PAUL ROOS GIMNASIUM/GYMNASIUM
VAKKEUSE/SUBJECT CHOICE
NAAM VAN LEERDER/NAME OF LEARNER:...........................................
GR : ............
VAKKEUSE GR 10 - 12
A.
B.
C.
Oefen ‘n keuse uit tussen Huistaal
of Addisionele Taal. Beide tale kan
as Huistaal geneem word.
(Merk met 'n X)
1. Afrikaans Huistaal
1. Afrikaans Addisionele Taal
2. Engels Huistaal
2. Engels Addisionele Taal
VERPLIGTE VAKKE
3. Wiskunde OF
3. Wiskundige Geletterdheid
4. Lewensoriëntering
KIES SLEGS EEN VAK UIT ELKE
GROEP:
5. Fisiese Wetenskap
Geskiedenis
Lewenswetenskappe
SUBJECT CHOICE GR 10 -12
A.
B.
C.
Choose either Home or Additional
Language. Both Languages may be
taken as Home Languages.
(Mark with a X)
1. Afrikaans Home Language
1. Afrikaans Additional Language
2. English Home Language
2. English Additional Language
COMPULSORY SUBJECTS
3. Mathematics OR
3. Mathematical Literacy
4. Life Orientation
CHOOSE ONLY ONE SUBJECT FROM
EACH GROUP:
5. Physical Sciences
History
Life Sciences
6.
Rekeningkunde
Rekenaartoepassingstegnologie
Aardrykskunde
Tegnologie Meganies
Fisiese Wetenskap
6.
7.
Lewenswetenskappe
Ekonomie
Ingenieursgrafika en -ontwerp
7.
Duits
Italiaans
Frans
Xhosa
Ander vakke wat by enige van groepe
5, 6 of 7 ingesluit kan word:
Musiek
Kunsvakke
Inligtingstegnologie
Accounting
Computer Applications
Technology
Geography
Mechanical Technology
Physical Sciences
Life Sciences
Economics
Engineering Graphics and
Design
German
Italian
French
Xhosa
Other subjects which may be
included in any of groups 5, 6 of 7
Music
Art subjects
Information Technology
2
New name
Old name
Home Language
First language
Additional Language
Second Language
Physical Sciences
Physical Science
Life Sciences
Biology
Computer Applications Technology
Computer Studies SG
Information Technology
(Only after school)
Mechanical Technology
Computer Studies HG
Engineering Graphics and Design
Metalwork
Technical Drawing
At least one of Afrikaans or English must be taken as Home Language.
Mathematics OR Mathematical Literacy must be taken.
The classification in subjects as Higher Grade or Standard Grade falls away.
A learner must offer only one subject from groups 1, 2, 3, 5, 6, and 7. Group
4 is compulsory.
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Circular 0046/2008 of the WCED states the following regarding subject
changes:
2.
Subject changes in Grades 10 and 11
2.2.1
A learner may change a maximum of two subjects in Grade 10,
subject to the approval of the principal of the school where the learner is
registered
2.2.2 A learner may change one subject in Grade 11, subject to the approval
of the principal of the school where the learner is registered.
2.6
The closing date for subject changes in Grades 10 - 11 is 28 February
of each year.
3.
Subject changes in Grade 12
3.1 A learner may change ONLY one subject in Grade 12 and this will only
be allowed in exceptional cases.
ASSESSMENT MANAGEMENT MINUTE: 0013/2009 of the WCED states
the following:
3.
PROMOTION AT GRADE 9 LEVEL
Promotion occurs only at Grade 9 level in the General Education and Training
(GET) Band.
All eight learning areas are compulsory and all learners must complete all the
school-based assessment (SBA) and the external assessment components
for all the learning areas.
In order to be promoted from Grade 9, a learner must achieve at least the
following:
a)
b)
c)
d)
e)
f)
Home Language or language of learning and tuition. 4 (50 – 59%)
Learning Area 2 4 (50 – 59%)
Learning Area 3 4 (50 – 59%)
Learning Area 4 3 (40 – 49%)
Learning Area 5 3 (40 – 49%)
Learning Area 6 (Mathematics) 3 (40 – 49%)
Please note: A learner may achieve below 40% in learning areas 7 and 8 and
still be promoted, on condition that the above-mentioned promotion
requirements in the six learning areas are met.
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4. Minimum requirements for admission to the Higher Certificate,
Diploma and Bachelor’s Degree
Higher Certificate
The minimum admission requirement is a National Senior Certificate (NSC) as
certified by the Council for General and Further Education and Training
(Umalusi).
Institutional and programme needs may require appropriate combinations of
recognised NSC subjects and levels of achievement. For example, an
institution may determine that a Higher Certificate in Architectural Design
requires in addition to the NSC a specified level of attainment in Design and
an associated recognised subject.1
Diploma
The minimum admission requirement is a National Senior Certificate (NSC) as
certified by Umalusi with an achievement rating of 3 (Moderate Achievement,
40-49%) or better in four recognised NSC 20-credit subjects.
Institutional and programme needs may require appropriate combinations of
recognised FETC subjects and levels of achievement. For example, a
Diploma in Datametrics might require a pass at a prescribed level in
Mathematics or Information Technology.
Bachelor's Degree
The minimum admission requirement is a National Senior Certificate (NSC) as
certified by Umalusi with an achievement rating of 4 (Adequate Achievement,
50-59%) or better in four subjects chosen from the following recognised 20credit NSC subjects (which will be known as the designated subject list):
• Accounting
• Agricultural Sciences
• Business Studies
• Dramatic Arts
• Economics
• Engineering Graphics and Design
• Geography
• History
• Consumer Studies
• Information Technology
• Languages (one language of learning and teaching at a higher education
institution and two other recognised language subjects)
• Life Sciences
• Mathematics
• Mathematical Literacy
1 The examples given in this document are for purposes of illustration only
and are not prescriptive in any way.
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AFRIKAANS ADDITIONAL LANGUAGE
1.
WHAT DOES AFRIKAANS ADDITIONAL LANGUAGE ENTAIL?
Afrikaans Additional Language:
As a rule, learners think primarily in their mother tongue and then translate
those thoughts in order to express themselves. The acquisition of a First
Additional Language encourages bilingualism, and inter-cultural
communication. The language skills, namely listening, speaking, reading /
watching and writing / presenting get an equal amount of attention with the
result that Additional Language speakers learn to think and argue and
communicate in Afrikaans. The curriculum makes provision for learner
participation and self discovery and learners participate in class activities.
2.
WHAT IS THE DIFFERENCE BETWEEN HOME LANGUAGE AND
FIRST ADDITIONAL LANGUAGE?
With home language (the language of instruction and learning), listening and
language skills are developed and much emphasis is placed on the
development of the reading / watching and writing skills of the learner. With
First Additional Language, skills like listening, speaking, reading, watching
and writing and presentation get an equal amount of attention. The work
studied in the Afrikaaans Additional class, is practical and informative. It is
very important that Additional language-learners should have a good
vocabulary, in order to develop good communication skills. For that reason,
building up a good vocabulary is a particular aspect of the class that gets
much attention.
ENGLISH DEPARTMENT
MISSION STATEMENT
Since the advent of the internet, and improved international communication,
the necessity for the use of a global language is rapidly becoming a reality,
and it is manifestly clear that the world is choosing English as the favoured
language of communication.
At PRG it is our aim not only to teach the learners English, but also to raise
their knowledge and use of the language to extraordinary levels, thus giving
them an advantage in almost everything that they do at school, as well as in
their future lives and careers. Furthermore, with excellent English skills,
pupils may truly become ‘global citizens’ and compete with confidence for
world-wide career opportunities.
COURSE OUTLINE:
1. Language includes comprehension, grammar and language techniques.
There is an emphasis on recognition of appropriate tone and register in
different types of writing in order to teach better communication skills.
2 Literature includes plays, novels and poetry, both international, African and
South African.
6
3 Original writing includes various types of transactional/functional writing as
well as essays
4 Oral work includes presentations, prepared and unprepared speeches,
reading, conversational skills and listening comprehensions.
5. Visual literacy includes the study of a variety of films to enable learners to
view with discrimination and to understand film technology and techniques. A
critical approach to films is a skill for life. In First Additional Language the
focus is purely content whereas Home Language learners must study the
technical aspects of film making as well.
ENGLISH HOME AND FIRST ADDITIONAL LANGUAGE
In both English Home and First Additional language the specific aims are:
The improvement of the learner’s ability to speak English fluently, correctly
confidently.
The improvement of the learner’s understanding of the written word and thus
his ability to read with keen enjoyment and profit.
The improvement of the learner’s writing skills.
The improvement of the learner’s ability to analyse literary texts to increase
appreciation.
The improvement of the learner’s ability to think creatively, critically and
analytically.
Thus to broaden a learner’s horizons.
Although the aims are more or less the same the focus in First Additonal
Language is predominantly content based whereas in Home Language
learners have to deal with a wider range of texts (Shakespeare) critically and
analytically.
The amount of work completed in Home language will exceed that of First
Additional Language.
In order to continue with Home Language in grade 10 a learner should
achieve an average of 65% in grade 9.
MATHEMATICAL LITERACY AND MATHEMATICS
1.
-
To pass Mathematics a learner must satisfy the following conditions:
always pay attention in class
do homework every day
do extra work on his own and in his own time
prepare very well for tests and examinations by doing many extra
exercises
ask if he does not understand
keep up with the work, because each day’s work is based on the
work of the previous day.
7
2.
Summary of the contents of the curriculum of Mathematical Literacy:
(Note that the contents is not given fully)
Module 1: Number and operations in context:
percentages e.g. percentage increase and decrease
using mathematical knowledge to manage personal finances and to
set up a personal budget
adapt a budget to accommodate, for example, a change in the price
of petrol or an increase or decrease in bond repayments
simple and compound interest
Module 2: Functional relationships:
variables and rate of change
direct and inverse proportion
drawing graphs of a number of situations in real life.
interpreting graphs and tables of data of situations in real life
Module 3: Space, Shape and Measurement
perimeter and volume
converting units of measurement within the metric system e.g.
centimetres to metres, square centimetres to square metres
drawing and interpreting of scale drawings
Module 4: Data handling (Statistics)
3.
A short summary of the content of the curriculum of the subject
Mathematics:
(Note that the contents is not given fully)
Module 1: Number and Number Relationships:
number patterns
financial mathematics; e.g. compound and simple interest, inflation,
hire purchase
understanding the implications of fluctuating foreign exchange rates
Module 2: Functions and algebra:
graphs: straight line graphs, hyperbolas, parabolas, exponential
graphs (all graphs are also vertically translated). It is especially the
graphs which are much more difficult than was expected in the old
curriculum
manipulation of algebraic expressions
the solution of linear, quadratic, exponential and simultaneous
equations
the use of mathematical models to solve real-life problems
8
Module 3: Space, Shape and Measurement:
it includes topics, such as ordinary Euclidean geometry, co-ordinate
geometry and transformation geometry.
the understanding of the effect on area and volume if any dimension
is multiplied by a constant factor.
trigonometry and trigonometrical graphs (these graphs can also be
vertically translated).
Module 4: Data Handling and Probability (Statistics)
General advice:
It is essential that you and your son make the right choice from the start. We
recommend that, if the average of the marks that your son obtained for the
June examination is:
-
more than or equal to 60%, he can certainly take Mathematics
between 50% and 60%, you must carefully consider whether he
really needs Mathematics for his future career.
less than 50%, he must certainly take Mathematical Literacy.
After implementing the new course in Mathematics Literacy, in 2006, the
following conclusions regarding Mathematics versus Mathematical Literacy
were reached: Should a learner pursue a career, such as in pure
Mathematics, Engineering, Science etcetera, it is obvious that he should
choose Mathematics as a subject. However, should a learner pursue any
other course you should find out whether Mathematics as such is required for
that specific course and then make the appropriate choice.
You must also understand that Mathematics and Mathematical Literacy are
two completely separate subjects with different content. In the past, a learner
could easily change from higher grade Mathematics to standard grade
Mathematics, because standard grade Mathematics was an easier version of
higher grade Mathematics. The subject content did not differ substantially. If,
however, a learner has to change from Mathematics to Mathematical Literacy
next year, he will have to catch up on everything he missed of to
Mathematical Literacy, because these two subjects are completely different in
content.
Advanced Programme Mathematics (previously known as Additional
Mathematics):
This is taken as an extra subject and taught only once a week after school
hours. The content of the syllabus is much more advanced than that of the
ordinary Mathematics syllabus. To take this subject a learner must comply
with the following conditions:
-
obtain an average of 80% or more for his two Mathematics
examinations in grade 9
have enough self dissipline to work and study on his own for many
hours
9
Mathematics Optional Paper:
The content of this paper is only taught in grade 11 and 12
LIFE ORIENTATION
Life Orienation is a compulsory subject in the Further Education and Training
(FET) phase. Life Orienation consists out of the following sections: Personal
well-being, Citizenship education, Recreation and Physical well-being,
Careers and career choices.
Life Orientation focuses on sharing knowledge and values and also provides
practical learning experiences.
Life Orientation provides a basic background to those who would like to
further their studies in fields such as Law, Sports science, Psychology,
Industrial psychology, Philosophy and Religious studies.
Learners are expected to keep up with the theory as it is discussed in class, to
participate in all the physical activities during the Recreation and Physical
well-being periods and to do their own research for projects.
Life Orientation uses continuous assessment, with a strong emphasis being
placed on doing project work at home. Learners do not write a Life Orientation
paper during their final matric examination.
PHYSICAL SCIENCE
If a learner wants to take Physical Science as a subject in Grade 10, he needs
to take the following into consideration.
He needs to obtain good marks in Mathematics (November) in Grade 9.
The marks that he obtains in the Mathematics (November) paper in Grade 9,
will be a good indication whether he has the ability to take Physical Science
as a subject in Grade 10.
There is a vast difference in the levels of difficulty of Grade 9 Science and
Grade 10 Physical Science.
The syllabus is very demanding and work needs to be completed at a
tremendous pace.
The work requires a great deal of insight/comprehension and learning work.
Problem solving and interpretation of graphs form an integral part of the
syllabus.
Learners who take Mathematical Literacy must not take Physical Science as a
subject.
10
In order to do well in Physical Science, the learner will have to ensure that he
has mastered the day’s work and should study every day.
He should have a passion for the subject.
Physical Science is compulsory for the following tertiary courses/ fields:
Engineering, Health Sciences, most of the Natural Sciences, BSc Sport
Science as well as Aviation courses.
Physical Science is strongly recommended for the Agri Sciences.
HISTORY
What the study of History entails:
The new curriculum entails an in depth comparative and interpretive study of
themes which address both South African and foreign history.
Minimum admission requirements:
It is expected of prospective History learners to obtain at least 50% at Grade 9
level. This requirement is linked to the more advanced and interpretive nature
of these studies at the more senior levels.
The differences between the Junior and Senior levels of study:
With the Junior levels (Grade 8 and 9) are mostly explorative, the more Senior
levels (Grade 10, 11 and 12) deal with the themes in much greater depth,
make deductions and comparisions and draw interprative conclusions in order
to attain greater understanding and to enable more authoritative outcomes.
The desired calibre of learner:
The learner who whishes to study History is required to be well-read and to be
able to exercise mature judgement in order to suitable interpret the factual
information being handled.
Candidates to be discouraged from the study of History:
Learners who do not enjoy reading and do not do well in that field also
experience problems in producing good written work, should rather not select
the subject.
The most important skills needed in a History learner:
Good analytical powers of understanding and strong written skills.
Subjects which are well aligned with History:
All spoken languages and Social Sciences
History naturally leads to the following fields of study:
Any Social Science field, for instance Law and Education.
11
LIFE SCIENCE
“Life Science is all about the principles of life and maintaining a balance. It is a
study of the link between other fields such as physiology, agriculture, earth
science, physical science, mathematics, technology, community health,
medicine, populations and environmental studies, archaeology, anthropology
and paleontology.”
(Bowie et. al 2008)
Life Sciences is the in-depth look at the biological world (natural living world of
plants, animals, and microbes.), the environments in which they live and
impact on. It focuses in more detail on the processes of life and
interrelationships of their surrounding environments. It differs from Natural
Sciences in the way that no Physical Sciences such as inorganic chemistry,
and physics (eg. electricity/forces) are discussed or included in the curriculum.
A learner who has achieved above 45 % for Natural Sciences should be able
to cope successfully in the grade 10 year provided that the learner shows the
following characteristics:
An interest in how our natural biological world works.
The ability to have insight into certain complex biological processes
and the interrelationships between them.
The ability to read and understand new biological concepts and then
translate these concepts into their own written word.
The willingness to learn and study.
Learners who have no interest in the inner workings of biological life will not
enjoy this subject.
The subjects that complement Life Sciences are, Mathematics, Maths
Literacy, Physical Sciences, Geography and Information Technology.
Life Science is compulsory for the Medical Sciences and strongly
recommended for studies in the Agri Sciences, Sport Science and all
Biological Sciences.
ACCOUNTING
“See yourself as a factory – the purpose of time management skills is to
enable you to increase the quality and the quantity of your production”
Brian Tracey
Even if your son does not become an accountant or auditor, Accounting will
still teach him the skill of time management. The subject requires daily
homework exercise and will therefore also develop self discipline, accuracy
and a sense of responsibility.
The Financial literacy which learners are taught in Accounting is important for
all walks of life.
12
What is the minimum recommended mark for a learner who wishes to
continue in Accounting in Gr10 – 12?
We can not discourage anybody to continue with Accounting in Gr10 but
>65% would be a good guideline.
What is the biggest difference between EMS in Grade 8 and 9 in comparison
to Accounting in Gr 10 – 12.
There is a change in focus from Financial Accounting (basic bookkeeping) to
Management Accounting.
Which other subject could be taken in addition to Accounting?
Economics often helps with interpretation of Management Accounting
problems.
Is Accounting a requirement for Tertiary studies?
Although Accounting is not a requirement for a B Comm or B Accounting
degree, it is highly recommendable. The current feedback from first year
students is that they can build on their school accounting and that the basic
knowledge helps them to adapt to their university studies. Rumours about
learners being taught “incorrectly” at school cannot be true. Debits and
Credits have not changed since the times of Lucas Pacioli ( the father of
accounting)
COMPUTER APPLICATIONS TECHNOLOGY
What is Computer Applications Technology about?
The subject allows learners to develop basic to advanced end-user computer
skills (Word, Excel, Access, PowerPoint).
This ensures that learners can enter different career pathways in a number of
fields, or apply these, and related skills, to create employment for themselves
and for others.
Theory
■ computer hardware and software;
■ networked environments;
■ information and communication technologies in different environments;
■ computer ethics, security and viruses;
■ ergonomics, health and safety issues; social and environmental issues;
■ using an operating system including file management; and general trouble
shooting.
Applications (Word, Excel, Powerpoint and Access)
■ competence in input and manipulation of data;
■ effective use of various end-user computer application programmes;
■ integration of application programmes in a variety of contexts;
■ effective communication.
13
Information Management
■ find, collect, analyse and critically evaluate data;
■ organise and process information in various formats; and
■ present and communicate information.
What skills are required by Computer Applications Technology?
Learners must develop the skill of understanding a concept and then apply
the principle. Very good reading and comprehension skills are therefore
needed.
The amount of content covered by the subject makes a very good study
method a necessity. Many practical tasks are done during the year. Theory is
usually a problem when they have to apply knowledge in a particular scenario.
Basic numeric proficiency is important requirement, especially when working
with Excel.
For which tertiary studyfield are Computer Applications Technology a
requirement?
Computer Applications Technology at school level is not a requirement for any
tertiary studies but computer literacy is a requirement for any tertiary studies.
GEOGRAPHY
Geography includes/embraces knowledge of:
* the earth and her support systems to her inhabitants,
* the interaction / relationships between the inhabitants and their environment
* to use the earth in such a way to conserve for the future
No minimum mark, only interest in the subject and hard work.
The biggest difference between the junior and senior phase is the amount of
work and assessment criteria.
Learners showing interest in the subject and would like to follow a career in
the related field of study.
Their is a relationship between Geography and other subjects such as: Life
sciences, economics, mathematics, physical sciences and technology.
Careers:
Different BSc, BA & BEcon careers,
Aeronautics, Oceanology, Geology, Various Environmental fields, Town &
Regional Planning, Geographical Information Systems etc
14
TEGNOLOGIE MEGANIES
Suid-Afrika en baie lande in die wêreld beleef tans groot vaardigheidstekorte,
en het ‘n dringende tekort aan vaardige ingenieurstegnoloë, tegnici en
ambagslui.
Mechanical Technology aims to produce learners who have been exposed
to knowledge, skills, attitudes and values which will equip them for further
studies in Mechanical engineering and related sectors.
Die leerders wat Meganiese Tegnologie wil neem moet verkieslik
Ingenieursgrafika, Wiskunde, en Fisiese Wetenskap as vak neem. Die vak het
baie berekeninge wat baie nouliks verband hou met Fisiese Wetenskap.
The content of the subject consists of: Safety in the workplace, Tools,
Materials, Terminology, Joining methods, Forces, Maintenance, Systems and
Control, and Heat engines.
‘n Kwart van die werk bestaan uit ‘n praktiese komponent. Dit is een van
die min vakke wat jou basiese handvaardighede leer. Die leerder kry die
geleentheid om sy eie vaardighede en kreatiwiteit uit te leef.
Leerders wat in die ingenieurs, agitektuur en verwante rigtings wil studeer, sal
geweldig baat vind by die vak.
15
ECONOMICS
What is Economics about?
We look at economic concepts and issues which include economic growth,
inflation, monetary and fiscal issues, price formation, markets, business
cycles, the public sector, etc.
The aim of Economics as a subject is to give learners a basic economic
litteracy. With a good basic background, learners will have a better
understanding of economic principles and pursuits.
There are calculations in Economics, but it is not primarily a mathematical
subject. There are strong relations between Economics and most of the other
subjects a learner can take.
What skills are required by Economics?
Learners must develop the skill of understanding a concept and must then be
able to put in into their own words and then apply the principle. Very good
reading and comprehension skills are therefore needed.
The amount of content covered by the subject makes a very good study
method a necessity.
Basic numeracy skills are a strong requirement.
For which tertiary studies are Economics a requirement?
Economics at school level is not a requirement for any tertiary studies.
The subject is a strong recommendation for any student who wishes to pursue
financial studies as tertiary level. The content and the concepts covered at
school are the same as at tertiary level. Therefore there is less pressure on
first year students in financial studies to master the basic concepts of
Economics as they have already covered the work in school.
What type of learner should take Economics?
Learners with a interest in the world they live in, with good reading and
comprehension skills and a healthy curiosity in the financial affairs of the day,
usually enjoy Economics as a subject.
16
ENGINEERING GRAPHICS AND DESIGN
To be successful in gr. 10 – 12 it is advisable for the leaner to have an
average of 60% in gr. 9.
The syllabus for gr. 10 to 12 consists of the following 4 outcomes:
1. Mechanical Drawings:
Most of the drawings will be of machine parts, sectional views, Cams and
Loci.
2. Civil Drawings:
The pupil will learn how to draw perspective drawings, isometric views as well
as understanding and drawing house plans.
3. Electrical Technology:
This forms part of Civil, which demands a knowledge of and understanding of
circuit diagrams and electrical wiring of a house.
4. Computer:
We use AllyCad. Two and three dimensional drawings will be done on the
computer.
In all 4 outcomes the design process plays a big role.
The pupil that will make a success of EGD must be enthusiastic, have an
aptitude and insight, and who is prepared to work hard. Mathematics ( not
literacy) is recommended.
2ND ADDITIONAL LANGUAGES (GRADES 10 – 12)
French
German
Italian
Latin
Xhosa
Waarom vreemde tale aanleer?
Oral op die wêreld word Engels gepraat en aangeleer. Waarom sou ons as
Suid-Afrikaners nog die moeite doen om ’n verdere vreemde taal te leer?
Would speaking English really not be sufficient?
A few key words…
Globalisation – in the global village knowledge of foreign languages gives us
compatability
Internasionalisering – vreemde taal kennis verbreed horisonne, maak
samewerking op internasionale vlak makliker
Exchanges – on school level and as part of academic programmes at
university level
Toerisme – veral in die Wes-Kaap ‘n groot bron van moontlikhede
17
Business – foreign languages give you the edge in the international business
world
Universiteitstudies – Voor- en nagraadse moontlikhede veral na Europa, talle
beurse beskikbaar. (Duitse universiteitskursusse feitlik gratis, taalkennis
voorvereiste)
Travelling – English is not spoken everywhere!
Beroep – beter CV, beter beroepsmoontlikhede
Technology and Research – access to academic resources in original text
FAQ’s:
(Half-)Moedertaalsprekers: Kan in graad 10 begin, maar geen
moedertaalonderrig aangebied, slegs tweede addisionele taal.
Newcomers in grade 10: Possible, but not recommended. Pupils with no prior
knowledge of language would need intensive private tutoring. Each case is
treated individually.
Kommunikatiewe metode: Tot einde graad elf 50% van rapportpunt
mondelinge deurlopende assessering. Kommunikasie as uitkoms sentraal in
onderrig.
Grade 12: Portfolio 25%, oral 25%, written examination 50%
Matriek: alle vreemde tale nasionaal getoets, deur IEB (Independent
Examinations Board) hanteer.
Modern text books: imported from Europe, in compliance with latest
developments in foreign language teaching.
Uitruilskemas: verskillende moontlikhede beskikbaar (4 weke tot 3 maande),
ook indiwiduele vaktoere deur leerkragte.
Profile: Any pupil with an inquisitive mind, wanting to broaden his horizons,
having enough courage to take up the challenge of learning a new language.
Mini-kampus Rhenish Girls’ High: Vanaf graad 10 onderrig soos volg: Duits,
Italiaans, Latyn (by PRG); Frans, Xhosa (by Rhenish)
DUITS INTERNASIONAAL:
PRG is sedert 2008 een van slegs vier nie-Duitssprekende skole in SA wat as
sogenaamde Goethe-Instituutskool deel vorm van die Duitse regering se
internasionale Partnerschulprojekt(Pasch). Three grade 10 learners have just
returned after having completed a language course in Germany (Dassel) with
Goethe bursaries. Gustav Andrag vertrek in September met ’n Goethe beurs
na Berlyn vir 2 weke. Programme involves countless financial and other
benefits
http://www.pasch-net.de/par/deindex.htm
http://www.goethe.de/lrn/prj/zgd/en867247.htm
Matric pupils can do an internationally acknowledged German examination
(Zertifikat Deutsch als Fremdsprache) at the US.
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MUSIC
Prerequisites for doing Music as Subject in Grade 10:
Learners may do Music as a subject in Grade 10, even if they have not
studied Music in Grade 8 and 9.
A pupil starting from scratch in Grade 10 would start with grade 1 theory and
practical work, and work through grades 1, 2 and 3 for his grade 10 final exam
(grade 1, 2 and 3 work is very basic and it usually takes three months for
these lower grades to be mastered, if the learner works hard).
In Grade 11 he will spend the whole year doing grade 4 work, and the
accepted standard in Grade 12 is grade 5 theory and practical work.
However, he may do work of a higher standard for his matric exam.
Any learner who is musical may do music as a subject. If there is uncertainty
about his level of musicality, a Grade 9 learner may make an appointment
with Ms Van Dyk (the Music Subject Head) to be tested and evaluated.
Content of the subject:
Music as a subject at schools has evolved over the years into something
much more relevant to young people today. A basic study of the Baroque,
Classical and Romantic periods in music and art, as well as symphonic
instruments, is still made, but the emphasis may be on lighter music, or on
the more classical performance, depending on the pupil.
Music from South African culture (African Jazz, moppies and goema songs,
kwaito and traditional Sotho and Xhosa choral music and even Afrikaans
pop!), from more commercial American and British culture (pop, jazz, heavy
metal, blues, hip-hop) and musicals like West Side Story and Lion King are
studied.
General music knowledge covers a wide variety of topics, from light music, to
art music, as well as the study of the notation of music (theory). Artists
studied are, ia, Elvis Presley, ABBA, Bob Dylan, Jimi Hendrix, Michael
Jackson, Metallica, Bach, Ladysmith Black Mambazo, Mango Groove,
David Bowie, Johnny Clegg and Juluka / Savuka, Lucky Dube and
Beethoven. Theory of music entails the study of music notation (ie, how to
read music and write / compose music). Learners also learn to improvise.
The subject consists of a practical component (ie the playing of an instrument)
and study of theory and general music knowledge. Any instrument may be
studied, ranging from all the orchestral instruments, to electric guitar, drums
and keyboard. If the learner wants to play an instrument that the PRG music
staff cannot teach, he may receive his training from his own teacher just for
that practical component, and will play practical exams in June and
November at the school. Contact details of accepted external teachers may
be obtained from the music staff.
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We will start with heavy metal guitar classes as well (by external teachers)
from 2010, at the school. Although the more pop-orientated instruments are
generally regarded as not as specialised as instruments like eg the violin or
piano, there are very strict guidelines regarding these light music studies –
we use the Trinity College of Music London Rock School syllabuses, and the
learners play scales and technical exercises like with any other instrument.
They have to learn four new pieces every year and are examined on two in
every exam.
In grade 12, learners write their own compositions and perform these, as part
of their final practical exam.
Fees:
No fees are payable for music as subject at the school, but if a learner plays
an instrument that is taught by an external teacher, the fees have to be
arranged with this external teacher.
University possibilities
Learners doing music as subject can study Music Technology at university,
where music and computers are combined, as part of a B Mus degree. In
this course they are taught to compose works like jingles for advertisements,
and film music. Or, they could do a B Mus in performing, African Studies,
jazz or teaching, and join an orchestra. Instrumental studies may also be
done as part of a BA degree.
ART
Epos: admin@artschool.za.net
The PJ Olivier Art Centre offers the following subjects and disciplines for
grades 10-12. Learners may choose only ONE of the two subjects (a) VISUAL
ART OR (b) DESIGN as part of their subject choice.
ONTWERPKUNS / DESIGN
Leerders kan EEN van die volgende praktiese dissiplines kies wanneer hulle
hierdie vak aanbied / Learners have to choose one of the following disciplines
when choosing this subject:
KERAMIEK-ONTWERP / CERAMIC DESIGN
TEKENONTWERP / DESIGN DRAWING
TEKSTIEL-ONTWERP / TEXTILE DESIGN
GENERAL INFORMATION CONCERNING THE SUBJECT CHOICE VISUAL
ART OR DESIGN IN GRADES 10-12:
Learners have to complete the assessment test of the art centre in order to
get accepted for one of the disciplines.
Both subjects have a practical and a theoretical component.
Learners attend the classes on two afternoons a week. The classes start at
14:45 and end at 17:00. There is a set time-table which learners receive at the
beginning of each year.
Learners must please register early for the assessment test which will take
place during the third term (14 – 17 September).
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For inquiries and further information you can contact the Art Centre at 021
886 4854. Fax no: 021 883 8470.
Email: admin@artschool.za.net
INFORMATION TECHNOLOGY
In Information Technology most of the time is spent on writing computer
programs that will make it possible to solve certain problems. The
programming language Java is used. Applicable theory regarding the use
and functioning of computers, as well as the use of the application programs
Word, Excel, Access and PowerPoint also form part of the course.
PURPOSE
The subject Information Technology will enable learners to understand the
principles of computing through the use of current programming language,
hardware and software,
FIELDS OF STUDY
Information Technology specifically forms the foundation for studies in the
following fields. Bio-informatics;
■ Business information systems;
■ Computer engineering;
■ Computer science;
■ Engineering (all types)
■ Financial information systems;
■ Geographical information systems;
■ Informatics;
■ Information systems; and
■ Information technology.
REQUIREMENTS
Mathematics is a requirement for taking Information Technology. A good mark
in languages is also strongly recommended.
PERSONALITY TRAITS NECESSARY
Motivation:
Perseverance in carrying out tasks
Capability of handling an extra (8th) subject
Proven interest in computers
Independent learning capability
Attention to detail
Self discipline
Language efficiency