from IT support to teaching, social work, landscape gardening and administration.

The WCED is looking in particular for young people who can support two of the province’s “game-changer” programmes, namely, the eLearning and After-Schools programmes.

The department plans to place 963 matriculants in 321 schools during the first phase of the eLearning programme, to provide IT technical support, administration and teacher assistance.

The WCED also plans to place about 540 matriculants in each of the province’s 180 after-school programmes. They will assist with administration, after-school academic support, and sport and cultural activities.

A further 100 matriculants will support food garden development and coaching.

The programme, supported by the Jobs Fund, plans to place 9 936 young people over a three-year period, at schools serving poor communities.

The programme will offer employment for six or 10-month periods at schools, depending on the tasks involved. The interns will receive stipends of R1 500 a month.

About 500 schools will benefit over the three-year period.

The programme has set a target for permanent employment of at least 2 982 participants, representing 30% of the total intake.

The school assistants will focus on areas that complement and support the work of teachers, thus releasing teachers to focus on their teaching.

The schools are expected to mentor the school assistants, provide training where necessary, and manage their daily programmes.

They will provide space and facilities for the programmes activities, as required. The principal will be the main point of contact for the programme in the school.

The participating schools will sign a memorandum of understanding on roles and responsibilities.

Candidates can apply via the WCED web site at wced.school.za (see “School internship programme”).

The Western Cape Department of Local

Government (DLG) has signed an agreement with the National Treasury Jobs Fund to finance the project.

The DLG has appointed Casidra, a non-profit organisation, to implement the project in collaboration with the WCED.

The WCED and Casidra will employ a variety of implementing partners to help train and place the school assistants.

The partners will train and place just over 1 600 school assistants during the first phase of the project, from July 2016.

The Western Cape School Support Programme will expose the school assistants to a range of potential careers,

New schools

under construction

See page 3

ePortal open doors to

eLearning

See page 7

Positive Relationships

foster Positive Discipline

See page 10

Cape girl sets

Robben Island record

See page 16

I N S I D E | N E W S I N S I D E | F E AT U R E I N S I G H T S P O R T

SEPTEMBER 2015 ISSUE 18update Newspaper of the WCED

EDUCATION

JUNE 2016ISSUE 27

Newspaper of the WCED

Plan to place nearly 10 000 interns in Western Cape schoolsThe Western Cape Education Department (WCED) has announced a three-year project to employ nearly 10 000 unemployed matriculants as interns, or school assistants, in schools across the province.

As part of the Western Cape School Support Programme, school assistants will focus on areas that complement the work of teachers, thus releasing teachers to focus on their teaching.

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The Western Cape Education Department has launched a “living lab” schools project to improve language and maths in the Foundation Phase (Grades R to 3).

The Grade R to 3 Project will explore ways of improving performance in language and mathematics in 105 schools serving poor communities.

The WCED is adopting the “living lab” approach to the project. This approach enables all concerned to participate in innovation and in determining the outcome.

Mentors and District Foundation Phase subject advisers started visiting schools during the second term to provide support.

The WCED has launched the project following various studies in primary schools that have identified issues to be addressed.

The studies were conducted by the National Education Evaluation and Development Unit (Needu), and the universities of Stellenbosch and Cape Town.

These issues included schools

that appeared to be functioning, while not ensuring substantive learning; the pace of curriculum coverage; and low cognition demand tasks.

Needu identified various challenges, including teachers grappling with subject knowledge, the curriculum and effective teaching methods.

The studies also looked at schools that are achieving better results than other schools in the same areas.

Elements of the project include a needs analysis; targeted interventions; monitoring implementation; and measuring impact.

The WCED will fast-track the provision of education technology at the schools, as part of the Western Cape Government’s eLearning game changer programme. The WCED will introduce technology in stages, starting with 42 of the schools that each received trolleys of tablets preloaded with education software.

The software includes Talking Stories, an innovative South African reading programme.

The 10-inch tablets are specifically designed for education and are dust-proof, spill-proof and drop-tested.

For security reasons, the tablets carry the WCED logo, embedded chips for classroom and device management, and a lock-down facility that will render the tablets useless in case of theft.

The project will seek to improve the involvement of parents in the education of their children. The WCED will work in collaboration with Shine, an NGO, to offer family and parent workshops in all of the participating schools.

The WCED will provide Early Grade Reading Assessment (EGRA) toolkits to every school for use in diagnosing reading challenges.

The department does not expect teachers to engage in any additional activities, but will work instead with teachers to put systems in place that will enable them to meet the requirements of the curriculum.

Teachers will use the EGRA toolkits to monitor progress at the beginning of each term.

Heads of department will monitor

curriculum coverage by reviewing teaching plans, moderating assessment and by identifying areas not adequately covered. Curriculum advisers will monitor curriculum coverage.

Specialists in the “living lab” approach will work with all concerned on assessing teaching and managerial capacity.

The plan also includes roles of

the WCED’s General Education and Training Directorate; district offices; and the WCED’s learning and teaching material unit.

The plans include developing a guide for the intervention; training for school governing bodies and parents; and developing tools to make it easier to explain to parents how they can participate in their children’s health and learning.

On Thursday 10 December 2015

history was made when the first ever Blue Plaque awarded to an existing school was proudly unveiled at Simon’s Town School. Blue Plaques are recognised internationally as a symbol of the heritage status of a building or site.

It is fitting that it should have been Simon’s Town, because in 2015 the school celebrated its 200th anniversary, making it the oldest school in Cape Town. In 1894 it was given high school status. In 1904 it was described as “the premier school in the Cape Colony”.

At that time there were only 16 high schools in Cape Town that offered a University Matriculation. They were: Bishops; Ellerslie Girls’ High; Good Hope Seminary; Normal College Boys’ High; Normal College Girls’ High; Rondebosch Boys’ High; Rustenburg Girls’ High; SACS; Sea Point Boys’ High; Springfield Convent; St Cyprian’s Girls’ High; St George’s Grammar; St Joseph’s Marist Brothers; Wynberg Boys’ High; Wynberg Girls’ High and Simon’s Town High. Simon’s Town was the only coeducational high school, and in fact the first co-ed high school in Cape Town. The school also had children of all races. The school thus has a long history and a proud heritage of providing

quality education to its community. It has also enjoyed a long-standing partnership with the South African Navy, and Maritime Studies have formed part of the school’s curriculum for many years.

The other schools that were awarded Blue Plaques in 2015 were: Deutsche Schule Kapstadt; Good Hope Seminary High; Rondebosch Boys’ High; Wynberg Boys’ High; and Wynberg Girls’ High.

PRINCIPALS WHO WISH TO KNOW MORE ABOUT THE BLUE PLAQUE SCHOOL PROJECT, AND WHO ARE CONSIDERING APPLYING ON BEHALF OF THEIR SCHOOLS, CAN CONTACT SIGI HOWES ON (021) 762-1622 OR ADMIN@CCE.WCAPE.SCHOOL.ZA

Blue Plaque School Project

Multimillion rand project helps learners communicate with confidence

The Western Cape Education Department’s directorate responsible for curriculum development is currently involved in a province-wide Grade R project (known as ELIT), which will strengthen early language and emergent literacy teaching and learning in Grade R.

THIS PROJECT SERVES AS AN IMPORTANT INTERVENTION TO ADDRESS QUALITY IN GRADE R, REPETITION RATES IN GRADE 1 AND LANGUAGE RESULTS ACROSS THE FOUNDATION PHASE.

The ELIT project is being conducted in partnership with Wordworks (a local literacy NGO), who secured donor funding to provide their resource materials to every Grade R teacher.

To date, over 3000 Grade R teachers have attended five practical cluster workshops, conducted by 200 enthusiastic Grade R lead teachers and supported by all the Foundation Phase subject advisers, where the balanced language approach is demonstrated through multifaceted, exciting, interactive language lessons.

An adviser had this to say about the training materials and the Wordworks’ STELLAR programme:

“This is a wonderful, structured programme that will really benefit and support Grade R practitioners and can also be an asset for Grade 1

teachers! I am very excited to see the impact this makes.”

In July 2016 the project will culminate in an intensive workshop which will provide insight into theories and pedagogy around early language and emergent literacy practice in Grade R.

An external agency has been contracted by USAID to track and measure the impact of this intervention over two years.

Teachers who are interested in knowing more about the ELIT intervention should contact their District Curriculum Head or GET coordinator.

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P R O J E C T S

Through Collaboration Schools, the WCED

aims to test a new model of schooling which involves harnessing strong managerial and training resources from the private sector to strengthen the education outcomes in public schools that need additional support, through school operating partnerships.

FREQUENTLY ASKED QUESTIONS

What is a Collaboration School?A Collaboration School is new

type of school where all members of the school community work closely with the WCED, donors and non-profit organisations to provide the best possible education for all learners at the school.

Who pays for the school?The department and donors pay

for the school. The parents do not pay any fees because the school is a “no-fee” school, and it will remain a no-fee school.

Why are the donors involved?The donors are charitable

foundations that raise additional funds to help schools improve the quality of education they provide.

The WCED appoints the non-profit school support organisations involved, and the donors fund them.

The school support organisations are very knowledgeable about education and would like to be more involved in helping principals, teachers and parents to improve the quality of

education available to our learners.We call support organisations

our “operating partners”.The operating partners will

provide training and support for all staff. They will help to improve management and governance of schools.

They will provide additional funds for textbooks and other resources, and will fund sports and cultural activities, among other forms of support.

Are you privatising schools?No. The schools will still be

public schools, reporting to the WCED.

The province will continue to own land owned by the province, and any privately owned land will continue to be owned by the owner, for example, churches.

The programme does not involve any transfers of land or buildings.

Do the foundations or operating partners have a business interest in the schools?No. The foundations and

operating partners are charitable, non-profit organisations.

They do not want and do

not need to profit from the programme. They only want to improve access to quality education.

Who is in charge of the school?Principals and school

management teams will continue to be responsible for the day-to-day management of the schools

They will be accountable to the governing body (GB) for quality education at the school. The GB will continue to represent the school community.

Most participating schools have agreed that the operating partners will be in the majority on the GB, because the WCED must be able to hold them to account.

The WCED, donors and operating partner have agreed at Oranjekloof Moravian Primary School that the operating partner will have 50% representation on the GB and not a majority position.

The new approach will make it easier for the school community and the operating partners to try out new ideas and use additional resources to improve the quality of education available to children at the school.

Who appoints the teachers?Teachers will remain employees

of the WCED if they are already members of staff and their conditions of service will not change. The GB will appoint any new teachers.

Is this a new idea?No. The idea is based on

Academy Schools in the United Kingdom, where they have helped to turn around many underperforming schools.

The collaboration school project is being run as an experiment, or pilot, to create an approach that works in South Africa.

How long will the pilot last?The participating schools have

volunteered to participate in the pilot project for five years, 2016 to 2020. All concerned will evaluate the project on an ongoing basis, and will ensure ongoing improvement by applying the lessons learned.

Note that the WCED, donors and operating partner have agreed at Oranjekloof Moravian Primary School that parents will vote annually on whether or not to continue as a collaboration school.

updateEDUCATION

update is the officialnewspaper of the Western Cape Education Department.

wcednews@westerncape.gov.zaTel: 021 467 2707

DIRECTOR OF COMMUNICATIONPaddy Attwell

EDITORMillicent Merton

CONTRIBUTORSPaddy Attwell Magdelena Benn Heinie Brand Tania Colyn Department of Cultural Affairs and Sport Natasha Fouche Neville Goliath Susan Hanekom Sigi Howes Byron la Hoe Lions International Zanele Ncongolo Paarl Girls’ High School Washiela Salie Ismail Teladia

DESIGNEdumedia (WCED)

WCED pilots new model of schoolingThe Western Cape Education Department (WCED) has put in place long-term strategies to improve education in the Western Cape, which are showing good results; but are severely constrained by limited available funds and capacity.

For many years, learners at the Sinenjongo High

School in Joe Slovo Park, Milnerton have been using temporary classrooms.

A brand new school with the same name that is under construction across the road is expected to be ready for use at the beginning of 2017. The new facility will provide top-quality accommodation for 1 250 learners, as well as sports fields and other amenities.

This R47 million project was commissioned by the Department of Transport and Public Works (DTPW) for the Western Cape Education Department (WCED). Most of the school buildings will comprise a framed concrete structure and a mixture of face brick and painted infill walls.

Teaching facilities will comprise 35 standard classrooms, four science laboratory rooms, two multi-purpose classrooms, a media centre and a computer laboratory. The complex will also have a hall with toilet facilities, an administrative building and caretaker’s facilities.

The DTPW is committed to creating Expanded Public Works Programme (EPWP) work opportunities through the project, including the vital skills training component. A total of R6 million is expected to go towards targeted contractor businesses, R5 million to suppliers and manufacturers, and R5 million to targeted local labour.

CONSTRUCTION BEGAN IN FEBRUARY 2015 AND IS EXPECTED TO BE COMPLETED IN MID-2016.

Construction of new Sinenjongo High School

JUNE 20 16updateEDUCATION

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THE SOUTH AFRICAN TEAM CAME OUT WITH FLYING COLOURS ENDING UP AS OVERALL WINNERS OF THE 2016 PAN AFRICAN MATHEMATICS OLYMPIAD (PAMA) AS WELL AS PAMO-G (THE COMPETITION FOR GIRLS).

This year 45 contestants from eight African countries took part in the 24th PAMO in Senegal. Tunisia was 2nd and Côte d’Ivoire third.

SangEun Lee, a Grade 12 learner at St George’s Grammar School in Cape Town, not only won the PAMO-G, but also won the overall competition and was crowned the Queen of Mathematics for the second year in a row.

The PAMO caters for young African high school learners. Contestants wrote two tests consisting of three Olympiad problems each: tough questions requiring insight, ingenuity and

logical rigorous proofs. The following countries participated in the 2016 PAMO: Mali, Gambia, Senegal, Kenya, Nigeria, Côte d’Ivoire, Tunisia and South Africa.

THE SOUTH AFRICAN TEAM DID EXTREMELY WELL AND ALL SIX CONTESTANTS WALKED AWAY WITH MEDALS.

Ralph McDougall of Curro Durbanville won a gold medal, while Timothy Schlesinger of Rondebosch Boys’ High and Hannah Clayton of Rustenburg Girls’ High won silver medals. Rauseenah Upadhey of Westerford High and Mpho Nkwana of Clapham High School in Pretoria won bronze medals.

Liam Baker and Dylan Nelson, two former medallists of the South African Mathematics Olympiad (SAMO), were the team leaders. Baker described winning the PAMO as a great achievement for the South

Joel Greek, a Grade 7 learner at the Athlone School for the Blind, was named the winner of a global essay competition hosted by the Lions Clubs International and United Nations.

THE 12-YEAR OLD’S ESSAY ON “SHARE PEACE” WAS CHOSEN FROM CONTESTANTS FROM OVER 100 COUNTRIES THAT FORM PART OF THE LIONS CLUBS INTERNATIONAL NETWORK.

Joel attended an award ceremony in New York where Lions International President Dr. Jitsuhiro Yamada presented him with a special plaque and a check for US$5,000.

The annual Peace Essay Contest encourages blind and visually impaired young people to express their thoughts of peace through the written word. Gordon Bay’s Lions Club President

Jimmy Lang chose Joel’s essay as the winning piece for his Lions district.

Life has been challenging for Joel and his mother, who raised Joel on her own. The two of them live in a backyard in Kuils River. Joel had a brain tumor when he was 6 months old and had to go through chemotherapy. Doctors doubted that he would live past the age of 1. The tumor resulted in optic glaucoma, and he is now blind

in one eye and has partial vision in the other. He has had tumors his entire life, including one that caused him to be hospitalized around the time he submitted his essay.

Despite all of this, Joel wrote in his essay, “I myself am a young boy with a disability, the only one in my family. Yet they accept me knowing I am capable of anything. We have an opportunity to change the world.”

Cape Town learner crowned African Queen of MathematicsHigh school learners from all over Africa had an opportunity to test their knowledge and problem-solving abilities at an annual Mathematics Olympiad.

Partially blind Cape boy wins international award

M AT H E M AT I C S

From Left: Timothy Schlesinger, Ralph McDougall, Mpho Nkwana, Dylan Nelson (Deputy Leader), Hannah Clayton, SangEun Lee and Liam Baker (Team Leader).

Front: Rauseenah Upadhey with SAMF mascot Ukubala.

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African team. “The team did us proud and we are very honoured to have received all the medals.

They have shown that hard work and determination is the key to success. The PAMO was

well organised and the team members enjoyed the African experience.”

Above: Joel read an excerpt of his winning essay at the event. Photo Credit: Lions Club International

Lions International President Dr. Jitsuhiro Yamada presented Joel Greek with a special plaque at the 38th Annual Lions Day

with the United Nations in New York.

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A PAARL ACCOUNTING TEACHER’S EFFORTS TO REACH OUT TO A COLLEAGUE AT ANOTHER SCHOOL IN A DESPERATE ATTEMPT TO IMPROVE THE SCHOOL’S GRADE 12 RESULTS, HAS SEEN THE PASS RATE IN THAT SUBJECT ALMOST DOUBLE.

Andiswa Tshula from Ihlumelo High School in Mbekweni felt very discouraged when only 47% of the Accounting Grade 12 class passed their matric exam in 2014. She could not face the possibility that the same situation might recur in 2015.

Tshula decided to search for an extremely successful colleague to assist her. Eventually she approached Elsabé Conradie from Paarl Girls’ High. Conradie immediately agreed to support Ihlumelo and provided them with DVD’s and activities to help the learners.

When Conradie mentioned this to her Accounting Grade 12 class, they immediately wanted to get involved in her efforts of helping the learners of Ihlumelo. Consequently several workshops were organized, where the learners of Paarl Girls’ High were involved in Accounting activities with the learners of Ihlumelo on Friday afternoons.

Study and Master study guides were also provided to the learners of Ihlumelo and lunch was provided by the Paarl Girls’ High hostel and muffins were sponsored by the local KIKKA coffee shop.

The wonderful outcome of the initiative is that intercommunity relationships were formed due to these workshops where contact numbers were exchanged in order to extend the support up to the year-end exam.

On 6 January 2016, when the matric results were announced, Tshula phoned Conradie with wonderful news that 92 % of the matric class of Ihlumelo passed

their Accounting examination and two of the Ihlumelo learners achieved results of above 80%.

Paarl Girls’ High School said they would like to extend the assistance to Ihlumelo Secondary School in other subjects like Maths, Science, and Economy. “We are currently paying for the mentorship-programme ourselves which include the transport, meals, and study material. With financial assistance we will be able to do so much more for the community.”

Cooperation between Paarl schools pays off

Education excellence awards acknowledge best districts and school nutrition food handlersThe Western Cape cleaned up at the National Education Excellence Awards hosted by the Department of Basic Education in Pretoria.

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The awards recognise

excellence in the National Senior Certificate examinations as well as excellence in the National School Nutrition Programme (NSNP).

THE WESTERN CAPE WINNERS ARE:

Districts Top Performing District (1 - 200 Schools) – Overberg (3rd)

Most Improved District (1 - 200 Schools) – Overberg (2nd)

Most Improved District (201 - 400 Schools) – Metro Central (1st)

Most Improved District (201 - 400 Schools) – Eden and Central Karoo (2nd)

Highest achievement in Bachelor passes (2012 - 2015) – Metro Central (1st)

Highest achievement in Mathematics and Physical Science (2012 - 2015) Eden and Central Karoo (1st), Cape Winelands (2nd) and Overberg (3rd)

Schools Best school award NSNP - Panorama Primary (2nd)

Best performing LSEN School – Jan Kriel Skool

Top performing public school – Westerford High (2nd) and Rustenburg Girls High (3rd)

Most Improved Full-Service School – Ned Doman High

Ministerial Award (2011 - 2015) – Westerford High

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The high-speed, Wide Area Network (WAN) is a key component of the provincial government’s eLearning Game Changer programme over the next three years.

Neotel, the service provider installing the WAN connected 705 schools by 15 April, and is now pursuing the remaining target of 534 schools by the end of the year.

Brian Schreuder, Deputy Director: General: Curriculum and Assessment Management, WCED, provided an update on the programme at the Digital Transformation of Education Conference and Workshop for Educators in Somerset West on 28 and 29 April.

The province’s vision for eLearning included addressing a wide range of challenges facing education in the province, especially in poor communities, he said.

Ongoing migration to the province, shrinking budgets and the need to improve access to quality teaching and learning meant that the province had to think smarter with limited resources.

The provincial government is fast-tracking access to eLearning over the next three years, to enhance teaching and learning, focusing in particular on supporting Mathematics and Languages.

The WCED’s eVision also includes medium and longer term goals over five to 15 years, to support teaching and learning using technology, and to better prepare learners for the 21st century.

The eLearning Game Changer programme has six streams, namely:

eCulture, to encourage and support the adoption of eLearning as part of everyday teaching and learning practice

eInfrastructure, to ensure that schools have the connectivity needed for eLearning

eTechnology, to ensure that schools have the technology needed in classrooms for eLearning

eTeachers, to ensure that teachers have the training and support needed for eLearning

eContent, to ensure that teachers and learners have access to digital resources needed to enhance teaching and learning

eAdministration, to facilitate school administration using digital technology.

The WCED is aware that some schools already provide excellent examples of best practice. Others have shown an active interest and and have started experimenting with eLearning.

The department has acknowledged progress to date and will engage with three categories of schools as it rolls out the three-year programme. These categories are Universal, Enhanced and Model Schools.

All schools and learners will benefit from the initiative.

Universal schools will provide teachers and learners with access to digital resources through WAN via computer laboratories and central Wi-fi access points.

Enhanced schools will have more access to teaching technology to introduce and develop eLearning concepts and to expand direct access to learners.

Model schools will provide leadership by demonstrating best practice, showcasing the full eLearning environment, sharing their knowledge, and by helping to build an eCulture throughout the education system.

Teacher training and support will vary, depending on needs at the different types of schools involved.

Schreuder told the conference that key activities over the next two to three years would include installing Local Area Networks (LANs) in schools, connected to the WAN.

Others would include improving access to smart classrooms, computer laboratories, learner devices and digital resources via the WCED’s ePortal.

The WCED is also reviewing administration systems at schools at the department, to bring them more in line with the WCED’s vision for eLearning.

eLearning set to transform education in Western CapeThe Western Cape Government (WCG) is moving rapidly towards meeting its target of connecting 1 239 schools to the province’s new broadband network by December this year.

e L E A R N I N G

Seen at the launch of the Pop-up classrooms are, from left to right, Brian Schreuder, DDG: Curriculum and Assessment Management, Debbie Schäfer, Western Cape Education Minister, Paul McAvoy, Factreton Primary

School Principal and Paulo dos Santos of JP-IK (Pty) Ltd. See page 7.

We need a shift in mindset to realise the potential of eLearning, according to Premier Helen Zille, who addressed an eLearning Laboratory workshop on 19 April.

Zille opened the workshop by addressing the topic “Facing our challenges, building solutions”.

The Delivery Support Unit (DSU) of the Department of the Premier and the WCED held the workshop at the Cape Teaching and Leadership Institute in Kuils River.

Attendees included teachers and principals who are providing leadership on eLearning, WCED

head office and district officials, and DSU members.

Objectives included a review of challenges facing an education system under pressure, and the potential of eLearning in addressing these challenges.

Zille said that technology would play a key role in addressing the challenges of increasing numbers and diminishing resources.

She referred to the goal of Mark Zuckerberg, co-founder of Facebook, to connect everyone in the world “before he dies”.

She quoted Zuckerberg as saying

that connecting everybody is the easy part. The hard part was to “get people to use the advantages of being connected”.

“There is not a problem that technology cannot solve if there are good people around,” Zille said.

“The biggest problem is with the mental barriers that people have to shift in their thinking, from the old way of doing things.”

“We need that shift in mindset. It doesn’t mean that technology automatically works. It works in some cases and not in others.”

“That is why we have to scour the

world for best practice. That is why we are running pilots in schools and proofs of concepts, among others.”

“But the shift in mindset is a non-negotiable and that this is the direction of the future is indisputable.”

“We need to do this for Africa,” Zille said. New technology made it possible to leapfrog over old technology. The Western Cape had the infrastructure, people, the innovators, and the ideas.

Speakers at the workshop included Professor Johannes Cronjé, Dean of Informatics and

Design and the Cape Peninsula University of Technology; teachers from Spine Road and Rondebosch Boys high schools, and Sun Valley Primary; and the principal of Norman Henshilwood High.

Making sense of an abundance of knowledge is a key challenge facing learners in the digital age, according to Professor Johannes Cronjé, Dean of Informatics and Design at the Cape Peninsula University of Technology.

Cronjé was the keynote speaker at an eLearning Laboratory workshop held at the Cape Teaching and Learning Institute in Kuils River on 19 April.

The professor said that teachers using digital resources needed to break away from reducing content to teaching in a world of abundance of knowledge.

The challenge now was to teach

navigation skills that enabled learners to assess content and to build their own knowledge and learning maps.

New applications were changing the nature of learning and knowledge, Cronjé said.

“Learning 1.0” had shifted from ordinary web sites where you obtained information, to “Learning 2.0” where users made their own sites, for example, using Facebook and Instagram.

The world had now shifted to “Learning 3.0” where devices themselves produce knowledge, for example, where smartphones provide travel advice based on your position and travel plans.

The whole system is now learning, by analysing what you are doing, and learning from connected devices, Cronjé said.

He said that Rhizome theory developed by Gilles Deleuze and Felix Guattari provided insights into how to teach and learn in the digital age.

Key principles include that everything is connected to everything else, including knowledge; that there are multiple ways of learning; and that we must be able to interpret complex patterns.

Important skills include the ability to curate your own content, to make the most of it, and to share it with others, Cronjé said.

eLearning needs a ‘shift in mindset’, says Zille

We need to make sense of an abundance of knowledge - prof

“We are doing this not only for the Western Cape, but for the country and the continent.”

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WCED plans five levels of training for eLearning

Pop-up classrooms provide quick access to eLearning

The Western Cape Education Department

is planning five levels of training and support for teachers on eLearning.

The training forms part of the Western Cape Government’s eLearning Game Changer programme.

The training will meet the needs of teachers at three categories of schools, depending on their adoption of eLearning to date.

The categories are Universal, Enhanced and Model schools.

The first two levels of training will focus on basic skills, for teachers at Universal schools, based on individual needs and a baseline assessment.

This will include an introduction to teaching with technology.

The third level will cover teaching with technology, while focusing more on integrating eLearning in everyday classroom practice, mainly in Enhanced schools.

Model schools and some Enhanced schools will receive the fourth and fifth levels of training and support.

The training and support will be more specialised, with an additional focus on content creation, 21st century learning design and eLearning management.

Teachers at Model schools will provide examples of best practice and will play an important role in sharing their knowledge and expertise with colleagues in other schools and the department.

The department has mapped the entire CAPS curriculum, which makes it easier for contributors to tag materials to specific topics in every subject.

This will make it easier teachers to find digital content as they plan lessons, and for learners as they plan their studies.

The ePortal is work in progress. Contributors have contributed about 3 700 items so far, and the total is steadily rising.

CONTRIBUTORS RANGE FROM TEACHERS TO MAJOR TEXTBOOK PUBLISHERS. THE RESOURCES INCLUDE VIDEOS, APPLICATIONS, INTERACTIVE MULTIMEDIA AND EBOOKS.

Contributors can capture descriptions of their items on the portal, and include a web link to where users will find them.

WCED subject advisers moderate the content, to ensure

that it is CAPS-aligned.Users can find content using

a search bar, or by browsing by subject and grade.

The WCED launched the ePortal in September last year, and introduced the latest version in April 2016.

The department has identified 624 topics in 47 subjects in every grade and will welcome digital content for every topic.

In particular, the WCED welcomes contributions for very specific topics, for example, on specific concepts in Mathematics, or to develop specific language skills.

Other new features include improved navigation and filter bars, a bulk upload facility for contributors, and a fly-out feedback tool for every page (click the speech bubble).

The ePortal provides exciting insights into the kinds of digital content now available and the potential of eLearning for transforming education.

The ePortal address is http://wcedeportal.co.za.

AN INTERNATIONAL SUPPLIER OF ELEARNING SYSTEMS HAS DONATED THREE TECHNOLOGY-ENABLED, “POP-UP” CLASSROOMS TO SUPPORT THE WESTERN CAPE’S ELEARNING INITIATIVES.

JP-IK (Pty) Ltd has donated the classrooms to the Western Cape Education Department for evaluation.

Debbie Schäfer, Western Cape Education Minister, received the donation officially on behalf of the department at Factreton Primary School in November last year. The schools benefitting from the

donation are Factreton Primary, Melton Primary in Eerste River, and Rouxville Primary in Kuils River.

Minister Schäfer said that the donation reflected the commitment of the Western Cape Government to work in partnerships with the private sector and civil society to ensure an enabling environment for eLearning.

She thanked JP-IK for their generosity and willingness to allow the department to experiment with this method of eLearning delivery.

The modular design allows for rapid construction and quick access to education technology. Each classroom includes an Interactive White Board; a projector and stand; a teacher computer; 30 two-in-one wi-fi enabled devices; as well as desks and chairs.

The donation is worth R1,2 million, at R400 000 per

classroom. The classrooms take about three days to erect.

The WCED’s Cape Teaching and Leadership Institute and the Metro East Education District will also use the classrooms at Melton and Rouxville for teacher training and support.

Public/private partnerships will play a key role in ensuring the success of eLearning.

“We are blessed with a great many people of goodwill in the Western Cape, who are keen to give of their time and resources and make a difference in the lives of the young people of the province”, Minister Schäfer said.

“We are open to all good ideas and to working with like-minded organisations to make education better together in the Western Cape.”

ePortal opens door to world of eLearningThe WCED’s eLearning portal provides an excellent platform for sharing digital teaching and learning materials.

JUNE 20 16updateEDUCATION

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WCED shines the spotlight on professional development

Grade R Interventions at the CTLI creating quite a buzz

O P P O R T U N I T I E S

Dr Heinie Brand, former Director

of the Metro North Education District, has recently been appointed Director: Professional Development.

Education Update asked him to share his vision for the portfolio …

The concept of development is not new to anyone as we are all engaged with ourselves in a process of becoming the “who” we were created to be. Human development is

a well-being concept in the international arena and refers to processes where all people attend to their own enlarging of

choices, improving our capabilities and materialising of our potential.

It is also a fact that as human beings we will never finally become … only in the grave! Before that

time we are capable of fulfilment and is it possible to contribute to a meaningful state of our own existence.

When we add ‘Professional’ to the above ‘Development’ clause, we are all proud to be professional teachers and proud of the very unique profession which we serve daily. This provides a lifelong motivation knowing that through our own being, becoming and development, we may have a greater impact on the children whom we meet daily and have the privilege to accompany on the journey through life – whether this is in the Maths class or next to the

rugby field. Someone once said: “The greatest sign of success for a teacher … is to be able to say, “The children are now working … (and becoming), as if I did not exist”

No teacher has landed or arrived. THIS WE MUST BELIEVE! I know we are “hungry” to become … Students become teachers; teachers become GOOD, BETTER or the BEST teachers in their subjects or phases; teachers become Heads of Departments, Deputies and Principals - or even departmental officials, or lecturers …. And so we can continue – until we reach the retirement in our professional careers. Even thereafter

we become smart pensioners and older aged people with dignity, respect and a personal capacity which can still blossom!

It is the incredible opportunity for this directorate to collaborate with so many other role players and entities to create, co-ordinate, join and expand on those opportunities in our professional careers that will not only secure our personal and career wellbeing, but will contribute to enhancing the effectiveness of the department, our government, province and our country!

Join us … as we look forward to the next experience of fulfilment … !!!

The Cape Teaching and Leadership Institute (CTLI) started 2016 with a bang as nearly 100 Intermediate Phase Mathematics teachers from 38 schools in Metro North district started an intensive course presented by the Stellenbosch University centre for Pedagogy (SUNCEP) from 6 to 9 January 2016, at the CTLI.

The course is a partnership project of the CTLI funded by the ETDPSETA.

What makes this course exceptional is that it is a NQF Level 7 short course worth 56 credits towards an Advanced Diploma in Education (ADE) in Mathematics Teaching. A blended mode of delivery is used with face- to face sessions at the CTLI; telematics sessions and online interaction. Each participating teacher also received a tablet towards strengthening the integration of ICT into Mathematics teaching

in the classroom. The course will continue

throughout 2016 to ensure that participants will have a thorough understanding of the following modules in this short course:

Numbers, Operations and relations

Patterns, Functions and Algebra, and

Measurement. From the outset, district

officials were actively involved in determining the priority areas to be addressed based on the performance of the schools and identifying specific teachers who should participate in the training. Participants are Grade 4, 5 and 6 teachers, mostly three teachers per school.

Working collaboratively with the district officials, mentors will be supporting teachers in their classrooms after each contact session.

The Cape Teaching and Leadership

Institute introduced a brand new intervention specially designed for Grade R teachers. The programme was launched on Saturday 6 February 2016 with a one day orientation session, attended by about 300 Grade R teachers.

On Friday, 11 March and Saturday, 12 March 2016 the course formally started with separate Mathematics and Languages interventions. The response was overwhelming with 324 eager and energetic Grade R teachers registering.

Indications are that these numbers will grow further as the word about the programme spreads.

As in all CTLI interventions, the sessions were intense and practice based. The two days were long and challenging but the practitioners had a high level of energy and remained until the end of the day. Overcrowded training rooms were encountered as a result of the unexpected turnout but the practitioners remained, even though some of them had to make themselves comfortable on the floor. The atmosphere in the training rooms was relaxed, and the environment was welcoming and conducive to interactive learning. The participants were actively involved in the learning process and unpacked the CAPS document to get a better understanding. Relevant apparatus were used creatively to enhance the learning experience of the participants.

Even though the interventions are targeting 269 Grade R practitioners from the 100 School Project, Grade R practitioners from other schools were also accommodated. It is worth-mentioning that about 95% of the practitioners are from the 100 School project.

AT THE END OF THE TWO DAYS THEY LEFT WITH A SMILE ON THEIR FACE; ENSURING THE CTLI THAT THEY WILL BE BACK FOR MORE IN APRIL, MAY AND THE JUNE HOLIDAYS.

Intermediate Phase Mathematics teachers empowered

A total of 166 Grade R practitioners attended the Mathematics Interventions and 158 practitioners attended the Languages Interventions.

JUNE 20 16updateEDUCATION

WCED@work 9

W O R K C U LT U R E

Washiela Salie, Director: Internal

Control, said the WCED’s current Fraud Prevention Plan (FPP) should be seen in relation to the larger Western Cape Government (WCG) anticorruption strategy which has been developed on a provincial level and applies to all WCG Departments.Provincial capacity for

forensic services has been established in the Department of the Premier from where all departments are serviced according to their respective needs and caseloads.

Salie said the FPP sets out the department’s planned actions in the fight against fraud, corruption and theft. “In the context of the broader provincial anti-corruption strategy, the FPP itself falls within the focus area of prevention and detection. It also sets out the WCED’s approach to the other elements of investigation, resolution and deterrence.”

She added that the WCED maintains a zero tolerance stance towards fraud, corruption and theft. The WCED and the Provincial Forensic Services (PFS) respectively will duly assess allegations and preventative and detective controls will be applied rigorously. Such controls include existing financial and other controls and procedures as prescribed by the WCED’s policies and procedures.

THE FPP SUPPORTS THE PROVINCIAL CORE VALUES WHICH ARE: COMPETENCE; ACCOUNTABILITY; INTEGRITY; RESPONSIVENESS; CARING, AND INNOVATION.

WCED calls on staff to help prevent fraud and corruptionThe Western Cape Education Department (WCED) has launched a Fraud Prevention and Anti-Corruption Awareness Campaign to ensure that all employees are informed about combating fraud, theft and corruption.

You can report a suspicion of

knowledge of an incident of fraud, theft or corruption to your supervisor, the head of the Internal Control Unit or to the Accounting Officer (AO). The supervisor or AO will then be required to notify the PFS and provide all relevant information regarding the reporting of the incident.

You can also contact the PFS directly, either telephonically, in person, via email or by post (See information listed under useful contacts on the page). No employee may be prejudiced for choosing to report directly to the PFS.

THE NATIONAL ANTI-CORRUPTION HOTLINE (NACH) IS AVAILABLE 24 HOURS A DAY, 7 DAYS A WEEK, 365 DAYS A YEAR IN ALL OFFICIAL LANGUAGES.

The hotline forms part of the Public Service Commission’s drive to root out corruption. Callers are not required to provide their names or contact particulars when making a report to the NACH.

Employees who blow the whistle are protected through the provisions of the Protected Disclosures Act, if the disclosure is a protected disclosure as set out in this Act.

A disclosure made by an employee in good faith and in accordance with the reporting procedures prescribed by the Department can be considered to be a protected disclosure.

BLOWING THE WHISTLE ON FRAUD, THEFT AND CORRUPTION IS AN INTEGRAL PART OF COMBATTING ECONOMIC

OFFENCES AND IT REMAINS THE RESPONSIBILITY OF ALL EMPLOYEES TO REPORT SUCH ACTIVITIES VIA ONE OF THE PRESCRIBED MECHANISMS.

The efficient implementation of the FPP will greatly support the WCED’s objectives of service delivery, quality and access, human resource management and development, business processes and systems as well as delegations.

The FPP applies to any form of irregularity or suspected irregularity, including but not limited to fraud, corruption, theft, certain types of financial misconduct, dishonesty and, where relevant, any other contravention involving persons employed by the Department, whether they are employed on a permanent, temporary of contractual basis.

Salie said the responsibility to fight fraud, corruption and theft is shared by all employees of the

Department, regardless of rank and position.

“EVERY EMPLOYEE HAS A DUTY TO REPORT ALL SUSPECTED OR ALLEGED INSTANCES OF FRAUD, CORRUPTION AND THEFT VIA THE PRESCRIBED REPORTING CHANNELS.”

Salie said all employees must be made aware of the systems, policies and procedures through on-the-job training, education and on-going awareness by their direct supervisors and other levels of management.

To this end the Directorate: Internal Control co-ordinated a number of training sessions in collaboration with the Chief Directorate Districts which will be presented by PFS for staff. Training covered

various topics, including: Aspects of the Code of Conduct for the Public Service; The prescripts of the Public Finance Management Act (PFMA); Legislation impacting on the fight against fraud, corruption and theft; and The rights and obligations of employees in respect of whistle blowing and Indicators and red flags for fraud, corruption and theft.

Report instances and/or suspicions of fraud, theft and corruption.

National Anti-Corruption Hotline

0800 701 701 Provincial Forensic Services

021 483 0901

Notice something wrong?

Do something right!

Stamp out fraud and corruption!

Reporting mechanisms

Useful Contacts Provincial Forensic Services 021 483 0901 9 Riebeeck Street, 4th Floor, Atterbury House, Cape Town Tipp.offs@westerncape.gov.za Private Bag 659, Cape Town, 8000

National Anti-Corruption Hotline 0800 701 701

JUNE 20 16updateEDUCATION

insight & opinion10

Positive Relationships foster Positive DisciplineEducation practice often finds itself at the point of scrutiny and criticism. Proving its effectiveness is often required in classroom practice, writes Neville Goliath, Coordinator of the Western Cape Education Department’s Positive Behaviour Programme.

D I S C I P L I N E

Discipline remains the challenge for many

educators. Although corporal punishment is a non-issue it remains the recurring theme when educators seek desperate measures to ensure control in the classroom. The constant reference to corporal punishment as a “comeback” solution appears to continue in spite of the overwhelming evidence about its ineffectiveness. The word punishment is derived from the latin word poèna, which means pain. To punish is to inflict pain in reaction to unwanted behaviour. All societies have penalties for serious transgressions, but punishment does not necessarily eliminate the problem.

PAIN SIMPLY CREATES PAIN-BASED BEHAVIOUR THAT CAUSES CHILDREN TO BECOME SNEAKIER, FIGHTING ADULTS, OR ALLOWING THEM TO LURCH IN SELF-BLAME - HENCE THE SEARCH FOR ALTERNATIVE METHODS TO PUNISHMENT.

The term ‘positive discipline’ gained prominence over the past decade. The Western Cape Education Department’s strategy for encouraging positive behaviour and responding to challenging behaviour in public schools sets the premise for engagement in positive discipline practices.

Schools across the WCED have had variable exposure to these strategies. Did punitive measures shape people into the good people they are today? These are testimonies of many adults that find themselves in good standing today. It is true however; those punitive measures only have an impact in situations where good relationships are in place. Good relationships are the golden thread that runs through all the behaviour interventions and strategies. This aspect of the strategy requires educators and parents alike, to forge and foster positive relationships with learners in order to affect the authority that adults need, to guide young people at risk.

Modern day society does not invest in good relationships. Modern youth culture does not attach the same meaning and value to relationships. Relationship and its meaning are often lost in translation between the generational divide. Schools are micro societies, communities of relationships influenced by modern values that have a different discourse to the adult systemic discourse schools would want to have. It requires schools to develop a better understanding of modern values in order to accommodate the understanding required to make sense of the private logic of the children in our school communities. Traditional values that harness good relationships often find itself in battle with modern values. These two approaches are not necessarily mutually exclusive approaches, but rather struggling to find its fit - a fit that happens in the effort to renew relationships of understanding.

Research has shown that the quality of human relationships in schools may be more influential

than any specific technique or intervention employed. Teachers have an inclination to build positive relationships with the children they teach. They subscribe to the view that children perform better academically in the classes of the teachers they like and respect. They further are perceived to be less disruptive and more productive. Children will also favour the teacher with whom they have a good relationship. Albert Trieschman said: “The most important observation you can make is when you become a glimmer in the child’s eyes and he becomes a glimmer in yours.”

Relationship-reluctant children are products of “insecure attachment” that is caused by childhood neglect, abuse and inadequate bonding by primary caregivers. According to Brendtro, Brokenleg and Van Bockern (2002), relationship-reluctant children need “corrective relationships” to mend their insecure attachments. A child requires only one adult that is irrationally crazy about them. The helping adult, and in this case the teacher, must be able to offer “warm, consistent, stable, and non-hostile attachments.” Children are much more responsive to encouragement from an adult whose opinion is valued. The essence of discipline is captured in the child becoming a “disciple” by adopting the values and behaviour of the teacher. Establishing a classroom of positive relationships require of the teacher to create a “classroom of courage.” This concept is born from the idea of the circle of courage that has become the premise of the positive behaviour strategy of the Western Cape Education Department.

COURAGE IN THE CLASSROOM FLOWS FROM THE TEACHER THAT SETS THE TONE FOR THE ATTITUDE AND ENGAGEMENT IN HOW LEARNING IS TO BE CONDUCTED.

Belonging is a concept born out of the rich cultures of traditional communities that is the premise for the identity and humanity of the group. The classroom as a community sets the same expectation that is essential for the successful engagement and functioning of its members. The members of the group require strong leadership that demonstrates the rules of engagement. The teacher is the force that sets the tone.

Mastery is the second proponent that constitutes the courage that enables success. All learners have the innate desire to be successful.

Failure, as a seed of discouragement is an aspect that followed the learner into the classroom. The teacher is the source that can prevent the attitudes of futility to prevail by creating enabling practices that flows from encouragement and hope.

INDEPENDENCE IS PROBABLY THE ASPECT OF COURAGE THAT ATTACHES ITSELF TO CHILDHOOD BEHAVIOUR LIKE PLAY IS PART OF LEARNING.

Circle of Courage

I Belong I am achieving

I am independantI am ge

nero

us

JUNE 20 16updateEDUCATION

insight & opinion 11

Taking control of your environment with or without the required skills determines the nature of how behaviour is experienced in the classroom community. The positive power and independence of the teacher gives the learner the courage to risk despite his/her fears.

GENEROSITY IS THE SPIRIT OF RELATIONSHIP IN THE CLASSROOM. THE CARING CLASSROOM BECOMES THE FIRST BUILDING BLOCK OF A CHILD’S UNDERSTANDING OF CITIZENSHIP. THE ESSENCE OF BUILDING A CARING COMMUNITY IS IN THE SHARING OF ONE’S SELF WITH OTHERS AND IT STARTS WITH THE TEACHER.

George Thomas, author and practitioner in child and youth care, refers to relationship building as relationship technology.

Relationship is an action, not a feeling

Positive and trusting relationships are not “touchy-feely” truism, but based on research and experiential knowledge gained through active involvement in education and the child care systems. Psychology and education were the pioneering disciplines before science to prove the “power of relationship.”

Crisis is opportunityIn moments where learners

find themselves in crises and demonstrate meltdown behaviour they would have the inclination to draw closer to the adult if the adult is “available” to recognize their distress and present with an inviting stance. They would be ready for engagement and the guidance that the teacher could give.

Loving the unlovableOften children with a

strong need for attachment demonstrate behaviour that makes them “unlovable.” Adults fear to approach and could often discard all intentions to approach. These are the children that crave for attachment.

Disengaging the conflict cycle

One of the most valuable skills all teachers must acquire is to avoid counter-aggressive responses with confrontational youngsters. Adults are lured into negative interactions to “confirm” a self-fulfilling prophecy that adults are not good people to connect with. Here the teacher must acquire the ability to stay out of the conflict cycle with the youth.

Earning the trust of youth

Trust is the essence in building positive relationships. Children grow up with the belief that most adults can be trusted. Many do however make the opposite assumption. The teacher needs to re-educate the learner to build new kinds of relationships that gives support, understanding and affection.

Relationship building is an endurance event

Relationship building is a slow and intensive process. The negative relationship and behaviour patterns laid down over a lifetime requires a persistent and patient engagement of the youth by the teacher.

Conducting therapy on the hoof

Connecting with kids in conflict requires a teacher that put the psychological needs of the learner first. Teachers can be educated to acquire the skill to change the child’s reality by forging relationships that cares. Such relationships can teach the learner to acquire new skills to manage the relationships in his life.

Respect begets respectRespect can never be

demanded from the troubled child. The teacher sets the tone for respect in the classsroom. Respect should never be confused with obedience. Obedience is the compliance to do what you want to have done. Respect is granting the child the opportunity to honour the relationship.

Teaching joyFritz Redl (renowned psycho-

educationalist) uses the example of “a house that smiles”. These inviting words set the tone for engagement. The anxiety of the child in the classroom is often not apparent in the common expression of anxiety, but rather observed in the disrupted and unruly nature of classroom behaviour. The classroom ‘that smiles’ creates the space for children to experience joy.

The invitation to belong

Schools and classrooms present as opportunities for belonging. Learners that present with challenging behaviour usually require a space that would include them – a place of existence and recognition.

ConclusionPositive discipline grows from

positive relationships. Discipline is never a set of rules, but rather the bond that exist between people and the meaning that exists between teacher and learner. It’s never about what a teacher can do, but who a teacher can be. The WCED presents various training courses to capacitate teachers to manage learner behaviour in a positive discipline approach.

Useful literature that teachers could consult:1. Brendtro,L. K., Brokenleg,

M., & Van Bockern, S., (2002). RECLAIMING YOUTH AT RISK: Our hope for the future. Bloomington, IN: Solution Tree

2. Brendtro, L. K., & Du Toit, L., (2005). RESPONSE ABILITY PATHWAYS: Restoring bonds of respect. Cape Town, Pretext.

3. Learner discipline and school management: a practical guide to understanding and managing learner behaviour within the school context. (2007). WCED

page 10

JUNE 20 16updateEDUCATION

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Get them to read E D U L I S

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

EDULIS

14

1 SIGHT WORD TALES: INTERACTIVE E-STORYBOOKS3 CD-ROMs, 1 teacher guide

2 WORD FAMILY TALES: INTERACTIVE E-STORYBOOKS3 CD-ROMs, 1 guide

3 CLOSE READING IN ELEMENTARY SCHOOL: BRINGING READERS AND TEXTS TOGETHERSisson, D. 2014

4 READING IN THE WILD: THE BOOK WHISPERER’S KEYS TO CULTIVATING LIFELONG READING HABITSMiller, D. 2014

5 READING BETWEEN THE LINES: TEACHING CHILDREN TO UNDERSTAND INFERENCEDelamain, C. 2014

6 BEST PRACTICES IN ADOLESCENT LITERACY INSTRUCTIONHinchman, K.A. 2014

7 VOCABULARY IS COMPREHENSION: GETTING TO THE ROOT OF TEXT COMPLEXITYRobb, L. 2014

8 TEACHING READING AND WRITING: THE DEVELOPMENTAL APPROACHTempleton, S. 2014

9 TEACHING STUDENTS TO READ INFORMATIONAL TEXTS – INDEPENDENTLY!: 30 STEP-BY-STEP STRATEGY LESSONS TO SCAFFOLD ESSENTIAL COMMON CORE READING SKILLS TO HELP STUDENTS TACKLE INFORMATIONAL TEXTS ON THEIR OWNWitherell, N.L. 2014

10 DIAGNOSIS AND CORRECTION OF READING PROBLEMSMorris, D. 2014

11 TEACHING INTERPRETATION: USING TEXT-BASED EVIDENCE TO CONSTRUCT MEANINGCherry-Paul, S. 2014

12 LEARNING FOR REAL: TEACHING CONTENT AND LITERACY ACROSS THE CURRICULUMMills, H. 2014

13 THE BIG BOOK OF DIFFERENTIATED READING RESPONSE ACTIVITIES: 75 ENGAGING, TIERED REPRODUCIBLES TO HELP YOU FIND THE JUST-RIGHT ACTIVITY FOR EVERY READERGraff, R. 2014

14 READING, WRITING, AND LITERACY 2.0: TEACHING WITH ONLINE TEXTS, BOOKS, AND RESOURCES, K-8 Johnson, D. 2014

15 LEARNING IN THE FAST LANE: 8 WAYS TO PUT ALL STUDENTS ON THE ROAD TO ACADEMIC SUCCESSRollins, S.P. 2014

16 WHAT PRINCIPALS NEED TO KNOW ABOUT TEACHING AND LEARNING READINGCunningham, P.M. 2013

17 MAXIMIZING MOTIVATION FOR LITERACY LEARNING. GRADES K-6Marinak, B. A. 2013

HOW DO I BORROW THESE RESOURCES?

CONTACT DETAILSBecome a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically. Membership is FREE.

Electronic registration GO TO http://tinyurl.com/registration-edulis

OR go to our website: http://edulis.pgwc.gov.za Click on “EDULIS” on the Curriculum websiteClick on Register as member (read “Terms & conditions”)Click on “Library Membership Registration Form”Complete the form and submit

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

Metropole SouthCarol van der HeeverBrian O’Connell Resource CentreTel: 021 370 2084Fax: 021 372 1856carol.vanderheever@westerncape.gov.zaAZ Berman DriveLengtegeurMITCHELLS PLAIN

EDULIS Library: Free postal service

You can borrow books, DVDs, CDs and multimedia at no cost to you. Just become a member, request resources and EDULIS will send it to you via free return post. (BRS)

JUNE 20 16updateEDUCATION

arts & culture 13

West Coast musos eager to spread their wingsThe West Coast Youth Orchestra (WCYO) Symphony- and Junior String Orchestras have been invited to participate in the International European Youth Music Festival 2017 and are planning this exciting international tour in June/July 2017.

Hopefield High School Choirs make their debutHopefield High School’s Primary and High School Choirs recently made their debut at a concert after the choirs were re-established last year.

C R E AT I V I T Y

The choirs are under the reins of Lize Brown.

They performed with the West Coast Youth Orchestra Junior Strings and the Symphony Orchestra.

The evening ended in with a

Grand Finale with both choirs, the orchestra, and vocalists Lize Brown and Rosa Lintvelt performing Hallelujah by Leonard Cohen. The audience was clearly moved by this final song.

The WCYO Symphony- and Junior String Orchestras desperately want to broaden their music repertoire, challenge themselves and compete at international level. Various students from their music school, West Coast Music Academy were also invited to attend this tour and will perform as soloists at the International European Youth Music Festival 2017.

The 13 day tour in Czech Republic, Austria, Hungary and Slovakia will be hosted by Arena Group Travel (PTY) Ltd and will be the ideal opportunity for WCYO members to spread their wings

and compete at international level. In the future, this will also encourage more local youth to get involved in the music projects offered by WCYO, which can help local youth to build a future, create a passion for music and keep them of the streets, away from gangs and crime.

This is an amazing opportunity for the WCYO and WCMA soloists to represent South Africa internationally, especially while performing South African music at this International Festival. Tania Mouton, a WCYO Fundraiser, said they will do everything in their power to make the tour possible

for all their dedicated WCYO and WMCA musicians as each musician must raise R24 990 and most of the students will battle to meet this financially.

FOR MORE INFO, LATEST NEWS AND ACHIEVEMENTS BY THE WCYO, VISIT WWW.WCYO.ORG.ZA

The West Coast Youth Symphony Orchestra gave a memorable and touching performance in March at Hopefield High School,

collaborating with their high school and primary school choirs.

The competition, which is in its second year, is aimed at reviving the art of learning and reciting poetry and was convened through four rounds in various provinces.

The final round was hosted at the Franschhoek Literary Festival on Friday 13 May 2016.

The finalists each recited poems

in two categories, an international poem and a South African poem. The judging panel in each of the rounds was made up of distinguished academics, poets and even actors.

Israeel Davids, who was also a finalist last year, was unanimously chosen as the winner.

Trevor Jacobs, the principal of

Kensington High, acknowledged the many long hours of hard work and dedication that went into his preparation, and expressed the hope that Israeel would mentor other aspiring poets at the school in 2017.

“Israeel’s remarkable success is a timely reminder, that despite all the odds, our learners can succeed if teachers motivate their learners, instil discipline and encourage a love for reading, and reciting poetry!” Jacobs said.

Leisel Fortune, an English teacher at the school and one of the Poetry for Life mentors, said the process of selecting, memorizing and reciting poetry encourages concentration, practice, repetition and a range of thought processes that build and extend language skills.

Kensington High School learner wins national poetry competitionIsraeel Davids, a Grade 11 learner at Kensington High School, was named the winner of the 2016 Poetry for Life competition.

From left, Trevor Jacobs, Kensington High School Principal, Israeel Davids, winner of the 2016 Poetry for Life Competition, Leisel Fortune and Golaam Pandit, English teachers and Poetry for Life mentors.

JUNE 20 16updateEDUCATION

noticeboard14

A quick guide to

CIRCULARS The Western Cape Education Department issued the following circulars and circular minutes during the period November 2015 to March 2016.

C I R C U L A R S

0010/2016Information on WCED circulars issued during 2015.http://wced.school.za/circulars/circulars16/e10_16.html

0009/20162016 South African Schools Choral Eisteddfodhttp://wced.school.za/circulars/circulars16/e9_16.html

0008/2016Online system for the identification of workbook shortages and surpluses for July 2016http://wced.school.za/circulars/circulars16/e8_16.html

0007/2016Compensation for school fee exemptionshttp://wced.school.za/circulars/circulars16/e7_16.html

0006/2016Increase in amounts payable for boarding, transport and private boarding bursaries, and personnel subsidies to hostels and schoolshttp://wced.school.za/circulars/circulars16/e6_16.html

0005/2016Grade R subsidies and other ECD-related matters for 01 April 2016http://wced.school.za/circulars/circulars16/e5_16.html

0004/2016Adjustment of housing allowance for employees in the Public Service who are home-ownershttp://wced.school.za/circulars/circulars16/e4_16.html

0003/2016Delegation of powers of the Member of the Executive Council (MEC) of the Western Cape Education Departmenthttp://wced.school.za/circulars/circulars16/e3_16.html

0002/2016Final timetable and arrangements for the February – March 2016 National Senior Certificate Supplementary Examinationhttp://wced.school.za/circulars/circulars16/e2_16.html

0001/2016The new Western Cape Education Department Smoking Policy, 2015http://wced.school.za/circulars/circulars16/e1_16.html

0068/2015Procedure for the submission of applications for the procurement of furniture and other equipment (ICT equipment included) for Head Office and district officeshttp://wced.school.za/circulars/circulars15/e68_15.html

0067/2015Deworming of Grade R to Grade 7 learners in quintile 1-3 schools: 16 February 2016 to 11 March 2016http://wced.school.za/circulars/circulars15/e67_15.html

0066/2015Suspension of voicemail facility at WCED head office buildingshttp://wced.school.za/circulars/circulars15/e66_15.html

0065/2015Provision of 2016 public service support staff establishments to special public schoolshttp://wced.school.za/circulars/circulars15/e65_15.html

0064/2015The financial allocation to Section 21 schools for the 2016/17 financial year and guidelines for the procurement of goods and serviceshttp://wced.school.za/circulars/circulars15/e64_15.html

0063/2015The financial allocation to non-Section 21 schools for the 2016/17 financial year and guidelines for the procurement of goods and serviceshttp://wced.school.za/circulars/circulars15/e63_15.html

0062/2015The official filing procedure of the Western Cape Education Departmenthttp://wced.school.za/circulars/circulars15/e62_15.html

0061/2015Reorganising of existing district boundaries and circuitshttp://wced.school.za/circulars/circulars15/e61_15.html

0060/2015Provision of 2016 public service support staff establishments to ordinary public schoolshttp://wced.school.za/circulars/circulars15/e60_15.html

0059/2015Basic textbook retrieval report on CEMIShttp://wced.school.za/circulars/circulars15/e59_15.html

0058/2015Opportunity to change the payment date of the 13th cheque/service bonus for all staff with effect from 01 March 2016http://wced.school.za/circulars/circulars15/e58_15.html

EDUCATION PLANNING MINUTES

INSTITUTIONAL RESOURCE SUPPORT

0005/2015Guidelines for equipment and furniture procurementhttp://wced.school.za/circulars/minutes15/EPminutes/edir5_15.html

KNOWLEDGE AND INFORMATION MANAGEMENT

0001/20162016 Snap Survey of ordinary public and independent schools, Language of Learning and Teaching and learner subject changeshttp://wced.school.za/circulars/minutes16/EPminutes/edkm1_16.html

0004/2015DITCOM Subcommittee meeting schedulehttp://wced.school.za/circulars/minutes15/EPminutes/edkm4_15.html

RESEARCH

0001/2016Release of the results of the 2015 WCED Systemic Tests for Grades 3, 6 and 9http://wced.school.za/circulars/minutes16/EPminutes/edrs1_16.html

CURRICULUM & ASSESSMENT MANAGEMENT MINUTES ASSESSMENT MANAGEMENT

0001/2016Practical Assessment Tasks for 2016 National Senior Certificatehttp://wced.school.za/circulars/minutes16/CMminutes/edam1_16.html

0022/2015Guidelines for the implementation of progression in Grades 10 and 11http://wced.school.za/circulars/minutes15/CMminutes/edam22_15.html

EXAMINATIONS ADMINISTRATION

0010/2015 Announcement of the 2015 National Senior Certificate examination resultshttp://wced.school.za/circulars/minutes15/CMminutes/edea10_15.html

CURRICULUM GET

0005/2016Call for schools with Grades 9 to 11 learners to register for the 2016 SAASTA National Schools Debates Competitionhttp://wced.school.za/circulars/minutes16/CMminutes/edcg5_16.html

0004/2016Call to schools to register for 2016 Grade 6 Multilingual Creative Writing Competitionhttp://wced.school.za/circulars/minutes16/CMminutes/edcg4_16.html

0003/2016Delivery of booklets - Transition from Grade 9 to Grade 10: Tips for successhttp://wced.school.za/circulars/minutes16/CMminutes/edcg3_16.html

0002/2016Call to registerGgrades 4 - 9 learners for the 2016 Natural Science Olympiadhttp://wced.school.za/circulars/minutes16/CMminutes/edcg2_16.html

0001/2016Notice of training for Heads of Department (HODs) and Subject Heads responsible for Mathematicshttp://wced.school.za/circulars/minutes16/CMminutes/edcg1_16.html

0016/2015Early language and Emergent Literacy training in 2016 for Grade Rhttp://wced.school.za/circulars/minutes15/CMminutes/edcg16_15.html

CURRICULUM FET

0003/20162016 LOK Symposium for teachers of Afrikaans Home Language and First Additional Language (Grade 10 to 12)http://wced.school.za/circulars/minutes16/CMminutes/edcf3_16.html

0002/2016Telematics Programme for Grade 11 and 12 learners during 2016http://wced.school.za/circulars/minutes16/CMminutes/edcf2_16.html

0001/2016Delivery of Tips for Success booklets to 2016 National Senior Certificate candidateshttp://wced.school.za/circulars/minutes16/CMminutes/edcf1_16.html

INSTITUTION DEVELOPMENT & COORDINATION MINUTES

INSTITUTIONAL MANAGEMENT AND GOVERNANCE PLANNING

0008/2015School terms and public holidays for 2017 (inland and coastal provinces)http://wced.school.za/circulars/minutes15/IDCminutes/eimgp8_15.html

CORPORATE SERVICES MINUTES

BUSINESS STRATEGY AND STAKEHOLDER MANAGEMENT

0002/2016School Improvement Monitoringhttp://wced.school.za/circulars/minutes16/CSminutes/edbs2_16.html

0001/2016School Improvement Plans and Monitoringhttp://wced.school.za/circulars/minutes16/CSminutes/edbs1_16.html

COMMUNICATION

0001/2016New e-mail system for schoolshttp://wced.school.za/circulars/minutes16/CSminutes/edco1_16.html

PROCUREMENT MANAGEMENT

0001/2015Western Cape Education Department’s Bid Committee meeting dates for 2016http://wced.school.za/circulars/minutes15/CSminutes/edpm1_15.html

RECRUITMENT AND SELECTION

0006/20152016 Vacancy Bulletins for office-based educators and office-based public service staffhttp://wced.school.za/circulars/minutes15/CSminutes/ersc6_15.html

0005/2015Issuing of 2016 Vacancy Bulletin dates for institution-based public service staffhttp://wced.school.za/circulars/minutes15/CSminutes/ersc5_15.html

0004/2015Issuing of the 2016 Vacancy List dates for institution-based educatorshttp://wced.school.za/circulars/minutes15/CSminutes/ersc4_15.html

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R E C R E AT I O N

THE INFRASTRUCTURE FORMS PART OF THE MASS PARTICIPATION; OPPORTUNITY AND ACCESS; DEVELOPMENT AND GROWTH (MOD) PROGRAMME, WHICH PROVIDES AFTER-SCHOOL SPORT AND RECREATIONAL ACTIVITIES TO LEARNERS FROM COMMUNITIES WHERE THESE OPPORTUNITIES ARE NEEDED MOST.

The Scottsdene facility is worth over R28 million and will benefit the communities serviced by Cavalleria, Parkdene and Watsonia Primary Schools, and Bernadino Heights and Scottsdene High Schools. Learners at these schools now have the opportunity to participate in athletics, cross country, cricket, chess, football, hockey, netball and debating.

The sport infrastructure is complemented by academic and eLearning support. This first-class educational support for learners will be provided by Year Beyond (YEBO) mentors – a group of dedicated, competent graduates and matriculants who have dedicated a year of their lives to leading other learners in their school careers. Further homework support is provided by the various partnering NGOs.

Learners will also get the necessary life skills training at the clusters. This will include health and career awareness to help learners secure jobs once they leave school.

Safety remains a priority for all the learners and support staff involved. The Scottsdene MOD Cluster has well-lit promenades linking the infrastructure, so that learners can feel safe on-site, and in the vicinity of these facilities.

Neighbourhood watches and School Resource Officers (SROs)

will further assist to boost security. The provincial government will also continue speaking to the police about the need for greater resourcing in the areas where it is needed most.

The facility in Scottsdene is part of a group of “MOD Clusters” that will be rolled out across the province. Communities include Paarl East, Atlantis & Manenberg, Franschhoek and Nyanga junction.

These facilities enable a cluster of schools to create an educational environment that is safe, encourages participation, develops skills in sport, arts and culture, and provides the opportunity for quality education and career training.

Premier Zille said: “A key objective of our MOD clusters is to crowd resources into schools. The infrastructure and support will give learners the opportunity to access tutoring, career advice, sports facilities, and the arts. Parents, principals, school governing bodies and the school community now have the opportunity to do their part by encouraging learners to participate and excel. Our government is working tirelessly to create opportunities for learners to be competitive in the world after school.”

Minister Marais said, “We encourage excellence and inclusivity in sport and culture through the effective, efficient and sustainable use of our resources, and through creative partnerships such as this. As a result of the partnership with the Education Department we have handed over these remarkable facilities to the community and enabled the conditions for access and mass participation, talent identification and skills development.”

Minister Schäfer said, “Sport assists us as a nation in fostering a vision of unity of purpose, social cohesion and inclusivity. These are values that are enshrined in our Constitution. This centre was conceptualized in order to create a safe space for our

learners after formal school hours. As a Government, we prioritise sport and constructive after-school activity, youth development and initiatives that bring about safer environments for our learners. Sport not only teaches our learners to maintain physical stamina, but also teaches them discipline, will power and determination. As the Provincial Minister of Education, it is my hope that this new facility will help to develop our young people through excellence in academics and sport.”

Henry Alexander, Principal of Bernadino Heights Secondary added that the school and broader community are extremely proud of the world-class facilities that have been built on the premises of Bernadino Heights High School and Watsonia Primary School. “We would like to thank the Western Cape Education Department and the Department of Cultural Affairs and Sport for the construction of these facilities. We now have a synthetic hockey field, synthetic 400 m track, rugby/soccer field, cricket nets, a tennis court and a pavilion.

OUR GOAL IS TO ENSURE THAT LEARNERS FROM THE FOUR NEIGHBOURING SCHOOLS UTILISE THE OPPORTUNITY PRESENTED BY THESE FACILITIES, TO DEVELOP THEIR TALENTS.

How many undiscovered Wayde van Niekerk’s are possibly wandering around? With the necessary encouragement and coaching, learners’ lives have the potential to be transformed – the excellent sporting facilities being the instrument of change. It can be the catalyst which can steer the community into a new direction and create a positive environment for learners to excel academically, as well.”

Photo credit: Department of Cultural Affairs and sport

Game changing sports infrastructure gives learners the competitive edgeLearners in Scottsdene, Kraaifontein have access to a multimillion sports facility thanks to a Game Changing Infrastructure development handed over in November, by Premier Helen Zille; Minister of Education, Debbie Schäfer and Minister of Cultural Affairs and Sport, Anroux Marais.

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Cape girl sets Robben Island recordEnya van Niekerk, a 12-year old learner at Tableview Primary School, has become the youngest female long-distance swimmer ever to complete the swim from Robben Island to Bloubergstrand in Cape Town.

S W I M M I N G

She swam the 7.3km distance in April in 14°C water and very tough conditions. It took her three hours and 14 minutes to complete the distance.

Enya has trained for five months. Training consisted of swimming in the ocean, without a wetsuit, for 2km daily in water temperatures

between 13-15 degrees Celsius. She had to be mentally strong

and showed a lot of courage. A South Easterly made this swim tough. Enya reached Blouberg Strand nearly 1km away from the original target due to strong sea currents. The swim was made more interesting with hundreds of

jellyfish that Enya had to negotiate.The first Robben Island swim

was recorded in 1903 when Henry Charteris Hooper swam from the island to Cape Town Harbour. He managed to complete the swim in just under seven hours.

Since then, more than 500 people have completed the swim

including Olympian Natalie du Toit, who holds the record for the fastest female swimmer in a time of 1 hour, 35 minutes and 45 seconds.

Enya said two of her friends inspired her to take on the challenge.

“A few years ago my friends swam from Robben Island and from

that day I also wanted to complete the swim. My dad and I would swim every day.”

Van Niekerk was already planning her next long-distance swim.

“I want to try and complete the swim around Cape Point, it’s eight kilometres.”

THIS IS THE SEVENTH TIME THAT AN INVITATION TEAM FROM SA PARTICIPATED IN THIS TOURNAMENT.

The defending champions, Sri Lanka, were pushed all the way against a very determined SA team. This was a fully-fledged Sri Lankan national u15 schools team. The result was a victory for Sri Lanka.

This year was an improvement on last year’s tournament result where the SA invitation team came home with the bronze medal. Six countries participated in this year’s tournament namely, Malaysia, SA, Sri Lanka, India, Bangladesh and Thailand. The latter made their debut at the tournament.

The SA team had good victories over India, Malaysia and Bangladesh in the lead up to the final. The match against Bangladesh was reduced to 32 overs because of rain. By that time SA had already batted 20 overs. The SA team was left to score 68 runs having already lost 4 wickets.

The team was ably captained by Lehan Botha (Rondebosch BHS). The leading batsman for SA was Ruan Terblanche (Paul Roos HS) who hit two fifties during the tournament and was the tournament top run getter with 204 runs. The other leading batsmen were Keegan Mountjoy

(Rondebosch BHS) and Matthew Kaiser (Pinelands HS). Other good performers for the SA team were Jason Alexander (Wynberg BHS) best all-rounder and Uthmaan Abrahams (Pinelands HS) who took the most wickets by a SA in the tournament. This included a 3-wicket haul against Sri Lanka in the final. Our spin bowlers did very well on this tour with Aidan Rooke (RBHS) and Matthew Ludditt (Paul Roos) holding their own against the wily sub-continent spinners. Terblanche (2), Botha and Alexander received Man-of-the-Match awards during the round-robin phase of the tournament.

The heat in Malaysia this year was extreme and they are also suffering from drought in certain regions. The boys were really challenged by the heat and one or two were definitely suffering and this was confirmed in their performances.

Ismail Teladia, the Head of Delegation and also assistant coach, is convinced that some of the players in the SA invitation team had great potential and were destined for higher honours. He singled out Lehan Botha, Aidan Rooke, Uthmaan Abrahams, Ruan Terblanche, Matthew Luddit and Francois Joubert.

“WITH PROPER COACHING AND A FOCUSED APPROACH

SOME OF THESE BOYS SHOULD REPRESENT WP AND BOLAND IN THE NATIONAL U15 TOURNAMENT LATER THIS YEAR.”

He 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. Thusara Perera and Dinesh Chandimal (Sri Lanka); Shaqibul Hasan, Tamim Iqbal and Mushfiqur Raheem (Bangladesh) all played

in the recent T20 World Cup in India. All of them played in the tournament in Malaysia over the years.

There is no doubt that this tournament is a good indicator of the progress the boys are making on the path to choosing cricket as a career.

SA Schools U15 Invitation teamwins silver at International Cricket ChallengeThe South African Invitation schools team, who participated in the 12th Annual Tuanku Ja’Affar U15 International Cricket Challenge in Kuala Lumpur, Malaysia, ended the tournament as runners-up.

CR

ICK

ET

Back L to R: Ismail Teladia (Head of Delegation); Francois Joubert (Paul Roos); Alle Abrahams (manager); Riaaz Teladia (coach); Keegan Mountjoy (Rondebosch Boys); Uthmaan Abrahams (Pinelands);

Nicol Loftie-Eaton; Mark Kleinhans; Ruan Terblanche and Henry Brink (all Paul Roos).Front L to R: Matthew Kaiser (Pinelands); Lehan Botha (Rondebosch Boys); Jason Alexander (Wynberg Boys);

Aidan Rooke; Ethan Nates (both Rondebosch Boys) and Matthew Luddit (Paul Roos).