Professional Documents
Culture Documents
SEMESTER REPORT
July November 2016
Page 1
Table of Contents
The SETH Academy semester report ................................................................................................. 4
Mission ............................................................................................................................................................................ 4
Goals ............................................................................................................................................................................... 4
1. Management of the SETH Academy ............................................................................................... 5
Coordinators ................................................................................................................................................................... 5
Teachers responsible for the learners during the SETH afternoon sessions .................................................................... 6
Cila Faul (Gr.8)............................................................................................................................................................ 6
Hernus Swanepoel (Gr.9) ............................................................................................................................................ 6
Corlia Ford (Gr.10) ...................................................................................................................................................... 6
Jorette Erasmus (Gr.11) .............................................................................................................................................. 7
Presenters and other support for the afternoon programme ......................................................................................... 7
2. SETH afternoon programme ............................................................................................................ 8
2.1. Grade 8 .................................................................................................................................................................... 8
Business Simulations ....................................................................................................................................................... 9
Industry visit: Potch Plastic ........................................................................................................................................... 10
Physics: Electricity ....................................................................................................................................................... 11
Nutrition: Healthy lifestyle ............................................................................................................................................ 12
Chemistry ...................................................................................................................................................................... 13
Ecology: Insects and communication and nature ......................................................................................................... 13
Life Science: Water........................................................................................................................................................ 14
2.2. Grade 9 .................................................................................................................................................................. 16
Solid Works Part 1 ......................................................................................................................................................... 16
Physics: Electricity and circuits ...................................................................................................................................... 18
Writing for research purposes & verbal communication .............................................................................................. 19
Geographic information: Urban and regional planning................................................................................................ 20
Ecology: Terrariums ...................................................................................................................................................... 21
Graphical Design ........................................................................................................................................................... 22
Vredefort Dome field trip, 17 October 2016 ................................................................................................................. 22
2.3. Grade 10 ................................................................................................................................................................ 23
Technical Challenge: NWU Solar Car ............................................................................................................................ 24
Facilitators: Arno De Beer, Joubert De Wet, & Prof Albert Helberg .............................................................................. 24
Understanding yourself better feedback session .......................................................................................................... 25
2.4. Grade 11 ................................................................................................................................................................ 26
Project: Global Challenge ............................................................................................................................................. 27
Page 2
Page 3
Mission
The SETH Academy strives to enable selected secondary school learners, wishing to become professionals
in scarce occupations, to be adequately prepared for further studies at tertiary institutions of their choice in
South Africa.
Goals
The goals are to identify talent and unlock a future in the sciences by:
The SETH Academy aims to promote active learning. The learning in the SETH-sessions happens within a
meaningful context. Learners learn best when they can see the usefulness of what they are learning and
connect it to the real world.
In the SETH programme, learners are expected to listen and interact actively and are not required to
memorize or write tests or exams. It is expected that they participate. The learners therefore understand the
subject through inquiry, reasoning and solving higher order cognitive problems.
The seven principles that were identified by Barnes (1989)
implemented in the sessions:
[1]
[1][2]
Barnes, Douglas. Active Learning. Leeds University TVEI Support Project, 1989. p. 19. ISBN 978-1-872364-00-1.
[2]
Kyriacou, Chris. "Active Learning in Secondary School Mathematics". British Educational Research Journal. 18 (3): 309318. JSTOR
1500835.
Page 4
Elza Hattingh
Project Manager
SETH
Lourencia Augustinho
Administrative assistant
Coordinator for grade 11
Andre Hattingh
Dr Rudi van de Walt
Strategic, industry and funding Manager
SETH
SETH
Sonette Becker
Logistics
Yolande Bullock
Proposals and web
Antoon Labuschagne
Principal:
Ferdinand Postma
Thersia Prinsloo
Vice-Principal:
Ferdinand Postma
Mientjie Botha
Finances
Dr. Rudi van der Walt was appointed as SETH manager in September 2015. A number of new initiatives
were introduced under his leadership, among other things a more integrated and practical programme with
new presenters and facilitators. With his knowledge, experience and special talent, he has conceptualized
and implemented a workable, practical and integrated SETH Academy structure.
Although he is retiring from the SETH Academy, he undertook to assist the school to get processes and
structures in place to enhance the learning process of the SETH learners. We are sincerely grateful for the
leadership he has taken during this year.
Coordinators
The coordinators take responsibility for the smooth running and successful outcome of the afternoon
sessions. The coordinators evaluation and feedback on each session and the programme in its entirety play
an important part in improving the programme and the planning of the programme.
Lineke Hattingh
Studies M.Ed
Curriculum Studies
Coordinator for grade 8
Alta Laubscher
Studies Masters
Labour Relations
Coordinator for grade 9
Lizanne de Villiers
Studies B.Ed. Honours
Coordinator for grade 10
An Groenewald
Studies B.Ed. Honours
Learner Support
Coordinator for grade 11
We are fortunate to have these well-educated, skilled, and knowledgeable young people as part of our team.
With their enthusiasm and recommendations, they have already added value and brought about change to
the current programme.
Page 5
Teachers responsible for the learners during the SETH afternoon sessions
The teachers from the school are responsible for the discipline and the conduct of the learners. They also
evaluate the success of the presentations. They provide feedback and make recommendations after each
session on ways to improve the programme.
The teachers assist with quality assurance. We thank them for their support and the valuable contribution
that they make to ensure the programme's success.
The feedback that we have received form the teachers were as follows:
Page 6
Designation
Division
Faculty/Organization
Andre Geldenhuis
Retired Director/Producer
D- Media
North-West University
Annelise Ferreira
PhD Student
Arno de Beer
Cornelia Conradie
Lecturer
Dr Divan Jagels
Lecturer
Dr Lida Holtzhausen
Lecturer
Faculty of Humanities
Faculty of Engineering
Dr Wynand Malherbe
Lecturer
Dr Colin Read
Lecturer
Erika Rood
Manager
Information Services
Gerard Moerdyk
Lecturer
Heniel Fourie
Lecturer
Faculty of Humanities
Jaco Viviers
Lecturer
Joubert De Wet
Faculty of Engineering
Lionel Botha
Manufacturing
Potch Plastics
Industrial Psychologist
Marie du Toit
Lecturer
Pietman Jordaan
Lecturer
Faculty of Engineering
Faculty of Engineering
Faculty of Health Sciences
Page 7
Professor
Faculty of Engineering
Professor
Professor
Faculty of Engineering
Lecturer
School of Chemistry
Lecturer
Faculty of Engineering
Professor
Deans Office
Lecturer
Selna Cornelius
Lecturer
The NWU and other stakeholders are grateful for the enthusiasm with which all these people spend their
time in the preparation, presentation, and facilitation of the sessions. Because of their experience in the
industry and university, they realize the importance of the programme and support the objectives of the
SETH Academy.
2.1. Grade 8
During the second semester of grade 8, learners focused on exploring and learning to understand
themselves and taking responsibility for their own lives. They went on various field trips and industry visits.
Page 8
GRADE 8
DATE
DAY
SESSION
PRESENTER
VENUE
18
Mon
SCHOOLS RE-OPEN
18
Mon
Dr Divan Jagels
School
25
Mon
Business Simulation
School
Mon
Industry visit
Lionel Botha
Potch Plastic
Mon
JULY
TERM 3
AUGUST
SCHOOL HOLIDAY
Tue
15
Mon
22
Mon
29
Mon
Nutrition
NWU
School
Cornelia Conradie
NWU
Dr Colin Read
NWU
SEPTEMBER
5
Mon
Chemistry
12
Mon
19
Mon
Ecology: Insects
NWU
26
Mon
Dr Wynand Malherbe
Mooi River
30
FRI
10
Mon
10
Mon
17
Mon
21
Fri
26
Wed
School
SCHOOLS CLOSE
3rd TERM
OCTOBER
SCHOOLS RE-OPEN
TERM 4
School
NWU
NWU
EXAMINATIONS START
Business Simulations
Presenter: Dr Rudi van der Walt
Business and economy play a major role in our daily lives and this session exposed the
learners to the world of businesses that consists of suppliers, manufacturers, dealers and
banks. The game is played in sessions, representing a strictly controlled economy, a total
free economy and a balanced economy. Learners designed the rules and economy,
based on what they have experienced in the previous sessions. The game is ideally
played over a number of sessions, but for the introductory session, the game was
condensed to expose the learners to the basics of the economy.
Objectives
To expose learners to the basics of the economy (including supply and demand, source and flow of
money, and pricing) and selected business principles such as bookkeeping, negotiations, costing
and pricing.
Outcome
At the end of the session learners must be able to:
Have a better understanding of the basic principles of the economy and business.
Page 9
Page 10
Physics: Electricity
Presenter: Annelize Ferreira
Objectives
Electricity is part of everyones daily lives and something we all depend on for living. Learners would have
had a better understanding of electric current and would have been able to answer the questions after the
practical activities (questions were mentioned in the activity section).
Outcomes
At the end of the session learners must be able to:
Understand electricity
Have clarification on terminology and the appropriate use thereof.
Identify which part of the topic are the learners struggling to understand.
Work in groups and communicate their ideas.
Apply creative and critical thinking
Apply problem-solving skills
Page 11
Outcomes
At the end of the session learners must be able to:
Page 12
Chemistry
Presenter: Dr Colin Read & Marie Du Toit
The aim of this session was for learners to be exposed to basic chemistry experiments and
as practical application learners had to study the quality of soap produced from blended
vegetable oils and observed soap-making in order to understand to:
Outcomes
At the end of the session learners must be able to:
let learners discover how communication works between insects and between insects and plants.
expose learners to methods used to study communication between insects and to show them how
this happens in the field (outside) and under controlled conditions.
Outcomes
At the end of the session learners must be able to:
understand how communication happens in nature and what the value of this communication is in
sustaining ecological networks.
understand the techniques that are used to study communication.
discuss the ethical aspects of research on communication and the exploitation thereof and we
demonstrated that this topic can be pursued in several different careers.
Page 13
This practical session enables the learners to sample aquatic organisms from their local river or
water body and to use the visible animal life to determine the current water quality.
Outcomes
At the end of the session learners must be able to:
Page 14
Page 15
2.2. Grade 9
The programme for the grade 9 learners was much more practice-oriented this year. The maths, science and
the rest of the school curriculum content were illustrated in practice. Learners were expected to apply their
knowledge and develop their ability to reason, critically evaluate, analyse and to make innovative
suggestions.
GRADE 9
DATE
DAY
SESSION
PRESENTER
VENUE
JULY
18
Mon
SCHOOLS RE-OPEN
TERM 3
18
Mon
Solid Works
Pietman Jordaan
NWU
25
Mon
Solid Works
Pietman Jordaan
NWU
AUGUST
1
Mon
Mon
School
Tue
15
Mon
Chemistry: Membranes
NWU
22
Mon
Physics: Acceleration
Gerard Moerdyk
NWU
29
Mon
Mon
12
Mon
19
Mon
NWU
26
Mon
Ecology: terrariums
NWU
30
FRI
10
Mon
10
Mon
Graphical design
Heniel Fourie
NWU
17
Mon
Vredefort
21
Fri
26
Wed
School
SEPTEMBER
Prof Jako Olivier /Dr Lida Holtzhusen
NWU
School
SCHOOLS CLOSE
3rd TERM
OCTOBER
SCHOOLS RE-OPEN
TERM 4
NWU
EXAMINATIONS STARTS
Objectives
Learners have to create LEGO blocks of different sizes and colours for later use in
a Lego-design (assembly in part 2) on the Solid Works engineering graphic computer programme.
Outcomes
At the end of the session learners must be able to:
Understand the importance and use of Solid Works in the engineering and design environment
Identify the careers and expertise that use Solid Works
Page 16
Open, close and operate the Solid Works program on elementary level
Design a basic Lego shape using Solid Works
Convert basic Lego shapes created on Solid Works in 3D
Save and export designs to USB or other output
Works Part 2
Presenter: Pietman Jordaan
Objectives
Learners have to create a basic car or transportation unit on the Solid Works engineering
graphic computer program using the 3D LEGO blocks of different sizes and colours created in
the first session (17 Jul).
Outcomes
At the end of the session learners must be able to:
Page 17
To introduce learners to the basic content and ideas of energy, through investigating the working of
membranes, and the working of energy and membranes.
Outcomes
At the end of the session learners must be able to:
Learners must be able to draw and explain a basic electrical circuit with all the components, as well
as determining the flow of electricity within the circuit.
Outcomes
At the end of the session learners must be able to:
Page 18
Outcomes
At the end of the session learners must be able to:
Page 19
Part 2
Presenter: Prof Lida Holthauzen
Understanding the importance of successful verbal communication and applying basic strategies and
changes to their verbal communication equip learners with skills to be effective and confident speakers and
communicators on a daily basis.
Objectives
Teach learners to be able to communicate verbally in an effective and confident manner, considering
the keys of effective communication and apply these keys in daily situations as well as class
presentations or speeches.
Outcomes
At the end of the session learners must be able to:
Page 20
This session aims at introducing learners to the field of urban and regional planning through
interactive urban designing
Outcomes
At the end of this session learners must be able to:
Ecology: Terrariums
Presenter: Prof Louis Du Preez
Learners were introduced to frogs and toads and the role frogs play in our environment. The skills developed
in this session were critical thinking and reflection about the conservation of frogs as well as skills to analyse
the anatomy of frogs.
Objectives
To introduce learners to the basic facts about frogs and the frog species in South Africa, focusing on
physical traits, gender traits as well as the anatomy of frogs.
Outcomes
At the end of this session learners must be able to:
Page 21
Graphical Design
Presenter: Heniel Fourie
Learners were introduced to the concepts and the different fields of graphic design,
visual design, colours etc. The contents of the session can be applied in all aspects of
life in terms of developing creativity and inspiring creative thinking.
Objectives
This session aims to introduce learners to the field of graphic design and inspire creativity through icon
design.
Outcomes
At the end of this session learners must be able to:
Page 22
2.3. Grade 10
The table below shows the SETH afternoon programme for grade 10 from 18 July to 17 October. The grade
10 programme was developed with the aim to prepare learners on how to deal with technical challenges. The
technical challenge provided to the learners, was the NWU Solar Car under the supervision of Arno de Beer,
Joubert de Wet and Prof Albert Helberg. Alpha Mathematics is a compulsory subject in which tests and
examinations are written, therefore every second session was spent on Alpha Maths.
GRADE 10
DATE
DAY
SESSION
PRESENTER
VENUE
JULY
18
Mon
SCHOOLS RE-OPEN
TERM 3
18
Mon
Arno de Beer
NWU
20
Wed
Johan Koekemoer
School
25
Mon
Arno de Beer
NWU
27
Wed
Johan Koekemoer
School
Mon
Arno de Beer
NWU
Mon
AUGUST
SCHOOL HOLIDAY
Tue
10
Wed
School
15
Mon
Arno de Beer
NWU
17
Wed
Johan Koekemoer
School
22
Mon
Arno de Beer
NWU
24
Wed
Johan Koekemoer
School
29
Mon
Arno de Beer
NWU
31
Wed
Johan Koekemoer
School
SEPTEMBER
5
Mon
Arno de Beer
NWU
Wed
Johan Koekemoer
School
12
Mon
Arno de Beer
NWU
14
Wed
Johan Koekemoer
School
19
Mon
Arno de Beer
NWU
21
Wed
Johan Koekemoer
School
26
Mon
Arno de Beer
NWU
28
Wed
Johan Koekemoer
School
30
FRI
SCHOOLS CLOSE
3rd TERM
OCTOBER
10
Mon
10
Mon
SCHOOLS RE-OPEN
Arno de Beer
NWU
12
Wed
Johan Koekemoer
School
17
Mon
Presentation of prototype
Panel
NWU
19
Wed
Alpha Maths
Johan Koekemoer
School
21
Fri
26
Wed
TERM 4
NWU
EXAMINATIONS STARTS
Page 23
Introduction
In personal as well as professional life one is confronted with challenges that need to be addressed. The
design thinking process and/or concepts and skills can be applied in both to develop solutions.
Tim Brown, the CEO of IDEO, describes design thinking as:
a discipline that uses the designers sensibility and methods to match peoples needs with what is
technologically feasible and what a viable business strategy can convert into customer value.
Creativity at work defines design thinking as a methodology used to solve complex problems, and find
desirable solutions for clients. The underlying mindset is solution-focused instead of problem-focused and
the thinking draws on logic, imagination, intuition, and systemic reasoning to explore the possibilities of what
could be and to create an outcome that benefits the customer.
The design thinking process consists of the following steps:
Empathise During the Empathise step, the goal is to see the challenge through the eyes of the people you
are designing a solution for. This is required to understand the real problem.
Define The goal of the Define step is to synthesise the insights gained during the Empathise step into a
meaningful and actionable problem statement (point of view).
Ideate In this step, the goal is to make a transition from the identified problems to generating a wide range
of solutions (not a single best solution) form which the best solution will be discovered in a later stage
through user testing and/or feedback.
Prototype The ideas selected for testing from the previous step, are used to generate artefacts in this step
that can be used during the test step to get feedback from the users to ultimately select the best solution.
Test The goal with this step is to get feedback from the products use based on the prototypes created.
The feedback is then used to refine the solution to the identified need(s).
Activities
The learners were briefed on the basics of the design thinking process. They met on a weekly basis and
received facilitation both in terms of the design thinking process and requisite skills, as well as in terms of the
technical aspects of the project.
The empathise phase entailed meeting with the Solar Car team to see the challenge from their point of view
and understand the actual challenge to be solved. In the define phase the learners had to synthesise the
insights gained during the empathise phase into a concise, meaningful, and actionable problem statement.
The problem statement was then discussed with the Solar Car team to determine whether it addresses the
challenge as understood by the team. Based on the feedback, the problem statement will
SETH Academy Report November 2016
Page 24
be updated or accepted.
Objectives
To develop the learners understanding of and insight in the process of solving technical challenges.
The challenges will be linked to the NWU Solar Car under the team leader Arno de Beer the Client.
The technical challenges will be addressed using the design thinking framework [1].
Outcome
At the end of this session learners must be able to:
To identify the strengths and weaknesses of each individual in the group in order to allocate
responsibilities to the group for the technical challenge project.
Outcomes
At the end of this session learners must be able to:
Page 25
2.4. Grade 11
The grade 11 afternoon programme for the second semester focused on the identification of a global
challenge and possible solutions. Because Alpha Maths is a compulsory subject in which the learners write
tests and examinations, every second session was on Alpha Maths.
GRADE 11
DATE
DAY
SESSION
PRESENTER
VENUE
JULY
18
Mon
SCHOOLS RE-OPEN
18
Mon
TERM 3
Dr. Rudi van der Walt
NWU
20
Wed
Corn Botha
School
25
Mon
Research engines
Erika Rood
NWU Library
27
Wed
Corn Botha
School
NWU
AUGUST
1
Mon
Mon
SCHOOL HOLIDAY
Tue
10
Wed
Corn Botha
School
15
Mon
NWU
17
Wed
Corn Botha
School
22
Mon
NWU
24
Wed
Corn Botha
School
29
Mon
NWU
31
Wed
Corn Botha
School
SEPTEMBER
5
Mon
NWU
Wed
Corn Botha
School
12
Mon
Andre Geldenhuis
NWU
14
Wed
Johan Koekemoer
School
19
Mon
NWU
21
Wed
Corn Botha
School
26
Mon
NWU
28
Wed
Corn Botha
School
30
FRI
10
Mon
10
Mon
NWU
12
Wed
Corn Botha
School
17
Mon
Andre Geldenhuis
NWU
19
Wed
Alpha Maths
Corn Botha
School
21
Fri
24
Mon
26
Wed
SCHOOLS CLOSE
3rd TERM
OCTOBER
SCHOOLS RE-OPEN
TERM 4
NWU
Panel Prof vd Walt
NWU
EXAMINATIONS STARTS
Page 26
To develop the learners ability to research and evaluate global issues and to be able to present their
informed opinion to a world leader in the field (the Client).
Outcomes
At the end of these sessions learners must be able to:
To equip learners with the know-how to perform a search on the google search engine to research
for information that is factual, recent and relevant.
Outcomes
At the end of this session learners must be able to:
Do research effectively
Know how to verify information before using it
Page 27
Outcomes
At the end of this session learners must be able to:
Mathematics worksheets
The mathematics worksheets are done by the grade 8s and 9s on a regular basis. NWU students in
Engineering and Mathematics are involved in the facilitation. The learners are supported to think creatively
and develop their own techniques and strategies to analyse and to solve problems. After the session, time is
SETH Academy Report November 2016
Page 28
set aside for reflection. This is the time in which the learners have the opportunity to share their strategies,
teach each other and reflect on their methods of problem solving (develop meta-cognition).
We plan to implement the math worksheets sessions on a more regular basis in future. We plan to focus on
training the learners in possible problem-solving strategies to use to enable them to be more effective in the
discovery and use of different strategies. We also plan to arrange for more discussion sessions in which
learners can explain mathematical concepts to each other and discuss different solutions.
Alpha Mathematics
The Grade 10 and 11 learners are enrolled for Alpha Mathematics as an eighth subject. It is compulsory for
the SETH learners in grade 10 to take Alpha Mathematics. Universities are concerned about the high failure
rate of first year students in Mathematics. Alpha Mathematics focuses on content that will greatly assist
students with Mathematics in the first year. Over a period of three years, the learners are given the
opportunity to be exposed to the most important mathematical concepts. Some of these concepts include
complex numbers, partial fractions, radians, piecewise functions, matrices, differentiation, and integration.
We are fortunate to have two competent and experienced presenters as part of our team.
Presenters
Corn Botha
Corn completed het MSc in Applied Mathematics and was a lecturer in Mathematics at
the Faculty of Natural Sciences at the NWU until 2010. She offered extra classes in
Mathematics for grades 8-12 and was a Mathematics teacher at Potchefstroom
Gymnasium and High School Wagpos. She has been offering Alpha Mathematics for some
time.
Johan Koekemoer
Johan completed his B.Eng. Mechanical and PGCE and has been teaching Mathematics
for the last four years at Ferdinand Postma High School.
After their business simulation session with Dr Rudi van der Walt, the grade 8s visited a plastic
recycling company to see how a business is run on a day-to-day basis.
The grade 9s visited the Vredefort Dome accompanied by Prof Frans Waanders as tour guide to
understand the history behind the impact of the meteorite.
In the second quarter, the grade 8s had an outdoor session that exposed them to learn more about
the world of insects and plants and how they communicate with one another.
Page 29
The grade 8s had a life science outdoor session at the Mooi River to learn more about the living
organisms in the river, their living conditions and how the condition of the water has a direct effect on
the environment.
The grade 11s visited the Potch Sewage site to see how grey water is cleaned as how its classified
as part of their water research project.
All the groups visited the Comair Training Centre in Johannesburg where learners had the
opportunity to get inside a simulator in which they had a 10min induction on how to fly or land a
plane.
Potch Plastics
st
The grade 8s visited Potch Plastic on the 1 of August 2016 for an industry visit to see how a business is run
from day to day, what challenges they face and how those challenges are addressed. The SETH
programme focuses on the cognitive development of the learners and being exposed to such an
environment in which the learners can see how things are practically done is the ideal setting in which skills
can be developed. We, the SETH Management, coordinators, educators and learners would like to thank
you for taking your time to make a difference in the young lives and develop future entrepreneurs.
Page 30
At about 13:30 the learners left for OR Tambo to have lunch. They sat at the deck and saw planes take off
and land, which was a new experience for many of the learners. At about 14:30 the bus departed back to
Potchefstroom and it arrived at Ferdinand Postma at 17:00.
The SETH programme focuses on the cognitive development of the learners and being exposed to such
environments in which learners see how things are practically done is where skills are developed.
We, the SETH Management, coordinators, educators and learners would like to thank you for taking your
time to make a difference in the young lives and develop future entrepreneurs.
AFR HL
ENG FAL
ENG HL
AFR FAL
MATHS
LO
PHYS SC
ECON SC
SOC SC
TECHN
CR ARTS
Ave
Table 1. The average percentage of the grade 8 SETH group and the rest of the grade 8 learners in each of their subjects (third
quarter).
SETH gr 8
81
79
77
67
74
80
82
72
71
80
84
77
Rest of gr 8
65
67
65
61
50
71
65
51
61
72
80
64
Difference
16
12
12
24
17
21
10
13
The difference in performance for the three quarters is also provided in graph 1. The SETH learners
performed better in all the subjects during the course of the year, but the difference in especially
Mathematics, Natural Science and in Economic and Social Science is noteworthy.
Page 31
24
21
16
16
12
13
12
10
8
4
Graph 1. Difference in average score per subject for the grade 8 SETH learners and the rest of the grade 8s.
It seems as if the practical application of the mathematics, science and economic and business concepts
during the afternoon programme, contributes towards a better understanding of these topics, which improves
the marks of the learners.
AFR HL
ENG FAL
ENG HL
AFR FAL
MATHS
LO
PHYS SC
ECON SC
SOC SC
GEO
HIST
TECHN
CR ARTS
AVE
Table 2. The average percentage of the grade 9 SETH group and the rest of the grade 9 learners in each of their subjects (third
quarter).
SETH Learners
78
83
77
78
73
89
82
76
82
41
41
82
83
80
Rest of Gr 9
73
74
68
75
54
77
67
53
67
32
35
73
75
67
Difference
10
19
12
15
23
15
13
The difference in percentage between the grade 9 SETH learners and the rest of the grade per subject for
the three quarters, is shown in graph 2 below. It is clear that the Mathematics marks show the biggest
difference in performance between the two groups.
Page 32
15
13
12
10
6
3
LO
HIST TECHN
CR
ARTS
AVE
Graph 2. The difference in average academic performance per subject between the SETH group and the rest of the grade 9s for the
three quarters.
AFR HL
ENG FAL
ENG HL
AFR FAL
MATHS
LO
PHYS SC
GEO
IT
LIFE SC
ACC
CAT
Ave
Table 3. The average percentage of the Grade 10 SETH group and the rest of the grade 10 learners in each of their subjects (third
quarter).
SETH Learners
90
81
81
64
65
81
81
85
73
75
68
91
78
Rest of Gr 10
70
72
64
62
52
68
76
80
69
62
64
66
67
Difference
20
16
13
14
14
25
11
14
14
11
8
5
PHYS SC
GEO
IT
2
AFR HL ENG FAL ENG HL AFR FAL MATHS
LO
LIFE SC
ACC
CAT
Ave
Graph 3. The difference in average academic performance per subject between the SETH group and the rest of the grade 10s for the
three quarters.
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Graph 3 presents the difference in average performance in the different subjects for the grade 10 SETH
learners compared to the rest of the grade 10s.
ENG FAL
ENG HL
AFR FAL
MATHS
LO
BUS STUD
PHYS SC
ENG DRAW
IT
LIFE SC
ACC
CAT
SETH
88
82
82
63
74
80
91
75
82
58
87
90
80
79
Rest of Gr 11
69
73
75
65
60
74
69
66
67
51
79
63
63
69
Difference
19
10
-2
15
22
15
27
17
11
AVE
AFR HL
Table 4. The average percentage of the Grade 11 SETH group and the rest of the grade 11 learners in each of their subjects (third
quarter).
15
15
10
11
9
7
LO
BUS
STUD
PHYS ENG
SC
DRAW
IT
LIFE SC
ACC
CAT
AVE
Graph 4. The difference in average academic performance per subject between the SETH group and the rest of the grade 11s for the
three quarters.
Graph 4 presents the difference in average performance in the different subjects for the grade 11 SETH
learners compared to the rest of the grade 11s.
5. Focus school
Thersia Prinsloo, Vice-Principal of Ferdinand Postma High School
Ferdinand Postma High School, in partnership with the NWU Potchefstroom Campus and the industry, has
successfully offered the SETH programme after school hours for the past 4 years. We are grateful to
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announce that Ferdinand Postma High School has officially been appointed as pilot SETH focus school on
27 September 2016 by Dr I.S. Molale (Superintendent General of the Department of Education and Sport
Development, North West Province).
The Department took the decision after careful consideration of the schools academic standard, the high
quality of the SETH programme and the published draft norms and standards for focus schools.
In order to function as pilot SETH focus school, Ferdinand Postma High School has been granted permission
to:
extend the school day in order to make provision for the SETH programme to be integrated into
the official school day. It must be noted that the school will maintain adherence to the minimum
27.5 hours official NSC teaching time;
the school, in conjunction with the NWU, to perform aptitude tests and interviews, to identify
the necessary aptitude and talent of prospective learners, to enable them to benefit from the
SETH pilot focus school
The status of Ferdinand Postma, as pilot SETH focus school, will remain until the draft norms and standards
are duly promulgated as policy on National level. In adherence to the prospective policy and norms and
standards for focus schools, Ferdinand Postma can then be declared as a SETH focus school following due
processes.
Proper planning and important negotiations will take place during the next few months with the SETH and
school management teams, the school governing body, the learners and parents as role players to ensure
that Ferdinand Postma will function on a very high level as a pilot SETH focus school.
Each year we have to raise bursaries for needy students. It has been one of our key objectives to enrol at
least 30% of our learners from poor and very poor environments. We decided to do this in order to give
learners the opportunity to benefit from the SETH experience, even though they do not have the means to
pay for class fees, hostel fees etc.
After identifying and selecting the learners with a high potential, we had to raise R1,4 million in 2016 to pay
for their tuition. At this stage, 49% of the SETH learners are receiving financial support.
From June 2016 to November 2016 - 103 companies were visited. These appointments were made by the
Jhb NWU Marketing office and the Innovation Office in Pretoria, by Catherine Castagno and Cora de Groot.
To be able to realise 103 visits take a lot of administrative work. Most of the corporates are first contacted via
e-mail then followed up telephonically to secure appointments with the positive responses. Approximately
630 approaches were made to secure the 103 appointments.
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We met mainly with CEOs, CFO, HR managers, and CSI managers. The SETH concept is extremely well
received, and the pipeline model is seen to be a model that can add benefit to the educational environment
in South Africa. Most companies are keen to collaborate, but funding for bursaries are restricted by previous
commitments, or a different focus. Aspects that resonated well with funders are the fact that these learners
can count on the companys BBEEE scorecard, the learners academic progression is well monitored, and
these learners had been screened and selected.
In a difficult financial environment, we were able to meet our targets, and AECI, Afrisam, Nedbank, and
Goscor contributed generously towards bursaries and infrastructure development in 2016. In this way we
were able to support 48 learners with bursaries. Please take into account that without these bursaries, these
learners would not have had the opportunity to excel as they did. The real impact is immeasurable.
We thank the following industrial partners sincerely for their contributions. Your efforts and support are highly
appreciated.
AECI
RMB
Afrisam
Nedbank
Goscor
In addition to financial contributions for scholarships, a number of industrial partners support the SETH
Academy with presentations, advice, identification of talented students, industry visits, etc. We thank the
following partners for their much valued contributions:
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7. Conclusion
Studies suggest that active learning contributes towards learners ability to retain information longer and
develop enhanced critical thinking and problem-solving skills, especially if problem-based learning is coupled
with explicit instruction in these skills.
Children learn by doing, thinking, exploring, through quality interaction, intervention and relationships across
a variety of contexts. All these combine to build successful learners, confident individuals, responsible
citizens and effective contributors to society.
We are privileged to be part of the process to develop our future leaders. From the SETH management, we
thank everyone involved in the initiative - for the opportunities that you create, the valuable advice that we
receive and the time and effort that you put into these learners. We are looking forward with expectation to
an exciting new phase where the SETH Academy will be integrated with the school to establish a new SETH
focus school.
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