Geography

Geography teachers have always been in the fortunate position of having such vast scope to add interest and stimulation to the subject. We are very pleased with the direction the Geography syllabus has taken and the pupils are finding the subject rewarding and exciting.

There are five broad essential geographical skills and techniques we would hope to develop in pupils. These skills would also be of value in other learning areas and are:

To develop knowledge and understanding and the application of knowledge and skills we will study:

In the past the components of Geography were treated as separate elements, but the emphasis will now be on the integration of physical and human geography. The pupils are continually surrounded by what we do in class and much of what we do has influence in their daily lives. Another exciting element to the subject matter is that it is dynamic and pupils can see the change for themselves.

Geography provides a number of opportunities for additional education and training. Career links include the following: aviation, building, cartography, earth sciences, eco-tourism, education, environmental management, geographical information systems, geology, surveying, conservation, meteorology, regional and rural planning, town planning, water and land affairs.

History

History is an important and vibrant part of the school curriculum. It should be valued for its special nature and discipline, for in terms of intellectual inquiry it has few equals. History develops unique skills of inquiry and handling evidence. It adds richly to our knowledge of our species and develops our ability to make balanced judgments about the human experience. The present and the future are put into perspective with a reasoned knowledge of the past.

In the History Department, we strive to bring about academic success in our pupils, to give them a love of and respect for our subject, to enable them to master and use its unique skills.

As part of the wider arts curriculum, History contributes to the development of oral proficiency, competence in reading and fluency in written work. It is a key area in upholding the standards of formal English. Texts and other reading materials, including IT resources, are of a uniformly high standard and require the development of high levels of reading proficiency. Similarly high standards of written fluency are required and thus a prerequisite of pupils wishing to study History is a proficiency in English.

The study of History provides a sound vocational preparation for a wide range of jobs and careers, including those calling for analysing and seeking solutions to many present-day problems. Training in historical study teaches one to analyse evidence, to organise ideas and to construct coherent arguments. The skills acquired enable those with a historical background to assess issues in the light of considerable and often conflicting amounts of data and to present complex sources of information accurately in writing or orally. By providing a breadth of vision that goes beyond narrow specialisations, historical study nurtures effective communication, which is an essential life and professional skill in the contemporary world. History qualifications can, therefore, lead to future careers in management and administration, marketing, public relations and the media. Because of their skills development capacity, history qualifications should be highly valued.

Life Orientation

Life Orientation is fundamental in empowering pupils to live meaningful lives in a society that demands rapid transformation. It is, therefore, a compulsory subject and forms part of the learning area Human and Social Sciences.

Life Orientation aims to give South African pupils the opportunity to develop their own potential. Pupils are encouraged to know what their rights are, while at the same time urged to know what their responsibilities are. The curriculum covers relevant issues and deals with skills, knowledge and attitudes to deal with HIV/AIDS, drugs, human rights, conservation, awareness of the world of work and careers.

Learning experiences are activity-based, including exercises, learning tasks and assignments. These can be executed inside or outside the classroom setting and are conducted in such a way that positive, progressive learning takes place.