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JUNE 2014 ISSUE 20

Newspaper of the WCED

EDUCATION

INSIDE / NEWS

Technology opens door for visually impaired learner

. See page 4

FEATURE

Art and Music Centres collaborate in World Design

Capital 2014 celebration

See page 7

IN DEPTH

Report shares best practice at schools

evaluated during 2013

See page 10

SPORT

New sport facility brings joy to learners

in Gugulethu

See page 16

“WE HAVE THE POWER TO DECIDE THE FUTURE OF OUR CHILDREN, AND THEREBY OUR PROVINCE AND OUR COUNTRY. IT IS AN INCREDIBLE RESPONSIBILITY. ”

The new Western Cape Cabinet was sworn in by Western Cape High Court Deputy Judge President,

Jeanette Traverso, on 26 May 2014. The cabinet comprises eight ministers who have served in the provincial government before, and two new ministers.

Grant is now responsible for Transport and Public Works.

Premier Helen Zille said the voters had given the DA provincial government a second term to continue their work.

“It is therefore essential to retain continuity, experience and

institutional knowledge in the Provincial Cabinet. At the same time, it is important to introduce fresh thinking and new ideas, so that we can continue to improve the way we govern.”

Head of Education, Penny Vinjevold, wished Schäfer every success and offered the department’s full support as she takes on the demanding education portfolio.

Schäfer said she looked forward to the challenge ahead and working together to achieve great things for education in the Western Cape. “I want to ensure that the education outcomes achieve internationally

WCED welcomes new Education Minister

benchmarked standards.”Schäfer added that over the next

five years she wanted to ensure that there are sufficient schools and dedicated teachers to educate the learners of the Western Cape to the best possible standards; ensure that schools are safe and educate communities about the importance, roles and functions of governing bodies in ensuring quality education for children.

The minister had the following message for teachers, learners, parents and public servants employed by the WCED: “Education is the most important foundation in a person’s

life. If the quality of a child’s education is not up to scratch, it affects their chances later in life.”

“It is like a chain - if any one of the rolepayers mentioned does not play their part in educating our children, it weakens the entire chain. We have the power to decide the future of our children, and thereby our province and our country. It is an incredible responsibility. Let us not be the weakest link.”

Schäfer served as a Member of Parliament since 2009, where she also served as the Deputy Shadow Minister of Justice and Constitutional Development. She was a member of the Justice and Constitutional Development Portfolio Committee.

Schäfer practiced as an attorney of the Cape High Court for 12 years before starting her political career as a City Councillor. She served on her daughters’ primary school governing body for a number of years. She also served on the Council of False Bay College until last year.

Vinjevold wished Grant every success and thanked him for everything he has done for education in the province over the past five years.

The outgoing minister visited the Athlone School for the Blind in Bellville South on 22 May, where he announced that the WCED was expanding access to technology for visually impaired learners.

The WCED has equipped every learner in Grades 4 to 12 at the Athlone and Pioneer schools for the blind with special portable computers that enable them to read and write documents in braille.

The investment follows a pilot programme try-out of the technology in 2013. The technology also includes a device for scanning and reading printed text, and a portable MP3 player designed for blind users.

“I am very proud of what we have achieved in advancing the quality of teaching and learning for visually impaired learners in this Province,” Grant said.

“I am delighted to end my journey as Education Minister at this school, with a positive and revolutionary contribution to education.”

The Western Cape’s new Education Minister, Debbie Schäfer, will continue the turnaround strategy introduced by her predecessor, Donald Grant, focussing in particular on improving performance in literacy and numeracy and retention rates.

JUNE 20 142 news

Youth engage with wider world at 2014 Caltex / SAIIA Interschool QuizA record number of 55 high schools from the Western Cape Province participated in the 22nd annual Caltex / SAIIA Interschool Quiz, held on 26 March 2014 at Bishops Diocesan College in Rondebosch.

EXCELLENCE

The winning team from Claremont High School with Prof Goldberg. Photo credit: SAIIA

The provincial government launched a capital infrastructure delivery website which provides

a comprehensive picture of the many key infrastructure projects over the next three financial years.

Some of the projects outlined include infrastructure projects that will benefit education, such as new and replacement schools and maintenance projects.

Of the 62 schools, 22 are new schools – 10 primary and 10 secondary.

Two of the schools are Special Needs Schools and 40 are replacement schools – 35 primary schools and 5 secondary schools.

The schools and areas have been selected using base information on the utilisation levels of schools depicted geographically. In addition to this base information, it includes school-specific data such as learner enrolment levels and trends, the actual and required size of school facilities; whether

schools operate from leased premises or are built with inappropriate materials.

In addition to the new and replacement schools, a large proportion of the infrastructure spend will be on maintenance.

The successful and structured roll-out of textbooks to all schools over the last three years has pointed the way to a similar approach which will be taken in terms of infrastructure and maintenance.

In the last three years, the WCED increased the school maintenance budget significantly and plans to direct more expenditure towards maintenance projects in the next three years where R599 million will be spent on maintenance projects at nearly 400 schools.

The major focus on maintenance in this plan is not only about increasing the portion of the budget available for improving the maintenance of schools. It is also

Current and future education infrastructure projects – accessible to the publicOver the next three financial years, communities throughout the Western Cape will see the completion or the start of construction of 62 new and replacement schools at a cost of R2.1 billion.

The 220 participating learners answered a series of challenging questions on international affairs,

focusing in particular on South Africa’s relations with the rest of the world. Learners prepared by reading the Cape Times for two weeks in March, copies of which were generously donated by the paper to participating schools.

Prof Denis Goldberg provided a moving keynote address on the theme of 20 years of freedom, recalling his time in prison as a leading member of the anti-apartheid struggle. “For sixteen years we were not allowed access to news of any kind,” he told learners. “We had such a hunger for it. That the South African Institute of International Affairs encourages schools and learners to read about the world – I think that’s marvellous.” He received a standing ovation from learners, all of whom were born after 1994.

The Most Improved Trophy was awarded to Simon’s Town High School, who moved from 41st place last year to 9th place this year. An enthusiastic new teacher encouraged them in their preparations and ensured they could attend the dedicated quiz workshop, provided annually for schools who either require more assistance or who are new to the quiz.

The learners were set 20 challenging questions, related to both articles published in the Cape Times and papers produced by South African Institute of International Affairs (SAIIA).

The quiz is hosted each year by the Western Cape branch of SAIIA, in line with SAIIA’s objective to engage more young people in international affairs.

For more information on the quiz and how to involve your school, contact Pippa Segall on wcbranch@saiia.org.za

about fundamentally changing the way maintenance is conceived and executed, as well as engaging with schools and communities so that they too can play a role in making school structures conducive to positive learning environments.

The maintenance projects will focus on roof repairs; sewage and ablution facilities; water supply; electrical supply; structural repairs; gutters and facia boards; ceilings; perimeter fences as well as painting.

The Western Cape Government believes that the publishing of the details of infrastructure investments over the next three years on the website, demonstrates the Western Cape Government’s

commitment to transparency and investing in, and developing, infrastructure in the province.

Western Cape Education Minister Donald Grant said the provincial government hoped the website will be used as a tool for citizens to become more informed about the planned education infrastructure projects in their communities.

“We must, however, remember that the environment within which our education system operates is evolving all the time and that there will be times when specific needs of schools will have to be accommodated - such as unexpected growth in certain areas.”

“We need to be planning and responding better to the changing demands on our education system. With our Geographic Information System (GIS) for Infrastructure Planning and the implementation of this three year infrastructure plan we are confident that we have been able to do just that.”

“That is why we will also continue updating the website with new infrastructure projects that will be delivered in the future.”

To view the location of the schools – please visit the capital expenditure website accessible via the home page banner at www.westerncape.gov.za

JUNE 20 14

EDUCATION

3news

DBE recognises Overberg as a top performing district

Schools celebrate Library Week

The Department of Basic Education hosted the inaugural Education Districts Excellence

Awards on Thursday, 3 April 2014 in Sandton, Johannesburg.

Basic Education Minister Angie Motshekga said the awards honoured districts that, against all odds, have continued to work tirelessly to ensure learners receive a quality education. “Districts are the link between Provincial Education Departments, their education institutions and the public in general.”

Motshekga said 37 of the country’s 81 education districts performed at 80 per cent and above in the 2013 NSC. She listed Overberg as one of the top five

This theme served as an opportunity to focus attention on celebrating the role of libraries

during the 20 years of South African democracy; highlighting how libraries are making the right to freedom of access to information, as enshrined in the Bill of Rights, a reality and how libraries enhance nation building and community development by opening the doors of learning to all.

Sid G Rule Primary School had a special programme where learners expressed how much their school library and public libraries mean to them and how

leaders in the pack, with a pass rate of 90%.

The district received an award in the category: Improved Bachelor Passes in recognition of the 3.9% improvement over the past four years in the number of candidates who achieved passes that could gain them access to Bachelor’s degree studies.

Overberg District Director, Bertram Loriston said success could not be attributed to one reason or intervention. “The relationship our schools have built with their parents and the relationship between the district and the schools play a big role.”

The district also received a Best School Nutrition Award on 7 March 2014 at a ceremony in the North-West, also hosted by DBE.

proud they are of their school librarian. The impact of the school library was evident in the overall results of the school.

Eisleben Road Primary School launched its school library during South African Library Week. This new school library was established as a partnership between ShoutSA, 140 BBDO (an advertising agency) and Breadline Africa (an NGO).

ShoutSA founders, Danny K and Kabelo, were present to emphasise the importance of the library and to encourage learners to use, look after and be proud of it. Learners were excited to have a new school library.

The Overberg Education District received an award for consistent performance in the matric exams.

Schools in the Western Cape celebrated South African Library Week, along with the rest of the country, from 17-23 March 2014 with the theme “Celebrating Libraries in 20 years of Democracy: Check in @your library!”

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

wcednews@westerncape.gov.zaTel: 021 467 2707

DIRECTOR OF COMMUNICATIONPaddy Attwell

EDITORMillicent Merton

CONTRIBUTORSRemo AdamsChasfred AhrendsTommy BothaKaren BydellBronagh CaseyTheresa de YoungSusan HanekomBronwynne JoosteAmeerah KennyEddie KirstenByron La HoeMarisa LouwGuy LyntonSigamoney NaickerFransonette SwartIsmail TeladiaHerman van der WesthuizenRob Young-PughNjabulo Zondi

DESIGN Y&R

updateEDUCATION

“EISLEBEN ROAD PRIMARY SCHOOL LAUNCHED ITS SCHOOL LIBRARY DURING SOUTH AFRICAN LIBRARY WEEK. ”

AWA

RDS

Overberg District Director Bertram Loriston with the National School Nutrition Programme Award and the Education District Excellence Award the district received from the Department of Basic Education.

JUNE 20 144 news

Technology opens door for visually impaired learner

Maths and science tutors to help learners in schools

The Western Cape Education Department invested in 15 e-braille portable computers to

two schools for the blind in the province last year.

The department has moved one of the machines to Swartland High School in Malmesbury to enable the Grade 9 learner to transfer to the school from the Pionier School for the Blind in Worcester.

Pieter-Jans Dürr has 30% vision and reads using braille.

Both schools and Pieter-Jans’ family fully support the move. Pieter previously attended Swartland Primary School and was keen to return to an ordinary school.

The arrangement provided an excellent example of inclusive education at work, in line with national policy on inclusive education.

In terms of the policy, education authorities try to accommodate learners with barriers to learning in ordinary schools as far as possible.

The e-braille readers make it possible for blind readers to read textbooks in braille, among other features.

The WCED provided the machines last year following a study by the department’s Special Education Support directorate into ways of supporting blind learners using technology.

The BrailleNote Apex computers make it possible for blind learners to read electronic text using an electro-mechanical display that raises dots against a flat surface.

Learners can also to listen to the text via computer generated speech. They can browse the internet via wi-fi and connect to other devices via Bluetooth.

Bronagh Casey, spokesperson for Western Cape Education Minister

Donald Grant, said Mathematics and Physical Science are subjects that are key to the development and progress of the Western Cape.

Proficiency in mathematics also forms the basis of many further education and training fields in science, technology, engineering and business - all key sectors for a growing economy.

“Therefore, as a government, we are working hard to encourage more learners to take mathematics and science so that we can grow our future economic workforce and broaden the life chances of our learners. While there are a number of mathematics and science strategies underway in our schools, the WCED is introducing a further initiative in the form of maths and science tutors.”

Casey said there was evidence in other countries, and in the Western Cape, that tutor support to learners has positive results.

Learners can use the device to type text in braille. They can retrieve text and save their work on flash drives for assessment.

Learners can read and listen to text in various formats, including PDF and Word files.

The schools for the blind have discouraged spoken text to encourage development of braille reading and typing skills. They can also use the device to send and receive email.

The WCED has arranged training for Pieter’s teachers who will monitor his writing via an external computer monitor that will present his work in normal text. They can also print out his assignments in standard text.

Specialised Education Support staff also explained the device to Pieter’s parents.

The devices are expensive – costing about R57 000 each. The WCED invested about R1 million in the project last year.

The investment has been worth it. Producing textbooks in braille is a slow and expensive process. Technology will help to expand access to texts and opportunities for visually-impaired learners to participate in the digital world.

Pieter is raring to go and to make the most of life in an ordinary school. Swartland has noted his leadership potential and has already put him in charge of the school radio.

She said the tutors can assist mathematics and science teachers in WCED high schools, where needed, and assist learners who are struggling or aim to attain high marks for entrance into study at university.

The department planned to recruit graduates who have two or three years of mathematics and/or physics, chemistry or other relevant science programmes in their first degree. They may be post-graduate students who are studying and tutoring at the same time. Or they may be graduates who are working in education or other professions who wish to provide tuition.

The tutoring programme will start in July 2014. At the same time the department will select individual learners who require additional tuition.

Tutors will be interviewed, and if suitable, briefed on the learners and their class or individual curriculum needs. The tutors will then meet their group of learners and agree on mutually suitable times for tuition and then plan for approximately 50 hours

Technology has helped a visually-impaired learner to transfer from a school for the blind to an ordinary public school in Malmesbury.

The Western Cape Education Department will be recruiting 100 maths and science tutors to assist learners in Grades 10 to 12.

of tuition between July and October 2014.

Their main functions will be to teach learners core concepts identified by the WCED in these subjects. The learners will be assessed by the tutors through various tests. These tests will be marked by the tutors and they will be required to provide feedback, identify areas that need assistance and then test again.

The WCED will identify schools that require assistance in mathematics and science based on the school’s results, internal exams and the NSC, as well as individual marks. This will be done in consultation with the districts.

Chasfred Ahrends of the Specialised Education Support Directorate explains to Western Cape Education Minister Donald Grant how the e-braille computer works. From left are Pieter-Jans Dürr, Swartland High School Principal Dirk Marais, Rodney du Plessis and Bronagh Casey of the Education Ministry, Sarie Nell and John Dürr. (Photo credit: die courant)

The winners of the 2014 Nedbank, Western Cape Provincial Treasury and WCED Essay Writing Competition with dignitaries.

“THERE WAS EVIDENCE IN OTHER COUNTRIES, AND IN THE WESTERN CAPE,

THAT TUTOR SUPPORT TO LEARNERS HAS

POSITIVE RESULTS.”

“THE COMPUTERS MAKE IT POSSIBLE FOR BLIND LEARNERS TO READ ELECTRONIC TEXT USING AN ELECTRO-MECHANICAL DISPLAY THAT RAISES DOTS AGAINST A FLAT SURFACE.”

School learners win bursaries to further finance and economics degrees

They were Lené Dippenaar of Tygerberg High School, followed by Jonyke

Raats of Bloemhof Girls’ High School, and Gior du Plessis of Paul Roos Gymnasium in third place.

The other winners were Stefano Filippi (Rondebosch Boys’ High School), Yolanda Khumalo (Rhodes High School), Bianca Ehlers (Bloemhof Girls’ High school), Liamé Smit (Tygerberg High School), Elke Links (George High), Jeandré Joubert (Outeniqua High School), Siyasanga Mbuku (Masibambane Secondary), Deejayjunior Jay (Windsor High) and Katlego Makena (Brackenfell High).

Held since 2008, the awards strive to develop the next generation of mathematicians, accountants and economists in the Western Cape. There have been 54 winners since the competition’s launch.

The top twelve finalists each won a bursary to an accredited

tertiary institution. In addition, the overall winner received a cash prize of R10 000, the first runner up received R7 500, the second runner up received R5 000 and the remaining nine finalists each won R2 000.

The teachers of the top three students each won a cash amount ranging from R10 000 to R7 000. The teachers of the remaining nine winners each received R5 000.

The 2014 winners of the Nedbank, Western Cape Provincial Treasury and the Western Cape Department of Education Essay Writing Competition were announced in March.

The essay writing competition is open to learners from all of the 213 secondary schools in the Western Cape taking economics, mathematics or accounting as subjects. Alan Winde, Minister of Finance, Economic Development and Tourism, said he was impressed by the quality of this year’s essays, as learners put their recommendations forward to grow the economy.

INCLUSION

JUNE 20 14

EDUCATION

5news

Young scientists star in world fair

Cape Town Science Centre goes rural

Primary School Mathematics Challenge

Four finalists from South Africa have earned the opportunity to participate, along with more than 1600 other learners from 70 countries around the world, in the Intel International Science and Engineering Fair in Los Angeles, California from 11-16 May 2014.

The WCED Mobile Science Centre recently visited the Overberg region.

From 12 to 16 May thousands of Grade 4 to 7 learners competed in

the first round of the South African Mathematics Challenge.

To qualify as an Intel ISEF finalist, the four have competed with their excellent projects in The

Eskom Expo for Young Scientists competition at local, regional and national level in South Africa. The four superstars include Jason Benjamin, a Grade 12 learner from South Peninsula High School, one of the first ever learners from a Dinaledi school to be selected to compete at international level. The other learners are Boyd Kane, a Grade 10 learner from Bishops, and Romy Bloch and Matthew Snymon, both Grade 11 learners

The “science van” is sponsored by the Western Cape Education Department and operated

by the Cape Town Science Centre. The focus of the WCED Mobile Science Centre is to support Dinaledi schools with an emphasis on formal and informal experiments prescribed by CAPS for Grades 10 to 12. There is a huge demand from rural WCED schools for help with the implementation of these experiments and a minimum of four long distance trips are carried out each year.

The Mobile Science Centre visited the following Overberg schools: Gansbaai Academia, Overberg High School in Caledon, Emil Weder High School in Genadendal and Umyezo Wama Apile High School in Grabouw.

A total of 40 Grade 12 learners at Overberg High School were involved in titration and esterification experiments. The experiments formed part of the

Co-ordinated by the South African Mathematics Foundation (SAMF) as well as the Association

for Mathematics Education of South Africa (AMESA) and sponsored by Sasol, the challenge saw more than 71 000 learners participate in the first round last year. This competition was first held in 1977 and the questions are designed to improve theoretical know-how, the application of knowledge in new situations, rational assessment and general mathematical thinking. The aim of the competition is to breed a generation of learners who enjoy mathematics and understand that it is more than just calculating.

from Herzlia Senior School.Over two years, Jason

developed three prototypes of devices to assist visually impaired athletics. Prototype 3, a vibrating device around the waist, showed very promising results when tested.

Romy’s project is based on the hypothesis that there will be a significant balance skill between male soccer players and male sedentary control group. She had a sample group of 50 soccer players and a 50 strong sedentary control group.

Boyd used an underwater trend to limit the energy of tsunamis. He

mandatory formal assessments in CAPS. Due to a lack of equipment, the school would have been unable to carry out these experiments themselves.

The visit to Umyezo Wama Apile High School included the heating curve of water experiment for Grade 10, Newton’s 2nd Law in the Grade 11 syllabus and Grade 12 learners prepared esters.

A total of 80 learners were involved in these experiments. This school was desperate for the Mobile Science Centre to return twice a term as they do not have the facilities for practical work or any equipment.

“It is essential to mention that the challenge is not really about competition or how good you are at mathematics,” says Prof Johann Engelbrecht, Executive Director at the SAMF. “It is more about participation and learners who feel they are not good at mathematics can write the paper with another learner as a parter. Yes, the questions can at first seem challenging, but they are not difficult. They simply address a different dimension of mathematics outside the traditional curriculum.”

Pam Mudhray, Group Community Affairs Manager at Sasol says that the Challenge is a step toward improving the South

African Science, Technology, Engineering and Mathematics landscape. “We are very proud of this initiative and the number of participating learners increases each year. Sasol is committed to the development of South Africa; we recognise the challenges in education and together with the South African Mathematics Foundation we hope to advance mathematics education and development in South Africa.”

Learners with a result of more than 60% will advance to the second round that will be written on 30 July. Learners’ achievements in the final round are acknowledged by awarding Gold, Silver and

built three models with 3 different trends (150m, 100m and 80m) to test which underwater trend limits the energy of a tsunami.

Matthew investigated whether teenagers read faster and retained more information when tested using various media (digital vs words on paper). He looked at reading speed and comprehension to retain information.• Boyd Kane won $2,500 plus

a trip to the SEG International Exposition and Annual Meeting from The Society of Exploration Geophysicists for his project.

Bronze certificates based on their results. Last year a total of 3 662 certificates were issued of which 550 where Gold, 1 741 Silver and 1 371 Bronze. The City of Tshwane had the highest number of certificates issued, followed by Cape Town and East London.

The challenge ultimately prepares the learners for the South African Mathematics Olympiad (SAMO), aimed at Grades 8 to 12, and other high school olympiads such as the Pan African Mathematics Olympiad (PAMO) as well as the International Mathematical Olympiad (IMO); the latter which will be hosted in Cape Town during July this

year. It is the first time this prestigious olympiad will be taking place on the continent since its inception in 1956.

In order to assist Grades 4 to 7 teachers with preparing their learners for the challenge, the SAMF has developed a Teacher Problem-Solving course in cooperation with AMESA. The course runs over two Saturdays and is presented by a trained AMESA facilitator.

Teachers who are interested in attending the course or who want to enter their learners for the challenge should contact Thabo Ramaboea at the SAMF offices on 012 392 9342 or info@samf.ac.za.

From left, Olga Peel, Romy Bloch, Jason Benjamin, Tommy Botha, Senior Curriculum Planner for Life Sciences and Agricultural Sciences, Matthew Snymon and Boyd Kane.

Grade 12 learners at Overberg High School perform a titration using standardised oxalic acid to determine the concentration of a solution of sodium hydroxide

“A TOTAL OF 40 GRADE 12 LEARNERS AT OVERBERG HIGH SCHOOL WERE INVOLVED IN TITRATIONS AND ESTERIFICATION EXPERIMENTS.”

INNOVATION

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PETI

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Architects and planners at the Western Cape Education Department (WCED) Infrastructure

and planning directorate are working in conjunction with the Department of Transport and Public Works (DTPW: Works Education Facilities) to relook the design and delivery of schools as an extension of the Integrated Delivery Management System (IDMS) and the new National Norms for public school infrastructure, promulgated in November 2013. The National Norms specify basic requirements in terms of space allocations, security, sanitary facilities and standards of building, but also prescribe basic good design principles such as passive solar design to ensure low energy usage. Good ventilation, acoustics and the use of low maintenance materials are also prescribed. Innovative design that is efficient and cost effective is encouraged.

In keeping with these national and provincial goals, the WCED and DTPW are looking at design as a key tool to assist to provide

more economical, better and lower maintenance schools, to be delivered within the limited budgets and time frames. This is in keeping with the City of Cape Town Design Capital initiative which aims to recognise the power of design to transform lives, in this case through creating an enabling learning environment.

Current initiatives at the WCED include the development of a

more comprehensive School Design Guide that will assist managers and private sector consultants to ensure the design of simple, user-friendly, economical and functional schools, with low maintenance and running costs. School facilities must be designed to suit all their intended uses and provide an environment appropriate for teaching and learning. The designs must satisfy

Teaching and learning environments: It’s all about design Experts have gone back to the drawing board to ensure Western Cape teachers and learners work and learn in inspiring and well-designed buildings.

feature

key educational principles and meet the school’s educational and organisational requirements, appropriate to the age ranges of the learners and any constraints of the school site.

An essential part of the improving design standards is to look critically at what has worked well in the past, and what has not, and then to apply these lessons in new schools. The recently completed Kensington Secondary School building is in many ways a successful example of how good design can assist in creating a good educational environment, although as always improvements can be made particularly related to aspects concerning future maintenance.

Construction to the modern permanent building that replaced the nearly 40 year old prefabricated structure was completed in April.

Trevor Jacobs, the school principal, said the architects and planners liaised with the school

ARCHITECTURE

community before, during and after the building was completed. “They went out of their way to accommodate practical suggestions from the school.”

Jacobs said the building was designed with the safety of learners and teachers in mind. The school building is enclosed into an admin quad and two courtyards.

The building is also accessible to the physically disabled with five ramps and two toilets for physically challenged learners.

The new building can accommodate 1200 learners and has specialist rooms, two computer labs, a civil technology room, consumer studies room, a media centre, three science labs, a feeding scheme kitchen and a bookstore.

Jacobs said the enclosed walkways provided better cover against severe weather conditions.

“The learners are proud of the new school building. Friends compliment them on attending such a beautiful school. They are excited and are looking forward to the completion of phase 2 so that they can use the playing fields for tournaments and other activities.”

He added that the new building has helped with discipline. “Learners are eager to get to class and arrive timeously.”

The WCED Infrastructure directorate and the DTPW Works Education unit hope to build on such successes and to leverage design to improve the lives of learners and teachers.

“LEARNERS

ARE EAGER TO

GET TO CLASS

AND ARRIVE

TIMEOUSLY.”

JUNE 20 14

EDUCATION

7

Art and music centres collaborate to show young talent

Teaching and learning environments: It’s all about design

Art and Music Centres

Two events were held to accommodate all the arts. Invited guests were treated to musical

performances and the opening of a permanent art collection exhibition at the Hugo Lambrechts Music Centre in Parow. A visual arts exhibition, with dance and drama performances, was hosted at the Tygerberg Art Centre in Parow.

The centres believe that the arts are an important aspect of every child’s holistic development. Learners are taught to be creative,

to have respect for one another and for each individual’s creativity. The centres strive to give learners the best opportunities through excellent teaching so that they can develop their talents and can add value to the community and fulfil their rightful place in society.

For the past 70 years, the Western Cape has benefited from the excellent education services provided to the public from the seven arts centres and three music centres funded by the WCED. The centres’ focus on specialised

training in performing and visual arts from Grades R to 12, make the arts accessible to all learners in the province, despite budgetary constraints.

Each centre has a unique background and history.

Some art centres are involved with training teachers across the country. Two of the art centres also offer Dance, Music and Drama as school subjects.

The music centres focus strongly on quality and excellence. The centres are well equipped and host workshops and various concerts. These concerts offer students the chance to perform before live audiences and at the same time the public gets the opportunity to see new talent. All the music centres have programmes to provide children from underprivileged communities with an opportunity to learn to play a musical instrument.

Throughout the joint exhibition

Prospectus

GET Creative Arts Grade 1 – 9LSEN Creative Arts, Visual Art Grade 1 – 9ABET Creative Arts, Visual Art Level 1 – 4FET Visual Arts and Design: Photography, Painting and Mixed Media, Drawing, Communication Design, Surface Design, Spatial DesignFET Support Visual Art and Design Adult Education ProgrammeINSET (In-service Training for Teachers – local and national) Grade 1 – 12Extramural Visual Arts Programme Grade 1 – 12Holiday Programmes: Various ages and techniques.

For enquiries email: info@frankjoubertartcentre.co.za

Address: Vredenhof, Keurboom Road,Newlands, 7780Tel: 021 683 2720Fax: 021 683 1297

Prospectus

This is the only Arts Centre that offers all four arts disciplines: Dance; Drama; Music; Visual Arts and Design: Grade 4 – 12.Extramural ProgramSpeech and Drama: (Grade 8 – 12) acting for stage, public speaking, directing, basic stage craft, short plays and individual performance coaching.Visual Art: (Grade R – 12) drawing, painting, craft, pottery, sculpture, general design and print-making.Dance: basic ballet, contemporary dance and fusions of modern dance, hip-hop and funk.Music: Exceptional students are enrolled for external music examinations, eisteddfods and rhythm group.

For enquiries email: battswdac@mweb.co.za

Address: 18 – 5th Avenue,Grassy Park, 7945Tel: 021 706 5792Fax: 021 762 8310

Prospectus

Individual instrumental tuition is offered to pupils in Grade 1 – 12 on all orchestral instruments.Subject music is offered for Grade 8 – 12 (instrumental tuition only)Ensemble training programme: all Beau Soleil pupils play in one of several string and wind ensembles, ranging from beginner to advanced, and including both classical and jazz genres.Ensemble only: Pupils studying elsewhere may audition to join one of the string orchestras or wind bands.Theory and aural classes supplement the instrumental tuition and ensemble training programme.The Beau Soleil Music for Africa Trust development programmes make instrumental music tuition available to learners from underprivileged communities.This programme includes the IFIDYOLI Strings project, the Ottery Road Methodist School project and the Wynberg High School Subject Music Development Project (WCED Arts Focus School).

For enquiries email: beausoleilmusiccentre@gmail.comAddress: 12 Salisbury Road,Kenilworth, 7745Tel: 021 761 1894Fax: 021 762 8310

Prospectus

Grade 8 – 9 Creative ArtsGrade 10 – 12 Visual Arts (Painting, Graphics and Multimedia)Grade 10 – 12 Design (Textile Printing & Jewellery Design)

For enquiries email: admin@jackmeyer.wcape.school.za

Address: 6 Hospital Street, Paarl, 7646Tel: 021 872 2095Fax: 021 872 3810

Prospectus

Grade R – 9 extramuralGrade R – 9 foundation phase, intermediate phase andGET – CAPS (Creative Arts)Grade 10 – 12: FETDESIGN (Fashion and Textile / Illustration / Jewellery /Graphics and Printmaking / Ceramics)VISUAL ARTS (Painting / Photography)DEVELOPMENT PROGRAMMES:Delft (Unisa and Orange IQ); ComArt – Elsies River;Hospital School; Magdalena home

For enquiries email: admin@tks.org.za

Address: Private Bag X18, Du Toit Street,Parow, 7500Tel: 021 939 9293Fax: 021 939 5075

FRANK JOUBERT ART CENTRE BATTSWOOD ARTS CENTRE BEAU SOLEIL MUSIC CENTRE

JACK MEYER ART CENTRE

TYGERBERG ART CENTRE

and performances, the art and music centres worked very closely together to accommodate all the art disciplines. The event was

The Western Cape Education Department’s art and music centres had a joint exhibition of visual and performing arts to celebrate Cape Town’s status as World Design Capital 2014. This was the first time that such a collaborative exhibition took place and it involved months of planning.

Prospectus

Affordable and accessible music for all,Cello, Singing, Flute,Drums, Trombone, GuitarDouble Bass, Tuba, OboeEuphonium, Violin, Piano,French Horn, Bassoon, SaxophoneKeyboard, Choral Work, Theory,Viola, Recorder, Trumpet,Orchestra, Clarinet, Church Organ,African Percussion andWestern Percussion.

For enquiries email: head@fpmusiccentre.org.za

Address: 21 Sanddrif Street,Paarl, 7646Tel: 021 872 2123

FRANK PIETERSEN MUSIC CENTRE

Prospectus

Grade 7 – 9 Creative ArtGrade 10 – 12 Design And Visual ArtGrade 1 – 12 Art As Extra Curricular ActivityGrade 10 – 12 Kickstart Program Run The StellenboschOutdoor Trust

For enquiries email: admin@artschool.za.net

Address: 3 Blom Street,Stellenbosch, 7600Tel: 021 886 4854Fax: 021 883 8470

PJ OLIVIER ART CENTRE

Prospectus

CAPS Aligned Creative Arts Curriculum for GET Phase: Weekly classes for learners from Grades R – 9CAPS Aligned Visual Arts Curriculum for FET Phase: Extramural classes after school on Wednesdays and on Saturday mornings from 10h00 to 12h00 Outreach & Development programs: no-fee classes and workshops in the city bowl, Philadelphia and Kylemore.International and local project based workshops.Teacher training: Practical, skills-based workshops.

For enquiries email: admin@thechildrensartcentre.co.za

Address: Cnr Cambridgeand Hill Street,Zonnebloem Estate,Cape Town, 8001Tel: 021 465 3140Fax: 086 540 9132

THE CHILDREN’S ART CENTRE

Prospectus

Grade 1 – 12:Visual Art - Painting, Drawing & Photography. Design - Product Design & Graphic Design & IllustrationWe offer voluntary art classes on Friday afternoons, for Grade 1 – 12 from 14:30 – 15:45Rural (Farm Schools), School for the Blind & DeafDance from Grade 8 – 12Drama from Grade 10 – 12

For enquiries email: admin@artschool.za.net

Address: 86 Tulbagh Street,Worcester, 6850

Tel: 023 347 1552Fax: 086 529 4435

HUGO NAUDE ARTS CENTRE

Prospectus

Hugo Lambrechts Music Centre has become internationally renowned for excellence and opportunities. High standard tuition is offered enabling young South African musicians to prepare for participation on national and international levels. Individual tuition is available to school pupils and adults in all symphonic instruments as well as piano, voice, guitar, and theory of music. Symphonic instruments are available for hire to our students.All our students are involved in a string or a woodwind orchestra. Advanced students can also participate in the symphony orchestra. Most senior students are further included in ensembles. Students and orchestras are often given the opportunity to perform in public. The centre boasts six successful development projects in disadvantaged communities.

For enquiries email: info@hugolambrechts.co.za

Address: Picton Street,Parow, 7499Tel: 021 939 9105Fax: 021 939 9123

HUGO LAMBRECHTS MUSIC CENTRE

feature

The principals of the Art and Music Centres are (back, from left, Marina Louw (Beau Soleil), Vaughan Pietersen (Frank Pietersen Centre), Leonore Ehlers (Hugo Lambrechts Centre), Liesl Hartman (Frank Joubert Centre), Kapil Misra (Battswood) and Fransonette Swart (Tygerberg Art Centre). In front are Richard Ellman (Hugo Naude Centre), Elza Slabbert-van Deventer (Jack Meyer Centre), Nelis Koegenlenberg (PJ Olivier Centre) and Ayesha Price (the Children’s Art Centre).

an amazing experience and a wonderful display of the arts and the talent of the youth of the Western Cape.

JUNE 20 148

Teachers shape up their skills at Physical Education Conference

Executive Principal’s Programme

Literacy and Numeracy intervention training

Annual Provincial Mathematics Solutions Conference

Ismail Teladia, the Curriculum Advisor for Life Orientation in MSED, said the response from teachers gave a clear

signal to the Department of Basic Education that there was an urgent need for the correct training of physical education teachers.

“PE forms part of the subject Life Orientation in all primary and high schools. Every learner in every school, from Grade 1 to Grade 12, must participate in one hour of PE per week. However, the challenge is to get qualified physical education teachers. Unfortunately, they are a scarce commodity and therefore this conference has begun the process of up-skilling teachers that are currently compelled to do PE with their classes if they teach Life Orientation.”

Teladia said he saw the need for the conference in the absence of the tertiary institutions providing specialised training to produce physical education teachers. There are currently a number of sports coaches, without formal tertiary qualifications, who assist teachers to implement the PE lessons.

The conference had two components; one being

discussions and the other practical implementation. Teachers participated in lesson demonstrations conducted by colleagues and facilitated by the Sports Science Institute of South Africa. The teachers were welcomed by Glen Van Harte, the Director of MSED, who said Life Orientation played a significant role in the development of learners.

He was followed by Dr Francios Cleophas, from Stellenbosch University, who spoke on the history of PE in South Africa.

Prof Andre Travil, Dean of the Faculty of Human Movement Science at the University of the Western Cape, spoke on why teachers should engage in PE.

Practical activities included teachers participating in a Zumba session conducted by Monique and Ingrid Theys. The sisters are internationally qualified instructors

More than 300 teachers attended a hugely successful Physical Education (PE) Conference hosted by Metro South Education District (MSED), at the College of Cape Town, Crawford Campus.

The Cape Teaching and Leadership Institute (CTLI), in consultation with the School

Management and Leadership Development (SMLD) Reference Group, intends to introduce a prestigious Executive Principal’s Program in partnership with Stellenbosch University. The envisaged program should be available to a limited number of deserving principals who have been identified by the districts due to their proven knowledge, expertise and professional profile in public school leadership and management. The criteria for nomination, as required by both the WCED and the University of Stellenbosch, will be made available in due course. The purpose of the said program is to assist already well-performing principals in achieving a career of even greater professional success and personal significance, to develop their expertise as agents

The training forms part of the Department’s 8 year plan to ensure effective teaching and learning,

and improve learners’ literacy and numeracy skills.

The Department followed a phased-in approach, targeting 250 schools per phase. Each phase is conducted in two cycles. Schools in phase 1 and 2 already received training.

Cycle 1 of phase 3 started in June-July 2013 with a

Grade R to Grade 9 Mathematics teachers will have the opportunity to

hone their skills at the annual provincial Mathematics Solutions Conference from 30 June to 1 July 2014, at the Cape Teaching and Leadership Institute in Kuils River.

The purpose of the conference is to provide examples of ways in which Mathematics can be effectively taught.

The conference programme will include plenary panel

for professional change and support.

This practice-based program will be presented against the background of a public school leadership and management environment. The envisaged credit-bearing course will be supported by suitable officials from the WCED and Stellenbosch University. The envisaged program could also serve as an introduction to the registration for a Magister-degree. Therefore, participants who successfully complete the envisaged program would be allowed to apply for enrolment and the completion of additional modules in obtaining a full Magister-degree.

Although the conceptualisation for and planning of the Executive Leadership Program is at an advanced stage, a number of critical elements still have be addressed and clarified. The target year for the introduction of said program is 2015.

5 day training session in either language or mathematics. This was followed by on-site support to teachers by specialist service providers to implement the methodologies, deepen knowledge and build a community of practice. Cycle 1 concludes in June 2014.

Cycle 2 begins in June 2014 and the initial, 5-day baseline training will be held during the holidays. In Cycle 2, all schools that previously received

Grades 1 to 6 teachers will receive language and mathematics training during the June holidays as part of the Department’s Literacy and Numeracy Intervention.

and the teachers thoroughly enjoyed this session. The second half of the conference was led by Cassiem Adams from the South African Institute of Drug-Free Sport (SAIDS). He spoke about the use of drugs by learners and the drug-testing process. Paul Hendricks, DCAS Director of Sport Development, provided information about the Mass participation; Opportunity and access; Development and growth (MOD) programme run by his department.

Thereafter teachers were taken through two practical lessons. SSISA facilitated this section of the day’s activities. Teachers were required to be the “learners” in the implementation of the PE lesson. They were quite willing and engaged fully with the facilitators. Justin Durandt, the General Manager of the SSISA High Performance Programme, spoke about the Long-Term Participant Development programme, which has been sanctioned by SASCOC and the National Department of Sport.

Teladia said the event was undoubtedly successful, but more importantly, the need to up-skill teachers must be addressed.

language support in Cycle 1 will now receive mathematics support during Cycle 2 and vice versa.

Genevieve Koopman, Director: Curriculum Development for General Education and Training, said the Department wanted to ensure that teachers know what to teach and that they are supported through training and resources. Regular workshops and conferences also ensured that teachers stayed in the loop.

development

discussions and parallel sessions. Teachers were invited to present a Mathematics lesson, a paper on Mathematics teaching or a “best classroom practice” workshop at the conference.

“THE PURPOSE OF THE CONFERENCE IS TO PROVIDE EXAMPLES OF WAYS IN WHICH MATHEMATICS CAN BE EFFECTIVELY TAUGHT.”

“EVERY LEARNER IN EVERY SCHOOL, FROM GRADE 1 TO GRADE 12, MUST PARTICIPATE IN ONE HOUR OF PE PER WEEK.”

TRAINING

JUNE 20 14

EDUCATION

9

WCED graduates expand knowledge on education support

WCED project discovers hidden talent

WCED education budget at a glance

Staff wellness guidelines

Salie Faker, Director: Employee Relations, graduated from the Nelson Mandela Metropolitan University in Port Elizabeth with a Master’s degree in Labour Law.

The degree was conferred cum laude on Tuesday, 8 April 2014.

Faker also received awards for the best overall Masters student and the best thesis.

Joseph Bronkhorst, Directorate: Curriculum FET, graduated with a Doctorate in Education from the Cape Peninsula University of Technology on Saturday, 12 April 2014. His thesis was titled “Work-integrated learning in Civil Engineering: an activity theoretical study”. It presented innovative and possibly ground-breaking research that aimed to offer a new way for exploring the links and disjunctures between knowledge and its practice in an increasingly vital sector of our education system, the FET college sector.

Rochshana Kemp, Provincial Social Work Manager in the Directorate: Specialised

Education Support, received a Doctorate from the University of the Western Cape on 19 March.

Her research topic was “The development of management guidelines for school social work in the Western Cape”.

The purpose of the study was to explore the experiences of school social workers employed in the Department of Education.

The focus of the research was the particular challenges that school social workers face and the associated management requirements.

Kemp said this study was critical in advocating for the profession, as social workers have statutory responsibilities towards learners, and would have significant impact on the quality of service that school social workers provide to learners.

“HIS THESIS PRESENTED INNOVATIVE AND POSSIBLY GROUND-BREAKING RESEARCH.”

A Valhalla Park teenager was sewing his way to success after he joined a project that provides an alternative for Grade 9 learners who have failed repeatedly and are at risk of dropping out.

The Western Cape Education Department has entered into partnerships with Further

Education and Training (FET) Colleges, Sector Education and Training Authorities (Setas) and Adult Education and Training (AET) Centres to provide technical training for overage, multiple repeaters.

After only ten months on the project, Ridge Domingo, a former learner at Beauvallon Secondary School, has made a name in for himself in the clothing industry. He has a natural talent for sewing and his ability to operate various machines has already landed him job offers.

Domingo said he was on the

The Employee Health & Wellness Programme is a completely confidential service provided to

the Western Cape Education Department (WCED) by ICAS (Independent Counselling and Advisory Services). The aim of the service is to support the optimal performance of all employees through the provision of professionally managed

verge of dropping out of school and if he hadn’t joined the programme, he would have been a gangster.

Ridge attends a training programme at the Western Cape Clothing and Textile Service Centre (CLOTEX) in Athlone. The WCED entered into a partnership with CLOTEX for a National Certificate: Clothing Manufacturing (level 1) course. The Department and CLOTEX jointly applied for funding from the Fibre Processing and Manufacturing Seta for 20 learners.

The learners have until August to complete the theory component of the programme followed by a six month work experience placement.

Stefan Segal, CLOTEX Executive Director, said a number of students have shown an aptitude for garment making. “Their progress on an emotional level has been quite substantial though. Given that all of them come from very poor and underprivileged backgrounds with a variety of social challenges, CLOTEX has managed to have a 100% retention rate after nearly 12 months. This is quite an achievement and the warmth, love and care that they receive from CLOTEX staff have made all the difference. As a result, their self-esteem has improved and this has had a positive effect on their education.”

Segal said the students had a promising future. “If they graduate with a machinist qualification, their prospect of employment is good. Unqualified, Ridge has already received two firm job offers, but I don’t see him working in a factory. I see him developing as an entrepreneur in the clothing industry, eventually owning his own business.”

Wayne Blauw, project director, said the WCED was funding 244 learners of the pilot group for another year. These learners have chosen occupation-specific qualifications at NQF level 2 or skills programmes that reflect their interests such as bricklaying, wholesale and retail or assistant chef. The WCED is working very closely with the W&R Seta to find work placement opportunities in industry for the learners as part of the qualification.

psychological, social and health advice and counselling services.

A handbook has been made available to provide managers with information and clear advice on how to use the Employee Health & Wellness Programme (EHW) to support them in their management or supervisory role. Managers are advised to use this resource especially when faced with a troubled employee.

development

2014/15

Joe Bronkhorst

The WCED’s Youth Focus Project has shown Ridge Domingo (18) and other students that they can strive for and achieve almost anything.

Mr and Mrs Faker

Rochshana Kemp

Administration R660 million

Public Ordinary Schools R12 billion

Independent Schools R90 million

Special Schools R1 billion

Further Education and Training R377 million

Adult Education and Traning R39 million

Early Childhood Development R552 million

Infrastructure Development R856 million

Auxiliary and Associated Services R750 million

74%

4%5%5%

3%0%

2%

6%

1%

PARTNERSHIPS

JUNE 20 1410

Best practice: What’s it all about?

The report is based on a selection of schools which were rated as good to outstanding in

one or more of the nine areas of evaluation specified in the WSE policy: Basic functionality; Leadership, management and communication; governance and relationships; quality of teaching and learning, and educator development; curriculum provision and resources; learner achievement; school safety, security and discipline; school infrastructure and parents and community.

Strong and sound leadership

All stakeholders fulfil their roles and responsibilities by implementing innovative and creative strategies with remarkable commitment and passion. Leadership structures function on collaborative principles with a strong emphasis on accountability, creativity and responsibility. These schools are able to achieve good results as a result of the implementation of good practices by visionary and effective principals and teachers.

The principals and School Management Teams (SMTs) of Kleinmond Primary, Plettenberg Bay Primary, St Thomas and Tygerberg High Schools, monitor the implementation of improvement strategies in the School Improvement Plan (SIP). Strategies are planned and implemented to improve the quality of curriculum delivery and learner achievement whilst simultaneously contributing to holistic development and ensuring a safe and caring environment for learners.

The principals and SMTs of AZ Berman Primary, Bellville High, Bergvliet Primary, Bredasdorp Hoër, Carel du Toit Special School, Eversdal Primary, Fish Hoek Primary, Gericke Primary, Kleinmond Primary, Milnerton High, Norman Henshilwood High and St Thomas Primary Schools are energetic and visionary leaders who manage the curriculum and have a thorough knowledge of what is happening in the classroom.

Dedicated and passionate teachers

This quality was displayed in many teachers going beyond the call of duty. Teachers create a positive and stimulating environment with classrooms that are colourful and print rich with relevant learning and teaching resources. Learners’ books are monitored on a regular basis at Fish Hoek Primary, Kleinmond Primary, Milnerton High, Outeniqua High and Plettenberg Bay Primary Schools. Learner interest is continuously sustained by the stimulating

nature of the lessons which include good use of a range or resources. Opportunities are created for learners to make models or products to demonstrate the attainment of the lesson outcomes. Informal activities are integrated in lessons which are well-planned and relevant.

The annual teaching plans are used as working documents. The teachers at Aristea Primary, Bellville High, Gericke Primary, Outeniqua and Table View High Schools are dedicated, work hard to create a positive work ethos and present lessons with enthusiasm and vigour. Most of the space on the school grounds at AZ Berman Primary is part of the learning environment; every effort is made to enhance and enrich schoolwork.

Most of the schools make use of modern technology and have well-equipped computer centres. Electronic media and the school’s computer network are used to great effect in many lessons at Norman Henshilwood High School. The collaboration between the IT department and subject heads ensures that teaching resources are accessible and available to all teachers, and are optimally utilised.

Continuous and effective staff development

The principals ensure the practical implementation of the Vision and Mission Statements, one of which is to focus on staff development. The Staff Development Teams (SDTs) are

efficient and functional. Teachers are encouraged and supported to be life-long learners. Besides the WCED information and training sessions, in-house programmes occur on a regular basis to ensure the ongoing professional development of teachers.

Monitoring, mentoring and support is provided to attain personal goals to improve teaching practices.

The teachers at AZ Berman and Gericke Primary Schools have attended courses on Attention Deficit Hyperactivity Disorder (ADHD), Balanced Language Approach (BLA), brain gymnastics, managing challenging behaviour, multi-level teaching, reading intervention and Visual Motor Integration (VMI) programmes and computer skills. Teachers take the initiative to actively seek opportunities to deepen and extend their knowledge and professional practices.

Commendable learner achievement

The success of the support and intervention is evident in the consistency of the excellent results in the Foundation Phase at Goudini and Grabouw Combined Schools. A range of strategies are employed to address the needs of learners with barriers to learning which includes classroom based support and the assistance of specialists such as the learning support educator (LSE), teacher’s assistants and social workers.

Learners at Aristea Primary, Bellville High, Bergvliet Primary, Bredasdorp High and Eversdal Primary Schools are always encouraged to take the initiative and responsibility for their own learning. There is a keen interest in learning, pride in the school and acceptance of responsibilities which contribute positively to school discipline. The schools have structured programmes to enrich and stimulate learners who perform exceptionally well. A number of learners excel in different co- and extra-curricular activities at provincial and national level. There is a focus on the holistic development of the learners in a nurturing environment which contributes to exceptional performance in all spheres of school life.

The Grade 9 learners at Charlie Hofmeyr High School performed well in Languages in ANAs and the WCED Systemic Tests. The levels of participation and achievement in sport and cultural activities are outstanding. The vast majority of the learners are fully involved in the wide range of sport codes offered

at the school. The school hosts several sporting festivals and fixtures which creates a deep sense of pride within the entire school community. The teams in the various sport codes have excelled at regional- and inter-school level. Excellent results have been achieved in a variety of cultural activities: biannual dramatic or musical production, choir ensemble, drama and dance, public speaking and school newspaper. Approximately 70% of the learners are engaged in cultural activities such as charity and outreach programmes.

Detailed analysis of results and effective interventions

Diagnostic analyses of the performance of all learners in internal and external assessments are conducted at AZ Berman Primary, Carel du Toit Special School, Dirkie Uys Primary, Norman Henshilwood High, Plettenberg Bay Primary and Tygerberg High Schools. There are stringent moderation procedures in place to identify learners at risk. Teachers use the information to plan support interventions for struggling learners, as well as those who excel and need further enrichment.

Dirkie Uys Primary School has individualised programmes for

learners with barriers to learning, as well as the average and high achievers. The targets in language and mathematics are manageable and realistic in accordance with the learners’ abilities so that they are motivated to make incremental and sustainable improvements. However, the focus is not only to improve the academic performance, but also to develop emotional intelligence so that learners are able to cope with stress. Eversdal Primary and Milnerton High Schools have special programmes to develop the language skills of foreign learners.

Strong partnerships

Excellent partnerships are established with community structures to utilise local services

and institutions to benefit the learners.

Lavana Primary School learners are counselled by social workers from CAFDA. New World Foundation, a non-governmental organisation, is involved with Grade 4 to 7 learners and provides counselling to learners in crisis and assistance in after-care with a programme called “Journey back 2 u”. The school has an ongoing partnership with Manchester City Council in England which provides funding for learners for specific purposes. Part of the school grounds has been developed into a vegetable garden by the non-governmental organisation, Soil for Life: Food Garden, which is part of a job creation project for the community and helps to develop the skills of the learners. Learners use the garden for Natural Science and Technology projects and the produce is used to supplement the food for the school’s nutrition programme.

Lathi-Ta School of Skills has forged relationships with a number of roleplayers, most notably a partnership with the Universities of the Western Cape (UWC) and Cape Town (UCT) for learner and staff development programmes. Local churches use the school facilities and there are close partnerships with the local police services, social and welfare services, as well as the

community clinics. It receives sponsorships from European and American donors who have funded excursions and laptops, and a magazine sponsorship from an optometrist.

The school hosts an open day which showcases the talents of the learners and promotes community involvement and interest.

Conclusion

Schools performing at an acceptable level are in danger of sliding or can be motivated and supported to attain improved results. Isolated best practices cannot be sustained in an ethos which is not conducive to good teaching and learning. It has been found that the impact of addressing all of the nine areas of evaluation leads to school improvement.

The WCED’s Quality Assurance Directorate has completed a major study on best practice at schools. The directorate visited 124 schools during 2013 as part of Whole School Evaluation.

Kleinmond Primary School

Lathi-Tha School of Skills

insight & opinion

EVA

LUAT

ION

JUNE 20 14

EDUCATION

11

The Directorate: Inclusive Education hosted an education seminar at the Cape Teaching and Leadership Institute in April.

From policy to practice: The challenge of Inclusive Education in South Africa

Professor John Volmink, Chair of MIET Africa, delivered a presentation to about 50 people

that included colleagues from head office, districts, teachers, inclusive education outreach teams and psychologists.

Volmink, a prominent local and international academic, spoke eloquently to the need for inclusive education in South Africa and emphasized the concept of barriers to learning. His presentation could assist us in understanding the important concept of barriers to learning as it impacts largely on our literacy and numeracy outcomes. It became clear that if we address the barriers confronting children who struggle to read we could significantly boost our literacy and numeracy results.

Professor Volmink discussed a project in KZN on Inclusion. In 2006, a decision was taken by the KwaZulu-Natal Department of Education (KZN DoE) and MIET Africa to field test a strategy within the framework of Inclusive Education White Paper 6 that would enable the

KZN DoE to implement a truly inclusive system of education for its learners. A pilot project was launched in which 50 schools were changed into FSS.

The pilot project was completed in 2008 and his presentation drew on the lessons learnt and critical factors for successful implementation.

The presentation made mention of the fact that teachers at mainstream schools are trained to identify learners who experience barriers to learning and how to respond to these barriers. For example, by providing a print rich environment , reading stories to learners, increasing vocabulary, developing oral language and making books available, we would be able to assist our children in the reading process. International research suggests by age 2, affluent children had learned 30 percent more words in the intervening months than the children from low-income homes. This means that poorer learners have a lower vocabulary and poor language levels when they start school. Through

addressing the vocabulary and oral language deficiency which impacts on reading we may make a major contribution to improving our literacy and numeracy results. It has been well documented that when a child does learn to read by the age of 8, there is a possibility that the child may drop out of school. Therefore by addressing barriers in the early years we may create the conditions for children to read.

Full-Service Schools (FSS) are ordinary public schools that are equipped and supported to respond to a broad range of learning needs. This support could be in the form of adaptations to the physical environment, provision of assistive devices, specialist support, provision of differential learning programmes, health screening, etc. Each FSS usually has a support centre comprising counselling rooms, health screening facilities and activity rooms. The learner-support educator and counsellor are based at the support centre which serves all schools in the cluster.

While he was very mindful of the challenges of inclusion, he emphasised that South Africa requires the philosophy of inclusion to be imposed on our educational thinking and practice. He made particular mention of the notion of barriers to learning which is very relevant to the South African landscape given the range of barriers learners experience across the country. He suggested that it should be the core of the philosophy that underpins the training of teachers in the country and should not be

insight & opinion

SEMINARS

relegated to the periphery. In this regard he said:

• Much of the learning difficulty experienced by learners can be seen as constructions that rise out of social, economic and physical barriers, as well as fear, alienation, discomfort and mistrust. Many schools that are not inclusive are hotbeds for such phenomena.

• Inclusive Education is a result of connectedness between learners, educators and communities of learning and happens when an environment is created that positively affects self-worth.

• The ability to learn depends on these networks of support.

Finally, Volmink promoted the notion of targeting and ring-fencing funds for the development of these schools with the appropriate resources in the short, medium and long-term. The idea was to ensure sustainability with proper planning and execution.

“THE PILOT PROJECT

WAS COMPLETED

IN 2008 AND HIS

PRESENTATION DREW

ON THE LESSONS

LEARNT AND

CRITICAL FACTORS

FOR SUCCESSFUL

IMPLEMENTATION.”

Millions of learners signed a petition as a declaration of support for the schoolgirls who were kidnapped on Tuesday, 15 April 2014, by members of militant group, Boko Haram, in Chobok, Nigeria.

SA learners show solidarity with kidnapped girls in Nigeria

Basic Education Minister, Angie Motshekga, joined the learners of Parktown High School for Girls on

Friday, 23 May, as they signed a pledge in solidarity with the kidnapped girls.

The Minister joined the learners as part of a nationwide campaign in schools to highlight the plight of the girls still in captivity in Nigeria.

Motshekga said the assembly was aimed at expressing commitment as South African principals, teachers, parents and learners, to promote human rights and condemn all acts of violence, sexism, inequality and abuse

committed against the schoolgirls, and women in general.

Placards lined the fence of Parktown High School for Girls as the learners of the all-girls school showed their solidarity and support for the learners and families whose lives have been so adversely affected by this traumatic experience.

‘’This morning, millions of learners signed this pledge in support of their Nigerian peers. This could have happened to any of our children and as a department we encourage all learners to support this campaign’’ said Motshekga.

The pledge affirmed each

signatory’s commitment to join hands with all people across the world, in particular from the African continent, and defend all gains while forging ahead to ensure that women attain human rights where such rights were still not realised.

Motshekga said as a nation we have triumphed in the face of adversity and shown the value of the human spirit and that together any force can be defeated.

“We urge learners, teachers, parents and South Africans at large to take a stand and join the Basic Education Department as we say: Girls’ rights are human rights; bring back our girls!”

Photo credit: Parktown High School for Girls

JUNE 20 1412 reviews

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INCLUSIVE

EDUCATIONYou can borrow these and similar titles from your Education District Resource Centre or EDULIS Library

EDULIS

ELECTRONIC JOURNALS

You have access to full-text articles 24 hours a day, 7 days a week. One of the databases available, Education Research Complete, is the definitive online resource for education research. Topics covered include all levels of education from early childhood to higher education, and all educational specialties, such as multilingual education, health education, and testing. Education Research Complete provides indexing and abstracts for more than 2,100 journals, as well as full text for more than 1,200 journals.

Access is restricted to EDULIS Library & District Resource Centre clients. Contact EDULIS Library for login details. (021 957 9618)

TEACHING STUDENTS THINKING SKILLS AND STRATEGIES: A FRAMEWORK FOR COGNITIVE EDUCATION IN INCLUSIVE SETTINGS. 2011 Dorothy, R.

ASSESSMENT IN SPECIAL AND INCLUSIVE EDUCATION. 2010 Salvia, J.

ADDRESSING BARRIERS TO LEARNING: A SOUTH AFRICAN PERSPECTIVE. 2011

MORE BEHAVIOUR SOLUTIONS IN AND BEYOND THE INCLUSIVE CLASSROOM. 2011 Aune, B.

BELIEVE THAT ALL CAN ACHIEVE: INCREASING CLASSROOM PARTICIPATION IN LEARNERS WITH SPECIAL SUPPORT NEEDS. 2010. Bornman, J.

INCLUSION IN THE PRIMARY CLASSROOM: PRACTICAL RESOURCES TO PROMOTE INCLUSION AND DISABILITY AWARENESS. 2008 1 BOOK; 1 CD-ROM Collins, M.

DEVELOPING INCLUSIVE EDUCATION IN SOUTH AFRICA. 2008 2 DVDS

INCLUSION STRATEGIES FOR SECONDARY CLASSROOMS: KEYS FOR STRUGGLING LEARNERS. 2010 Gore, M.C.

THE INCLUSION TOOLKIT. 2011 Herbert, S.

INCLUSIVE PRACTICES. 2011

INCLUSION STRATEGIES THAT WORK!: RESEARCH-BASED METHODS FOR THE CLASSROOM. 2010 Karten, T.J.

INCLUSIVE EDUCATION: SUPPORTING DIVERSITY IN THE CLASSROOM. 2010 Loreman, T.

SUCCEEDING IN THE INCLUSIVE CLASSROOM: K-12 LESSON PLANS USING UNIVERSAL DESIGN FOR LEARNING. 2011 Metcalf, D.J.

RAISING THE ACHIEVEMENT OF ALL PUPILS WITHIN AN INCLUSIVE SETTING: PRACTICAL STRATEGIES FOR DEVELOPING BEST PRACTICE. 2010

INCLUDING ONE, INCLUDING ALL: A GUIDE TO RELATIONSHIP-BASED EARLY CHILDHOOD INCLUSION. 2011 Roffman, L.

CREATING INCLUSIVE CLASSROOMS: EFFECTIVE AND REFLECTIVE PRACTICES. 2008 1 BOOK; 2 CD-ROMS Salend, S.J.

SUPPORTING INCLUSIVE PRACTICE. 2011

A HANDBOOK FOR INCLUSION MANAGERS: STEERING YOUR SCHOOL TOWARDS INCLUSION. 2010 Sydney, A.

TEACHING IN THE INCLUSIVE CLASSROOM, ELEMENTARY. 2008 1 DVD

TEACHING IN THE INCLUSIVE CLASSROOM, MIDDLE/SECONDARY. 2007 1 DVD (50 MIN.)

TEACHING AND LEARNING IN DIVERSE AND INCLUSIVE CLASSROOMS: KEY ISSUES FOR NEW TEACHERS. 2011

TEACHING STUDENTS WHO ARE EXCEPTIONAL, DIVERSE AND AT RISK IN THE GENERAL EDUCATION CLASSROOM. 2011 Vaughn, S.

AUTISM SPECTRUM DISORDERS IN THE MAINSTREAM CLASSROOM. 2011 Boroson, B.

TEACHING ADOLESCENTS WITH AUTISM: PRACTICAL STRATEGIES FOR THE INCLUSIVE CLASSROOM. 2011 Kaweski, W.

CHALLENGING BEHAVIOUR IN YOUNG CHILDREN: UNDERSTANDING, PREVENTING AND RESPONDING EFFECTIVELY. 2012 Kaiser, B.

DIFFERENTIATING SCIENCE INSTRUCTION AND ASSESSMENT FOR LEARNERS WITH SPECIAL NEEDS, K-8. 2011 Finson, K.D.

JOURNALS

INTERNATIONAL JOURNAL FOR INCLUSIVE EDUCATION.

SPECIAL CHILDREN: MEETING CHILDREN’S ADDITIONAL EDUCATIONAL NEEDS.

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EDUCATION

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The Department of Cultural Affairs and Sport (DCAS) presented a play entitled Nyasha at the Artscape Theatre on 23 and 24 April 2014.

Western Cape learners took top honours in the National Acting Competition for High School Learners.

MOD learners showcase talents

National acting competition attracts record entries

The cast came from various Mass participation; Opportunity and access; Development and growth

(MOD) centres across Cape Town. Among other things, MOD centre participants learn to sing, dance and act after school hours. The Nyasha cast was selected through a talent identification process that ran between October and December 2013. The production centred on Nyasha, the Guardian of Grace, who guided the audience on a mystical journey through the mind of 24-year old Zimbabwean refugee and professional basketball player, Samuel Chifamba. Based on a true story, the script was written by Beulah Kleinveld, music and arts curriculum developer at DCAS. “I discovered a story written about my lead character’s father who died of AIDS, but I was a lot more interested in how it affected his children,” she said.

The audience was taken through a range of emotions during the 90 minutes of the show as they

A record number of 480 entries were received for the competition. Following

nationwide elimination rounds, 70 competitors were invited to take part in the final four rounds, which were held at the Artscape Theatre from 15 to 17 May.

The annual competition has been organised by Bellville High School since 2002.

Jumaine Hansen, a Grade 12 learner at Durbanville High School, was announced the winner. Luke White of Paul Roos Gymnasium was second and received the award for the best

followed Chifamba on his journey of self-discovery, culminating in an epic battle against his worst fears. Kleinveld said: “I slotted in scenes with humour to break the intensity, but also to show that if we allow humour to be a medicine, we can get through any hardships.” She noted that the story was much like the stories of so many of the learners that the MOD centres seek to serve. “The major message we try to get across at the MOD centres is that if one stays focused on one’s dreams and works hard, all things

junior (Grade 8 and 9). Carla Schmidt, a student of Zandra Duvenhage, was third.

Samuel Jumat of George High School received the SA Teachers’ Union bursary and planned to study to become a drama teacher.

One of the outcomes of the competition will be a production of Vaselinetjie with Henry Mylne as director. The following actors were selected for the production: Du Toit Albertze (Namakwaland), Patricia Baadjies (Porterville), Jessica Badenhorst (DF Malherbe), Jumaine Hansen (Durbanville),

are possible.”According to DCAS Sport

Development Director, Paul Hendricks, “the discipline and work ethic that learners have acquired through this process, as well as at the MOD centres will surely be with them for the rest of their lives.” Cultural affairs manager, Anthony Lottering, said that learners and coaches worked tirelessly to make the production come to life. “The late nights and weekends spent rehearsing were hard work, but worth it. It’s good to see learners developing from being novices to putting on a show that would give some professionals a run for their money.”

Lulama Damba, who played the part of Chifamba, said the opportunity to perform at one of the best theatres in Cape Town was a major highlight for him. “It was a lot of fun. We learned so much during this process, especially how to share our ideas and work better with others,” he said.

Samuel Jumat (George), Jeandré Jansen van Nieuwenhuizen (Martin Oosthuizen), Johan Jordaan (Brackenfell), Caleb Louw (Swartland), Sesethu Ntombela (Cradock), Carla Schmidt (DF Malan), Nicola van der Westhuizen (Zwartkop) and Brendan van Zyl (Duineveld).

Kobus Burger, the Executive Producer: Drama at RSG, also selected Badenhorst, Hansen, White, Nienke Geldenhuys (Durbanville), Margo Kotze (DF Malan) and Saskia Pocock (Monument) to take part in a radio theatre production or a serial.

“The audience was taken through a range of emotions during the 90 minutes of the show as they followed Chifamba on his journey of self-discovery, culminating in an epic battle against his worst fears.”

arts and culture

Lulama Damba, Meltina Samuels and Jaydee America on stage. Photo credit: Remo Adams/DCAS

Jumaine Hansen, the winner of the National Acting Competition.

DRAMA

JUNE 20 1414

0009/2014Withdrawal of the WCED policy pertaining to the provision of newspapers to SMS membershttp://wced.school.za/circulars/circulars14/e9_14.html

0010/2014 Grade R subsidies for 2014 and other ECD-related mattershttp://wced.school.za/circulars/circulars14/e10_14.html

0011/2014 Guidelines on playground safety in public schools in the Western Capehttp://wced.school.za/circulars/circulars14/e11_14.html

0012/2014Amended final timetable for the May – June 2014 Senior Certificate Examinationshttp://wced.school.za/circulars/circulars14/e12_14.html

0013/2014Information on WCED circulars issued during 2013http://wced.school.za/circulars/circulars14/e13_14.html

0014/2014Amended final timetable for the October - November 2014 National Senior Certificate Examinations which replaces Circular 0005/2014 dated 21 February 2014http://wced.school.za/circulars/circulars14/e14_14.html

0015/2014School Nutrition Programme - Internal audit requirements, provincial evaluation findings and recommendations for managing the programme. http://wced.school.za/circulars/circulars14/e15_14.html

0016/2014Final timetable and arrangements for the June 2014 Adult Basic Education and Training (ABET) Level 4 examinationshttp://wced.school.za/circulars/circulars14/e16_14.html

0017/2014Programme requirements, progression guidelines and promotion requirements for Grades R to 12 which will be applicable for 2014http://wced.school.za/circulars/circulars14/e17_14.html

EDUCATION PLANNING MINUTES INSTITUTIONAL RESOURCE SUPPORT

0003/2014Improved automation of learner transport schemes at ordinary public schoolshttp://wced.school.za/circulars/minutes14/EPminutes/edir3_14.html

0004/2014 Spending 10% of Learning and Teaching Support Material (LTSM) Norms and Standards allocation on library resourceshttp://wced.school.za/circulars/minutes14/EPminutes/edir4_14.html

0005/2014Celebrating World Book Day – 23 April 2014http://wced.school.za/circulars/minutes14/EPminutes/edir5_14.html

CURRICULUM AND ASSESSMENT MANAGEMENT MINUTES

ASSESSMENT MANAGEMENT

0007/2014Assessment guidelines for the Annual National Assessments in 2014http://wced.school.za/circulars/minutes14/CMminutes/edam7_14.html

CAPE TEACHING AND LEADERSHIP INSTITUTE

0002/2014Annual Provincial Mathematics Solutions Conference – 30 June and 01 July 2014http://wced.school.za/circulars/minutes14/CMminutes/ectli2_14.html

CURRICULUM GET

0002/2014South African Mathematics Challenge Grades 4 - 7http://wced.school.za/circulars/minutes14/CMminutes/edcg2_14.html

0003/2014WCED Literacy and Numeracy Intervention training during June-July 2014 for Grades 1 to 6 teachers (Phase 3 – Cycle 2)http://wced.school.za/circulars/minutes14/CMminutes/edcg3_14.html

0004/2014Delivery of Tips for Success booklets - Transition from Grade 9 to Grade 10http://wced.school.za/circulars/minutes14/CMminutes/edcg4_14.html

CURRICULUM FET 0007/2014

Website created by the Actuarial Society of South Africa to offer free Mathematics and Physical Sciences support to learners and educatorshttp://wced.school.za/circulars/minutes14/CMminutes/edcf7_14.html

0008/2014Distribution of booklet, Grades 10-12, subject related careershttp://wced.school.za/circulars/minutes14/CMminutes/edcf8_14.html

0009/2014Western Cape bursary competition for Grade 11 learners offering Economics, Accounting and Mathematics (2014-2015)

CIRCULARSThe Western Cape Education Department issued the following circulars and circular minutes during the period March 2014 to May 2014.

A quick guide to

CIRCULARS

http://wced.school.za/circulars/minutes14/CMminutes/edcf9_14.html

0010/2014Training for educators in HIV/Aids and TB Life-Skills education during 2014http://wced.school.za/circulars/minutes14/CMminutes/edcf10_14.html

0011/20142014 Nkosi Albert Luthuli Young Historians’ Awardhttp://wced.school.za/circulars/minutes14/CMminutes/edcf11_14.html

EXAMINATIONS ADMINISTRATION

0001/2014Application for positions of internal moderator, chief marker and marker for Adult Basic Education and Training (ABET) Level 4 Examinations from November 2014 to June 2016http://wced.school.za/circulars/minutes14/CMminutes/edea1_14.html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES

INSTITUTION DEVELOPMENT AND CO-ORDINATION

0001/2014School attendance by Grades 1 to 11 learners during and after the 2014 June and November examinationshttp://wced.school.za/circulars/minutes14/IDCminutes/eidc1_14.html

INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING

0002/2014 2014 South African Schools’ Choral Eisteddfodhttp://wced.school.za/circulars/minutes14/IDCminutes/eimgp2_14.html

0003/2014Notification of 07 May 2014 as a national public holidayhttp://wced.school.za/circulars/minutes14/IDCminutes/eimgp3_14.html

0004/2014 Application for registration of a learner for education at homehttp://wced.school.za/circulars/minutes14/IDCminutes/eimgp4_14.html

0007/2014Remuneration of part-time educators at Community Learning Centreshttp://wced.school.za/circulars/minutes14/IDCminutes/eimgp7_14.html

0008/2014Interpretation of Relative Education Qualification Values (REQVS) for educators at Community Learning Centreshttp://wced.school.za/circulars/

An extract from Circular 0011/2014

Play forms an important part of the physical, social, intellectual and emotional development of a child.

It is, therefore, important for learners to go out into the fresh air, to be physically active, to interact with others and to have an opportunity to release their pent-up energy in a less restrictive environment than the classroom.

These guidelines serve to assist schools in ensuring a safe playground environment for learners at public schools.

In order to ensure safety in the playground, careful planning and deliberate action are needed.

Safety of learners in the playground

To ensure the safety of learners in the playground, the following aspects should be carefully considered:

(a) The number of supervisors for the number of learners;

(b) The provision of training for supervisors on safety rules, guidance regarding the use of playground equipment and playground safety;

(c) Guidance to learners on how to use playground equipment and facilities safely;

Guidelines on playground safety at schools in the Western Cape

(d) The provision of written playground safety rules, which are consistently enforced;

(e) A simple and basic environmental survey (repeated quarterly) to ensure that the surface, the perimeter demarcations (if any), the equipment and plants in the area are suitable for a playground, taking cognisance of the age and maturity levels of the learners;

(f) Careful selection and placement of playground equipment; and

(g) Regular checks, as well as a programme of preventative and reactive maintenance to the equipment and facilities and the surrounding environment, in order to ensure that potential hazards are timeously identified and eliminated.

When in the playground, learners should have access to:

(a) drinking water; and

(b) shaded areas.

Schools should therefore attempt to find a balance between a safe place to play and an environment within which learners can learn to assess possible risks, and to interact with equipment, facilities and the environment in a beneficial manner.

minutes14/IDCminutes/eimgp8_14.html

0009/2014Non-compliance of Adult Education And Training (AET) Centres in respect of IMGP Minute 0002/2008http://wced.school.za/circulars/minutes14/IDCminutes/eimgp9_14.html

CORPORATE SERVICES MINUTES

BUSINESS STRATEGY AND STAKEHOLDER MANAGEMENT

0002/2014 School improvement monitoring for the second quarterhttp://wced.school.za/circulars/minutes14/CSminutes/edbs2_14.html

RECRUITMENT AND SELECTION 0002/2014

Issuing of 2014 Vacancy List dates for institution based public service staffhttp://wced.school.za/circulars/minutes14/CSminutes/ersc2_14.html

0003/2014Request for Special Vacancy Lists:

Principals and Deputy Principalshttp://wced.school.za/circulars/minutes14/CSminutes/ersc3_14.html

0004/2014Requesting Persal reports from Provincial Treasuryhttp://wced.school.za/circulars/minutes14/CSminutes/ersc4_14.html

STRATEGIC PEOPLE MANAGEMENT

0002/2014The importance of educators and public servants applying for permission to perform remunerative work outside the public servicehttp://wced.school.za/circulars/minutes14/CSminutes/ehrm2_14.html

0003/2014Change in capturing attendance on the Human Capital Leave Management Systemhttp://wced.school.za/circulars/minutes14/CSminutes/ehrm3_14.html

0004/2014Employee Health and Wellness day as well as HIV counselling and testing at the WCED Head Officehttp://wced.school.za/circulars/minutes14/CSminutes/ehrm4_14.html

noticeboard

JUNE 20 14

EDUCATION

15

Partnership nurtures sport talent

Western Cape shines at Physically Disabled Championships

Bridgeton Secondary makes it two in a row

Between school-based and community-based football activities, this project directly engages

about 4 000 children in sport.Blackheath Primary School

Principal, Quentin Johnson, said the project focused on nurturing talented soccer players by providing training for coaches. “The development of young talent is necessary in order to support our national goals in terms of sport and recreation. We sincerely believe that this project will produce many Benny McCarthys, Quinton Fortunes and Steven Pienaars.”

Johnson said the sponsorship provided by WC Footy, a non-governmental organisation, and the African Bank Development Trust, included a fun-filled and interactive five day training program for five committed coaches; equipment packs for each coach to run sufficient training sessions; ongoing coaching mentorship and assistance during the programme; an interschools tournament to put skills learnt into practice, talent scouting for U/13 players to play against top sides and soccer coaching

Western Cape Footy has piloted a football and netball project with some 20 primary schools including Blackheath Primary School.

equipment for schools. All this is provided at no cost to the schools or coaches.

The coaching and training programme took place over one week and the skills acquired were soon put to the test in an interschools tournament involving ten schools. The learners were very enthusiastic about competing in the tournament. The first tournament was held in June last year at the Blue Downs stadium. After an exciting and fun-filled day, Blackheath Primary school reached the U/13 finals and went home with the silver medal.

After the first tournament, the school’s sport coordinator, Elroy Pillay, noticed a positive change and a sense of commitment in many of the learners who were involved in the tournament.

The second tournament was held in November 2013 and this time Blackheath Primary reached their goal in achieving the gold medal. Five of the school’s players, Grant Lee Hicks, Mninawe Mani, Verdo Mani, Sinethema Mphala and Simamkele Keyiki, were selected to play in a match against Ajax

Cape Town. These 5 learners formed part of a dream team, selected by Njabulo Zondi of WC Footy, to play against top teams.

Talent scouts from Ajax, Santos and a couple of independent football academies, are watching the performance of players with keen interest. Johnson said the dream team match was a great opportunity for scouts from top teams to see their learners in action. “We look forward to more matches of this nature in the future. The dream team selected managed to draw their match against Ajax, and in so doing made a bold statement about the skills gained through the African Bank/WC Footy Soccer initiative.”

The school year ended with a visit from Zondi, on behalf of WC Footy and African Bank, to deliver soccer equipment for the following year.

The programme for 2014 kicked off with a major coaching clinic in March. WC Footy also planned to extend the project to include netball.

The project is one of four projects currently being

Western Cape athletes won over 150 medals at the Nedbank

National Championships for the Physically Disabled which took place in Stellenbosch from 31 March to 2 April 2014.The competition was organised by the South African Sports Association for the Physically Disabled (SASAPD) and the Western Province Sports Association for the Physically Disabled, with support from the Department of Cultural Affairs and Sport (DCAS).

There was a high level of camaraderie amongst athletes from the nine provinces and Namibia participating in this Paralympic qualifying event. Nine African records and 60 South African records were broken at the championship.

Team Western Cape comprised 150 junior and senior athletes participating in judo, goalball, boccia, junior cycling, swimming, athletics and 7-a-side soccer. Some

On Saturday 12 April 2014, Oudtshoorn-based Bridgeton Secondary School Girls

Cricket team beat Cederberg Academy to go through to represent the Western Cape at the South African National Schools Championships (SANSC) in December this year. This is the second year in a row the team has managed this achievement. The team

participated in more than one sport code during the contest.

According to Tracy Dearden, Western Province team manager, “the national championships are a platform of inspiration for aspiring paralympians. Events like this provide the opportunity for them to be recognised for their achievements”.

The next national championships will take place in 2015 in Johannesburg.

won bronze in the 2013 SANSC. Bridgeton opened the batting and sent the ball to all parts of the oval, scoring 119 in its allotted 20 overs. The Cederberg side were unable to deal with the Bridgeton pace attack and were dismissed for only three runs. Chief destroyer was Michaela Andrews who took 7/0 and was the top scorer with 49 runs. The all-rounder was enthusiastic about her side’s chances at the

2014 SANSC in Gauteng. “We want to improve on our bronze medal from last year. We have worked hard on our game and I think we stand a good chance.”

These sentiments were echoed by coach Merlin Masimela, who believes that the lessons learned from last year’s SANSC will greatly aid the team. “We are going into this year’s tournament with a lot more experience. We still have some work to do but we are confident we can make a big impact,” he said.

Shahied Khan, Vice Chairperson of Western Cape School Cricket, said that girls’ participation in national events like SANSC is crucial to the development of the game. “The playoffs provide the girls with a wonderful opportunity to get involved with cricket. We want more schools to start girls’ teams. With the help of the federation, we have appointed a full-time coach and started preparation for the tournament early. This will go a long way in helping the team secure gold,” he said.

ACTIVITIES

sponsored by African Bank’s Development Trust. Last year, Partners for Possibility, the flagship programme of Symphonia for South Africa (SSA), which involves a business leader partnering with a principal in an effort to improve a school’s education outcomes, was the first project sponsored by African Bank in the area.

sport

Bridgeton Senior Secondary School cricket team. Photo credit: Remo Adams/DCAS

Members of Blackheath Primary School’s Soccer Team

Evan EngelbrechtPhoto credit: Ameerah Kenny/DCAS

JUNE 20 1416 sport

New sporting facility brings joy to learners in Gugulethu

International U/15 Cricket Challenge - Malaysia 2014

Paarl Boys’ High fly SA flag in Japan

A school-based multipurpose sports court was opened at Nobantu Primary School in Gugulethu on 5 May 2014.

Sport and Recreation South Africa (SRSA) partnered with the school, the Western

Cape Department of Cultural Affairs and Sport (DCAS), the Western Cape Education Department and the Sports Trust to make this facility possible.

The R1 million court has a 20-year lifespan and a 15-year warranty. The design of its interlocking tiles helps to cushion the impact on players’ joints, making sport safer, particularly for young people. An environmental audit has certified the court’s “Zero Waste” status. This is in line with the Sports Trust’s “green” policy of helping to protect the environment in its work. Sporting codes to be

The South African Invitation schools team, who participated in the 10th Annual Tuanku

Ja’Affar U/15 International Cricket Challenge in Kuala Lumpur, Malaysia, ended the tournament as runners-up. This is the fifth time that an invitation team from SA participated in this tournament. The defending champions, Sri Lanka, fielded a fully-fledged national U/15 schools team and the SA players were found wanting against the well drilled Sri Lankan spin bowlers. They faced 5 spinners in the final, something they do not experience at school level in Cape Town.

The SA team showed lots of promise throughout the tournament. The SA team had a great victory over India in the semi-final. This was after the match was reduced to 30 overs because of rain. By that time SA had already batted 13 overs. They won the semi-final by 59 runs.

The team was ably captained by Josh Breedt (Wynberg BHS) who was also the team’s leading run scorer. He hit a polished 78 not out against Malaysia and 61 not out in the final. The other leading batsman was Wade Dollman (Rondebosch BHS). Other good performers for the SA team were Jonathan Murray, Daniel da Costa, Samuel Alexander and Khanye Dilima (Wynberg BHS) who took the most wickets by a South African in the tournament. This included

played on this court include five-a-side soccer (futsal), netball, basketball, tennis and volleyball.

Anita Matthews of the Sports Trust praised the partners for their ongoing efforts to enhance education through sport. She said the facility will be an integrated hub where the whole community can take pride in participating in sport.

Principal Linda Appolis said the school was confident that the facility will be the bedrock for future sport achievers and leaders in Gugulethu. “The court will be shared so that other schools in the area, as well as local sport clubs, can benefit. We are grateful for this facility.”

Siphosethu Mzwathali (13), who plays soccer, said the facility has

a three wicket haul against Sri Lanka in the final. Dollman and Breedt both received Man-of-the-Match awards during the round-robin phase of the tournament.

Ismail Teladia, the Head of Delegation and also assistant coach, said he was convinced that some of the players in the SA invitation team had great potential and were destined for higher honours. He singled out Breedt, Dollman, Dilima, Timothy, Grills, Murray and Alexander. With proper coaching and a focused approach some of these boys should represent WP in the national U/15 tournament later this year. He says that they should follow in the footsteps of Clyde Fortuin and Dayan Ghaliem, who were part of the SA U/19 squad. There were also a number of Sri Lankan and Bangladeshi players who have

brought joy to learners. “We can now take our sport to another level,” he said.

Thabo Tutu of DCAS added that the facility demonstrated the support of partners for linking physical exercise, mental equilibrium and a good quality of life for the people of the Western Cape. “Quality infrastructure and programmes like these are essential for leaving a lasting legacy in communities.”

come through this tournament and have gone on to represent both their U/19 and senior national teams.

Teladia indicated the importance of this event for the development of young players. Malaysia, Sri Lanka, Singapore and Bangladesh send their national schools teams to this event. The Sri Lankan all-rounder, Thisara Perera, who played in the recent World Cup final against India, also played in the International Cricket Challenge in 2005.

Malaysia fired their coach after their last match as the team failed to win one game. This is how highly the other countries view this event.

Teladia added that one of the highlights for the SA team was being hosted by the South African High Commissioner in Malaysia, Thami Mseleku.

Paarl Boys’ High was chosen by SARU to represent South Africa at the 15th Sanix World

Youth Rugby Tournament in Japan. The annual tournament gives the Japanese teams an opportunity to play against the best in the world.

In the Pool Games, the boys played extremely well and won all three games convincingly. They also trounced Australia’s St Edmund’s College 66-0 in the quarter-finals, before defeating France’s Lycée Louis de Foix 33-5 in their semi-final.

The final against New Zealand’s top school side, Hamilton Boys, lived up to all the hype and was enjoyed by a full stadium of Japanese and other rugby fans. The New Zealand team had won this tournament 4 times

previously. They raced into a 10 point lead in the first half. Paarl Boys’ High replied with a late try in the last moments of the first half to take the half-time score to 5-10. The second half was dominated by Paarl Boys’ High, who slotted two penalties to take the lead with one minute left in the final, 11-10. A mistake at the last set piece of the match, close to the New Zealand try line, afforded Hamilton Boys the opportunity to score the winning try.

“THE ANNUAL

TOURNAMENT GIVES

THE JAPANESE TEAMS

AN OPPORTUNITY TO

PLAY AGAINST THE

BEST IN THE WORLD.”

RUG

BY

“SPORTING CODES

TO BE PLAYED ON

THIS COURT INCLUDE

FIVE-A-SIDE SOCCER

(FUTSAL), NETBALL,

BASKETBALL, TENNIS

AND VOLLEYBALL.”Gugulethu Sport Facility. Photo credit: Byron La Hoe/DCAS

Photo credit: Charlotte Snyman

RECR

EATI

ON