PAUL ROOS

GYMNASIUM SUBJECT CHOICES 2014/2015

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PAUL ROOS GIMNASIUM/GYMNASIUM

VAKKEUSE/SUBJECT CHOICE NAAM VAN LEERDER/NAME OF LEARNER:........................................... GR : ............

VAKKEUSE GR 10 - 12 SUBJECT CHOICE GR 10 -12 A. Oefen ‘n keuse uit tussen Huistaal

of Addisionele Taal. Beide tale kan as Huistaal geneem word. (Merk met 'n X)

A. Choose either Home or Additional Language. Both Languages may be taken as Home Languages. (Mark with a X)

1. Afrikaans Huistaal 1. Afrikaans Home Language

1. Afrikaans Eerste Addisionele Taal

1. Afrikaans First Additional Language

2. Engels Huistaal 2. English Home Language

2. Engels Eerste Addisionele Taal

2. English First Additional Language

B. VERPLIGTE VAKKE B. COMPULSORY SUBJECTS

3. Wiskunde OF 3. Mathematics OR 3. Wiskundige Geletterdheid 3. Mathematical Literacy 4. Lewensoriëntering 4. Life Orientation C. KIES SLEGS EEN VAK UIT ELKE

GROEP: C. CHOOSE ONLY ONE SUBJECT FROM

EACH GROUP:

5. Fisiese Wetenskap 5. Physical Sciences

Geskiedenis History

Lewenswetenskappe Life Sciences

6. Rekeningkunde 6. Accounting

Rekenaartoepassings-tegnologie

Computer Applications Technology

Aardrykskunde Geography

Tegnologie Meganies Mechanical Technology

Fisiese Wetenskap Physical Sciences

7. Lewenswetenskappe 7. Life Sciences

Ekonomie Economics

Besigheidstudies Business Studies

Ingenieursgrafika en -ontwerp Engineering Graphics and Design

Duits German

Italiaans (Buitemuurs) Italian (Extra-mural)

Frans French

Xhosa Xhosa Ander vakke wat by enige van groepe 5, 6 of 7 ingesluit kan word: Musiek Kunsvakke Inligtingstegnologie

Other subjects which may be included in any of groups 5, 6 of 7 Music Art subjects Information Technology

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New name

Home Language

First Additional Language

Physical Sciences

Life Sciences

Computer Applications Technology

Information Technology

(Only after school)

Mechanical Technology

Engineering Graphics and Design

Old name

First language

Second Language

Physical Science

Biology

Computer Studies SG

Computer Studies HG

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.

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 is 31 July. The closing date for subject changes in Grades 10 is 28 February.

3. Subject changes in Grade 12

3.1 A learner may change ONLY one subject in Grade 12 and this will only

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be allowed in exceptional cases before 31 January.

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 recognised 20-credit NSC subjects (which will be known as the designated subject list): AFRIKAANS FIRST ADDITIONAL LANGUAGE 1. WHAT DOES AFRIKAANS FIRST 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

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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 Afrikaans 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. 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 become discerning viewers, 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 and confidently.

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• 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 Additional 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. MATHEMATICS AND MATHEMATICAL LITERACY 1. To pass Mathematics a learner must satisfy the following

conditions: - always pay attention in class and keep quiet - do homework every day - do extra work on his own and in his own time, even over weekends - 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 done the previous day. - be prepaired to try and struggle until he is able to solve the problem

on his own 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

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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) 3.1 Functions:

*graphs: straight line graphs, hyperbolas, parabolas, exponential graphs, trigonometric graphs (all graphs are also translated horisontally and vertically). *It is especially the graphs which are much more difficult than was expected in the old HG/SG curriculum

3.2 Number patterns 3.3 Financial mathematics: *compound and simple interest, inflation, hire purchase agreements *understanding the implications of fluctuating foreign exchange rates 3.4 Algebra: *manipulation of algebraic expressions

*the solution of linear, quadratic, exponential and simultaneous equations

*the use of mathematical models to solve real-life problems 3.5 Probability 3.6 Euclidean geometry and measurement: *triangles and quadrilaterals of the old HG/SG curriculum * the understanding of the effect on area and volume if any

dimension is multiplied by a constant factor. 3.7 Trigonometry 3.8 Analytical geometry 3.9 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:

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- more than or equal to 60%, he can take Mathematics - between 50% and 60%, you must carefully consider whether he

really needs Mathematics for his future career. - less than 50%, he must 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 et cetera, it is obvious that he should choose Mathematics as a subject. However, should a learner pursue any other course you should determine 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 has missed of Mathematical Literacy, because these two subjects are completely different in content. Mathematics Optional Paper 3: This paper does not exist any more because the content is now part of Paper 1 and Paper 2 of the Mathematics curriculum. Advanced Programme Mathematics (previously known as Additional Mathematics): This subject 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 and provides a foundation for a part of any first year Mathematics Course at university. This subject is examined by the IEB (Independent Examination Board) at the end of grade 12 and the syllabus that is followed is also that of the IEB. 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 discipline to work and study independently for many hours - be able to work at a fast tempo - commit himself to attend weekly classes sometimes at the cost of his other extra- mural activities such as sport practices and games. Any pupil interested in taking this subject must enrol through the Admaths Centre. This can be done online on the website: www.admaths.co.za

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LIFE ORIENTATION Life Orientation is a compulsory subject in the Further Education and Training (FET) phase. Life Orientation is an unique and core subject in that it applies a holistic approach to the personal, social, intellectual, emotional, spiritual, motor and physical growth and development of learners. This encourages the development of a balanced and confident learner who can contribute to a just and democratic society, a productive economy and an improved quality of life for all. Life Orientation contains the following six topics in Grades 10 to 12: 1) Development of the self in society 2) Social and environmental responsibility 3) Democracy and human rights 4) Careers and career choices 5) Study skills 6) Physical Education 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 (formal assessment during June and November examination), to participate in all the physical activities during the Recreation and Physical well-being periods and to do their own research for projects. PHYSICAL SCIENCES If a learner wants to take Physical Sciences 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 Sciences as a subject in Grade 10. There is a vast difference in the levels of difficulty of Grade 9 Natural Sciences and Grade 10 Physical Sciences. 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.

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Learners who take Mathematical Literacy must not take Physical Sciences as a subject. In order to do well in Physical Sciences, 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 Sciences 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 Sciences 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.

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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.

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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. Information Management

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■ 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

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Mechanical Technology In South Africa – as in may countries world wide, there is a huge shortage of skilled engineering technologists, technicians and craftsmen. Learners who intend taking Mechanical Technology must preferably take mathematics and Physical Science too. This subject contains many calculations which are closely related to Physics. One quarter of the work comprises a practical element. This is one of the few subjects which teach the learner dexterity. The learner has the opportunity to use his technical abilities as well as creativity. Learners who intend entering the fields of architecture, engineering or related occupations would be well- served by choosing this subject ECONOMICS What does the subject entail? Attention is given to the following aspects: 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 literacy. 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 which 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. In order to cope with the volume of work covered, a learner will need sound study methods. 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 at tertiary level. The content and the concepts covered at school are the same as at tertiary level. Therefore there is less pressure on

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first year students in financial studies to master the basic concepts of Economics as they have already covered the work at school. What type of learner should take Economics? The subject is recommended to learners who take an interest in current affairs and who possesses good reading and comprehension skills. Such a learner will have a healthy curiosity in the financial affairs of the day, and they usually enjoy Economics as a subject. BUSINESS STUDIES What is Business Studies? The subject Business Studies deals with the knowledge, skills, attitudes and values that are critical for informed, productive, ethical and responsible participation in the formal and informal economic sectors. The subject encompasses business principles, theory and practice that underpin the development of entrepreneurial initiatives, sustainable enterprises and economic growth. Business Studies as part of a candidate's subject will enable him to qualify for matric

The table below indicates the four main topics in the Business Studies Curriculum

Business environment Micro, market and macro environments

Business sectors

Contemporary socio economic issues

Business venture Entrepreneurship

Business opportunity and related factors

Business Plan

Management and leadership

Forms of ownership

Setting up a business

Contracts

Business location

Investment securities and insurance

Presentation of business information

Business role Creative thinking and problem-solving

Self-management, professionalism and ethics

Human rights, inclusivity and environmental issues. Social responsibility

Stress, crisis, change and conflict management Relationship and team performance

Business operation Business functions

Quality of performance

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ENGINEERING GRAPHICS AND DESIGN To be successful in gr. 10 – 12 it is advisable for the leaner to have an average of 70% 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 (tuition at Rhenish) German (classes at Paul Roos) Italian (extra-curricular) Latin (extra-curricular) Xhosa (tuition at Rhenish) 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 important thoughts…

• Globalisation – in the global village knowledge of foreign languages gives us compatability

• Internasionalisering – vreemde taal kennis verbreed horisonne en maak samewerking op internasionale vlak makliker

• Academic exchanges – both on school and at university level provide unique networking opportunities

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• Toerisme – veral in die Wes-Kaap, dien as ‘n groot bron van werksmoontlikhede

• Business – foreign languages give you the edge in the international business world

• Universiteitstudies – voor- en nagraadse moontlikhede, veral na Europa, daar is talle beurse beskikbaar. (In Duitsland is kursusse feitlik gratis, maar ‘n goeie taalkennis is ‘n voorvereiste)

• Travelling – English is not spoken everywhere, the most widely spoken language on the European continent is said to be German!

• Beroep – vreemdetaal kennis is ‘n aanwins op elke CV, dit sorg vir beter beroepsmoontlikhede

• Technology and Research – through foreign language knowledge access to academic resources in original text is secured

FAQ’s: (Half-)Moedertaalsprekers: Kan in graad 10 begin, maar geen moedertaalonderrig word aangebied nie, slegs Duits/Frans as Tweede Addisionele Taal. Newcomers in grade 10: It is possible, but not recommended to start German/French in grade 10. Pupils with no prior knowledge of the 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 staan sentraal in die onderrig. Grade 12: Portfolio 25%, oral 25%, written examination 50% IEB: alle vreemde tale word nasionaal getoets en deur die IEB (Independent Examinations Board) hanteer. Modern text books: are imported from Europe, in compliance with latest developments in foreign language teaching. Uitruilskemas: verskillende moontlikhede is beskikbaar (4 weke tot 3 maande), ook individuele vaktoere deur leerkragte. Profile of the foreign language learner: 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 vind onderrig soos volg plaas: Duits (by PRG); Frans, Xhosa (by Rhenish), Italiaans en Latyn buitemuurs. DUITS INTERNASIONAAL: PRG is sedert 2008 een van ‘n handjievol skole in SA wat deel vorm van die Duitse regering se internasionale akademiese PASCH-netwerk oftewel Partnerschulprojekt. Daar is slegs VIER van hierdie nie-Duitssprekende skole wat direk deur die Goethe Instituut ondersteun word, en ons is bevoorreg om een daarvan te wees. Two grade 10 learners have just returned after having completed a 3-week language course in Germany (Schlitz, near Frankfurt) with fully paid Goethe bursaries. Our classroom has 20 laptops, with the Goethe Institute as our main sponsor. Every second year pupils have the opportunity to go on a study trip to Germany – putting into practice what has been learnt in class under the watchful eye of their teacher!

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Matric pupils can do an internationally acknowledged German examination (Zertifikat Deutsch als Fremdsprache) at the US. Laastens het die Duitse leerders van grade 10 tot 12 die buitengewone voorreg om Duits digitaal in tandem met ‘n Poolse klas te leer deur middel van ‘n Moodle internet-leerplatform. 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 3 theory and practical work, and work through grades 1 and 2 in the month or two months before the year starts, on his own, or with help from a teacher. 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 Rensburg (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, 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 have to improvise a very basic rhythm or melody for their exams. 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

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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. He still has to do theory of music and history of music classes at school, though.Contact details of accepted external teachers may be obtained from the music staff – there are teachers for almost all instruments available, from light to classical music. ART 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.

VISUAL ART

Learners have to choose ONE of the following practical disciplines when

choosing this subject:

• DRAWING

• PAINTING

• PHOTOGRAPHY

• PRINTMAKING

• SCULPTURE

DESIGN

Learners have to choose ONE of the following practical disciplines when

choosing this subject:

• CERAMIC DESIGN

• ILLUSTRATION

• TEXTILE DESIGN

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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 be accepted for one of the disciplines. Information concerning

the test can be obtained from the secretary of the art centre, Mrs

Hopley.

• All subjects have a practical and a theoretical component.

• learners have to attend classes on two afternoons a week.

• The classes start at 14:45 and end at 17:00. There is a set timetable,

which learners receive at the beginning of each year.

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

WEBSITE: www.pjolivier.co.za

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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 WE RECOMMEND http://www.pacecareers.com/careercentre/index.htm AND http://www.gostudy.mobi AS SOURCES OF CAREER GUIDANCE AND SELF EXPLORATION.