Rondebosch Boys’ High School

Subject Choice Information Booklet: 2014

Grades 10 - 12

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We trust this booklet will assist you in making the best choices for your final three years at RBHS. As you make this decision and discuss the process with your parents, it is important to keep the following in mind: Whilst your parents know you very well and have some definite ideas about your future, it must be emphasised that the questions of choice in this process is your decision. The school has tried to provide you with all the necessary information in order for you to make an informed choice. Remember the importance of obtaining an all-round education when deliberating your decision. Look carefully at your choices in both the Sciences and the Humanities, as they are both vital to the success of developing a holistic learner who is to be successful in the 21st Century. CONTENTS General Information 3 FET 4 Scale of achievements 5 Subject choice 6 Subjects English 7 Afrikaans First Additional and Home Language 8 Xhosa First Additional Language 9 Mathematics 10 Mathematical Literacy 11 Life Orientation 12 Physical Sciences 13 Life Sciences 14 Geography 15 History 16 Information Technology 17 Visual Arts 18 Economics 19 Accounting 20 Engineering Graphics and Design 21 Music 22 Advanced Programme Mathematics 23 Contact details 24

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GENERAL INFORMATION Please read through this booklet carefully before making your final decision. Selection Criteria When selecting subjects, continually ask yourself these questions:

§ Do I want to go to University or any other tertiary institution after Grade 12?

§ Which subjects do I do best in?

§ What are my marks like?

§ Which subjects do I enjoy doing and why?

§ What do I want to do when I leave school?

§ Have I started to think about different career options?

§ Will my subjects and personality enable me to enter into the field that I wish to

pursue?

§ What subjects are necessary for my chosen career?

§ Does liking or disliking the teacher influence my subject selection?

§ Am I willing to risk my future, and drop a subject because I don’t like a particular

teacher?

§ Will the subjects that I choose allow me to consider more than one career path?

§ Should my decision, regarding my subjects, be swayed by my friends?

If so, am I willing to accept the consequences?

§ Universities have different entrance requirements - there is no standard

requirement, it is course dependant and university specific. Do I meet these

requirements?

Note Subjects are chosen for the full duration of your last three years at High School - with no anticipation of any subject change during this time.

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UNIVERSITIES

• UCT www.uct.ac.za • STELLENBOSCH www.sun.ac.za • UNIVERSITY OF THE WESTERN CAPE www.uwc.ac.za • RHODES www.ru.ac.za • 4icu.org/za • http://africa.isp.msu.edu/s_afr_un.htm

CAPE PENINSULA UNIVERSITY OF TECHNOLOGY www.cput.ac.za CRITERIA FOR TERTIARY STUDY Universities and Technikons have agreed to the following minimum requirements for entry to tertiary study:

Ø To gain admission to a degree course, a pupil has to pass at least FOUR designated subjects at a level of 50% or higher

Ø To gain admission to a diploma course, a pupil has to pass at least FOUR

designated subjects at a level of 40% or higher If you want to apply to either a University or a Technikon, please note:

• All subjects offered at Rondebosch are designated subjects EXCEPT for Life Orientation (a compulsory subject).

• Tertiary institutions will set higher criteria than the above for courses that are more difficult and sought after. The above criteria are the minimum requirements.

FURTHER EDUCATION AND TRAINING (FET) ASSESSMENT Make-up of marks Final marks will be made up of:

Ø CASS 25% Ø Exam 75% (External exam in Grade 12)

Some of the more practical subjects (e.g. Visual Art) will have a practical component added to the CASS mark. In those subjects, the exam mark will be 50%. Life Orientation (LO) will have a 100% CASS mark only. ie. ALL assessments count for the final mark and MUST be done and handed in.

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SCALES OF ACHIEVEMENT

CODE RATING MARKS (%) 7 Outstanding 80 - 100 6 Meritorious 70 - 79 5 Substantial 60 - 69 4 Moderate 50 - 59 3 Adequate 40 - 49 2 Elementary 30 - 39 1 Not Achieved 0 - 29

PROMOTION REQUIREMENTS

1. Complete all formal tasks in all 7 subjects

2. Pass home language at 40%

3. Pass two other subjects at 40% (this could include Life Orientation)

4. Pass three other subjects at 30%

All National Curriculum Statements can be downloaded from the WCED website: http://wced.pgwc.gov.za/documents/CAPS/

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SUBJECT CHOICE FOR GRADE 10 - 2014 Below is the provisional subject choice for 2014. *Some subjects will only be offered based on demand A final decision is made once the School has all the relevant information.

CORE SUBJECTS English Home Language

Afrikaans Home Language / Afrikaans First Additional Language / Xhosa First Additional Language Mathematics / Mathematical Literacy

Life Orientation

ELECTIVES

Physical Sciences+ / Life Sciences / Geography

Life Sciences / History / Geography / Information Technology+ / Economics / EGD

Accounting / Visual Arts / EGD / Geography / Music / History / Economics

+ Physical Sciences and Information Technology may only be taken if Mathematics is

taken.

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ENGLISH (HOME LANGUAGE) COMPULSORY CORE SUBJECT

Learning Outcomes

1. Listening and speaking: learners can listen and speak for a variety of purposes, audiences and contexts.

2. Reading and viewing: learners are able to understand, critically evaluate and respond to a wide range of texts.

3. Writing and presenting: learners are able to use formats and conventions

appropriate to a variety of contexts.

4. Language: learners are able to use language structures appropriately and effectively.

Content of Syllabus The English syllabus focuses on four areas:

1. Language: comprehension skills, summary skills, use and evaluation of persuasive language, visual literacy and editing skills are taught in this area.

2. Literature: set works in a variety of genres are studied, namely novels, short stories, plays, film and poetry. The texts studied vary from grade to grade.

3. Orals: listening and comprehension, prepared orals, reading and informal

discussions are included in this section.

4. Writing: the learners explore creative writing as well as writing for specific purposes (for example CVs, letters of application, reviews, etc).

Career Opportunities English skills are important for all careers since effective communication, confident presentation skills (on paper and in person) and the ability to understand information are all crucial to success in the world of work.

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AFRIKAANS FIRST ADDITIONAL AND HOME LANGUAGE COMPULSORY CORE SUBJECT The syllabus of Afrikaans Home Language covers Afrikaans First Additional Language, but the learner will be introduced to the pleasures of literature, grammar, poetry and prose on a higher level. The advantages in taking Afrikaans as a Home Language:

Ø Development of communication skills at a higher level.

Ø The social and cultural enrichment afforded by the study of a language at this level.

Learning Outcomes

1. Listening and Speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts.

2. Reading and Viewing: The learner is able to read, to evaluate critically and respond to a wide range of texts.

3. Writing and Presenting: the learner is able to write and present, for a wide range of

purposes and audiences, using conventions and formats appropriate to diverse contexts.

4. Language: The learner is able to use language structures and conventions appropriately and effectively.

Content of Syllabus Language and Literature components Reading: Linguistic analysis & literature texts Creative Writing: Long and short pieces Speaking: Oral, role-play, dialogue, and acting Understanding: Written and listening comprehension tests Career Opportunities Teacher, translator, interpreter, editor, newsreader, journalism, creative writing, proof-reader, media personalities, tourism, hospitality services (food), education, academic field.

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XHOSA FIRST ADDITIONAL LANGUAGE COMPULSORY CORE SUBJECT Learning Outcomes 1. Listening and Speaking: The learner is able to listen and speak for a variety of

purposes, audiences and contexts. 2. Reading and Viewing: The learner is able to read, to evaluate critically and respond

to a wide range of texts. 3. Writing and Presenting: The learner is able to write and present for a wide range of

purposes and audiences using conventions and formats appropriate to diverse contexts.

4. Language: The learner is able to use language structures and conventions

appropriately and effectively. Content of Syllabus Language and Literature components Reading: Linguistic analysis & literature texts Creative Writing: Long and short pieces, tests Speaking: Oral, role-play, dialogue and acting Understanding: Written and listening comprehension tests Career Opportunities Teacher, translator, interpreter, editor, newsreader, journalism, creative writing, proof reader, media personalities, tourism, hospitality services (food), education, academic and any other jobs in South Africa. One also gains proficiency in other Nguni languages, viz. isiZulu, isiNdebele, and isiSwati.

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MATHEMATICS COMPULSORY CORE SUBJECT Learning Outcomes

1. Number and Number Relationships 2. Functions and Algebra 3. Space, Shape and Measurement 4. Data Handling and Probability

Content of Syllabus When solving problems, learners are able to recognise, describe, represent and work confidently with numbers and their relationships to estimate, calculate and check solutions. They are able to investigate, analyse and represent a wide range of functions and solve related problems. They are able to describe, represent, analyse and explain properties of shapes in 2-dimensional and 3-dimensional space with justification, as well as, collect, organise, analyse and interpret data to establish statistical and probability models to solve related problems. Requirements Learners wanting to follow a career path requiring Mathematics should be mathematically literate and be able to apply mathematical skills and process their abilities in order to follow their chosen career path. Skills Acquired Mathematics establishes a proper connection between Mathematics as a discipline and the application of Mathematics in real-world contexts. Mathematics provides learners with the means to analyse and describe their world mathematically, and so allow learners to deepen their understanding of Mathematics while adding to their mathematical tools for solving real-world problems. Career Opportunities Mathematics is an essential element in the curriculum of any learner who intends to pursue a career in the physical, mathematical, computer, life, earth, space and environmental sciences or in technology. It is an important tool for creating, exploring and expressing theoretical and applied aspects of the sciences.

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MATHEMATICAL LITERACY COMPULSORY CORE SUBJECT Learning Outcomes

1. Numbers and Operations in Context 2. Functional Relationships 3. Space, Shape and Measurement 4. Data Handling

Content of Syllabus Mathematical Literacy enables learners to :

Ø use knowledge of numbers and their relationships to investigate a range of different contexts which include financial aspects of personal, business and national issues;

Ø recognise, interpret, describe and represent various functional relationships to solve problems in real and simulated contexts;

Ø measure using appropriate instruments, to estimate and calculate physical

quantities, and to interpret, describe and represent properties of and relationships between 2-dimensional shapes and 3-dimensional objects in a variety of orientations and positions;

Ø Summarise, display and analyse data and to apply knowledge of statistics and

probability to communicate, justify, predict and critically interrogate findings and draw conclusions.

Requirements A learner who is self-managing, a contributing worker, and a participating citizen. Mathematical Literacy has been designed to appropriately educate learners for the modern world. Skills Acquired The essentials of numeracy are taken further by working in contexts, which become increasingly relevant. The engagement with space and shape becomes more practical. The methods and uses of statistics and chance are dealt with in greater depth, and more complex financial issues that directly affect learner’s lives are dealt with. Career Opportunities Learners who proceed to higher education will be able to deal with mathematically-related requirements in disciplines such as the social and life sciences.

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LIFE ORIENTATION COMPULSORY CORE SUBJECT LO is the study of the self in relation to others and to society. It applies a holistic approach. It is concerned with the personal, social, intellectual, emotional, spiritual, motor and physical growth and development of learners, and the way in which these dimensions are interrelated and expressed in life. The focus is the development of self-in-society, and this encourages the development of a balanced and confident learner who will contribute to a just and democratic society, a productive economy, and a better quality of life for all. Learning Outcomes There are four progressive focus areas for grades ten to twelve: Personal well being This examines the self-concept, emotional literacy, social competency and life skills. It seeks to deal with the realities of peer pressure, factors that influence quality of life and the dynamics of relationships, and endeavours to prepare learners for a variety of roles. This focus addresses issues related to the prevention of substance abuse, diseases of life style, reproductive health, teenage pregnancy, sexually transmitted infections, HIV and AIDS, and the promotion of personal, community and environmental health. Various perspectives on the above are explored. Citizenship education Aspects addressed within this area include human rights as contained in the constitution, social relationships and diversity. Political literacy, the importance of volunteerism and social service are emphasised. The causes, consequences and prevention of social ills and the promotion of environmentally sustainable living are addressed. Knowledge of diverse religions and belief systems is emphasized as it contributes to the development of responsible citizenship and social justice. Recreation and physical well-being Knowledge of healthy practices and sound nutrition, participation in games, sport, recreational and leisure time activities, and an understanding of the relationship between nutrition, health, physical activities and environment can improve the quality of lives and well-being of all learners. Physical well-being is also shown as potentially important to open doors to various careers, community projects and lifelong well-being. Careers and career choices The nature of the FET band necessitates that learners make critical decisions regarding career fields and further study. Learners are exposed to learning strategies and study skills, skills pertaining to assessment processes, information about institutions of higher education, and preparation for job applications and interviews. Self-knowledge and knowledge of labour laws, the job market and work ethic are critical. Life skills, well learnt, are vital for any human being to succeed in any aspect of their lives today. There is no area of our lives that can function optimally without them.

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PHYSICAL SCIENCES The teaching of Physical Sciences aims at the acquisition of knowledge, skills, attitudes and values and the ability to apply the various competencies in these, to promote sustainable development. The following learning outcomes describe what learners should achieve: LO1: Scientific Inquiry and Problem-solving Skills LO2: Constructing and Applying Scientific Knowledge LO3: The Nature of Science and its relationship to Technology, Society and the

Environment. Content The content maintains a balance between Physics and Chemistry that will progress from simple to more complex knowledge with higher cognitive demands. The knowledge and concepts will have vast practical significance and relevance. The following core concepts will form the basis of the grade 10, 11 and 12 syllabi: Mechanics (dealing with objects in motion) Waves, Sound and Light Electricity and Magnetism Matter and Materials Chemical Change Chemical Systems (dealing with topics such as the water cycle etc.) Requirements All learners taking the Physical Sciences as a subject must master the following skills:

• Identifying and solving problems • Working and Communicating effectively with others • Organizing and managing themselves effectively • Collecting, analyzing and critically evaluating information • Using Science and Technology responsibly towards the Environment

Skills Acquired

• Have access to lifelong education and training • Demonstrate the ability to reflect and to think logically and analytically. • Develop entrepreneurial opportunities. • Be culturally and aesthetically sensitive across a range of social contexts. • Explore education and career opportunities.

Career Opportunities Learners who have studied the Physical Sciences will have access to:

• Academic courses at institutions such as Universities and Technikons to study Science and Science-related programmes such as. Engineering, Bio-technology and Environmental degrees.

• Professional careers such as science teaching, medicine, dentistry, engineering, pharmacy, radiography.

• Vocational career paths such as technology etc.

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LIFE SCIENCES Learning Outcomes Outcomes include what learners should be able to do and what they should be able to understand and know.

1. Scientific Inquiry and Problem-solving Skills 2. Constructing and Applying Scientific Knowledge 3. The Nature of Science and its relationship to Technology, Society and the

Environment. Content Life Sciences is a subject that involves the systematic study of life in the natural and man-made environment and has its origins in Biology in the old syllabus. Many of the assessments are based on the understanding of concepts and processes and their application in society. What is important in the Life Sciences curriculum is the need to ensure that learners develop critical enquiry skills and are able to reflect on activities in this subject. The following core concepts will form the basis of the grade 10, 11 and 12 syllabuses:

• Life at molecular, cellular and tissue level • Structure, Control and Processes in basic life systems of plants and animals • Environmental studies • Evolution

Requirements

• Have access to, and succeed in, lifelong education and training of good quality • Demonstrate an ability to think logically and analytically, as well as holistically and

laterally • Be able to transfer skills from familiar to unfamiliar situations.

Career Opportunities Learners who have studied Life Sciences will have access to:

• Academic courses at institutions such as Universities and Technikons, to study science-related programmes, e.g. bio-technology and environmental degrees.

• Professional careers such as science teaching, medicine, dentistry, engineering, pharmacy and radiography.

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GEOGRAPHY Geography focuses on relationships between people and the environment. Geographers ask why, what, how and where relationships occur. Geography in Grades 10, 11 and 12 deals with real issues and problems. It is therefore a science of synthesis. This implies that information is collected from a variety of resources and our pupils will have to make meaningful conclusions based on the information at their disposal. In order to do this pupils need:

• Knowledge • Understanding • Application.

Other skills needed include the ability to collect, present, analyse and communicate information. Geography requires the integration of knowledge and skills obtained from a wide range of subjects (i.e. it is a multi-disciplinary subject and is compatible with natural and social sciences). UCT recognises this fact; thus Geography is in both the Arts and Science faculties. Geography provides a number of career links, including (amongst others): aviation, cartography, earth sciences, eco-tourism, geographic information systems (GIS), geology, land surveying, meteorology, nature conservation and urban planning. Please be aware that most of these careers also require Mathematics and Physical Science.

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HISTORY Skills History at Rondebosch is not geared towards the mindless absorption of facts. Rather, you will be taught to develop skills which can serve you well both in your future careers and in your private lives – skills such as:

• independent thinking; • research skills - the ability to find evidence; • analytical skills - the ability to develop arguments; • harnessing appropriate evidence; • the critical awareness that enables you to probe beneath the surface of history; • the ability to produce ideas in a readable and coherent form.

Career Opportunities As History covers all dimensions of the human experience it links up very well with other university disciplines - especially African languages, Anthropology, Economics, English, foreign languages, Geography, Journalism, Law, Philosophy, Political Studies, Psychology and Sociology. History is a subject which opens up certain obvious career paths, such as teaching, research and museum or archival work. It also provides an excellent preparation for a career in law, administration, government service, journalism or politics. Moreover, many businesses like to employ people who can generally be relied upon to think independently and exercise sound judgement - critical skills developed in History! Themes covered in FET phase These are some of the themes covered in the three-year period Grade 10 Colonialism; Slavery; American Revolution; French Revolution; Industrial

Revolution; Transformations in southern Africa. Grade 11 Imperialism; Responses to Colonialism; Challenges to Capitalism; Crisis of

Capitalism; Pseudo-scientific Theories of Race & Social Darwinism; Competing Nationalisms and Identities in Africa.

Grade 12 The Cold War; Uhuru in Africa; Popular Protests in the 1960s; South Africa’s

emergence as a Democracy; Collapse of Communism; Globalisation.

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INFORMATION TECHNOLOGY Pupils are offered the opportunity to take IT (Information Technology - previously known as Computer Studies) as one of the choice subjects, starting in Grade 10. Because of the locale, only 28 students can be accommodated. If there are too many applicants, a selection will have to be made. IT is specialist subject, and pupils applying should have an above average aggregate as well as an above- average mark in Mathematics. Learners taking IT should have access to a computer and printer at home.

Content

• “IT requires a problem-solving approach where problems are seen as mere challenges.”

• IT is about problem solving incorporating the computer and a programming language. It is about THINKING and SOLVING.

• The subject is abstract in nature and requires a reasonable amount of researching.

• The subject includes theory. The breakdown of marks is approximately 55%

practical and 45% theory.

• Unlike most other subjects, IT is a new subject that learners have not done at school before (except for some computer literacy at primary school). It is vital that all prospective applicants do a thorough soul-searching as to whether they have the right personality type to take this subject.

Requirements

• Academic Ability: Learners must have an all-round academic ability with a leaning towards abstract thinking and mathematical concepts. Learners will have to take Mathematics as one of their subjects (and not Mathematical Literacy).

• The Right Personality: The personality traits such as ability in abstract and logical thinking, willingness to give attention to detail, responsibility in completing tasks, independent learning, perseverance, and self motivation are as important as academic ability in succeeding. Learners who are easily frustrated or despondent or who experience difficulty in sustained and focused thinking are not likely to succeed.

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VISUAL ARTS Learning outcomes Learners research practical and theory concepts, presentation, preparation, critical thinking, analytical skills, observation, evaluation and self evaluation, essay writing, comparative skills, marketing, and collaborative abilities. Content of syllabus Practical component (66.6%) learners engage in a diverse range of skill training. Our department competently offers drawing in multiple mediums, painting, screen printing, including photo emulsion, lino and woodcut printing, etching, digital photography and computer software knowledge like Photoshop and Blender, stencil art, animation, and embossing. Theory component (33.3%) learners are lectured in an audiovisual room off a digital projector. Art is critically analyzed by learners and teachers on a weekly basis and a research essay is presented each term. Exams take the form of critical thinking essays with limited time to formulate an argument backed by extensive knowledge of artists, art movements and trends. Skills Strong work ethic: there is no room for learners who do not meet deadlines. A commitment to making time sacrifices and a willingness to work after school in the art rooms is encouraged. Career Opportunities Artist, teacher, lecturer, advertiser, architect, computer software programmer, web designer, photographer, industrial engineer, printer, copywriter, event organizer. Selecting a creative subject from the electives can be an advantage in any career because it develops your ability to think creatively.

• Top academic boys should take a creative subject; it allows them a break from their heavy academic schedule, a subject that the boys love and find relaxing. They will do well, and Art counts towards their entrance into any degree. Our aim with academic boys is not to turn them into Artists, rather that they get a very high mark as this boosts their aggregate. We know how important academic results are to them.

• Less academic boys always thrive in a creative subject. They often find that the subject boosts their self esteem and their work ethic. Learners who work hard in class get high results.

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ECONOMICS Learning Outcomes

1. Macro-economics 2. Micro-economics 3. Economic Pursuits 4. Contemporary Economic Issues

Content of Syllabus The subject Economics covers the principles, processes and practices of the economy (macro-economics): the concepts of efficient use of resources to satisfy the competing needs and wants of individuals and of society. Dynamics of markets (not marketing, but micro-economics); the development of skills to apply demand and supply principles, cost and revenue analyses in order to explain prices and production levels. Economic pursuits such as the importance of reconstruction, growth and development, as well as other significant contemporary economic issues(environment sustainability, unemployment, inflation and tourism). Skills Acquired Economics equips learners with knowledge, skills, values and attitudes that will enable them to participate in, contribute to, adapt to and survive in a complex economic society. It will enable them to demonstrate a critical awareness of the benefits of responsible and sensitive resource utilisation. Career Opportunities A study of Economics will enable learners to enter different careers such as finance, journalism, manufacturing, commerce, law and tourism, or to apply their entrepreneurial talents and acquired skills to create employment for themselves and for others. Selection Criteria Learners who are able to write good essays, have good problem solving skills and above average mathematical skills, Maths is a requirement.

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ACCOUNTING Learning Outcomes

1. Financial Information 2. Managerial Accounting 3. Managing Resources

Content of Syllabus Accounting focuses on measuring performance, and processing and communicating financial information about the economic sector. This discipline ensures that ethical behaviour, transparency and accountability are adhered to. It deals with the logical, systematic and accurate selection and recording of financial information and transactions, as well as the compilation, analysis and interpretation of financial statements and managerial reports for use by interested parties Ethics, internal control and Auditing are also included in the subject Requirements A learner who demonstrates an ability to think logically and analytically, as well as holistically and laterally. An ability in Mathematics is a good indicator of success but not always essential for success. A learner needs to have a strong and consistent work ethic. Practise and not memorisation is the method of learning. Basics need to be understood as a lack of understanding in this regard will have a huge negative impact on future success(even more so than Mathematics). Skills Acquired Accounting encompasses accounting knowledge, skills and values focusing on the financial, managerial and auditing fields. Financial accounting, cost and managerial accounting and auditing serve as a framework to capture the essence of Accounting and should be seen as progression for further development within this subject. Career Opportunities Learning in this subject enables learners to continue with their studies in further and/or higher educational institutions and professional bodies, inter alia in the fields of financial, cost, managerial accounting and auditing. It also enables them to develop skills, knowledge, values and attitudes to pursue different career paths (not only to become Chartered Accountants, Accountants or Bookkeepers). The majority of directors of large Accounting in Matric is a good start to the university subject and most learners will struggle if they have to start Accounting from scratch at university level. companies will have an Accounting background.

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ENGINEERING GRAPHICS AND DESIGN To communicate production systems, processes and services graphically using lines, symbols and signs to contribute towards economic growth and enhanced quality of life. Learning Outcomes To enhance learners’ technological literacy by providing the following opportunities:

1. Problem solving skills to solve technological problems. 2. Understanding and using technological skills responsibly. 3. Appreciating the interaction between technology and one’s environment.

Skills Acquired The subject will provide opportunities to learners within the following scope:

1 Communicating graphically by using drawing instruments and CAD (We use AutoCAD).

2 Solve problems creatively. 3 Produce projects through the technological process (identify, investigate,

research, design, make, evaluate and communicate). 4 Working in a way that is responsible towards one’s society and environment. 5 Effective use of knowledge. 6 Promote manufacturing, engineering and technologically based careers.

Career Opportunities Concepts for training in Higher Education in the following areas are included:

1 Architectural drawing 2 Civil engineering 3 Mechanical engineering 4 Electrical engineering

Two groups of people use EGD drawings: People who produce drawings: architects, draughtsmen, cartographers, engineers, designers, technical illustrators, etc… People who read and work from drawings: builders, engineers, joiners, manufacturers, surveyors, technicians, etc… SUBJECT SELECTION CRITERIA Due to the size of classrooms, the number of boys in a class will be determined by the size of the drawing room. A maximum of 30 learners can be taught at one time in the drawing room. Since we do not have EGD in grade 9, the only indication of possible ability, would be a learner’s maths mark from the June examination in Grade 9. However, should there be significant numbers (50 +), we would consider making up two classes.

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MUSIC Pupils who elect to do music as a subject have a choice of studying either Western Classical Music or Jazz. The subject curriculum involves the study of:

1. A musical instrument (or instruments in some cases) 2. Improvisation, Composition and Arrangement 3. Theory of Music 4. Music History 5. Aural development 6. Music technology 7. Active participation in the department’s Ensemble program as directed, e.g Jazz

Band, String Ensemble, Concert Band, Choir etc. Skills Required

1. Learners enrolling for subject music should preferably have reached at least a Grade 3 level in the theory and practice of music, and must demonstrate good aural skills and general musical aptitude.

2. Students must be self-motivated, able to work individually and in a team, and have the necessary physical aptitude for the technical demands of their chosen instrument.

Skills Acquired

1. Self-motivation: Music students of necessity become self-motivated, as daily work on their instrument after school hours is essential.

2. Time management: these are developed as the student’s instrumental work increases in complexity and scale; students learn to utilise the limited time available with maximum efficiency in order to achieve the best possible result.

3. The ability to work alone and in a team. 4. The development of creative thinking. 5. Academic studies have demonstrated the benefits flowing from the study of music –

increased concentration, improved maths and science ability. Career opportunities

The music industry is a vast, global multi-billion-dollar enterprise and offers an enormous number of career opportunities in the fields of Classical, Jazz and Popular music: composer, arranger, performer, conductor, recording engineer, producer, video producer, DJ, and event organizer. Related fields: music retail, musical theatre, education, music journalism, advertising, film music, radio and television, music software development and production.

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ADVANCED PROGRAMME MATHEMATICS Learning Outcomes 1. Algebra 2. Calculus 3. One option from Matrices and Transformations, Finance and Modelling, Statistics Content of Syllabus AP Mathematics is taken as an extra subject. It is taken by those learners who are in the top set for Mathematics. It is taught during class time – 6 periods are allocated for normal Maths and 5 for AP Maths. Learners are extended beyond the school Mathematics syllabus. They are taught aspects of work that are covered in first year university maths. Skills Required Learners who will be doing first year university Mathematics will benefit tremendously from doing AP Mathematics. BUT they must be able to cope comfortably with the normal Mathematics syllabus to even consider taking this extra subject, as both subjects have limited teaching time. Learners are selected for this subject on the basis of their Mathematics result at the end of Grade 9. Skills Acquired Learners are taught to think at a far higher level than in Mathematics. Career Opportunities This subject is useful for any course that requires Mathematics at university.

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CONTACT DETAILS

Rondebosch Boys’ High School

Canigou Avenue, Rondebosch, 7700 Tel: 021 686 3987 Fax: 021 689 9726

Email: infoline@rondebosch.com www.rondebosch.com

DESIGNATION CONTACT EMAIL Headmaster Mr Shaun Simpson theheadmaster@rondebosch.com Deputy Headmaster & Head of Academics

Mr Chris Wren-Sargent chris.wren-sargent@rondebosch.com

Deputy Headmaster Mr Gustaf Pienaar gustaf.pienaar@rondebosch.com

Accounting Mr Lloyd Nel lloyd.nel@rondebosch.com

Afrikaans 1ste Addisionele Taal Mr Andrè Fransman andre.fransman@rondebosch.com

Afrikaans Huistaal Mr Antonie Nel antonie.nel@rondebosch.com

AP Mathematics Mrs Susan Carletti susan.carletti@rondebosch.com

Economics Mr Sean Harris sean.harris@rondebosch.com

Engineering Graphics & Design Mr Gustaf Pienaar gustaf.pienaar@rondebosch.com

English Dr Penny Kew penny.kew@rondebosch.com

Geography Mr Gary Endley gary.endley@rondebosch.com

History Mr Roy Hellenberg roy.hellenberg@rondebosch.com

Information Technology Mr Gerrit Cilliers gerrit.cilliers@rondebosch.com

Life Orientation Mrs Tracy Starke tracy.starke@rondebosch.com

Life Sciences Dr Neil Teubes neil.teubes@rondebosch.com

Mathematics Mr Rowan Harmuth rowan.harmuth@rondebosch.com

Mathematical Literacy Ms Paola Ghignone paola.ghignone@rondebosch.com

Music Mr Terrence Scarr terrence.scarr@rondebosch.com

Physical Sciences Mr Shaukat Ebrahim shaukat.ebrahim@rondebosch.com

Visual Arts Mr Kevin Jenkins kevin.jenkins@rondebosch.com

Xhosa First Additional Language Mr Zwelijikile Nongqotho

zwelijikile.nongqotho@rondebosch.com