGK Primêre Skool Mr BJ Beukes Eden & Central Karoo 21.1Laerskool Jongensklip Ms S Pienaar Overberg 17.8Goedehoop Primêre Skool Mr FJ Pieters West Coast 24.1

School name principal diStrict tot ave%H.M. Beets Primêre Skool Mrs M Grove Cape Winelands 30.9Palmietrivier VGK Primêre Skool Mr BJ Beukes Eden & Central Karoo 21.1Laerskool Jongensklip Ms S Pienaar Overberg 17.8Goedehoop Primêre Skool Mr FJ Pieters West Coast 24.1

(b) SchoolS with an enrolment of 600 learnerS or more (440 SchoolS)

School name principal diStrict tot ave%Rosmead Central Primary School Mr KM Boyd Metro Central 20.5Kuyasa Primary School Mr A Daniels Metro East 31.9Enkululekweni PrimarySchool Mrs NA Tomose Metro North 24.9Entshona Primary School Mrs GX Mahlaba Metro South 23.3Victoriapark Primêre Skool Mr R Titus Cape Winelands 21.0Slangrivier Primêre Skool Mr MA Pepper Eden & Central Karoo 15.6Riviersonderend Primêre Skool Mr JKO Duminy Overberg 19.3Vooruitsig Primêre Skool Mr A Pietersen West Coast 16.7

School name principal diStrict tot ave%Rosmead Central Primary School Mr KM Boyd Metro Central 20.5Kuyasa Primary School Mr A Daniels Metro East 31.9Enkululekweni PrimarySchool Mrs NA Tomose Metro North 24.9Entshona Primary School Mrs GX Mahlaba Metro South 23.3Victoriapark Primêre Skool Mr R Titus Cape Winelands 21.0Slangrivier Primêre Skool Mr MA Pepper Eden & Central Karoo 15.6Riviersonderend Primêre Skool Mr JKO Duminy Overberg 19.3Vooruitsig Primêre Skool Mr A Pietersen West Coast 16.7

School name principal diStrict tot ave%Rosmead Central Primary School Mr KM Boyd Metro Central 20.5Kuyasa Primary School Mr A Daniels Metro East 31.9Enkululekweni PrimarySchool Mrs NA Tomose Metro North 24.9Entshona Primary School Mrs GX Mahlaba Metro South 23.3Victoriapark Primêre Skool Mr R Titus Cape Winelands 21.0Slangrivier Primêre Skool Mr MA Pepper Eden & Central Karoo 15.6Riviersonderend Primêre Skool Mr JKO Duminy Overberg 19.3Vooruitsig Primêre Skool Mr A Pietersen West Coast 16.7

School name principal diStrict tot ave%Rosmead Central Primary School Mr KM Boyd Metro Central 20.5Kuyasa Primary School Mr A Daniels Metro East 31.9Enkululekweni PrimarySchool Mrs NA Tomose Metro North 24.9Entshona Primary School Mrs GX Mahlaba Metro South 23.3Victoriapark Primêre Skool Mr R Titus Cape Winelands 21.0Slangrivier Primêre Skool Mr MA Pepper Eden & Central Karoo 15.6Riviersonderend Primêre Skool Mr JKO Duminy Overberg 19.3Vooruitsig Primêre Skool Mr A Pietersen West Coast 16.7

(c) SchoolS with an enrolment of leSS than 600 learnerS (512 SchoolS)

School name principal diStrict tot ave%Regina Coeli RC Primary School Mr AD Meyer Metro Central 27.7Kraaifontein AME Primêre Skool Mrs Z Muller Metro East 9.3Lawrensia Primêre Skool Mrs ED Peters Metro North 17.0Christian David Mor Primêre Skool Mr MB Erasmus Metro South 26.4Kromlin Primêre Skool Mr JF Pieters Cape Winelands 19.0Franken VGK Primêre Skool Mr MP Carolus Eden & Central Karoo 20.1Laerskool Buffeljagsrivier Mr E Fritz Overberg 16.2Chatsworth AME Primêre Skool Mr EV Hendricks West Coast 11.6

School name principal diStrict tot ave%Regina Coeli RC Primary School Mr AD Meyer Metro Central 27.7Kraaifontein AME Primêre Skool Mrs Z Muller Metro East 9.3Lawrensia Primêre Skool Mrs ED Peters Metro North 17.0Christian David Mor Primêre Skool Mr MB Erasmus Metro South 26.4Kromlin Primêre Skool Mr JF Pieters Cape Winelands 19.0Franken VGK Primêre Skool Mr MP Carolus Eden & Central Karoo 20.1Laerskool Buffeljagsrivier Mr E Fritz Overberg 16.2Chatsworth AME Primêre Skool Mr EV Hendricks West Coast 11.6

School name principal diStrict tot ave%Regina Coeli RC Primary School Mr AD Meyer Metro Central 27.7Kraaifontein AME Primêre Skool Mrs Z Muller Metro East 9.3Lawrensia Primêre Skool Mrs ED Peters Metro North 17.0Christian David Mor Primêre Skool Mr MB Erasmus Metro South 26.4Kromlin Primêre Skool Mr JF Pieters Cape Winelands 19.0Franken VGK Primêre Skool Mr MP Carolus Eden & Central Karoo 20.1Laerskool Buffeljagsrivier Mr E Fritz Overberg 16.2Chatsworth AME Primêre Skool Mr EV Hendricks West Coast 11.6

School name principal diStrict tot ave%Regina Coeli RC Primary School Mr AD Meyer Metro Central 27.7Kraaifontein AME Primêre Skool Mrs Z Muller Metro East 9.3Lawrensia Primêre Skool Mrs ED Peters Metro North 17.0Christian David Mor Primêre Skool Mr MB Erasmus Metro South 26.4Kromlin Primêre Skool Mr JF Pieters Cape Winelands 19.0Franken VGK Primêre Skool Mr MP Carolus Eden & Central Karoo 20.1Laerskool Buffeljagsrivier Mr E Fritz Overberg 16.2Chatsworth AME Primêre Skool Mr EV Hendricks West Coast 11.6

0026/2011 New traffic offences and penaltieshttp://wced.school.za/circulars/circulars11/e26_11.html

0027/2011Informing officials who make use of government owned vehicles of the requirement to submit a completed driver database verification formhttp://wced.school.za/circulars/circulars11/e27_11.html

0028/2011Guidelines to be followed when dealing with progression and promotion appeals at school and district levelhttp://wced.school.za/circulars/circulars11/e28_11.html

0029/2011Grade R subsidies and other ECD-related matters for 2012 http://wced.school.za/circulars/circulars11/e29_11.html

0030/2011Employee health and wellness service to WCED employeeshttp://wced.school.za/circulars/circulars11/e30_11.html

0031/2011Completion and submission of driver database verification form and documentshttp://wced.school.za/circulars/circulars11/e31_11.html

0001/2012Increase in the amounts payable for boarding, transport and private boarding bursaries, and also personnel subsidies to hostels and schoolshttp://wced.school.za/circulars/circulars12/e1_12.html

0002/2012Final timetable and arrangements for the February - March 2012 National Senior Certificate Supplementary Examinations http://wced.school.za/circulars/circulars12/e2_12.html

0003/2012Particulars of the financial allocation to SECTION 21 schools for the 2012/13 financial year and guidelines for the procurement of goods and serviceshttp://wced.school.za/circulars/circulars12/e3_12.html

education planning minuteS

INSTITUTIONAL RESOURCE SUPPORT

0008/2011Delivery of curriculum resources to schools for the 2012 academic yearhttp://wced.school.za/circulars/minutes11/PSminutes/edirs8_11.html KNOWLEDGE AND INFORMATION MANAGEMENT

0010/2011Online capture of 2011 progressions/promotions on the CEMIShttp://wced.school.za/circulars/minutes11/PSminutes/edkm10_11.html

circularSThe Western Cape Education Department issued the following circulars and circular minutes during the period November 2011 and February 2012

0001/20122012 Snap survey for ordinary public schools and reminder about grade 12 subjectshttp://wced.school.za/circulars/minutes12/PSminutes/edkm1_12.html

RESEARCH SERVICES

0001/2012Results of the 2011 WCED grades 3 and 6 systemic testshttp://wced.school.za/circulars/minutes12/PSminutes/edrs1_12.html

0002/2012Results of the 2011 WCED grade 9 systemic testshttp://wced.school.za/circulars/minutes12/PSminutes/edrs2_12.html

0003/2012Release of exemplars for the WCED systemic tests for grades 3, 6 and 9http://wced.school.za/circulars/minutes12/PSminutes/edrs3_12.html

curriculum and aSSeSSment management minuteS

ASSESSMENT MANAGEMENT

0012/2011Practical assessment tasks for 2012 National Senior Certificatehttp://wced.school.za/circulars/minutes11/CMminutes/edam12_11.html

CAPE TEACHING AND LEADERSHIP INSTITUTE

0008/2011Registration procedures for training courses, conferences and seminars offered at the Cape Teaching and Leadership Institute in 2012 http://wced.school.za/circulars/minutes11/CMminutes/ectli8_11.html

curriculum get

0019/2011Grade 4 - 7 Natural Sciences kits for 217 Quintile 1 schools and six district officeshttp://wced.school.za/circulars/minutes11/CMminutes/edcg19_11.html

curriculum fet

0014/2011National Senior Certificate Examinations - prescribed literature for study in grade 12 for all official languages at home, first and second additional language levels in public and independent schools for the interim period 2012 – 2013http://wced.school.za/circulars/minutes11/CMminutes/edcf14_11.html

0015/2011Delivery of school bags and stationery for foundation phase learners at National Quintile 1 primary schoolshttp://wced.school.za/circulars/minutes11/CMminutes/edcf15_11.html

0017/2011Revision programme in February-march 2012 for candidates writing supplementary National Senior Certificate examinationshttp://wced.school.za/circulars/minutes11/CMminutes/edcf17_11.html

0018/20112012 LOK symposium for teachers of afrikaans home language and first and second additional languages (grades 10 and 12)http://wced.school.za/circulars/minutes11/CMminutes/edcf18_11.html

0019/2011Delivery of tips for success booklets to 2012 National Senior Certificate candidates http://wced.school.za/circulars/minutes11/CMminutes/edcf19_11.html

0020/2011Grades 11 and 12 prescribed literature production at Artscape in 2012 http://wced.school.za/circulars/minutes11/CMminutes/edcf20_11.html

examinationS adminiStration

0009/2011Announcement of the 2011 national Senior Certificate Examination resultshttp://wced.school.za/circulars/minutes11/CMminutes/edea9_11.html

inStitution development and coordination minuteS

INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING

0016/2011Adaptation to means test used for calculating boarding bursaries payable to needy learnershttp://wced.school.za/circulars/minutes11/IDCminutes/eimg16_11.html

0017/2011Election of governing bodies for public schools in 2012http://wced.school.za/circulars/minutes11/IDCminutes/eimg17_11.html

0018/2011Start of 2012 academic year for Adult Education and Training (AET) centreshttp://wced.school.za/circulars/minutes11/IDCminutes/eimg18_11.html

0019/2011Revised regulations relating to the registration of and subsidies to independent schools (excluding independent pre-primary schools)http://wced.school.za/circulars/minutes11/IDCminutes/eimg19_11.html

SPECIALISED EDUCATION SUPPORT

0003/2011World Aids Day 2011http://wced.school.za/circulars/minutes11/IDCminutes/edse3_11.html

corporate ServiceS minuteS

BUSINESS STRATEGY & STAKEHOLDER MANAGEMENT

0001/2011School improvement plan and annual school reporthttp://wced.school.za/circulars/minutes11/CSminutes/edsg1_11.html

HUMAN RESOURCE MANAGEMENT

0007/201116 Days of activism against gender- based violencehttp://wced.school.za/circulars/minutes11/CSminutes/ehrm7_11.html

0008/2011The integrated Quality Management System (IQMS) process for learning support educatorshttp://wced.school.za/circulars/minutes11/CSminutes/ehrm8_11.html

0009/2011Importance of sound performance management http://wced.school.za/circulars/minutes11/CSminutes/ehrm9_11.html

0010/2011Issuing of vacancy lists 2012: Institution-based Educator postshttp://wced.school.za/circulars/minutes11/CSminutes/ehrm10_11.html

0011/2011Issuing of vacancy list for posts of Administration Clerk and General Assistant http://wced.school.za/circulars/minutes11/CSminutes/ehrm11_11.html

0012/2011Advanced pay date for temporary wced staff (public servants and cs educators) from 31 december 2011 to 22 december 2011http://wced.school.za/circulars/minutes11/CSminutes/ehrm12_11.html

0013/2011Importance of educators and public servants applying for permission to perform remunerative work outside the public servicehttp://wced.school.za/circulars/minutes11/CSminutes/ehrm13_11.html

procurement management

0002/2011Submission of requisitions for the 2011/12 financial year by responsibility managershttp://wced.school.za/circulars/minutes11/CSminutes/edpm2_11.html

0001/2012The WCED online electronic telephone directory http://wced.school.za/circulars/minutes12/CSminutes/edpm1_12.html

noticeboardMARCH 2012updateEDUCATION

14

a quick guide to

noticeboard

Investigation of possible serious misconduct (1) Where it is alleged that the conduct of a learner may constitute serious misconduct in terms of regulation 3(1), the allegation must be brought to the attention of the principal who must— (a) investigate or cause an investigation to be carried out to determine whether there are grounds for a disciplinary hearing; (b) decide whether there is sufficient evidence to institute disciplinary action against the learner in respect of the serious misconduct and whether or not to report the matter to the governing body.

(2) The governing body may, on reasonable grounds, and as a precautionary measure, suspend the learner suspected of serious misconduct from attending school for a period not longer than seven school days.

(3) The governing body must – (a) inform the learner and the parents of the learner of the intention to suspend and the

reasons therefore; (b) afford the learner and the parents of the learner a reasonable opportunity to make representations to the governing body in relation to such suspension; and (c) report the decision of the suspension of the learner to the District Director, who must keep a register of all such suspensions.

(4) The governing body must conduct disciplinary proceedings in the manner contemplated in section 8 of the Act against the learner within seven school days after the suspension of such learner.

(5) If disciplinary proceedings are not conducted within seven school days after the suspension of the learner, the governing body must obtain the approval of the Head of Department for the continuation of the suspension of such learner.

The document, with the relevant addenda, will be made available to schools under cover of a circular

ADvAnCing youth LeADership in sChooLsA one-day seminar involving 200 Teacher Liaison Officers (TLOs) from the 8 education districts, district Representative Council of Learners co-ordinators, and school management team and school governing body members of the relevant schools, has been scheduled for Saturday, 17 March 2012. The seminar will cover topics ranging from an international perspective on youth leadership development, the role of teachers in advancing youth leadership and examples of youth leadership activities in schools. This will be followed by a panel discussion. The theme of the seminar is “Advancing youth leadership in schools”. TLOs who wish to reserve a place at the seminar should contact Ms Zoliswa Lonja at Zoliswa.Lonja@pgwc.gov.za or tel. no. 021467 2070.

new reguLAtions reLAting to DisCipLinAry ACtionThe Western Cape Government recently passed new regulations relating to the disciplining, suspension and expulsion of learners in schools situated in the Western Cape. The regulations were gazetted on 15 December 2011 and will become effective in all public schools in the province from 2 April 2012. The procedures set out in the new regulations have been amended and updated in line with the various amendments to the SA Schools’ Act, 84 of 1996. The disciplinary procedures when dealing with cases of possible serious misconduct have been set out more comprehensively and are more user friendly for schools. An extract from the provincial notice:

management implementation

fact file

sport

Schools urged to get behind the bokSmart programme

call for comments on the draft school sport policy

t his followed the recently signed agreement between the DBE and the Department of Sport and

Recreation (SRSA) regarding the

management and implementation of school sport.

The Policy sought to clarify issues of governance and custodianship of school sport as well as roles and responsibilities of stakeholders.

The department said in a media statement that the main objectives of the policy were to:

ensure that learners in all schools get an opportunity to participate and develop sporting skills;

expose learners to a variety of sporting codes provided by the

school;

create conditions for the develop-ment and nurturing of identifi ed talent in specifi c sport codes; and

create vibrant school sport code structures, that are effective and properly managed.

The draft policy stated that all schools shall offer physical educa-tion as specifi ed in the curriculum and all schools must be encouraged to participate in the minimum of two codes of sport per quarter for boys and girls.

An injury on the rugby fi eld is one too many and all schools in the Western Cape have been encouraged to follow the guidelines of the BokSmart national rugby safety programme.

ers’ Fund. The Western Cape Education Department supported this initiative.

The department realised that this programme addressed the fundamental factor of keeping children safer on the playing fi elds, and had the added benefi t of encouraging greater participation in the sport at schools in the Western Cape.

The BokSmart programme was built on the four main pillars of injury prevention, injury management, player safety, and player performance. A key factor of the programme was to reduce the number of avoidable catastrophic head, neck and spine injuries associated with the game, and to educate on how best to manage them appropriately, should they occur. Any catastrophic head, neck and spine injury, albeit it very few in rugby in relation to the number of people playing the game, was

unacceptable. Many of these incidents were potentially avoidable.

An important aspect of the programme was to teach safe and effective techniques in contact, which aimed to reduce the incidence and severity of injury, make the game safer for all involved and improve rugby performance at the same time. The safest techniques in contact were also the most effective. For example the safest body position in the scrum also allowed for a more powerful scrumming performance, and at the same time reduced the risk of injury. These aspects were dealt with in more detail within the BokSmart Rugby Safety Workshops.

Another core feature of the programme was to provide guidance and advice on how best to ensure a safe playing environment for rugby.

As of 1 January 2011, SARU regulated that no coach or referee may participate in rugby in SA if they have not been certifi ed via the BokSmart Rugby Safety Workshops. This license is valid for a two-year period, after which the coach or referee has to be recertifi ed on the new-est version of the BokSmart course to remain active in rugby within SA.

Dr. Wayne Viljoen, BokSmart Manager, said a total of 28 761 people received training during the 1st BokSmart Cycle between July 2009 and June 2011. The majority of participants in the 1st Cycle were associated with schools (70%, on average over the period).

Viljoen said they were ready to start the rollout of BokSmart Cycle 2.

BokSmart was a joint initiative be-tween the South African Rugby Union and the Chris Burger Petro Jackson Play-

The Department of Basic Education (DBE) has gazetted a draft school sport policy and invited the public to comment. The deadline for submissions was 30 March 2012.

MARCH 2012 15updateEDUCATION

THE PROGRAMME H AS FO U R MAIN D IV IS IO NS :

“enSure that learnerS in all SchoolS get an opportunity to participate and develop Sporting SkillS.”

“the bokSmart programme waS built on the four main pillarS of inJury prevention, inJury management, player Safety, and player performance.”

The BokSmart Rugby Safety Workshops, a compulsory DVD facilitated course that all coaches and referees in SA have to attend on a biennial basis to remain active,

The BokSmart Rugby Medic Programme operated by EMT, which focused on

1

2

3

underprivileged rugby playing communities with limited medical support staff and resources,

The BokSmart Spineline number (0800 678 678) operated by ER24, which assisted in the management and road transport of head, neck and spine injured rugby players to the nearest applicable medical facilities, and

The freely accessible online educational resource www.boksmart.com, which had a wealth of researched documentation and practical advice on a variety of related topics.

4

awardS ceremony

The Under 14 Football team of Cloetesville Primary School will repre-sent the Western Cape at the National Leagues Tournament in Gauteng from 31 March to 2 April.

The other Western Cape teams that qualified for the tournament included the under 14 Football Girls team of Teske Gedenk Primary School in Beau-fort-West, the Under 14 Netball team of St. Helena Primary School and the Under 18 Netball team of the Western Cape Sport School.

Cloetesville Primary School expe-rienced a very successful season thus far. Their victory in the triangular Un-der 14 provincial football tournament in Kimberley in December was pre-ceded by their excellent performance

at the Milo National Under 13 tourna-ment. Cloetesville ended second.

Rodger Cupido, the coach, said their performance at the Milo tourna-ment boosted the players’ confidence. They competed in knock-out games against teams from the Northern Cape and the Eastern Cape to determine who will advance to the National Tournament.

Cupido said although about half of his victorious team went to high school this year, soccer was thriving at the school. “We anticipated this by taking some Under 13 players on the tournament last year.”

Cloete said the players were excited about advancing to the Nationals and were ready for the challenge.

Primary school soccer team advance to the “big” league

School Sport Organisastion hosts historic awards ceremonyThe Western Cape School Sport Organisation (WECASSO) hosted its first Annual Merit Awards Function in December to honour learners who have performed outstandingly in sport during 2011.

WECASSO chairperson Pieter Lourens said the occasion was significant because it was the first time in the history of school sport in the province that all participants of the three regions and in different codes of sport were honoured in this way. “This is indeed a special occasion to bring tribute to our stalwarts of school sport, especially those from a previously disadvan-taged dispensation, and equally important, our athletes from the different sporting codes. It is important to reflect on, and acknowledge the performances of our athletes as this gesture may inspire them to greater performances, leadership, disci-pline and combating the evils of modern society.”

Willem van Schalkwyk was named the Overall Sportsperson of the year.

the winnerS in the other categorieS were:

Joanna Winterbach (WP Netball) – Coach of the year

Marie Le Roux (Boland Netball) – Technical Official of the year

Doreen slingers (WP) – Administrator of the year

south Western Districts (Henry Paulse) – Region of the year

Alexa Haasbroek (Boland) – Primary School Sports Girl of the year

Linford Maree (Boland) – Primary School Sports Boy of the year

Maryke Wolhuter (WP) – LSEN Sports Girl of the year

Neceedo Petersen (SWD) – LSEN Sports Boy of the year

Jean-Marie senekal (Boland) – Secondary Sportsperson of the year (Female)

Willem van schalkwyk (Boland) – Secondary Sportsperson of the year (Male)

MARCH 2012updateEDUCATION

16 sport

reaching new heightS

rondebosch cricketer triumphs with bat and ball

Dayyaan took nine wickets for only

one run for his school’s first team. DF Malan’s

batsmen were all out for only 18 runs and Rondebosch reached the target easily. The two sides agreed to a T20 match and Dayaan scored 196 not out with the bat.

“We expected him to do well but the extent of his success was certainly better than anticipated!!” said Rob Dalrymple, the cricket coach at Rondebosch Boys High. “We were thrilled for him and very proud. “

Dayyaan has represented WP youth cricket in the different age groups from an early age. He was the leading run scorer at the Standard Bank U13 Provincial Tournament scoring a total of 287 runs in 2010. He was also

very successful at the Under 15 week last year playing as an under 14 were he scored 100 against Gauteng to win the match for WP. Earlier this year he scored a hundred against Border for the WP under 19 side.

Dalrymple said Dayyaan is an all-rounder but batting is his first love.

Dayyaan’s performance was the best in the school’s history since Sandy le Roux took 10 for 43 against Bishops under 14A in 1985.

Dayyaan Galiem (15) of Rondebosch

Boys High School has made headlines after his sensational

performance with bat and ball in a cricket

match against DF Malan High School.

“Setting the cricketing world alight.”

Dalrymple said Dayyaan is very driven and wants to play as often as he can. “We do keep a check on the number of overs that he is bowling during the week to try and reduce the chances of injuries. We have also not played him in all the first team matches this year to give him a rest and have also included him in the under 15 side on occasion to ensure that he retains contact with his peer group.”

The talented cricketer can also be seen in action on the rugbly field and the squash court.

Dalrymple said Dayyaan has received a lot of attention since his amazing feat and the school was conscious of trying to keep him grounded and help him to maintain a balance between his academic work and his cricket.

Photo: www.irfaansquared.com

paarl boyS’ high were convincing winnerS of the cricket South africa SchoolS twenty20 challenge, beating northern cape by four wicketS in the final at SenweS park in potchefStroom on Sunday, 19 february.

Paarl, representing the Nashua Mobile Cape Cobras, remained unbeaten in their five games and were deserving winners.

Northern Cape, who lost in a super over in last year’s final,

chose to bat first and closed at 120 for 9. Xander Pitcher scored 40 off 36 balls, but Boys’ High took regular wickets. Darren Papier, who claimed three wickets for 16 runs and Jean-Luc Du Plessis, who took 2 for 16, were the pick of the bowlers.

Boys’ High lost early wickets. Approaching rain clouds increased the pressure on their batsmen as they fell behind the Duckworth Lewis adjusted total. The rain arrived with Boys’ High on 53 for 4 with 60 more runs needed. However the interruption was

short lived and despite losing two further wickets Man of the Match, Nelis Janse van Rensburg, continued to score at will, and the winning runs were scored with 9 balls remaining.

Boys’ High were rewarded for all their efforts with winnings of R100 000 and for his superb batting throughout the tournament Hanno Kotzé was named Man of the Series and received a cheque for R3 000.

PAARL BOyS ’ H IGH 20 1 2 T 20 S C H O O LS C H AMPIONS

From left: man of the match, Nelis Janse van Rensburg and

man of the series Hanno Kotzé.