School's Report 2012 National Senior Certificate (NSC) Examination

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3.4 Curriculum And Assessment Policy Statements (CAPS) The Curriculum and Assessment Policy Statements (CAPS) have been implemented in schools in the following manner: Grades R-3 and Grade 10: 2012 Grades 4-6 and Grade 11: 2013 Grades 7-9 and Grade 12: 2014 The implementation of the CAPS in the Foundation Phase and Grade 10 proceeded well in the first year of implementation. In preparation for the implementation of the CAPS in 2013, teachers for the Intermediate Phase and Grade 11 had to be trained. In this regard, 39 897 Intermediate Phase teachers and 15 445 Grade 11 teachers were trained in 2012 for implementation of the CAPS in 2013. 3.5 Provincial Intervention Teams (PIT) One of the strategic interventions has been the establishment of the Provincial Intervention Team (PIT). This was established to diagnose causes of underperformance in schools and recommend intervention remediation programmes. The PIT would focus on the following: • Pace Setters • Lesson Planning • Learners’ class work • Formal and Internal Assessment Tasks • Practical Assessment Tasks (PAT) • Subject Examination Guidelines Grade 12 • LTSM • Homework and any other materials supplied by the DBE or the KZN Department of Education. The work of the PIT has ensured that the Department could identify the weaknesses of curriculum management at the classroom level and therefore introduce the necessary interventions. 3.6 Special Needs Education Services (SNES) In an effort to improve service delivery a needs analysis among districts was done of schools with learners with disabilities. The analysis revealed that there was need for support in enhancing school improvement plans, subject selection and examination concessions. Consequently, programmes addressing these needs were developed. 38
SCHOOL’S REPORT 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION A provincial task team on skills development (including officials from Career Guidance, Disabled Persons of South Africa (DPSA), Special Schools, FET Colleges and Higher Education Institutions) was established. The main aim of this task team is to ensure that learning and teaching for disabled learners lead to successful access to Higher Education and/or employment. 3.7 Addressing Social Ills While the Department of Education is focusing on providing adequate resources and achieving high academic results, attention has been paid to addressing social ills that confront society and affect learners. 3.7.1 My Life My Future Programme Among these social ills challenges are high rates of teenage pregnancy in schools, substance abuse and the scourge of HIV and AIDS. The “My Life, My Future” Campaign has been introduced with the aim of mitigating the impact of social ills on the delivery of quality basic education. As part of this campaign the department has also identified and prioritized top 20 schools with the highest rates of learner pregnancy in each of the 12 districts (a total of 240 in the province) where intensive Life Skills and Sexual Reproductive Health programmes are being implemented. In the 240 schools targeted, there has been a 35% drop in the number of pregnancies from 5 348 in 2010 to 3 457 in 2011. 3.7.2 Co – Curricular Services The Department has also introduced co-curricular programmes in an attempt to change of behaviour and attitudes which is a long term investment and the development of a variety of skills. The cocurricular programme consists of three programmes: • youth programmewhich focuses on leadership skills • arts and culture programmewith a focus on the arts and • sportsprogrammewith a focus on sports delivery. 3.7.3 National School Nutrition Programme The National School Nutrition Programme (NSNP) was introduced in 1994 (previously known as Primary School Nutrition Programme) as part of the Government’s initiative towards poverty alleviation. There are 5274 schools enrolled in the programme with a total of 2,242,000 learners benefiting in the current financial year. 1262 quintile 1 – 3 secondary schools with 680,614 learners are provided with nutritious meals for 193 days. Meals are prepared at school and served before 10h00 to assist with active participation in class. In 2012 the Department sought to transform the procurement of service providers so that more local communities benefitted and quality food was provide. The introduction of the programme to schools has assisted both in terms of poverty alleviation and improved learner attendance, which has contributed to improved learner retention in schools. 39
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Page 8 and 9: STRATEGIC GOAL 4 Strategic Objectiv
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6.2 Performance by Gender Of the 12
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Table 2: NSC passes by type of qual
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6.5 Performance per quintile rankin
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Figure 14: Performance in Quintile
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6.6 Candidates performance in selec
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Figure 2(b) Comparison of the overa
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Business Studies The performance of
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Figure 5(a) Comparison of the pass
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Figure 6(b) Comparison of the overa
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Life Sciences One of the critical s
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Figure 9(a) Comparison of the pass
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Figure 10(a): Comparison of the ove
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CONCLUSION The quantitative and qua
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Overall Performance by Centre Distr
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ILEMBE 5413122 SHAKASKRAAL S 4 129
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PINETOWN 5412326 NEW RIVER P 3 16 1
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SISONKE 5313111 MARIATHAL COMBINED
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UGU 5312212 JOLWAYO S 2 169 166 108
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UMGUNGUNDLOVU 5311427 NGCEDOMHLOPHE
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UMKHANYAKUDE 5111246 SIBHAMU H 1 56
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UMLAZI 5411417 MOWAT PARK H 5 144 1
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UMLAZI 5411143 DUMISANI MAKHAYE H 3
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UMZINYATHI 5212245 NOMAFU H 1 31 31
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UTHUKELA 5211308 ENDAKANE H 3 58 57
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UTHUNGULU 5113444 MKHONTO H 2 33 32
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ZULULAND 5112125 KWABHANYA S 2 61 5
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ZULULAND 5112510 KWAMZIWENTSHA H 2
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School's Report 2012 National Senior Certificate (NSC) Examination

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