The fraction tea party A classroom activity Whenever I have friends round for a tea party I insist they share the browniesTeachers equally. On Monday I have a tea party — I invite a group of friends and bring some brownies for themgo to share back equally. to A fraction Animating On Tuesday I have another tea party and invite more friends than I had collegeon Monday, but have the tea party maths same amount of browniesPage as I did on8 Monday. How Page 9 Page 11 does the amount of brownies each friend gets on Tuesday compare to Monday?

On Wednesday I have another tea party. I invite the same number of friends as I did on Monday, but Yourbuy moreGuide brownies thanto I didEducation on Monday. How does the amount of brownies each friend• gets September on 2013 teacher.co.za Wednesday compare to Monday?

Complete the following table by lling in the words more, less, the same amount or can’t tell to compare how much each guest will get with the amount of brownies each guest got on Monday.

Compared to Monday Fewer brownies Same number of brownies More brownies Fewer friends InnovateSame number of friends to educate More friends

Completing the table can be done by using everyday reasoning. It is obvious to me that if I have the same number of brownies, but fewer friends, then everyone is going to get more. If I have more brownies and fewer friends then they’ll also get more. This allows me to complete the table as far as this:

Fewer brownies Same number of brownies More brownies Fewer friends More More Same number of friends Less Same More More friends Less Less

How does this relate to fractions? Notice that in the tea party problem, we used a sharing or “division’’ scenario involving “number of brownies ÷ number of friends’’. As a teacher, I can use this task to make a connection between: Number of brownies ÷ number of friends = number of brownies number of friends Graphic: JOHN McCANN

Please fill in the Teacher reader survey on pages 6 & 7 and stand in line to receive loads of gifts and hampers in a draw

When learners are given an opportunity to learn through experiential methods, they tend to grasp content. Story on page 10. 2 Career September 2013 theTeacher Exploring South Africa’s mineral resources

Ed Swindell spent his life scouring mother Earth’s bowels for lucrative gems

Thabo Mohlala

d Swindell was born in Johannesburg 60 years ago where he also started his schooling. He matriculated at Krugersdorp High ESchool in 1970. From 1971 to 1973 he studied at the University of Cape Town (UCT) obtaining a BSc major- ing in geology and geography. He then went to work on Loraine Gold Mine in the Free State for a year while saving to pay for a BSc (Hon- ours) in geology which he completed in 1975 at UCT. He later joined General Mining and Finance (now part of BHP Billiton) doing mainly field work at the Upington office. He spent the next six years prospecting for base minerals and uranium around South Africa. In 1982 he went to Rhodes University to study MSc (explora- tion geology). He re-joined the company and worked all over the country undertaking both base min- eral exploration as well as gold explorations. He was registered as natural scientist in 1983. Ed Swindell spent his life scouring mother Earth’s bowels for lucrative gems. Photo: Skyler Reid In 1990 he was promoted to consulting geologist for Samancor geology on the company’s chrome, • Mine geologists; geological data and through sophis- and investigate drill cuttings or drill where he was responsible for the manganese and industrial mineral • Oil and gas geologists; ticated 3D visualisation software the core. Mine geologists go under- mines. In 1991 he was appointed • Specialist geologists like a geologist is able visualise the rocks ground and inspect the rocks and mineral resources manager for resource geologist or an in the earth. take samples for analysis. An oil and manganese. Swindell has been engineer ing geologist; and gas geologist works on a drill rig, responsible for exploring • Academic or government Why is geology important? possibly at sea, and spend their day manganese throughout Africa and geologists. Firstly, because it is a science and studying and analysing the drill Editor: Australia. He is the current chair- All of them work in the field or in the study of geology extends our cuttings. Phindile Xaba man of the Samrec and Samval mines. Often they work in laborato- human understanding of the Earth email: [email protected] Committee and also a vice-president ries and sometimes in an office. and solar system that we all live in. Science is great because… Reporter: for Professional Affairs for the Their work always involves collect- Without this understanding we I am curious about the natural Thabo Mohlala Geological Society of South Africa. ing factual data on rocks either by wouldn’t ever know what our place world around us. The scientific email: [email protected] visual inspection in the field, in this universe is. method is disciplined and rigorous. Please explain in detail what sampling rocks or by using techno- Secondly, geology contributes Science is based on observation, Advertising: the work of a geologist logical devices that measure the to the global economy and the facts and thinking. Science chal- Di Willis entails? chemical or physical properties of countries that we live in. Through lenges you to think and develop an Tel: 082 467 1152 There are different career paths the Earth, rocks and mineral. a geologists understanding of the objective view of the world. email: [email protected] followed by different geologists and These range from magnetometers rocks and minerals of the planet we Cape Town office: their work varies according to the that measure the magnetic field of are able to find and develop mineral I admire... Olinda Wilson industry or sector they work in. For the earth to microscopes and chemi- resources that can be exploited by All the pioneer geologists of the late Tel: 072 119 2647 example there are: cal analysers that measure the industry and form the basis of mod- 19th and early 20th centuries who email: [email protected] • Exploration geologists; chemical content and properties of ern industrial society. made the first geology maps of the KZN office: rocks. They use satellite data, Without our understanding of country and made the first mineral Madeline Zekkari images and aerial photographs to geology we would not have cars, cell- discoveries upon which our Tel: 082 414 6315 help them map out rocks. They use phones, trains, ships or planes. economy now relies. Also I admire email: [email protected] drilling machines to sample rocks at the first scientist and geologist great depths below the Earth’s What does a typical day of a Harrison Schmitt, who stood on the Subscriptions: Without our surface and spend a lot of time geologist look like? moon. [email protected] understanding of making maps. Geologists’ days differ but all geology we would not Today geologists make maps using include some time “on the rocks”. What subjects should learners the Teacher is computer based Geographic Infor- Exploration geologists spend time in do at school if they want to published by have cars, cellphones, mation Systems (GIS) and need to the field and go into the bush, map- become geologists? M&G Media Ltd trains, ships or planes. be very computer literate. ping rocks and taking samples. They They should study English, science, Com puters are used to process spend time with drilling machines maths and geography. 3 Changing lives September 2013 theTeacher Exploiting latent talent in learners

things. I did notice that they were easily distracted and bored with routine classroom lessons.

Instilling community service At the time I was a Rotary Ann at Swasthi Surujilal the Umhlali Rotary Club in the believes teaching North Coast of KwaZulu-Natal. Together with my husband, also a does not have to Rotarian and fellow teacher, we be confined to the formed the Interact Club at Tongaat Secondary School. This gave me the classroom opportunity to slay the monster hampering me from building Swasthi Surujilal character and a sense of community in my learners. busy school schedule With the help of other Rotarians Swasthi Surujilal believes teaching does not have to be confined to the classroom. Photo: Skyler Reid leaves little time for a and colleagues, I engaged the learners teacher to build learners’ in the Rainbow Food Festival, an Team work Life Skills tears that went into putting together character and develop in event that would exploit the latent Unbeknown to the learners, their The learners were successful in such an event; it reflected pride and them a sense of commu- potential which I believed they had “devious” teacher was teaching getting sponsors for food and mate- joy of achievement. It mirrored the Anity. With a myriad of things in them. In the planning of this them teamwork, accountability, rials to build the seven stalls — acquired skills and the social aware- expected of a teacher daily, how event I was an innovative motivator financial management and commu- Indian, American, South African, ness that developed over the months does one address the primary objec- — I had high expectations for my nity work. They worked hard Italian, Chinese, French and of preparation. tive of teaching young people while learners but shifted the burden of together — there were no brownie English. This taught them nego- also helping them to become good those expectations on to the learn- points for individual efforts — all tiating skills, developed their Learning outside the people? This part of being a teacher ers themselves. In this way the were winners. By providing a solid knowledge in researching the food classroom not only put me under pressure, it learners took up the challenge of the structure through which they could and customs of other nationalities It is amazing how much of learning also challenged me. However, I am Rainbow Food Festival with gusto. work, I was able to maximise their and exploited their creativity in the can take place outside the sanitised not one to be discouraged easily. output. Young people are not presentation of the food. environment of the classroom. This I was determined to teach the perfect. They do make mistakes. The glow on the learners’ faces experience developed in the learn- ‘Pillars of Character’ to my learners Initially this group made many when they set up their stalls, ers skills and lessons which could — but how? My experience is not They worked hard mistakes and they were made to successfull y placed their prepared not be taught in the classroom. The about helping one learner in a day together – there were account for their actions. Weekly food on display and saw the effects benefit to the learners far out- but a group of them over time. It reports on their progress were of their marketing strategy mirrored weighed the financial benefit to the was the grade 11 learners who were no brownie points for demanded. It is important for a in high attendance figures, was school and Rotary Club. not academically gifted but were individual efforts – all teacher to be there when things go enough to illuminate the entire Today, when I meet these learners enthusiastic, co-operative and were winners. wrong and to support them to put room. and I am introduced to their displayed a willingness to try new things right. This glow reflected the sweat and spouses and children, my heart swells with pride and humility because of the part I played in making them who they are. A teacher’s job does not end when school is RADIATING KNOWLEDGE dismissed. There are a multitude of things that teachers can do to bene- FACULTY OF HEALTH AND WELLNESS SCIENCES fit their learners that do not necessarily fall under the scope of their class- BSc RADIOGRAPHY PROGRAMMES room duties. As from 2014, CPUT will offer four new, 4-year professional degrees in A teacher’s job should Radiography. These Bachelor of Science degrees are designed to provide justify the maxim: “You give a man a fish, you you with the relevant skills and knowledge to specialise in one of the feed him for a day; you following programmes: teach him to fish and you feed him for a life time.” • Diagnostic Radiography • Diagnostic Ultrasound • Nuclear Medicine • Radiation Therapy Swasthi Surujilal teaches English at Prestigious Entry criteria for any of the above disciplines comprise a National Senior Aureate Secondary School Certificate (NSC) with English, Mathematics AND Physical Science in Emfuleni in OR Life Sciences (M4, LS4 and/or PS4). These are niche programmes Vereeniging. She was a with limited annual intake, as dictated by the availability of clinical work runner-upBRIDGING in the category placements, and all students must participate in both the academic and for Excellence in Second- compulsory clinical component (completing a prescribed number of ary SchoolCASH Teaching at the clinical hours in an HPCSA accredited facility). 2012 provincial National Teaching Awards. For detailed information pertaining to these degree while waiting for programmes, visit www.bit.ly/radiography2014 PENSION/ BRIDGINGPACKAGE CASH whilePayout waiting for PENSION/ PACKAGE (Lump sum only) www.cput.ac.za Payout (Lump sum only) ☎ 08610861 101101 388 388 4 My favourite teacher September 2013 theTeacher Dream fulfilled

Peru, Chile, Ecuador, Galapagos Islands, India, Indonesia, Ghana and Malawi. One of her most defining solo trips was travelling from Moscow in Russia to Beijing, China on the As managing Transiberian Express and then all director of a the way to Hong Kong and on a shoestring budget! thriving company Sarah Campbell is Where did you start your schooling and which year living her dream of was it? I started my grade one in 1980 running her own at St Mary’s Diocesan School for business Girl in Kloof, KwaZulu-Natal and matriculated there in 1992. Thabo Mohlala Afterwards I went to Rhodes University in Grahamstown where arah Campbell, 38, is the I gradua ted after four years with a managing director of BA in Industrial Psychology and Kaelo Engage, a content Journalism and a post-graduate creation agency that has diploma in enterprise management. been operating since S2006. Campbell’s main responsibil- Who was your favourite ity is to drive and implement the teacher? business strategy. My favourite teacher was Mrs She lived in London for eight Harvey in grade four. She was a years where she travelled, worked fiery, red-headed Irish woman who in investment banks and started her smoked like a chimney and had a Sarah Campbell lives her dream. Photo: Chris Viljoen own design and branding agency big laugh! called Tonic Communications. I will never forget her reading imagination to interpret and create. degrade or humiliate a learner She had always wanted to run a What influence did she the Highwayman by Alfred Noyes. intentionally. They should never be business and when she returned have on you? When she read it, it seemed like the Describe the qualities that a impatient when a learner is battling to South Africa she and her school She was an amazing storyteller and sun had clouded over, the moon was good teacher should have or to grasp a new concept or does not friend started a public relations loved poetry. She used to keep the out and the entire classroom echoed display? understand something. agency called Visible Inc. class in raptures as she unpacked with rhythm of a galloping horse in The gift of inspiration is the most It started out small but has grown difficult and sometimes boring con- the night! important quality a teacher should What message do you have into a thriving content creation cepts and ideas by telling colourful, have — to inspire learners to think for teachers? business with 15 staff. It is now larger-than-life stories. Which subjects did you like at differently and to look at the world Don’t ever underestimate the called Kaelo Engage! When she read us poetry she put school and why? with open eyes. They should also be impact or influence you have on the Campbell has travelled the world, so much expression into the poem I loved English, especially creative giving, nurturing and be passionate learners that sit in your classroom mainly to off-the-beaten-track that you could see, hear and taste writing. I have always loved sto- and enthusiastic about their subject. every day. places such as Mongolia, Bolivia, the words. rytelling and was inspired greatly You have an amazing opportunity by Mrs Harvey. I love the What are the things a teacher to help shape their futures — seize way words work and how should never do or say? it, treasure it and treat it with love they build pictures for your I think a teacher should never and care. Join Education at UJ – a caring, dynamic and engaged Faculty that pursues excellence in teaching, research and community service ADVANCED DIPLOMA IN EDUCATION: REMEDIAL EDUCATION Student Teacher Bursary Programme The ADvTECH Schools Division is committed to investing in the finest teaching talent to ensure that we continue to provide an 2014 excellent education in an environment where teachers and students strive for the best results. For our 2014 intake we call for applications from interested 2013 matriculants and existing students studying in the Invitation to candidates for following fields of specialisation: the selection process of the Advanced Diploma in Education in Remedial Education (pending fi nal approval by the HEQC). • Accounting (High School) • Business Studies (High School) • Human Movement Science • Afrikaans First Additional • Early Childhood Development • Information Technology The advanced diploma will deliver professionally qualifi ed Language (High School) • Foundation Phase • Life Science (High School) remedial teachers and learning support specialists and equip • African Languages First • Economics (High School) • Mathematics them with evidence-based practices around the pedagogy Additional Language • History (High School) • Science and teaching of remedial education for learners experiencing specifi c learning disorders. As part of the formalised Student Bursary Programme, subject to specific criteria being met, we offer students: Admission requirements: Please refer to the Faculty of • Up to a maximum of 100% payment of study fees, linked to academic performance Education website for admission requirements • The option to study full-time or part-time through a tertiary institution of our choosing. Duration: This diploma is offered over one year of study Bursary Students who successfully complete the Bursary Programme will also be eligible for placement within one of the Schools with lectures on Saturdays and selected block days during school holidays. within the ADvTECH Schools Division. How to apply: Contact the Student Enrolment Centre before To apply please log on to www.advtech.co.za, click on the Careers section, search for Student 27 September 2013 at 011 559 4555 or by email: [email protected]. Teacher Bursary Programme. Have Ref. No. ADV18452 handy. Queries may be directed to Application forms can also be downloaded from the website www.uj.ac.za [email protected] or call our helpline on 0861 113 460. and must be directed to the Enrolment Centre, • Applications close on 20 September 2013 • Only shortlisted candidates will be contacted University of Johannesburg, PO Box 524, Auckland Park 2006. • Preference will be given to Equity Students • ADvTECH is an equal opportunity employer. Faculty contact person: Zeenat Jansen 011 559 3251 or [email protected] No late applications and no walk-ins in 2014 will be considered.

The Working Earth 8-18559 5 News September 2013 theTeacher Longer school day in favour of third African language

• On a practical level, the longer principals might reduce some lesson as it is about facilitating under- literacy organisation on a mission to Masennya Dikotla school day will require teachers to periods and have some languages standing between cultures. This is change the world by developing be more creative in the way that share time with others, in order for the greatest benefit. ­literacy and language, teaching and he lengthening of the they present their lessons so that the transition to happen smoothly. learning materials, while providing school day in favour of their learners will remain engaged • Teaching a third African lan- Masennya Dikotla, is CEO of the institutional training and classroom teaching a third, African, throughout the day. guage is as much about bringing Molteno Institute for Language and mentoring to developing communities language will greatly • It’s possible that some innovative about understanding of new words Literacy, a non-profit language and in Africa. benefit learn- ersT and South African society. A new govern- ment policy is to see the school day lengthened from between 24 minutes­ to an hour. A pilot project will begin Register now for North-West next year. Considering all the benefits that learning an additional African lan- University Educator Programmes guage will mean for our country, we believe it is more than justified that the school day be length- National Professional Diploma in Education (NPDE) (NQF Level 5) ened, noting that the longer day falls within Advanced Certifi cate in Education (ACE) (NQF Level 6) the eight hour commit- ment that is expected of teachers by law. Post Graduate Certifi cate in Education (PGCE) (NQF Level 6) Besides, committed teachers have for a long Honours Baccalaureus Educationis (BEdHons) (NQF Level 7) time been teaching way beyond the official hours expected of them. We believe this is a step in Benefi ts of our tailored support to you: the right direction. • the programmes are tailored for year-round access using the open distance learning Benefits approach and there are no closing dates for applications; • The learning of three languages has for some • the programmes are conducted utilising various modes of delivery, which time been a standard in schools across Europe, include paper-based learning and online support, as well as facilitation via so we know that it can interactive SmartBoards at over 29 centres nationally; be done and that it is of great benefit to learners • SMS communication and excellent call centre support simplifies the in later life. learning experience for you the student; • In addition to being an excellent challenge • with over 84 exam centres available throughout the country, for the brain, the addi- tion of an extra African you do not need to travel far for your exam sittings; and language to learners’ • you can become part of our Facebook community. skills will make them more marketable as workers in the future. • Also, perhaps the For more information: greatest benefit is a cultura­l one. Each SMS “Enquiries” to 39133 language ­presents a different ­worldview. As we discover how others Gauteng, KwaZulu-Natal, Free State think and the way they Edward Bush Tel: 031 765 5131 Email: [email protected] see the world, we gain a deeper appreciation and Cell: 082 413 3685 respect for their cultures and who they are as Eastern Cape, North-West, Northern Cape, Western Cape individuals. Paul Beselaar Tel: 021 930 2651 Email: [email protected] • In this way, South Cell: 083 650 5565 Africa can become the true ‘Rainbow Nation’ that our constitution Limpopo, Mpumalanga desires it to be. Sakkie Manda Tel: 011 988 7044 Email: [email protected] Cell: 082 926 4427 / 082 927 7487

011 670 4850 www.olg.co.za

As we discover how others think and the way they see the world, we gain a deeper appreciation and respect for their cultures and who they are as individuals. R150 000 - R249 999 e 5 years or more e R250 000 – R 399 999 e Why?______12. What is your total annual household income? 4. On average, how long do you spend reading an issue the Teacher (Include income for all family members and include all of The Teacher? survey sources—salary, bonuses, investment income, rents, 1-2 hours e Dear Reader royalties, etc. Please tick only one.) Thank you for taking time to respond to The Teacher reader 2-3 hours e Less than R39 999 e survey. Readers are integral to the success of the Teacher. More than 5 hours e R40 000 – R59 999 e You are who we write for and it’s important that we keep 5. Typically, how many people read your copy of The up with your changing demands, while continuing to deliver R60 000 – R99 999 e Teacher besides you? the quality resources you rely on. 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I can trust what’s printed in Nestle Hampers and Aranda Blankets. The survey is open a. Yes e the Teacher to be unbiased, starting September through to November 2013, the grand e accurate and important.: e e prize will only be announced in the February issue 2014 b. No c. Once in a while e b. The Teacher is my most 1. PERSONAL AND PROFESSIONAL INFORMATION 2. How many copies does your school receive? trusted education news source.: e e 1. Name: ______a. 2 e c. The Teacher offers me something 2. Surname: ______b. 3 e I cannot get from other education 3. In which province and area is your main residence? c. 4 e news sources.: e e Province: ______d. None e 7. Which is your favourite sections: Area(City or town): ______e. How many would you like your school to receive? _____ a. Careers e 4. Name of School and address: ______3. How many of the 11 editions do you read a year? b. My favourite Teacher e ______c. Changing Lives e ______a. Every edition e d. Mathematics e 5. 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Advertising supplement to September 2013 Taking maths to schools

AICA together with a 675 schools in Gauteng and aims to youth specialists agency, rollout in a few schools in Limpopo HDI youth marketers, are and KwaZulu Natal through the involved in a maths acti- MTN sponsorship later in the year. vation programme to Sencourage learners to study pure Learners’ registrations maths and promote the Chartered During the activations leaners were Accountancy (CA) profession encouraged to register on SAICA’s [CA(SA)]. youth portall. The Pick n Pay The initiative includes an interac- Schools Club programme includes tive road show to schools and lever- teacher and learner material, which ages on the Pick n Pay Schools Club was distributed to 600 of these for teacher and learner engagement. schools. The programme aims to: • A competition ran during road- • Help build the CA(SA) profession shows as well as on the D6 communi- as a highly competative designation cator to promote NowiCAn portal/ • Educate learners on the benefits mobi to high school learners during of choosing pure maths and high- all activations lighting the CA profession to • Leveraging on partnership with teachers the South African Maths Foundation • Promote the benefits and oppor- to promote South African maths tunities of becoming a CA olympiad initiatives through market- • Create awareness of opportuni- ing material included in the packs ties that the South African Institute The human development index of Chartered Accountants (SAICA) activation programme is a multime- Learners at a saica school visit. Photo: Supplied presents to learners (bursaries, dia presentation where learners are maths amps and more) presented with key information on What the stats say global spectrum. Yet the return on try and address the problem, espe- • To increase the number of pure maths in a fun and exciting Statistics show that almost 50% investment has been abysmal. In the cially as far as maths performance at schools and learners we engage with way. The presenters are young and of children who start school do World Economic Forum’s 2012/2013 schools is concerned. South Africa to promote maths and the CA(SA) energetic individuals who engage not achieve a matriculation pass. Global Competitiveness Report, has a shortage of approximately profession learners with humour, fun and edu- Furthermore, only 10% of those who South Africa’s education system is 5 000 chartered accountants and one • To educate parents on the bene- cational videos. do achieve a matriculation certificate ranked 140 out of 144 countries. of the criteria to become a chartered fits that pure maths and becoming Learners are provided with the gain university exemption. Worse, South Africa’s mathematics accountant is a good score in maths. Chartered Accountant opportunity to ask questions and South Africa spent over 19.6% of its and science education is ranked 143 SAICA therefore embarked on this The programme runs between they also receive informative DVDs 2012 budget on education, which out of 144 countries. activation programme to address September and October targeting and brochures. places it at the higher end of the SAICA has taken decisive steps to this challenge. The SAICA-Sage Pastel SAICA-SAMF and Accounting Olympiad Harmony Gold

he SAICA-Sage Pastel Maths Olympiad Accounting Olympiad, which began its life as a he Olympiad, which is regional competition in organised by the South Bloemfontein with long- African Mathematics timeT sponsors Sage Pastel Account- Foundation, is an annual ing, was expanded to a national High School Mathemat- competition in 2010. It has grown to icsT Competition for junior- (Grades attract top young accountancy 8 and 9) and senior pupils (Grade 10 minds from schools across Swouth to 12). Africa. “It is also important to remember The main objective of the that participation in the South Accounting Olympiad is to recog- African Mathematics Olympiad is nise young accounting talent and not reserved for those only clever, encourage interest in accountancy nerdy children in school,” says among high school learners. Nwabisa Mphakalasi, Project Maths is part of life. This year’s Accounting Olympiad Director: Marketing of the South Photo: 123rf.com attracted 4 465 grade 11 and 12 African Institute for Chartered learners from 338 schools across the Accountants (SAICA) who is a proud says Prof Johann Engelbrecht, country. co-sponsor of the Olympiad. Executive Director of the South “The enthusiastic participation “Classroom Mathematics has African Mathematics Foundation. can be attributed to the fact that recently moved more and more to “High School students who partic- more learners and educators are what could be called mechanical ipate in this year’s Olympiad stand a beginning to appreciate the impact calculations or numeracy. It is chance to earn a place in the that the Olympiad has on improving therefore very important that we Springbok Mathematics team that accounting skills,” says Gugu The accounting oympiad prepares young people to believe in their continue to emphasise that will compete against 100 other Makhanya Project Director for abilities. Photo: 123rf.com Mathematics is about thinking and countries at the 55th Annual Transformation, Growth and the discovery, and validation, of International Mathematical Professional Development at SAICA. The competition identifies Van Der Walt and Makhanya problem solving methods.” Olympiad in 2014, hosted for the Joanne Van Der Walt, marketing accounting talent at school level, ­congratulated the learners and edu- The Olympiad is a partnership first time on the African continent manager at Sage Pastel Accounting popularises accounting as a subject, cators who participated and sup- between SAICA, The South African at the University of Cape Town,” says, “We are delighted with the and draws the link between ported the 2013 Olympiad. They Maths Foundation (SAMF) and concludes Engelbrecht. increasing number of participants accounting at school and a possible challenged other schools and learn- Harmony Gold. and we hope to grow the competi- career in an accounting or business ers to participate in next year’s “This year 814 400 learners from tion in ensuing years. Pastel is field. competition. 1033 schools participated in the included in most school This is in line with SAICA’s strat- “This is not only about competing, 2013 Olympiad first round. Of these ­curriculums, so this sustainable egy to grow the number of chartered but also about improving the quality 11 139 pupils from 786 schools went partnership with SAICA is a perfect accountants as well as transform of matric passes in the country,” on to the second round. The final fit for our brand.” the profession. says Makhanya. round will be written in September,” 2 September 2013 Adverting Supplement to theTeacher Saica — Promoting pure maths Living for mathematics

anie van Rensburg is one of those “old school Maths teachers who developed a flair for numbers whilst he Mwas at school. And his decision to teach stemmed from his days as a matric pupil who took charge of the class when his teacher was absent. His career as teacher soared to new heights when he was appointed as subject advisor, no doubt because of his talent as a maths teacher. He is now a teacher at Hoerskool Waterkloof. “I started teaching in 1980 in Centurion. I became head of Maths department Hoërskool Zwartkop and later went to the then Transvaal Education Department (TED) head office as a Subject Advisor before teaching again at Hoërskool Waterkloof in 1998. “I wanted to study Mathematics combined with Economics but money was an issue. “During my Matric year I started teaching in class because our teacher was absent — I thoroughly enjoyed it. I remember never doing a problem for a friend, but always explaining a similar one so that they should try to get the answer themselves! I went to the army became an officer, teaching troops and then decided teaching is what I want to Sixteen year old Ulrik De Muelenaere of Hoerskool Waterkloof took second prize as one of Gauteng’s top provincial contestants in the South do!” African Mathematics Olympiad’s (SAMO), standing with his proud teacher Manie van Rensburg. Photo: Supplied At the age of 32 he was promoted to Deputy Principal and he acquired It is clear that he enjoys a good His message to learners? “Enjoy Maths Olympiad (IMO) coming a BSc. (Hons) degree in Mathe­ ­matics relationship with learners and what you do but remember hard to our shores in 2014, we need 13 years after his first degree. debunks the stereotype of Maths work always result in the feeling of the expertise of educators such His contribution as subject teachers being strict disciplinarians success being achieved and that will as him. ­advisor and assuming the roles of and instilling fear among learners set new goals!” examiner and Sub-Examiner for both the subject matter as well Whilst South Africa is grappling ­certainly made an impact on the as the educator. with the conundrum of maths and teaching fraternity, particularly It is rare these days to see literacy and how to extract itself out when it comes to Maths teaching. During my Matric year ­individuals with real passion and of the quagmire of being at the He has a track record where his I started teaching in who see their jobs as merely a means ­bottom of the list in terms of maths learners achieved outstanding to earn an income. Van Rensburg is a performance globally, teachers line passes in maths and Alpha Maths. class because our true Maths teacher and he tries to van Rensburg are getting on with “I still ask kids to tell me how they teacher was absent encourage youngsters to pursue a the job of educating the nation with remember certain concepts and use — I thoroughly career as a Maths teacher. “It is clear much needed skills in number many of these to better my I plan to teach Mathe­matics even crunching. ­methods,” quips van Rensburg. enjoyed it. after my retirement!” With the looming International Young talent

milia Maenaut from concepts. “Sometimes there are grade eights to the standard that we ­Crawford College in things I just don’t understand and I need them. ­Pretoria came third as top solve them by asking others for help. “I know that there has been a provincial contestants in “I enjoy school and I have not great deal of emphasis on making Round 2 (Junior division) thought about a prospective career the learning environment fun and Eof the South African Mathematics yet. I read, sing, take Dutch lessons experimental — but it needs to be Olympiad’s (SAMO). and roller skate. I enjoy reading combined with regular testing to Emilia, a Grade 8 learner, said fiction­ and I also read books by make sure that the students are on she was “proud” of herself on hear- Dutch authors.” the right track. ing the good news. Emilia will write “If you want to be good at Maths “The grade eights write a quick the final round of the SAMO on 9 you shouldn’t know what to do but class test every Friday to assess their September 2013. why you have to do it.” This is good understanding of the work. It is “I felt excited when I heard the advice from a young and energetic clear that this has worked.” news. My brother was a top 10 Maenaut. Sadly Maenaut will be leaving national medallist in the junior Her teacher Ms De Beer shared South Africa at the end of the year ­section of the Maths Olympiad last Maenaut’s excitement. because her father, a diplomat, has year and this inspired me to also “I am thrilled at her achievement. been posted to Vienna. Although participate.” We (all of us that teach them she is excited about a new venture, It would seem like Maths is a Mathematics) have finally got the she is sad at having to leave South ­passion in the family as her brother, Africa. In Grade 10 at Crawford College, This youngster is a fine example of also loves maths. What were the hard work, dedication and passion. keys to her success? She is bound to serve as a worthy “Keeping calm and thinking role model to her peers both in clearly. My brother always helped South Africa and in Vienna. me when I asked and Eben Mare Keeping calm and The SAMO is organised by the from Siyanqoba Regional Olympiad South African Mathematics Training Programme organised by thinking clearly. My Foundation (SAMF) and is spon- the South African Mathematics brother always helped sored by Harmony Gold Mining Foundation was also a driving force me when I asked... Company and the South African because he teaches me new Institute of Chartered Accountants. Emilia Maenaut. Photo: Supplied Taking education SADTU forward

Advertising supplement to September 2013 Empowering principals

When the principal of Leiden Primary School in Delft walked into his school on Wednesday, 28 August after two days’ absence attending a School Management Team training programme run by SADTU, he looked at his school with a different eye.

ibulelo Mangcoto’s school has 886 learners from Grade R to Grade7. While some learners use Xhosa as first language, Sothers use Afrikaans. The buildings consist of a staffroom, two class- room brick blocks and slabs that are hostile to the seasons – cold in ­winter and hot in summer. When he addressed his staff, Mangcoto said, “Guys, watch. SADTU has a brilliant approach in terms of uplifting teachers and ­supporting members.” Before he could explain the course, he marveled at the fact that as a principal, he was made to attend the course. “It is rare to find that principals are sent to courses. It is embarrass- ing to find that teachers know more that principals. With CAPS, we were Sibulelo Mangcoto. Photo: David Harrison made to attend only a one-day course. Farm, Phillipi attending the course “This training was coming from The content of the curriculum This course focusing on curricu- has given him a new perspective our own perspective. We want to see lum and leadership was different to about the union. more and more of our members on the leadership course others Mangcoto had attended “I am more than fired, I am firing receiving training to so that they include the following: before. “During the OBE era, we on all cylinders. The union is not can train others and we create would be piled with information only focusing on secretariat work collective­ leadership.” • Developing a personal • Promoting a culture of which we would have to present in but has given sincere focus on edu- A total of 400 principals from learning­ theory learning­ and teaching two day,” he said. cation or other portfolios in the four provinces were trained in union.” he said. ­curriculum­ leadership and govern- • Leadership and management • Lead and manage the This is the right time ance through SADTU’s School • Leadership in time of ­learning environment Mangcoto said the timing of the It is empowering Management Team (SMT) pro- change • Shared curriculum leadership­ course and content could not have Poopedi said the course empowered gramme in the month of August. • Support structures conducive – involvement of staff come at a better time. The lecturers him and gave him the confidence to The training began in Gauteng to teaching and learning ­members were spot on as they presented confront his circumstances. One before moving to Limpopo, Eastern • Monitoring the curriculum things the principals come across of his school’s challenges is Cape and Western Cape Province. • The context of school daily in their work. gangsterism. leadership­ and management • Planning and developing the One of his school’s main After the course Poopedi said he Creating a learning nation • The role of the principal as a curriculum challenges­ is funding. The school is felt he was empowered enough to The training is towards fulfilling instructional leader • Assessment a Quintile 4 school and yet its tackle it. Like most of the partici- SADTU’s 2030 Vision which is ­learners are the poorest of the poor. pants, Poopedi was impressed by ­pillared on, among others, Servicing Learners can hardly afford to pay the caliber of lecturers. Union Members and Creating a from 2010 when the University R100 school fee for a year. Learning Nation. developed and offered the Union a Despite the challenges his school SADTU is running the programme Labour Law course. The University face, Mangcoto feels it not the end. in partnership with the Nelson has again developed the Curriculum He will use whatever he has for the Mandela Metropolitan University leadership and Governance for prin- betterment of the school. The rationale for and the Education and Training cipals’ course. “Although we complain, I must Sector Education and Training “The rationale for selecting ask myself, how long am I going to selecting principals is Authority (ETDP-SETA) which pro- principals­ is that they are the driv- complain? I must come up with that they are the vides funding. ers of change but are often left out hope. Teachers are looking at me for The development of the School of training. solutions. I have more solutions drivers of change but Management Team curriculum by “The programme is meant to than what I thought,’’ he said. are often left out of the Nelson Mandela University is empower the principals on what For Nelson Poopedi, Principal of training. part of the partnership between they are supposed to do in schools Sinethemba High School in Brown’s these two institutions which stems as they are in charge.” 2 September 2013 Adverting Supplement to theTeacher Sadtu — Taking education forward Developing members into a professional teaching unit

For the first time in the history of teacher education, South Africa’s biggest teacher union has established the SADTU Curtis Nkondo Professional Development Institute (SCNPDI) with the aim of developing its members into a professional teaching unit.

he institute is part of The SCNPDI believes SADTU’s commitment to teachers need to: the overall strategy of • Drive their own professional human capital develop- development, supported by net- Sixty two principals from schools around Cape Town went through a leadership training programme ment through education works which can assist them to ­organized by SADTU at the Pepper Club Hotel in Cape Town at the end of August. Photo: David Harrison Timprovement. It supports the con- identify and promote best practice tinuous professional development in teaching and learning; • Teachers develop confidence in professional development training. and Limpopo. The materials for the of school management teams and • Teachers, through collaborative analysing evident of learning in The SADTU Curtis Nkondo institute training and lesson plans were teachers with the aim of improving enquiry, identify pedagogical prac- their students’ work as a basis for has a working relationship with five developed by SADTU teachers from learner performance. tices that help students learn; reflecting on improving teaching; institutions or individuals currently. all nine provinces working in col- The (SCNPDI) was launched on the • Teachers hold each other They are responsible for the train- laboration with experts. 4th of May 2013, in Polokwane in an accountable for adhering to best ing programmes developed to date. SADTU trained 27000 teachers event that attracted key ­stakeholders practice and the on going quest for SADTU selected them on the basis and a further 1300 in the provinces in education like the Education, continuing personal professional of expertise and needs of the listed in the table below. Training and Development Sector development and; institute. The demand for lesson plans and Education and Training Authority The rationale for • Teachers are motivated to resource material was overwhelm- (ETDP SETA), South African Council improve their practice by increased Training in 2012/2013 ing. The roll out of the lesson plan for Educators (SACE), the Depart­ selecting principals is success in the learning of their SADTU, through the Institute, training will continue in Gauteng ment of Basic Education and the that they are the learners and by sustained collegial delivered a number of training pro- and Western Cape. SADTU contin- National Professional Teachers’ drivers of change but support. grammes in 2012/2013. ues to print copies of the lesson plan Organisation of South Africa In South Africa there are twenty We embarked on Foundation to support teachers especially in (Naptosa). Deputy President are often left out of three higher education institutions Phase EFAL and Mathematics rural schools experiencing chal- Kgalema Motlanthe delivered the training. and many private individuals that Training in seven provinces and lenges with EFAL key-note address. have the capacity to deliver teacher roll-out took place in Eastern Cape Certificate in Primary English Language Teaching (Cipelt) SADTU trained 27000 teachers and a further 1300 in the provinces listed below SADTU made arrangements with the Department of Education to train foundation phase and intermediate phase teachers in Primary English DATE PROVINCE VENUE NUMBER EXPECTED DAY 1 DAY 2 DAY 3 TOTAL Language Teaching. The Certificate in Primary English Language 15 – 17 Feb KZN (S) Durban 250 MATHS 126 126 121 Teaching (CiPELT) is a global teacher training programme that EFAL 100 112 109 has been pioneered in the United Kingdom (UK). TOTAL 226 238 230 694 The CiPELT programme has been found to be relevant and appro­ 22 – 24 Feb NC Upington 150 MATHS 75 77 75 priate for South African school ­contexts, where English First EFAL 66 65 64 Additional Language (EFAL) is offered as a subject and where TOTAL 141 142 139 422 English becomes the Language of 22 – 24 Feb NW Broederstroom 200 MATHS 101 103 103 Learning and Teaching (LoLT) in the later years of schooling. EFAL 86 86 84 Based on these factors the Department of Basic Education TOTAL 187 189 187 563 formally­ accepted the offer from the British Council to go into a partner- 01 – 03 Mar KZN (N) Richards Bay 220 MATHS 97 98 92 ship agreement that would see the CiPELT training programme being EFAL 91 93 91 rolled-out to Provincial Subject Specialists responsible for support- TOTAL 188 191 183 562 ing teachers in English language teaching. (See the table below right 08 – 10 Mar MP White River 240 MATHS 62 79 77 for the training program.) By the end of the training work- EFAL 103 117 115 shops, participants felt confident in their content knowledge. Everyone TOTAL 165 196 192 553 left knowing their roles and respon- sibilities. The presence of DBE 15 – 16 Mar FS Bloemfontein 240 MATHS 119 119 115 assisted with content, alignment of CiPELT with CAPS and other policy EFAL 88 88 87 issues. The commitment, the team TOTAL 207 207 202 616 spirit and the positive attitude dis- played were overwhelming. TOTAL 1300 410 Everyone left knowing their roles and responsibilities. However, not 3 September 2013 Adverting Supplement to theTeacher

everyone had a laptop and this is important as most presentations are done on PowerPoint and that might pose a challenge for a facilitator when preparing for a lesson.

Assessment for Learning (AfL) SADTU arranged for Assessment for Learning Training in all nine provinces and over 400 teachers received training. The four session training was concluded in KZN on the 23rd and 24th August 2013. This brought to an end the first phase of the Assessment for Learning Programme. SADTU will continue with the sec- ond phase of training (training of facilitators) and the third phase (school based intervention). The Union will continue to use AfL to strengthen schools and improve learner outcomes

CPTD Training SADTU arranged for CPTD Training for education conveners and two principal per province (27) on the 15 and 16 July 2013. NEDCOM requested for this training because SACE intends to register and profile all Principals and Deputy Principals in 2014. SACE took the participants through the CPTD process and the registration.

Professional Learning Communities SADTU has established subject soci- eties in Libode in the Eastern Cape Above: A number of school and Mopane in Limpopo. principals went through a The institute is in the process of training program organised by creating structures for professional SADTU at the Pepper Club Hotel learning. in Cape Town this week. Right: These structures are linked to the Brenda Simani-Phike, principal of broader framework for professional Masiphumelele Primary School in learning and will eventually become Khayelitsha, during the SADTU the mechanism for institutional learning. Although the societies training in Cape Town this week. have been established, the Union is A number of school principals not in a position to closely monitor went through a training program the development of the professional organised by SADTU at the learning communities because of Pepper Club Hotel in Cape Town the physical distance of the this week. Photos: David Harrison districts. The Union investigated the differ- ent teaching methodologies and is The purpose of this training is to implementing these with all train- improve schools as organisations ing programmes. The methodolo- gies of longer duration of training, Linking training programmes working with school tasks gener- of the SCNPDI with career- ated by teachers and principals, col- pathing objectives for laboration, and reflection are pack- teachers aged into the training programme. The task of ensuring that teachers School Management are appropriately qualified requires Development (SMT) multiple levels of work. programme Apart from individual profes­ The institute has produced a docu­ WS 2: Systems and structures: WS 5: Professionalisation of SADTU worked closely with Nelson sional development, we need to ment on professionalism and work is Focuses on the development of teaching Mandela Metropolitan University address issues of professionalism being done in two districts with ­sustainable structures to support Investigating the meaning and to develop the SMT Training and the learning environment for ­professional learning communities. the rollout of programmes through ­programmes required to improve Programme for school principals/ teachers. The Institute’s board is hard at the Institute. professionalisation of teaching. deputy principals. work with administrative details to The principals received training establish the institute and they WS 3: Provision of access to the WS 6: National Professional with a curriculum focus/ instruc- adopted seven streams of work for relevant materials for teachers Development Support tional leadership. Four hundred the institute to take forward. The and support networks Program principals/deputy principals from institute is involved in a number­ of Exploring the provision of materials­ to Through this work stream the Gauteng, Eastern Cape, Limpopo activities related to the seven teachers (including ICTs plat­forms). Institute has identified strategic and Western Cape received training The institute has streams of work that are outlined continuous professional devel- in the month of August. below: WS 4: Identification and net- opment training programs for The training took place over two produced a document working of support implementation. days and those attending gave posi- on professionalism and WS 1: Governance and The institute recognizes the­ tive feedback on the training. work is being done in Institutional Development ­importance of collaboration with WS 7: Trade Union Stream The main outcome of the pro- Defining and building the established organizations and this This is an additional stream gramme is to improve the quality of two districts with ­institutional capacity of the stream will effectively strengthen proposed­ by the SCNPDI Board at its teaching and learning in schools. professional learning Institute in respect to its govern- the capacity of the Institute last meeting. The stream will focus SADTU is also investigating train- communities. ance, operational aspects, and by entering into these support on trade Union political education ing with a school governance focus. partnerships. structures. and aspects around labor law. While work is going on, SADTU continues to develop individuals in Assessment, Foundation Phase, and Date Number Trained Phase Provinces SMT Training amongst others.

18-21 June 2013 2 Foundation Phase National Training

24-28 June 2013 22 Foundation Phase All Provinces

21-26 July 2013 3 Intermediate Phase Three Provinces

01-04 August 2013 20 Foundation Phase All provinces 4 September 2013 Adverting Supplement to theTeacher Sadtu — Taking education forward Instilling hope among learners in Mpumalanga

Thumele Wilson Mmako shared their personal life stories with the learners­ in order to make he South African Demo- them feel free and open to talk. cratic Teachers’ Union Norman Mashegoane a fourth-year (SADTU) has instilled student studying towards a hope among matric Bachelor of Education Degree at learners in Bohlabela Wits University, told the learners TDistrict, Mpumalanga, when they that his background was similar to Learners at German S. Chiloane High School in Cottondale at Moloto Village were urged to set goals, timeframes theirs and his high school was also and achieve them as they were on not different to theirs. Born in made a difference in the learners’ the threshold of tertiary education. Limpopo, he completed ­his matric lives yet; “I can only wait to see if This happened during SADTU’s at a rural school. He never thought the learners from these schools career guidance counseling road- much of the world beyond Limpopo enter university,” he said. show from 1 to 5 July, 2013 in the until he underwent a motivational/ For University of Johannesburg’s area. The programme targeted leadership counselling in his school. third year B Com Accounting ­student matriculants­ from 25 schools but He was motivated to pursue tertiary Nthabiseng Makhoba partici­pating took place in eight schools — Ngwa­ education at a university. He then in the programme is a life changing rit­sane, Mkhukhumba, Lapishe, studied harder in order to get a good experience. “I have matured in terms German S. Chiloane, Puledi, Phendu- mark that would open the of personal growth and how I lani, Godide and Hlong. University’s doors for him. ­perceive society at large. I also have The career guidance and skills One of his first lessons he shared learned to ­appreciate more of what I development project is part of with the learners was that one’s have in life,” she said. ­fulfilling SADTU’s 2030 Vision of marks determine one’s success. Her presentations focussed mostly creating a learning nation. It is also “Your marks will work for you,” he on accessing finance for tertiary part of the Union’s commitment to told the learners. ­education. She made it clear that NEDLAC Education Accord and the Mashegoane said his good matric ­tertiary education was expensive Promotion of Quality Learning and marks earned him a bursary which but that was not an excuse not to Teaching Campaign. paid for his tuition, accommoda- pursue tertiary education as NSFAS tion, books and meals. Besides the and bursaries were abound. Tshephiso Thibela (18) from Ngwaritsane High School in Bushbuckridge Sharing Information bursaries NSFAS is always at hand However one needed to work hard The programme included to support the students financially. and obtain high marks. “I told them Schools that were ­students from the University of He further told the learners that if that the ball is in their court, they Johannesburg (UJ), Tshwane they had distinctions in their can bounce it high up (aim high), represented are: University of Technology (TUT), ­matric, they automatically receive low down (no ambition)­ remember- • Ngwaritsane Wits University and Texas A&M discounts on their fees. ing that it will go off the court but University. Texas A&M University doctoral it’s up to them to get it back into the • Diwiti The students taught and shared student Warren Chalklen kept the court and stay focused,” she said. • Mmabatho Mokoena information with the learners about learners on their feet giving them She participated in the pro- • Mkhukhumba university and tertiary education exercises meant to help them shape gramme because she felt she had the including FETs, gave understand- their goals. Chalklen found the power to instil hope, ambition and • Gezinqondo ing of the skills needed to take one learners enthusiastic and keen to courage in the learners’ lives. “ I was • Mkhuhlu Comprehensive out of poverty and how to search learn. However, he was worried not there to paint a picture of my • Mandodo for goals and execute plans. The about the fact that the majority success to them but to allow them to learners were also advised on how were ill informed about career relate to me as I still have hopes and • Helanela to access funding for tertiary educa- choices, how and where to apply for dreams which are still just images in • Rindzani tion such as applying for National tertiary level education. “In some my head but are a work in progress • Mathipe Student Financial Aid Scheme schools we found that only one as the final product is yet to come,” • Malavutela (NSFAS) and bursaries. learner had applied,” he said. Makhobo said. The twenty five schools targeted Tlabego Malatjie from Hlong • Shobiyana were among the lowest performing Different insights An inspiration Secondary School in Graskop • Mahashe schools in the province. They are no For Chalklen, a former Wits Inspired Chantelle Mashele (18) • German S. Chiloane fee-schools and most come from ­Univer­sity student now based in from Hoedspruit Independence lives. We rely on media for infor­ • N.P. Mathabela poor backgrounds. Most of the the USA, being part of the facilita- College said she planned to study mation and I think I can be a good learners did not have a clue on how tors provided him with an insight BSc Agricultural Science at the reporter one day because I follow • Puledi to apply, which courses to enroll for into the South Africa that we don’t University of Venda. “I want to news at all times”. • Lethipele at tertiary level after passing matric always see. own a farm one day and develop Rebecca Mokoena (20) from • Phendulani due to their financial situation and “This has provided me with the ­agric­ulture in the rural areas. I Rindzani high school wants to study lack of self esteem. opportunity to understand educa- will work with community and it is Psychology with University of • Madizi tion in a way I had not seen. We were ­different to what many people are Venda said; “The programme was • Tladishe Singing a different tune able to come to these schools and planning to study.” okay, we learned things which we • Godide Tlabego Malatjie (18) from Hlong saw what they were doing well. In Tshephiso Thibela (18) from were supposed to know. I’m plan- • Langa Secondary said he was planning to the midst of crumbling infra­ Ngwaritsane High School is ning to study Psychology because apply for a degree in Social Work at structure, nyaope, crime and lack of ­planning to study Mechanical I’m a people’s person.” • Hlong the University of Johannesburg. nutrition there are still a myriad of Engineering at the University of The programme left many happy Malatjie had, before the coun- committed teachers and learners. Johannesburg said; “This coun- with the Bohlabela Region Secretary countrywide and assist them to seling, made up his mind that he That let me reflect on my life; the seling programme has assisted me a Matlakala Morema applauding the become future leaders,” Fenyane wanted to become a social worker ­difference I can make with what I lot. I never thought I have a poten- work done by passionate University said. “The programme is progressive and would further his studies at have at this moment.” he said. tial, your presence helped me. I students. “We are happy with what and has taken away the self doubt TUT. However, during the coun- He could not tell whether he has would like to study mechanical the students­ from varsity have done among the students and are now seling sessions, Malatjie learnt that engineering. I can fix cars, it’s my here, even some schools which were talking about planning to study TUT was not offering the course but passion. My marks in Maths and not catered for in this programme harder to succeed,” Morema said. the University of Johannesburg was. Physical Science are good.” wish they could have been part of He is now intending to apply at Boitumelo Malope (17) from this,” Morema added. the University of Johannes­burg. I have matured in Mahashe Secondary, wants to study The project coordinator and “This programme has given me terms of personal social work with University of SADTU researcher Samuel Fenyane hope, I want to study social work Limpopo said; “This was a good day was happy with the success of the because of my upbringing — it was growth and how I for me. It has motivated me to study ­project. “It was successful in terms of not easy. I lost my parents at a very ­perceive society at Social Work because many people what we intended to do and most young age. My father died when I large. I also have are having problems and I think I learners gave positive responses. Our was two-years-old and my mother can help them.” aim is to tell the learners that they when I was 10. My experience made learned to appreciate­ Bruce Mayinga (18) from Likete can succeed­ even in a limited space. me to realize that many people need more of what I have Secondary who wants to study jour- However, I think what we are doing help from social workers.” in life. nalism at TUT said, “I want to study is not enough, much needs to be The University students also media because it is important to our done. We want to reach learners 3 September 2013 Adverting Supplement to theTeacher Working out the mathematics way im Denton is a grade 12 learners alike and is a member of learner at Bryanston the school learner executive. Tim High School, one of a has also produced outstanding handful of learners results in other olympiads.” recently honoured for He attributes his success to his theirT achievements in the second parents, who have always encour- round of the South African Mathe- aged him to think and learn. “My matics Olympiad (SAMO) that took maths teacher, Mr McIntyre, has place in May this year. also been a great help in developing He fell in love with numbers at a my maths abilities.” very young age and admires the Ms Maxwell believes that Tim’s mechanics behind mathematics. “It success stems from his family’s aca- is a great way to give your brain a demic history. “Tim’s family has workout,” he explains. developed the thinking structure On receiving the news that he is that allows him to excel at school.” one of this year’s top provincial per- She also mentions that Bryanston formers in the SAMO he says that he High School supported Tim and was overwhelmed. “I never expected allowed him to develop his ability to my enjoyment in the subject to bring stretch himself with maths Paper 3 such success. I am really proud to and AP maths.” represent my school and hope this is Although he admires people such the beginning of great things.” as Isaac Newton and Leonhard Trish Maxwell, head of depart- Euler, he has utmost respect for ment at the Bryanston High School ancient mathematicians such as says she is delighted that Tim has Archimedes who, despite the lack of produced amazing results in the modern-day understanding, made maths olympiad. phenomenal contributions to the “Tim has always been an out- field of mathematics. Tim Denton with Trish Maxwell. Photo: Supplied standing learner. He is intelligent “Next year I plan to study actuar- and diligent with an outgoing, posi- ial science at the University of a love for people and hopes that one how you made them feel.” The country’s Top 20 young tive personality. He excels as a ten- Pretoria. Although I’m not sure day he will be remembered as gener- The SAMO is the biggest olympiad ­mathematicians will be announced nis player and has played for the what to expect of student life, I am ous and caring. of its kind in the country and the at the Gala awards evening on first team for grade 11 and grade 12. certain that I will enjoy it.” “I believe that people may forget final round will be written on October 12 in Gauteng. “Tim is respected by staff and Apart from mathematics Tim has what you did, but they won’t forget September 9. All work and no play

tefan du Toit was excited concentration skills,” says Du Toit. advice, but live your own life.” That about being one of the It is not surprise that his role is his adage for success. four pupils who was model is the 21-year old Grand His teacher Ester Cloete was also placed first as top Master, Magnus Carisen. pleased to hear about Stefan’s ­provincial contestants in “I have been accepted into achievement. SRound 2 (senior division) of the Stellenbosch to study actuarial sci- “The fact that Stefan has pro- South African Maths Olympiad ences like my father.” gressed to the third round of the (SAMO). Stefan is a Grade 12 pupil It is clear that this young man is Mathematics Olympiad is an at Hoërskool Menlopark. He will driven and wants to follow in his achievement! write the final round on 9 Septem- father’s footsteps. This can some- That is due to his own intelligence, ber 2013. times be daunting and he agrees. but for me it’s a p­ rivilege to have It is not unexpected that this “One of my challenges was to him in class and a challenge to keep maths boffin is good at what is strive to get a balanced life. I try to him interested! He is a bright regarded as one of the most intimi- organize my priorities so that the youngster, yet he is not arrogant dating subjects to study: his father most important aspect gets the most about his successes.” is an actuary and his mother is a attention. I like to relax and watch a In era where youngsters tend to be Maths tutor. One of his older sisters bit of television. I also love to play somewhat relaxed — and sometimes also works at Deloitte. He also golf as well as tennis. I enjoy end up unemployed — it is like a Stefan du Toit. Photo: Supplied attributes his success to playing ­spending time with my friends.” breath of fresh air to encounter chess. His message to his peers is simple youngsters like Stefan who are South African Mathematics Mining Company and the South “I played chess since grade one yet powerful. driven to succeed. Foundation (SAMF) and is African Institute of Chartered and that has helped me with my “Do as you are told and heed The SAMO is organised by the sponsored ­by Harmony Gold Accountants. Solving everyday problems

ory Ellis is a grade nine “I have never progressed this far working out the fuel consumption learner at St David’s in the SAMO. in my head when my mother fills up Marist Inanda and one of “It is the second year I am taking the car with petrol.” a handful of high school part in this olympiad and the first Although he still has a couple of learners who will be time I qualified for the final round, years before he completes his high Rhonoured ­for their achievements in which we will write in the second school education, Rory is thinking the second round of the South Afri- week of September. about studying architectural design, can Mathematics Olympiad (SAMO) I feel proud to do this for my accounting or actuarial science. at Hoërskool Menlopark next week. school as they are backing me and “I think it will most likely be archi- He says that maths has almost giving me a lot of support.” tectural design because I’d like to always come easily to him. His love for maths stems from his make a difference in the everyday “My mother says that I used to do passion for problem solving. lives of people in poor communities. large puzzles, upside down, by “Being a chess player, he believes, Perhaps one day the world will matching the patterns when I was also helps with his mathsl skills. remember me for a house that is only three years old. “My family deserves a lot of credit stronger and more affordable to “I won a computer in a numeracy for my achievements so far. My build, or an improved way to get challenge when I was in grade three, father is constantly on the look-out resources such as water.” followed by a number of other com- for fun and interesting books about The SAMO is the biggest olympiad petitions in the years to follow, two maths. I have recently read A Slice of its kind in the country and the of which were with the University of of Pi by Liz Strachan and really final round will be written on New South Wales.” enjoyed it. Mrs Kennedy, the head of September 9. Rory, who competes in the junior mathematics at St David’s seems to The country’s Top 20 young math- division (grades eight to nine) of the think I have a flair for problem solv- ematicians will be announced at the SAMO is very excited about his ing and this could be because I like Gala awards evening on October 12 achievement so far. to solve everyday problems, such as in Gauteng. Rory Ellis. Photo: Supplied 4 September 2013 Adverting Supplement to theTeacher Saica — Promoting pure maths Inspired by maths Teacher at Kharina Secondary School in Pietermaritzburg is honoured at the 2013 Maths Olympiad

reggy Moodley — Pregason my maths educators I conducted an Annamalay Moodley — advocacy campaign encouraging from Kharina Secondary them to participate. School in Pietermaritzburg after he was presented with Briefly outline your career and Pan iPad from SAICA for recording particularly why you decided the most number of entries (over to become a Maths teacher. 600) for the 2013 Maths Olympiad. I have a Bachelor of Education Degree, Diploma in Senior Primary, How do you feel about Further Education Diploma in your win? Mathematics, N3& N4 Computer It was good to be acknowledged Practice and a Diploma in Personnel Yubentheren Moodley (Principal); Xolela Sohuma (SAICA); Preggy Moodley (winning teacher) and and it helps motivate me, though I and Training Management. I have Dexter Munnik (SAICA). did not do it thinking there was any been an educator for 30 years and am reward to myself but hoped it would presently the Head of Department involved in school sport especially World Championships in Portugal. educators, learners and also the benefit my children. of Mathematics and Sciences at volleyball were I have served as My first year of study at the grace of God especially. Basically it Kharina Secondary. Treasurer of South African schools Transvaal College of Education was had to be done and I was in the posi- How did you manage to I started out teaching as a Volleyball, Development Officer specialising in Physical Education tion to get it done. record so many entries and ­physical education teacher and for schools, Convenor of National and History. We were required to how do you think this was of progressed­ to full time teaching Schools selections and manager and also in the first year do mathematics. What are your future plans? benefit to your learners/ you of Mathematics. I have taught in assistant coach for South African I found that the history was biased My future plans is to continue to add school? Standerton at Stanwest Secondary under 17 boys teams that have and also needed lots of writing and value to the learners that I come into I realised that the competition in my first 3 years then moved played in Southern African Ball study time were as mathematics for contact with and to continue to teach would be of great value to my learn- to Pietermaritzburg to Kharina Games. I have produced many South me was easy to understand and less with the dedication and passion like ers as it would expose them to more Secondary as the P.E. Educator and African school players as a coach of writing of course. My results in the I have always done for the past 30 maths (which we endeavour to do) Sports master. I moved to Heather my school teams. My Heather boy’s maths exam were considerably bet- years. Eventually go out to pasture and I believe that when learners are Secondary to teach mathematics team were South African champions ter that some that were specialising (lol) and enjoy my grandchildren given the opportunity to compete and was promoted to my present and represented the country at the in the subject so I decided to change and friends. many would excel. With the help of school as HOD. I have been actively International Schools Federation to mathematics and have never Advert SAICA.pdf 1 2013/08/15 10:36 AM regretted it. Do you think you will con- tinue to be teacher or will you What were some of your consider a change of career? 0 2 2 achievements/ highlights for Teaching is my life. Interacting with your school whilst you were a people and adding value gives me BUILD FUTURE 7 teacher? the greatest joy. I will not change it f • Producing over 20 South African for the world. Love being a teacher + 2 = 8 Schools Volleyball Caps. because I help mould the minds of BUSINESS LEADERS 5 • The schools I taught at always people. 9 had school teams that were regional by promoting Pure Maths in 1 3 champions in either boys or girls If you have decided to continue­ your classroom w 2 divisions consistently. to teach, will you continue to - 5 = 2 • My girls teams have at attained teach Maths? Why? Pure Maths offers: 3 either 2nd or 3rd places at National I will continue to teach maths level on 3 different occasions. because it’s the easiest subject to ENDLESS career opportunities5 • Coordinating and entering the teach if one can motivate ones learn- school in the National Youth Fun run ers. It is a subject that allows for free 4an added5 advantage in getting some bursaries 3 an event held in conjunction with thinking within the confines of a true better focus and analytical skills 10 the Comrades Marathon were for 3 science. years in a row we were placed first. P1 • 6 db = 10 log 10 Having a leaner come 1st in the What is your message to: P2 GET Excellence Awards competition Learners? for mathematics in the district. Only you can make a difference to 0 2 • Having a learner (Yongama your life. It is easier to find an excuse Help your learners live4 an Giwu) attaining first position in the for failure than finding the solution C 4 country for the SAICA Number to success, but when you do find this EXTRAORDINARY LIFE, become M Crunching Competition . success you will be eternally happy. CA’s and great local and global Y • A learner Zola Zulu winning the

CM leaders, with more career National Mathematics poster compe- Parents? MY opportunities! tition held by SAMO. The values you teach your children

CY 3 9 will always be imprinted in their CMY 8 Did any learner teach YOU minds, so please make sure you make

K an important lesson whilst those values positive so that both you you were a teacher and how and your children would be able to did this lesson cause you to reap the benefits of these values. re-engineer your teaching philosophy/outlook? Will you encourage learners 7 I am constantly learning from my 4 4 to pursue a teaching career in children and I am always willing to Maths? allow them the freedom to express I would encourage a learner to chose themselves. One learner Stembiso a career that they have the aptitude 6 Zondi showed me a quicker way to for. If they want to be very rich then solve a maths problem that he had teaching is not for them, but if they 6 picked up on the internet. I have want to add value to the lives of our 5 adopted this method and use it up to people then teaching is for them. 7 this day. Thank you Stembiso. Teaching is a profession that if one is passionate about it and can add 6 value then the rewards one gets from 8 Learners should visit & register on www.nowican.co.za/mobi8 for information Describe your latest achieve- ment and tell me how you it makes that individual the richest 5 think this came about. person in the world. The present award I have received is one of many accolades I have received over the years , but I can- not take credit for any of them for they are not gain by any superhu- www.nowiCAn.co.za man effort but through passion, dedication and the support of other *

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The University of Pretoria offers the following distance education All educators who would like to find out more about the University’s distance education programmes are invited to return this coupon to PO Box 22041, Helderkruin, Roodepoort, 1733 programme to teachers who want to advance their careers: or fax it to 011 768 1248. Fur further enquiries, kindly contact Andries Pelser at 011 760 3608 or 073 232 3173, or to send an email to [email protected]. *www.edutel.co.za BEdHons Education Management, Law and Policy Title: ...... Initials: ...... Surname: ...... Postal address: ...... We offer: Tel: (w) ...... (h) ...... (cell) ...... • Excellent student support Programme in which you are interested in receiving further information: ...... • Fees covering all learning material – no hidden costs ...... • Exam centres and contact sessions throughout South Africa Tel: 011 760 3608 or 073 232 3173

www.up.ac.za 12. What do you think of The Teacher design? SMS e LIFESTYLE It’s good. Why?: ______My mobile phone for regular access to the internet e 1. How often do you visit movie theatres per month? ______Facebook e ______It could use some work. How?: ______Other social applications e 2. How many holidays do you take per year and specify ______where? 13. In terms of the design, what stands out most and/ 6. What other media education offerings do you use: or what could use some work?: ______SABC e Local: ______Community TV e ______Elsewhere in Africa: ______Community Radio e 14. What do you think of Page 1 design? ______Cell School / Mobi School on Mixit e a. The design is bang on, don’t change anything! e International: ______7. What other media education offerings do you use: ______b. It’s good e Digital sites: 3. Please indicate the type of activities you participate c. It could use some work / please specify e i. Mindset e in on a regular basis: ______e 15. Would you join our Teacher Club, if it provided ii. Study Mate Exercise / Sports e workshops on development and personal wellness? iii. Science4you e Live Entertainment shows? Yes/No: ______iv. None e (i.e. concerts, gigs, cultural events etc.) e 16. What kind of events and programmes would you like v. Other e Music e to see from The Teacher? Please check the activities 8. Newspapers in Education: e you are most interested in. Crafts i. Independent Newspapers Reading e Teacher Development workshops e (The Star, Pretoria News, Daily News, Cape Times) e e Political engagement activities e Volunteerism ii. Media 24: Professional Expo e Motivational Speaker series e (Die Burger/Drum/Huisgenoot/You/Funda/Leer en presteer) e Other e Roundtable discussions e iii. Sunday Times education e ______Other (please specify) e iv. Sowetan education e 4. Where do you shop? ______v. Mail & Guardian Education e For Groceries (Name three grocery retailers): ______YOUR DIGITAL USAGE: (tick all those that you use) 9. Do you interact with any education sites on line?: ______1. Do you own ______i. Please give us the names of the sites you use: ______Laptop Computer e For Clothes (Name three clothing retailers): ______Desktop Computer e ______iPad e 10. How would you like to receive The Teacher (you can 5. Do you eat out? Mobile phone e tick more than one). Do you have access to i. Print edition delivered to your school e Yes e Laptop Computer e ii. Online e No e If yes, where? If not, why not? Desktop Computer e iii. Via mobi e ______iPad e iv. On tablet e 6.What is your primary form of transport? e e Mobile phone v. In the M&G each week Own e 2.Where do you access Internet? e vi. As a subscription online Bus e Home e e vii. As a subscription in print Train e School Libraries e 11. Should The Teacher be refreshed to concentrate on: Taxi e Internet Cafe e (please put in order of your preference) Other e 3. How many hours a day do you spend on digital devices Curriculum for learners e Lessons to support CAP curriculum for teachers Less than 10 minutes PRIZE DRAW ENTRY Less than 30 minutes e Skills development for teachers Inter-active help advice for teachers Less than 1 hour e Blankets, a family holiday, grocery More than 1 hour e General news of interest to teachers vouchers and loads of hampers More than 2 hours e Other: Please specify 4. Do you use the internet to: (tick all those that you use) ______Please fully complete the Teacher reader survey and enter ______your name, address and email below if you wish to be entered Prepare lessons e ______for the prize draw. Closing date for entries 30 November 2013. Deliver your lessons e 12. What is your favourite search engine, and what do PLEASE WRITE IN BLOCK CAPITALS Read the M&G online e you use it for?: ______Name: ……………………………………………………………..... Read the Teacher online e ______Address: …………………………………………………………… Interact with other educators e ………………………………Postcode: ……………………….. 13. Do you shop on the Internet? Interact with learners e Email: ……………………………………………………………… If yes, how often, If no, why not?: ______5. Do you use (tick all those that you use) Mobile: ( ) …………………………………………………………… ______Mixit e ______The information you provide will be used by the Teacher in Thutong e relation to the prize draw and for market research purposes. Bozza e If you wish to receive the survey via email, please send your 14. Do you read newspapers / magazines / books online, request to [email protected] or send sms to 35127 with Whatapp e on a mobile device or hardcopy?: ______your email address. Also follow us on facebook and twitter. BBM e ______

Distance education programmes

The University of Pretoria offers the following distance education All educators who would like to find out more about the University’s distance education programmes are invited to return this coupon to PO Box 22041, Helderkruin, Roodepoort, 1733 programme to teachers who want to advance their careers: or fax it to 011 768 1248. Fur further enquiries, kindly contact Andries Pelser at 011 760 3608 or 073 232 3173, or to send an email to [email protected]. *www.edutel.co.za BEdHons Education Management, Law and Policy Title: ...... Initials: ...... Surname: ...... Postal address: ...... We offer: Tel: (w) ...... (h) ...... (cell) ...... • Excellent student support Programme in which you are interested in receiving further information: ...... • Fees covering all learning material – no hidden costs ...... • Exam centres and contact sessions throughout South Africa Tel: 011 760 3608 or 073 232 3173

www.up.ac.za 8 News September 2013 theTeacher Back to college

Marilyn Honikman “They are fascinating ideas, a fresh of teachers had heard and they did approach. You want to go and imple- not complain so much.” was very disappointed ment them right now. If you do, the At tea-time a Sadtu provincial when I heard I had to give children will gain a lot. White, de treasurer, Ingrid Leukas, who is up some of my well- Hahn and Mazibukwana are three also the principal of St Raphael’s “I deserved July holidays of the 12 000 teachers who attended Primary, told the Teacher that the to go back to college,” Loretta White in-service training and develop- trade union’s view is that there are of Heideveld Primary told the ment at venues in the Western Cape, gaps in teacher development. Teacher during the third day of from George to Worcester, and Cape She said the people who were most a teacher training and development Town to Vredenberg during the July verbal against the programme were programme at Cape Town College’s holidays. heard, but they did not speak for the Crawford campus. “But I am majority. She decided to attend the not feeling that way now,” she added. It was a big thing foundation phase course herself this Teachers from around Cape Town took time off their mid-year school Her friend Yolande de Hahn, Ntsiki Nyamza, from the Western year so she could give support to her break to hone their skills at a teacher training week-long course. from the same school, said: “You Cape Education Department teachers. “I like the approach,” she Photo: David Harrison feel burnt out by the end of term. (WCED) and manager of the said. “It is hands-on and practical and You need time away from children, Crawford College programme, told the teachers are excited. This course In-service training training and development in maths but we had to come here. Now I am the Teacher it was a “big thing when should be incorporated into teacher The WCED introduced in-service and language methodology, and pleased. It’s because it was not just this programme started in 2009 for training. So many new Foundation training programmes in 2009 to support high school teachers in listening to a lecture. It was inter- teachers to give up holiday time. Phase teachers start their first day because it was dismayed by the low seven subjects. active. It was fun and the children The trade unions were saying, ‘Why without a single piece of teaching percentage of learners who had All training includes the method- will enjoy learning this way. We c are you taking their holidays?’ And material, not even flash cards.” passed the province’s own systemic ology of the new Curriculum an also apply it straight away.” on the first day the teachers wanted Her Foundation Phase teachers tests in maths and language. Assessment and Policy Statement Sylvia Mazibukwana from us to hear their complaints, but by have said to her: “We want to spend The programmes are part of (CAPS). “The trainers go deep into Hazendal Primary, who has been a Wednesday they came and said, afternoons making the kits that an eight year strategy to sup- the contents of CAPS methodology,” teacher for six years, told the Teacher, ’Thank you.’ From 2010 the next lot we’ve seen here.” port primary school teachers with said Nyamza.

Hope for the future Two programmes were held in July; one for 3 000 teachers of Foundation Phase and grades four to six, and another for 9 000 teachers of grades seven to nine. By 2016 the WCED hopes that every school in READ is launching something new for the province will have had teachers at these support programmes. The primary school training is provided by two NGOs; the language training by the READ organi- sation and the maths training by The Maths Centre. The WCED’s curriculum advisors were the first beneficiaries of the training, so that they would all understand the approach and be able to give support the RED READING BOX to teachers through-out the year. Being innovative the Teacher newspaper sat in on language and maths sessions. In one instance we saw how small children Children want to have fun and love opening could use toothpicks and jelly tots to build com- plex geometric shapes, in this case an icosahedron, a presents and so this year they will get exciting twenty-faced shape of equilateral triangles. Walls in theme boxes filled with books, resources, the lecture rooms were bright with examples of hand- made teaching aids, pictures and charts, that teachers activities and games. The boxes are packed like could make themselves. presents for them to open! In a Foundation Phase language session a very structured methodology for the teaching of group reading was first discussed and then one of the train- The theme boxes are for children aged between ees put the methodology into practice in a simulated 9-12 years and can be used at school or at home. classroom situation. In another maths session the teachers were shown an example of how to go from the concrete to the abstract. First, using two groups The themes are chosen to develop an awareness of two children standing in front, the teacher asks of the wonders of the world around us. Each box the class, “Two children and two children make how many children?” Second, learners are shown a picture • is based on a theme that appeals to children of four objects in two groups and third the learners are shown the numerals and symbols. • contains books, hands-on activities and This classic pedagogic methodology of going from the known to the unknown was illustrated in many games, writing and talking activities to develop novel ways. No wonder teachers were happy to have general knowledge, interest and excitement given up a part of their holiday. around the theme • contains structured activities for learning and WIRELESS FAX MACHINE engaging in the theme while having fun R6000 No landline needed • has make and do activities to develop Sends and receives creativity and help children learn how to follow faxes instructions Makes and receives calls Using only a simcard You can gift a Red Reading Box FINGER ATTENDANCE MACHINE R3500 to a child participating in one of Uses finger prints to clock in and out READ Educational Trust’s projects Prints timebooks, by donating R100 to the easy to use No more signing in Red Reading Box initiative. for each other For more information contact Prints records for individual teachers Visit the READ website on: www.read.org.za READ Educational Trust on (011) 496 3322 or contact READ on (011) 496 3322 or visit the website on www.read.org.za. We deliver all over South Africa to make your pledge. READ is a registered NPO: 000774 ; PBO 930011907 Email: [email protected] Tel: Lavert Raphela 082 710 0158 / 072 679 5991 Web: www.laverttechnologist.co.za te00021

advert teacher.indd 1 2013/09/06 12:47:46 PM 9 Mathematics September 2013 theTeacher

Tea party solutions A fraction tea party Finding the answer To gure out how much each friend gets in the various scenarios it is useful to draw pictures. The fact that sharing is a very common everyday occurrence makes it possible for learners to think up di erent A good under standing of fractions is crucial five brownies (in which case each ways of reaching the answer. For example, one could picture sharing ve brownies between person would get the same). So in the four people as follows: Lynn Bowie and Hamsa Venkat times”, in multiplying fractions you case where there are fewer brownies multiply numerators and multiply and fewer friends we can’t say ractions are known to be denominators but in adding frac- whether each person will get more, difficult to both teach and tions you don’t add numerators and less or the same as the friends on learn. However a good under- add denominators etc. But unless Monday did. We can make a similar Each person gets one brownie. Then the last brownie is cut into four portions and each person gets F standing of fractions is the rules are rooted in a firm under- argument for the situation involving a piece. So we can see that each person gets 1⁄1⁄ brownies. Thus 5 ÷ 4 = ⁄ = 1⁄1⁄ crucial to the development of pro- standing they become meaningless, more brownies and more people. portional reasoning and provides easily forgotten or confusing. In this way, the teacher relates Alternatively, you could picture sharing ve brownies between four people by cutting the BASIS of further study in They can’t provide the necessary division notation to fraction notation each brownie into four portions and giving each person a piece of each brownie. mathematics. conceptual development required — a connection that many learners The difficulties we face in the for further mathematics studies. are unaware of. This lack of aware- classroom when teaching fractions Over the next few months we will ness is not surprising if the only way make it tempting to simply present share with you classroom activities in which teachers explain fractions is learners with a set of clear rules that useful in building an understanding in terms of “parts of a whole’’ in the This allows us to see 5 ÷ 4 as ve pieces of portion size ⁄⁄ they have to follow — for example in of fractions. The first activity is the context of pizzas or cakes. dividing fractions you “tip and fraction tea party (Diagram). Thinking about sharing brownies Graphic: JOHN McCANN between friends allowed us to fill in The fraction tea party seven of the nine boxes in the table the amount of brownies that each Again we can use diagrams at this A classroom activity without knowing the exact numbers person got could be the same, or point to see if we can work out which of brownies and friends. The more, or less – depending on the fraction is bigger. We get to a point Whenever I have friends round for a tea party I insist absence of specific numbers is use- actual numbers. Here, we are start- where “lowest common denomina- they share the brownies equally. On Monday I have a tea party — I invite a group of friends and bring ful for communicating the idea that ingA maths to compare quiz actual question fractions. for So youtors’’ to come try in, not as a rule – but as a some brownies for them to share equally. fractions are centrally about a rela- weAdding can fractions compare, for example, five well understood and useful way of On Tuesday I have another tea party and invite tion between two numbers — the brownies shared between four comparing fractions. more friends than I had on Monday, but have the numerator and the denominator. friendsCut outwith the numberssix brownies below. Choose shared four numbers that you can arrange in the fraction same amount of brownies as I did on Monday. How Specific numbers tend to push between fivetemplate friends. below (Diagram to make the sumabove.) as close toFor 1 (but primary not equal tomaths 1) as possible. teachers we have an does the amount of brownies each friend gets on Tuesday compare to Monday? teachers and learners towards “cal- There are other possible ways to e-mail discussion group where teachers culating the answer’’, without stop- picture the sharing that can inspire can share information about events, On Wednesday I have another tea party. I invite the same number of friends as I did on Monday, but ping to understand the idea. rich conversations about fractions. activities that work in class, questions buy more brownies than I did on Monday. How does the amount of brownies each friend gets on The idea was enough to fill in most We can also think about how we can and answers about primary maths Wednesday compare to Monday? of the boxes. But when the “fewer use the diagrams1 to compare 2 5/4 and teaching 3 and learning. 4 If you would Complete the following table by lling in the words more, less, the same amount brownies/ fewer friends’’ or “more 6/5. We can go on to compare scenar- like to be part of the discussion group or can’t tell to compare how much each guest will get with the amount of brownies brownies/ more friends’’ scenarios ios like “seven brownies, nine friends please email us on [email protected] or each guest got on Monday. came up, we did think about options on Monday’’ compared with “eight visit our website http://tinyurl.com/ for the actual numbers to decide that brownies, 11 friends on Tuesday’’. witsprimarymaths Compared to Monday Fewer brownies Same number of brownies More brownies Fewer friends 5 6 7 Same number of friends “I hate maths” A maths quiz question for you to try Adding fractions More friends As part of our interest in getting teachers and parents (and anyone Cut out the numbers below. Choose four numbers that you can arrange in the fraction Completing the table can be done by using everyday reasoning. It is obvious to me that if I have the else who wants to) to see meaning same number of brownies, but fewer friends, then everyone is going to get more. If I have more brownies template below to make the sum as close to 1 (but not equal to 1) as possible. in mathematics and have fun play- and fewer friends then they’ll also get more. This allows me to complete the table as far as this: ing with mathematical ideas and Fewer brownies Same number of brownies More brownies explanations, we have started the ‘I hate maths’ initiative. It aims to Fewer friends More More stimulate interest and enthusiasm 1 2 3 4 Same number of friends Less Same More in ‘talking mathematics’. A maths quiz question for you to try Adding fractions The title acknowledges the nega- More friends Less Less Cut out the numbers below. Choose four numbers that you can arrange in the fraction tive attitudes that many adults template below to make the sum as close to 1 (but not equal to 1) as possible. How does this relate to fractions? have following their experiences of Notice that in the tea party problem, we used a sharing or “division’’ scenario involving “number of mathematics at school, and aims 1 2 3 4 brownies ÷ number of friends’’. As a teacher, I can use this task to make a connection between: to provide problems focused on primary school mathematics that 5 +6 7 Number of brownies ÷ number of friends = number of brownies 5 6 7 encourages thinking and conver- number of friends Graphic: JOHN McCANN sation. Each month we will pro- vide a mathematics problem that The last two scenarios require a brownies on Monday they’d each get can be done with no more than little more thought. If we have fewer one. primary school level mathemat- friends as well as fewer brownies, it If on Tuesday I had fewer friends ics. We encourage everyone to try is tempting to say each person will and fewer brownies it is possible that these problems, to discuss them + get the same amount of brownie as I had five friends and nine brownies and have fun with them. We will they did on Monday. But the prob- (in which case each person would get provide some solutions (but sug- lem is we don’t know the actual more) or it is possible that I had eight gest you don’t look at them until change in the number of brownies friends and two brownies (in which you’ve really played with the prob- Graphic: JOHN McCANN and the number of people. So, for case each person would get less) or it lem yourself). Graphic: JOHN McCANN example, if I had 10 friends and 10 is possible that I had five friends and + DUT DURBAN UNIVERSITY OF TECHNOLOGY

Graphic: JOHN McCANN   

The Education Labour Relations Council (ELRC) is at the helm of this yearʼs celebrations, in collaboration with the other stakeholders in education, which includes the South African Council for Educators (SACE).

The ELRC is a bargaining council composed of the Department of Basic Education as the Employer and the admitted Teacher Unions, the South African Democratic Teachers Union (SADTU) and CTU-ATU (NAPTOSA, SAOU, NATU, PEU, PSA, and 10 HOSPERSA). September 2013 theTeacher News The Councilʼs vision, to improve the quality of learning and teaching through labour peace, encapsulates the essence of World Teachersʼ Day, which not only celebrates teachers, but also strives for improvement in the quality of teaching and learning, particularly in public education.

RhymeThe theme for butWorld Teachersʼ Day no2013 is: "A Call forreason Teachers".

What today’s teacher needs to know to investigate, research and ask ques- This yearʼs celebration will betions a societalthat will allow engageme them to thinknt, that calls on all teachers, as deviate from parrot teachingwell as prospective style teachers, beyondto join the in obvious. the celebrations in Durban. • Teachers themselves need to be Xolani Majola folly of promoting repetition at the inquisitive and excited by the pros- Asexpense part of of reason. a build-up to the Worldpect of Teachersʼdiscovering new Day knowledge celebrations, a seminar to discuss ery often as teachers we theThis “ Professionalisationparrot fashion methodology of andteaching” developing which new skills. will Theyinvolve Experienced Speakers, tend to promote repeti- Teacherwas a safe havenOrganisations for teachers whoand needClassroom to understand based that “reason”teachers will be held on the 4th tion of phrases as part of themselves had little knowledge of comes as a result of asking questions. our teaching regimen. Octoberthe subject-matter. 2013. ProvincesIt was easy toand Sometimes schools the will quality also of host the answer events at the local level. We ask learners to open up a poetry book and get learn- is determined by the quality of the Vrepeat after us, to sing and to rhyme ers to recite. There was no intellectual question asked. Prominent speakers at this yearʼs event include the Minister of Basic Education, Ms sentences and paragraphs. In the Angieinput or Motshekga,effort made to promote leaders rea- of teacher unions and a guest speaker from Education days gone by this was the most pre- soning. Anyone who deviated from What must teachers do to th ferred method of teaching. It didn’t International,the norm (reciting) who and ventured has been into ­pr invitedomote tothinking deliver in class? the keynote address on 5 October require much effort from teachers 2013.asking a question was dealt with • It is vital to encourage free thinking except finding stories or choruses to harshly. According to teachers back in class, to allow learners to some- be recited. This method of teaching  then, asking questions during a poem times run wild with their imagina- was effective in the sense that it pro- Venue:recital was disturbing. An inquisitive University tion. of ThisKwaZulu-Natal does not mean – Westvillelearners Campus moted order in class as all children child was immediately isolated M. andH. Joosubmust be Hall left to think thoughts that were actively involved in rhyming squashed. Universitywill Road not contribute to the whole learn- out sentences they hardly under- Today, while teachers do notWestville neces- ing process. Every teacher should stood. sarily promote parrot fashion learn- structure their teaching processes Some called this style of teaching ing, some still find it difficult to thlet go in such a way that there is room for and learning “parrot fashion” since Date:of this old habit. Some disguise5 thisOctober learners 2013 to question things in class. learners only learnt through repeti- Theform Educationof rote learning Labour by putting Relations Learners Councilmust have a(ELRC) chance to stopis at the helm of this yearʼs tion like parrots do. I remember viv- celebrations,Time: learners into groups in andcollaboration asking 10h00 them to witha 16h00teacher the at other any time stakeholders during the les- in education, which includes idly back in primary school how we to teach each other to recite meaning- son and ask a “burning” question they were made to repeat after our English theEnquiries:less stuff.South African Council Mr. Dolinfor Educatorsmay Singh have. In (SACE).this way, intellectual When educators are creative learners become receptive to learning. teacher the poem Twinkle Twinkle KZN Provincialfreedom Managerwill be encouraged and in Little Star. I cannot remember exactly The What ELRC do teachers is a bargainingneed to Tel: (031) councilthe 208-7065 long composed run this / 96will also of encouragethe Department I urge teachersof Basic to changeEducation their Rhyme without reason is has no what the content of the poem was yet know? tolerance of divergent thoughts. own attitudes towards teaching and value. Every activity in class should I whizzed through it like a morning as • Teachers the Employer need to understand and Email:the that admitted [email protected]• A practical Teacher example Unions, would bethe learning.South African Democratic be meaningful and with purpose. star. Our English teacher made us Teachersthe sole purpose Union of (SADTU)education isand when CTU-ATU a teacher (NAPTOSA, always encour SAOU,- I plead NATU, with PEU,them to PSA, shift theirand Teaching and learning must be repeat this poem until our narration HOSPERSA). to enlighten. It is there to open Ms. up Bernice ages Loxtonher learners to ask the ques- focus from being comfortable with designed to cause mind shifts and of it was perfect. We would literally learners’ minds and encourage Research them tions: & Media “why, what,Officer when, how, etc.” learners who sit quietly in class to move learners to higher levels.. sing every stanza of this poem and yet to be creative, innovative, inquisi- Asking such questions contrib- becoming accustomed to learners Go out there and create magic. if you asked any of the learners what The tive and Councilʼs excited to explore vision, the to Tel: world improve (012) utes 663-0442 immenselythe quality to inquisitivenessof learning andwho teaching constantly through but intelligently labour the word twinkle meant they would peace, around them. encapsulates Classrooms should theEmail: essencebe [email protected] ofcan World later be transformedTeachersʼ into Day, interject which duringnot only lessons celebrates to make Xolani Majola is an education policy not have an answer. Such was the teachers,places where butlearners also are strivesset free to forresearch improvement activity. in the quality valuableof teaching­ contributions. and learning, analyst. particularly in public education. PARTICIPANTS

The theme for World Teachersʼ Day 2013 is: "A Call for Teachers". WORLDThis yearʼs celebration TEACHERSwill be a societal engagement, that DAY calls on all teachers,2013 as well as prospective teachers, to join in the celebrations in Durban.

As part of a build-up to the World Teachersʼ Day celebrations, a seminar to discuss the “Professionalisation of teaching” which will involve Experienced Speakers, The ELRC, in collaborationTeacher with Organisationsother stakeholders andin education, Classroom which based teachers will be heldVenue: on the 4th includes the South AfricanOctober Council 2013. for Educators Provinces (SACE) andis co-ordinating schools thiswill also host eventsUniversity at the of KwaZulu-Natal local level. – Westville Campus year’s World Teacher Day Celebrations. M. H. Joosub Hall The ELRC is a bargainingProminent council composedspeakers of at the this Department yearʼs eventof Basic include the Minister of BasicUniversity Education, Road Ms Angie Motshekga, leaders of teacher unions and a guest speaker fromWestville Education Education as the Employer and the admitted Teacher Unions, the South th African Democratic TeachersInternational, Union (SADTU) who hasand CTU-ATU been invited (NAPTOSA, to deliver the keynote address Date:on 5 October 2013. SAOU, NATU, PEU, PSA, and HOSPERSA). 5th October 2013 The Council’s vision, to improve the quality of learning and teaching through Venue: University of KwaZulu-Natal – Westville Campus Time: labour peace, encapsulates the essence of World Teachers’ Day, which not M. H. Joosub Hall 10h00 to 16h00 only celebrates teachers, but also strives for improvementUniversity in the Road quality of teaching and learning, particularly in public education. Enquiries: Westville Mr. Dolin Singh The theme for World Teachers’ Day 2013 is: “A Call for Teachers”. th KZN Provincial Manager Date: 5 October 2013 This year’s celebration will be a societal engagement, that calls on all teachers, Tel: as well as prospective teachers, to join in the celebrations in Durban. Time: 10h00 to 16h00 (031) 208-7065 / 96 As part of a build-up to the World Teachers’ Day celebrations, a seminar Email: involving ExperiencedEnquiries: Speakers, Teacher Organisations Mr. Dolin and Singh Classroom [email protected] based teachers will be held on the 4th October 2013. KZN Provinces Provincial and schools Manager Ms. Bernice Loxton will also host events at the local level. Tel: (031) 208-7065 / 96 Email: [email protected] Research & Media Officer Prominent speakers at this year’s event include the Minister of Basic Tel: Education, Ms Angie Motshekga, leaders of teacher Ms. unionsBernice and Loxton a guest (012) 663-0442 speaker, the Vice President of Education International Research Mrs. Irene & Media Duncan Officer Adanusa who has been invited to deliver the keynote Tel: address (012) on 663-0442 5th October Email: 2013. Email: [email protected] [email protected] PARTICIPANTSPARTICIPANTS

elrc09

11 Technology September 2013 theTeacher Animating maths

Thabo Mohlala maths and science for six years at teaching tools but complement high school level. them. He said their unique features­ athematics and physi- It was while teaching that he expe- make them the most powerful cal science are like keys rienced first-hand the challenges that delivery ­tools and assist learners to: which can open doors learners faced with maths. He • Learn by doing things practically; and windows of oppor- believes that resources must be mobi- • Get immediate feedback; tunities for those who lised to intervene urgently. “A link • Interact with virtual objects in 3D; Mwould like to pursue careers in other must be made between reality and • Experience dynamic events in real fields, said Peet van Schalkwyk, a the abstractions to ensure [learners’] time; retired professor from the University understanding of maths and science • Freeze action on screen; of the North West’s mechanical concepts,” he said. • Do experiments with objects that engineering­ department. are too small to see or too large to Peet van Schalkwyk with his learners. Photo: Supplied Computer animations handl or too fast or invisible or Abstract symbols Van Schalkwyk believes computers simply­ unavailable to learners; and additional and never replace teach­ 15th National Science and Technology Teaching both subjects in such a way are a boon to education because they • And, they can develop their minds. ers. “The teacher will become more of Forum-BHP Billiton Awards 2013. He that they are easily accessible to “have opened a whole new virtual The maths CD is suitable for grades a manager of the learning as the is also a recipient of 2011 The World learners has always presented a seri- world in which learning can take R to grade nine and complies with the learners get involved in lots of activi- Academy of Sciences (TWAS) - a UNE- ous challenge to a teacher. As a result, place”. To help address the problem, new curriculum and can also be used ties — many in their own time and at SCO administered and funded inter- most learners develop negative atti- he launched a computer animations by learners “with a backlog in mathe- their own tempo,” said Van national award. For more information tudes towards them, particularly project to assist learners who strug- matics” to catch up. Similarly, the Schalkwyk. on the CDs, teachers can contact him maths. Experts blame this on South gle to understand maths and science science­ CD is tailored to suit grade 11 on: 082 668 6835 or e-mail: peetvan- Africa’s severe shortage of adequately concepts. Developed over the past six and grade 12 curriculum. The other Van Schalkwyk was a finalist at the [email protected] qualified maths and science teachers. years, the animations are a “truly advantage is that learners can use the According to Van Schalk­wyk this is interactive programme where natu- CDs on their own and progress at compounded by teachers’ lack of cre- ral laws are programmed into virtual their own pace, said Van Schalkwyk. Answer to maths quiz ativity to break down the complex objects so that they behave like real He said he used Science Weeks’ Adding fractions and abstract maths concepts. life objects”. The programming is activities as a platform to test the pro- The answer to this activity is less important than the exploration and thinking that goes into playing He noted: “One of the serious done in JavaScript while the anima- ject’s impact on wider learner com- with the possibilities. So, for example, I know I can’t make the numerator bigger than the denominator problems in mathematics teaching tions can be viewed with Adobe munity and the response was encour- in either fraction or else it’ll already be bigger than 1. I can gure out that if I choose ⁄ as the rst is that content is presented in an Flash Player, downloadable for free aging. Through these activities he fraction, I know I need to make the second fraction just a little less than ⁄ so ⁄ may be a good choice. Thinking through similar ideas about fractions allows me to explore the possibilities that get abstract way with often vague refer- from the internet. discovered that most learners have a me close to 1. ences to reality… Mathematics and The animations are also avail- huge problem with maths fractions. physical science use many abstract able on two CDs (maths and science) But after a few demonstra­ tions,­ Van The nearest I could get to 1 was by starting with ⁄ . This is just ⁄ short of 1 so symbols and if kids do not know and and can be downloaded from: www. Schalkwyk said, learners begun to I knew if I added ⁄ (which is smaller than ⁄) I would still have less than 1. understand what they stand for, science-animations.com­ . The CDs gain better understanding thanks to they are lost.” also come with worksheets to guide the engaging nature of the anima- the user through the animations. tions. Van Schalkwyk said “carefully 5 1 6+ 35 41 Innovative interventions constructed interactive computer + = = Though his background is in engi- Unique and complementary programmes can enhance educa- 6 7 42 42 neering, Van Schalkwyk is also an Van Schalkwyk said the animations tion”. But, he cautioned that com- accomplished teacher. He taught do not replace teachers or any of the puter programmes should always be Graphic: JOHN McCANN

UWC Alumni Association 60s & 70s ALUMNI REUNION UWC invites all graduates and past students to attend the 60s and 70s Alumni Reunion Weekend Date: Friday, 4 October to Sunday, 6 October 2013

For more information visit our website: www.uwc.ac.za/alumni or contact the Alumni Relations Office at [email protected] or Tel: +27 21 959 2143.

Don’t forget to follow us on:

www.facebook.com/uwcalumni twitter.com/uwconline Moses Kotane Institute: A Philosophical View

Preamble

he Moses Kotane Institute was created four and half years ago in order to create opportunities for better quality education and skills to the youth from previously disadvantaged background. This was based on the mandate of the South African government. This became necessary if one considers the following view by the MEC of Economic Development and Tourism in KwaZulu Natal, Mr. Mike Mabuyakhulu when he said “ One of the most enduring legacies of the apartheid government in our country is the shortage of skills in the field of TScience, Technology, Mathematics and Engineering”. The Moses Kotane Institute is a Science, Technology, Engineering and Maths(STEM) Institute whose mandate is to respond to use STEM for economic development. Dr. Zweli Mkhize put it aptly when he contends that: MKI was therefore all about empowering our people to become better people through education, so that we can have skilled people who can provide leadership in global affairs “ The intellectual and re- search capability cannot be divorced from this”, needless to say.

♠ Leaders who understand that being in the world Towards a philosophy of MKI means being with others,leaders who are there- fore not individualist . KI is a unique institute and maybe the only one of Leaders who relate their daily actions to a broader this particular kind in that it espouses a particular ♠ call for a democratic revolution. Mphilosophy. In the first instance MKI is named after Moses Kotane who was one of the fearless fghters of the struggle for a revolution in South Africa. He was at some point mentioned by the former and first President of South Africa, Nelson Mandela as one of the icons of the struggle. Conclusion Moses Kotane never lived to see the political emancipation of South Africa that he had tirelessly fought for. He lies bur- The vision is for MKI producing graduates with a social con- ied in Russia in the cemetery earmarked for Russian intel- science is not a common phenomenon. It is hoped that lectuals. The Moses Kotane Institute was thus named after such a vision will translate into a situation where all those him as an honour to the values that he stood for. who are public servants will regard it as an honor to serve. The model that Moses Kotane Institute has developed will Deriving inspiration from the thinking and actions of Moses hopefully be refined over the years and it is our desire that Kotane, MKI was conceptualized with a partitular philoso- all the South African citizens develop a selflessness attitude phy in mind. Moses Kotane had a very high level of social of servitude, an attitude that transcends individualistic ten- consciousness. On the other hand South Africa, particularly dencies by putting others at the center (batho pele). during apartheid is known for producing scientist with gen- erally less or zero social consciousness. That is why we have MKI aims to be a beacon of hope for all future Africans today a situation where as a country we have scarce skills. where progressive citizen can be groomed through educa- This infact is a discussion for another article. Ubuntu is one tion and values of humanity grounded on the principle of of the values of Mose Kotane Institute. Social conscious- Ubuntu, love respect, honesty, compassion, forgiveness, ness and Ubuntu are inextricable linked. MKI aim at training humility and unity. people to understand that they are being trained to become This article is written by assets to their communities and their training should there- BW Ngcobo (CEO of MKI) in his personal capacity. fore respond to the needs of their communities. In other words MKI aims to to produce people with knowledge to provide solutions for daily occurrences, people who can put self aside and work for the society. This is Ubuntu in action. Those that are associated with MKI, be it staff or students should demonstrate the following tendencies which are the basis of Ubuntu as a guiding philosophy at MKI : ♠ Compassion, empathy and integrity ♠ Thought leaders who use science as a tool for eco- nomic emancipation ♠ Leaders who are not going to migrate to better developed areas and forget about their roots but leaders who are prepared to make a difference in the lives of others. TeacherMOSES