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Rondebosch Boys' High School Subject Choice Information Booklet

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Rondebosch Boys' High School Subject Choice Information Booklet Powered By Docstoc
					Rondebosch Boys’ High
       School

    Subject Choice
  Information Booklet


   Grades 10 – 12
We hope that this booklet will assist you in making the best choices for your final three
years at RBHS. As you make this decision, and as you discuss the process with your
parents, it is important to keep in mind the following:

The question of whose choice this is: while your parents know you very well and have
some definite ideas about your future, we feel strongly that it must be emphasised that this
process is your decision. For this reason the school has tried to provide you with all the
information we feel is necessary in order to make an informed choice.

Throughout this process it is vital to keep in mind the value of remaining balanced and
obtaining an all-round education. Thus, 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 Science                                        13
Life Sciences                                           14
Geography                                               15
History                                                 16
Information Technology                                  17
Visual Arts                                             18
Design                                                  19
Economics                                               20
Accounting                                              21
Engineering Graphics and Design                         22
Music                                                   23
Information for Universities and Technikons             24




                                              2
GENERAL INFORMATION

Please read through this booklet carefully before making your final decision.

Selection Criteria

When selecting subjects, you may want to 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? 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?

   Lastly, remember that 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.




                                             3
THE FURTHER EDUCATION AND TRAINING (FET)

Purpose

      To equip learners for meaningful participation in society
      To provide access to HET (Higher Education & Training)
      To ease the transition from school to the workplace
      To provide employers with a comprehensive profile of a learner’s    competences

The FET Curriculum

      To deepen foundations laid by General Education and Training
      To lay a foundation for specialist learning
      To prepare learners for further learning
      To prepare and promote responsible citizenship


PATHWAYS TO THE FETC

GENERAL

      The NATIONAL CURRICULUM STATEMENT (NCS) Grades 10-12 (General) is
      offered in schools
      Formative education – based on a broad curriculum
      Learning Outcomes organised in subjects

GENERAL VOCATIONAL

       Offered in FET Colleges
       Prepare learners for work and self-employment
       Learning Outcomes organised in unit standards

TRADE, OCCUPATIONAL & PROFESSIONAL

       Offered by colleges & industry-based providers
       Meet needs of local communities and the workplace
       Learning Outcomes organised in unit standards

ASSESSMENT IN FET

Make-up of marks

Final marks will be made up of:
             CASS – 25%
             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.


                                             4
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:

http://curriculum.wcape.school.za

Chapter 3 of every NCS will contain the Learning Outcomes for that subject.

Every Learning Outcome will have several Assessment Standards.

These Assessment Standards will show a progression through the grades from Gr 10 to
Gr 12.

At the end of Chapter 3 of every NCS, there is a proposed content for each of the
Assessment Standards.




                                             5
SUBJECT CHOICE FOR GRADE 10 – 2009

Below is the provisional subject choice for 2009. Some subjects will only be offered
subject to demand and a final decision will be made once we have all 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 Science+/Life Sciences
    Life Sciences/History /Information Technology+/Design/ Economics/
    EGD/Geography
    Accounting / Visual Arts / EGD / Geography / Music/History/Design


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



CRITERIA FOR TERTIARY STUDY

MATRIC ENDORSEMENT REQUIREMENTS

Universities and Technikons have agreed to the following minimum requirements for entry
to tertiary study:

To gain admission to a degree course, a pupil has to pass at least FOUR designated
subjects at a level of 50% or higher
To get admission to a diploma course, a pupil has to pass at least FOUR designated
subjects at a level of 40% or higher

If your son wants 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) and Design (a subject boys can choose).
    •   If a boy chooses Design, he must be quite sure that he can obtain at least the
        minimum required in FOUR other designated subjects.
    •   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 – the
        first hurdle.




                                                6
ENGLISH (HOME LANGUAGE)

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).

Skills Required

Listening, critical thinking, an enjoyment of reading, an open mind and the inclination to
participate in discussion are all useful skills in the English classroom.

Possible Careers

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.




                                              7
AFRIKAANS FIRST ADDITIONAL AND HOME LANGUAGE

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 Home Language are:
   - Development of communication skills at a higher level.
   - 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

Kind of Pupil

One who enjoys language, is dedicated, is hardworking and a consistent worker, is
diligent, has an analytical mind and shows an interest in language acquisition.

Careers

Teacher, translator, interpreter, editor, newsreader, journalism, creative writing, proof-
reader, media personalities, tourism, hospitality services (food), education, academic field.




                                              8
XHOSA FIRST ADDITIONAL LANGUAGE


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 pieces, tests
Speaking:           Oral, role-play, dialogue and acting
Understanding:      Written and listening comprehension tests

Kind of Learner
One who enjoys language, is dedicated, and is hardworking and a consistent worker, is
diligent, has an analytical mind and shows an interest in language acquisition.

Careers
Educator, 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.




                                             9
MATHEMATICS

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.

Kind of Learner

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 Learnt

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.

Possible Career Routes

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.




                                              10
MATHEMATICAL LITERACY

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
  • use knowledge of numbers and their relationships to investigate a range of different
     contexts which include financial aspects of personal, business and national issues;
  • recognise, interpret, describe and represent various functional relationships to solve
     problems in real and simulated contexts;
  • 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;
  • Summarise, display and analyse data and to apply knowledge of statistics and
     probability to communicate, justify, predict and critically interrogate findings and
     draw conclusions.

Kind of Learner

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 learnt

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.

Careers

Learners who proceed to higher education will be able to deal with mathematically-related
requirements in disciplines such as the social and life sciences.




                                            11
LIFE ORIENTATION

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 and content taught:

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.


                                                    12
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.)

Kind of learner
All learners taking the Physical Sciences as a subject must be willing to work hard at
achieving and mastering 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 useful for?
The skills that will be acquired will enable learners to:

   •   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.

Careers
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.
                                          13
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:

   •   Cells and Molecular studies
   •   Structure, Control and Processes in basic life systems of plants and animals
   •   Environmental studies
   •   Biodiversity, Change and Continuity

Kind of Pupil

   •   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.

Careers

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.




                                               14
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.




                                             15
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.

CAREERS:

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!




                                             16
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 35 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.
What is the subject about?
   •   “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.




                                              17
VISUAL ARTS

Learning outcomes:

Research in 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 – learners are exposed to a diverse range of skill training. Our
department competently offers drawing in multiple mediums, painting, screen printing,
including photo emulsion, lino and woodcut printing, photography with film and digital
technology, computer software knowledge like Photoshop and Blender, stencil art,
animation, and embossing.

Theory component – 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 required of learners:

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 over weekends and after school in the
art rooms is essential.

Possible careers:

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 outside the box, and to find creative solutions to challenges.




                                              18
DESIGN

Design: 50% practical and 50% theory
Half of the work you do in design will be practical. The other half of the work you do will be
writing and reading based – like a combination of history and English. Each counts for
50% of your final mark each year. In Grade 12 you do a big practical exam, as well as
write a three hour paper.

Design is resource-intensive
If you take design, you will be doing a lot of work in your own time, after school. The
Design course is a lot of work: you will need to be self-motivated and talented to get
through all of it. Design is not a good option for those who are scared of hard work. Design
can also be expensive: some of the tools and materials are costly.

The ideal design student
Design is a visually-based subject. Being able to draw is essential. Good language skills
are crucial, and mathematical skills are also a great help. Design students need to be
people who can work to a deadline.


If you want to get into design you have to submit a portfolio of work.
Here are the details:
    1. All work in the portfolio has to be your own.
    2. Your work can take any form – graffiti, cartoons, drawings, models, clothes,
       computer-generated images, etc. – or any combinations of these.
    3. You may not include photographs (except photographs of your work: see below)
    4. Your work will be assessed for its quality (how much effort have you put into it)
    5. You can submit as much work a you like, but it’s better to have fewer works of good
       quality than many works of lesser quality
    6. You need to include at least 2 A4 pages.
    7. Work must be made specially for the portfolio: you cannot use work from other
       subjects (if any of the other teachers recognize work from their subject in your
       design portfolio, you will automatically be disqualified from taking design)
    8. All work must fit into an A4 flip file, and it must be flat. If you make anything three
       dimensional, it should be included as a photograph (in other words – take a
       photograph of it, and submit that).
    9. The portfolio must be handed in to the Design teacher on Thursday 15 August at
       the beginning of first break in his classroom. If you do not hand in work on the date
       at the correct time, you will automatically be disqualified from taking design. (What
       we are checking here is to see whether you can stick to deadlines and follow
       instructions).




                                              19
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.

Skills Learnt

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 Links

A study of Economics will enable learners to enter different careers such as finance,
manufacturing, commerce 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.




                                             20
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.

Type of Learner

A learner who demonstrates an ability to think logically and analytically, as well as
holistically and laterally.

Skills learnt

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 Links

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).

Accounting in Matric is a good start to the university subject.




                                               21
ENGINEERING GRAPHICS AND DESIGN

DEFINITION

To communicate production systems, processes and services graphically using lines, symbols and
signs to contribute towards economic growth and enhanced quality of life.

PURPOSE

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.

SCOPE

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.

EDUCATIONAL AND CAREER LINKS

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 33 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

Learning outcomes

   1.   Music Performance and Presentation on the learner’s chosen instrument.
   2.   Improvisation, Composition and Arrangement.
   3.   Music Literacy.
   4.   Critical Reflection.

Content of the syllabus

   1. The study of an instrument, and the performance of a repertoire covering a variety
        of musical styles and genres, in both a solo and group situation.
   2. Improvisation, composition and arrangement of own and existing music.
   3. The development of competencies in Aural, Visual and Music Writing skills that are
      applied in the performance, reading, writing, transcription, analysis and
      documentation of music.
   4. The study of Music History, Harmony, Form and Analysis, compositional techniques
      and interpretation in a variety of musical genres and styles. Basic research and
      presentation of critical reports on aspects of music practice.
   5. Music technology – recording equipment, software applications, sound amplification
      etc.
   6. An introduction to the functioning of the music industry.

Skills required of a learner

   1. Learners enrolling for subject music should have some background 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.

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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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

CAPE PENINSULA UNIVERSITY OF TECHNOLOGY –www.cput.ac.za




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DOCUMENT INFO