• There is a standard National curriculum for Grades 8 & 9.
• In Grade 9 all pupils write the GETC (General Education and Training Certificate).
• Subject choice for Grades 10 – 12 include core subjects (2 official languages, Life Orientation, Maths or Maths Literacy) plus 3 electives.
• Our matriculants write the National Senior Certificate.

Progression and Promotion Requirements

• Progression is based on 100% Continuous Assessment (CASS).
• The age-cohort is considered. (code 2)
• Numeracy and literacy are key factors.
• Each child is assessed individually.
• Predominance of codes 1 and 2 used as an indicator to establish if a pupil is ready or not to progress.

Grade 9
Pupils MUST obtain:

• One official language =  Code 3 (40% or above)
• Mathematics =  Code 3 (40% or above)
• Other official language =  Code 3 (40% or above)
• Four other learning areas =  Code 3 (40% or above)

Grade 10-12
Pupils MUST obtain the following to pass:

• Take seven subjects.
• Complete ALL formal tasks.
• Home language (English) obtain 40% or above.
• Any two other subjects must obtain 40% or above.
• Any three other subjects must obtain 30% or above.

Text Books
Text books are supplied by the school.

Subjects

• English
• Maths
• Life Sciences
• Engineering Graphics and Design
• Technology
• Art
• Drama
• History
• Accounting
• Economics
• Physical Sciences
• Life Orientation

Maths Academic Curriculum:

• Gr 8: Patterns and Algebraic Conventions (Term 1), The Real Number System (Term 2), Data Handling, Space and Shape (Term 3), and Measurement (Term 4).

• Gr 9: build on what was done in grade 8 (at a slightly higher level) and include simple factorizing, congruency, probability and geometric proofs.

• Gr10:  build on grade 9 work (at a higher level), and introduce co-ordinate geometry, basic trigonometry and graghs.

• Gr 11: repeat grade 10 work (at a much higher level), and introduce Quadratic equations and inequalities, trigonometry in four quadrants and Linear Programming.

• Gr 12: build on grade 11 work, introduce logarithms, inverse graphs, geometric and infinite series, multiple angles in trigonometry, bivariate data and finally calculus.

There are THREE Learning Outcomes, namely:

1. Scientific inquiry and problem solving skills (basically investigations and practical work)
2. Construction and Application of Life Sciences Knowledge (basically the theoretical component that involves the accessing,  interpreting and understanding of concepts)
3. Life Sciences, Technology, Environment and Society (a new component which explores and evaluates scientific ideas of past and present cultures, compares and evaluates the uses and development of resources and products and their impact on the environment and society and compares the influence of different beliefs, attitudes and values on scientific knowledge).
   Matriculation Examination Requirements include a written theory paper as well as a portfolio of tests, examinations, projects and practical work.
   

Metalwork  is now included in the subject called  Mechanical Technology( Metalwork, Welding and Metalworking, Fitting and Turning and Motor Mechanics) which is on offer at most Technical Schools.   Mechanical Technology is not offered as a subject at RBHS.

Engineering Graphics and Design integrates the cognitive and manipulative skills that are used to design and communicate graphically. The subject combinations lines and symbols to render services and design processes and systems that contribute to economic growth and enhanced quality of life.

Engineering Graphics and Design contributes to learners' technological literacy by giving them opportunities to:

• appreciate the interaction between people's values, attitudes, society, environment, human rights and technology
• apply the design process to solve civil, electrical and mechanical problems analytically and graphically;
• understand the concepts and knowledge used in Engineering Graphics and Design and use them responsibly and purposefully in of Civil, Electrical and Mechanical Technology; and
• develop and apply specific skills related to Engineering Graphics and Design.

The curriculum allows learners to:

• identify and solve design problems while making responsible decisions using critical and creative thinking when applied to civil, electrical and mechanical drawings;
• work effectively with others as a member of a team, group, organisation or community;
• organise and manage themselves and their activities responsibly and effectively when applied to Engineering Graphics and Design;
• collect, analyse, organise and critically evaluate information when producing drawings;
• communicate effectively using visual, mathematical, scientific and graphical and/or language skills in oral and/or written modes as applied to Engineering Graphics and Design
• use science and technology effectively and critically, showing responsibility to the environment and to the health of others when using and producing drawings related to Engineering Graphics and Design
• demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
• To contribute fully to the personal development of each learner and the social and economic development of society,

Engineering Graphics and Design as a subject gives learners the opportunity to:

• communicate ideas graphically by using drawing instruments and computer-based tools;
• learn by solving problems in creative ways;
• carry out projects using the design process;
• learn by dealing directly with human rights and social and environmental issues in their project work;
• use knowledge in a purposeful way; and
• develop positive attitudes, perceptions and aspirations to manufacturing, engineering and technology-based careers.

Boys are required to use their knowledge, skills, values and resources to meet people’s needs and wants by developing practical solutions to their problems, taking social and environmental factors into consideration.

The Learning Area contributes to developing the technological literacy of the learners by giving them opportunities to develop and apply specific skills to solve contextual technological problems.

Technology can be referred to as being: Project based and process driven.

Project based: as every term the learner will engage with various forms of group and/or individual projects focused on specific technological topics: Processing, Structures, Mechanical and Electrical Systems and Controls.

Process driven: as all Technology work is driven by the Design Process, which is a creative and interactive approach used to develop solutions to identified needs or wants. The skills associated with this process are:
Investigate, design (designing, developing and making), evaluate and communicate.
Work Schedule:

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• 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.

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 judgment – critical skills developed in History!

VAT, business ethics and Internal Control are also introduced into grade 10 and expanded upon in Grade11 and 12. There is also a move away from “bookkeeping”, towards the Managerial side of Accounting. Here financial information is analysed so informed business decisions can be taken.

Accounting is definitely a life skill subject, as everyone needs an understanding of finance. Some aspects of Accounting are covered in Grade Eight and Nine and if the learners are struggling at this level it would be advised that Accounting is not the right option for them.  A logical mind is needed and a good work ethic is essential in order to be successful in Accounting. There is often the totally misguided perception that Accounting is not necessary in order to do a commerce degree. Although this is true in some courses and at some universities, it is an entrance requirement at some universities. Past experience has taught us that a good grounding in school Accounting gives pupils a jump start on those, who have not taken Accounting before. It also relieves the stress of extra lectures, crash courses in the first year, for those who have not taken Accounting at school.

Economics

Economics equips learners with all the attributes needed to participate in and survive in a complex economic society. The learners discuss and analysing the world around them as this is a subject that fosters an enquiring mind and a thirst for understanding not only of what is happening in the economy, but also why.

In Economics the learners will learn about:

• The role of the government in the economy.
• Factors which determine and influence prices.
• Inflation and unemployment.
• Distribution of income and wealth, human rights, and responsibilities
• Reconstruction, growth and development in post-apartheid South Africa.
• International trade.
• Money and banking.
• Labour issues and the role of trade unions.
• Natural resources and environmental issues
• Contemporary issues affecting the South African economy e.g. HIV /Aids.

Economics is used in many careers:

• Businessmen and entrepreneurs.
• Politicians and foreign diplomats.
• Lawyers.
• Journalists.

In fact anyone who wants to understand the world around them, who has to make decisions and who wants a global perspective, should consider studying Economics

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 will continue to maintain 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 syllabus:

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 Pupil

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
Organising and managing themselves effectively
Collecting, analysing 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 eg. Engineering, bio-technology and environmental degrees.
Professional careers such as science teaching, medicine, dentistry, engineering, pharmacy, radiography etc.
Vocational career paths such as technology etc

Life skills are taught on a regular basis as part of an integrated programme presented by our teacher counsellor.  Lessons deal with issues ranging from problems of adolescence to study methods and career guidance.  Life Orientation, now a compulsory subject from Grades 8 to 12, covers a wide range of important life skills.

Counselling
Counselling is provided for individual pupils and families in pre-booked sessions, during which time problem solving and support are offered for a wide range of needs. The Guidance Counsellor is integrated into a professional network of psychiatrists, clinical and educational psychologists, social workers and special needs therapists in the local community, and these are able to provide a broad support base for the Rondebosch Community.

The Counsellor also arranges evening talks for parents on adolescent issues (these are advertised in the term calendar).

Parents Talk - Adol dev 2009

Career Guidance
In Grades 8-12, Guidance is covered in Life Orientation

Careers Expo
Each year RBHS attends a Careers Expo in order to provide relevant information to pupils so that they can make informed career decisions. Around 30 exhibitors from various tertiary institutions are on hand to advise pupils on tertiary study options. In addition, a selection of parents is available to discuss career fields such as medicine, law, engineering, architecture and accountancy.