College | Academics
Further Education and Training Phase:
Grade 10, 11 and 12
When moving into the FET phase pupils have a choice of subjects. They need to take seven subjects as outlined below:
- Language of teaching and learning – English
- A second South African language – Afrikaans or isiXhosa
- Life Orientation
- Mathematics or Mathematical Literacy
- A choice of three of the following:
- Business Studies,
- Computer Applications Technology,
- Life Sciences,
- Physical Science and
- Visual Arts.
Arrangements can be made to take isiXhosa instead of Afrikaans, French, German, Spanish, Music and Information Technology.
English at a home language level provides for language proficiency that reflects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.
Afrikaans at a first additional language level assumes that learners do not necessarily have any knowledge of the language when they start school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language. In Senior Phase, learners continue to strengthen their listening, speaking, reading and writing skills. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their additional language.
Mathematics makes use of symbols and notations for describing numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and qualitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem solving that will contribute in decision-making. Mathematical problem solving enables us to understand the world (physical, social and economic) around us, and, most of all, to teach us to think creatively.
The competencies developed through Mathematical Literacy allow individuals to make sense of, participate in and contribute to a world characterised by numbers, numerically based arguments and data represented and misrepresented in a number of different ways. Such competencies include the ability to reason, make decisions, solve problems, manage resources, interpret information, schedule events and use and apply technology. Learners must be exposed to both mathematical content and real-life contexts to develop these competencies.
Life Orientation is the study of the self in relation to others and to society. It addresses skills, knowledge, and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity, careers and career choices. These include opportunities to engage in the development and practice of a variety of life skills to solve problems, to make informed decisions and choices and to take appropriate actions to live meaningfully and successfully in a rapidly changing society. It not only focuses on knowledge, but also emphasises the importance of the application of skills and values in real-life situations, participation in physical activity, community organisations and initiatives. It is unique 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.
Accounting focuses on measuring performance, and processing and communicating financial information. This discipline ensures that principles such as 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, interpretation and communication of financial statements and managerial reports for use by interested parties. These fields cover a broad spectrum of accounting concepts and skills to prepare learners for a variety of career opportunities.
The subject Business Studies deals with the knowledge, skills, attitudes and values 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.
Computer Applications Technology (CAT)
Computer Applications Technology is the study of the integrated components of a computer system (hardware and software) and the practical techniques for their efficient use and application to solve everyday problems. The solutions to problems are designed, managed and processed via end-user applications and communicated using appropriate information and communication technologies.
Geography is the study of human and physical environments. It is a subject that combines topics related to physical and human processes over space and time. With the use of Geography, we can better understand our complex world. There are many branches of study in Geography. For example, in Physical Geography, we examine natural processes and features, including the atmosphere, landforms and ecosystems. In human Geography, we investigate the activities and impact of people on Earth. The concept that unifies Geography is space. All geographical phenomena have a spatial dimension and operate in a continuously changing environment.
History is the study of change and development in society over time. The study of history enables us to understand how past human action affects the present and influences our future, and it allows us to evaluate these effects. So, history is about learning how to think about the past, which affects the present, in a disciplined way. History is a process of enquiry. Therefore, it is about asking questions of the past: What happened? When did it happen? Why did it happen then? What were the short-term and long-term results? It involves thinking critically about the stories people tell us about the past, as well as the stories that we tell ourselves.
Life Sciences is the scientific study of living things from molecular level to their interactions with one another and their environments. By studying and learning about Life Sciences, learners will develop their knowledge of key biological concepts, processes, systems and theories; an ability to critically evaluate and debate scientific issues and processes; an understanding of the ways in which humans have impacted negatively on the environment and organisms living in it; a deep appreciation of the unique diversity of past and present biomes in Southern Africa; scientific skills and ways of thinking scientifically that enable them to see the flaws in pseudo-science in popular media; and a level of academic and scientific literacy that enables them to read, talk about, write and think about biological processes, concepts and investigations.
Physical Sciences investigate physical and chemical phenomena. This is done through scientific inquiry, application of scientific models, theories and laws in order to explain and predict events in the physical environment. This subject also deals with society’s need to understand how the physical environment works in order to benefit from it and responsibly care for it. All scientific and technological knowledge, including Indigenous Knowledge Systems (IKS), is used to address challenges facing society. Topics covered include mechanics, waves, electricity and magnetism, matter and materials, chemical change and chemical systems.
Visual Arts covers a broad field of creative practice that involves the hand, the eye, the intellect and the imagination in conceptualising and creating two-dimensional and three-dimensional artworks, objects and environments which reflect the aesthetic, conceptual and expressive concerns of individuals or groups. Learners acquire the capacity to make practical and aesthetic decisions in the development of a coherent body of work. The subject Visual Arts is about self-expression and offers learners a way to engage meaningfully with, and respond to, their world. It provides opportunities to stimulate and develop learners’ intellect, engaging their creative imagination through visual and tactile experiences and the innovative use of materials and technology in realising their ideas. It also encourages learners to develop an individual visual language and literacy, which is informed and shaped by the study of visual culture, past and present.