Stutterheim High School

We provide quality education for our children to reach their full potential in all spheres of life

Subjects in the FET Phase

These subject choices apply to Grade 10-12 only. In all other Grades, there is a standard list of subjects which everyone must take. The only variation is that in Grades 4-8 students and parents can choose between the languages. Students can either take Afrikaans or IsiXhosa as their First Additional Language.

In Grade 9, scholars choose their Further Education and Training (FET) Phase subjects.

(All these subjects are compulsory)
  • English Home Language
  • Afrikaans First Additional Language (IsiXhosa is being phased into the High School)
  • Mathematics OR Mathematical Literacy
  • Life Orientation

This is the language of learning and teaching used at SHS. It is the tool for thought and communication. A good grasp of this language is essential to our learners in enabling them to think and acquire knowledge, to express their identity, feelings and ideas, to interact with others and to manage their world.

All of the languages are assessed in four broad categories: speaking, writing, interpretation of literature and language structures and conventions. This is the focus of the English Department then. We employ a variety of speaking and listening formats from prepared and unprepared speeches to listening comprehensions and everything in between.

The literature studied at SHS falls into 3 further categories: poetry, drama and the novel. In Grade 12, we study 12 prescribed poems, Shakespeare's Othello and The Picture of Dorian Grey by Oscar Wilde. In Grade 11, apart from poetry, we have Macbeth by William Shakespeare and Tsotsi by Athol Fugard. Grade 10 is where Shakespeare is introduced with Romeo and Juliet. In Grade 9, we read The Hunger Games by Suzanne Collins.

Standard language and grammar is taught in continuation from the end of the Senior Phase in Grade 9 to the end of Matric.

The English Department aims to engage and guide scholars along the syllabus so as to equip them for the rigours of the Matric final exams, yes, but also for the trials of engaging with a world which requires great efficacy in communication skills. This is the aim of language in general and of a Home Language in particular.

These Additional Languages are offered so that our learners are able to communicate across language barriers and foster cultural and linguistic respect and understanding. They provide opportunities for learners to strengthen and develop their multilingual skills.

Ons fokus op die vaardighede, inhoud en strategieë soos deur KABV voogeskryf: Luister en praat, Lees en kyk, Skryf en aanbied en Taalstrukture en -konvensies.

Luister en praat sluit luisterbegrip en gesproke taal in. Inligting word ingesamel en verwerk, probleme word opgelos manipulerende taal word herken, woordeskat word uitgebrei.

Lees en kyk sluit die voorgeskrewe werke in. In gr 12 lees ons Lien se lankstaanskoene en ses kortverhale uit Spieëlbeelde, gr 11 kyk na Die kruppel engel en ses kortverhale uit Verneukkind en ander kortverhale, gr 10 begin met ses kortverhale uit Ink en Die kind of Raves en Rugstekers, gr 9 bespreek gedigte en lees kortverhale uit Sweef of Piekfyn leesboek, gr 8 lees Vlerke vir almal of Perfek en gedigte.

Skryf en aanbied stel leerders in staat om volgens die benadering van prosesskryf gedagtes en idees uit te druk en kreatief te kommunikeer deur verskeie tekste aan te bied.

Taalstrukture en -konvensies word binne konteks aangebied en sluit die inskerping van grammatikale strukture in.

IsiXhosa sigxila kakhulu ekuphuhliseni izakhono ezisetyenziswa kulwimi ezifana nezi zilandelayo: ukufunda, ukuphulaphula kunye nokubhala. Abantwana kufuneka bafunde ngesantya esamkelekileyo kungabikho kuthandabuza nakuthingaza xa kufundwa itekisi ethile. Kuyafuneka kwakhona ukuba bakwazi ukubhala kwaye bayiqonde into abayibhalayo. Kuthathelwa ingqalelo upelo, ukusetyenziswa kweziphumlisi kunye nokusulungeka kolwimi. Ukuphulaphula nako akushiyeki ngasemva.

Sinalo uncwadi esiziphuhlisa ngalo: imihobe/imibongo, inoveli, amabali amafutshane kunye neentsomi. Kaloku lolu ncwadi olusinceda ekunqwanqwadeni umlisela nomthinjana wakowethu. Sineencwadi ezimbini endingakwazi ukuwuvala umlomo ngazo: eyebanga 8, Litshona liphume, ebhalwe yintokazi egama lingu Ncumisa Vaphi kunye neyebanga 9, Imfundo ayigugelwa ebhalwe ngu N. Bokoloshe. Zombini ziphume izandla, zityebe ziteke teke, nawe ungakhe uzityebisele usike nje umbengo. Imfundiso efumaneka kuzo, ingqamene kanye namahla ndinyuka obu bomi siphila kubo. Simnandi IsiXhosa, Walala Wasala.

Maths enables creative and logical reasoning about problems. Knowledge in the mathematical sciences is constructed through the establishment of descriptive, numerical and symbolic relationships. Maths is based on observing patterns, with rigorous logical thinking, which leads to theories of abstract relations. Competence in mathematical process skills such as investigation, generalisation and finding proof are all requirements for a student to take Maths as a subject.

The learning outcomes in Mathematics are:

  1. Number and Number Relationships
  2. Functions and Algebra
  3. Shape, Space and Measurement
  4. Data Handling and Probability

Mathematical Literacy provides learners with an awareness and understanding of the role that maths plays in the world. It is a subject driven by life-related applications of maths. It enables learners to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyse everyday situations and to solve problems.

The learning outcomes in Mathematical Literacy are:

  1. Number and Operations in Context
  2. Functional Relationships
  3. Space, Shape and Measurement
  4. Data Handling

This subject studies the self in relation to others and to society. It is concerned with the personal, social, intellectual, emotional, spiritual, motor and physical growth and development of learners. The focus is the development of self-in-society, and this encourages the development of balanced and confident learners. The subject guides and prepares learners for life and its responsibilities and possibilities. It equips learners to solve problems, to make informed decisions and choices and to take appropriate actions to enable them to live meaningfully and successfully in a rapidly-changing society.

The learning outcomes in Life Orientation are:

  1. Personal Well-being
  2. Citizenship Education
  3. Recreation and Physical Well-being
  4. Career and Career Choices

(Learners must choose three of the following subjects)
  • Accounting
  • Business Studies
  • Computer Applications Technology
  • Consumer Studies
  • Engineering Graphics & Design
  • Geography
  • Life Sciences
  • Physical Sciences
  • Tourism

This subject focuses on measuring performance, and processing and communicating financial information about economic sectors. This discipline ensures that ethical behaviour, transparency and accountability are adhered to. It deals with the logical, systematic and accurate selection and recording of financial information and transactions, as well as the compilation, analysis and interpretation of financial statements and managerial reports for use by interested parties. Learners should be able to think clearly and logically, work accurately and enjoy working with figures.

The learning outcomes in Accounting are:

  1. Financial Information
  2. Managerial Accounting
  3. Managing Resources

This subject deals with the knowledge, skills, attitudes and values critical for informed, productive, ethical and responsible participation in the formal and informal economic sectors. It encompasses principles, theory and practice that underpin the development of entrepreneurial initiatives, sustainable enterprises and economic growth.

The learning outcomes in Business Studies are:

  1. Business Environments
  2. Business Ventures
  3. Business Roles
  4. Business Operations

CAT teaches the effective use of information and communication technologies in an end-user computer applications environment in different sectors of society. It equips learners to create, design and communicate information in different formats. It further makes it possible for learners to collect, analyse and edit data and to manipulate, process, present and communicate information to different sectors of society.

The learning outcomes in Computer Applications Technology are:

  1. Operational Knowledge of Information and Communication Technologies
  2. Integrated End-user Computer Applications Skills and Knowledge in Problem Solving
  3. Information Management

This subject focuses on enabling learners 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 the production of quality marketable products that will meet consumer needs.

The learning outcomes in Consumer Studies are:

  1. Management of the Consumer Role
  2. Knowledgeable Consumer Choices
  3. Responsible Use of Resources
  4. Production and Marketing of Food, Clothing and Soft Furnishing Products

In EGD there are certain basic learning outcomes and these are interrelated, and are based on the following principles:

The learning outcomes in Accounting are:

  1. Physical products: Learners will be able to demonstrate the ability to design, draw and communicate graphically.
  2. Processes: Learners will be able to demonstrate the ability the learn about and analyse a range of civil, electrical and mechanical production processes.
  3. Environmental systems: Learners will be able to demonstrate the ability to analyse and learn about different environmental systems and related technologies that make it possible to use or modify those systems. They will examine the impact of technology on the natural environment, and learn about the beneficial and harmful effects and the short-term consequences of various types of technological interventions. Engineering Graphics & Design also offers new scope and opportunities for people with disabilities to be economically independent.

Geography is a science that studies physical and human processes and spatial patterns on Earth in an integrated way over space and time. It examines the spatial distribution of people and their activities, physical and human-made features, ecosystems and interactions between humans and between humans and the environment in a dynamic context.

The learning outcomes in Geography are:

  1. Geographical Skills and Techniques
  2. Knowledge and Understanding
  3. Application thereof

In Life Sciences, students will be involved in the systematic study of life in the changing natural and human- made environment. This study involves critical inquiry, reflection, and the understanding of biological and non-biological concepts and processes and their application in society.

The learning outcomes in Life Sciences are:

  1. Scientific Inquiry and Problem-solving Skills
  2. Construction and Application of Life Sciences Knowledge
  3. Life Sciences, Technology, Environment and Society

Science focuses on investigating physical and chemical phenomena through scientific enquiry. By applying scientific models, theories and laws it seeks to explain and predict events in our physical environment. It also deals with society's desire to understand how the physical environment works, how to benefit from it and how to care for it responsibly. An understanding of scientific perspectives is a requirement of learners. This subject fosters ethical and responsible attitudes towards learning, constructing and applying Physical Sciences, and accommodates reflection and reflection and debate on its findings, models and theories. Learners must take note of the great number of calculations in Physical Science. A strong Mathematical foundation is essential.

The learning outcomes in Physical Sciences are:

  1. Practical Scientific Inquiry and Problem-solving skills
  2. Constructing and Applying Scientific Knowledge
  3. The Nature of Science and its Relationships to Technology, Society and the Environment.

With an increase in demand for skilled labour across various tourism sectors, both locally and internationally, the subject of tourism is becoming ever increasingly popular. In this subject, sectors of tourism, mapping concepts, planning and coordinating trips will be covered. Moreover there are discussions of heritage, sustainability, communication techniques and marketing.

Through the topics, students will study the expectations and behaviour of tourists and gain insight into the economic, social, cultural and environmental impact that tourism has on both South Africa and internationally.