Academic

Language is a tool for thought and communication. It is also a cultural and aesthetic means community shared among a people to make better sense of the world in which they live. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world.

English is a West Germanic language that was first spoken in medieval England and eventually became a global language. It has been developed over the course of more than 1000 years. English is the largest language by number of speakers and the third most spoken native language in the world.

Our English Home Language course consists of four genres at FET level (grade 10 – 12);

  • Language
  • Poetry
  • Novel
  • Drama

English First Additional Language consists of three genres at FET level

  • Language
  • Poetry
  • Short Stories

At the GET level (grade 8 – 9) the English Home Language course consists of

  • Language
  • Poetry
  • Folktales
  • Short Stories
  • Novel

Educators: S. Matthews (Subject Head), M. Abbas, S. Buka, A. Daniels, C. James, M. MacMinn, B. Moonasar, M. November and A. Semaar

Die aanleer van ‘n Eerste Addisionele Taal behoort leerders in staat te stel om:

  • taalvaardighede te verwerf wat nodig is om akkuraat en gepas te kommunikeer, met inagneming van die teikengroep, doel en konteks,
  • met vertroue en genot te luister, praat, te lees/ kyk en te skryf/ aan te bied. Hierdie vaardighede en houdings vorm die grondslag vir lewenslange leer,
  • eie idees, sienings en emosies, mondeling en skriftelik, met vertroue uit te druk en te regverdig ten einde selfstandige en analitiese denkers te word,
  • die addisionele taal en verbeelding te gebruik om menslike ervarings uit te beeld - en te verken,
  • die addisionele taal te gebruik om inligting te verkry en te bestuur,
  • die addisionele taal te gebruik as ‘n instrument vir kritiese en kreatiewe denke.

Onderwysers: G. Nyman (Subject Co-ordinator), I. Esau, N. Kamies and A. Leendertz 

IsiXhosa is one of the eleven official languages in South Africa. It belongs to the Nguni group of languages which includes Zulu, Swazi and Ndebele. It is the main African language spoken in the Eastern Cape and Western Cape, but it is also spoken and understood in many other parts of the country.

The Study of the Xhosa Language includes:

  • The study of speech sounds
  • Study of the patterns of speech sounds in a language
  • The study of the internal structure of words
  • To study about how words are combined to form sentences
  • To study about the meaning of words

Our learners who study IsiXhosa are also exposed to Xhosa poetry and other literature.

At Oaklands IsiXhosa is taught from grade 10 - 12 as either a Home Language or as a First Additional Language.

Educators: Q. Sidinile (Subject Head), Z. Ngqambuza and L. Pinana

The mission of the mathematics department is to provide an environment where students can learn and become competent users of mathematics and mathematical application, to instil analytical and logical thinking among students and promote Mathematical thought enabling them to become life-long learners, to continue to grow in their
chosen professions, and to function as productive citizens. It is our belief that the rapidly changing technological advances have created a fluid and dynamic world for this generation of students. We can no longer predict and plan for the problems that these students will need to solve when they enter the work force. Therefore, we must make sure that our students have the core knowledge, and the skills to apply that core knowledge, to a variety of situations that are known and unknown to us at this time.

Educators: I. Manan (Subject Head), W. Abrahams, B. Basadien, I. Manan, G. Omar, A. Parker and S. Valley.

Mathematics and Mathematical Literacy are two separate subjects, which differ significantly from each other, with regards to content and the skills that they require students to develop. Compared to Mathematics, Mathematical Literacy is a far more practical subject, designed to equip students with the knowledge and skills they require to cope with everyday decisions, which involve Mathematics at some level.

Exercises are heavily contextual and involve the development of life skills relating to topics such as personal finance, foreign exchange, measurement, maps, trends, break-even points, quotations, data handling and the critical interpretation of the information presented by the media.

Mathematical Literacy is essential for those who plan to pursue tertiary studies in Law, Arts, Social Sciences and Humanities, Teaching etc.
Please note that, while it is possible to move from Mathematics to Mathematical Literacy, it is impossible to do the reverse.

Educators: I. Manan (Subject Head), P. Dendere, F. Jassiem, C. Struis-Booysen, S. Valley

Physical Sciences provide the foundation for students to ask the big questions about the nature of the universe from the scale of atoms all the way up to our own galaxy, and everything in between. Students will learn:

  • to understand the hidden workings of the world around them
  • communicate their ideas in a scientific context
  • conduct experiments
  • analyse data and draw meaningful conclusions
  • think creatively about real world problems
  • understand the role that science and technology plays in today’s world.

The subject is divided between Physics and Chemistry, and students will have many opportunities to perform experiments for themselves in both disciplines, which together with tests and other forms of assessments, will form part of the year mark. While it is important that students have a basic competence in Mathematics, curiosity is essential, and students are encouraged to ask questions as this is the very nature of scientific inquiry.

While Physical Sciences is not necessarily difficult subject that it is often made out to be it is vital that students work consistently throughout the year.

Pure Mathematics is compulsory in order to do Physical Science. A successful science student will have shown that they are able to problem-solve, work hard and engage with abstract concepts. These are all critical attributes for someone wanting to pursue tertiary studies, and many causes require that students have Physical Science.

Career choices: B.Science, Engineering, Medicine, Dentistry and Teaching.

Educators: B. Basadien

Life Sciences is the scientific study of living things from molecular level to their interactions with one another and their environments. To be accepted as a science, it is necessary to use certain methods for broadening existing knowledge, or discovering new things.
By studying and learning about Life Sciences, learners will develop:

  • their knowledge of key biological concepts, processes, systems and theories
  • an ability to critically evaluate and debate scientific issues and processes
  • greater awareness of the ways in which biotechnology and knowledge of Life Sciences have benefited humankind
  • an understanding of the ways in which humans have impacted negatively on the environment and organisms living in it
  • a deep appreciation of the unique diversity of past and present biomes in Southern Africa and the importance of conservation
  • an awareness of what it means to be a responsible citizen in terms of the environment and life-style choices that they make
  • an awareness of South African scientists’ contributions
  • scientific skills and ways of thinking scientifically that enable them to see the flaws in pseudo-science in popular media
  • a level of academic and scientific literacy that enables them to read, talk about, write and think about biological processes, concepts and investigations.

Educators: S. Gaidien (Subject Co-ordinator), C. May, G. Omar and A. Parker.

Geography is the study of human and physical environments. It is a subject that combines topics related to physical and human processes over space and time. With the use of Geography, we can better understand our complex world. There are many branches of study in Geography. For example, in Physical Geography, we examine natural processes and features, including the atmosphere, landforms and ecosystems. In Human Geography, we investigate the activities and impact of people on Earth. The concept that unifies Geography is space.All geographical phenomena have a spatial dimension and operate in a continuously changing environment.

During Grades 10, 11 and 12 learners are guided towards developing the following knowledge, skills and attitudes:

  • explaining and interpreting both physical and human geographical processes
  • describing and explaining the dynamic interrelationship between the physical and human worlds
  • developing knowledge about where places are, and the nature of a range of different places at different scales
  • practising essential transferable skills – literacy, numeracy, oracy and graphicacy
  • promoting the use of new technologies, such as Information Communication Technology (ICT) and Geographical Information Systems (GIS)
  • developing a commitment towards sustainable development
  • creating awareness and sensitivity to inequality in the world
  • ostering empathy, tolerance and fairness
  • making and justifying informed decisions and judgements about social and environmental issues.

Educators: T. Davids (Subject Co-ordinator), Z. Sophethe and F. Thomas.

History at Oaklands High School is not geared towards the mindless absorption of facts.  Rather, you will be taught to develop skills which can serve you well in both your future careers and your private lives.

Skills such as:

  • Independent thinking
  • Research skills
  • Analytical skills

It is the mission of the History department to produce a young adult who recognises the injustices of the past and understands the need for a politically and economically inclusive society. Furthermore it is our aim to produce activist citizens, hence our emphasis on the study of the Civil Rights Movements and the Black Conscioucesness ideals. In short, we aim to produce leaders who are independently-minded individuals in any career of their choosing.

History is a subject which opens up certain obvious career paths – teaching, research and museum or archival work. It also provides an excellent preparation for a career in law, administration, government service, journalism or politics. Moreover, many businesses like to employ people who can generally be relied upon to think independently and exercise sound judgment – critical skills developed in History.

Educators: JB. Smith (Subject Co-ordinator), N. Hendricks, B. Moonasar, G. Nyman and W. Wouters.

The subject Economic and Management Sciences (EMS) deals with the efficient and effective use of different types of private, public or collective resources to satisfy people’s needs and wants. It reflects critically on the impact of resource exploitation on the environment and on people. It also deals with effective management of scarce resources in order to maximise profit.
Economic and Management Sciences is a practical subject that equips learners with real-life skills for personal development and the development of the community. The tasks set should contribute to personal development and should promote the idea of sustainable economic growth and the development of the community.

EMS entails the following:

  • the needs and wants of different communities in societies
  • the nature, processes and production of goods and services, and business activities within the different sectors
  • financial management, accounting as a tool for management of a business, and record keeping
  • the influence of demand and supply, and pricing
  • the flow of money, goods and services between households, business and government, and the rights and responsibilities of the different role players in the economy
  • the way in which to achieve sustainable growth, reduce poverty and distribute wealth fairly, while still
    pursuing profitability
  • entrepreneurial skills and knowledge needed to manage self and the environment effectively
  • basic aspects of leadership and management
  • the role of savings in sustainable economic growth and development
  • trade unions and their influence in the economy
  • the importance of using resources sustainably, effectively and efficiently
  • functioning of both formal and informal businesses.

Educators: S. Lawrence (Subject Co-ordinator),M. Madatt, Y. Ryklief

Accounting focuses on measuring performance and processing and communicating financial information about economic sectors.  This disciple ensures that principles such as 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, interpretation and communication of financial statements and managerial reports for use by interested parties.

The subject encompasses accounting knowledge, skills and values that focus on the financial accounting, managerial accounting and auditing fields.  These fields cover a broad spectrum of accounting concepts and skills to prepare learners for a variety of career opportunities.

Educators: S. Lawrence (Subject Co-ordinator) and C. Struis-Booysen

The subject 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.

Business studies will ensure that learners:

  • Acquire and apply essential business knowledge, skills and principles to productively and profitably conduct business in changing business environments.
  • Apply basic leadership and managerial skills and principles while working with others to accomplish business goals.
  • Are motivated, self-directed, reflective learners who responsibly manage themselves and their activities while working towards business-goals.

Educators: S. Lawrence (Subject Co-oridinator), M. Madatt and Y. Ryklief.

Technology is a subject that contributes towards student’s technological literacy by giving them opportunities to:

  • develop and apply specific design skills to solve technological problems
  • understand the concepts and knowledge used in technology education and use them responsibly.
  • solve problems creatively.
  • work collaboratively with others in groups.
  • gain practical skills

The subject introduces students to basics needed in all Engineering fields. Students gain ideas in the way engineers apply scientific principles to practical problems. Students will build bridges, cranes and towers. They will work with mechanical and electrical systems.

Students will combine thinking and doing in a way that links abstract concepts to concrete understanding. Technology will provide students with some experience to help them make career choices at the end of grade 9.

Physical Science (grade 10-12) is linked to technology in the FET phase.

Career choices: Engineering, Artisans, Quantity Surveyors and

The Curriculum and Assessment Policy Statement (CAPS) states that Life Orientation (LO) equips learners for meaningful and successful living. Thus, Life Orientation is the study of the self in relation to others and society. It addresses skills, knowledge and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity, careers and career choices.

The Life Orientation Department at Oaklands High School aims to develop learners holistically, scaffolding skills for lifelong living. Learners are encouraged to think critically before making decisions. Life is beautiful and exciting, but life also poses challenges and obstacles. Thus, in life, stop to think before making decisions. Active engagement in the classroom through discussion as method of inclusion, encourages participants to be part of the Construction Team, whilst forging their own narratives in life.

Learners participate in active discussion as agents who live and experience their own stories. This encourages team building, enquiring attitudes - skills needed to participate as citizens in a democracy.

Educators: M. November (Subject Co-ordinator), B. Davids, P. Dendere, A Leendertz, M. MacMinn, Z. Sophethe.

Creative Art at Oaklands High School encompasses three foci viz Visual Art, Dance and Drama. Creative Arts is a subject which lends itself to learners experiencing a sense of enjoyment, a feeling of confidence and fulfilment. They provide contexts in which children learn to express their thoughts and emotions, use their imagination and develop creativity.

At Oaklands our lessons are structured and CAPS aligned but we also sometimes provide alternative options which arts lends itself to depending on circumstances.

VISUAL ART: Arts enrich our pupils’ ‘aesthetic experiences’ by helping to stimulate creativity and imagination. It provides them with the means of exploring and recording their environment and develops powers of observation and creative thought, whilst equipping them with artistic skills they could use in later life. Our school also participates in the WCED Art Gala where we achieved second prize at grade 9 level.

DANCE: Dance affords learners the opportunity to develop social skills, teamwork skills and express themselves freely as they interact with other learners or perform individually. The Hip Hop dance genre is offered as an extra-mural at our school and Oaklands learners have the option of attending these after school classes. We have had an Oaklands learner participate in Kwa-Zulu Natal in the Hip Hop championships in 2018.

DRAMA. Our learners appear to be naturally skilled in drama and eagerly participate in lessons which are presented in a non-judgmental way. Learners are provided with a safe space in which to express themselves. They enjoy the opportunity granted for freedom of expression, which takes place in a structured environment in which they play a part in establish the class ethics or rules. This increases their critical awareness of the roles and purposes of drama in different times and for
different purposes.

Educators: M. MacMinn (Subject Co-ordinator), M. Abbas, T. Alexander, Y. Hartley, C. James, F. Jassiem, Z. Ngqambuza