Pupils Learning Quality must be to spell teachers given correctly is still do space essential exist Page 7 Page 16 Page 20
Your Guide to Education •November 2012 teacher.co.za Preparing for 2013: Tips for having disciplined pupils Page 14 2 Career November 2012 theTeacher
Walking the talk Building a beautiful
It is saddening that the year is slowly winding down. It has been a year during which we have walked a long walk together. We have had great business ethic experiences in putting together our new Excellence section, where we profile those who excel in their Former beauty people who believe that they know professional areas and we added everything. another page for Inspiration. queen turned As we wrap up our year, in our entrepreneur is now What are the lessons you November issue we introduce have learned, including another new page: Teacher tips. the sole distributor regrets? In this month’s issue we explore of an American Like most people, I have burnt my discipline issues. We suggest that in fingers. The lesson I have learned is preparation for the 2013 academic hair product to always make it your business to year perhaps it would be advisable know the ins and outs of the busi- to work on Professor Khalil Osiris Siza Mthimkhulu ness. If you do not know, make it suggestions. His behavioural change your business to learn. curriculum has turned around dis- haron Senthu Moloto cipline in schools that have started runs Botlhale Distribu- Are there any milestones that implementing it. tors, the sole distributor you would like to mention? He applies three basic values: be of Avlon Hair products I recently exported products to respectful, be safe and be respon- in South Africa. Avlon is Botswana and Zambia and am sible. These lay the foundation San American-based company which hoping to grow in those markets. for an understanding of values makes hair products for Caucasian that are important in the school and African hair. What is most fulfilling thing environment. This, he says, will The married mom in her 30s about your job? prepare learners and teachers alike describes herself as ambitious and Hearing clients tell me how happy to observe these values and, in this passionate. Her mom, whom she their clients are as a result of intro- way, prevent anti-social behaviour. describes as the strongest woman ducing our range of products in their The curriculum is one of the best she knows, taught her, by exam- salon. The fact that the products implements teachers can have in ple, how to thrive in trying circum- are proving their worth, producing their toolkit. — The Editor stances, bringing up eight children. healthy-looking hair. Senthu does not mind not taking time off during the holidays as it is What are your long-term the busiest time for her business. goals? Two and half years ago, when To see more interest in the users of theTeacher Avlon pulled out of the market after our products about what is being Editor: it was experiencing serious chal- applied to their hair and why; to edu- Phindile Xaba lenges with its previous distributor, cate them. Some customers are will- email: phindilex@ Senthu stepped in as she used the ing to overlook quality and compro- mg.co.za products and was saddened by their mise on a lot of things because their Reporter: unavailability. After lengthy negotia- sole focus is on results. Thabo Mohlala tions, Avlon agreed to bring the line Tel: 011 250 7403 back with her as a partner. What are some of the things email: [email protected] people do not know about Advertising: What type of training does you? Di Willis this require? I used to enter beauty pageants as a Tel: 082 467 1152 I had to be trained in the products. child. I played tennis for many years email: [email protected] and had aspirations of going profes- Shelton Hlongwane What sets your company sional. I love speed for the adrenalin Tel: 082 866 5804 apart from others in the same rush it gives me. [email protected] line of business? Cape Town office: We are more hands on and place Sharon Senthu of the greatest challenges. Because List some dos and don’ts we Carla Finlay great emphasis on professionalism. Moloto is a hard we import products, the costs are should know about this line Tel: 072 405 5930 By this I mean that because our working entrepreneur high. The rand-dollar exchange rate of work? email: [email protected] relaxers are not freely available at is a challenge. How I wish it was not • Always know your products and KZN office: retail outlets it means we ensure that at the level it is now. It makes the what you are talking about; Madeline Zekkari every stylist using our products is products expensive. • Make an effort to understand your Tel: 082 414 6315 trained by us in order to make sure clients’ businesses so that you can email: [email protected] that they understand how and when When is business good? advise them accordingly; to use the different products. Business is good in summer, when • Always follow up; Subscriptions: people want to look great and visit • Do not always believe what you [email protected] What challenges did you their hair salon frequently. In winter, hear; the Teacher is published by M&G face at the start and how are we experience a decline in sales. • Insist on meeting the decision Media Ltd things now? maker or owners at least once to Obtaining start-up capital was one What advice would you give establish a relationship; someone seeking to start this • Do not underestimate your type of business? competition; It is not easy. Do not expect a quick • Treat your clients with respect, no turnaround. It requires a lot of matter what; patience because you deal with • Never take anything for granted. 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http://mangoloitransit.webs.com mg00013te 3 Teachers November 2012 theTeacher Educator puts her passion for youth to work loveLife was a laboratory, was a proudly South I then did my doctorate at the African ambassador and has University of Pretoria, where I grad- natural progression appeared in Brand South Africa’s uated in 2011. for Andile Dube advertisement: Inspiring New Ways. From your point of view, what are Why did you decide to join the qualities of a good teacher? loveLife? A good teacher maintains a clear I decided to work for the organisa- balance between content and tion before the position became curriculum, considers how pupils available because youth develop- learn and displays emotional intelli- ment is close to my heart and love- gence. A good teacher is knowledge- ndile Maletsatsi Dube Life’s comprehensive strategy for able and qualified, well organised has always been pas- dealing with HIV-Aids contributes and plans in advance. A good teacher sionate about youth- immensely to such development. is fair, consistent, honest, flex- development issues. ible, approachable and consi derate. So, when loveLife had a Where did you grow up? A good teacher is an inspiring Avacancy she seized the opportunity I was born in Umlazi P section in motivator and does not treat pupils and today leads the organisation’s KwaZulu-Natal and spent most of as empty vessels. youth programmes. my childhood and adult life there. Dube’s key responsibility is to man- What do you believe are the age the programmes’ strategy, opera- Where and when did you start things a teacher should never do tions, fundraising, special projects, school? or say? marketing and communications. I started primary school at A teacher should never be unpre- Andile Dube: Photo: Willie Visser Dube has a master’s degree in Bhekithemba Primary in 1983 pared, because once pupils lose environment and development stud- and moved to Bavumile Primary respect, it is very difficult to gain Do you still have contact with study too much. ies from the University of Durban School in 1985. In the same year I it back. A teacher should never them and if so, how? I only had to understand concepts Westville (now the University of moved to Hlengisizwe and later to discourage pupils, call them names I still talk to some of them from time and practise them and I found the KwaZulu-Natal) and a doctorate in eMpu-sheni, where I completed my or be disconnected from them. to time. I wish we had stayed more subject interesting. education policy studies from the primary school years. Thereafter, I in contact. I did not like the essay-based University of Pretoria. moved to Ogwini Comprehensive Who were your favourite subjects. She also received the best com- Technical College in 1988 and that teacher(s) and how did they What were your favourite pleted research award for the doc- is where I completed high school in influence you? subject(s) and why? What message do you have for torate in 2010, was a member of 1992. I have had a number of them. I would Maths, because I did not have to teachers in South Africa? the core team that established the select Ms Muwandla, who integrated Being an educator is a special job. research unit of the Education, And your tertiary education? me into the culture of Hlengisizwe As an educator, one contributes not Training and Development Practices I studied at the then University of School, Mrs Xulu, who was very gen- A good teacher only to the complete development of Skills Education Training Authority, Durban Westville in 1995, where tle, yet memorable, Mr Msomi at a young person, but also to economic has featured among the Mail & I did my honours and master’s Ogwini for his hand in demystifying is an inspiration and development now and in the future. Guardian’s top 200 Young South degrees. During this period I also maths for me and pushing us hard does not treat pupils As a former teacher, I know the Africans, raised funds and estab- completed a diploma in human and Mrs Tshitshi and Mrs Dube, who pleasure of having happy pupils who lished the Adams College computer resources management in 1999. were like mothers to me. as empty vessels try to be a bit better every day.
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You never know and that even the content of maths and hope, the certainty of that hope When teacher Ian and language could be put aside. as a Christian and how wonderful it Burns was faced the extent of your must be to be with Jesus forever. with a discussion influence until you Sharing deep personal feel- I guess more than anything else, I on death with his ings with pupils was just human with them. grade two class, get feedback I used the educational principle he followed his of starting with what the children A phone call from a parent heart. Months already know. Out of the blue, I received a phone later, he received I asked them about their experi- call from the mother of a little girl ences, feelings and beliefs. I don’t who had been in my class; a little a phone call from remember their exact words, but girl who had been noticeable by her a mother who the children shared deep feelings silent attentiveness. Her mother expressed her and a lot of uncertainties. Some had told me that there had recently gratitude to him. Ian Burns had someone they know die, but few been a death in the family and she Photo: Andrzej seemed to have discussed death with had not known what to say to her Sawa anyone, at least not in an in-depth or daughter. However, her daughter don’t remember the exact ques- a practical way. had told her that it was fine because tion, but I remember feeling I chose to break the teaching “rule” Mr Burns had already discussed and strongly that I needed to discuss and shared my personal experiences explained death in the class. Her it with my pupils — and we dis- with them and we discussed the rel- mother was calling to say thank you, cussed it more than once that evance to their lives. because this experience had helped Iyear. At that time I was a young grade her daughter so much. two teacher. I needed to find my feet. Christian background The lesson for me is that the most The children were from a Christian significant effect of a teacher’s influ- Difficult subject background and so I shared what ence cannot be measured by assess- We were discussing death — a dif- my Christian faith had meant to me ments or marks. We will never really ficult subject to handle, just like the regarding death. I shared how won- know where that effect ends. In the subject of sex — particularly with derful heaven is and how I knew words of Henry Brooks Adams, “A little ones. We were on the mat and that my brother, who had passed teacher affects eternity, he can never some children wanted to know more away slightly more than a year tell where his influence stops.” about death. What does one do, as a before, was there. young teacher, with a group of seven- I shared how I was human and Burns is a grade R to grade three to-nine-year-olds who want to dis- felt sad at times and I showed them remedial teacher at Boschof Combined cuss death? a photo of him. I shared how life School in Boschof, in the Free State. I decided to go with my heart, be might be for him now. We discussed He was a finalist in the category of truthful, open and totally honest. So, things that are not in heaven, like excellence in inclusive education and we discussed death. I felt that this sadness, pain, sickness, divorce and special needs teaching in the 2010 was something that was important so on. We discussed mixed feelings national teaching awards
COMMUNITY ASSISTANCE Ellerines digs deep The staff at Ellerines in MargateMargate like ggettingetting their hands dirtdirty.y. AAndnd thethey’vey’ve shown others how to ggetet dirtdirtyy too... and ggrowrow theirh i own vegetables,bl courtesy off theh vegetablebl tunnell projectj
llerines is very clear about one thing: when a new transfer, which is so much more valuable. After this, the Ellerines store opens in a community, the staff community can produce their own fresh vegetables forever! get involved. They are keen to become part of Johan adds, “We’re hoping to roll these [vegetable tunnels] that community and lend a helping hand to those out with every new store we open.” Ewho need it, wherever they possibly can. Ellerines Margate soon partnered with Dlukluwane School That’s what the staff at the new Ellerines Margate store after the store opened its doors on 29 June. The school did. They rolled up their sleeves, picked up spades and forks, already has a scheme that feeds 1 100 children each day and got stuck into the vegetable tunnel project, an initiative (for many, it’s the only meal they have) and they work hard run in conjunction with the Acorn Foundation. Ellerines towards improving their school community in many other Everybody was taught how to Marketing Executive, Johan Schalkwyk, says, “Ellerines is ways too. Christo Henderson, Regional Manager for Ellerines grow the vegetables in these special always looking for meaningful opportunities to assist the in that area, explained what happened the day that Ellerines tunnels, from caring for the seedlings communities in which we operate. We’re delighted with this staff went to do some gardening: “We started from scratch to managing the growing process. It project, because it encourages sustainability and ongoing and spent the whole day with the staff and children of the was a life-changing opportunity for development.” That’s the great thing – the community is school, setting up two vegetable tunnels for them. By the Ellerines staff, as they knew that by taught how to plant and care for the vegetables in the end of the day, we had the tunnels stocked with all the basic giving the community the skills to grow tunnel, so this is not a short-lived project – there’s skills vegetables, and we left with our hearts full of hope, knowing an ongoing supply of vegetables, they we were ddoingoing sometsomethinghing reareallylly meanmeaningful.”ingful.” were helpinghelping manymany undernourishedun children faceface a more positivep and healthyhealthy future. EllerinesEllerine Margate is so proudproud to be partpart of thisthis initiative, andand itit won’twon’t bebe thethe last!last ■
54 5 Science November 2012 theTeacher Clean water for quality life
Maths can be applied to presi–dent’s award for champion of transformation in research in 2010; water treatment l National Research Foundation B2 rating (awarded only to researchers who enjoy considerable international recognition by their peers) in 2009; Thabo Mohlala and lison Lewis has just l Finalist in the department of trade won the department and industry’s technology awards in of science and technol- 2009 for the project “treatment and ogy’s 2012 Distinguished purification of brines and acid mine Woman Scientist Award. drainage”. ALewis, born in London, hails from a high-achieving and highly educated Which schools and univer- family: her father was a chartered sity did you attend? accountant, her mother was an air- I attended Pinetown Convent in line pilot and her grandmother was Pinetown, KwaZulu-Natal, St Mary’s a specialist anesthetist. Her younger School in Johannesburg and the brother is also a pilot. University of Cape Town. Lewis is a qualified engineer who studied chemical engineering to doc- What degree did you study toral level at the University of Cape for? Town. She discovered that chemi- I studied for a BSc chemical engi- cal engineering was a very practi- neering degree, then an MSc (Chem cal application of mathematics and Eng) and finally a PhD. chemistry and became interested in research. This led to her starting a How did you learn about new initiative in crystallisation and your current occupation? precipitation research, which grew I was told that chemical engineer- to become one of the accredited ing was the career of the future. research units at the university. This was just about the time that the Both her master’s and doctoral new Sasol plants at Secunda came on degrees were in the fields of applied line and there was lots of excitement mathematical models for water about the opportunities and possibil- treatment. Her research interests ities in chemical engineering. have gradually returned to water treatment and, more recently, water Please explain what your refining. Lewis’s research focuses job entails? on using crystallisation as a tool to My job entails teaching, research purify metals such as platinum, pal- and management. I teach under- ladium and rhodium and also to graduate students design, third- treat contaminated water such as year students crystallisation and acid mine drainage. She believes that fourth-year students preparation for it is essential to design water treat- design. ment processes that are sustainable Postgraduate students who are — they must not only produce pure registered for master’s and PhD water but must also recover the con- degrees are also under my super- taminants as useful products. This is vision. The research is focused on Alison Lewis specialises in water treatment solutions that are sustainable and have won many awards now her main research focus. crystallisation and precipitation, and citations for her work in industrial crystallisation. Photo: Sarah Zandt with two main focus areas: the first Some of her recent awards is on precious-metal precipitation and achievements include and the second is on using crystalli- in your area of focus? Netherlands. She became a mentor, What do you do when you l 2012 finalist in the National sation for water treatment. I enjoyed maths and science at adviser and a friend and very impor- are not working? Science and Technology Forum Science is great because it is fun school and wanted to study further. tant person in my life. Run, swim, read, mess around with awards; and creative. It involves puzzles and I also thought that there was more my children or go on dates with my l Chemical technology award for solving problems. Engineering is career scope with a maths and sci- How can pupils become husband. best paper; even better because you get to apply ence background than my other involved in your area of l Fellow of the South African practical solutions. option, English. My mother strongly specialisation? Where can pupils get more Academy of Engineering in 2011; encouraged me to pursue a pro- They would first have to complete information about water l British IChemE sustainable tech- I admire ... fessional degree. My current area an undergraduate degree in chemi- treatment? nology award; Courage and creativity. of focus was inspired by attend- cal engineering, applied mathemat- They can look on our website, l Member of the Academy of Science ing a course given by Professor ics or physics. Then they could do crystal.uct.ac.za and they can of South Africa in 2010; What sparked your interest Gerda van Rosmalen of the a master’s or a PhD in industrial also google “industrial l National Research Fund in science and, in particular, Technical University of Delft in the crystallisation. crystallisation”. Advertisement A steel company with a soft heart
ArcelorMittal South Africa sees it as mobile laboratories which are used the communities surrounding the imperative for ArcelorMittal to grow in taking science lessons to outlying company’s operations. its own timber through the Science vitally important to use its resources to and rural schools. In the Vaal Triangle, Centres. To date, 91 learners from improve the lives of all those within its the mobile laboratory has reached 88 Why Social Responsibility the science centres have received schools in the rural and semi- rural bursaries from ArcelorMittal, 23 are reach. areas Maggie Mopedi Manager, currently training as artisans and Corporate Social Responsibility production technicians. A total of 19 nderlining its commitment are located in Sebokeng, Saldanha The centres seek to improve Manager says the Science Centre maths and science teachers have also to education and and Newcastle and operate in mathematics and science project underlines the company’s been receiving on-going training at contributing to the partnership with the Departments performance at schools and to commitment to education and the centre to empower them to teach alleviation of the national of Basic Education, and Science and stimulate interest and curiosity making a contribution to the the subjects with confidence Uskills crisis in the sciences and Technology. in these fields. They provide alleviation of skills in mathematics, Colorespecially profile: Generic in the CMYK field printerof engineering profile information, knowledge and skills science and technology. Mopedi says “We are proud that our approach Composite Default screen is the company’s R28 million The Department of Science and training to teachers, learners, school as a company that requires a lot of resembles a our cradle to work investment in Science Centres. These Technology supplies the centres with leavers and the general public in engineers to run its operations, it was scenario with us attracting potential employees while they are still at a basic schooling level. We nurture them in our culture and support them until they are fully fledged employees. In this way, we hope to retain our employees for a very long time,” says Ms Mopedi.
Access to skills
The company’s core business relies heavily on being able to access skilled people in the scientific, engineering and technological fields. So improving maths and science performance at schools in the communities close to its areas of operation provides a sustainable resource and works towards alleviating the national skills crisis.
The centres expose students to science and technology in a fun and relaxed environment by providing them with classrooms, fully equipped science laboratories, interactive science exhibitions that enhance their thinking skills and curriculum- linked science and mathematics instruction. ArcelorMittal also provides teacher training.
Apart from the schools programme the company hosts fun science shows to generate interest in science amongst primary school learners While more than 40 interactive ArcelorMittal South Africa science and mathematics exhibits give learners the opportunity to apply and understand different scientific concepts through play.
Three years ago the company also initiated a R250 million school building project in underprivileged areas around the country. The first school, Meetse-A-Bophelo primary Did you know – was handed over to the Minister of Basic Education Angie Motshekga in November 2010. A new, the Nelson Mandela primary school is currently under construction in Umtata, Eastern Cape, and hand over to the Department of Basic Education is expected during the first quarter 2013.
‘We are proud that our approach resembles a our cradle to work scenario with us attracting potential employees while they are still at a basic schooling level. We nurture them in our culture and support them until they are fully fledged employees. In this way, we hope to retain our employees for a very long time’
Training Did you know 01.ps R:\Designers\!Tersia\Social Responsibility\Did you know advert\Training Did you know 01.cdr 16 July 2012 15:08:48 7 Teaching Technique November 2012 theTeacher Set the children free
Pupils should be encouraged to explore freely in the classroom
Xolani Majola
classroom is a place where pupils should be given space to think. They can be challenged to then think further and Amove beyond their normal concep- tual boundaries. For this to happen, teachers themselves need to be com- fortable enough to be challenged. School is one of the many places where pupils should be allowed to find their mojo — their per- sonal sense of freedom and their true selves. A classroom should be designed in such a way that the simple act of stepping into it can become a life-changing experience. It should be a place that pupils, look- ing back on their lives, remember and say some of the best moments in their lives were experienced there. It is important to remember that our job as teachers is not to change our pupils. Rather, the function of a teacher is to inspire change. It is our duty to create an open environ- ment that invites exploration with minimal restrictions. Many pupils come to school looking for a place where they can be given a chance to Pupils from Leap Science and Maths School in Diepsloot, Johannesburg, learn Shakespeare in an interactive way. The writer argues that be something, do something and be teachers must play a facilitating role that allows and inspires children to discover things for themselves. Photo: Oupa Nkosi part of something worthwhile. It is crucial that as teachers we know this, be more responsible. such diverse emotions will help them something special, such as coming to job, then the chances are that you understand it and respond positively to grow further as human beings. school in civilian clothing or spend- will always use that passion to do in our practice. How much control must I Your duty as a teacher becomes that ing an hour playing video or any what you do best. practise? of a facilitator, who assists pupils to other educational games (depending Being the best at what you do is a Where do I start? As teachers, we set the tone and develop appropriate coping skills. on the resources available in your cumulative process. It means you There are many activities you can atmosphere in our classes. In other You set the tone, but you do not ever school). Each pupil must be given a start small and keep growing every introduce with your pupils. Take, for words, we control the weather. prescribe behaviour. task they will perform in the class- year until you operate at the high- example, leadership. In the begin- Pupils usually respond to class situ- room context so that they will learn est level of your ability. A motivated ning of the year, place pupils in ations as they experience them. So, if How do I keep my pupils communication and public-speaking teacher is the main reason why groups. Ask them to choose a group you do not teach good manners as a motivated? skills. pupils come to school every day, leader by voting for one preferred basic behaviour for your pupils it is Your pupils must be encouraged because they get blessed by your pos- candidate who will be their leader highly unlikely that you will end up to develop self-motivation skills. How do I keep myself moti- itive energy, attitude and behaviour. for the rest of the term. The follow- with well-behaved and good-man- Their inspiration has to come from vated as a teacher? In order to do all these things suc- ing term, ask them to choose a new nered pupils. It is vital to monitor within (intrinsic motivation). Every Motivation is infectious. If a teacher cessfully, it is important to know group leader. Eventually, across four your pupils’ growth process. Teach single day you need to consistently remains constantly upbeat and posi- that pupils are not objects. Rather, terms in a year, every pupil will have them the basic skills and leave the keep giving them new stuff to do. tive, it rubs off on the pupils. They they are young human beings who had an opportunity to exercise some rest of the qualities to develop unas- For instance, you can have daily become like you and they even begin need nurturing, lots of love, support form of leadership responsibility sisted by you. This means you cannot vocabulary and spelling competi- to reflect some of your character- and guidance. and initiative. This will give them always play the hero for your pupils. tions in which they compete against istics. If you read constantly as a As I always say: “Go out there and a chance to experience the basics Sometimes you will need to step back you or against each other, or even teacher, your pupils tend to copy this create magic!” of democracy. The process will and allow them to experience emo- in groups. Every single day the and do exactly as you do. What is of also build their self-esteem, boost tions such as anger, disappointment, group points must be collected and great importance is to love what you Xolani Majola is an educational policy their confidence and teach them to pain, joy and so on. Experiencing the winning group rewarded with do. If you are passionate about your analyst
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Faculty of Education www.up.ac.za 8 Principals November 2012 theTeacher
Helenne Ulster, principal and co-founder of United Church School in Yeoville. Despite serving a poor community with meagre resources, the school has produced a 100% matric pass rate and attracts dedicated teachers and committed corporate donors. Photo: Delwyn Verasamy Love and firm boundaries
Support and discipline in equal measure enthusiastically. Most of them come And assemblies are often a platform upliftment and development, from impoverished homes and often for reconciliation, because I use such as the Johannesburg Youth give a Johannesburg school its strength receive very little parental support. them to raise problems. Orchestra and the Living Maths and Uniforms give them a sense of Sometimes pupils who have con- DreamGirls programmes — the lat- nited Church School in They all want a sense of hope and to belonging and outsiders often com- travened the school’s code of conduct ter helps teenage girls prepare for Yeoville, Johannesburg, be able to believe in their own poten- ment on how proud and confident are asked to explain their behaviour tertiary education. breaks the mould when tial. That is what we provide. Every they appear in their uniforms. to their peers. it comes to catering for adult in the school, from the clean- The school supplies the uniforms Teachers, too, may be called to Attracting dedicated teachers and disadvantaged children. ers to the principal, plays the role to ensure that all pupils own a full account when they fail to meet stand- stakeholders UIt is rated highly within the Inde- of a caring parent. And every older school uniform, including a blazer ards. At the same time, pupils are Even though we cannot afford to pendent Schools Association of learner is encouraged to be a caring and tie. encouraged to stand up and praise pay competitive salaries we are able South Africa (Isasa) and consist- friend to the younger ones. Pupils who come to school inap- those peers who have reformed after to attract dedicated teachers who ently achieves a 100% matric pass Every problem is shared and when propriately dressed are sent home, committing misconduct. implement advanced learning pro- rate. a pupil is in trouble, we ask his or her so they do not make that mistake too There may be tears sometimes, but grammes because they love working In the midst of a largely dysfunc- peers as well as the teachers to help often. these are always followed by hugs at the school. tional and impoverished urban envi- him or her to get through it. “All for and cheers. The result is that a strong team, ronment dragged down by crime, one and one for all” is an ethos we Morning assemblies We do not do things behind closed led by outstanding academic heads, drug abuse and a breakdown in practise every day. Our weekly assemblies are the heart doors at the school and we encour- ensures that our standards are met. family structure, the school is home of our school life. We do these gath- age and expect accountability at all Past pupils also come back to teach to more than 500 dedicated grade R Firm procedure erings a bit differently so that the levels. Our approach may be contro- at our school. to grade 12 pupils who are on a path Children also thrive when there are children look forward to them. There versial, but it works. In addition, we have committed to success. clear boundaries. Every pupil knows is always some kind of entertain- and co-operative stakeholders who It is able to maintain high stand- the school’s code of conduct and ment, because our school encourages A caring culture include board of directors, Isasa, the ards thanks to its old fashioned val- understands its policy of zero toler- children to sing, dance or improvise We help our pupils cope with the provincial education department, ues and strong sense of family, which ance regarding transgressions. We rap songs and performance is popu- many severe social challenges they parents, corporate donors and neigh- means it offers love, support and would never resort to corporal pun- lar with pupils. face in their young lives, ranging bouring schools. security, but also clear boundaries ishment, but we do have a firm pro- We invite motivational speakers to from hunger to xenophobia, sexual They are all committed to seeing for each individual. cedure when dealing with serious inspire pupils to live their best lives. abuse, living in child-headed house- the school achieve its best possible breaches of discipline. It is also a time for the principal to holds, to living with HIV/Aids. results. ‘All for one and one for all’ Pupils who do not wish to fit in and lavish praise on deserving pupils We do this with the help of our Our school motto is “united we I am always asked questions about who do not respond to our warnings in front of their teachers and peers. own professional social worker as stand” and we live this principle maintaining discipline because chil- process, supported by counselling, well as our affiliation with several every day. dren from deprived backgrounds are are asked to leave. Fortunately, this social-support programmes. We stand together, we look after perceived as being difficult to man- happens very rarely as they generally Pupils at school At UCS we set a high academic each other and we love each other. age. The truth is that all children embrace our values and culture. incorrectly dressed standard which attracts donor sup- from all walks of life want to be val- port, which, over the years, has ued and loved. School uniform gives a sense of are sent home, so helped us build a computer centre Helenne Ulster is a principal and was They all want the security of belonging they do not make and a maths and science centre. the co-founder of UCS 21 years ago. For belonging to something that makes Our strict dress code is part of that mistake too often We also attract partnerships with more information, visit www.united- them feel good about themselves. the discipline that pupils take to organisations involved in youth churchschool.co.za 9 Opinion November 2012 theTeacher Matric syllabus haunts me
Sazi Kunene was really happening with this man also partly reflects how adequately seriously deficient. The recurrence Therefore, an effort should be called the Great Gatsby. pupils have been prepared in the of a shortfall in curriculum coverage made to focus on lower grades in uring my 10 years as a I still have no idea what the novel lower grades. If, for example, you from the lower grades will certainly any recovery plan or catch up pro- high school teacher I was about and none of us ever really cover 60% of the curriculum in grade impact on pupil performance in mat- gramme designed to finish the was not always able to had an understanding of it. 10 and again in grade 11, this means ric and the years beyond. syllabus. finish the syllabus dur- As indicated above, most of the that an incomplete product is being The unintended consequences of ing the year, especially time we tend to overlook the lower delivered to grade 12. inadequate curriculum coverage will Dr Sazi Kunene is a director of Fern- Dwhen teaching grade 12. I was also grades in terms of curriculum It is a product that has a short- result in “learned paralysis”, which wood Business College, run by the never able to finish the syllabus for coverage. fall of 40% of the required curricu- manifests itself in a range of know– Aspire Education Group, and head of grade 11, which I also taught for 10 We should not lose sight of the lum coverage. So, what we promote ledge and skills deficiencies in later quality and regulatory compliance for years. The sense of guilt at not being fact that matric pass performance and upgrade to grade 12 is already years. the group able to finish, especially the matric syllabus, has haunted me since leav- ing teaching more than a decade ago.
Meeting my former grade 12 learners Register now for North-West In December 1998 I visited my home in Pietermaritzburg, one University Educator Programmes year after I had resigned from teaching to take up a post at the then newly established South African Qualifications National Professional Diploma in Education (NPDE) (NQF Level 5) Authority in Pretoria. My mother told me Advanced Certificate in Education (ACE) (NQF Level 6) there was a boy who had come to visit me. He had Post Graduate Certificate in Education (PGCE) (NQF Level 6) been in my class in 1989 in Estcourt, where I had Honours Baccalaureus Educationis (BEdHons) (NQF Level 7) once taught. I was at first uncomfortable, remem- bering that I had not fin- Benefits of our tailored support to you: ished the syllabus in that • the programmes are tailored for year-round access using the open distance learning particular year. My next encounter approach and there are no closing dates for applications; with a former matric • the programmes are conducted utilising various modes of delivery, which pupil happened at the University of KwaZulu- include paper-based learning and online support, as well as facilitation via Natal, Durban, in 2003. I was walking exhaust- interactive SmartBoards at over 29 centres nationally; edly out of a viva voce • SMS communication and excellent call centre support simplifies the (oral examination) in which I had been grilled learning experience for you the student; for more than four hours • with over 84 exam centres available throughout the country, while defending my doc- toral thesis. He was busy you do not need to travel far for your exam sittings; and with his honours degree in development studies • you can become part of our Facebook community. at the same university. He was also quick to thank me for my dedi- For more information: cation to his education. SMS “Enquiries” to 39133 This helped to ease my apprehension. I remembered that my KwaZulu-Natal class of 1997 had been Edward Bush Tel: 031 765 5131 Email: [email protected] one of the best in my teaching career and that Cell: 082 413 3685 I had been able to finish Eastern Cape, North-West, Northern Cape, Western Cape the syllabus in time. Paul Beselaar Tel: 021 930 2651 Email: [email protected] ‘Learned paralysis’ or Cell: 083 650 5565 knowledge deficiencies
Pupils are seriously dis- Gauteng, Limpopo, North-West advantaged when teach- Gerrie Minnaar Tel: 011 972 7070 / 011 979 1962 ers fail to complete the Email: [email protected] syllabus. They see not Cell: 083 759 2226 completing the syllabus as an unforgettable act of Free State, Mpumalanga betrayal. Sakkie Manda Tel: 011 988 7044 Email: [email protected] When I look back on Cell: 082 926 4427 / 082 927 7487 my own high school years, I still have issues with some of the teachers who did not do justice to the curriculum in terms of coverage. One specific case involving my grade 11 English teacher is, I think, a classic example of inadequate curricu- lum coverage. He failed to cover more than four chapters of the set novel, The Great Gatsby. This was less than half of the work he was required to cover. I still feel if I were to bump into him in the street I would have the courage to ask him what 10 Maths November 2012 theTeacher Zandspruit Proportional reasoning gets new
Visualisation can library You can see the height of Mr Short measured with paper clips help pupils grasp Portia Molapo this difficult but Mr Short Monash South Africa recently essential maths opened the Monash Krishna technique Khetia Library at Zandspruit Primary School in the informal set- tlement of Zandspruit, in western Lynn Bowie & Hamsa Venkat Johannesburg . Mr Short and Mr Tall The project, supported by the efore reading further, Mr Short has a friend, Mr Tall. Gauteng department of education, look at the question illus- When we measure their heights forms part of the wider objective trated on the right. of improving the literacy levels in What answer did you with matchsticks Mr Short’s height is the community in an attempt to get? What answer do you four matchsticks and Mr Tall’s height address poor literacy skills and aca- Bthink pupils might give? is six matchsticks. demic performance in school chil- This problem has been used in dren by promoting reading. research on proportional reason- How many paper clips are needed to measure Mr Tall’s height? ing since the work of teachers Benefiting the community Elizabeth and Robert Karplus and The project will involve a total of Warren Wollman in 1974. Quickly 4 000 books distributed to three sketching the matchsticks next to libraries that are planned for the the paper clips in the picture of Mr area, which is home to more than Graphic: JOHN McCANN Short shows that each matchstick 12 000 families who were previ- is 1.5 paper clips long. This means ously without access to library that Mr Tall’s height will be nine facilities. matchsticks. However, this prob- Using stories Graphic: JOHN McCANN In the speech she delivered at the lem has been given to pupils (and opening, Gauteng education MEC teachers) in various countries at and images Barbara Creecy said her depart- different levels of education and ment was searching for ways to in most instances, they give the Developing proportional reasoning improve the academic achievement answer as eight matchsticks. When is not an easy task. It is essential, of South Africa’s children. “We asked how they settled on eight, however, because it is the founda- must understand the fundamen- pupils often say that because there tion required for a sound under- tal contribution school libraries or is a difference of two (in terms of standing of fractions, decimals and access to a library make to learning matchsticks) for Mr Short and Mr percentages. outcomes,” she said. Tall’s height, they have “added the Unfortunately, because this type Creecy referred to a substantial same amount” to the number of of reasoning is not easy and takes body of research since 1990 that paper clips: 6 + 2 = 8 . time and effort to develop, it is showed a positive relationship Now look at the following two tempting to give up and simply tell between school libraries and pupil questions. How do you think learn- pupils to use a “recipe” or “rule”. achievement. ers might respond to these? We see many pupils getting ready “A school library that is ade- We are painting the school hall to complete high school who know quately staffed, resourced and grey. I buy three tins of black paint that: “If it is a ratio or proportion funded can lead to higher pupil and mix it with six tins of white question I must cross-multiply”, the giant 18 steps to reach the shop, Both of you decide the cake achievement regardless of the soci- paint and get the perfect grey col- but they have little or no under- how many steps will it take you? would be nice if it had chocolate oeconomic or educational levels of our. When we run out of paint, standing of why and they pay no This is a scenario that can be on it. You each buy the same size the community,” she said. one of the parents donates six tins attention to the nature of the pro- acted out by the children and then bar of chocolate that can be broken “From our perspective, a criti- of black paint. How many tins of portional relationships between modelled on a number line. into 20 pieces, which you use to cal part of the comprehensive and white paint do I need to make a the quantities involved. Second, you decide to buy ingre- decorate the cake. Whose cake will renewed strategy to ensure that mix that is the same colour grey? Clearly, this type of reasoning dients to make a cake for your fam- have more chocolate? pupils learn to read and are effec- needs to be developed over time. ily. Your recipe tells you that you These situations can be made tive users of information and ideas What research says One way to help pupils is to encour- need: more real for children by drawing is the requirement that every Interestingly, research suggests age them to build images. Consider, 2 cups of flour, diagrams to represent the ingre- school have a school library or that what seems to happen here is for example, these class activi- 3 eggs, dients in the first problem and the begins the process of establishing that the first paint question with ties adapted from the work of a 1 cup of sugar and chocolate on the cake in the second one,” she added. the “nice” numbers means that Dutch mathematics educator, Leen 1 tablespoon of butter. problem. most pupils will answer correctly Streefland, for children of about The giant decides to make the Research strongly suggests that Curbing poor literacy that 12 tins of white paint are eight years old. same cake for his family, but will having these kinds of visual images According to the project’s co- needed. But then, in the case of the First, you meet a friendly giant have to make it much bigger. If associated with a range of prob- ordinator, Bronwyn du Rand of second question, pupils will resort and decide to walk together to the he buys 12 eggs for his cake, how lems provides a basis for building Monash South Africa, the area has to additive thinking and give the shop. For each three steps the giant much flour, sugar and butter will proportional reasoning in later poor literacy skills, even though the answer as 10 tins of white paint or takes, you must take 15. If it takes he need? grades. Monash education support pro- they will reason that since seven is gramme provides support to hun- double three plus one, the number dreds of children from Zandspruit. of tins of white paint should be 13 “We have found that if children (which is double six plus one). Both have low literacy levels in primary these strategies are incorrect. The school, the chances of them suc- answer should be 14 because we Maths quiz ceeding when they reach high need double the quantity of black school are very poor,” she said. paint in terms of white paint to get If you hate maths, you may love these problems The library is dedicated to the same shade of grey. Krishna Khetia, a former Monash We have an email discussion As part of our interest in getting individuals) to try these problems, Practical Mathematics (1905) student who had a passion for group for primary maths teach- teachers and parents (and anyone discuss them and have fun with The second problem is from uplifting communities around her ers in which teachers can share else) to see meaning in mathemat- them. maths and science writer Martin and played an active role in doing information about events, activi- ics and to have fun playing with We will provide some solutions, Gardener, who died at age 95 in so. Khetia was involved in a fatal ties that work in class and ques- mathematical ideas and explana- but suggest you that you do not 2010. He was famous for the won- accident in 2010. tions and answers about primary tions, we have started an “I hate look at them until you have played derful recreational mathematical maths teaching and learning. If maths” initiative which aims to with the problem yourself. problems he produced. Celebrating her life you would like to be part of the dis- stimulate interest and enthusiasm This month, the first problem is He was born on October 21 and to Creecy said it was her pleasure to cussion group, please email us on in “talking mathematics”. taken from a textbook from 1905 celebrate his birthday month people be part of a generous donation of [email protected] or visit While the title acknowledges the that the Mathematical Association around the world have been playing a library to Zandspruit Primary our website: wits.ac.za/academic/ negative attitude held by so many of America put up on its website. with Gardener puzzles. This is one School because it celebrated the life humanities/education/14097/pri- adults as a result of their experience It relates to proportional reason- we really enjoyed: of the late Khetia, whose academic mary_maths.html of mathematics at school, it aims to ing and we thought it would be Change 100 to CAT by moving prowess represented Africa’s striv- provide primary school mathema– fun for you to try. If 40 oranges are only two matchsticks. ing for educational excellence. tics level problems that can encour- worth 60 apples, and 75 apples are l See answers on page 14 “From what I have learnt about age thinking and conversation. worth seven dozen peaches and Change 100 to CAT by moving her, she lived an exemplary life in We will provide a mathematics 100 peaches are worth one box of only two matchsticks pursuit of educational excellence One way to problem each month that can be grapes and three boxes of grapes and service to others. solved with no more than primary are worth 40 pounds of pecans, “To the family and the univer- help pupils is to school level mathematics. how many pounds of pecans sity my heartfelt condolences and I encourage them to We encourage teachers and can be bought for 100 oranges? truly believe that this donation of a build images parents (and other interested Source: Soulé’s Philosophic Graphic: JOHN McCANN library in her memory will stand as a testament to her life.” Tips for parents
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An initiative of the Department of Basic Education To all school principals, district and provincial officials and education stakeholders THE LEARNING AND TEACHING SUPPORT PROGRAMME FOR SCHOOLS 2013 An initiative of the Department of Basic Education The Department of Basic Education wishes to remind all School principals, teachers, School Governing Bodies, District and Provincial Officials and parents that we will be delivering workbooks for learners for the 2013 school year before the end of 2012. This is part of our ongoing commitment to unlocking every child’s learning potential. It is important that every education stakeholder understands what workbooks will be delivered, in what languages and how these workbooks should be used. The Department of Basic Education has also developed textbooks for FET Mathematics and Physical Science with the Shuttleworth Foundation. Workbooks to be supplied by Supplementary materials What textbooks will be Textbooks to be supplied Grade the Department supplied by the Department required by Department Grade R One integrated (Language, No textbooks required mathematics and Life Skills) book per term in all 11 official languages = 4 books per learner per year Foundation Home languages Provinces will provide Textbooks not essential for Phase Book 1 and Book 2 in all official bigbooks, readers and phonics Grade 1 Grades 1-3 languages programmes to schools
Dipukutšhomo tše di tšweleditšwe go thuša bana ba Afrika-Borwa ka tlase ga boetapele bja Tona ya Thuto ya Motheo, Mdi Angie Mathematics Textbooks not essential for Motshekga, le Motlatša-Tona wa Thuto ya Motheo, Mna Enver Surty.
Rainbow Workbooks di bopa karolo ya mohlwaela wa tsenogare woo maikemišetšo wa yona e lego go kaonafatša mošomo wa barutwana ba Afrika-Borwa bao ba lego mephatong ye tshela ya In all official languages Grade 1
mathomo. Projeke ye, bjalo ka ge e le ye nngwe ya dinepokgolo tša SEPEDI LELEMELAGAE-Mphato wa6Pukuya2 Mdi Angie Motshekga, Dithulaganyo tša go Diragatša tša Mmušo, e kgonne go diragala ka thekgo ya mašeleng a go tšwa, ka ntle le go kgokgona go Tona ya Thuto ya Motheo Sešegotlotlo sa Bosetšhaba. Se se kgontšhitše Kgoro go dira dipukutšhomo tše, ka maleme ka moka a semmušo, ka ntle ga gore Book 1 and Book 2 Kgoro e lefe.
Re hutša gore barutiši ba tla holega ka dipuku tše mošomong wa bona wa tšatši ka tšatši wa go ruta, le go kgonthiša gore barutwana ba kgona go fetša lenanethuto. Re hlokometše gore re hlahle barutiši ditirong ka moka ka go tsenya maswao a ditaetši ao a laetšago seo morutwana a swanetšego go se dira. Life skills Textbooks not essential for Re tloga re hutša gore bana ba tla ipshina ka go dira mešomo ye e Mphato Mna Enver Surty, lego ka mo dipukwaneng tše ge ba dutše ba gola, ba ithuta, le gore Motlatša-Tona ya Thuto wa wena, morutiši, o tla ipshina le bona mo lethabong la go ithuta. 6 ya Motheo Re kganyogela lena, barutiši, le barutwana ba lena, katlego, ka In all official languages Grade 1 – 3 tšhomišo ya dipukutšhomo tše. Book 1 and Book 2 First Additional Language Textbooks not essential for
Leina: Klase: In English only Grade 1 ISBN 978-1-4315-0119-9
SEPEDI HOME LANGUAGE GRADE 6 - TERMS 3&4 (Afrikaans version available on ISBN 978-1-4315-0119-9
THIS BOOK MAY NOT BE SOLD. GAE SEPEDI LELEME LA Kotara ya 3&4 website) Book 1 and Book 2 Intermediate Home languages All Textbooks required Phase Book 1 and Book 2 In all official except for Natural Science Grades 4-6 languages and Technology Mathematics In English and Afrikaans only Book 1 and Book 2 First Additional Language In English only (Afrikaans version available on website only) Book 1 and Book 2 Siyavula Natural Science and A Teacher’s Guide will also be Technology Workbooks available. In English and Afrikaans only Book 1 and Book 2 Senior Phase Mathematics Textbooks for all subjects Grades 7-9 In English and Afrikaans only required Book 1 and Book 2 FET No workbooks Supplementary guides Mind the Textbooks for all subjects Siyavula Mathematics Grades 10-12 Gap for Grade 12 only available required except for Maths and Physical Science in English and Afrikaans on and Physical Science Grades 10-12 were website and delivered: supplied in 2012 • Geography • Life Sciences Siyavula Mathematics • Economics and Physical Science • Accounting Caps aligned for Grade
Dibuka tsena tsa tshebetso di etseditswe bana ba Afrika Borwa In the near future Mind the Gap 11 will be supplied in tlasa boetapele ba Letona la Thuto ya Motheo, Mof. Angie Motshekga, mmoho le Motlatsa Letona la Thuto ya Motheo , Mong. Enver Surty. Dibuka tsa tshebetso tsa Rainbow di bopa karolo ya Lefapha la study guides will be developed Thuto ya Motheo, ya thuso e reretsweng ho netefatsa tshebetso 2013 ya baithuti ba Afrika borwa dikereiting tse qalang tse tsheletseng.
Jwale ka enngwe ya dintlha tsa bohlokwa tsa Moralo wa Tshebetso -Kereitiya6Buka2 SESOTHO PUOYALAPENG Mofumahadi Angie ya Mmuso, projeke ena e etsahetse ka tshehetso ya letlole la Motshekga, letona la Polokelo la Setjhaba . Sena se entse hore Lefapha le etse dibuka Lafapha la Thuto ya tsena tsa tshebetso ka dipuo tsohle tsa semmuso, ntle le tefello ya for Motheo, letho.
Re tshepa hore, matitjhere a tla fumana dibuka tsa tshebetso di le bohlokwa mosebetsing wa bona wa letsatsi le letsatsi, le ho etsa bonnete ba hore baithuti ba bona ba etsa kharikhulamo yohle. Re nkile boikarabelo ba ho tataisa titjhere mosebetsing ka enngwe le • Maths enngwe ya mesebetsi, ka ho kenyelletsa motshwao a bontshang hore na seo barutwana ba tshwanelang ho se etsa ke sefe.
Re a kgolwa hore bana ba tla natefelwa ke ho sebetsa ka buka ena Kereiti ha ba ntse ba hola le ho ithuta, le hore wena titjhere, o tla natefelwa ya 6 Mong. Enver Surty, mmoho le bana. • Physical Science Motlatsi wa Letona la Re le lakalletsa katleho ho sebediseng dibuka tsena tsa tshebetso. Thuto ya Motheo • Agricultural Science • English First Additional Language Lebitso: Tlelase: ISBN 978-1-4315-0120-5
SESOTHO HOME LANGUAGE GRADE 6 - TERMS 3&4 Grade 10 Siyavula Grade 10 ISBN 978-1-4315-0120-5
THIS BOOK MAY SESOTHO PUO YA LAPENG YA SESOTHO PUO NOT BE SOLD. Kotara 3&4 Life Science and Mathematical Literacy Textbooks available on DBE website only. Alert! Principals, teachers, learners and parents should make sure that learners in Grade 10 (Caps aligned ) and Grade 12 return the Siyavula Mathematics and Physical Science textbooks that were distributed by the Department in 2012. The Department will only be distributing Siyavula Mathematics and Physical Science Caps aligned textbooks for Grade 11 in 2013. Alert! Workbooks (Book 1) are being delivered directly to schools during November and December 2012. Workbook 2 will be delivered in January 2013. Principals are urged to check that the workbooks are: • In sufficient numbers • In the correct languages • Not damaged books After checking against the master list above, principals must report errors in deliveries to: Call Centre: 086 100 4357 Free SMS: 39864 Note: All workbooks can be accessed on the Department’s website at www.education.gov.za for free download. Workbooks 2013 Which workbooks will be available in 2013? The Department of Basic Education has committed to improving • GRADE R the literacy and numeracy skills of all learners, with specific One integrated (language, mathematics and lifeskills) book per term. targets set from now until 2014. (Distributed in all 11 official languages) = 4 books per year per learner. To achieve this, the Department has produced a series of workbooks to assist learners. In 2013 the Department will • HOME LANGUAGES expand the workbook programme and distribute 54 million Grades 1 - 6 book 1 and book 2 (in all 11 official languages) workbooks free of charge to learners in Grades R-9. What are the workbooks? • MATHEMATICS Grades 1 - 3 book 1 and book 2 (in all 11 official languages) Each workbook is made up of 128 easy-to-follow worksheets for listening, reading and writing skills. The workbooks are organised into four worksheets per week , divided over • MATHEMATICS eight weeks per term. All workbooks comply with the latest Grades 4 - 9 book 1 and book 2 (in English, Afrikaans only) Curriculum Assessment Policy Statement (CAPS). For each year a learner will get two workbooks for each subject. Workbook 1, • LIFE SKILLS for use from January to June and Workbook 2, for use from June to December. Workbooks are distributed free of charge. Grades 1 - 3 book 1 and book 2 (in all 11 official languages)
Grade R learners will recieve four books per year • FIRST ADDITIONAL LANGUAGE What is the point of the workbooks? Grades 1 - 6 book 1 and book 2 (in English only. Afrikaans version on DBE website) They provide every learner with worksheets to practice the language and numeracy skills they have been taught in class. • NATURAL SCIENCE AND TECHNOLOGy WORKbOOKS They are also meant to help teachers track the progress of learners and provide extra support if needed. They are a simple Grades 4 - 6 book 1 and book 2 (in English, Afrikaans only) way to structure learning activities for learners. All these workbooks will be produced in Braille and Large Print books for the What happens to the workbooks at the end visually challenged. of the year? All workbooks are available on the Department’s website at Each and every child will own the workbooks. This means they www.education.gov.za for free download. can take them home and write in them. Do the workbooks replace textbooks?
No. These are meant to be used with textbooks. They save the teacher from writing exercises and preparing their own worksheets.
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Dipukutšhomo tše di tšweleditšwe goo thuša banaana bab Afrika-Borwarwa ka tlase ga boetapele bja Tona ya Thutohutouto yay Motheo, MdiMddi AngieAngi Motshekga, le Motlatša-Tona wa Thutouto ya MoMotheo,theo,theo Mna Enver Surty. Rainbow Workbooks di bopa karolo ya mohlwaelamohlwam hl elal waa tsenogaret tsentsenogar woo maikemišetšo wa yona e lego go kaonafakaonafatšafaatša mošomomo wa barutwana ba Afrika-Borwa bao ba lego mephmemephatongatong yee tshela ts ya
mathomo. Projeke ye, bjalo ka ge e le ye nnngwengwee ya dinepokgolodinepokgnepokg tšatša 2 ya Puku 6 wa Mphato - GAE LA LELEME SEPEDI Dithulaganyo tša go Diragatša tša Mmušo,Mmušo, e kgonnekgon gog diragala Mdi Angie Motshekga, ka thekgo ya mašeleng a go tšwa, ka ntle lele go kgokgonanaa go g Tona ya Thuto ya Motheo Sešegotlotlo sa Bosetšhaba. Se se kgontšhitšegontšhitše Kgoro go dira dipukutšhomo tše, ka maleme ka mokaa a semmušo, ka ntle ga gore Kgoro e lefe.
Re hutša gore barutiši ba tla holega ka dipuku tše mošomong wa bona wa tšatši ka tšatši wa go ruta, le go kgonthiša gore barutwana ba kgona go fetša lenanethuto. Re hlokometše gore re hlahle barutiši ditirong ka moka ka go tsenya maswao a ditaetši ao a laetšago seo morutwana a swanetšego go se dira. Mphato Re tloga re hutša gore bana ba tla ipshina ka go dira mešomo ye e Mna Enver Surty, lego ka mo dipukwaneng tše ge ba dutše ba gola, ba ithuta, le gore wa Motlatša-Tona ya Thuto wena, morutiši, o tla ipshina le bona mo lethabong la go ithuta. 6 ya Motheo Re kganyogela lena, barutiši, le barutwana ba lena, katlego, ka tšhomišo ya dipukutšhomo tše.
Leina: Klase: ISBN 978-1-4315-0119-9
SEPEDI HOME LANGUAGE GRADE 6 - TERMS 3&4 ISBN 978-1-4315-0119-9
THIS BOOK MAY NOT BE SOLD. GAE SEPEDI LELEME LA Kotara ya 3&4
Dibuka tsena tsa tshebetso di etseditswetswe bbanaana ba AfrikaA Borwa tlasa boetapele ba Letona la Thuto ya MothMotheo,eo, Mof. Angie Motshekga, mmoho le Motlatsa Letonana la ThuThutoto ya Motheo , Mong. Enver Surty. Dibuka tsa tshebetso tsa Rainbow dii bbopa kkaroloarolo ya Lefaphaapha la Thuto ya Motheo, ya thuso e reretswengweng ho netefatsaetefatsa tstshebetsotsh ya baithuti ba Afrika borwa dikereitingtingng ts tsee qalangqalaqa tse tsheletstsheletseng.heletst engeng.ng
Jwale ka enngwe ya dintlha tsa bohlokwaokwa tstsaa Moraloraloo wa a TshebetTshebetsoT 2 ya Buka 6 ya Kereiti - LAPENG YA PUO SESOTHO Mofumahadi Angie ya Mmuso, projeke ena e etsahetse ka tshetshehetsohehetsoh ya letlolellet la Motshekga, letona la Polokelo la Setjhaba . Sena se entse hore Lefapha le etse ddibukdibukaka Lafapha la Thuto ya tsena tsa tshebetso ka dipuo tsohle tsatsa semmuso, ntle le tefello ya Motheo, letho. Re tshepa hore, matitjhere a tla fumanamana didibukabuka tsa tshebetso di le bohlokwa mosebetsing wa bona waa letsatsi le letsatsi, le ho etsa bonnete ba hore baithuti ba bona ba etsa kharikhulamo yohle. Re nkile boikarabelo ba ho tataisa titjhere mosebetsing ka enngwe le enngwe ya mesebetsi, ka ho kenyelletsa motshwao a bontshang hore na seo barutwana ba tshwanelang ho se etsa ke sefe. Kereiti Re a kgolwa hore bana ba tla natefelwa ke ho sebetsa ka buka ena ha ba ntse ba hola le ho ithuta, le hore wena titjhere, o tla natefelwa ya mmoho le bana. 6 Mong. Enver Surty, Motlatsi wa Letona la Re le lakalletsa katleho ho sebediseng dibuka tsena tsa tshebetso. Thuto ya Motheo
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Call Centre: 0800 202 933 ǁǁǁ͘eĚƵĐaƟŽn͘ŐŽǀ͘nja Advertisement DST supporting talent search for SET careers through Olympiads and competitions – Part 4
his fourth article in the series on the Federation of Science and Technology Olympiads and been featured in previous issues are the South African Agency for Science and Technology Advancement’s Competitions (FESTOC) focuses on the South African Mathematics Foundation’s competitions. National Science Olympiad, the Computer Olympiad, hosted by the Computer Society of South Africa, TFESTOC is supported by the Department of Science and Technology as part of their Youth into Science Mintek Minquiz®, the South African Natural, Life and Physical Science Olympiad, the SAIMechE Technology initiative that encourages interest in scientific disciplines. Competitions and Olympiads that have already Olympiad and the Eskom Expo for Young Scientists. Maths Olympiads challenge young minds
he South African Mathematics Foundation (SAMF) acts as the Tnational office for mathematics in the country. Its aim is to promote mathematics as a subject as well as careers in mathematics. It is also responsible for a number of teacher and learner programmes that assist in developing problem solving skills. The South African Mathematics Challenge is a competition for learners in primary school (grades 4 to 7) and is sponsored by Edcon. It consists of two rounds and learners can take part as individuals or in pairs. About 70000 learners from approximately 300 schools compete in the Challenge each year. With participation in the first round being free of charge, all schools are Capricorn High School in Polokwane received the prize for the best previously The South African team that took part in the 2012 PanAfrican Mathematics encouraged to allow all its learners to disadvantaged school of the 2012 South African Mathematical Olympiad. Olympiad. South Africa came overall second in this year’s Olympiad. From the take part. Alwyn Olivier, President of the Association for Mathematics Education of left: Lauren Denny, ShaylanLalloo, Nicholas Cheng, Dirk Basson (team leader), The Challenge is not intended as a South Africa) hand the prize to Gift Sithole, mathematics educator at Capricorn Chris Kim, Phil Labuschagne (deputy team leader) and Dani Hove. scholastic test, but is rather aimed at High School. conceptual knowledge, the application of knowledge in new situations, problem and Senior (grades 10, 11 and 12) on in one of two categories – Junior (grade Learners who do well in the Olympiads and proof that we, as a country, make a solving, reasoning, communication and levels A, B, C and more. The Olympiad 8 and 9) and Senior (grade 10 to 12). then stand a chance to be chosen as a positive contribution to the science of general mathematical thinking. takes place in two stages: the first Learners obtaining at least 50% in round member of the South African teams that mathematics world-wide. When learners reach high school, there comprises individual multiple choice 1 qualify for the second round. The best take part in the Pan-African as well as are more programmes in which they questionnaires and the second a paper 100 Juniors and best 100 Seniors of the International Mathematical Olympiad. A The closing date for entries for the can participate. The SAMF coordinates with 10 difficult questions that the teams second round qualify for the third round. group of top performing learners attend 2013 SA Maths Olympiad (Grades 8 and promotes the Southern African can solve together, submitting only one Two training programmes are a series of training camps from which to 12) is 1 February, the first round is Interprovincial Mathematics Olympiad, set of answers. This year,49 teams from associated with these Olympiads – between 10 and 12 learners are chosen written on 14 March, the second on the South African Mathematics Olympiad 12 regions participated, including one that of the South African Mathematical to represent their country. 14 May and the third on 9 September. and South Africa’s participation in SADC country, namely Swaziland. Olympiad Training Programme Participation during 2013 could The first round of the 2013 SA Maths the Pan-African and International Being the biggest Olympiad in the (sponsored by Harmony Gold Mining) as see learners potentially representing Challenge (Grades 4 to 7) will take Mathematical Olympiads. country, the South African Mathematics well as the Siyanqoba Regional Olympiad their country at the International place between 29 July and 2 August The Southern African Interprovincial Olympiad, sponsored by Harmony Training Programme (sponsored by the Mathematical Olympiad in 2014 which and the second round on 4 September. Mathematics Olympiad, which has been Gold Mining and the South African Department of Science and Technology). will be held in Cape Town, South Africa. There is no closing date. Contact a regular event since 1990, is proudly Institute for Chartered Accountants, is Both these programmes are aimed at It is the first time since the inception of the South African Mathematics sponsored by the Actuarial Society an annual Mathematics competition assisting learners who have entered one this competition in the 1950s that it will Foundation at Tel: 012 392 9372; Fax: of South Africa. Each province enters that consists of three rounds. Any high of the Olympiad competitions with their be hosted on the African continent. This 012 392 9312; Email: [email protected] teams of 10 – Junior (grades 8 and 9) school learner can enter the first round preparation. is a huge achievement for South Africa and Web: www.samf.ac.za. FESTOC competition details
ducators can enter their org.za; [email protected]; +27 (0)21 creative thinking skills; the application learners in these competitions 448 7864. of scientific knowledge and skills to Eand Olympiads which create problems in innovative ways and awareness among learners of meaningful concept formation in careers in science, engineering and learners. SAIMechE TECHNOLOGY OLYMPIAD innovation and assist to steer bright COMPUTER OLYMPIADS Target audience: Natural Sciences: The SAIMechE Technology Olympiad is a young minds into these careers. Talent Search: A pen-and-paper aptitude Grades4 to 9 learners; Life Sciences: national programme aimed at stimulating test to identify and encourage learners ESKOM EXPO FOR YOUNG SCIENTISTS Grades 10 and 11 learners; Physical an interest in technology; emphasising with the potential for studies and a The Eskom Expo is an ideal platform Sciences: Grades 10 and 11. the importance of Mathematics and career in ICT. No computers needed. and opportunity for learners to share Registration: 1 February to 31 July 2013. Science; and encouraging further Target audience: High school learners, their bright ideas with peers and Competition date: Final round: education in engineering. especially grades 9 and 12. judges. They are assessed according September 2013. Target audience: All grade 8 to 12 Registration: Closing date: 18 February to internationally accepted ethics and Further information: www. learners doing Maths and Science. NATIONAL SCIENCE OLYMPIAD 2013. standards. It is an annual event which is scienceolympiad.co.za; robin@ Registration: The Technology Olympiad The South African Agency for Science Competition date: March 2013. run regionally and then culminates in a scienceolympiad.co.za; +27 (0)83 267 does not have a closing date. Students and Technology Advancement Computer Applications Olympiad: national event. 7055. register their team and then continue to (SAASTA), a business unit of the Aimed at learners taking CAT, the ICDL Target audience: Regional: Grade 5 to build and improve on their models until National Research Foundation, or otherwise competent end-users to 12 learners; National: Grade 6 to 12. they attend the regional competition in aims to advance public awareness, challenge their skills in using an Office Registration: Competition date: August. appreciation of and engagement with package. Regional: July to September; National: MINQUIZ Competition date: Provincial: August; science, engineering and technology Target audience: CAT learners, ICDL Third term of the school academic year Minquiz is regarded as South Africa’s National: September. in South Africa. SAASTA’s National candidates and the computer literate in – September/October. premier annual national science Further information: www. Science Olympiad identifies and grades 7 to 12. Further information: www. competition for grade 12s. It is a fun technologyolympiad.co.za; admin@ nurtures talent and inspires learners Registration: Closes on 15 April 2013. exposcience.co.za; admin@ and informative curriculum-aligned technologyolympiad.co.za; +27 (0)83 to study science at school and to Competition date: First Round in May exposcience.co.za; +27 (0)11 894 1365. competition, organised by Mintek, a 630 3607. follow careers in science, engineering 2013; Second Round usually mid-year. National Science Council specialising in and technology. Computer Programming Olympiad: mineral and metallurgical technology. Correction: Please note that the Target audience: Grade 10 to 12 Target audience: Learners taking IT Target audience: Grade 12 learners. website address of the Eskom Expo for learners. and others who can write computer Registration: Opens in January, closing Young Scientists is www.exposcience. Registration: Open, closing date is 30 programs. date: 20 April 2013. co.za. An incorrect address was January 2013. Registration: May and June. Closing SA NATURAL, LIFE AND PHYSICAL Competition date: Provincial: May; published in the October issue of the Competition date: 7 March 2013. date is 21 June 2013. SCIENCES OLYMPIADS National: July. Teacher. Further information: www.saasta. Competition date: First Round in July The objectives are to develop general Further information: www.mintek. ac.za; [email protected]; 2013. knowledge, skills, attitudes and co.za; [email protected]; +27 (0)11 +27 (0)12 392 9391. Further information: www.olympiad. values to foster problem solving and 709 4139. 12 Excellence November 2012 theTeacher Rural pupils reap rewards
Brian Ramadiro is doing ground-breaking work in rural schools in the Eastern Cape, empowering both teachers and their pupils to perform better
Teachers are being trained to deal with What are your key func- schools to constitute themselves as master’s dissertations on aspects of tions at the institute? professional communities of learn- the work of the institute. overcrowded and bilingual classrooms I spend a considerable amount ing and to act as each other’s first and improve their performance of time doing administrative and line of support. Are you seeing tangible managerial work such as plan- benefits or changes that ning, fundraising and report writ- What motivated you to get you hoped for and, if so, Thabo Mohlala and create materials that work in ing. I also make time to support involved in education? what are they? overcrowded, bilingual classrooms our teacher trainers and teachers I can’t think of when I wasn’t We see tangible results of the pro- rian Ramadiro has been using isiXhosa and English. In four at schools, conduct research, write involved with education and there- ject’s impact almost every day. working in the field of years, there has been a phenom- materials, supervise postgraduate fore I can’t think of why I origi- Children’s literacy and maths aver- education for almost 20 enal improvement in literacy and students and co-teach in a rural nally got involved with education. age scores at the end of grade three years. He started in adult maths achievement among pupils school at least once a week. I suppose the reason I continue to have more than doubled in four education, moved on to and teachers’ self-confidence and be involved with education is that years. Teachers’ subject knowl- Byouth work and, later, education effectiveness have increased. Much How does the institution although education is not a solution edge, pedagogical skills, morale policy research. For the past eight of this work is feeding into an isiX- interact with a school? to all our problems, it is difficult to and self-confidence have improved. years his focus has been on the hosa-English bilingual bachelor of Our team spends much of its time imagine how many of the problems Teenagers are reading and talk- interface of language and learning education programme being deve– in rural classrooms doing classroom in our country can be solved with- ing about books and writing about in primary education. Ramadiro is loped at the University of Fort Hare demonstrations and co-teaching out meaningful education. what they think and feel outside of the deputy director of the Nelson and, meanwhile, knowledge from with the regular classroom teach- school. Gratifying as these outcomes Mandela Institute for Education the research project is being shared ers. In addition, at the beginning To date, how many schools are, improvements in education, and Rural Development at the Uni- with both the Eastern Cape and the of each term we conduct a brief have benefited from or are if not supported by improvements versity of Fort Hare in the Eastern national departments of education. training session focused on ways part of the institute? in other aspects of community life, Cape. to approach the work of that term. In addition to our work in the foun- are sooner or later overwhelmed by Recently, Ramadiro decided When and why was the Our goal is to revive, where this has dation phase, which involves 23 social pathologies arising from deep to teach a grade three class in an education and rural devel- existed before, or create a tradition schools, we work with the senior and widespread poverty and social underresourced, low-performing opment institution formed? and a methodology for clusters of phase in 20 schools. The latter work inequality. This keeps me awake at rural school for 18 months. This The project is a continuation of is focused on getting teenagers to night. enabled him and his colleagues the Nelson Mandela unit of rural read and write outside of school. To to create an ambitious but well- schooling founded in 2004. It is a date we have published four books How do you relax? informed intervention programme, partnership between the Nelson of pupils’ poetry, involving more I enjoy reading novels and plays which the pupils and teachers at Mandela Foundation, the University “Children’s literacy than 800 children. in isiZulu, isiXhosa and English the school have come to call “magic of Fort Hare and the national and and maths average and taking long walks on the many classrooms”. Eastern Cape departments of educa- scores at the end How many master’s degree beautiful East London beaches. Through this initiative, Ramadiro tion. The aim is to conduct research students have come and his team have been able to rede- and to use this to design innovative of grade three have through the programme? What is your message sign more than 70 classrooms, train programmes to improve the quality more than doubled Three master’s students have been to teachers? and provide classroom support to of life in rural communities. For the in four years” trained through the institute and Do your absolute best every more than a 100 teachers and source moment, the focus is on education. two students are completing their day. NOW THAT YOU’RE CLOSE TO RETIREMENT,
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Reinforcing good behaviour is a better way to deal with discipline challenges
Khalil Osiris
isciplining pupils, par- ticularly those with chronic or serious behaviour problems, is a challenge for teachers. DAt the heart of this challenge is the use of punitive versus supportive disciplinary practices.
Punitive approach fails pupils When pupils participate in their discipline process they learn to take responsibility for their own actions. Photo: Madelene Cronjé Though increasingly common in recent years, reliance on puni- tive approaches to discipline, such This is the wrong message to give All pupils have potential These schools have the same set frequently and that are sensitive to as “zero tolerance” policies, has a pupil who may already make poor Founded on the belief that all pupils of common school expectations and small changes in pupil behaviour is proven largely ineffective, even use of his time or dislike learning. can exhibit appropriate behaviour, teachers develop classroom-level recommended. counterproductive. positive behavioural intervention rules and reinforcement systems Determining the effectiveness If pupils are to learn from their Breeding negative behaviour and support provides a comprehen- consistent with the school-wide plan. (or lack of) an intervention early is misbehaviour they must be taught Reliance on punishment as a con- sive framework that can be used by • In addition, classroom-handled important to maximising the effect appropriate behavioural skills using sequence often results in increased any school to design its own system versus administrator-handled behav- of that intervention for the pupil. the same instructional tools that negative behaviour and fast track- of support for pupils. ioural problems are clearly defined, teachers use in academic classes. ing a pupil through the traditional It also provides informed decision- and data on patterns of problem Use data to make decisions. For example, an effective lesson discipline processes until he or she making, based on data analysis, that behaviour are regularly summarised A data based decision about pupil requires good planning and pupil self-destructs educationally. guides the process of assessing pupil and presented at faculty meetings to response to the intervention is cen- engagement. This includes making So, why do we continue to rely needs and providing additional lev- support decision-making and prac- tral to school-wide positive behav- the lesson relevant and meaningful on old and ineffective ways to dis- els of support to pupils in need. tice consistency. ioural intervention and support along with listening to and respond- cipline? For the most part it is The approach is organised around practices. ing to the thoughts of pupils. because old habits die hard. Yelling, three main themes: prevention, Discipline toolkit for Decisions are based on profes- Unfortunately, attempts to prevent screaming and embarrassing pupils multi-tiered support and data-based teachers sional judgment informed directly discipline problems have changed along with assigning them deten- decision-making. Key components of school-wide by pupil office discipline referral little over the years. In many schools tion and suspension has been the • Prevention involves defin- positive behavioural intervention data and performance data. teachers simply read a list of class- norm for years. ing and teaching a common set of and support are well defined expec- This principle requires that ongo- room rules to their pupils on the first positive behavioural expectations, tations paired with thoughtful ing data collection systems are in day of school and hope for the best. It is time for a change acknowledging and rewarding reinforcement. place and that resulting data are When pupils violate the rules they The change referred to is called expected behaviour and establishing It is a skill-building approach that used to make informed behavioural are punished with detention, sitting positive behavioural interven- and using consistent consequences will strengthen the repertoire of intervention planning decisions. for 30 or 40 minutes doing nothing tion and support. It is a prevention for problem behaviour (including social skills for any pupil. Here are or working half-heartedly on their model based on the premise that all teaching or re-teaching alternative tips to add to your teacher toolkit: Use assessment for four dif- homework. And few teachers are sur- pupils can benefit from well-imple- behaviours). ferent purposes. prised when the pupil gets into trou- mented, evidence-based practices The goal is to establish a posi- Use of a multi-tier model of In school-wide positive behavioural ble again. for improving pupil behaviour. tive school and classroom climate service delivery. intervention and support, four types Typically, at the end of detention Put simply, it is a proactive where expectations of pupils are School-wide positive behavioural of assessments are used: universal nothing has been learnt about the approach to school-wide discipline. predictable, directly taught, consist- intervention and support uses an pupil-centred screening; evaluation original misbehaviour and no goal is This approach is meant to reinforce ently acknowledged and actively efficient, needs-driven resource of school-wide data including total in place for the prevention of future the positive behaviour of pupils monitored. deployment system to match behav- office discipline referrals disaggre- misbehaviour. doing what is expected of them as • Multi-tiered support refers to ioural resources with pupil need. To gated by race, gender, and poverty; In most cases, the only thing that well as supporting pupils who need research-based support programmes achieve high rates of pupil success diagnostic determination of data by has happened is that the pupil has extra assistance to reach the school- for pupils at risk of anti-social for all pupils it uses tiered models time of day, problem behaviour, and made the association between wast- wide expectation of being safe, behaviour and follows a three-tier of service delivery to address pupil location, and progress monitoring to ing time and doing homework and respectful and responsible. approach, operating at the universal needs. determine whether the behavioural being punished. (school-wide), targeted (for pupils intervention is producing the desired who are at risk) and intensive (for Use research-based, scientifically effect. pupils who are the most chronically validated intervention to the As with any tips or advice on a and intensely at risk) levels. extent available complex topic, this is only a start- Maths quiz answers The greater the pupil’s need, the Research-based, scientifically vali- ing point. The end lies in your class- more intense and detailed that sup- dated intervention provides our best rooms. I know even strategies that Question one port should be. Selective and indi- opportunity to implement strate- work do not work all the time. In 40 oranges: 60 apples 100 oranges: 60 x 2.5 apples = 150 apples 75 apples: 84 peaches 150 appples: 84 x 2 peaches = 168 peaches cated support should be based on gies that will be valuable for a large fact, sometimes it feels as though 100 peaches: 1 box grapes 168 peaches: 1 x 1.68 boxes grapes = 1.68 boxes grapes the principles and procedures of majority of pupils. nothing works at all. Three boxes grapes: 40 pounds pecans 1.68 boxes grapes: 40 x 1.68/3 = 22.4 pounds pecans applied behaviour analysis to define My hope is that you will test the behavioural challenges, complete Monitor pupil progress to inform tips I have offered in this article and Question two functional behavioural assessments, intervention. share your results with me. I am Move the matchsticks as shown and you will have CAT written upside down. and design effective and efficient The only method of determining looking forward to hearing from you procedures for correcting patterns whether a pupil is improving is to about your experiences. of problem behaviour in conjunction monitor the pupil’s progress. The use with pupil- and family-centred plan- of assessments that can be collected Professor Khalil Osiris is a founder ning approaches. of COCMP, a positive behavioural Positive behavioural intervention support model. He conducts work- and support schools also provide The greater the shops, and long-term school teacher regularly scheduled instruction in development training as well as at risk desired social behaviours to enable pupil’s need, the more pupil intervention. Contact him at pupils to acquire the necessary skills intense and detailed contact @khalilosiris.com and follow for the desired behaviour change, him on Twitter and Facebook. Also and they offer effective motivational that support should check the results of his curriculum’s systems to encourage pupils to be. intervention in schools in the United Graphic: JOHN McCANN behave appropriately. States on cocmentoring.org/success. 15 Opinion November 2012 theTeacher Community obligations to schools
Letlhage Mochadibane applicable should establish efforts mutual solidarity finds expression facilities in the community as we and development forums to advance to complement pupil development among individuals and communi- determine pervasive support sys- mutual benefit. Hence, there is a he general challenges among other things — raising funds ties. Subsequently, social cohesion tems and obligations to enhance need to work together in order to of school management, for national consciousness camps is generally community-based and school governing bodies’ mandates. create a caring and proud society on pupil development and through partnership events. These located at a micro-social level, while Cognisant of the mutual relations the ashes of mediocrity. teacher support are interventions should further moti- it is, at the same time, underpinned and needs, the economic shape related to social condi- vate mutual engagement among by a national sense of belonging and necessitates linkages between the Letlhage Mochadibane is a social Ttions in communities. Added to school governing bodies, recreation the extent of the legitimacy of social local enterprises with large cor- commentator with a special interest this is the economic plight of many groups and ecumenical platforms institutions. porations, because enterprises in in education and economic issues. South Africans, which has led to a to optimise persistent value-add to marginalised communities are He runs Sediba Management lack of interest in education. the curriculum in order to support Mobilising resources perpetually small and perceived as Consultancy and organises What emerges as utmost chal- resonance with the degree of social In mobilising resources we dem- informal. Subsequently, the out- empowerment retreats for youths lenges confronting this nation are integration and the extent to which onstrate willingness to harmonise come is a co-ordination of training and pupils the disparities that create and maintain the growing gaps among marginalised commu- nities, which give rise to insecurities for both those who have and those who do not. An uncertainty about one’s financial income accelerates despondency to the extent that public schools are no longer worthy of defence and protection from criminal intent by pupils because of an indifference and callous vandalism.
What are the challenges? It is imperative to exam- ine factors that are likely to distract citizens from their proud history as the very generation they have to emulate towards enhancing education activities in their com- munities. Secondly, it is equally imperative to explore the values and resources required to inspire the creativ- ity reminiscent of 1976 in order to analyse and appreciate their per- ceptions and desired Proudly sponsored by Eskom contribution to lift the standards of school management in partner- ship with school gov- erning bodies. Finally, envisaged interventions should acknowledge the drop in confidence in order to arouse active citizenship by trans- lating economic activ- ity into opportunities related to school and education material needs. Accordingly, dependence on remote and imported solutions for enterprise develop- ment and job creation must be redressed. This makes partnerships desirable through posi- tive interventions within communities.
Necessary interventions Enter the Eskom Expo for Young Scientists The interventions 2013, and stand a chance to win fantastic prizes for yourself and your school. It is equally imperative to explore the For more information: values and www.exposcience.co.za Visit our Facebook page Eskom Expo resources required to www.eskomexpo.mobi Follow us on twitter @exposcience inspire the creativity reminiscent Terms & Conditions apply of 1976 16 Inspiration November 2012 theTeacher Stand up and be counted
Education is not the sole responsibility of the government and communities should learn to play an active role in their children’s learning
“We have to engage parents, and The Teacher Reporter schools should begin to be account- able to the communities they serve Trevor Manuel, minister in the presidency in charge of planning, says too many parents outsource their he minister in the presi- through school governing bodies. responsibilities to teachers. Photo: Lisa Skinner dency in charge of plan- Community involvement is going ning and chairperson of to write a change in the history of beyond academia. the national planning education”. About Rachel’s Angels Trust “We take a holistic approach in commission, Trevor Manuel said South Africa had a helping students from similar dis- TManuel, gave a thought-proving key- responsibility to ensure the positive This Western Cape-based men- disadvantaged schools are selected advantaged backgrounds who have note speech to a packed auditorium future of education in the next 18 torship programme, aimed at as programme candidates. problems adjusting to the alien envi- at Groenberg Secondary School in years. “You cannot pass sole respon- grade 11 and 12 pupils, places the A total of 140 pupils is then ronment of university. They have no Grabouw in the Western Cape. sibility to government. Everyone has emphasis on improving academic selected to participate in a role models and by the time they get Manuel’s theme was improving to get involved, including the pupils abilities and life skills to help them new two-year cycle and each is used to university life three months the quality of education in South here tonight, who will be the coun- to deal more effectively with post- paired with his or her individual have already gone by, they are late Africa. The occasion was the 2012 try’s leaders in 18 years’ time. It is a matric challenges. mentor. Mentors are senior stu- for their first test series and start to Rachel’s Angel annual lecture. role that the government, teachers, After a two-month recruitment dents (second year and above) lose confidence as they lag behind Rachel’s Angels is a project aimed at civil society and businesses have to drive that starts in June each year, recruited from the University of their peers.” contributing towards building excel- be involved in.” 20 multicultural and previously Stellenbosch. Jafta said the mentoring process lence in high school education in the Commenting on the Rachel’s built confidence and prepared stu- province. Angels Trust, Manuel said there dents for life after school. It includes mentorship pro- needed to be more “angels” to imple- only have to look at the United States encourage and strengthen school “The Rachel’s Angels Trust stands grammes for grade 11 pupils from ment programmes to improve the to see that there are 1.5-million BA governing bodies. It amazes me that for academic excellence. We encour- 20 disadvantaged schools given by quality of education and mentor graduates that are unemployed at some schools parents are not age participating schools to compete second- and third-year students pupils, some of whom were the first because they have not been trained told what is happening with their and do better every year. from Stellenbosch University. The generation in their families to com- in skills that are needed.” children’s education. They need to “Last year the pass rate was very project was founded in 2007 as a plete matric. He commented that under apart- take an active role in education and good, as 95% of our ‘angels’ passed joint venture between Media24 and heid teachers had a certain pride and encourage their children at home as matric.” the university and was named after Inequality is a difficult issue commitment to producing good stu- well as at school.” Luzelle Lestrade, the trust’s deputy its co-founder and chairperson of According to Manuel, inequality dents. “Then we had liberation and The role of teachers came under chairperson, said the lecture series the Rachel’s Angels Trust, Professor in South Africa is a difficult issue what are we doing now with educa- the spotlight too. was started two years ago as a plat- Rachel Jafta of the department of because many pupils come from tion and where are we going with “We need to ensure that teach- form for social dialogue. economics. communities in which education is it, remembering and treasuring the ers feel accountable to principals. “It is an occasion for community neither attainable nor a high priority. sacrifices of those who fought for it?” Principals need to be appointed on dialogue where the school commu- Acknowledging challenges In this regard, Manuel said, there competency and skills — it is a job nity, including our teachers, com- Manuel acknowledged the crisis in was no longer room for hollow prom- Empowering parental that requires a skills set to manage munity leaders, parents, pupils, aca- education but said that there was a ises and several important issues involvement 1 200 pupils.” demics and the community at large, way to change the status quo. with regard to better education Manuel said the vision for education can come together to discuss issues “South Korea invested in maths needed attention. “One is to look at had to include parental involvement, Holistic approach to that affect our lives and those of our and science. In Germany, artisans education in its entirety from the because parents outsourced their mentoring children, our communities and our earn as much as a university profes- foundation phase to high school and responsibility to teachers. He admit- Jafta, who was a nominee for the nation. sor. China lifted 700-million peo- post-school education that should ted that there was still a huge divide Shoprite Checkers Woman of the “We envisioned a platform where ple out of poverty,” said Manual. In include trade and artisanships, as between former model C schools and Year award for her contribution we can empower each other to do South Africa, he said, the planning well as post-university research and township schools, although they all to education, said the aim of the what we can, together with our lead- commission’s Vision 2030 plan was innovation. It is no longer enough to received the same state funding. board of trustees’ was to make a ers, to make South Africa a better about fixing simple things. get through school or university. You “We have to empower parents and difference in education that went place.”
Love of reading gave 11-year-old the edge in spelling competition
Portia Molapo Her room is always filled with news- level — especially spelling, vocabu- provincial and national education papers and magazines. lary and language usage — so that authorities, Spell It also runs a It took a lot of reading. That’s what “I thank God because I didn’t pupils proceed to high school prop- vocabulary assistance programme, Amohelang Hlalele, a pupil from St even have enough money to fund erly equipped to handle their studies. which provides schools with spelling Ives Primary School, Klipspruit West, her studies after matric. With this “Spell It’s main goal is to improve coaches. This programme also says allowed her to take top honours win, she at least has a head start the English literacy of children while helps pupils through a series of fun, in the third annual Nedbank Spell It as her studies may be paid for at they are still at primary school, giving step-by-step card games to build spelling bee competition. university.” them a much better chance of flour- on their existing knowledge and In the finals, 24 grade five pupils Hlalele’s life orientation teacher, ishing while at high school,” said improve their understanding of pho- from schools in Johannesburg’s cen- Susan Simons, was beside herself: “I Spell It director Roger Dickinson. netics, spelling rules, word structures tral district 14 competed against each don’t have words. She is such a hard “The idea is also to build excite- and the origin of English words. other. worker and she is a lovely child with ment and momentum around learn- The best spellers stand the chance Eleven-year-old Hlalele said: “I parents who support her. I know that ing and academic achievement.” of receiving scholarships towards took time to prepare. I read a lot, she deserves it.” their tertiary education. that’s why I knew the words. I do not The roll-out have many friends. I just read a lot Benefiting the pupils This year’s competition brought Schools that participated: and Drum is my favourite magazine.” The competition brings together the together the top participants from Primary schools whose pupils Leah Peleche, the proud grand- top performers from 65 schools. 65 schools, a far cry from the original competed in the finals were: mother who is bringing up the Sponsored by Nedbank Capital 18. A total of 3 000 pupils entered. Ekuphumeleni, Donaldson, brilliant speller, thanked God for in partnership with the Gauteng The ultimate goal is to extend its Milnerton, St Ives, Hitekani Primary, Leah Peleche, the proud Hlalele’s intelligence and wished her department of education, the reach to other provinces. Park, Naturena, Dalmondeor, grandmother of Amohelang Hlalele prosperity. programme is aimed at improving Apart from spelling bee com- Mondeor, Flamingo, Eldocrest, the winner of Spell It competition “She sits with a book at all times. English literacy at primary school petitions held in partnership with Progress and Protea South. 17 Technology November 2012 theTeacher Fun is just a click away
Anita van Vuuren is among the growing 170-page book in English, which is her first additional language. number of teachers who have discovered Delport did not know how to mix the magic of technology in the classroom specific colours and had to do a Google search for a colour chart. In Thabo Mohlala 2012 Microsoft partners in learning the process she learnt which colours forum for her project called “Tjok complement one another. grade three teacher at Ideas”. Hailed by judges as “pupil When she read the book, Zealand Universitas Primary centred”, the project equips pupils encountered some difficult words School in Bloemfon- with relevant technology skills such and had to use the cellphone-based tein, Anita van Vuuren as Movie Maker, PowerPoint and dictionary to figure them out. started taking interest Photoshop. “Both these pupils used mind maps Ain information and communica- The project is divided into three to brainstorm and organise their tions technology after she attended main phases. thinking and knowledge-building. several workshops where she met In the first phase, says Van Through Google, Delport was able to people who were also passionate Vuuren, every pupil chooses an indi- evaluate the quality of her painting, about integrating technology into vidual project and with the help of analyse children’s paintings and also school curriculum. a parent sets long and short-term found that she could use more col- One of them was Sarietjie goals while working independently. ours, textures, shades and play with Musgrave, head of innovation in Progress is assessed over a period. dark and light,” said Van Vuuren. school education at the University Pupils also share their “acquired She said Zealand learnt how to of the Free State, who helped her knowledge with peers, cross-age make a dictionary using a Word pro- to harness the power of technology groups and the community”. Anita Van Vuuren uses Tjok Expo, held during the fourth gramme and that she also created effectively as a teaching tool. Says Van Vuuren: “Each pupil technology to enhance term. Families, community and an index. When she clicked on the “Since then I have never looked uses technology that is relevant to pupils’ learning friends are invited so that pupils can index, it automatically took her to back. What I like about technology his or her own project and progress share what they have learnt. the right heading to refer to difficult is its ability to energise and enliven and knowledge gained is monitored words. Zealand also wrote short sto- the learning environment in such a throughout by writing activities The joint project Pupils’ projects ries for her friends and family. way that pupils enjoy and respond and creating a visual artefact using teaches pupils to Van Vuuren chose projects by two In the end, Delport and her peers enthusiastically to lessons. PowerPoint.” grade three pupils to highlight used Photo Story for her project and “My lessons are no longer dull In phase two, each grade three be creative and the skills pupils can gain from Zealand used Movie Maker. and predictable and it always brings pupil works with a counterpart in innovative but also technology. Not only does the joint project out the best in the pupils,” says Van grade four. The idea, according to that they have a One was by Sume Delport, who is teach pupils to be creative and Vuuren. Van Vuuren, is to collaborate to artistic and whose goal was to make innovative, says Van Vuuren, it also make a digital project of the grade shared responsibility a painting for her room. The other teaches them to realise they have a ‘Tjok ideas’ three pupil’s work. towards one another one was by Michaela Zealand, a shared responsibility towards one Van Vuuren was a finalist in the Phase three takes the form of a bookworm who wanted to finish a another.
& the Cycle of Life
12491 Advertorial paths.indd 1 2012/11/16 1:13 PM 18 Advertorial November 2012 theTeacher
policy imperatives that the state still wants to see retained in the institution, so that those are in line with the founding principles of the MEC leads institute,” Mabuyakhulu said. One such imperative is providing skills to traditional leadership in the province so that they are able to play positive roles in their commu- innovation nities and make a difference. Mabuyakhulu said that the prov- ince would not be averse to placing the institution “at the behest of the nation” in time to come to expand beyond the confines of KwaZulu- programme Natal, but for now it aims for exper- tise in bite-sized chunks. Institution mandated to deliver on “We don’t want to grow this too fast beyond its existing capacity, strategic intervention in KwaZulu-Natal because we don’t want to dilute the area of focus on critical areas,” said country, a move- Michael Mabuyakhulu, the MEC Mabuyakhulu. ment that does for Economic Development and At a dinner in Kotane’s honour not value its Tourism in KwaZulu-Natal, MPP, during the annual Moses Kotane youth deserves no whose office oversees the institute. Week in August, the MEC described future,” the late In addition to building skilled Moses Kotane as a “rare gem”. liberation‘A stalwart Moses Kotane maths and science educators, the “Comrade Moses Kotane led from said. MKI’s economic development goals the front and by example. He had an Kotane was an insatiable reader include the establishment of struc- incisive political mind. He excelled who rose above his limited formal tures for software engineering, in what he did because he applied schooling to become treasurer- business process outsourcing and dialectics. He was an advocate for general of the exiled ANC and sec- the creation of a pool of advanced mass participation in the struggle retary-general of the SA Communist IT talent and graduates in science, and used his political position to Party. His life inspired an institute technology, engineering and math- empower those around him. He was set up in his name in KwaZulu- ematics. At the same time as the what the Cubans referred to as a Natal more than three decades after institute aims to broaden the pool total human being — a person with his 1978 death in Moscow, to give of scientists and new technology well-honed intellectual capabili- effect to his vision of valuing young experts in diverse industrial sectors, ties and an able technician but still South Africans by imparting techni- it has also identified challenges in grounded enough to understand cal skills and an emphasis on serv- the fields of food security, scarcity of that society comes first,” the MEC ing others. energy resources, human diseases KwaZulu-Natal MEC for Economic Development and Tourism, said. Since its establishment in 2009, and moral regeneration. Michael Mabuyakhulu, MPP. Photo: DEDT Although without academic train- the Moses Kotane Institute (MKI) The focus on business process ing, Kotane was an “organic intel- has reached thousands of learners outsourcing and ICT is an enabling on technology, science and ICT, for good governance. The insti- lectual”, said Mabuyakhulu. “He in the subjects of science, technol- measure to drive economic growth and have an institute to work with tution has integrated this latter was able to comprehend both the ogy, engineering and mathematics, in the province. The MKI under- the department of education in enrichment programme into lean- ideological challenges facing our much of it in the form of bursary stands that graduates in these sec- the fields of maths and science, to ers’ subject matter, so that it is not people, together with a practical funding, as it attempts to address tors, once experienced, can easily improve teaching quality in schools a simple “add-on” of extra curricula. appreciation of what the masses of major skills shortfalls in these sec- create job opportunities for others not doing very well in maths and The methodologies used to trans- our country needed.” tors and simultaneously develop via small and medium enterprises. science in rural and urban areas. fer knowledge in each subject area The MKI was mandated to keep graduates with political philosophy Business process outsourcing has The MKI would fill a gap that no focus on innovative interventions. alive Kotane’s legacy through the skills. been a growth sector locally and one else in the country was focusing This practical, participative and calibre of students it produced. At Its stated aim is to develop “sci- globally, and is expected to continue on, with a number of role players, collaborative approach has been the core of the institution’s learning entists with a social conscience”, or being a driver of growth on the and forge partnerships beyond our used for MKI beneficiaries who are is the value system of Ubuntu, the technical experts who live by values continent. shores,” Mabuyakhulu said. completing ICT qualifications at premise that we are not because of that put other people first and pro- Of the 10 000 unemployed young The challenges are huge, as out- Thekwini FET College. Learners are ourselves alone, but because of the mote serving others. people and adults that the insti- lined in both the provincial gov- required to research the creation of society in which we live. If Ubuntu In the last financial year, the tute aims to train by 2013, half will ernment growth and development ICT social enterprises in the mar- was inculcated in young people, institute recruited 550 software become experts in business process strategy and the national develop- ginalised communities they come then it may make future leaders engineering learners and 572 busi- outsourcing. ment plan (NDP) to 2030, which from, and are at various stages of considerate of others and respon- ness process outsourcing learners Mabuyakhulu is under no illu- was released in August. The NDP registering and financing their indi- sible enough to plough back into and gave 14 learners internships sions “that the work expected of acknowledges that the current post- vidual businesses with the support the society of which they are a part, in India via a partnership with the the institution is easy. We appreci- school sector is not well-designed to and mentorship of Invotech, the Mabuyakhulu said. “If they live this NIIT, capitalising on India’s growth ate that this institution is a pioneer, meet the skills development needs business incubator of the Durban value system, whether in business and success in information technol- certainly in South Africa, in that it of either the young people or the University of Technology. or the labour market, we’ll have ogy and giving the institute interna- aims to create total human beings.” economy. This use of venture creation has better citizens and individuals,” he tional exposure. The MKI, the first of its kind in The NDP goes on to highlight been identified by MKI as a “train- said. The MKI gave another 210 high any South African province, has the importance of coordination ing exit strategy” to ensure self- “It’s not about conscientising school learners bursaries for tui- built up three-and-a-half years of between universities, science coun- employment options and thereby people about the ruling party’s tion and accommodation under the experience in coordinating inter- cils, departments, NGOs and the contribute to the province’s eco- politics – it’s more about learners rural enrichment programme; 7 157 ventions to address scarce skills, private sector. This is a model that nomic development. understanding that theory with- learners who dropped out of school this at a time when South Africa’s is understood and implemented Having established a base of pro- out practice is sterile. Anyone who or failed were helped to return as national policymakers aim to by the MKI, which works closely ductive and collaborative arrange- understands theory and does not part of the matric intervention expand opportunities for the vast with various entities, including the ments with strategic partners, the understand the dynamism of the programme; 70 high-achieving majority of school leavers who do KwaZulu-Natal department of edu- MKI’s goals are to be known and context in which you apply theory, participants in the AMESA Maths not qualify for direct entry into cation, the department of science trusted for its ability to deliver, and will always find you have become Olympiad were given bursaries; higher education or employment. and technology, National Research to attract funds and innovative pro- aloof, and therefore do things above science and maths outreach pro- A challenging feature of South Foundation, various further edu- jects for its work. the heads of people rather than gramme “boot camps” reached 529 Africa’s high unemployment rate of cation and training colleges and While Mabuyakhulu has commit- being focused.” learners at 11 schools, backed by 24.9% is that more than two thirds universities, among other enti- ted the state to continue funding In its short existence, the insti- leading academic institutions; and of the unemployed are below the ties. Its list of partners is expand- the institution (its current budget tution had achieved “tremendous 232 students who failed admission age of 35. Mabuyakhulu said that ing, in line with the MKI’s motto: is about R30-million), the long- things,” Mabuyakhulu said. “In for science degrees were awarded this “should worry all of us who “Innovation is the future.” The next term plan is to make the MKI self- three years you don’t expect much bursaries to participate in support appreciate that the future of South new partners are likely to be local sufficient and self-sustainable by of a baby, but in this baby the programmes. Africa lies with its youth. It is our and foreign institutions in the fields attracting annual funding of up to results are actually telling. It is a And yet, as successful as the MKI’s acknowledgement of the fact that of maritime studies and engineer- R200-million from the private unique institution. “It is small and start has been, it is clear that such the youth are the future of this ing, Mabuyakhulu said in his last sector. lean. It maximises strategic partner- interventions need to be scaled up country, and that for the revolution budget speech. “The skilling of the nation is not ships with others. It is an institution and aligned with plans to grow the to succeed, they need to be empow- The MKI has, from inception, simply for the state alone. It is a col- that is a catalyst. It has combined all provincial economy and position ered, that is why we formed the placed consultation with govern- lective responsibility that must be of those strengths. It is wisely using it as the logistics hub of southern Moses Kotane Institute.” ment and other stakeholders at owned by all of us. In the long term the strategic initiative of partner- Africa. Conceived in 2007, the MKI the centre of its decision-making, we have a view that, as and when ships. To me that is a wise way of “Moses Kotane Institute can- was set up two years later by even as it aims to meet four main the programmes of Moses Kotane doing things.” not afford to be a run-of-the-mill KwaZulu-Natal Premier Dr Zweli strategic goals: providing science Institute deepen because of the institution which only assists Mkhize, who formerly occupied and technology skills at secondary partnerships, so it shall reduce the matric learners, even though Mabuyakhulu’s provincial executive schools and via further training; need for the state to contribute, so this is critical, but must be able portfolio in economic development enhancing access to these qualifi- it can take its resources and focus in to define its agenda within the and tourism, and national assembly cations at higher education institu- other areas,” the MEC said. broader development goals of our member and portfolio committee tions; upgrading the skills of edu- For now, the government is province, our country, our region chairman Eugene Ngcobo. cators; and underpinning this with in no rush to divert resources and indeed our continent,” said “We felt there was a need to focus political education and philosophy “because there are still a lot of 19 Advertorial November 2012 theTeacher
• Egalitarianism • Political rectitude • World class standards • Responsibility, accountability and Moses • Sustainability The institute’s objectives are: • Providing Stem skills for the youth; • Enhancing access to higher edu- cation and training programmes; Kotane • Advancing skills for Stem educators; • Empowerment of governance and leadership structures; • Innovations in information com- munications technology; and Institute • Underpinning Stem with the social consciousness of Ubuntu. The MKI is responsible for fast- Challenges of education for economic tracking skills development for the current adult and youth population development led to the formation of the who have a responsibility to deliver institute a better life for all South Africans. The institute’s contextual back- ground is informed by the fact that he Moses Kotane Insti- institute falls under the depart- government and its social partners tute (MKI) was estab- ment of economic development and signed a National Skills Accord in lished in 2009 as a tourism and not the department of July 2011. Section 21 company in education. Each made commitments on terms of the Companies The objective is to “introduce training and skills development: TAct, No 61 of 2008 (as amended). government components as a new • Government: committed to It is the brain child of Dr Zweli institutional form within the public ensuring a more active train- Mkhize (premier of KwaZulu- service as well as specialised service ing mandate for state owned Natal) and Dr Nqaba Ngcobo (MP delivery units within departments, enterprises, chairperson of science and tech- to enable direct service delivery, • Business: committed to increase nology portfolio committee, South through a focused, ring-fenced, training beyond the current 1% African national assembly). separate entity under the direct training levy and urged compa- Moses Kotane received the high- control of a minister or other execu- nies to consider a stretch target est honour any cadre could achieve tive authority (political head)”. It of between three percent to five in the ANC. Today these founders resulted in the introduction of this percent. are proud to see Moses Kotane’s state owned entity that focuses in with 11 further education and train- province are on an equal footing “One of the most enduring lega- legacy living on through an institute four disciplines: science, technol- ing colleges across the province. It with urban dwellers. cies of the apartheid government in that bears his name and embodies ogy, engineering and mathematics. is not in competition with the pro- our country is the shortage of skills his values. Each year the institute enters into vincial department of education nor Vision in the field of science, technology, MKI is wholly-funded by the an annual funding agreement with does it seek to replace existing pro- MKI will be trusted knowledge lead- mathematics and engineering. KwaZulu-Natal Department of the department and agrees on its grammes, but it is there to comple- ers that orchestrate innovative sci- “Not only did the apartheid gov- Economic Development and performance objectives, measures ment and add value to government ence, technology, engineering and ernment deny our people opportu- Tourism. The department is the full and indicators in line with govern- interventions. mathematics (Stem) interventions nities to be skilled in these special- shareholder and has authority over ment treasury regulations under The MKI is mandated to focus on to render efficient and sustainable ised disciplines, but it ensured that the institute in terms of the Public the Public Management Act, 1999. economically disadvantaged com- service delivery. they were relegated to the outer Service Amendment Act 30 (2007). For the past three years the MKI munities, preferably in rural areas. fringes of economic activity,” said The department is currently under has continued to excel in delivering A recent evaluation has revealed Mission Mabuyakhulu. the leadership of MEC Michael programmes of value to under-priv- that the current focus is biased To develop well rounded MKI The rationale for MKI pro- Mabuyakhulu. ileged communities. towards urban areas. “graduates” who will serve as role grammes is based on the need to Today science, technology, engi- Government funds are limited This realisation has led to the models in their respective commu- remain relevant and respond to neering and maths remain critical and it is challenging to deliver pro- institute looking into expanding nities, capable of strong leadership the needs of government and its among skills required to achieve an grammes of this magnitude without into seven more potential sites and in the quest to make science, maths social partners in closing the yawn- acceptable level of economic pros- the support of the business sector. colleges. These will spread from and technology accessible to all. ing skills gap and social economic perity. The need to establish the Private sector funding is critical Umzimkhulu up to Nongoma and challenges and the need to plan, institute was therefore informed by in meeting the demand for these Kosi Bay. Values coordinate and focus efforts on the challenges of education for eco- programmes. The primary objective is to ensure • Ubuntu (compassion and addressing the dire and continued nomic development. As an interventionist institute, that children, young people and empathy) skills shortage in Stem for economic This will then explain why the MKI is currently in partnership educators from the outskirts of the • People orientedness development. The ASD delivers key programmes The academic services division • Physics: Grade 10, 11 and 12 biology or agricultural science) at learning methodology. candidates may select: leadership (ASD) is responsible for the delivery • Life science: Grade 10, 11 and 12 secondary school. communication, public and par- of key programmes that are firmly • Technical drawing/Engineering The BSc4 programme targets stu- Programme 4 Technology and liamentary leadership, public and rooted in the vision and mission of design: Grade 10, 11 and 12 dents from disadvantaged schools innovation for managers business policy, information and the Moses Kotane Institute (MKI). • Computer literacy: Grade 10, 11 who attained full matric exemption, Technology and innovation for knowledge management, as well The programmes have a prominent and 12 but do not meet the requirements to managers is targeted at executives as international relations and busi- focus on science, technology, engi- be admitted directly into the faculty and senior government officials ness. In addition two special semi- neering and mathematics (Stem) as Programme 2 Science access of science and agriculture. who manage technology. The objec- nars form part of each course. a key driver of economic freedom. The science access programme is For the BSc (augmented) pro- tive of the programme is to learn specifically designed for individuals gramme, students who only mar- how to develop and deploy technol- Programme 6 Software engineer- Programme 1 ABET school intending to pursue tertiary educa- ginally miss the faculty of science ogy that that is economically viable ing and Programme 7 Business The objective of the Sasmas is not tion in the fields of science, engi- and agriculture’s entry require- and globally competitive. process outsourcing to replace or compete with the sec- neering and technology but require ments are admitted into the BSc Modules may include: Technology These programmes may be ondary FET curriculum, but rather a bridging programme to facilitate degree, but take a reduced load of and innovation management, described as catalysts of eco- to supplement it. This programme their smooth entry into the tertiary first year courses. technological entrepreneurship, nomic development and the key is offered in close conjunction with education sector. systems engineering and product to mitigating the skills short fall the FET college’s existing maths and The programme has been out- Programme 3 Science educators development, innovation strategy in the information and commu- science programme but will incor- sourced to the University of This programme is aimed at and Ubuntu. This programme is nication technology sector. Each porate courses on career guidance, KwaZulu-Natal (UKZN), where a improving the teaching skills of offered through correspondence. programme is a year in duration science and technology in society, science foundation programme Stem teachers at senior secondary and extremely practical in nature. and the history of the Struggle. (SFP) has been in existence for more level. It is geared towards current Programme 5 Leadership devel- These programmes adhere te SAQA The course satisfies the accredi- than 10 years, and a BSc4 (founda- science and technology practices. opment for parliamentarians requirements. They are targeted at tation requirements of SAQA. The tion or augmented) programme has Modern teaching methods and This certificate course is designed unemployed youth who meet the subjects currently offered in this been in existence for several years. resources will be introduced to for parliamentarians and members minimum entry requirements of programme are: The SFP is a one-year access pro- educators through a series of work- of the KwaZulu-Natal legislature. the programme. • English: Grade 10, 11 and 12 gramme for students from disad- shops and lectures, on a part time It can also be extended to officials • Afrikaans or Zulu (1st additional vantaged schools who are interested basis over a period of six months. of government departments and For further information on the above language): Grade 10, 11 and 12 in a science-based degree but do not The objective of the programme executives. programmes, please contact Dum- • Life orientation: Grade 10, 11 and have full matric exemption. The stu- is not to duplicate current teach- The duration of the programme is sile Ngcobo on 031 266 1777 or email 12 dents would have done mathemat- ing methods, but to supplement six months and includes the follow- [email protected] or go to • Mathematics: Grade 10, 11 and 12 ics and science (physical science or them with advanced teaching and ing subjects from which prospective www.moseskotaneinstitute.com 20 Teacher support November 2012 theTeacher Good teachers are all around us
Great South African teachers are those who constantly go beyond the call of duty
Richard Hayward
ho was your favour- ite teacher when you were at school? You might find that you regard that Wperson as a role model and some of that teacher’s habits might even have become your own when you step into the classroom. Jonathan Jansen’s book Great South African Teachers (published by Bookstorm and Pan Macmillan, 2011) is an inspirational, heart- warming and — at times — deeply moving book about teachers. The book is based on an invitation given to South Africans to submit a story about the teacher who had the greatest effect on their lives. The editorial team was flooded with stories about very special teachers. They realised that there was not any one particular person- ality or teaching style that char- acterised those splendid teach- ers. Wonderful teachers are as deliciously different as a bag of Liquorice Allsorts. To help in the Professor Jonathan Jansen’s understanding. The child is not Soft disciplinarian — “beyond teachers”. They went selection process, the editors placed book is inspirational. only in the teacher’s classroom but The Biblical line that “a soft answer beyond the call of duty and did the teachers in one of seven broad Photo: Lisa Skinner also in the teacher’s heart. turns away wrath” neatly describes much more than what they were categories. this teacher. There is excellent paid for. Whether it was the rich Inspiring mentor classroom discipline, but there array of extramural commitments Subject artist Some teachers are role models is no need for verbal or physi- from sport to music to field trips, This is a teacher who is passionate through inspirational teaching. cal threats. Sarcasm isn’t in their these teachers did not do the mini- about the subject and pupils learn Their words are words of encour- make-up, but gentle, amusing put- mum or check their clocks to make to love it too. The subject is taught agement, insight and wisdom. This downs might be. The teacher gets sure they remained with the hours in a way that makes it really rel- inspiration can also be based on deserved respect because of the that the unions observed. For these evant beyond the classroom door. their sense of caring and kindness. respect shown towards every pupil. great teachers, teaching was their Examples are mentors who per- life. Courageous activist sonally sponsor educational tours, Tough-love coach Whatever way you would describe These leaders speak up against school fees and uniforms for pupils “Fear me first and you’ll like me yourself, the ideal is to be a “beyond societal injustices. They ensure with financial challenges. later,” seems to be a motto of the teacher”. If you are putting in all their pupils are aware of how to tough-love coach. From the outset, that extra time with a dedicated treat fellow human beings. Life performer the pupils know the rules of the willing heart, you are already a These teachers view their class- relationship and the “eina” con- South African teacher of great Extended parent rooms as much more than a room sequences if they are not obeyed. quality. There is a true classroom scene with rows of wooden desks. Rather, Yet, in time, pupils sense that the of a grade four child who absent- classrooms are stages on which teacher truly cares for them. They The South African Quality Institute mindedly asks: “Mom, how do I to live life passionately. Teaching realise that the teacher is deter- runs total quality education work- do this sum?” The child subcon- should be absorbing, exciting mined to turn them into all that shops across the country. Poor schools sciously sees the teacher as far and make unforgettable lifelong they could possibly be. are sponsored. For more details, con- more than a teacher. The extended impressions. Pupils are taken out Although the outstanding teach- tact Vanessa du Toit (012 349 5006; parent teacher cares for the child of their passive cocooned comfort ers described in the book did not [email protected]) or Richard Hay- as a loving parent would. There’s zones and are challenged to see fit into any one single mould, they ward (011 888 3262; rpdhayward@ care, empathy and intuitive their world afresh. all were — in the words of Jansen ahoo.com
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