4000 children bene t from Bobsforgood Foundations School Shoe Campaign

See page 5

N E W S

local teacher from Bridgetown Secondary School in athlone to

o ciate at the World Cup See page 16

S P O R T

Regulars: NEWS FEATURES INSIGHT AND OPINION PROFESSIONAL DEVELOPMENT REVIEWS ARTS AND CULTURE NOTICE BOARD SPORT

a p r i l 2 0 1 0 | i S S U E 0 4N E W S pa p E r O F T H E W C E D

newsInside this issue

Schools have been requested to assist of cials from the national department of health with the organisational logistics of a mass immunisation campaign against polio and measles.

The campaign will run until May this year. In an information letter the department said South Africa had more cases of

measles in the years 2009 to 2010 than the years before that. If not controlled we may see more cases of measles. Measles can be a serious disease. It can cause blindness, hearing problems, brain damage, pneumonia and event death.

The department said nurses will be visiting schools and crches in April to

give polio drops and measles vaccine to children under ve years. The polio drops will be repeated in May 2010.

The Directorate: Specialised Education Support urged teachers, principals and centre managers to assist parents/guardians with the completion of the consent form for the immunisation.

T he plan involves 12 new schools, building additional classrooms at some of the provinces schools and extra mobile classrooms to alleviate school overcrowding.

Provincial Minister of Education Donald Grant said the current backlog stands at about 28 new schools. Therefore, given that our current budget for infrastructure and maintenance is only R389 million, this administration has had to develop a bold new plan to address these backlogs.

There is a legacy of under-investment in a number of areas throughout this province, as well as, a decline in the quality of infrastructure at many of our schools. Pressure posed by inward migration and growth points has also highlighted the need to readdress our infrastructure priorities.

Grant said the new plan is arguably the first in South Africa. It is also

a result of a ground breaking agreement with Public Works and the Provincial Treasury where an agreement has been reached to allocate R1 billion over the current MTEF period to finance our plan. In addition, a consultation process on how to design and build cost effective, environmentally friendly and sustainable schools has been undertaken.

He commissioned a baseline audit of all the schools in the province last year to determine where to target immediate infrastructure interventions. The WCED is currently conducting an objective assessment of schools to determine pressure areas throughout the province. These assessments are based on a number of objective criteria such as; migration patterns in the province; new housing developments and infrastructure; funding and budgets; existing and planned transport; leased property and hostel accommodation.

Grant said in terms of new schools, as Premier Helen Zille announced in her State of the Province address, tenders would soon be advertised to build 12 new schools in the province starting in 2011. He said the 12 new schools are in addition to the existing building programme. Four new schools are currently under

construction and an additional six schools are out on tender.

Seven schools across the province were completed last year.

According to Grant the decision to put 12 schools out on one tender reduces building and procurement costs, dramatically decreases the professional fees for each specific school, as well as speeds up delivery and consolidates accountability.

He said in order to address the demands for increased admissions at some successful schools, the WCED will build approximately 200 new classrooms at 50 schools in the metropolitan area of Cape Town.

Funding will be made available to each school to build themselves four additional classrooms. This process will be closely monitored and audited. Feedback from our schools has been positive in this regard, and

once completed, approximately 3 000 children will gain access to some of our successful schools with world class tuition.

This is an excellent example of a partnership between the department and our schools to fulfill our mutual objectives of giving a safe and secure learning environment for all our learners. It will also offset some of the need to build new schools.

Grant said the issue of overcrowding at some of our provinces schools is a major concern. An effective and immediate approach to alleviate overcrowding is to install mobile classrooms, as is currently underway at Oranjekloof Primary and Citrusdal Secondary.

Our audit reveals that there is a need to prioritise the allocation of 126 additional mobile classrooms at our schools. A project management unit has been appointed to manage the ordering and provision of these classrooms. We are confident that these units will be delivered by the end of the second term.

He said once successfully implemented the new infrastructure plan will help alleviate school overcrowding and improve the overall state of school infrastructure across the province.

It is an exciting and bold plan, but we believe it can be achieved.

Help eliminate measles

Bold plan to address infrastructure backlogsThe Western Cape Education Department has announced a bold new plan to address the backlogs in infrastructure in the province.

South african Youth Choir See page 13

A R T S A N D C U LT U R E

The WCEDs plan to award a single tender for 12 schools provides an excellent opportunity to ensure high levels of school design excellence. Usasazo High School, Khayelitsha, (left and below) won an award in 2006 for Merit of Design from the Institute of South African Architects.

THis is aN EXCEllENT EXaMPlE OF a ParTNErsHiP BETWEEN THE DEParTMENT aND Our sCHOOls.

Special feature

CurriCuluM aCTiViTiEs

The WCEDs Matric Enrichment programme help learners excel

See page 9

STUDENT PROGRAMME

2 wcednewsa p r i l 2 0 1 0

The Western Cape Education Departments own Education Museum that is part of the Centre for Conservation Education in Wynberg was the recipient of a prestigious award at the Heritage Awards in Franschhoek by the Department of Cultural Affairs and Sport (DCAS).

A museum about education? YES the Education Museum is dedicated solely to the history of education in the Western Cape. So much is changing in education, and so fast, it is hard to keep up. As new things arrive, many old things are simply thrown out. The Education Museum is there to save all the unwanted, unloved, unused teaching equipment of years gone by. It is also keen to preserve the history of individual schools.

In 2008, the Centre started the project Every School Counts. As part of this, schools are encouraged to research and record their history, and to start a small museum reflecting this. Special workshops are held every year to support schools in doing this.

The DCAS award was made in acknowledgement of this project, in the Category: Best New Museum Project for 2009. The trophy was designed by a 2nd year Design

student at the Cape Peninsula University of Technology, who said: The trophy was designed to have substance, exploring the meaning behind museums and their importance to society. The use of wild olivewood is to reflect time, heritage and wisdom. The trophys shape represents the earth, reflecting the ideas of the natural world, sustainability and humanity.

For more information about the Every School Counts Project, contact (021) 762-1622.

On entering Eldene Primary school in Elsies River, one is immediately aware

that numeracy is a priority. The once-plain blue walls of the school are now splashed with brightly coloured murals of numbers and shapes.

Since the schools involvement in the Western Cape Education Departments Literacy/Numeracy Project, educators have taken their task seriously in turning it into a numeracy school. Both staff and learners engaged enthusiastically in drawing and painting the walls so that numeracy aspects are visually accessible to learners when they

are in the playground. Jolene George, a head of

department, says that the project has been welcomed by the staff, who are keen to develop themselves and thereby improve their learner achievement scores. The paint is already peeling off the stoep because the children play hopscotch so much. She adds that the learners can often be seen reading, counting and touching the murals during the intervals.

The Maths trainer, Jayshree Naidoo, has been instrumental in securing a donation of 30 desks for the school. These will be used in the recently opened Mathematics room.

Top debaters views on the World Cup

W hen 17-year-old Charlotte Le Fleur of Worcester Second-ary School entered a national debating contest, she never dreamed shed meet President Jacob Zuma, be on a live radio debate and visit Nelson Mandelas cell on Robben Island. But thats exactly what happened when she was selected as one of the top three youth debaters in South Africa.

The SoNA National Schools Debate competition called-on students, from schools across all nine provinces in SA, to voice their views and opinions on issues of national importance. Out of 266 learners, the 9 finalists where flown to Cape Town to take part in the semi-finals and eventually the top 3 were selected. In the final, held on 10 February, the three top youth debaters, Charlotte, Bojosi Morule and Kgaugelo Clement Mokholwane debated their views on whether they feel the majority of South Africans will benefit from the 2010 FIFA World Cup. It was a closely contested final but Charlotte managed to sway the judges in her favour, by expressing strong views that the 2010 Soccer World Cup would not disappoint and would benefit the majority of South Africans by creating thousands of jobs and generating billions of rands.

Charlotte is currently in Grade 12 at Worcester Secondary School. After

school she would like to enroll at the University of Stellenbosch and complete a Bachelor of Medicine and Bachelor of Surgery degree.

She is committed to her studies but maintains balance with extra-curricula activities. She is a member of the student council; on the editorial staff of the school newspaper; a school prefect; part of the school choir and on the debating team. Her hobbies include reading and walking, and she enjoys watching cricket and rugby.

In response to the debate topic Young people can play a role in reducing poverty and building a better South Africa for all, Charlotte believes that the contribution the youth can make is enormous and should not be underestimated.

Numeracy development is childs play at Eldene Ps

WCED Education Museum wins award

An intergovernmental protocol jointly signed by the Department of Home Affairs and the Department of Basic Education will assist learners without birth certi cates to obtain these documents and identify learners of school going age who never entered the education system.

The intergovernmental protocol signed by the Director-General of the Department of Home Affairs (DHA), Mavuso Msimang and the Acting Director-General of the Department of Basic Education (DoBE), Bobby Soobrayan, identi ed speci c areas of collaboration where both departments would cooperate for the betterment of government services to the people of South Africa.

As part of the agreement the DoBE would identify schools where there were a high number of learners without birth certi cates in order for Home Affairs to visit these schools to register births.

Home Affairs undertook to conduct an accelerated birth registration campaign in cooperation with schools in order

to reach the target of registering all births by 2011. The DoBE would promote and communicate with schools to get the message about the Birth Registration campaign across the various areas where the campaign would be launched.

The two departments would work together to reduce duplicate numbers detected by the Learner Unit Record Information and Tracking System (LURITS). The DHA shall provide a mechanism whereby the DoBE could check the validity of identity numbers and or the link against identity numbers, names and surnames to assist the DoBE to sort out duplicates and ghost learners in the education system.

Home Affairs would also provide the DoBE with a list of identi cation numbers of learners turning six and seven years of age each year so that LURITS could track whether all learners were in fact in school and to be able to identify learners that are of school going age but never entered the school system.

intergovernmental protocol between the Departments of Home a airs and Basic Education

Eldene Primary School in Elsies River will serve as a nerve centre for numeracy development in the Western Cape.

The school boasts one of the rst numeracy hubs in the province, providing much reason to celebrate last month during the o cial opening of the special classroom that was prepared as a Mathematics room.

BELOW: The trophy for Best New Museum Project 2009, awarded to the Education Museum by the Department

of Cultural A airs and Sport.

Charlotte Le Fleur

Inspiring environment

THE PaiNT is alrEaDY PEEliNG OFF THE sTOEP BECausE THE CHilDrEN PlaY HOPsCOTCH sO MuCH. sHE aDDs THaT THE lEarNErs CaN OFTEN BE sEEN rEaDiNG, COuNTiNG aND TOuCHiNG THE Murals DuriNG THE iNTErVals.

news

wcednewsa p r i l 2 0 1 0 3

newswcednews is the of cial newspaper of the Western Cape Education Department.

wcednews@pgwc.gov.zaTel: 021 467 2707

DirECTOr OF COMMuNiCaTiONPaddy Attwell

EDiTOrMillicent Merton

CONTriBuTOrsAnton Mans, Bronagh Casey, Candice Jacobs, Gillian van Wyk,Hennie Menz, Kathy Miles, Mark Wildschut, Sigi Howes, Sonja Botha

DEsiGN Infestation, Tel: 021 424 6701, Sam Bainbridge, Brenda Knoop and Jacky Smith

Filda Erasmus (77) of Atlantis did not allow her deteriorat-ing eyesight or her advanced age from stopping her in her

quest to advance her education level by attending classes at a Commu-nity Learning Centre in the Western Cape.

Erasmus was the most senior candidate who wrote and passed at least one or more learning areas in the June and October 2009 Adult Basic Education and Training (ABET) Level 4 examinations.

ABET Level 4 is comparable to Grade 9 in a school.

Erasmus wrote and passed two learning areas. She had a spring in her step when she collected her certificate from Provincial Minister of Education Donald Grant and Head

of Education Penny Vinjevold at an awards ceremony.

The achievement of individual adult learners and centres were cele-brated at the ceremony on 3 March. Awards were presented to candidates who obtained a minimum of 80% per learning area, the most senior candidate to obtain a full General Education and Training Certificate in one sitting in the June and October 2009 examinations, the most senior candidate who wrote and passed at least one learning area as well as awards to centres that produced excellent results.

I love taking part in such activities, Erasmus said afterwards when asked about her decision to attend classes at the Atlantis Community Learn-ing Centre (CLC). My eye sight is a

bit bad, but I look past it. I am still attending (night) school this year.

Shareen Hart, Atlantis CLC Centre manager, said shortly before sitting for the exams in October last year, Erasmus suffered from exam anxiety. She said to me; Miss, I am not coming, my brain is too rusty.

Hart convinced Erasmus that she could do it. And look where she is tonight, the proud teacher remarked.

ABET level 4 examinations have been conducted in the Western Cape for ten years and the numbers participating in these examina-tions have steadily increased from 512 candidates in October 2000 to over 2000 registered candidates in October/November 2009. National ABET examinations commenced in 2001 and the Western Cape was the

first province to offer two opportuni-ties per year for adult learners to sit for a national examination.

There has been a marked improve-ment in the turnout rate (number of registered candidates that turn up to write the examinations) in recent years. In 2009, over 75% of registered candidates in the Western Cape wrote the examinations and complet-ed their site-based assessment port-folio. The site-based portfolio was based, for the first time in 2009, upon a standardised set of tasks devel-oped by the national Department of Education. The ratio of site based assessment (SBA) and examinations is 50:50 in ABET.

The overall pass rate, based on the number of passes in the various learning areas, was 65%.

More than 4 000 children from 39 different schools across the Western Cape benefitted from the Bobsforgood Foundations school shoe campaign.

The foundation is managed by Bobby Skinstad who, as part of his Walk this Way campaign, jailed himself for a week to raise money for children with no school shoes.

The campaign was endorsed by the Western Cape Education Department who assisted the campaign team in selecting the neediest schools. Provincial Minister for Education Donald Grant visited Bob in his make shift jail cell at the V&A Waterfront to illustrate his support and appreciation of such a fantastic project.

While some of us take a pair of shoes for granted, this campaign will definitely have a positive psychological effect on the way a child sees himself or herself. A new pair of shoes can boost a learners confidence and instill a

sense of pride and self respect, allowing one to participate fully in their education, said Grant.

An amount of R600 000 was raised to activate the speedy delivery of locally made leather school shoes for the Western Capes poorest learners, most of whom either arrive at school with no shoes, in socks only or have badly worn out shoes.

Skinstad personally delivered the shoes to schools and took part in a number of coaching clinics and community walks. If I had to be jailed again for another week to raise another huge sum of money for our children, I would do it in a second. Its been a fantastic and overwhelming experience. I cannot thank the people of the Western Cape enough for the difference they are enabling our bobsforgood foundation to make. Seeing a childs face glow when you put their new shoes on for them is the most rewarding feeling, Skinstad said.

The Soccer World Cup is just round the corner. Excitement is brewing, and the festivities have already begun.

However, we cannot let this tournament distract us from our task at hand: to improve learner outcomes at all grade levels in 2010. We can certainly all join in the fun, but a healthy balance of work and play needs to be maintained.

Accordingly, we ask you for your support as we focus on the following objectives in the coming months:

Keeping Grade 12 learners motivated, prepared and supported until they write their National Senior Certi cate Examinations in October

Improving literacy and numeracy outcomes by encouraging and participating in reading, writing and counting, both at school and at home

Ensuring time on task Adhering to the 3P principle - present, punctual and prepared, at school, every day

Holding district of cials, principals and teachers accountable

Publicly participating in the debate on our draft Western Cape Provincial School Education Amendment Bill

Supporting schools in any community initiatives in, and around, the World Cup

Promoting learning activities during the school holidays

These objectives cannot be achieved without the support and commitment of learners, teachers and parents, the WCED, and the community.

2010 will always be remembered because of the World Cup, but lets also make it a year to remember in education!

We must not forget that while the World Cup lasts for only ve weeks, the futures of our learners will be determined by the education that they receive now, and beyond, the World Cup 2010.

Kind Regards,Minister Donald Grant Western Cape Education Department

achievement of adult learners celebrated at awards night

In November 2010, candidates will write toward a new quali cation for ABET Level 4. The new quali cation requires candidates to do less learning areas than in 2009 though the depth of content of certain learning areas such as Ancillary Health Care and Life Orientation increased as had their credit values.

The WCED supplied the districts with the national Examinations and assessment guidelines for 2010 - 2012. All centres will receive CDs and

hard copies of the various learning area examinations and assessment guidelines in March 2010.

New site-based assessment tasks from the national department have been provided and mediated to district ABET o cials.

Head O ce learning area specialists conducted training workshops with all teachers and centre managers from the provinces Adult learning centres during March 2010.

Filda Erasmus

Message from the MEC

NEW QUALIFICATION FOR ABET LEVEL 4

Bobby Skinstad helps a learner at Isalathiso Primary School, on the outskirts of Mossel Bay, put on his

new school shoes.

Walk this wayWalk this way

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soccer World Cup 2010Curriculum activities for the

The 2010 Soccer World Cup is an

historic event for South africa. South africa

is proud to host the Soccer World Cup

on behalf of africa. all South africans should

bene t from this event, directly or indirectly.

We call on teachers to highlight the importance of the event by infusing aspects of it into their lessons. Let us form part of this event and celebrate this historical occasion. The Soccer World Cup offers South Africans a golden opportunity to unite as a nation and build the future of this wonderful country.

This is an activity pack that teachers can use as background to infuse the 2010 Soccer World Cup into their lessons. The information is adapted from the 2010 Soccer World Cup website (28 Jan 2010) and is not grade speci c.

sOCCEr WOrlD CuP TrOPHY JulEs riMET TrOPHY The Jules Rimet Trophy was the rst soccer world cup trophy designed by French sculptor Abel La eur. It was 35cm high, weighed 3.8 kg, was made of sterling silver and gold plated, with a blue base made of semi-precious stone. There was a gold plate on each of the four sides of the base, on which were engraved the name of the trophy as well as the names of the nine winners between 1930 and 1970. The trophy was in the shape of an octagonal cup, supported by a winged gure representing Nike, the ancient Greek goddess of victory. Researchers say that, originally, the Jules

Rimet Trophy was called Victory but referred to as the World Cup (or

Coupe du Monde), but in 1946 it was renamed after Jules Rimet (the FIFA president who set up the rst tournament).

During the Second World War, the Italian Vice-President of FIFA, Dr.Ottorino Barassi, is said

to have hidden the Jules Rimet Trophy in a shoe-box under his

bed to prevent it from falling into the hands of occupying troops.

On the 20th March 1966, the trophy

disappeared while on display as part of the build-up to the World Cup in England (in a public exhibition at Westminister Central Hall) and was found 7 days later, buried under a tree at the bottom of a suburban garden hedge in South Norwood (South London), by a little dog called Pickles.

The trophy was won outright by Brazil when they became world champions for the third time in 1970. The trophy was stolen on 19 December 1983 in Rio de Janeiro, and has never been recovered (it is suspected to have been melted down by the thieves). The trophy had a couple of narrow escapes before.

CurrENT sOCCEr WOrlD CuP TrOPHY The current (July 2006) Soccer World Cup trophy was rst presented to the 1974 World Cup winning captain, Franz Beckenbauer of West Germany. It was chosen as the best of 53 designs which were submitted to FIFA by experts from seven countries. The trophy is 36.8cm high, made of solid 18-carat gold, weighs 4,970 grams and the base contains two layers of semi-precious malachite . The trophy was designed by Silvio Gazzaniga, an Italian artist.

According to FIFA rules, the new trophy cannot be won outright, as the regulations state that it shall remain FIFAs own possession. The winners keep it until the next Soccer World Cup and receive a gold-plated replica (rather than the solid gold original).

Only 5 countries have won the World Cup since the new trophy was introduced. The name of each winning team and the year they won is engraved, in English, on the base of the Trophy. There are enough spaces to last until the Soccer World Cup 2038.

sOCCEr WOrlD CuP 2010 - FaCTs

2.72 million tickets will be sold

32 teams with an average entourage of 50 people per team

10 500 international media and 5 000 international ViPs

500 FiFa offi cials

Only two economies smaller than South Africas have ever hosted the Soccer World Cup: Uruguay in the 1930s and Chile in the 1950s.

sOCCEr WOrlD CuP 2010 EMBlEM On July 7, South Africa unveiled its Soccer World Cup 2010 emblem in Berlin.

The emblem shows a soccer player executing a bicycle kick - a move thats often whistled for a foul as its considered dangerous, but which the designer featured to showcase African air. The footballer doing the kick was done in a San or rock painting style to bring the focus back to South Africa and its identity as The Cradle of Humankind. The emblem uses the colors of the South African ag to create the shape of Africa. The emblem was designed by Gaby de Abreu, co-founder of the Johannesburg design company Switch design, who had the following commentary in July 2006: The continent (Africa) featured, because it is the rst time the event will be on this continent...I thought the best way of showing off African air would be the bicycle kick, people forget it very quickly but if you score from a bicycle kick you hear about it for years and years. Of cial emblem represented to the left.Source: Wikipedia, 2010

Cape TownCaPE TOWN

sTaDiuM

SOUTHAFRIC A

68 000

player executing a bicycle kick - a move thats often whistled for a foul as its considered dangerous, but which the

Ellis ParKsTaDiuM

sOCCEr CiTY

PretorialOFTus VErsFElDsTaDiuM

52 000

94 700

70 000

1 142

3

4

5 8

6 9 12 15

11

10 13 167

1. Algeria2. Argentina3. Australia4. Brazil5. Cameroon6. Chile7. Denmark8. England

9. France10. Germany11. Ghana12. Greece13. Honduras14. Italy15. Ivory Coast 16. Japan

COUNTriES QUaliFiED FOr2010

sTaDiuMs aT THE sOCCEr WOrlD CuP 2010On 17 March 2006, FIFA of cially announced the nal list of venues. See map below:

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soccer World Cup 2010

Port Elizabeth

Rustenburg

NElsON MaNDEla BaY sTaDiuM

FrEE sTaTEsTaDiuM

Polokwane

Bloemfontein

Durban

Nelspruit

PETEr MOKaBasTaDiuM

MBOMBElasTaDiuM

MOsEs MaBHiDasTaDiuM

rOYal BaFOKENGsPOrTs PalaCE

SOUTHAFRIC A

40 000

40 000

80 000

50 000

40 000

40 000

Johannesburg

Existing stadiums

New stadiums

Stadium capacity

18 21 24 27 30

17 20 23 26

19 22 25 28 31 32

29

17. Korea DPR 18. Korea Republic 19. Mexico20. Netherlands21. New Zealand 22. Nigeria23. Paraguay24. Portugal

25. Serbia26. Slovakia27. Slovenia28. South Africa 29. Spain30. Switzerland31. United States32. Uruguay

Foundation Phaseuse soccer as a context for the 2nd term and make your classroom soccer print rich.

Use these ideas to develop activities at an appropriate Grade level for any grade - Gr R -3.

Oral WOrK aND CrEaTiVE WriTiNGCollect pictures and articles of prominent soccer players and teams.

Discussion occurs to generate vocabulary which can be used in shared writing lessons i.e. teacher engages learners in a writing framework. Learners are encouraged to write letters, diary entries, dialogues, poems and other grade speci c texts.

LiteracyEXErCisEGrade R: Cut and paste, draw and

paint their soccer stories and ideas. The teacher writes words and sentences and the learner dictates about their representations.

Grade 1: Make a collage of the soccer event.

Grade 2: Make daily diary entries about the soccer event.

Grade 3: Write a letter to a famous soccer star.

rEaDiNG aCTiViTiEs: Texts can be enlarged for shared reading activities; encourage discussion of the texts; question learners to ascertain their understanding and meaning of the text. E.g. source texts from newspapers, magazines about individual soccer players or teams.

EXErCisEGrades 1 to 3: Rewrite or photocopy

text for group and guided reading activities.

Grade R: Make card games and board games with soccer as the context and language development as the focus.

laNGuaGE EXErCisEs e.g. punctuation; parts of speech; plurals; etc. can be exploited by using the newspaper, magazine text.

Dictionary skills: learners refer to the dictionary for the meaning of soccer terminology and words from the text.

Use these ideas to develop activities at an appropriate level for any grade - Gr R -3., eg. using money, time, measurement, space, shape, size, patterns, number operations, etc) Mental Calculations +, -, x, regarding numbers of players in 1, 2, 3, soccer teams, times of matches in hours and minutes.

EXErCisEGrade 2: 1. If there are 11 soccer players in

one team, how many will there be in 2 teams? Add 2 reserve players to each team, how many players will there be altogether?

2. 3 tickets for the rst game costs

R350.00 each. How much will 5 tickets cost?

3. The team plays for 45 minutes

a side, how long is the match? Deduct 10 minutes for a break.

4. If they play 5 matches in Cape

Town, Johannesburg and Durban per week how many matches would they play in total?

5. You are 8 years old in 2010. How

old will you be in 2020?

COuNTiNG aCTiViTiEs aND NuMBEr PaTTErNs:Explore the strong focus on number patterns in soccer.

EXErCisEGrade 1: counting the team players in 1s, 2s, etc. One team = 13 members plus 2 reserve players (1-15). Two teams = 13 + 13 + 2 + 2 (1- 30) etc.

PrOBlEM sOlViNG:Use money (purchase tickets, spent on travel to and from stadiums; time activities (duration of matches, injury time, half time); hours, minutes; number of matches; days, weeks; difference between and sum of team scores.

Grade 3: 1. How long will the soccer match

be if they play 45minutes a side and take a 10 minute break and play an extra 15 minutes a side for injury time. Convert your answer to hours and minutes.

2. Dad and his 3 friends bought their

soccer tickets @ R 450.00 each for the match between Cameroon and Japan. How much money did

Numeracy

they spend if they received a 10 % discount?

3. Ten soccer teams including

their 2 reserves, 1 referee and 2 linesmen each are lined up on the stadium eld. How many persons are there altogether?

4. Four soccer tickets were

purchased @ R 510.00 each at the ticket box of ce. The payment was made with eleven R 200 notes. How much change must the cashier hand over?

Grade R:1. How many soccer shirts are

needed for a soccer team? 2. South Africa and Mexico will

play the rst match. If each side scores 2 goals, then how many goals are scored altogether? Which side is the winner? What score would make South Africa the winner?

Use these ideas to develop activities at an appropriate Grade level for any grade - Gr R -3.

Country pride: know the SA ag

and national anthem; Draw the SA ag with colours; draw the Bafana Bafana logo; teach the national anthem.

Demonstrate appropriate

behaviour at school and outside environment. Know rules to keep safe at the matches or Fan parks.

Display good manners and

respect to all visitors.

Have ball skills sessions for all and arrange mini soccer matches for class sections, encourage learners to adopt a 2010 soccer team name for their mini soccer class match game. Make a logo, ag, etc.

Life Skills

Education level

Key:

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Arts and Culture

Language

The Fifa World Cup Trophy has a very interesting history! From 1930 to 1970 the Jules Rimet Trophy (above left) was awarded to the World Cup winner.

The current Soccer World cup trophy (above right) was rst presented in 1974 and was designed by Silvio Gazzaniga, an Italian artist.

DraMaTisaTiONDo research on the interesting history of the rst world cup trophy and nd out why there is a new trophy from 1974. Use the story of the trophy as background information to develop a dramatisation, called the Story of the World Cup.

Ask the following questions to help you develop your group drama:

Plot: What is the story? What is happening?

Character: Who are the characters, who are in the drama?

Location / Space: Where will the story take place? Will there be different locations? How will we indicate it with our voices and bodies?

Time: When will the action be taking place? Are there different time periods in our drama?

DEsiGN OF YOur OWN TrOPHYOn a piece of paper, make a drawing that would show a design of your own

sHarED rEaDiNG aND WriTiNG Source a newspaper article on the 2010 World Cup Soccer

Read the article aloud. Identify the purpose and type of text.

lisTEN aND sPEaKiNG Discuss the issues raised in the text.

Ask questions for clari cation Make inferences about the text

WOrD aND sENTENCE lEVEl WOrK (GraMMar)

Identify words that elicit an emotional response.

Discuss the impact of particular words

Spell the words and enter into personal journal

Write words in new sentences

GrOuP, GuiDED, iNDEPENDENT rEaDiNG/WriTiNG

Brainstorm emotional response to the text above.

Group ideas in the form of a mind map

Describe the structure of a simple sentence.

WriTiNG Write simple sentences to express personal response to the shared text.

iDEaS TO USE DUriNG THE laNGUaGE pEriOD

sHarED rEaDiNG aND WriTiNG Source an interview with a famous soccer star or coach etc. on the 2010 Soccer World

Read the article aloud. Identify the main person/s in the interview report

lisTEN aND sPEaKiNG Identify the key questions raised in the text.

Listen to the responses Express feelings about the responses

WOrD aND sENTENCE lEVEl WOrK (GraMMar)

Identify and discuss types of words to formulate questions (e.g. why, where, what, how, when, will you, can you ? etc.)

GrOuP, GuiDED, iNDEPENDENT rEaDiNG / WriTiNG

Explain the writing frame for an interview

Brainstorm key questions for an interview with a soccer legend

Group ideas in the form of a mind map

WriTiNG Write questions for the interview and role play with a peer

sHarED rEaDiNG aND WriTiNG Source a picture of a soccer match/event/person from a newspaper on the 2010 Soccer World Cup

View the picture and predict what it is about

lisTEN aND sPEaKiNG Read the supporting text Discuss the main idea in the text Provide an alternative ending

WOrD aND sENTENCE lEVEl WOrK

Identify verbs and adjectives in the text

List the words and enter into personal journal

GrOuP, GuiDED, iNDEPENDENT rEaDiNG /WriTiNG

Explain the meaning and writing of a paragraph

Explain how to write a descriptive paragraph

WriTiNG Write 2-3 paragraphs on the picture using descriptive language

Study the following map of South africa and answer the questions that follow:

1 Royal Bafokeng Stadium 40 000 2 Loftus Versveld Stadium 52 000 3 Moses Mabhida Stadium 80 000 4 Nelson Mandela Stadium 50 000 5 Ellis Park Stadium 70 000 6 Peter Mokaba Stadium 40 000 7 Mbombela Stadium 40 000 8 Free State Stadium 40 000 9 Cape Town Stadium 68 000 Soccer City 94 700

1

2

345

6

7

89

10

b) Which 2 stadiums have the biggest capacity? How many more seats will Cape Town City stadium need to equal the capacity of the biggest Stadium?

Port Elizabeth

Rustenburg

Pretoria

Johannesburg

Polokwane

Bloemfontein

Cape Town

Durban

Nelspruit

10 9

78

1

2 3

45

6

Social Sciences (Grade 4)

a) Use the names of the cities on the map and link their numbers to the stadium names below. Indicate which of these cities are provincial capitals.

trophy that will celebrate your identity, heritage and uniqueness.

Think of an object or sign that will symbolise who you are, i.e. the sun, a ower, a strong tree.

Make sure that the design also shows your heritage and culture.

Keep the design simple and not too cluttered.

Decide on the colours you would use that show off your personality, culture and background.

OPENiNG CErEMONYImagine it is your function to develop the World Cup opening ceremony. As a class, decide on the overall theme of the opening ceremony

In groups decide on the following: The indigenous cultural group you will depict

The music you will be using it is preferable that you perform the music yourself!

The indigenous dance form you will be performing (remember shapes, direction, space, force and rhythm)

Puppets that will strengthen the theme, i.e. life-size puppets, stick puppets or shadow puppets.

Costumes that will re ect the unique cultures of South Africa consider colour, design and shape

See example below :

Opening ceremony of the 2006 World Cup in the Allianz Arena, in Munich, Germany

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w.w

orld

cup2

010f

an.c

om

wcednewsa p r i l 2 0 1 0 7

Mathematics

QuEsTiON:Soccer City, Johannesburg has the capacity of 90,000 seats. The price of tickets during the round robin matches varies from R140 to R1 120. The seating has been divided into 4 categories. Category 1: 20% of the seats are

priced at R1 120 Category 2: 25% of the seats are

priced at R840Category 3: 25% of the seats are

priced at R560Category 4: 30% of the seats are

priced at R140

a) If all the tickets are sold, how much money will Soccer City receive per round robin match?

b) With VAT at 14%, how much will Soccer City have to pay in tax for one game? (round off to the nearest R10)

c) If 3 round robin matches take place at Soccer City and all seats are sold for every match and Fifa gets 10% of the ticket sales, how much money will Fifa get from Soccer City after the 3 round robin matches?

MaTHEMaTiCs BraiN TEasEr Use the dimensions of a soccer eld to work out:

1.) How many litres of diesel will be required to mow a soccer eld if one litre mows m2. If diesel costs R8,50/litre, how much would one mowing cost? or

2.) How many rolls of grass were used to cover the eld plus outer areas of the Cape Town Stadium eld. Give learners all the dimensions.

Set any questions relating to money and finance e.g. say how many cooldrinks, bottled water, hamburgers etc. will be drunk / eaten during one match. Give a cost and selling price for each and get learners to calculate the profit.

Give learners the map with the

various time zones. Ask questions like: The match between Germany and Japan is at Cape Town Stadium at 14:00 on Saturday. If TV viewers in Germany and Japan want to watch the match live, what day and time will they have to switch on their TV to watch this match?

2D shapes could be identified and named in the various participating countrys flags.

The South African flag can be drawn. Dimensions were given in the 2009 CTA Section A (English version)

Build a model of the soccer ball from a net or use straws and prestik or toothpicks and jellytots. The straws and toothpicks will have to be measured correctly.

Draw or build a model of a

soccer field. The model must be in proportion to the actual field dimensions. (Use scale)

Set a scenario for learners. Name 10 teams to play in a round robin section. Let learners participate in a draw and then get them to draw up a table to show how the teams will play one another.

Set a questionnaire to find out

peoples opinions on the Soccer World Cup e.g. Will you be attending one of the soccer matches? Do you think the poor in South Africa will benefit from the World Cup being held in SA? etc.

Data can be collected, organised and relevant graphs drawn. Graphs can then be interpreted.

Depending on the grade, learners can use a map, to give directions from a set point to one of the soccer stadiums: using words or the compass points or co-ordinates.

Give learners a diagram of the goal area of a soccer field with points in the goal area from where

goals were scored. Let learners draw lines and measure the angle of the ball entering the net.

EXaMPlEs

aCTiViTY 1In preparing for the 2010 Soccer World Cup South Africa has to upgrade its infrastructure. 1. Identify and investigate the

sectors on which money will be spent.

2. Explain how the event will contribute towards job creation.

3. Write a report on your ndings.

aCTiViTY 2Sustainable development that will lead to economic growth is of the utmost importance.1. Investigate what kind of jobs

could lead to sustainable economic activity, which could lead to economic growth.

2. Monitor the R/$ exchange rate during the Soccer World Cup.

3 . Determine the number of jobs that will be created during the soccer event. Draw a comparison graph to indicate growth.

4. SA will receive an estimated income of R51.1 billion from the World Cup. Identify the sources from where this income will be generated.

aCTiViTY 3Analysts suggest that the biggest long term bene t of the World Cup for SA would come from intangibles. What are intangibles?

- Explore two examples and write a report on your ndings. aCTiViTY 4You have decided to set up your own small business selling memorabilia for the Soccer World Cup. Develop a business plan for your business.

Design an advertisement for your business, in the form of a yer, a poster, Radio/TV advertisement or website aimed at attracting the attention of tourist to your business.

2010 boost sa Economy

The 2010 Soccer World Cup as a context for teaching and learning

Provide learners with an opportunity to use assignments, case studies or capability tasks set in the context of the 2010 SOCCER WORLD CUP. When developing activities the grade speci c assessment standards must be used to formulate instructions.

assiGNMENTs: Investigate the design features

of a product developed for the soccer tournament

Identify or research information on types of structures used in the soccer stadiums

Develop a questionnaire to determine tourists wants

Present a set of sketches / drawings of packaging for soccer memorabilia

CasE sTuDiEs: Collect suitable printed articles or illustrations and set grade speci c questions for learners to respond to. Illustrations or articles based on the following aspects would be appropriate: Structural design aspects of a

stadium or packaging Systems and control used in

transport or security systems Processing of material for

speci c products: food, clothing or structures

The impact of the construction of the stadiums on the environment, community and or people.

CaPaBiliTY TasKs: Design and make practical solutions to real life problems by following the design process and nding possible solutions to a given problem or a self generated need. The scenarios used in the WCED Work Schedules can easily be adapted to match a context within the 2010 Soccer World Cup.

intermediate Phase and senior Phase

learners can do the following activities:

Education level

Technology

Management SciencesEconomies &

ABOVE: Stadium roof structure BELOW: Soccer memorabilia

special feature

costs R8,50/litre, how much would one mowing cost? or

2.) How many rolls of grass were used to cover the eld plus outer areas of the Cape Town Stadium eld. Give learners all the dimensions.

Systems and control used in transport or security systems

Processing of material for speci c products: food, clothing or structures

BELOW: Soccer memorabilia

8 wcednewsa p r i l 2 0 1 0

Research information about all the materials that were used to make soccer balls, soccer shoes, soccer poles.

FiND OuT:1. What these materials have in

common?2. The history of these materials to

see how they have changed as new materials were invented?

3. Manufacturers standards for different sports balls.

4. The rules about balls that should be used for sporting events; etc.

sCiENTiFiC iNVEsTiGaTiON aCTiViTY: Learners should work in groups to design an experiment to compare the bounciness of balls made from different materials.

Encourage learners to collect

MINI 2010 SOCCER WORLD CUP TOURNAMENTphysical Development and Movement-lO4

TEaMsPlace learners in physical ability groups of 15 per team. Adapt soccer game to suit circumstances, i.e. use smaller numbers per team, 7-8 learners making up a team, use smaller dimensions. Each team represents a country of choice. Select a team captain. Each team design colours to wear during the tournament.

W L D PA PF TOT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

rulEs 1. Captains keep score and log. 2. Follow all soccer rules. 3. Appoint knowledgeable

learners as referees. 4. Adapt the times and

playing dimensions to suit circumstances.

5. Mix gender teams or single gender teams.

6. Learners must be appropriately attired.

sEMi-FiNalsSemi- nal 1: Winner of group 1 vs winner of group 4Semi- nal 2: Winner of group 2 vs winner of group 3 FiNal: Winner of semi- nal 1 vs winner of semi- nal 2.

This activity can last for two weeks.

DraWDraw by lot who will play against who. COMPETiTiONFirst stage: Round Robin (All teams play against all in a group) Group 1: 1 vs 2 / 3 vs 4Group 2: 5 vs 6 / 7 vs 8 Group 3: 9 vs 10 / 11vs 12 Group 4: 13 vs 14 / 15 vs 16

LEFT: W=2 | L=0 | D=1 PA=Points against | PF= points for

a FuN aCTiViTY TO sParK

lEarNErs iNTErEsT iN sPOrT aND

ENCOuraGE THEM TO BE FiT

aND HEalTHY.

properties of materialsvariety of old balls and bring them to class. They should dissect them under the teachers supervision to examine the kinds of materials they are made up of and make comparisons.

The teacher should approve their experiment design before they carry out any tests.

HiNT: Remind learners about:a Fair TEsT. A number of variables e.g.; different materials, different sizes, dropping from the same height and or same surface every time testing them, exposure to different temperatures, etc.

This activity is in keeping with the NCS, learning outcome 1 and 3 of NATURAL SCIENCES.

Natural Sciences

Life Orientation

Elastic ball

Ball made out of pieces of material and fi lled with cloth and feathers

World Cup competition balla new ball with distinctive qualities is designed for each World Cup

Vulcanised rubber ball

designed by Charles Goodyear

1855

in earlier years balls were made of pig bladder covered with leather

1910

2006

in earlier years balls were made

1980s 1990sBall with characteristic white-and-black leather inserts

1950sBall with brown leather panels

Evolution of the soccer ball

Source: Leer en Presteer, Supplement to Die Burger, Monday 15 February 2010

Timeline

Pic courtesy of City Views

special feature

wcednewsa p r i l 2 0 1 0 9

Alex Kasonga from Wittebome High School

New NSC awards criteria for 2010 a number of additional awards will be awarded to learners who have excelled academically in the National Senior Certi cate Examinations (NSC).

Announcing the new awards criteria, Western Cape Education Minister Donald Grant said this will hopefully incentivize schools and learners to produce even better results.

Under the category Most improved schools, the decision has been made to introduce awards for the Most improved focus schools. There are currently 28 focus schools in the province, all of which specialize in speci c subjects that are relevant to the Western Cape economy, catering for learners from previously disadvantaged communities. Therefore, schools that achieve the most improved results from 2009 to 2010 in this category will now be awarded.

Again under Most improved schools, awards will be given to the Most improved Dinaledi and Maths, Science and Technology schools (MST).

At present, there are 56 Dinaledi and MST schools in the Western Cape, all of which have been established to improve performance in Maths, Science and Technology, particularly among disadvantaged learners. This category of awards will give recognition to schools that show the greatest improvement in their results from 2009 to 2010.

Under the category, Excellence in individual subjects, an additional two subjects have been added with Mathematics and Physical Science. This category will now include Accounting and Life Sciences, given that these subjects are taken by a large number of learners and are important gateway subjects.

In terms of the awards ceremony, for the rst time since the National Senior Certi cate Examinations began in 2008, only one ceremony will be held in January 2011.

We are con dent next years event will be a celebration all round. Not only will we be celebrating the academic achievements of individual school and learner performance, but the improvement of our overall pass rate and the reduction in underperforming schools.

We encourage all our candidates for the 2010 NSC examinations to stay focused and to ensure that they use this time effectively to prepare well and study hard, Grant said .

The full document will be made available on the WCEDs website http://wced.wcape.gov.za/

NSC Awards

70

65

60

55

50

45

40

35

30English Maths

Earlier

Matric Final

Physical Science Accounting

event will be a celebration all round. Not only will we be celebrating the academic achievements of individual school and learner performance, but the improvement of our overall pass rate and the reduction in underperforming schools.

for the 2010 NSC examinations to stay focused and to ensure that they use this time effectively to prepare well and study hard, Grant said .

The full document will be made available on the WCEDs website http://wced.wcape.gov.za/ Girls fro

m Immaculata High School

T he partnership with Education Alive, a non-profit, public benefit organisation established in 1975, did just that. Learners became alive, confi-dent and skilled and performed miracles in their final exams.

In less than 30 hours per subject, Maths, Physical Science, English and Accounting, the bar was raised very high. The participators were also exposed to effective study technology. With their busy school and/or social schedules most learners would find the hours and effort they put in a gruelling impos-sibility, but these learners had so much fun whilst still learning and made sacrifices that paid off.

The success stories of this program were unending. In total, 65% of the learners were able to gain admission to Bachelors level studies and a further 25% were able to gain admission to Diploma level studies.

Seventy percent of the learn-ers on the programme improved their mathematics mark, and of those, the average increase was over 12%.

Of the accounting learn-ers, 56.5% improved on their earlier mark, with increases of up to 20%. Physical Science saw increases as high as 27%, and English up to 12%.

A participant, Abdul Qader Hendricks, said he wanted to improve his Maths, Physics, and English mark to gain entry to the Cape Peninsula University of Technology to study towards becoming a navigator. The teachers were all very helpful and displayed exceptional skills in teaching us how to love and understand the subjects that we struggled with. I passed matric well and I am very grateful!

Another participant, Alex Kasonga, was originally from the DRC and studied at a private school from primary school to Grade 9, where there were fewer that 20 learners per class. Then I came to a public school, which had up to 40 learners per class. I

went from a straight A student to an average student. I knew something was wrong, and I also knew that the problem wasnt me. It became evident that I needed help or else I was going to fail matric. Luckily, one of my teachers found out about the

Matric Enrichment programme. Right from the programme introduction, I felt a positive change! I am very grateful for the opportunity I received at Education Alive, it got me

Partnership sees learners come alive in fi nal matric examsThe Western Cape Education Department (WCED) implemented a Matric Enrichment programme late last year to give focussed tuition to 80 learners from 11 disadvantaged schools in the hope to enhance, ensure and elevate their level of success in the National Senior Certi cate exams.

sTaTisTiCsMany learners improved their results in each subject.Of the four subjects, Mathematics saw the greatest improvements.

MEP sTuDENTsHall OF FaMEabdul Qader Hendricks:

Science increased from 43 to 70% Maths increased from 65 to 71% English increased from 46 to 58%

Michelle Qumba:

Maths mark increased from 8 to 40%

Kurt Phillips: English increased by 11% Science increased by 25% Maths increased from 38% to 83%!

Abdul Qader Hendricks from Simons Town High

Wittebome High school

Tuscany Glen High school

Trafalgar High school

livingstone High

spine road High school

simons Town High school

rylands High school

Khanyolwethu

secondary immaculata High school

Excelsior secondary school

Bernadino Heights High

WCED/EDuCaTiON aliVE: MaTriC ENriCHMENT PrOGraMMEThe 11 schools involved:

through matric, and taught me there are proven ways of study-ing that actually work!

iN TOTal, 65% OF THE lEarNErs WErE aBlE TO GaiN aDMissiON TO BaCHElOrs lEVEl sTuDiEs aND a FurTHEr 25% WErE aBlE TO GaiN aDMissiON TO DiPlOMa lEVEl sTuDiEs.

development

Kurt Philips from Spine Road High School

10 wcednewsa p r i l 2 0 1 0 insight&opinion

Bergvliet High schools Continuing Education Programme comes of age

local educators encouraged to stay curious and evolve

staying curious and evolving with the times was the advice given by Donovan Goliath, head of Business Development and Client Management at uCT Graduate school of Business, at the annual Principals Breakfast hosted by False Bay College.

The energetic and proverbial speaker had school principals at the edge of their seats as he shared his experiences.

Goliath, a former educator and now successful business manager, advised principals on how to manage for success. With the introduction of the internet, social media and other things our children has been exposed too, so has the role of learning and the educating of our learners changed.

While President Jacob Zuma focused on improving the quality of childrens reading, writing and counting in foundations years in his state of the nation address, innovate and differentiate were some of the tools Goliath shared with the audience.

after being an educator for a number of years and then head hunted by one of the major banks, i was in a similar position as you. i noticed the more things change, the more our education methods stayed the same. This was when i started doing things differently, i adapted to the change, said Goliath, as he re ected back to his days as an educator.

Teachers need to make bold declaration in order to be accountable for learners success and see the impossible possible, he added.

With the education system changing and educators struggling to keep head above water, principals and educators agreed that the focus should change from fi lling classes to meeting the needs of the learner.

False Bay College hosts an annual Principals Breakfast for Principals and life Orientation educators to discuss critical issues and engage speakers on issues and topics of interest in the running of their schools.

learners across the province are increasingly bene tting from the expertise and skills of former and retired teachers

who organised themselves to form the Western Cape Retired Teachers Association (WCRTA).

Nazeema Omar, Chief Executive Of cer of the WCRTA, said their members are putting back basic skills that have gone lost. The basics like being able to read, write and do arithmetic are important, but sadly this is what is lacking today. We have the expertise, skills and background to make a difference and add value to education.

The association works in close association with the Western Cape Education Department and is more than 200 members strong. New members are joining on a daily basis, said Omar.

One of the associations projects, the Care Project, is very close to Omars

heart. A group of boys have fallen through the cracks of the education system and unless we help them I cannot see anything else in the future for them but a life of poverty and struggle.

Omar said the boys were born with an orthopedic problem that placed them at a disadvantage. They have gone through the system and completed but not passed Grade 9 and are between 17 and 19 years old.

We are helping them with functional reading, Maths and other little things but I have come to realise that making them employable is a priority as they do not have the ability to progress in an academic environment.

Omar said they started with a computer literacy programme where they will be certi cated and then be supported or trained in a work environment until they are ready to make it on their own in the real world.

At the same time we will focus on

their natural talents and try to develop those areas as the one child is good at art and another plays the piano. One attends magic school and he is not only very good but enjoys it tremendously.

Because we care we will ensure that these children get the opportunity they deserve to become self suf cient and live meaningful, productive lives.

Omar said most of the associations members are actively involved in education activities such as substitute teaching, tutoring and mentoring and

enjoyed being in a classroom situation again.

Omar said the association would like more support as far as infrastructure is concerned and she appealed to the WCED to include them in training. We need to keep up to date with all developments. She said at the moment training is facilitated by the association..

We would also like for more schools to contact us for support. Many of our members are already doing voluntary tuition for struggling children in schools across the province and we are now getting involved with Saturday tuition groups.

Another big plan I have for 2010 is to encourage the start of Retired Teachers Associations in all the provinces.

For further information go to the associations website www.wc-rta.co.za

Adult education

in the evenings, long after Bergvliet High Schools 1 100 learners and educators have left for the day, the Cape

Town school continues to be a vibrant centre of learning.

We acknowledge the contribu-tion our community makes to our school and to this end we strive to give back to the community by running the Continuing Education Programme. Now in its 21st year, the Continuing Education Programme is one of the largest of its kind in the Western Cape and provides an opportunity for life-long learning in the form of short courses for adults, educators and learners, said Princi-pal Stephen Price.

The programme is divided into 3 categories: Adult , Educator and Learner Enrichment, and offers a wide variety of courses which run concurrently with the school term and take place mainly on Monday

to Thursday evenings from 19:00 to 21:00, with occasional courses running on Saturdays.

Adults, educators and learners stream into the school for their evening classes in the Continu-ing Education Programme. The learner revision component in the early evening has made a huge impact, with learners from all local high schools registering for the high quality courses. The schools unique Driver Education programme, where learners are taught how to drive, is a popular

new addition and is producing safe, confident drivers. The objectives of the programme are:

to provide a forum which will draw the community into the school and enable them to use the school facilities at night;

to make the courses as accessi-ble to as many people as possi-ble by keeping the course fees reasonable;

to be progressive in their approach to educating the whole person by giving those interested the opportunity to learn new skills or develop new interests/hobbies;

to empower the unemployed by enabling them to learn the skills which would improve their chances of finding employment;

to provide staff development opportunities for educators, administration and general staff;

to provide learner support for students in the form of revision courses at night and Winter Schools during the June holi-days;

to provide work opportuni-ties for the lecturerswith an emphasis on employing those residing in our community where possible;

to promote and support local business

to keep in line with the policy of the Education Department with regard to the role which schools should play in Adult Education;

to create additional funds for the school.

Detailed course information is available on the schools website: www.bhs.org.za or contact Katharine Miles at 021 712 0979 / kathy.miles@ananzi.co.za

... MaNY OF Our MEMBErs arE alrEaDY DOiNG VOluNTarY TuiTiON FOr sTruGGliNG CHilDrEN iN sCHOOls aCrOss THE PrOViNCE

Giving back:Western Cape retired Teachers association

Retired teachers

THE CEP PrOViDEs aN OPPOrTuNiTY FOr liFE-lONG lEarNiNG iN THE FOrM OF sHOrT COursEs FOr aDulTs, EDuCaTOrs aND lEarNErs.

KaTHariNE MilEs

DarrEN FraNCis

Putting our best foot forward!A variety of Art and Craft courses are o eredComputer courses are in high demand

wcednewsa p r i l 2 0 1 0 11insight&opinion

Smart thinking

Getting dropouts back to school

Encouraging positivebehaviour theSMarT waya survey asking teachers to list the aspects of their work where they would welcome the most support indicatedthat after assessment and literacy/numeracy, behaviourwas their biggest concern

sMarT spaces are spaces that are:safe for all who enter themManageable in terms of what isexpected of facilitators and learnersactivity basedre ective andTrust lled

in an e ort to get school dropouts to return back to school and convey the message of the importance of education, a Back to School programme was launched in Uitsig in February.

Roleplayers of the day from left: Sidney Vogt(sector forum chairperson sector two Ravensmead, Johnny Duplooy(NEBO primary school principal, Pastor Tom

Klein (community leader), David Cochran(safety resource o cer metropole north), Captain Renay Petersen and Capt. Elizabeth Pool.

THE BEliEF is THaT lEarNErs-aT-risK WHO arE rEFErrED TO THE uNiT arE sMarT, iNTElliGENT aND rEsiliENT. THE CHallENGE is TO BuilD THE sElF-EsTEEM THaT Has BEEN BrOKEN sOMEWHErE iN His/HEr CirClE OF COuraGE.

Tony Roberts of the Metro South Education District said the Positive Behaviour Unit class is

the latest addition to a series of interventions embarked on by the districts Specialised Learner and Educator Support (SLES) component in answer to the finding of the survey on teacher opinions that was conducted in the district since 2002.

The rationale often given by teachers is that they are not coping with the multiple roles of being teacher, social worker, nurse, parent and psychologist.

Roberts said for the past eight years the SLES component of the district embarked on a series of interventions with teachers, learners, senior management teams and district staff. These include the Developmental Approach to Positive Behaviour, Boys Town Behaviour Programme, Capacitar, Deep Democracy, and Journey with the Positive Behaviour Unit Class introduced last year.

The reason for starting the Positive Behaviour Unit Class was that the need was constantly expressed in conversations and meetings where the continuum of interventions for learners at-risk of dropping out of or being marginalised within the mainstream education system occurred. The Unit Class is known as the SMART class because the underlying framework for the work within the class is a resilience or strength-based framework. The belief is that learners-at-risk who are referred to the Unit are smart, intelligent and resilient. The challenge is to build the self-esteem that has been broken somewhere in his/her circle of courage.

Learners are brought to the Unit Class, on a daily basis for five days, by the school, with the consent of parents/guardians. Six such unit classes have been offered since June last year and the SLES component hope to facilitate a class once a month.

Roberts said the feedback had been very positive. The one reservation was that the learners need on-going support after the SMART class week. This has prompted the development of a mentoring programme by using existing resources in the

community. An example of this is our most recent school which is Ocean View High. Here the follow up work is being done by a community NGO called OIL (Own, Invest and Live your life) and final year Social Work students from UCT, who are doing some of their practical outreach work at the school. This mentoring work is being supported by the Positive Behaviour Project of Metro South Education District and the excellent support of the principal, Mr Klein.

Roberts said there were a number of observations from the first Positive Behaviour Unit Class. Ten learners from the Cafda School of Skills were accommodated for a week at the Battswood Arts Centre, which was conveniently situated, about 500 metres from their school. This meant that the learners could walk to the venue without effort.

Programme development was made manageable with the use of the Circle of Courage as a theoretical frame. The aspects of belonging, mastery, independence and generosity, formed the basis for the exercises throughout the week. The Action Learning Methodology was used to generate activities and processing of the various aspects.

He said the variety of activities like clay work, card making and physical activities helped to keep learners focused and attentive.

Food played a crucial role throughout the week. Some learners appeared to be extremely hungry, especially at the beginning of the day. Sandwiches and tea were served at 8:00. Juice and biscuits were served at about 10:00, and lunch was served at about 12:00.

Sporting activities are crucial to a programme of this nature. Our coach, Albert Manuel, who is also known as Coach Blade, did sterling work on and off the pitch. He introduced learners to a range

of physical activities, some more robust than others.

Learners tended to tease each other (especially the calling of names) and came close to physical contact, at times. What was interesting was that physical contact was minimal. It was as if there was a dance happening. In other words, each knew, almost instinctively, when to stop and when to push on.

The visit to the nature reserve, Rondevlei, was well received. This appears to have broken down resistances and encouraged good conversations between the facilitation team and learners.

Roberts said generally, the learners who attend the SMART class could expect an environment where they will be respected, a programme filled with activities that they can master, and an experience of getting in touch with nature. The thrust is that the values we wish to convey are values that the facilitators model to the learners. This is the hope. This is the prayer. Let us build a positive and healthy society, together.

Learners present at the event with Pastor Tom Kleinand Sidney Vogt in the back.

The programme, launched by the Western Cape Educa-tion Departments

Safe Schools Project, saw a good turnout.

Organised by the Safe Schools Safety Resource Officer for the area, David Cochran, together with the Ravensmead Police and Community Police Forum, the programme was launched after a need was recognised in the areas.

Cochran said: We invited the entire community to attend the programme because we want them to realize how important it is to stay in school and get an education.

The programme included fun activities such as dance competitions, performances and addressed by various speakers, all underlining the importance of education.

He said the programme, in addition to speaking to children and youth about how getting an education can change their lives for the better, also educated the community on taking ownership of the schools in the area.

A school plays an important role in the community and if there is no school,, there cant be education, therefore we want to people to report vandalism of our schools and look after

schools.He added there are many

contributing factors why learners drop out of school, the main reason being the socio-economic, entailing poverty, domestic violence and overall dysfunction of the family in which the children grow up.

Johnny du Plooy, principal of NEBO Primary School in Ravensmead shared this sentiment, saying that even though the reasons why children drop out are known, people need to know there are resources available that can help them.

There is free help for children, like the department, social workers and we need to raise awareness about these resources, so that children and parents know the circumstances and do not have to steal their childs education.

Sidney Vogt, chairperson of the forum for section two, added parents need to pay more attention to their childrens safety and come forward to the police should their children have problems.

Contact safe schools at0800 45 46 47.

The article originallyappeared in the TygerBurger (ravensmead/Belhar)

CarMEN JaCOBs

12 wcednewsa p r i l 2 0 1 0

EDulis:

reviews

EDulis liBrarY Tel 021 957 96181st Floor Middestad MallCharl Malan StreetBellville

CHErYl JOsEPH Tel 021 900 5111Metropole EastOld Nooiensfontein RoadKuils River

NTOMBi MNGXuMaTel 021 370 2084Metropole SouthBrian OConnell Resource CentreAZ Berman DriveLengtegeur, Mitchells Plain

iNa HEiBErG Tel 021 860 1229West Coast6 Hospital StreetPaarl

saM WEBBEr Tel 044 803 8328Eden / Karoo42 Courtney StreetGeorge

JaNiNE ONTONG Tel 023 348 4657Cape Winelands9 Durban StreetWorcester

Your nearest resource centre

l E a D E r S M U S T r E a D Sspence, C.M. leading with

passion and purpose: creating schools that help teachers teach and students learn. 2009

sNaPsHOT: This practical book shows leaders how to face a myriad of challenges, including closing the achievement gap; promoting equity; meeting the demands for accountability and generating community support.

Farina, C. a school leaders guide to excellence: collaborating our way to better schools. 2008

sNaPsHOT: Authors translate their soaring vision into a clear, . . . easy-to-use, friendly guide any educator can apply. Bill Cirone, Superintendent of Santa Barbara County Office of Education

robbins, P. The principals companion: strategies for making the job easier. 2009

sNaPsHOT: Serves as a personal mentor for principals, providing practical resources and tools to help manage the challenges of leading a learning organization and facilitating school improvement.

sanders, M.G. Principalsmatter: a guide to school, family and community partnerships. 2009.

sNaPsHOT: Provides administrators with a clear road map for initiating partnership programs that are goal-focused, equitable, and sustainable.

Finzel, H. The top ten mistakes leaders make. 2007

sNaPsHOT: This is one of the most practical books on leadership I have in my own personal library JC Maxwell, author, speaker.

Morgan, s.T. so you want to be a school leader? 2008

sNaPsHOT: Key leadership and management principles, as described by leading global experts, are discussed in plain English and within the context of leading a school.

Bultinck, H.J. 99 ways to lead & succeed: strategies and stories for school leaders. 2009

sNaPsHOT: .. offers tips and strategies to help leaders succeed in their daily work.

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Hewitt, D. understanding effective learning: strategies for the classroom. 2008

sNaPsHOT: .. provides reader with a wide range of ideas to encourage more effective learning in classrooms.

Mertler, C.a. action research: teachers as researchers in the classroom. 2009

sNaPsHOT: .. methods and procedureswhich can be used with everyday instructional practices and classroom activities to improve teaching.

Hopkins, D. a teachers guide to classroom research. 2008

sNaPsHOT: .. practical guide for teacherswho wish to improve their practice

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BOYS HOOKEDON READING

FrEE liBrarY rEsOurCEs aVailaBlE TO YOu aT EDulis: WCED liBrarY aND iNFOrMaTiON sErViCE

Me read? No way! a practical guide to improving boys reading skills (Booklet in pdf format)http://www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf

Overcoming the obstacle course:Teenage boys and readinghttp://www.teacherlibrarian.com/tlmag/v_30/v_30_3_feature.html

Boys and Books - article highlightsan ira book that o ers ideas forengaging young boys in readinghttp://www.reading.org/General/Publications/ReadingToday/RTY-0812-boys.aspx

launching young readers: Teaching kids toread and helping those who strugglehttp://www.readingrockets.org

THiNKiNG TEaCHErs MUST rEaDS

we keep you informed

wcednewsa p r i l 2 0 1 0 13

arts&culture

The school recently received an award from Stellenbosch Universitys Woordfees and the Afrikaanse Taal en

Kultuurvereniging (ATKV) for their exceptional contribution to Afrikaans.

It was the first year in the festivals 11 year history that word and visual artists were honoured in this way.

Schoonspruit received the prize Words open Worlds (WOW) for their contribution to Afrikaans.

John Stewe, the deputy principal, said the school had been participating in the Woordfees since its inception.

At Schoonspruit emphasis is placed on reading and writing and expanding learners vocabulary. We try to teach learners new words every day. This is why the Woordfees is so important to us.

The learners love for reading and creative writing also translated into winning performances on stage. We do exceptionally well in drama and collected a number of gold awards in various competitions. Our learners also excel in various items at Eisteddfods.

Stewe said the language teachers at the school make use of creative methods to encourage a love for reading and writing. For years we struggled with learners who came to high school without the ability to read at the appropriate level. Their lacking literacy skills impacted negatively on their performance in all subjects. Every learner at the school now has a reading journal where they can write down interesting passages from books that they would like to read to the rest of the class. They also have a writing journal and the teachers encourage creative writing.

These performances in front of their peers boosted the learners confidence and contributed to their self-assurance on stage.

Earlier this year, Dean Smith, a learner at Schoonspruit, was one of 13 high school actors who shared the stage with professional actors in Vaselinetjie during the Suidooster Festival.

Stewe said many of the schools ex-pupils are studying at higher education institutions and are eagerly exploring the new worlds opened up to them through words.

Focus on:The South african Youth Choir

CHarl VaN HEYNiNGEN

MEMBErs rEFlECT THE

DEMOGraPHiCs OF sOuTH aFriCa aND CElEBraTE uNiTY WiTHiN CulTural

DiVErsiTY.

Re ection

WORDS TO LIVE BY

BY G. BassON, a TEaCHEr aT VrEDENDal PriMarY sCHOOl.

1 Korinthirs 13 vir onderwysers:

Al sou ek die mooiste skool h en die beste lesse vir die leerders voorberei, maar ek doen dit nie met liefde nie, dan is ek so waardeloos soos n le klas sonder kinders of n stukkende pen.

Al is ek die besigste onderwyser en al koop die skool die duurste sporttoerusting en rekenaars, maar ek luister nie na my klas se kinders of help hulle wanneer hulle vashaak nie, dan is ek nog nie n ware onderwyser nie.

n Liefdevolle onderwyser is geduldig hy/sy help maar die klas skoon maak. n Liefdevolle onderwyser is lankmoedig en vriendelik hy/sy ry maar die bus vol kletsende skoolkinders en kom soms laat nag terug.

Onderwysers vergelyk nie kinders met ander nie en is nie verwaand oor sport of kultuur prestasies nie. Hulle bedek alle skrape met liefde en pleisters en glo in elke kind. Hulle hoop net die beste en verdra al die klaery en kritiek van ouers.

n Opregte drukkie en n belangstellende gesprek bly lank in die kinderhart, maar gemerkte boeke kry weer werk en n netjiese klas word weer deurmekaar. Die akademie hou nooit op nie, want daar sal altyd n afvlerkie wees wat drilwerk benodig.

Eendag, as die Volmaakte gekom het, sal jou skool en wonderlike apparaat tot niet gaan, maar die lewende siele van kinders oor jou pad sal ondersoek word.

Toe ek nog n jong onderwyser was, was ek gesteld op my voorkoms en aardste besittings, maar noudat ek n gesoute onderwyser geword het, het die kinders se emosionele versorging vir my belangriker geword.

Nou kyk ons nog vas in opstandige en soms ondankbare gesigte, maar eendag, as hulle grootgeword het, sal ons die vrugte maai van die liefde wat ons elke jaar gesaai het.

En nou bly AANDAG, GEDULD en LIEFDE, hierdie drie, maar die waardevolste hiervan .n LIEFDEVOLLE ONDERWYSER !!

Malmesbury school honoured for usingwords to open worldsTeachers at Schoonspruit Secondary School in Malmesbury have mastered the art of using words to their learners advantage.

The South African Youth Choir (SAYC) is one of the most exciting choral projects in the

world today. It brings together exceptionally talented young singers from all over our beautiful and diverse country, giving them the opportunity to excel on artistic and scholastic level in the undisputed hub of South African choral singing today - the Northern Suburbs of beautiful Cape Town. To become part of the choir is only possible for a select few, and successful candidates are very fortunate indeed.

In the true spirit of ubuntu the South African Youth Choir is a human project. Members reflect the demographics of South Africa and celebrate unity within cultural diversity. The choir members are

accommodated at the Durbanville High School Hostel and they attend Stellenberg High School.

Since 2005 this fabulous choir, under the baton of internationally acclaimed conductor Andre van der Merwe, has been developed into a unique musical product of international standard and won a gold diploma at the Llangollen International Eisteddfod in Wales in 2006. International media hailed the choir as a true export product of South Africa. They also obtained two first places at the International Kathaumixw Choral competition in Powell River, Canada during July 2008. The choir has performed for heads of state and countless other high profile events.

The choir members are committed to artistic excellence. Many members come from disadvantaged areas and are orphans. They are the raw talent of South Africa. The choir offers them a voice and hope. They dare to dream.

auditions for the 2011 choir will be held in august/september this year. Contact Charl van Heyningen in this regard at 021 851 8261(W) 082 490 0924(C) or charl@charl.co.za

Boys from the SA Youth Choir performing their excitingand uplifting gumboot sequence.

CirCularsThe Western Cape Education Department (WCED) issued the following circulars

and circular minutes for the period February March 2010

A quick guide to

0006/2010revised guidelines on the issuing of official WCED circulars and minutes

www.wced.wcape.gov.za/circulars/ circulars10/e6_10.html

0008/2010Prescribed length of school year and school day in independent schools

www.wced.wcape.gov.za/circulars/ circulars10/e8_10.html

0009/2010requirements regarding resignation notice periods

www.wced.wcape.gov.za/circulars/ circulars10/e9_10.html

0011/2010 application procedure and forms for schools wishing to increase or reduce their number of grades or subjects, or to change their language of instruction

www.wced.wcape.gov.za/circulars/ circulars10/e10_10.html

PLANNING AND STRATEGY MINUTES

RESEARCH SERVICES 0001/2010

2009 Grade 6 results of literacy and Numeracy assessment Tests

www.wced.wcape.gov.za/circulars/minutes10/PSminutes/edrs1_10.html

CURRICULUM MANAGEMENT MINUTES

ASSESSMENT MANAGEMENT 0003/2010

Final timetable for the May 2010 aBET level 4 examinations

www.wced.wcape.gov.za/circulars/minutes10/CMminutes/edam3_10.html

EXAMINATIONS ADMINISTRATION

0003/2010 National senior Certificate supplementary Examination (February

March 2010): Dispatching, receiving and returning of Examination Material

www.wced.wcape.gov.za/circulars/minutes10/CMminutes/edea3_10.html

INSTITUTION DEVELOPMENT AND COORDINATION MINUTES

INSTITUTIONAL MANAGEMENT & GOVERNANCE PLANNING

0002/2010 Provincial Gazette 6695 of 8 February 2010 Public Comment: Draft regulations pertaining to the registration of Private aET Centres

www.wced.wcape.gov.za/circulars/minutes10/IDCminutes/edim2_10.html

OPERATIONAL SUPPORT 0007/2010

Normas and standards (N&s) Budget allocation for Non-section 21 schools

www.wced.wcape.gov.za/circulars/minutes10/IDCminutes/edos7_10.html

SPECIALISED EDUCATION SUPPORT

0004/2010 Campaign: Help eradicate polio and eliminate measles

www.wced.wcape.gov.za/circulars/minutes10/IDCminutes/edse4_10.html

CORPORATE SERVICES

INTERNAL HUMAN CAPITAL ADMINISTRATION

0001/2010 Conversion of Temporary Employment of Post level 1 Educators to Permanent Employment in terms of section 6B of the Employment of Educators act, 1998.

www.wced.wcape.gov.za/circulars/minutes10/CSminutes/edha1_10.html

INTERNAL HUMAN CAPITAL DEVELOPMENT

0004/2010 registration for Principals seminar at the Cape Teaching and leadership institute

www.wced.wcape.gov.za/circulars/minutes10/CSminutes/edha2_10.html

INTERNAL HUMAN CAPITAL MANAGEMENT

0003/2010 upgrading the salary level of office-based clerical staff

www.wced.wcape.gov.za/circulars/minutes10/CSminutes/edhm3_10.html

0004/2010 upgrading of the salary level of administrative Clerks at Education institutions

www.wced.wcape.gov.za/circulars/minutes10/CSminutes/edhm4_10.html

0005/2010 Conversion of status of Contract Public service Employees on salary levels 1 5 at Education institutions from Contract to Permanent

www.wced.wcape.gov.za/circulars/minutes10/CSminutes/edhm5_10.html

The Directorate: Specialised Education Support requests schools and community learning centres to incorporate these awareness days into daily activities to strengthen the teaching of healthier behaviours.

The Directorate wishes teachers, principals and centre managers to pay particular attention to the following:

Health Calendar

EVENT DATE

Health Promoting schools Week 17-21 May Child Protection Month June Disability sunday 29 august school aiDs Month september international literacy Day 8 september National Nutrition Week 9 -15 October World Day for the Prevention of Child 19 November

abuse and Neglec World aiDs Day 1 December international Day for Persons 3 December

with Disabilities

14 wcednewsa p r i l 2 0 1 0noticeboard

Frequently asked questions/Did you know?

1. suBsTiTuTE aPPOiNTMENTs

When a substitute teacher is nominated as a replacement for someone on sick leave or maternity leave:

an original a2 application form, as completed by the substitute teacher

an original a3 nomination form, as completed by the head of the institution

leave form, as completed by the permanent incumbent

Medical certificate, as completedby the medical practitioner (Please be aware that the period of appointment for the substitute cannot exceed the dates indicated on the medical certificate.)

When a substitute teacher is nominated as a replacement for someone who has been seconded to another institution:

an original a2 application form, ascompleted by the substitute teacher

an original a3 nomination form, ascompleted by the head of the institution

letter of recommendation from principal and governing body of current institution

letter of recommendation from supervisor at receiving institution

Consent letter from educator being seconded

2. CONTraCT aPPOiNTMENTs

an original a2 application form, as completed by contract teacher

an original a3 nomination form, as completed by the head of the institution

Qualifications Certified copies of certificates Certified copies of the completed