EASTER TERM (TERM 1)

Half Term

TRINITY TERM (TERM 2)

Half Term

MICHAELMAS TERM (TERM 3)

Half Term

St Mary's DSG was founded by Bishop Bousfield in 1879 for his six daughters, and named St Ethelreda's.  This obscure saint, the daughter of the King of East Anglia, may have been honoured because of the connection of the Bishop with Ely Cathedral which was founded by St Ethelreda.

It is the second oldest school in what was the "Transvaal" with only Loreto Convent being older.  Pretoria at that stage consisted of 10 streets East to West and 8 North to South.

With enrolment at 138 before the 2^nd Anglo-Boer War, the political upheaval resulted in a precipitous decline to 25 by 1902, prompting Bishop Carter to invite the Community of St Mary the Virgin from Wantage, in England to rescue the School. They arrived in Pretoria on 7 September 1903 not knowing the name of the School, which disappeared from usage and for a few years it was know simply as "the DSG". It was in 1926 that the School took the name St Mary's DSG. Starting in the Bishop's house then called Bishopscote, with a brief period in Koch street, the School soon settled into its premises in Skinner street, which as far as MAPS shows us is now 279 Nana Sita Str., a 350 m walk from the cathedral. In 1923 the present property was purchased and the foundation stone laid in 1926. The School became operational on that property in 1929, on what was then the outskirts of Pretoria

IN 1975 the Sisters look their final leave of the School which has continued to thrive, not least because of the continued close attachment and involvement with the Diocese and the special relationship with the Diocesan Bishop.

In 2019 Senior School enrolment stands at 481, and Junior School at 460, the highest in the history of the School. An academic staff complement of 106 is supported by a team of 100 which covers security, estates, maintenance, admin, kitchen, laundry and boarding. An annual budget of in excess of R120 Million confirms the School as a serious business which must be run professionally without compromising the core reasons for the existence of the School reflected in the Vision and Mission.

Digital Technologies
The introduction of Digital Technologies as a Grade 8 and Grade 9 choice subject will broaden and extend programming experience with the use of Scratch2, Greenfoot, HTML and Alice. Learners will develop an understanding of the characteristics of data, digital systems, procedures and computational thinking. Learners will automate solutions through logic in their extensive exposure to Robotics using LEGO EV3. They will endeavour to master logic and problem-solving skills together with the use of motors and various sensors and incorporate loops and switches in their programming of their LEGO EV3 robots. A basic framework of the two-year syllabi include HTML webpage creation, Adobe Flash animation, Android app creation, 3D design and printing, as well as a module in Electronics using MakeyMakey and Arduino circuitry to innovate computer use for people who live with physical and communicative challenges. The theory component covers basic concepts of systems technologies, communication, internet technologies and social implications.

St Mary’s DSG, an independent, all-girls Anglican School, strives to create a pathway empowering confident young women of integrity and character to explore their potential and to contribute positively to our nation and the world. 

St Mary's DSG Values

• Respect
• Integrity
• Agility
• Growth mindset
• Generosity of spirit

St Mary’s DSG, an independent, all-girls Anglican School, strives to create a pathway empowering confident young women of integrity and character to explore their potential and to contribute positively to our nation and the world. 

St Mary's DSG Values

• Respect
• Integrity
• Agility
• Growth mindset
• Generosity of spirit

The school has a three-term year. Term dates vary from year to year, but are approximately as follows:

Term 1 - mid-January to early April

Term 2 - early May to early August

Term 3 - early September to early December

The academic day starts at 07:30 for all pupils. Extra-mural and sporting activities take place in the afternoons and on some Saturday mornings.

 The School is divided into four Houses - St Andrew, St George, St David and St Patrick. Inter-House competitions take place in all sports as well as in other activities such as music, drama, public speaking and quizzes.

THE CHAPEL

The Christian ethics espoused by the Bishop and Sisters from the outset have been handed down over the years and remain at the heart of our teaching philosophy, with daily acts of worship and chapel services co-ordinated by our resident Chaplain.

As an Anglican school, St Mary's aims to deepen an awareness of the love of God and to encourage spiritual growth. While girls of other denominations and faiths are welcome at St Mary's, all pupils are required to attend Divinity classes, daily acts of worship and certain other compulsory chapel services.

Voluntary services, including Mass, are celebrated regularly; these provide ample opportunity for girls to further their worship. The Sunday services are compulsory for boarders, but daygirls and parents are always welcome to attend.
The Chaplain prepares girls for confirmation. Girls are encouraged to participate actively in the worship. Many serve in other ways as sacristans, servers or choir members.

The School Prayer

Lord Jesus, Child of Bethlehem,
bless our school and all its members, past and present.
Be with us in our worship,
in our work and in our play.
Inspire the hearts of those who teach
and of those who learn;
train those who rule and those who obey,
that all may offer Thee the perfect service
which is worthy of Thy Love.
Who livest and reignest with the Father
and the Holy Spirit, ever one God,
world without end.
Amen.

St Mary’s Diocesan School for Girls, which was originally known as St Etheldreda’s, was founded by Bishop Bousfield, the first Bishop of Pretoria, in 1879.  Initially it was situated at No 279 Skinner Street, but after about 40 years, it moved to its present site in Hillcrest.

Formal education for women was not considered important in the 1880s.  What had started as a school for the Bishop’s six young daughters, who were privately tutored in his home, “Bishopscote,” by Miss Elizabeth Dowling, the first headmistress, soon became too small for the 20 pupils who were on the register by 1886.  A move was made to a house in Koch Street, but even those facilities became inadequate for the 75 pupils of 1889.  It was then that land was bought in Skinner Street and St Etheldreda’s was built.  The cost of the building was £1,500, of which only £300 was immediately available; the rest was raised by the Bishop and other friends of the School.  By 1895, there were 138 pupils and nine academic members of staff.

The growth of the School was sadly stunted by the onslaught of war:  the Anglo-Boer War of 1899 – 1902.  In 1902 Bishop Bousfield died and all seemed lost.  The Headmistress resigned, staff returned to England and only 25 pupils remained at St Etheldreda’s.  The Education Department suggested that the school buildings might be used as a hostel for the newly-established Pretoria High School for Girls.

When Bishop William Carter was appointed second Bishop of Pretoria (1903-1909), he fervently opposed the absorbing of Church schools by the government.  It was his inspiration that saved our school: he invited the Community of St Mary the Virgin from Wantage in England to take it over – and the Community accepted.  However, they were not able to send Sisters to South Africa until September 1903, so for nine months Miss Grenfell kept the school going.  Finally, the great day came when the first four Sisters arrived at Pretoria Station: 7 September 1903.  A new era dawned, during which the school developed into an efficient and highly-regarded institution under the capable and loving guidance of the Sisters.  Tribute, however, must be paid to those gallant Headmistresses who, for the previous 23 years, kept St Etheldreda’s afloat on the storm-tossed seas of national and educational turbulence.  The name “St Etheldreda’s” was not heard after the war, and in time the School became known as “St Mary’s Diocesan School for Girls” or the “DSG.”

The years that followed were filled with stories of growth.  The School at Skinner Street was full to overflowing, much to the delight but also consternation of the third Bishop of Pretoria, Bishop Furse, and Sister Alice, who together dreamed of a “Promised Land” – somewhere where there was space to move and grow.  The purchase and development of such a site, formerly a portion of the farm Hartebeestepoort belonging to Mr Frank Struben, was a journey of faith; a vision realised.  From 1921, when the “Promised Land” was purchased, to 1926 when the foundation stone was laid, to 1928 when the new building was ready for occupation, the school grew from strength to strength.  Countless generations of little girls (and boys until the 1950s) passed through the gates of the DSG on their way in life, shepherded by the firm, but loving nurturing of the Sisters, assisted by dedicated lay staff.

Sadly, the day came when the era of the Sisters of the Community of St Mary the Virgin (CSMV) drew to a close.  Sunday 30 November 1975 will be remembered as a day of great thanksgiving for the 72 years of devoted service offered to the school by these women of faith.  The Rev Hugh Brown took up the reins as Headmaster and guided St Mary’s DSG into a new era of growth and development.  The celebration of the School’s centenary in 1979 was a joyful reminder of the importance of the Christian ethos that has inspired the “hearts of those who teach and those who learn” (Part of the School Prayer).  The role of the Chaplain and the central position of the Chapel continue to give focus and opportunities for spiritual formation.

The year 2004 gave the School a further opportunity to celebrate: 125 years of the best that a holistic education has to offer!   

GOVERNING BODY

View 3D Tours of our campus

ACADEMIC:

- A Grade 8 & Grade 9 pupil needs to collect 10 merits to receive an invite to the accolades tea.

- A Grade 10 - 12 pupil needs to collect 7 merits to receive an invite to the accolades tea.

- Accolades tea will be held in the last week of the month.

- Grade 10 to 12 on Tuesdays and grades 8 and 9 on Wednesdays.

- Merits are handed in weekly to the tutor who will send the data to the senior school reception’s secretary.

- Merits are collated by the secretary who will compile a list in House order.

- A letter will be sent to all parents if the pupil is invited to the accolades tea-for their information.

- The 4 houses accumulate accolades throughout the year and the merits go towards house points for the overall house trophy at prize giving.

- A prize goes to the pupil who accumulates the most accolades throughout the year.

Merits:

- Merits are only awarded for full length (major) tests and assignments.

- The pupil must get 80% or improve by 10% from the previous best assessment.

- Exceptional effort on major individual assignments.

- No merits for peer assessment tests.

- Merits for oral/practical work must be the equivalent of a "major" test.

- Merits must be given by all. Consistency, as far as possible, should apply.

- There should be a normal spread of results in the test.

OTHER:

- If a pupil excels in any other sphere of school life she will be invited to an accolades tea.

- Staff members can send names and achievements through to the Vice-Principal: Academics who will make the selection.

J Miller 2017

There are many reasons for studying Zulu, including personal interest in southern African cultures, research interests and fulfilment of foreign language requirements. In addition, Zulu has great political, cultural, historical and social importance in southern Africa. Zulu spread throughout large areas of southern Africa and the language served as a tool for unifying the many ethnic groups found there. Another advantage of studying Zulu is that it forms the basis for understanding the other Nguni languages. If you can speak Zulu, you can invariably understand Swati, Ndebele and Xhosa.

In the future, students who are hoping to be part of any South African workplace will benefit from knowing at least one indigenous language. They will earn respect and find it easier to communicate with all the people they will come across and deal with in their daily business. It is even more vital for those who are interested in travelling and working internationally. When one calls oneself proudly South African, one is somewhat expected to be able to share their knowledge of an indigenous language; it does not create a good impression if one does not know how to speak at least one indigenous language of the country where one was born and raised.

Course Outline

To broaden and deepen language competencies so that learners are able to listen, speak, read, view, write and present with confidence - this forms a basis for life-long learning.

We hope to enable our girls to:

• Use language appropriately in real-life contexts.

• Express and justify their own ideas, views and emotions confidently in order to become independent and analytical thinkers.

• Use language and their imagination to represent and explore human experience.

• Use language to access and manage information for learning across the curriculum.

• Use language as a tool for critical and creative thinking.

• Express reasoned opinions on ethical issues and values.

• Interact critically with a wide range of texts.

• Recognise the unequal status of different languages and language varieties.

Assessment and Examinations

• There is continuous assessment of oral and written work in normal class situations.

• Writing is assessed continuously across a range of different tasks such as language and comprehension exercises as well as creative, transactional and functional writing.

• Class tests and standardised tests are written regularly.

• Homework and assignments are given regularly.

• Projects are given termly.

Skills Taught

• Basic language skills such as listening, speaking, reading and writing and research.

• Language is the best tool for instilling life skills such as critical thinking, analysing, problem-solving, initiative, etc. 

Special events

• Visiting cultural villages

• The IsiZulu evening

• The IsiZulu Olympiad

• Traditional dance, music, poetry etc.

At the centre of all learning lies the learner’s own experience.  Arts education offers learners a unique way of exploring the world around them, expressing their own perceptions and discovering their own creative imagination.  In this sense, arts education lies at the heart of all learning!

Some of the outcomes for this subject are to:
• Encourage learners to think critically about the world of images around them. This skill benefits not only artists, but designers, heritage workers, architects, photographers, teachers, town planners etc. We all rely on an ability to interpret images in a critical way.
• Emphasize the value of keeping artist’s notebooks. These are a personal resource where ideas, sketches, images etc. can be stored for later use.
• Explore visual phenomena and technical possibilities through practical projects, research, interviews and discussions.
• Synthesize findings in a personal and meaningful way which not only benefits the individual but also the group.
• Humanize ourselves through the exhibition of own work, where issues of the art-making process and representation take place.

Career Opportunities:
The following represents a synopsis in which related careers can be pursued, and some of their associated roles and work contexts:

• Fine Arts (professional artists, visual arts educator, illustrator)
• Advertising (art directors, copywriters, entrepreneurs, marketing, photographers)
• Design and Decorating (game animation, game engineering, app design, graphic, textile, fashion, landscape, interior, product, jewellery, stage design, illustration, animation, and cartooning)
• Craft (craftspeople, product developers, operations managers)
• Architecture and the Built Environment (architects, town planners, landscape designers, decorators)
• Arts Management and Marketing (dealers, gallerists, agents, publicists, fundraisers, project managers, the world of arts auctioneering)
• Art Criticism (journalism, critics and art historians)
• Public Art (small and large scale public art events, mural artists)
• Curating and Conservation (curators, exhibition designers, conservators working in museums, public and private galleries and travelling exhibitions)
• Education and Training (teachers, trainers, materials developers, lecturers, NGOs, community arts centres, private providers)

Some things of interest:
• I recently attended a talk given by Luc Wolthers. He is a 20-year-old Redhill School Old Boy who is currently studying a course at Wits University on Gaming Design and Gaming Engineering. He has already worked for Triggerfish and Pixar -two multinational companies where he was involved with animation.
• Gaming is one of the faster-growing industries in the world and one which attracts creative people who want to be a part of a very new and rapidly-evolving industry.
• Last year at the St Mary’s DSG Career Evenings, two young men - Carl Jeppe and Thomas Blatcher - spoke to our students about their careers in the media industry. Both young men own their own companies which service and provide design and advertising for a wide range of clients.
• I was recently fortunate to meet Dr Sarah Britten who also heads up her own media company, The Creativity Project. She spoke about ‘portfolio careers’ - a term which I had not come across before. It means that in the future, most people will have multiple careers concurrently.

Summary
There are many varied and diverse fields/branches of Art, many of which cannot be measured, tested or even touched upon at school level. Taking Art as a subject does not mean becoming an artist who works in a studio for a living - this may have been the case a few hundred years ago. Just as a student who takes Science is unlikely to become a scientist, so too, a student taking Art is unlikely to become an artist. Art teaches skills way beyond drawing etc - it inculcates life skills such as self-discipline, problem-solving, visualisation, and processing concepts creatively, learning to be comfortable with ambiguity, lateral thinking etc.

Self-discipline, hard work and a love of the subject are key factors which should motivate your choice. As is the case with all success, it requires the individual to move beyond the comfortable and to be equipped for change and multi-disciplinary careers.
 
In the words of Nelson Mandela:
“Individuality encourages creativity, creativity sparks identity, identity forms communities, communities form nations.”

Curriculum Outline:  Mathematics

Assessment and Examination
Assessment in Grades 10, 11 and 12 is modelled on the assessment structure in Grade 12.  Students are expected to complete summative assessments, as well as portfolio assessments.  25% of the final mark is made up from year work, and the final examination comprises 75% of the result.
Mathematics focuses on formal, more abstract mathematical concepts.  The current Mathematics syllabus assesses learners’ abilities equally in Algebra, Graphing, Trigonometry and Geometry, the latter having been reintroduced in the new curriculum from 2012.  Deductive thinking, required particularly in the Euclidean Geometry, is a prerequisite for many courses at tertiary level.

Enrichment and Special Events:
• Participation in the South African Mathematics Olympiad
• Participation in the University of Pretoria Mathematics competition
• Visits to the University of Pretoria
• Regular involvement of the Mathematics patron, Professor Ansie Harding
• Motivational talks with a mathematical flavour
• Advanced Programme Mathematics

Introduction

The Music Department at St Mary’s DSG is committed to guiding all learners who become involved in music towards discovering their full music potential, thereby enabling them to develop into well-balanced and able young musicians who find joy and fulfilment in their art and in their lives.

Subject Music
The Subject Music course is designed to serve the abovementioned purpose to the full. Selecting Music as a Subject in Grade 10 requires that a learner has done Subject Music in Grade 8 and 9. However, exceptions are made when a learner can provide other practical and theoretical qualifications which would sufficiently allow her to deal with the level required of Subject Music Learners in Grade 10 and beyond.
It is not compulsory to play a practical instrument when doing Music as a subject in Grades 8 and 9, but it is strongly advised that a learner does so.  If a learner chooses Music in Grades 8 and 9, but chooses not to play a practical instrument, she will not be allowed into the Subject Music programme in Grade 10.
 
Curriculum Outline
The Subject Music Course for Grades 10 - 12 (as prescribed by the IEB) has three outcomes:

1. Music performance and improvisation
The learner will be trained to:

• Demonstrate technical control over her chosen instrument. To assess this, she will be given sight-reading, an aural test as well as scales and technical exercises.     This will be assessed in a formal practical examination each term.
• Perform a minimum of three solo pieces as well as one ensemble piece. This will also be assessed in a formal practical examination each term. She will be     expected to perform one solo piece in Term 1, two solo pieces in Term 2 and three solo pieces as well as one ensemble piece in Term 3.
• Write programme notes for examination pieces.
• Improvise stylistically with traditional, indigenous or contemporary scales and modes.

2. Music Literacy
The learner will be trained to:

• Analyse notated and / or recorded music visually.
• Compose a musical work.
• Use available technology to compose, arrange and present a musical work.
• Apply the knowledge of harmony to harmonise a melody in four parts.
• Write a melody.

3. Music Knowledge and Analysis
The learner will be trained to:

• Critically evaluate representative examples of music.
• Compare different styles of music.

Positive aspects
There are a number of positive aspects that the curriculum content offers:

• A far more inclusive approach that allows anyone who truly desires to participate in Music as a subject, to do so.
• A wider knowledge of Music as a whole. The subject caters for a wide variety of styles and genres, including jazz, indigenous music, rock and pop, musicals     and western classical music.
• The subject content is current. Aspects such as Music Technology, Recording, Music Rights and Music Promotion, Marketing and Events Organisation are        included in the curriculum.

Skills Taught
Through its practice, Music engenders sought-after qualities that are synonymous with principles of true education. These become life-long and universally valuable assets:

• Analysis
• Creative thinking
• Computer literacy
• Concentration
• Co-ordination
• Emotional development
• Fine motor control
• Humanity
• Insight
• Instrumental performance
• Self-confidence
• Self-discipline
• Time management

Career Paths and Opportunities
• Commercial music: composition and performance
• Music technology
• Recording engineering
• Sound engineering
• Music education
• Musicology
• Music management
• Performance: solo and group

Conclusion
The Subject Music Department at St Mary’s DSG aspires to instil confidence and commitment in what is undoubtedly a challenging but most rewarding course.
Education in music is most sovereign, because more than anything else rhythm and harmony find their way to the inmost soul and take strongest hold upon it, bringing with them and imparting grace (when) one is rightly trained - Plato

Physical Sciences consist of Chemistry and Physics. 
Chemistry is the study of the composition, structure and properties of substances and of the transformations that they undergo, while Physics is a study of how energy and matter relate to each other.
A significant part of the work is rather abstract, especially in Chemistry.  Physics, especially, relies heavily on Mathematics.  In both Physics and Chemistry linguistic skills are of extreme importance to understand and explain complex concepts. 

Curriculum outline

Some topics that will be dealt with in Physics include mechanics, waves and electricity and magnetism.
Topics in Chemistry include chemical bonding, intermolecular forces, stoichiometry, organic chemistry, acids and bases, electrochemistry, rates of reaction and equilibrium.

Skills taught

Mechanical insight and the ability to apply knowledge and skills to new problems are essential in order to deal with the requirements in Physics.  Translation of knowledge, like representing data on tables and graphs, and interpreting graphs are important skills taught that can be applied in many other fields.
Chemistry relies a great deal on the ability to understand theories and models, which are abstract by nature.
Skills learned and knowledge gained in Physical Science will enable girls to deal a lot better with our highly technological world, whether they follow a career in Sciences, or not.

Practical

Both Physics and Chemistry have practical components that form an integral part of the subject.  In Grade 12, practical investigations contribute between 40% and 50% to the portfolio mark.  Compulsory practical investigations are one on physics and the other on chemistry.  Each of these will contribute 20% to the portfolio mark.  The alternate assessment, which could also be a practical investigation, counts another 10%.
In Grade 10, in Physics we investigate things such as the relationships between displacement and time and velocity and time for objects moving at constant velocity of constant acceleration.  In chemistry we investigate the relationship between concentration of solutions and their conductivity.
In Grade 11, the relationships between acceleration and mass and acceleration and net force are investigated.  Electromagnetic induction and the effect between speed of motion, strength of magnetic field and number of turns on a solenoid and the emf induced are investigated.  In all the grades various investigations regarding electricity are done.

UP with Science

The girls are encouraged to apply for the UP with Science programme in Grade 10.  It is a programme offered by the University of Pretoria, where the learners are exposed to a variety of different fields of science over a three year period (Grade 10 to Grade 12). We are allowed to apply for two girls, but usually only one is selected.   These learners have to attend one Saturday session per month and one week during the government school’s winter holidays.  Learners who participated in the programme and opt to study in any field of science (excluding medicine and engineering) at TUKS pay no tuition fees for their undergraduate studies.

Assessment and Projects

In the case of most of the practical investigations, girls have to write practical reports, based on the scientific method, that are assessed.
Short research assignments or translation tasks are also often assessed.
At least two standardised tests are written every term.  Two examinations, Chemistry and Physics, are written during each of the July and December examination sessions.

Career Paths and Opportunities

Although a pure B Sc degree with Physics and Chemistry can be studied (to be used for research etc), the true value of taking Physical Sciences at school is that it is needed for very many career-specific courses. It is compulsory for all engineering and for medicine.  It is needed for technical and vocational training, like electricians etc.

General

Although Physical Sciences is an important subject, not only in the sense that many fields of tertiary study require it, but also in terms of the thinking skills that they will develop, girls need to be aware of the fact that an aptitude for the subject is not enough.  They need to be aware of the fact that in order to develop whatever potential they have will require exceptionally hard work.

• Performance: solo and group

Conclusion
The Subject Music Department at St Mary’s DSG aspires to instil confidence and commitment in what is undoubtedly a challenging but most rewarding course.
Education in music is most sovereign, because more than anything else rhythm and harmony find their way to the inmost soul and take strongest hold upon it, bringing with them and imparting grace (when) one is rightly trained - Plato

Mission Statement
With our ever-changing society, it is essential that we equip our young people in this country with the necessary skills to interact with as wide a population as possible. Since many learners who are native speakers of African languages attend English-medium education institutions, they lose their ability to converse and correspond in their home language. It is with this in mind that our mission statement is formulated. Sepedi enables the learners to communicate effectively, both in verbal and written disciplines, in their personal, social, educational and occupational environments.

Course Outline
To broaden and deepen language competencies so that learners are able to listen, speak, read/view and write/present with confidence that forms a basis for life-long learning.

• Use language appropriately in real-life contexts.
• Express and justify their own ideas, views and emotions confidently in order to become independent and analytical thinkers.
• Use language and their imagination to represent and explore human experience.
• Use language to access and manage information for learning across the curriculum.
• Use language as a tool for critical and creative thinking.
• Express reasoned opinions on ethical issues and values.
• Interact critically with a wide range of texts.
• Recognise the unequal status of different languages and language varieties.

Assessment and Examinations
• There is continuous assessment of oral and written work in normal class situations.
• Writing is assessed continuously across a range of different tasks such as language and comprehension exercises as well as creative, transactional and          functional writing.
• Class tests and standardised tests are written regularly.
• Homework and assignments are given regularly.
• Projects are given termly.
• Examinations

Skills Taught
• Basic language skills such as listening, speaking, reading and writing and research.
• Language is the best tool for instilling life skills such as critical thinking, analysing, problem-solving, initiative, etc.

Special Event
Annually we organise the Sepedi Evening which is a special function where the culture and many of its practices are displayed, i.e. music, clothes, food and dances. This event is always blessed by excellent attendance by both the girls and their parents. Guests from outside are usually invited to come and share this event with us.

Career Paths and Opportunities
• Teaching presents a definite career path.
• Translating, interpreting, journalism and public relations present many career paths.
• Lexicographers and terminologists, as this aspect is mostly needed by the Department of Arts and Culture as well as PANSALB.
• The theatre, film, radio and television world are self-evident career opportunities.
• Doctors working as interns all over the country, as well as nurses, would be well-equipped with the knowledge of an African language as part of their package.

Information Technology is the study of the various interrelated physical and non-physical technologies used for the capturing of data, the processing of data into useful information and the management, presentation and dissemination of data. Information Technology studies the activities that deal with the solution of problems through logical and computational thinking. It includes the physical and non-physical components for the electronic transmission, access, and manipulation of data and information.

What is covered in IT?
The table below provides the six topics and sub-topics to be covered in Information Technology in Grades 10 – 12:

In Information Technology a learner will:
• use appropriate techniques and procedures to plan solutions and devise algorithms to solve problems using suitable techniques and tools;
• understand and use appropriate communication technologies for information dissemination;
• appreciate and comprehend the various systems technologies used in the developing of a computer-based system;
• understand that all ICT systems are built upon software engineering principles;
• understand and use Internet Technologies for various tasks;
• comprehend and apply the concepts of data and information management to understand how a knowledge-driven society functions; and
• understand the social implications of ICTs and how to use ICT technologies responsibly.

What does computer programming involve?
Most people use programmes on computers that have been developed by other people.  Every day people use Microsoft Word to create documents, or Excel to create spread sheets, or an e-mail programme to send and receive messages. These are very handy for everyday tasks. To gain an understanding of how these programmes were developed, and to develop logical problem-analysing and problem-solving skills, the skill of computer programming can be learned.

Computer programming (as taught at school) involves:
• analysing problems into their smallest components,
• designing a solution for each part of a problem and combining them into a complete solution,
• coding that solution in a computer language,
• testing that the solution works under most normal circumstances. 

These valuable skills (that are not available in any other school subject) teach logical thought processes that can be applied throughout one’s life. 
Computer programming is not an easily-learned skill.  It requires hours of practice, sitting at a computer, experimenting with different options to understand how they work.  It is challenging, but produces great rewards - the euphoria of getting a programme to work (after hours of toil) is a wonderful experience!
The hardest part of computer programming at school is learning one or more computer programming languages. There are many, many programming languages.  Each language requires that its particular syntax is learned and can be applied.  Once one programming language is well understood, it is easier to learn other programming languages, because many of the structures in the different languages are similar (conditional statements, loops, etc). 
Commonly used programming languages at South African schools these days are Java and Delphi.  Delphi is a good programming language to learn at school level as a first language for the following reasons:

• It can be taught in a way that entrenches a sound understanding of basic programming syntax and structures, which empowers learners to be creative and inventive. This manner of teaching is better than simply learning programming skills.
• It is free, and it is easily obtained by anyone with access to the Internet.
• Delphi has built-in features that help learners quickly identify common programming mistakes.
• Delphi provides learners with valuable employment skills.
• An Object Oriented Programming (OOP) approach is followed which enables students to pick up any other OOP Programming language.

Who should choose IT as a subject?
Learners with enthusiasm, enquiring minds, some logical thought processes, and the maturity to spend hours at a computer fine-tuning their programming skills should consider taking the subject.

The subject IT is not for the lazy learner!  There is an enormous amount of work to be covered, and to become proficient, many hours of hard work are required.  The rewards are directly in proportion to the effort expended!  For those wanting extension, there is infinite scope beyond school level, in terms of books, and information on the Internet.

Information Technology specifically forms the basis for studies in computer science, information systems, engineering and the business sciences.
• Bio-informatics
• Business Information Systems
• Computer engineering
• Computer science
• Financial Information Systems
• Geographical Information Systems
• Informatics
• Information systems
• Information Technology
• System developer
• Telecommunications engineer

IT involves the integration of theory and practice:
• Computer or software architect
• Data communication and network specialist
• Hardware and software support technician
• Technology manager
• Programmer

• Life Orientation is the study of the self in relation to others and to society on a personal, social, intellectual, emotional, spiritual, physical and developmental    level.
• Life Orientation guides and prepares learners for life, its responsibilities and possibilities – it equips learners to solve problems and make informed decisions     and choices.
• Life Orientation is an inter-disciplinary subject that draws on integrated knowledge, values and skills embedded in various career and study fields.
• Physical Education is also included as part of Life Orientation. This is aimed at equipping students with the necessary skills to maintain a healthy lifestyle     through participation in physical activities and to allow them to adopt sport and physical recreation as a lifetime commitment.
• The main objective is to provide a relevant and current forum in which pupils may explore life issues that affect them at their various stages of development    and obtain suitable guidance in dealing with any problems they may encounter.

Focus Areas covered
In Grades 10 and 11, the Life Orientation curriculum is divided into the following 6 topics:
• Development of the self in society
• Social and environmental responsibility
• Democracy and Human Rights
• Careers and career choices
• Study skills
• Physical Education

In Grade 12
Personal well-being:
• Development of personal identity, self-development and building lasting relationships with self, family and peers
• Various and diverse influences in society that impact on the well-being of self and others
• Development of life skills to cope with stress, crisis situations and personal challenges that impact on lasting relationships with self, family and peers
• Gender equity and the impact of gender specific challenges

Citizenship Education:
• Active participation in the exploration of human rights issues in our immediate, national and international communities
• Open discussion and investigation of current social issues i.e. discrimination, economic and social justice, sustainable living etc.
• Diversity i.e. gender, religion, culture, ethnicity etc.
• Democratic participation as guaranteed by the Constitution and Bill of Rights

Recreation and Physical Activity:
• Nutrition and building a healthy and balanced life-style
• Physical activity for sustainable physical health
• Participation in organised and recreational sporting activities
• Participation in environmental outdoor games
• Issues concerning safety in physical exercise. This is implemented through activities such as lifesaving.

Careers and Career Choices:
• Identifying and developing personal interests, knowledge , skills and abilities for future success
• Current career and entrepreneurial options available and in demand 
• Accessing information study and career options both nationally and internationally
• Alternative tertiary options to university, gap-year opportunities and self-employment opportunities
 
Time management and goal setting, learning styles, study methods and study habits, stress management and examination-writing skills form an integral part of both the Personal Wellbeing and Career Focus areas throughout the High School Life Orientation programme.

Career and Study Fields linked to Life Orientation as a Learning Area
• Sociology:  Social, Urban and Rural Studies / Social worker / Social Analyst etc.
• Psychology:  All the principles of Psychology including Sport Psychology / Criminologist / Social Developer etc.
• Political Sciences and International Studies:  Political Analyst / Diplomatic Studies / Journalism etc.
• Labour Studies and Industrial Sociology:  Labour Relations / Arbitration and Conflict Management etc.
• Human Movement Science and Sport Science: Sport and Recreation / Bio-mechanics / Bio Kinethetist / Sport Marketing/ and Financial Management etc.

Additionally, pupils are required to obtain four certificates during the three years of Grades 10 to12.  At least three learning outcomes need to be covered. Examples include:
Community Service: Grade 10 Débutante year
Citizenship: Leadership Camp
Personal Wellbeing: Fist Aid course
Recreation and Physical Activity: Course in sport umpiring and scoring

Career Guidance and Counselling
As a part of the Life Orientation curriculum, we offer specific and focused career and aptitude assessment and guidance to all our students.  This takes place in three formal phases:

Grade 11: Individual sessions are arranged during Term 2 and again in September to assist the students in establishing and achieving their academic goals for university application in their Grade 12 year.

Grade 12: Formal individual sessions are held with all the students during Term 1 and again at various times throughout the year as required by the students to provide career-specific guidance and assist them with current information and guidance for universities / college applications for their tertiary studies and options for the next year.  This includes application to international universities, colleges and/or structured gap year options.

Introduction
Every human being, regardless of who they are, should have an understanding of their own structure and function, the structure and function of other organisms around them, and an understanding of the environment in which they live. This, in essence, is Life Science - the study of Life.

Preamble
Life Science is a living subject and there are so many aspects that lend themselves to hands-on practical work. This is an enjoyable and fascinating side of Life Sciences and it makes learning much more fun. It is easier for pupils to relate to theoretical concepts after practical work has been done. The practical component therefore forms an integral part of every section of Life Sciences.
It is our aim to be relevant and to get the pupils out into the biome and enjoy the subject as much as possible!

Curriculum Outline
There are four knowledge areas considered in Life Sciences in Grades 10 to 12:

Tissues, Cells and molecular study
1. The Chemistry of life.
2. Cell structure, cell division, cancer, tissues.
3. Micro-organisms: viruses, bacteria, protists and fungi.
4. Diseases and immunity.
5. Structure and significance of DNA and protein synthesis.
6. Discussion on issues relating to cloning, tissue sampling, DNA fingerprinting and applications to forensic science.
7. Meiosis.
8. Genetics, Inheritance and Genetic diseases.

Structures and control of processes in Life Systems
9.   Aerobic and anaerobic respiration, photosynthesis.
10. Human nutrition, breathing organs and gaseous exchange.
11. Structural support and transport, excretion, nervous system and endocrine system.
12. Asexual and sexual reproduction.
13. Human reproduction.
14. Issues relating to birth control and fertility.
15. Diseases related to all these systems.

Environmental Studies
16. Biosphere, biomes and ecosystems. Living and non-living resources.
17. Human influences on the environment.
18. Sustaining the environment.
19. Air-, land- and water-borne diseases.
20. Understanding and reporting on a local environment issue.
21. Effect of pollutants on human health.

Diversity, change and continuity.
22. Biodiversity of plants and animals and their conservation. Threats to biodiversity.
23. Adaptations for survival - symbiosis, mutualism, commensalism, parasitism, competition, and predator prey relationships.
24. Diseases related to parasitic relationships
25. Population studies.
26. Social behaviour and managing populations.
27. The history of life on earth.
28. Fossil studies.
29. Origin of species and theory of evolution.
30. Popular theories of mass extinction of organisms.
31. Cradle of mankind.

Skills taught in Life Sciences
The skills taught and developed are transferable and required in all walks of life.
There is an emphasis on both group and individual work in the following areas:

• Observation skills
• Measuring skills
• Recording skills
• Numeracy skills
• Skills relating to the development of logic
• Manipulation and handling of apparatus
• Procedural skills
• Interference skills
• Investigation skills
• Evaluation skills
• Discussion of moral and ethical issues 

Enrichment and Special Events
• The course material is continually revised and we aim to make the material interesting and relevant to our students. We value excellence and aim to extend     pupils so that they can reach their own potential. There is use of laptop and Internet related notes and assignments on a variety of topics. Pupils are able to     research and discover information at an advanced level. They are able to access new information and read about cutting-edge discoveries. 
• The application of what they have learnt in Life Science is also discussed with many other related topics such as cloning, biotechnology and disease conditions.     These topics extend pupil interest and knowledge and make them more aware of developments taking place in the world around them.
• We aim to discuss difficult issues with respect to the framework of the Christian ethos upheld by our school.
• Visits and outings are organised to places of interest depending on topics that are being studied. Some of the activities we have organised have been trips to     Pretoria University to see the scanning and transmission electron microscopes, ecological fieldtrips to Rietvlei Nature Reserve, visits to Maropeng, the        Sterkfontein Caves and the WITS Origins Centre and tours of Rietvlei Water Treatment Plant, ERWAT, SAKATA Seed Southern Africa, and FABI.
• Guest speakers are also invited to assist the learners in making choices about careers in the various scientific fields and to hear about actual research that is     taking place.

Laboratory Facilities
• All lessons are held in multi-purpose laboratories designed to be very user-friendly. The laboratories are fully equipped. Intervention and help is offered when     needed. There is a full-time laboratory technician who helps with the preparation and setting up of practical tasks.
• All laboratories have data projectors and interactive Smartboards to enrich learning. Pupils are given opportunities to give presentations to the class on topics     relevant to the syllabus. The Life Science Department has bought interactive software packages that staff and pupils use during lessons. Some interactive     software is loaded onto individual laptops so all pupils are able to revise at home using this software.

General
The study of Life Sciences is either required or strongly recommended for the study of the following careers. It must be stressed that most of the following careers require Mathematics and Physical Science.

• Medical Science
   Doctor, Dentist, Geneticist, Medical Technologist, Pathologist, Pharmacist, Nurse, Physiotherapist, Dietician, Occupational and Speech Therapist.
• Environmental
   Ecologist, Horticulturist, Game-Ranger, Wildlife Management, Forestry.
• Veterinarian Science
   Veterinarian, Veterinary nurse.
• Food Technology
   Dietician, Researcher, Brewer.                                                                 
• Education
   Teaching, lecturing, research.
• Biotechnology.

Mathematical Literacy is the alternative to Core Mathematics offered in Grades 10, 11 and 12.  The National Curriculum Statement for Mathematical Literacy states that the purpose of the subject is to provide learners with an awareness and understanding of the role that Mathematics has in the modern world.

Mathematical Literacy focuses on the areas in real life where Mathematics is needed i.e. on problems and situations related to daily life contexts in which Mathematics is embedded. Students learn practical skills that will enable them to find concrete solutions to numeric, spatial and statistical problems associated with the everyday challenges of life.

It is inappropriate to compare Mathematical Literacy with the old Standard Grade Mathematics, as it is an entirely different subject with its own distinctive curriculum and purpose. The curriculum has been designed to develop skills necessary for learners to gain confidence, become self-managing persons and improve their chances of success in dealing with financial and other quantitative demands of the modern world. Teachers will aim to foster an approach of curiosity and exploration in order to encourage learners to enjoy, appreciate and value the subject.  Learners are encouraged to explore their own ways of thinking in order to develop individual methods and strategies for practical problem-solving situations.

The content of Mathematical Literacy is designed to enable learners to handle, with confidence, the Mathematics that affects their lives. However, Mathematical Literacy should not be taken by those learners who intend studying disciplines at a tertiary level that are mathematically-based, such as the Natural Sciences or Engineering.

Mathematical Literacy is suitable for:
• Learners who wish to proceed to disciplines within the Social and Life Sciences sector, as Mathematical Literacy will enable them to deal effectively with mathematically-related requirements in these areas.
• Equipping mathematically less able learners with the skills and knowledge needed to be able to interact confidently with the Mathematics encountered in everyday situations.

It is sometimes perceived to be inferior to study Mathematical Literacy over Mathematics, but this perception arises out of a misunderstanding of what is acceptable and what is interpreted as ‘clever’.  Not all girls have been granted the same talents, and it is imperative to focus on the subject that embraces each individual’s strengths, as their career post-school (and university) will be chosen based on these strengths.  It does not help to insist on the choice of Core Mathematics – especially when students’ confidence is low, their results consistently below 50% and their passion not within the bounds of the subject.  For further information with regards to career opportunities with Mathematical Literacy, feel free to visit:

http://www.careerplanet.co.za/faq/what-can-i-do-with-maths-literacy

Curriculum Outline:  Mathematical Literacy

Assessment and Examination:  Assessment is structured exactly as with Mathematics.

English is both the foundation and the cornerstone of effective communication. It is within this framework that every facet of communication is made possible both academically and socially.

At St Mary’s DSG, it is our aim to equip our girls with the necessary skills to communicate in a number of interesting and relevant fields. We also strive to instil a love and enjoyment of the English language. The girls are taught a critical awareness of various texts, how language is manipulated to alter style and meaning, and they are exposed to a wide variety of multi-media. Furthermore, with excellent English skills, pupils may compete with confidence for world-wide career opportunities.

Curriculum Outline
Listening and speaking
The learner is able to listen and speak for a variety of purposes, audiences and contexts.

Reading and viewing
The learner is able to read and view for understanding and to evaluate critically and respond to a wide range of texts.

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.

Language structures and conventions
The learner is able to use language structures and conventions appropriately and effectively.
These skills are taught in an integrated manner with emphasis on the application of the skills and the development of insight and higher order cognitive processes.

Language includes:
comprehension and language techniques. There is an emphasis on recognition of appropriate tone, style and register in different types of writing in order to teach better communication skills. Language in the visual and written media is also emphasised.

Literature includes:
plays, novels and poetry, both international and South African.  A holistic approach is used in the teaching of the various genres linking the relevant themes to the experiences of the learner.  The use of drama and multi-media is of huge benefit in this regard.  It is our wish that a love and appreciation of the linguistic and artistic beauty of literature will be instilled in learners as well as to develop a passion for reading that will enrich the girls’ lives far beyond their school years.

Original writing incorporates various types of transactional writing as well as essay and poetry writing. The learners are encouraged to express themselves creatively whilst developing an individual style and “voice”.

Oral work includes:
dramatic presentations, media presentations, prepared and unprepared speeches, reading, debating, conversational skills and listening comprehensions. We aim to develop the girls’ confidence and communicative abilities.

Visual literacy encompasses the study of a variety of films and visual media to enable learners to view with discrimination and to understand film technology and techniques. A critical approach to the viewing of films is a life skill. The girls are also exposed to various other forms of audio-visual material such as radio and television, advertising as well as propaganda techniques.

Homework, Assignments and Projects
Homework is set on a regular basis in order to supplement and extend classroom work. Each girl has a home reader in addition to the literature being studied in class.  Projects are set within the different grades and will reflect different aspects of language use, media and literature study.  It is intended that research and presentation skills be acquired and that learners realise the joy and satisfaction of discovering information for themselves. The girls are given tasks and tests in order to learn, improve and reinforce their skills.

Career Paths and Opportunities
English is an important component of the entrance requirements for tertiary education.  The most obvious career paths for students of English are those careers where effective communication is vital:

• Journalism
• Drama
• Teaching
• Advertising
• Public Relations
• Television and Radio

Special Events
The school runs many extra-curricular activities that help reinforce and develop the English skills learned in the classroom. During the course of the year, a number of exciting events take place in the English Department:

• English Olympiad course and examination run by The Grahamstown Foundation and SACEE
• Pretoria Public Speaking Contest  
• Old Girls’ Essay Competition    
• Writers’ workshops
• The Inter-House Public Speaking Contest
• Debating
• Poetry Week and the Rowena Navickas Poetry Competition
• Participation in the Highveld English Festival
• Interpretive Reading evenings

In addition to these activities, there are opportunities to visit the theatre as well as visits to the school by theatre groups who perform plays and poetry collages on subjects relevant to the syllabus.

More than 500 million people all over the world speak French.  French is the second most spoken language in Africa, where no less than 33 countries are francophone. It is also a universal business language. Therefore, French is an important language for any young South African to learn. Former President Mbeki and his government stressed the importance of French in the economic context of Africa. Consequently, South Africa has started opening its boarders and the country is welcoming more and more West African immigrants every year. Our country forms part of the bigger context of Africa and cannot develop outside this context, including the reality of francophone countries.  Hence the answer as to why we should learn French in Africa begins to reveal itself.

Furthermore, there has been a considerable effort to promote the language in South Africa. In 2013, Francois Hollande, (the current president of France) and his ministers met with our government with the aim of establishing South Africa as a base for large future investment projects in Africa. Therefore any young South African having mastered basic communication skills in French has a considerable advantage when applying for a job in the South African market. Many well-known international and South African consulting firms advise their employees to take lessons in foreign languages such as Portuguese or French, as they understand the relevance of being able to communicate in another language and penetrate / understand other cultures.

In South Africa, French is a compulsory subject for students wishing to pursue a career in International Relations and Diplomatic Studies. It is also useful for pupils considering careers in Law, Engineering, Construction, Medicine (“Médecins sans frontières” / “Doctors without borders” is essentially a French organization), the Hospitality industry, Fashion and Design, Tourism and Commerce. In fact, French would be a welcome addition for any young employee applying for a job with a firm who has business projects in African francophone countries. 

Students who are passionate about languages might wish to pursue a career in interpretation, translation or teaching/ lecturing in FLE (French Foreign Language).

At all South African universities, there are currently postgraduate bursaries available for students to pursue further studies in France. These are sponsored by the cultural section of the French embassy.

French can also be pursued at university as a choice subject, apart from specific course subjects your daughter will have to take, according to the field she will be studying in.

University Application in Europe
Taking French as a second subject for a Law, Medical, Engineering, International Politics or Electronics degree may be of practical use to students. They could be awarded scholarships on the basis that they have a foreign language as part of their package.

Finally, there is a pleasure in discovering other cultures and in being able to communicate in a foreign language. Mastering a foreign language is a gift, similar to playing an instrument… a gift one continues to develop and enjoy for the rest of one’s life.

Who should take French as a subject?
Apart from the reasons mentioned above, it is strongly recommended that your daughter only considers taking the subject if she has a talent for and enjoys language learning.

She should also have a strong command of her First Language.

The level expected by Grade 12 requires students to have an ability to interpret, and show real insight into texts, both literary and unseen texts, such as articles taken from magazines.

They should demonstrate the ability to communicate their ideas clearly, even if only at a basic level (Third Language).  A learner who therefore struggles with her First and Second Additional Languages, or who does not really have the ability to interpret content and formulate ideas clearly, will become discouraged along the way.

Furthermore, learners who choose to pursue the subject, need to understand that language learning is a continuous skill:  in order to really make progress in and enjoy the subject, extra effort, such as reading French magazines, (which are readily available in class),  making use of online websites, watching French movies or listening to songs, is required.

Those who are really passionate about the subject have excelled, time and time again!

General course outline and outcomes
The French course comprises an oral, aural and written component, with emphasis on mastering basic grammatical structures and concepts. 

A communicative approach is used, supported by various textbooks (often accompanied by CDs) and online websites, in order to prepare the learners not only for the oral and written examination, but also for their continued interaction with French-speaking individuals.

By following a foreign language course, the learners become aware of the process of language acquisition, its use and misuse. 
 
In Grade 10, students are taught how to talk about basic everyday themes such as introducing themselves and their family, daily routine, school, hobbies, holidays, future plans etc. They are also taught practical skills such as making reservations in a hotel, ordering food in a restaurant, inviting someone somewhere, interpreting visual stimuli, (adverts) etc.
 
In Grades 11 and 12, various other relevant themes are explored: the youth, health, sport, food, media, technology, travelling, friendship, teenage problems and the environment, are some of the themes which are dealt with. These themes are explored via articles created for foreign language learning, listening exercises and comprehension texts.

The aim is mainly for students to be able to understand authentic French and have a basic conversation by the time they reach Grade 12. As French is a Third Language for many students, this poses something of a challenge for many candidates, but students who are truly passionate about the subject and who work consistently, do reach a confident level of communication.

In Grade 12, the curriculum leads to the inclusion of the study of literary texts, both prose and poetry, at matriculation level.

Homework and Home Study
The study of a language is an ongoing process, not different to mastering playing a musical instrument.  Learners will be expected to revise and familiarise themselves with concepts after every lesson. Learners should also make use of the online site the school registers for annually, called Linguascope, and are encouraged to make use of online material, such as Languages-online, DVDs and CDs used in class, as a further aid in their process of revision.

Oral Component
Oral comprehension is one of the most important skills to be acquired. This is regularly evaluated with the aid of texts from relevant French foreign language study guides. Every learner does an oral examination as part of their assessment.
 
Assessment and Examinations
The assessment that occurs in French is outcomes-based. This implies that the process of a specific task as well as the continued monitoring of progress occurs.

For the final examination, the Grade 12 candidate is expected to submit a portfolio detailing the creative writing undertaken during the year, including work based on literature. The learners sit a grammar examination, as well as an oral moderation.
 
Enrichment
DELF (DIPLOME ELEMENTAIRE DE LA LANGUE FRANCAISE)
Furthermore, at St Mary’s DSG, Grade 11 students who have an average of more than 70% are encouraged to sit levels A2 and B1 of the DELF (Elementary Diploma Of French as a Foreign Language), written under the auspices of the Alliance Française. This is an international certification examination, certifying that students have the ability to communicate on a specific level in French. It is very useful for university application and a plus on one’s CV. The DELF examination is also internationally recognised and further qualifications can be obtained throughout the world on presentation of certification. The French department also offers training for the DELF examinations and pays internally for students wishing to sit the examination.

Independently organised tour to France
All learners in the department are encouraged to join a tour to France, which is arranged independently. This tour offers learners the opportunity to attend an international French language course at a school, based in the South of France. The course is based on the DELF system and each student attends classes according to her level of communication.  Students also make new friends, visit various towns on the Cote d’Azur and do a tour of Paris. The value of this tour should not be underestimated, as learners encounter a world which functions in French!  It further encourages them, opens their minds to French culture and enables them to communicate more confidently.

Conclusion
Therefore, taking the subject will offer your daughter unique opportunities, both in South Africa and internationally, if she is passionate about foreign language learning and prepared to make the most of it.

Geography is the meeting point of many disciplines, since all of the Earth’s systems, whether natural or human, interact across its surface. Geography provides a unique link between the natural sciences and humanities, creating the overview necessary for the full understanding and effective management of our planet, its people and its resources. Geography caters for a wide variety of abilities and interests, and is today an Environmental Science. It is an extremely topical, challenging and enriching subject which brings together many relevant areas of study in one discipline, e.g. economics, meteorology, ecology etc. In addition, the important ability of decision-making is nurtured.

With the introduction of the NSC, Geography has become more linked to ICT and in particular the use of Geographic Information Systems (GIS). South Africa is one of the first countries in the world to integrate Geographic Information Systems into the national curriculum. Our goal is to create a truly global awareness of the world around us and to understand and offer solutions to the issues that humankind faces.

Geography is:

Understanding

• the natural world;
• the interactions of people with each other and with their environment;
• the opportunities and constraints facing different communities around the world.

Learning

• to manage the world, its people and its resources;
• skills for life - to enable learners to participate in building tomorrow’s world and the creation of a sustainable future.

Geography in the NSC is based on:

• the study of themes and issues related to the natural, human and economic systems of the world, the processes that shape them, their inter-relationships and evolution over time;
• the responsible and sustainable management of these systems;
• the development of a sound awareness of our environment and a sense of place at all scales, from the local to the global;
• the development of key skills, such as the ability to collect, analyse and present information; planning and teamwork and responsible decision-making which considers environmental, economic and socio-political factors.

What do we study?
Students follow courses based largely on the investigation of the physical and human environments. We focus on comparisons between the African continent and other places around the world, with an introduction to different forms of enquiry, field-work, research and problem-solving using the principals of GIS.

GRADE 10
1.  Geographical skills and techniques: topographic maps, GIS
2.  The composition and structure of the atmosphere
3.  Plate tectonics, folding, faulting, volcanoes and earthquakes
4.  Population: structure, growth, and movement
5.  Water resources: water in the world: oceans, flooding, water management

GRADE 11
1.  Geographical skills and techniques: topographic maps, aerial photos, orthophoto maps, GIS
2.  Global air circulation, Africa’s weather and climate
3.  Rocks and landforms, slopes, mass movements
4.  Development: differences, issues, and opportunities
5.  Resources and sustainability: soil, energy

GRADE 12
1.  Geographical skills and techniques: topographic maps, GIS, synoptic weather maps
2.  Climate and weather: cyclones, local climate
3.  Geomorphology: drainage systems and fluvial processes
4.  Rural and urban settlement
5.  Economic geography of South Africa

Geography and Careers
The  study  of  Geography provides  an  essential  base  for  a  wide  range  of careers, including business management, administration and government, manufacturing, marketing, planning, tourism, environmental, resource or estate management, forestry or farming, engineering, education and many others.

“Historians do not perform heart transplants, improve highway design, or arrest criminals. In a society that quite correctly expects education to serve useful purposes, the functions of History can seem more difficult to define than those of engineering or medicine. History is in fact very useful, actually indispensable, but the products of historical study are less tangible, sometimes less immediate, than those that stem from some other disciplines.” Peter N. Stearns

Mission Statement
The Department of History of St Mary’s DSG aims to expose learners to world history through a mixed and varied syllabus and in so doing, to raise awareness of recurring patterns and themes within the sweep of history. We hope to achieve this through promoting habits of analysis, debating and critical thinking amongst the learners. We do this in order to bring the learners to a point where they can see the past as a building block for the future, appreciate current affairs and their causes, and prepare themselves for an active role in the world after school.

Why study History?
A study of History builds the capacity of people to make informed choices in order to contribute constructively to society and to advance democracy. History, as a vehicle of personal empowerment, engenders in learners an understanding of human agency, which brings with it the knowledge that, as human beings, they have choices, and that they can make the choice to change the world for the better.
 
A rigorous process of historical enquiry:
• encourages and assists constructive debate through careful evaluation of a broad range of evidence and diverse points of view;
• provides a critical understanding of socio-economic systems in their historical perspective and their impact on people;
• supports the view that historical truth consists of a multiplicity of voices expressing varying and often contradictory versions of the same history;
• History is an excellent preparation for the world of work. Society values people who are:
• open-minded
• good at problem-solving
• able to pick out the essential from the trivial
• independent thinkers.
 
Career Paths and Opportunities
The History Department believes that History offers a preparation for careers in the legal profession, political science, social sciences,  journalism, teaching and lecturing — and in fact, in any career where an appreciation of the past, and empathy with world problems and an ability to think clearly and concisely, would be valued. It is our greatest wish that learners of all ages enjoy their studies in the department.

Curriculum Outlines
Grade 10
• The world around 1600
• Expansion and conquest during the 15th – 18th centuries
• Transformation of Southern Africa after 1750
• Colonial expansion after 1750
• South African War and Union

Grade 11
• Communism in Russia 1900 – 1940
• Capitalism and the USA 1900 – 1940
• Ideas of race in the late 19th and 20th centuries
• Nationalism: South Africa, Middle East and Africa
• Apartheid in SA 1940s – 1960s
 
Grade 12
• The Cold War
• Independent Africa
• Civil society protests 1950s – 1990s
• Civil resistance 1970s – 1980s in SA
• Coming of democracy in SA
• End of the Cold War and new global order
 
Homework, Assignments and Projects
Homework is set so that you may:
• Study for a test
• Research a given topic
• Present a project: written, spoken or enacted.
 
Assignments offer you the opportunity to:
• Apply basic knowledge
• Explore topics of interest
• Extend your skills of application or presentation
 
Projects (Group or Individual)
• Provide an in-depth study of a specific area of the syllabus, linked to Outcomes Based Education requirements.
 
Assessment and Examinations
 
Grade 10 – 12
Paper 1:
Section A: Single Source Analysis (3 x 20) 60 marks

Three questions will be set across at least two of the set themes. Each question will focus on an analysis of a single source. The format of these three questions will take the following form:

- one will be a visual analysis
- one will require a textual analysis
- one will link a theme to a current issue in the media. This will require the candidates to make links between events and issues from the past with   the present.

The questions will require broad historical understanding, but will also focus on specific historical skills, such as analysis, evaluation of written and visual sources, and engaging with issues of reliability and usefulness.

Candidates will be required to do all three questions.

Section B: Source-Based Questions 90 marks
There will be one set of questions based on a range of different sources from one or more of the three prescribed themes.

Section C: Source-Based Essay 50 marks
The source-based essay will develop from the source-based questions in Section B.

Paper 2: EXTENDED WRITING PAPER  
Section A: Discursive Essay 70 marks

Three questions will be set, one on each of the three prescribed themes. Candidates will be required to answer one question. The discursive essay should be approximately 800-900 words in length.

A discursive essay question targets higher order cognitive skills and learners will respond according to their abilities.

Section B: Extended Writing 30 marks
Three questions will be set, one on each of the three prescribed themes.
Candidates will be required to answer any one question. The extended writing should be approximately 350-400 words in length.
 
Excursions / Items of Interest
Historical Movies
We use historical movies in class as enhancement to the understanding of themes, for example: The Mission, Mississippi Burning, Rabbit Proof Fences, Platoon, Red Dust

We host annual History Evenings. These are evenings where the students showcase their best work to parents and invited guests.
 
We participate in the Pretoria Inter-Cluster History Speech Competition as well as the Young Historian Competition. 
 
Our Patron is Dr Alan Kirkaldy from Rhodes University. He guides us to keep our work relevant and focused on what lies ahead for our girls planning on furthering their studies.
 
Grade 10 students make a music video using protest songs or other relevant music with historical importance.

The subject Consumer Studies focuses on developing knowledge, skills, values and attitudes in learners, to enable them to become responsible and informed consumers of food, clothing, housing, furnishings and household equipment and to use resources optimally and in a sustainable manner.  The subject also promotes the application of knowledge and skills in entrepreneurship and the production of quality marketable products that will meet consumer needs. 

Syllabus
The topics that are covered are: 

• Entrepreneurship – production and marketing
• Food and Nutrition
• Clothing and Fashion
• Housing and Interiors
• Food Production/Practical – the learners will, where possible, cook at least once a cycle.

The Consumer

• Investigate channels for consumer complaints.
• Analyse the implication of taxes, interest rates and inflation on the management of available funds for acquiring food, clothing, housing and furnishings.

Food and Nutrition

• Suggest guidelines for the prevention of nutritional and food-related health conditions.
• Identify consumer issues related to the impact of the selection and use of food on the natural and economic environment and suggest strategies for addressing these issues.

Clothing

• Examine and describe current fashion trends for young adults.
• Apply clothing theory to the selection of clothing for young adults.
• Identify consumer issues related to the impact of the selection and use of clothing on the natural or economic environment and suggest strategies for addressing these issues.

Housing and Interiors

• Explain the financial and contractual responsibilities of the occupants for different housing options and identify the role players involved.
• Compare and evaluate the choice of large household equipment, and explain the financial, contractual and environmental responsibilities when purchasing     such equipment.
• Discuss the responsible use of municipal services and the importance of waste control related to housing and household equipment.

Entrepreneurship and Production – Theory

• Formulate a plan to produce and market a quality product  - identify business opportunities, develop specifications for a product, control the quality of the product, develop a marketing plan, complete a financial feasibility study, determine production costs, selling price, profit and start-up needs and create a cash-flow projection.

Entrepreneurship and Production – Practical Assessment Task

• Food Production – the learner will formulate a plan for the production of a product, as well as apply theory and demonstrate practical skills to produce quality,              marketable products while working individually.

Why Choose Consumer Studies?
So…… you have read a little about the aims and mission of our department, understood the contents of the syllabus and know more about the weighting of the theory and practical components of the subject.
 
If you have the qualities we are looking for and have always been interested in cooking, nutrition, fashion design, textiles, interior design and housing, marketing and consumer needs, then you are the person who should be studying Consumer Studies. It is easy to identify those pupils who have chosen it because they really want to, and those who have thought it to be an easy option!

Consumer Studies is a life skill - you will definitely use the skills you learn every day of your life.  So remember...you don’t have to study Consumer Studies solely to enter the relevant job opportunity fields (of which there are many) but you can choose it because it will help you in your everyday life and, most of all, it is fun!

Girls who are set on very different career paths could take Consumer Studies at St Mary's DSG - from the prospective doctor or lawyer to fashion designer!

What qualities do I need?

Even though Consumer Studies is fun – remember it is also hard work!
Consumer Studies students are those people who have a passion for food, clothing, housing, soft furnishings and interiors and have high standards, values and goals in life.

Tertiary Education
University of Pretoria
University of the Free State – B Consumer Science Degree
University of Potchefstroom
University of Stellenbosch
University of South Africa (Unisa)
Tshwane University of Technology – and the Universities of Technology in other provinces.

Career Opportunities
(Acknowledgement to the University of the Free State).

The Entrepreneur:
The consumer scientist has the knowledge and skills to undertake an own business and become the employer instead of the employee. A product or service which consumers need can be marketed.

The Consultant:
The consumer scientist is well-equipped to be a consumer consultant.  She can advise the consumer on making a responsible selection considering both the need and the available resources.  Manufacturers and large stores often use consumer consultants to advise their customers and give customer care service.

The Product Developer and Manufacturer:
Knowledge and skills are used to develop new products to satisfy the consumer’s need. 

The Buyer:
This career involves buying for stores that supply foods, clothing or household items.  One could fly all over the world to attend fashion and commercial shows, to decide what will end up on our local store shelves.

The Marketer:
Knowledge and understanding of products and services, and skills used to design and manufacture products are used to promote and market these products and services.

The Quality Control Inspector:
The consumer scientist is well-equipped with the knowledge of the properties of a product as well as the methods to test these properties to become a quality control inspector. Manufacturers need quality control inspectors to keep quality at a set standard.  Large stores and laboratories also employ quality control inspectors to support their buyers and consumer consultants.

The Lecturer or Teacher:
There are opportunities to become an educator in one of several subjects at universities, colleges and schools.

Other career opportunities:

• Consumer Services and Event Management.
• Co-ordinate events within the fields of food or design.
• Marketing consumer products within a company.
• Public Relations and Media.
• Promoting products to consumers and dealing with advertising.
• Product Development and Quality Assurance.
• Developing new consumer products suited to their needs – this could be clothing, food or furnishings.
• Promotion or Liaison Officer - Introduce new / existing products of a wide variety to consumers. Demonstrate, develop, test and market products.
• Journalism - Writing talent and creativity applied in the press, radio, TV media on a full-time, part-time or freelance basis.
• Research - In the food, nutrition, clothing and housing fields in the manufacturing industry and at research institutions.
• Dietician - Register for private practice or in the service of hospitals / private companies.
• Clothing - Clothing designer, dressmaker, merchandiser, fashion buyer.
• Housing - Interior designer, housing consultant.
• Hotel / Restaurant / Catering - Hospitality industry: manage game lodges, offer private catering. Food Services Management.
• Adult education - Develop programmes, do extension work in government services or NGOs in community development.

Dramatic Arts as described in the curriculum is:

• The study of the representation of human experience in dramatic form for an audience. This study integrates practical experiences and competencies with the study of texts in context and theatre practices. Learners explore how dramatic and theatrical elements are selected and combined for particular purposes within diverse contexts, with a focus on the role of the dramatic arts in South Africa.

• Learners acquire specific capabilities of expressing and communicating through the dramatic arts including skills in improvisation, vocal and physical communication and expressiveness, the creation and presentation of performances, the analysis and interpretation of texts in context, and the study of dramatic practices, processes and products.

• Dramatic Arts prepares learners for entry into further studies for a possible career in the drama (or related arts) field, while equipping learners with crucial life skills such as self-confidence, creativity, communication skills, self-discipline, critical and creative thinking, leadership and teamwork which will benefit the individual in any field or future interest.

The specific aims for Grade 10 - 12:

• To develop the human instrument (body/voice/mind/emotions) as an instrument of expression, communication and creativity.
• Develop drama skills, techniques and processes to experiment with and shape dramatic elements meaningfully both individually and with others.
• Create and present dramatic products across a range of modes (lyrical, narrative, and dramatic) and styles (realistic, heightened).
• To understand and analyse principles and elements of drama in texts and performances in context, in South Africa and the world.
• To reflect on and evaluate their own and others’ dramatic processes, practices and products.
• To develop insight into how the dramatic arts affirm, challenge and celebrate values, cultures and identities.
• Engage with contemporary issues through the dramatic arts.
• To promote social, cultural and personal development.
• To encourage students to have a questioning spirit and be anti-discriminatory in their worldview.
• To expose students to a wide range of accessible, relevant and challenging learning contexts and activities.

Overview of Broad Topics

Academic Objectives for Dramatic Arts

• to build self-esteem, confidence and resilience
• to encourage a positive work ethic among the pupils
• to instill a love for the Performing Arts
• to improve the communication skills of the pupils
• to foster moral and social awareness and develop creativity in the pupils
• to develop critical thinking and the skills by which pupils are able to assess their environment and form independent views and attitudes towards social, environmental and political issues and to teach life skills wherever possible
• to prepare pupils for the academic challenges of tertiary education
• to achieve a 100% pass rate at the end of the year if feasible

Career Paths and Opportunities
Drama is an inclusive and holistic art form. In performance it involves all aspects of the human being, including the voice, body, intellect, emotions, creativity and spirit, as well as our social skills of interaction, communication, active listening and empathy. It also draws on the other art forms, using music and sound, movement and dance, visual arts and design.

When studying drama, learners learn about aspects of life which form part of many other disciplines, including:

• Sociology
• Fashion
• Psychology
• Language and Literature
• History
• Popular Culture
• Politics
• Philosophy
• Economics
• Religion
• Architecture • Ethics
• Law Multimedia

No wonder drama is so much fun to do, to watch and to be part of!

The advanced level of Mathematics (Advanced Programme Mathematics) is designed for students who have a real passion for the subject.  It is a three-year course, designed for students who enjoy and achieve excellent results in Mathematics and would like more challenges in the subject.
A learner must have displayed an ability to apply mathematical concepts in unknown situations. A good understanding of mathematical concepts is required as well as the ability to make logical deductions. No girl should consider participating in Advanced Programme Mathematics unless she has a positive attitude; a positive mathematical self-image; determination to succeed; perseverance and self-discipline and the willingness to take responsibility for her own achievements.  A work ethic of a very high standard is clearly essential.  As Advanced Programme Mathematics is an extra subject, it demands more work and more time.
At the end of Grade 9, girls will be invited into the Advanced Mathematics Programme.  If a girl is unable to maintain a Mathematics average above 70%, she will be requested to return to Core Mathematics only.  This can happen at the end of Grade 10 and again at the end of Grade 11. 

Compulsory Component:
Algebra, Calculus, Radian Measure

Elective:
St Mary’s DSG’s chosen elective is Matrices and Graph Theory.  The other options for the elective are Finance and Modelling or Statistics and Probability, but these are not taught at St Mary’s DSG.

Assessment and Examination:
Assessments in Advanced Programme Mathematics are rare.  Students are normally only tested under examination conditions.  This is purely because of time constraints – testing is time consuming, and the teachers have very little time to teach the content of this subject.

Contact Time:

Grade 10:
One hour session once a week.

Grade 11:
One evening session (1 ½ hours) and one hour session each week.

Grade 12:
One evening session (1 ½ hours) and one hour session each week, plus 3 hour Saturday workshops in Term 1 and Term 2 on elected Saturdays (reflected in the school calendar)

(Information taken from the National Curriculum Statement Grades 10–12 (General) Advanced Programme Mathematics (previously known as Additional Mathematics)

DEFINITION
Advanced Programme Mathematics is an extension of Mathematics and is similarly based on the following view of the nature of the discipline. Advanced Programme Mathematics enhances mathematical creativity and logical reasoning about problems in the physical and social world and in the context of Mathematics itself. All mathematics is a distinctly human activity developed over time as a well-defined system with a growing number of applications in our world. Knowledge in the mathematical sciences is constructed through the establishment of descriptive, numerical and symbolic relationships. Advanced Programme Mathematics also observes patterns and relationships, leading to additional conjectures and hypotheses and developing further theories of abstract relations through rigorous logical thinking. Mathematical problem solving in Advanced Programme Mathematics enables us to understand the world in greater depth and make use of that understanding more extensively in our daily lives. The Mathematics presented in Advanced Programme Mathematics has been developed and contested over time through both language and symbols by social interaction, and continues to develop, thus being open to change and growth.
 
Learning Outcome 1:  Calculus
The learner is able to establish, define, manipulate, determine and represent the derivative and integral, both as an anti-derivative and as the area under the curve, of various algebraic and trigonometric functions and solve related problems with confidence.

Learning Outcome 2: Algebra
The learner is able to represent investigate, analyse, manipulate and prove conjectures about numerical and algebraic relationships and functions, and solve related problems.

Learning Outcome 3: Statistics
The learner is able to organise, summarise, analyse and interpret data to identify, formulate and test statistical and probability models, and solve related problems.

Learning Outcome 4: Mathematical Modelling
The learner is able to investigate, represent and model growth and decay problems using formulae difference equations and series.

Learning Outcome 5: Matrices and Graph Theory
The learner is able to identify, represent and manipulate discrete variables using graphs and matrices, applying algorithms in modelling finite systems.

COURSE REQUIREMENTS

PURPOSE
In a society that values diversity and equality, and a nation that has a globally competitive economy, it is imperative that within the Further Education and Training band learners who perform well in Mathematics or who have a significant enthusiasm for mathematics are offered an opportunity to increase their knowledge, skills, values and attitudes associated with Mathematics, and so put them in a position to contribute more significantly as citizens of South Africa. The study of Advanced Programme Mathematics contributes to the personal development of high performing Mathematics learners by providing challenging learning experiences; feelings of success and self-worth; and the development of appropriate values and attitudes through the successful application of its knowledge and skills in context, and through the collective engagement with mathematical ideas.

SCOPE
Advanced Programme Mathematics is aimed at increasing the number of learners who through competence and desire enter tertiary education to pursue careers in Mathematics, engineering, technology and the sciences. Advanced Programme Mathematics is an extension and challenge for learners who demonstrate a greater than average ability in, or enthusiasm for Mathematics. The greater breadth of mathematical knowledge gained and the deepening of mathematical process skills developed through being exposed to Advanced Programme Mathematics enhances the learner’s understanding of Mathematics both as a discipline and as a tool in society. This broadens the learner’s perspective on possible careers in Mathematics and develops a passion for and a commitment to the continued learning of Mathematics amongst mathematically-talented learners. This assists in meeting their needs and encourages more mathematically-talented learners to pursue careers and interests in mathematically related fields.

The studying  of Advanced Programme Mathematics will also further the appreciation of the development of Mathematics over time, establishing a greater understanding of its origins in culture and in the needs of society.

Advanced Programme Mathematics enables learners to:
• extend their mathematical knowledge to solve new problems in the world around them and grow in confidence in this ability; 
• use sophisticated mathematical processes to solve and pose problems creatively and critically;
• demonstrate the patience and perseverance to work both independently and co-operatively on problems that require more time to solve;
• contribute to quantitative arguments relating to local, national and global issues;
• focus on the process of Science and Mathematics, rather than on right answers;
• view Science and Mathematics as valuable and interesting areas of learning;
• become more self-reliant and validate their own answers;
• learn to value Mathematics and its role in the development of our contemporary society and explore relationships among Mathematics and the disciplines it     serves;
• communicate mathematical problems, ideas, explorations and solutions through reading, writing and mathematical language;
• enable students to become problem solvers and users of Science and Mathematics in their everyday lives. The study of Advanced Programme Mathematics    should encourage students to talk about Mathematics, use the language and symbols of Mathematics, communicate, discuss problems and problem solving,    and develop competence and confidence in themselves as Mathematics students.

EDUCATIONAL AND CAREER LINKS
Advanced Programme Mathematics is valuable in the curriculum of any learner who intends to pursue a career in the physical, mathematical, financial, computer, life, earth, space and environmental sciences or in technology. Advanced Programme Mathematics also supports the pursuance of careers in the economic, management and social sciences. The knowledge and skills attained in Advanced Programme Mathematics provide more appropriate tools for creating, exploring and expressing theoretical and applied aspects of the sciences. The subject Additional Mathematics in the Further Education and Training band provides the ideal platform for linkages to Mathematics in Higher Education institutions. Learners proceeding to institutions of Higher Education with Advanced Programme Mathematics will be in a strong position to progress effectively in whatever mathematically-related discipline they decide to follow. The added exposure to modelling encountered in Advanced Programme Mathematics provides learners with deeper insights and skills when solving problems related to modern society, commerce and industry. Advanced Programme Mathematics, although not required for the study of Mathematics, engineering, technology or the sciences in Higher Education, is intended to provide talented Mathematics learners an opportunity to advance their potential, competence, enthusiasm and success in Mathematics so that it is more likely that they will follow mathematically-related careers.

In particular; the following are some of the career fields that demand the use of high level Mathematics:
• Actuarial Science
• Operations research
• Mathematical modelling
• Economic and industrial sciences
• Movie and video game special effects
• Engineering
• Computational Mathematics
• Theoretical and applied physics
• Statistical applications
• Academic research and lecturing in Mathematics, Applied Mathematics, Actuarial Science and Statistics

The purpose of the language curriculum is to enable learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others and to manage their world.

Course Outline
To broaden and deepen language competencies so that learners are able to listen, speak, read/view and write/present with confidence that forms a basis for life-long learning.

• Use language appropriately and accurately in real-life contexts.
• Express and justify their own ideas, views and emotions confidently in order to become independent and analytical thinkers.
• Listen, speak, write and present the language with confidence and enjoyment.
• Use the language and their imagination to find out more about themselves and the world around them.
• Use language to access and manage information for learning across the curriculum.
• Use language as a tool for critical and creative thinking.

Overview of language skills and content:

• Listening and Speaking
• Reading and Viewing
• Writing and Presenting
• Language

Assessment and Examinations

• There is continuous assessment of oral and written work in normal class situations.
• Writing is assessed continuously across a range of different tasks such as language and comprehension exercises as well as creative, transactional and      functional writing.
• Class tests and standardised tests are written regularly.
• Homework and assignments are given regularly.
• Projects are given termly.
• Examinations.

Special Events

• Afrikaans Olympiad
• Pretoria Eisteddfod
• National Eisteddfod
• The Van Huyssteens Oratorical Festival
• Digital Concert
• Pit Production: Prescribed book and poems

Professional Intelligent Theatre (PIT), a company based on vision, passion and pure positivity, send a group of professional actors to schools to present a tailor-made performance of Afrikaans prescribed works. Performances are extremely energetic and are directed and choreographed by visionary directors.

Economic growth and personal financial empowerment are largely dependent on the positive contribution of both business and individuals to the economy. Business takes place in an inherently complex context that requires informed, imaginative, participative, contributing and reflective business practitioners who can dynamically perform a range of interdependent business operations.

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.

Curriculum Outline
Grade 10, Grade 11 and Grade 12

Business Studies has the following core features: 

Business Environments:
This feature focuses on the different elements of the macro, micro and market business environments, as well as the complex and diverse nature of business sectors.  Learners must demonstrate knowledge and analyse the impact of changing and challenging environments on business practice in all sectors.

Business Ventures:
This feature focuses on the development of important factors that contribute to the creation of sustainable business enterprises. A key feature is the development of creative entrepreneurs who can identify and responsibly pursue productive business opportunities.   Learners must identify and research viable business opportunities and explore these and related issues through the creation of achievable business ventures.

Business Roles:
This feature covers the essential roles that learners need to perform in a variety of business contexts. Learners must be able to demonstrate and apply contemporary knowledge and skills to fulfil a variety of business roles.

Business Operations:
This feature should equip learners with the knowledge and skills to manage essential business operations such as human resources, public relations, marketing and production effectively. These need to be developed within the context of relevant legislation and contemporary issues.  Learners must demonstrate and apply a range of management skills and specialised knowledge to perform business operations successfully.

Progression in terms of the expected performance from one grade to another will ensure a high level of knowledge and skills. The content and context of each grade will also show progression from simple to complex.

Skills taught in Business Studies

This course will enhance the ability of a student to understand her “economic environment”.  Business Studies is a practical subject and the learner has therefore to become acquainted with all the activities, which illustrate the practical nature of the subject, such as commercial reports, articles in the newspapers and periodicals and examples from daily life.

Achievement of the Business Studies Learning Outcomes equips learners with a sound foundation to participate in future business, commerce and management studies, to enter business or to create self-employment.
 
Business Studies will ensure that learners:

• acquire and apply essential business knowledge, skills and principles to conduct business in changing business environments productively and profitably;
• create business opportunities, creatively solve problems and take risks, respecting the rights of others and environmental sustainability;
• apply basic leadership and management skills and principles while working with others to accomplish business goals;
• be motivated, self-directed, reflective lifelong learners who responsibly manage themselves and their activities while working towards business goals;
• be committed to developing themselves and others through business opportunities and ventures.

In addition to being able to secure formal employment, learners need to be in a position to pursue sustainable entrepreneurial and self-employment career pathways. Business Studies also forms the foundation for further business learning opportunities. Business Studies encompasses relevant and contemporary theory and competence essential for promoting excellence and contributing towards sustainable business enterprises. It embraces constitutional goals and objectives through promoting accessible, legitimate and entrepreneurial business opportunities. The subject also provides opportunities for learners to consider present-day challenges within the South African policy framework. Skills such as decision-making, problem-solving, creative thinking, systems thinking and effective communication in a competitive and constantly changing environment are critical to this subject.

Enrichment and Special Events
The Grade 10 learners participate in “Discussion Fridays”. They are required to scan the media for current issues as topics of discussion.  Different opinions are valued and debating different viewpoints encouraged. This develops analytical thinking skills and substantiation of statements which are essential skills in answering Business Studies papers.

The Grade 11 learners participate in the JSE/ Liberty Life Challenge. The JSE Investment Challenge is an investment game for students where they learn the fundamentals of investing on the JSE. Participating teams test their share-trading skills through an on-going annual simulated trading programme in which their performance is tracked and measured over six months.

Advanced Programme English is an additional English course for learners who are interested in extending themselves through the study of English Literature. It will both stretch and stimulate learners in a very broad academic enrichment course. Candidates must display greater knowledge and depth of insight than is required for English Home Language at the NSC. An intense level of commitment is required as it extends beyond the syllabus and outside the classroom. Even though the skills acquired will make NSC English more accessible, they will demand more work than classroom English. It is seen as ideal but not exclusively for those learners who want to pursue an English course at tertiary level.

The AP learner will:

• Draw on the recommended texts as well as other texts that they have encountered.
• Be encouraged to draw broadly on their experience of a variety of texts.
• Be able to apply their knowledge, compare and contrast, analyse and critique both seen and unseen texts.
• Be able to reflect philosophically on the texts they have studied.

Learning Outcomes

• Establishing connections between different genres, texts, trends and contexts.
• Structuring arguments and insights in a coherent manner using accurate textual references.
• Using cognitive skills to design critical judgements.

AP English is different:
AP English is delivered in a different way to NSC English. NSC demands are for candidates to respond to one text in a question; AP questions expect a response to incorporate an understanding of multiple texts. Learners will be expected to display an independence of spirit. Learners will display an attitude of self-reliance.

Structure and Weighting

Candidates will only write one 3 hour final examination at the end of Grade 12. Three essay questions which are each worth 100 marks: Poetry is compulsory; candidates choose 2 out of 3 of the following options:

• Prose
• Drama
• Film

Candidates will need to read broadly across their chosen sections to be able to do justice to the demands of the questions. Studying one text is unlikely to be sufficient preparation for the rigour of the questions.

Question 1 - 100 Marks:
Rebellion and Revolution as a broad theme: This will be an essay in which candidates respond to stimuli which relate to the theme and to the range of texts that they have studied. Candidates must select texts they have studied from two of the following sections: prose, drama or film (in the film category, you will be expected to comment on directorial concerns). 

Question 2 - 100 Marks:
A comparative response to two of the prescribed poets or schools of poetry. This will be an essay in which candidates respond to a quotation or a visual which they must use as a departure point to discuss the schools of poetry which they have studied.

Question 3 - 100 Marks:
A question which will provide candidates with a quotation or visual stimulus which they can use as a springboard to reflect philosophically on their reading history. Candidates can draw on texts beyond the Advanced Programme to respond to this question.

Essays will not have a word limit. Candidates need to ensure that they can respond to the three questions in the three hours provided. Responses will be characterised by a strong own voice.

Contact Time
The girls will meet once a week to be presented with topics and discuss texts as set out. Preparation and reading of all the given texts will be essential. Attendance is vital. Class tasks will be completed for preparation of examination but will not be used for formal assessment, but as guidance on progress.

Advanced Programme English is offered in Grade 10, Grade 11 and Grade 12. The subject will be launched in the second term of Grade 10 when applications will be processed. It is recommended that girls interested in the subject should maintain a 70% average for Core English. This can be monitored at the end of Grade 10 and Grade 11.

The APE result is certified separately by the IEB and cannot be used for entrance into universities (i.e. it does not form part of the APS score required by universities). It is strongly recommended that a candidate should re-evaluate their enrolment in advanced programme english if any of their national senior certificate subjects fall below 60% for grade 12.

Accounting is the language of business. With the use of Accounting, one can tell the story of a business to an audience (role players).

As trade developed in the world, so too did the need to have some means of payment for goods, other than bartering one commodity for another.  Something of value was needed as a means of exchange = money! In these early days, Accounting developed because there was a need to keep a record of transactions entered into between people.  More recently, it has developed to a high degree of sophistication in determining the efficiency and value of complex companies.

Accounting is relevant to our everyday activities, as we all use money to purchase goods and services.  We all need a budget and we all need to understand our own personal finances. You may reason that the computer normally handles the recording processes for you, but in order to understand what the computer is doing, it is necessary to perform the processes manually first.

Curriculum Outline
There is considerable overlap and continuity between the grades, and work covered in the lower grades is incorporated into, and assessed throughout, the course.

Pupils who are considering taking Accounting as a subject must begin with the course at the beginning of Grade 10. Pupils will not be allowed to start Accounting at a later stage due to the ‘building blocks’ nature of the subject.

In Grade 10 we address and answer some of the following concepts and questions:
• How do you measure and determine the performance of a business?
• What is the difference between formal and informal bookkeeping systems?
• How do I record cash and credit transactions?
• Why is there a need for VAT?
• Why is computerised accounting important?
• Why is there a big difference between what my employer told me I am going to earn, and what I am actually paid?
• Understanding and preparing of basic financial statements.
• Managerial Accounting, which includes cost calculations of manufacturing businesses and basic budgeting concepts.
• Internal control and ethics.

In Grade 11 we address and answer some of the following concepts and questions:
• Is my bank statement telling the truth?
• Do I make a profit or a loss when I get rid of my old car? Asset disposal.
• If I open my own small business, should I make use of the periodic inventory system?
• What if my best friend and I want to start a business together? Partnerships.
• How does a budget assist me in making sure I have enough money when I need it?
• How do I record the unfinished products of my factory?
• If I am the treasurer of my tennis club, what is expected of me?

In Grade 12 we address and answer some of the following concepts and questions:
• Do I understand how a company operates?  What are shares and dividends?
• How can I use my cash budget to the business’s benefit?
• Do my debtors pay me on time?
• How much is my stock worth and which valuation method is the best for my business?
• My business is making a profit but is it worthwhile, or should I investigate another investment?

Skills taught in Accounting
Lifelong learning is an integral part of growing, not only professionally but also personally.  In the September 2010 edition of the magazine Entrepreneur, in a special feature on learning, Leigh Swartz, director at Tuesday Consulting, said: “In an employment market in which a degree is considered an absolute basic, additional courses and skills can provide an important differentiator, and a track record of proactively pursuing on-going education shows both a curiosity for learning new things and a willingness to make a personal investment in self-improvement.” It is a well-known fact that, in most cases, the standard of living maintained by an individual is linked to the level of their education.

This is why the cornerstones that teachers provide during a learner’s schooling are key in facilitating the creation of responsible and active members of society. Studying Accounting teaches your daughter life skills, for example:

• Learning how to think clearly and logically in order to make the correct financial decisions;
• Self-discipline - if you do not handle your money in a disciplined manner your financial position could deteriorate and you could end up bankrupt;
• Accuracy - if you are not accurate in, for example, determining cost prices, you are going to make a loss in your business;
• Learning to be analytical - you have to analyse your results to make decisions regarding the future of your own finance;
• Communication skills;
• Role play;
• Numerical skills;
• Peer assessment;
• Brainstorming.

Practicals, assignments and projects
Grade 10:
• Pastel Grade 10
• Effective use of Microsoft Excel by completing journals, ledgers and an asset register.

Grade 11:
• Pastel Grade 11
• A debate on various current topics, for example the influence trade unions have on the manufacturing sector.

Grade 12:
• Pastel Grade 12
• A case study that requires the analysis and interpretation of a Public Company’s financial statements.
 
Assessment and Examinations
Tests and examinations are set with the aim of evaluating insight, encouraging expression of opinions by pupils, and requiring analysis and interpretation of information.  The underlying aim is to assist all pupils to achieve their maximum potential, by providing a challenge to pupils at all levels of ability.

The pupils write two papers in the Accounting examination. Paper I focuses on the application of skills and Paper II focuses on problem-solving and analysis. The end-of-year examinations contribute 75% of the year mark.

Many of the Accounting activities are assessed by means of a portfolio or collection of work, for example: projects, presentations, simulations, case studies and debates. The portfolio constitutes 25% of the year mark.

Enrichment and Special Events
Virtually no bookkeeping process is done by hand these days, therefore it is important to be able to make use of an Accounting computer package. The pupils are familiarised with the Pastel School Package in Grades 10, 11 and 12. Pastel issues a certificate to those candidates who passed the examination with merit.

The Grade 11 and 12 girls can participate in the JSE /Liberty Life Investment Challenge in the Bulls and Bears Club, which runs every second Wednesday.

We often invite guest speakers to come and address the girls on relevant Accounting topics, for example, St Mary’s DSG Old Girl, Danielle Botha (née le Roux) who is a lawyer by profession, talked to all the Grade 11s and 12s about personal finance – a skill she found lacking with newly graduated students entering her firm.
 
Career Paths and Opportunities

If you intend to follow any B Com university course, it is in your own interest to have Accounting as a subject.  The failure rate for first year students without Accounting is exceptionally high. This learning area introduces many practical aspects of finances.  Even if you study a very different course, for instance medicine, you still need to be able to handle and understand your finances.

In May 2013, the Manpower Group released its eighth annual Talent Shortage Survey on the top 10 jobs that are the hardest for employers to fill, and for the third year in a row, “Accounting and Finance” made the list. The reason is that no longer can any business afford not to have proper financial management. The profession and the subject can no longer be considered just for ‘bean counters’. The reality is that the majority of accountants work in a business environment, which requires them to handle a broad range of responsibilities beyond taxes, including financial planning, analysis, forecasting, internal controls and decision support. They are expected to be trusted advisors who can interpret the numbers to direct corporate strategy.

Accountants do not just speak the language of business – they are business.

St Mary’s DSG hosts an annual Day of Discovery.  The aim is to expose the girls to a world of career opportunities.

Presenters (Old Girls, parents and people from the community) currently in successful careers are invited to share their knowledge, experience and career passion with the girls in the form of a presentation. Presentations cover the following aspects of the respective careers:

• What is the general job description?
• Where and what course could be studied to pursue this career?
• What is the duration of the course?
• Is any further training or studies necessary after completion of the initial qualification?
• Characteristics and interests needed for this specific career.
• What aspects of the career are found to be the most satisfying?
• What aspects of the career are people mostly unprepared for, or unaware of, starting in the workplace?
• What are the promotion prospects for someone in this career?
• Demand and job opportunities of this career.
• Are there any specific difficulties/benefits that face women in this career?
• Why is a career in this field recommended?

The evening is divided up into four sessions.  Each guest speaker is asked to do a 30 minute presentation followed by 15 minutes for questions in one of the first three sessions.  The fourth session is reserved for a keynote speaker.
All the girls from Grade 8 to Grade 12 attend three sessions of their choice.

READ, THINK and WRITE (RTW) is an innovative course, exclusively offered to St Mary’s DSG pupils. After conducting intensive research, attending numerous conferences and monitoring global trends, a carefully constructed programme for Grade 8 pupils was developed. Learning opportunities incorporate integrated studies and enable pupils to be exposed to a holistic education. 

Research skills, technology application, plagiarism workshops, leadership and team-building skills, summarising, reading and study skills and so forth are incorporated in order to optimise lifelong learning. Each lesson enhances learning by providing pupils with the challenges of real-life situations. In addition, the skills learned will ease the transition from school to tertiary education.

The aim of this programme is to provide a highlight for the girls in the Grade 9 year and at the same time contribute to the development of girls who will stand out in society and be a blessing to others as St Mary’s DSG “Created Distinction.”

At the core of this three-day programme is the learning of a skill that could initially be practised as a hobby but could also provide entrepreneurial opportunities for the future. Examples of skills learned are Dress and Pattern Design, Flower Arrangement, Cake Decorating, Pottery, Film Making and Photography. All course presenters are experts in their respective fields and have developed these skills into successful careers.

The programme is also complemented by talks on Etiquette, Wardrobe Planning, Skin Care, Colour analysis and accessories emphasizing femininity and sophistication.
To encourage group spirit and bonding amongst the Grade 9 group, fun activities such as line dancing and a foam party are added into the mix.

The Knowledge Centre (the Department responsible for the school’s ICT infrastructure, technical support, Computer Literacy teaching, Media Centre and teacher ICT support) has conducted extensive research into the type of computers and software package that would be best suited for the St Mary’s DSG Laptop Programme.

We have selected 2 laptop options for you to choose from.

Both laptops will include the following:
• Acer Laptop
• Microsoft Windows 7 / 10 Professional
• Microsoft Office 2016 (Student edition)
• Pre-loaded academic software including:
• Geometer Sketchpad, Geogebra,  Autograph, Multimedia Science School 1 & 2, Afrikaans Dictionary, Sepedi Dictionary,  W spel, Adobe Photoshop CS6,      Adobe Acrobat Professional, Fireworks, VLC, FLV, Google-earth, Google-stars, Google-sketchup, Nero, Math-Pro, H Story
• Utility Software (ESET Endpoint Antivirus 5.0)
• Wireless mouse
• Computer Bag that will protect the laptop
• 1-Year System Warranty (this excludes accidental damage)
• Optional 3 year on-site warranty (at an additional cost)

St Mary’s DSG prides itself on providing relevant, world-class education and therefore also aims to prepare our girls for both the challenges and opportunities presented by technological advances.  The school has, over the years, become digital with two computer labs, digital cameras, SMART boards, an e-mail system for teachers and girls, the St Mary’s DSG external web site, the St Mary’s DSG intranet, and an extensive network of fibre optics and wireless access throughout the campus.

Computer technology has been integrated into the curriculum in both the Junior and Senior Schools.  In the past, St Mary’s DSG's computer labs were not able to cope with demands as teachers negotiated time slots for their classes, and often could not find an available slot.  Similarly in the afternoon the computers in the laboratories are insufficient for the number of girls, both day scholars and boarders, who want to do their research.  The St Mary’s DSG Laptop Programme which started for Grades 8, 9 and 10 in 2007 has alleviated this problem.

The importance of Information and Communication Technology (ICT) in the processing of data, communication and presentation of ideas has become increasingly apparent to everyone.  Whatever path your daughters choose to follow when they leave St Mary's DSG, they will encounter computers everywhere: in universities, in libraries and in all areas of commerce and industry.

There is now overwhelming evidence that a pupil's level of confidence and ability in using ICT, and the quality of work that they can produce, across the curriculum, increases dramatically when they have permanent access to their own computer.

As more and more universities require strong ICT skills from students, St Mary’s DSG feels it has a responsibility to prepare our girls to use technology effectively.  While one-to-one interaction between teachers and girls will never be replaced, St Mary’s DSG sees laptop technology as another tool for education.

Standardisation for technical support
Please contact admissions and complete an order form.
Laptops are only ordered once payment has been received.
Payment direct to St Mary’s DSG can be made by cash, credit card or electronic funds transfer. Payment for a laptop MAY NOT be charged to the pupil’s account.

Standardisation for technical support
On-site support and maintenance is especially important for boarders.We have 2 full-time laptop technicians employed to deal with technical problems and queries. It is impossible for the school to support other laptops.

Better pricing and after-sales service from suppliers
The school can negotiate better pricing and service from laptop suppliers. We have an established relationship with our suppliers and other software suppliers which allows room for negotiations especially in terms of pricing.
A loan laptop is provided if your daughter's laptop is being repaired
If your daughter’s laptop has to be sent in for repairs, a loan laptop will be provided (subject to availability of one). Please note we do not supply a loan laptop if you did not purchase through the school programme.

Software
The school provides a complete software solution including application software and a variety of subject-related packages that are included in the original price of the machine.  The value of the software is over R6000.
Exceptional quality and after-sales service
We regularly investigate all laptop makes and models keeping quality and pricing in mind. We specifically choose laptops that could last for the entire period your daughter is at St Mary’s DSG. We have decided on an Acer laptop for 2015. We have tried several suppliers and the after-sales service of Acer is exceptionally reliable.

What will this laptop offer your daughter?
• Fast filtered Internet Access
• Email (internal & world-wide)
• File Back-up and Storage
• Network Printing
• Virus Software Management
• Wireless Network Access, in most places in the school and all classrooms
• Backup and support from the St Mary's DSG IT department with 2 permanent IT technicians on-site
• On-Site loan computers
• 3 years insurance (accidental damage & theft) – at an additional cost
• All software is included

For additional information, please contact the Knowledge Centre Manager:
Lizelle Bothma
Tel: (012) 366-0539
lbothma@stmarys.pta.school.za

For payment information please contact the Accounts Department:
Erika Pretorius
Tel: (012) 366 0518
epretorius@stmarys.pta.school.za

St Mary’s DSG will have laptops available to loan to any girl who has purchased the St Mary’s DSG laptop bundle if her computer cannot be repaired that day. Please note this is subject to the availability of a loan laptop at the time of repair. Acer has a next business day warranty.

Loan laptops are not provided for damage to laptops due to negligence (this includes a cracked screen).

Insurance may be included in the purchase of the laptops through the school plan at R360 per term.  The insurance cost will be charged through the school account.  Parents still need to pay the insurance excess of minimum R1000 per claim or alternatively 10% of the claimed amount.  The insurance covers accidental damage and/or theft of the laptop.

Daily wear and tear is not covered by the insurance.

Parents have the option of including the laptop on their personal home insurance policy.  In this case, parents must arrange repair or replacement of the laptop either privately or through their insurance.

Unfortunately you will be expected to purchase a new one.\

We have experienced endless problems in the past with laptops not purchased through the school.

For a variety of reasons, the school cannot undertake to service laptops which are not part of the school scheme. Configuration of the school scheme laptops is undertaken with a master disk prepared by us.  This disk enables the initial configuration utilities for our many printers, email, Internet and other services.  This automated system will not work with other makes or specifications of laptops.  These would have to be configured manually. In addition, we want to offer ongoing support to pupils and, again, this is only practical on machines with which we are familiar and where we know the software and hardware settings.

Standardisation of hardware and software is crucial if laptops are used as an integrated part of classroom instruction.  Research of laptop schools indicates that standardisation promotes consistency in the curriculum, easy on-campus repair, collaborative use of common software, easy updates and equality among girls.  Girls who use non-school laptops will not have access to on-campus repair, or to the loan laptops. We have also seen in the past how students are disadvantaged when using their own non-school laptops during intranet tests and exams as some of the machines are not capable of functioning in a professional environment due to software constraints.

Please note that we operate in a Windows environment and all students are required to work in the Windows environment.

Why Windows OS?
All our servers run in the windows environment. The Windows software is allowing us to run the department and the laptop programme without little to no difficulty.

Apple is certainly a more expensive option than purchasing a Windows machine. For the same money you spend on a mac you can buy a state of the art Windows machine. We are not averse to Apple and run a successful iPad programme in the Junior School. This programme however runs separately from the domain and the students only use Apple applications. In the senior school we run a Windows only environment. Students will be at a disadvantage if they use Apple. We do not have certified Apple Mac technicians and we will not be able to provide any support on these machines.

Regarding the use of Apple on our Windows domain the following areas are problematic when users own Apple MacBooks:
• We are unable to manage the user’s login to their machine or assist with any issues regarding logging onto the domain.
• Printers, mapped drives and settings cannot be distributed via Group Policy.
• Antivirus and updates cannot be managed and downloaded via the server as is true for Windows domain users.
• Application compatibility is questionable. The academic software used is not always compatible with Apple.
• Access to the intranet and intranet testing is an issue when accessed via Safari.

From an educational perspective it is certainly more beneficial for students to own a Windows machine as they will receive full support from our IT staff.
The IT department review new technologies each year and we alwys try to provide an option that will ensure the best value for money.

All reporting is done electronically and can be accessed via the St Mary’s DSG website with log-in details provided by the school.

This reporting entails:
• Ongoing feedback of results during the term. Keep in mind that different subjects will have differing numbers of assessments. All assessments will be scored as percentages, but the weighting of these in final scores will differ.
• New girls receive a mid-term comment report during their first term at St Mary’s DSG providing feedback on their adjusting to the new school.
• End of term reports containing a mark, level and comment is issued online once a term.
• Formal examinations take place twice a year during July and November. Results during the second and third term are a combination of the School Based Assessment during the year and the examinations at the end of each term.

History of Matric results at St Mary’s DSG from 2008 until now

Note:
Caution must be exercised in the interpretation of a school’s matric results.
• Schools have different admissions policies. St Mary’s DSG accepts girls who come from a wide spectrum of academic ability and only exclude those who will     clearly not cope.
• The distribution of talent from one year to another differs markedly.

www.ieb.co.za

International Universities that accept students with an NSC

Download Full List

These are the ones that can easily slip through the cracks in large classes. At St Mary’s DSG classes are restricted to 25 students per class (26 in exceptional circumstances). In the senior grades, classes are on average 15 students per class. St Mary’s DSG strives for optimal student learning and development through small classes where students are known by their teachers.

The school day starts at 7:35 in the morning with gatherings with a spiritual, organisational, motivational or nurturing nature such as whole school and house assemblies, chapel and tutor group meetings. The academic day consists of six lessons per day and the duration of the lessons is either 60 or 50 minutes. Provision is made for break in between. The formal academic day ends at 13:50.

After lunch, afternoons are filled with academic support, clubs, Advanced Programme lessons, and music and sporting activities.

The education in which St Mary’s DSG believes is faith centred, holistic, relevant and rigorous. The academic curriculum forms only a part of the total curriculum, albeit the critical part. Preparing young ladies for the IEB Senior Certificate in Grade 12 is the first goal, and our matric results year after year speak to the quality of teaching, the engagement with the IEB on many levels, and the tradition of hard work amongst our students.

In tertiary institutions our “Old Girls” stand out in their preparedness for academic life. We are extremely proud of our academic traditions but more proud of the difference our “Daughters of the King” make in the lives of those around them as a result of their preparation for life. – The Revd Canon AW Paterson

Non-Plagiarism Declaration & Authenticity Statement

I, _____________________________ (Full name), hereby declare that this assignment is my own, original work and that I did not plagiarise in the following project in anyway:

SUBJECT:   _________________________________________

PROJECT TITLE:   ____________________________________

Where a secondary source (verbal, printed or electronic) has been used, I have carefully acknowledged and referenced it in accordance with St Mary’s DSG’s Plagiarism Policy.

I include a full reference list of all sources used as proof. I understand what plagiarism is, and accept the St Mary’s DSG’s Plagiarism Policy in this regard.

I have also not allowed anyone else to borrow or copy my work.

Date:   _____________________

Signature:   __________________

Plagiarism Report.
Learners should put the final electronic version of their task through plagiarism-checking software and staple the plagiarism report to their Research Report/Essay as an additional means of protection. Turnitin is recommended as an effective plagiarism checker.

Some other suggested plagiarism checkers are:
http://www.plagiarism-detect.com
http://www.plagiarismchecker.com
http://www.duplichecker.com 
http://searchenginereports.net

If more than 15% of a submission is plagiarised, teachers must check the report.to establish exactly what has been identified and take the necessary action. There may in fact not be 15% plagiarism.
(IEB Copyright © One Research Task Option 2015-16)
Available from: http:// http://docs.ieb.co.za (Accessed: 25 November 2015)

The meeting of deadlines is an important life skill and learners need to master the art of time management before embarking on
higher education or entering the work place.

The policy of St Mary’s DSG is thus:

• Learners will be given assignment sheets detailing the requirements of the assignment and the due date.
• No assignments are to be given to learners for completion over a mid-term break or school holiday.
• Learners are to hand in their assignments directly to the educator. Electronic submissions must be receipted. The return of the assignment electronically should also be receipted.
• Should the learner fail to hand in the work on time because of ill-health, a doctor’s certificate is to be provided.
• Should the learner fail to hand in the work on time for reasons that are not legitimate there will be a penalty of 25% after the 1st day and 50% after the 2nd day deducted from the mark. Thereafter failure to submit the work will result in no marks awarded. (Weekends count as one day.)
• The end of the day for submission purposes is the end of the academic school day which is 13H50.
• Should the pupil know in advance that they will be absent when an item is due for submission, then the work should be submitted in advance of the due date.
• It is the learner’s responsibility to hand in work immediately when she returns to school after an absence, even if she is not scheduled to attend the specific subject on the day of return.
• Each teacher should submit a list of late work offenders to the Grade Heads on a regular basis.
• Parents MUST be contacted after three late work offences albeit in different subjects, but may be contacted at any point.
• Pupils sent to the Head after three offences.
• A disciplinary hearing will be held after 5 late works.
• Matrics will have no latitude at all. Late work will be reported to parents immediately. They will see the Head with the teacher, Grade Head and Vice-Principal Academics.

3) POLICY ON TESTS AND EXAMINATIONS MISSED THROUGH ABSENCE

• Learners who miss an assessment (for example, a test or an examination) through ill-health are required to provide a doctor’s certificate confirming this.
• Learners who miss a test through ill-health or other legitimate reasons will be expected to write the test with the educator on afternoon duty at the soonest opportunity available as consulted with the subject teacher. This consultation should take place on the day she returns to school.
• Learners who miss an examination through ill-health or other legitimate reasons will be expected to reschedule the examination date with the Vice-Principal Academics on the date of return.

ACADEMIC CODE OF CONDUCT

I, ________________________________________________ hereby declare that I have read and understood the contents of the Academic Code of Conduct and shall make every effort to comply with it. I understand that failure to comply with its contents will result in disciplinary action.

Signed by Learner: ______________________ Witness: ________________________

Date:     __________________________

Trend:
Extra lessons have become a “roaring business” as can be seen by adverts placed all over the internet, on lamp posts, in your spam box and on shopping mall notice boards. It has become a “fashion statement” to have a tutor for this and a tutor for that. Girls suffer from FOMO (Fear of Missing Out).  What happened to the good old fashioned “buckle down and work?”

Who should attend extra lessons?
• Those pupils who are finding difficulties in a subject, the underperformers who need help to pass.
• Those pupils that are just short of achieving a possible distinction and need an extra push to reach their goal.
• Those pupils who missed out on a lesson for a legitimate reason.

What should happen during an extra lesson?
Concepts are taught in the class and often practice homework is given. If the pupil still struggles with certain concepts after she has done her homework, she should approach her own teacher for help in an extra lesson. Your own teacher should know your short comings and will be the best person to help. Saying that, it sometimes is also good to have a concept explained by a different teacher at the same school, who might explain it from another angle.
No pupil should come to an extra lesson and say; “I do not understand anything!” That means she has not applied her mind to the concepts and did not try to do it independently first. Group extra lessons are there to practise more examples of difficult concepts to increase your confidence in the topic.

Disadvantages of extra lessons with tutors:
• Tutors are expensive.
• Often the standard of tutors is not known.
• Where are these lessons taking place? Can you ensure your daughter’s safety?
• Pupils “switch off” in class, thinking that the tutor will explain it anyway later.
• The tutor does the homework or assignments for the pupil.
• Tutors are often not experienced teachers and teach the pupil incorrect methods or practices.
• The opportunity to learn to work independently is lost.
• Pupils tend to give up quickly and they are not determined to solve a problem themselves.
• Pupils are “spoon-fed”.
• Pupils “play around” in class instead of doing the home work and making use of time available in class to ask their teacher when they struggle.

In summary, St Mary’s DSG is a very good private school with small classes and individual attention. We have good quality and focused teachers who undergo regular staff development and are prepared to walk the extra mile. Your child is exposed to proper building blocks from year to year. Ideally it should not be necessary for your child to attend extra lessons and definitely not on a regular basis but only when it is absolutely necessary. So if your child insists on regular extra lessons, ask yourself the following question: “Is my child making full use of resources available or is she simply taking the easier route and use the extra lessons as a “cop-out”!”

Rationale:
This policy is guided by the collective values of the school, but especially by:

• Commitment
• Responsibility
• Honesty
• Self-confidence

St Mary’s DSG is dedicated to providing a caring and supportive environment to every individual in the school community. Therefore, our aim is not only to instill academic integrity for the learner’s school career, but also to equip them with good research skills for life.
At both tertiary institutions and in the work place, dishonesty has severe consequences: subject and course failure, immediate expulsion or discharge, criminal prosecution and more. These consequences have long-lasting implications.
Learners are encouraged to strive to produce work that is both original and referenced. Dishonesty in academic terms means the following:

• Blatant Academic Dishonesty:
 - The use of supportive information (i.e. crib notes, books, calculator, conversation, cellular telephone) during a test or examination.
 - Copying another person’s work, or getting help or providing help in a test or an examination.
 - Allowing another person to copy their work and hand it in as their own.
 - Handing in the work of another person as one’s own.
 - Revealing the test content to learners who have not done the test.
 - Correcting incorrect answers and changing marks during peer/self assessment.

• Subtle Academic Dishonesty:
 - Working on any assignment collaboratively, when it was clearly indicated that work was intended to be completed individually.
 - Allowing other persons to use one’s assignment as reference when preparing their own.
 - Submitting work for credit more than once.
 - Altering a result (using false results) from research or in laboratory experiments.
 - Allowing others to copy work.

Plagiarism:
Plagiarism – “to take and use another person’s thoughts, writing, inventions as one’s own.”[Sykes 1980:842]

Plagiarism has increasingly become a problem as a result of the Internet and the ease with which information is available. Plagiarism is a huge threat in academic writing and it is important to know exactly what to look out for. As can be seen by the above definition, it is much more than just direct ‘copy and paste’.

You are guilty of plagiarism if:
• You copy from another source without acknowledging the source.
• You let someone else write it for you.
• You submit someone else’s work as your own.
• You steal an idea or concept without acknowledging the source, and use it as your own.
(Indiana University ISS [Homepage]

Types of plagiarism

Word for word
This is the most direct form of plagiarism, unless it is in quotation marks, AND the source is acknowledged.

Mosaic
This is the process of using embedded keywords or apt phrases (catchphrases) from a source, without differentiating it from your own writing.

Paraphrasing
This is the process of substituting keywords in the text.

Summary of a single source
This is where the entire piece of work is based on a single source which is merely summarised.

Misinterpretation of source material
This is where information is taken out of context and loses its original meaning, or is adapted to suit the argument of the writer.
(Adapted from: Excom Publishers, 2011, p163)

Academic Colours awarded at Awards assembly

Academic Prizes awarded at Prize giving

In Grades 8, 9 and 10, prizes are awarded to the girls who have come in the top six positions during the year.
In Grades 11 and 12, prizes are awarded to the top 3 positions, as well as subject prizes.

Merit certificates are given to those girls who achieved an average of 85% in Grades 8, 9, 80% in Grade 10 and 75% in Grades 11 and 12.

There are also special prizes – The Yvonne Charlton Progress Prizes – which are awarded in each grade to those girls whose efforts have resulted in the greatest progress in improving their marks from Term 1 to Term 2.

Grade 10: Currie/van Schalkwyk Middle School Art Prize 
Grade 11 and Matric Prizes

Subject Prizes: 

To the pupil with the highest promotion mark on the Term 2 report. (A sub-minimum of 70% is required.)

Grade 11 Subject Prizes 
• Accounting
• Advanced Programme Mathematics
• Afrikaans
• Business Studies
• Consumer Studies
• Dramatic Arts
• English
• French
• Geography
• History
• Immigrant French
• Information Technology
• Life Orientation
• Life Sciences
• Mathematics
• Mathematical Literacy
• Music
• Physical Science
• Sepedi
• Visual Art

Grade 12 Subject Prizes
ARTS AND SOCIAL SCIENCE AWARDS
• Geography     
• History     
• Social Sciences 
(For the best Social Sciences Investigative Research Task in Grade 12). 
• Currie/van Schalkwyk Senior Art  
• The Standard Bank Prize for Art  
• Most Improved Artist   
• Dramatic Arts    
• Senior Drama
(The Dramatic Arts pupil with the highest IEB Practical Moderation Mark)   
• Music      
• Maisie Mortimer Singing Trophy 
(The Maisie Mortimer Singing Trophy is awarded to a learner who takes Voice as an instrument, is a member of either St Mary’s Singers or Chapel Choir, and has made an exceptional contribution to the vocal tradition in the school through her vocal abilities and leadership.)
• Senior Music Floating Trophy 
(The Subject Music Floating Trophy is awarded to a Senior Subject Music learner who has not only maintained a high academic standard (80% or higher) in the subject throughout the year but has also participated actively in St Mary’s DSG Music events, as well as in Music Festivals and/ Competitions outside of school.)
• Baillie Award for Cultural Excellence
(The recipient should be in Grade 10, 11, or 12; must have excelled in at least two of the following: Drama (acting or stagecraft), choir, musical instrument playing, public speaking, painting competitions, quizzes or any other cultural activity; should have received Cultural Colours).

MATHS AND COMMERCE AWARDS
• Advanced Programme Mathematics 
• Judith Brown Prize for Mathematics 
• Mathematical Literacy   
• Accounting     
• The Standard Bank Prize for Business Studies
• Price Waterhouse Coopers Award
(For the top Matric in the combined studies of Accounting and Business Studies)
 
SCIENCES AWARDS
• Physical Science    
• Dr Basson Science Award
(For the top Matric in the combined studies of Mathematics, Science and Life Sciences)   
• Life Sciences     
• Excellence in Life Sciences Practical Work
• Information Technology   
• Consumer Studies    
• Outstanding Practical Work in Consumer Studies

LANGUAGE AND LIFE ORIENTATION AWARDS
• Hugh Brown Prize for English   
• The Standard Bank Prize for Afrikaans 
• Sepedi      
• French      
• Immigrant French    
• Life Orientation    
• Old Girls' Essay Prize 
(One book prize for each winner (Junior - Grade 7 – 9 and Senior- Grades 10-12) as well as Gold, Silver, and Bronze and highly commended certificates.) 
• Rowena Navickas Award for Original Verse
(This competition is open to all pupils from Grade 8 – 12.  Each pupil who enters is required to submit a minimum of two poems. There is one book prize for the winner, but several Highly Commended certificates may also be awarded.)

General Prizes:
• The General Knowledge Prizes:    
(There are two prizes for this category – Junior (Grade 8 – 10) and Senior (Grade 11 and 12). The main criterion for this award is that the pupil must have achieved good results in the World Knowledge Olympiad which is a national Olympiad. Usually the top achievers of this Olympiad are the recipients of the prize. An additional consideration is if the pupil represented St Mary’s DSG by participating in any other general knowledge competition such as the Rotary Inter-Schools Quiz.)

• Ciska Tempest Science Expo Award
(This prize is awarded to a Grade 8 or 9 pupil, for excellent work in the Science Expo. The minimum criterion is that the pupil must have achieved outstanding results at the Regional Science Expo. Projects that progress into further rounds of the Science Expo (National and International) would automatically be considered above regional achievements even if their marks at regional level are not as high. (This is because the Expo judges also consider originality, presentation and thoroughness before recommending competing at higher levels.) Should there be more than one project in contention for the prize then the final mark will be the deciding factor. Pupils are allowed to work in pairs for the Expo, so the prize can be shared between two pupils who worked together on a project.)

• Roger and Pam Wickens Prize for Conservation
(This prize can be awarded to a pupil from any grade in the school.  The pupil must have made a concerted, ongoing effort in any ecological sphere that would benefit the indigenous fauna or flora in the local community or the wider context of South Africa. Furthering their knowledge of conservation issue(s) and creating an awareness of this (these) amongst the community would also be considered as conservation. The work in this sphere must be significantly greater than the basic syllabus requirements for any grade.)

• Price Award for Originality and Enterprise
(This prize can be awarded to any pupil in the high school immaterial of grade. The pupil must have displayed initiative (in any field) that led to an extraordinary achievement. Any staff member can recommend a pupil for this award. The achievement can be measured in terms of (i) recognition from a body outside of the school structure, (ii) financial reward for, or recognition of, unique business/technology developments (this could include patents that will be viable in the future) or (iii) the assistance provided by the pupil to a charity, organization or needy individual that resulted in the long term improvement of that entity’s circumstances (this excludes the contributions made by the Débutantes’ programme).

29 December 2015

Dear St Mary’s DSG Community

Matric results 2015

I am delighted to announce that the matrics of 2015 have done exceptionally well in their National Senior Certificate Examinations. 

It is important to note that matric classes vary widely in ability and that comparisons year by year are unhelpful and invidious. Similarly, admissions policies of schools vary. At St Mary’s DSG, Pretoria, only those girls who will clearly not cope with the academic standard are refused entry. Whilst we remain a strongly academic school, we are certainly not a school for the academic elite alone. Comparisons between schools are again invidious.

All candidates passed the exam for the 26^th year in a row. 96.6% of the candidates obtained a BD pass which enables them to apply for a university degree course. This compares very favourably with the national IEB rate of 85.26%. The remaining candidates obtained a D pass which enables them to apply for a diploma course. These candidates have all qualified to write supplementary exams and should they choose to do so could convert their results to a BD.

184 distinctions were obtained with the following obtaining 5 distinctions or more:

Mignon Kriel	8	Mignon is listed in the IEB “commendable” list. In the top 1% for Afrikaans, Business Studies and Life Orientation.
Elizabeth du Preez	8	Elizabeth is listed in the IEB “commendable” list. In the top 1% for Afrikaans.
Jana Malan	8	In the top 1% for Afrikaans, Life orientation and Physical Science.
Chanel Maas	7	In the top 1% for Life Orientation.
Khanya Papu	7	In the top 1% for Life Science and Physical Science.
Gabriella Kwant	6
Lexi Ligeti	6
Kaylin Pather	6
Catherine Uys	6
Juju da Silva	5
Alexia Katranas	5
Reitumetse Malefane	5
Oyindamola Oni	5
Kendra Sinovich	5

Tegan Schutte was in the top 1% for Afrikaans.

Divine Ile was in the top 1% for French 2^nd Additional Language

These may change if any requests for re-marks are successful.

The distinctions per subject and a comparison with the national IEB distinction rate is found below: