Seth Academy Report November 2016

SETH Academy
(Science, Engineering, Technology and Health)
NWU, DBE and Industry
SEMESTER REPORT
July November 2016
SETH Academy Report 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
Mathematics worksheets .............................................................................................................................................. 28

Alpha Mathematics....................................................................................................................................................... 29
3. Industry visits and outdoor experiences ..................................................................................... 29
Potch Plastics ................................................................................................................................................................ 30
Potchefstroom Sewage Water works.......................................................................................................................... 30
Comair Training Centre, October 19 & 26, 2016 ........................................................................................................... 30
4. Academic performance of the SETH learners ............................................................................. 31
rd
4.1. Grade 8 (3 quarter 2016) ..................................................................................................................................... 31

rd
4.2. Grade 9 (3 quarter 2016) ..................................................................................................................................... 32

rd
4.3. Grade 10 (3 quarter 2016) ................................................................................................................................... 33

rd
4.4. Grade 11 (3 quarter 2016) ................................................................................................................................... 34

5. Focus school ................................................................................................................................... 34
6. Introducing the SETH Academy to industry and fundraising .................................................... 35
7. Conclusion ...................................................................................................................................... 37
Page 3
The SETH Academy semester report

November 2016
The SETH Academy is a joint initiative of the North West Department of Basic Education, The North-West
University and the industry to address the inadequate preparation of learners for entering tertiary education
for careers in scarce skills.
The aim is to identify talented learners and prepare them from grade 8 to 12 for professional careers in fields
as diverse as engineering, sciences, medicine, finance, economics, mathematics and science education.
The academic programmes for these careers are usually based on a high proficiency in Mathematics, as well
as a well-developed and diverse skillset and a sense of purpose.
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:
Preparing learners holistically for tertiary studies and beyond

Improving their understanding of Mathematics and Science through problem- and project-based
learning
Doing research on good practices in teaching and education
Developing best practice in SETH based education
Making the developed teaching material available for the wider education community
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]
as integral to active learning are always
Purposive: the relevance of the task with the learners concerns.

Reflective: learners' reflection on the meaning of what is learnt.
Negotiated: negotiation of goals and methods of learning between learners and facilitators.
Critical: learners appreciate different ways and means of learning the content.
Complex: learners compare learning tasks with complexities existing in real life and making
reflective analysis.
Situation-driven: the need of the situation is considered in order to establish learning tasks.
Engaged: real life tasks are reflected in the activities conducted for learning.
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
1. Management of the SETH Academy
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
Alta Laubscher
Studies Masters
Labour Relations
Lizanne de Villiers
Studies B.Ed. Honours
An Groenewald
Studies B.Ed. Honours
Learner Support
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:
Cila Faul (Gr.8)

As grade 8 guardian I have had the privilege to look on as the learning process
unfolded during 2016. Initially, the grade 8 learners could not grasp the importance
of the opportunities presented by the SETH programme, but as they came to
realize the benefits, their attitudes improved exponentially. The learners currently
enrolled in the SETH programme have a distinct hunger for problem-solving and
are less inclined to ask for assistance with new work in classes. I can clearly see a
deeper insight with regards to problem-solving in the math classroom. A specific
SETH candidate in my grade 8 class to whom I teach math comes to mind, her
ability to answer questions that require a deeper insight of a previously explained
principle is above that of the other learners in the class who are not enrolled in the
SETH programme. Other learners
within the SETH programme have improved their social skills and at the age of 14
have acquired reasoning skills far beyond their years.
Hernus Swanepoel (Gr.9)

This year at SETH, the Gr9 learners were exposed to many different career paths. It
stretched from urban planning and graphical designing through engineering and biology.
The learners were shown the many career opportunities and started to plan their subject
choices accordingly. Throughout the year, many learners changed their decisions based
on the sessions they had each week. Through this practical experience and exposure
they were able to make informed decisions that will have a lifelong
impact.
Not
only were these learners stimulated cognitively, but they were encouraged to dive into
their internal locus of their emotional welfare. Throughout the year they were required to
grow emotionally and start cultivating a sense of internal motivation.
Corlia Ford (Gr.10)

The SETH programme had a big impact on all the learners. I could see how their selfconfidence improved over the months. The learners also perform very well in the
mathematics and science subjects at school. They have developed their cognitive thinking
and problem-solving ability while non-SETH learners dont have the same approach to
problem solving
Page 6
Jorette Erasmus (Gr.11)

It is very notable that the SETH programme developed the learners higher-order
thinking and problem-solving capability, as these learners were very comfortable when
confronted with mathematical problems. The group activities and research
project
that the grade 11s undertook during the last semester taught the learners patience and
perseverance. Learners got the opportunity to discover and adapt their own work ethics
and leadership capabilities. The programme offers the learners the opportunity to identify
and apply their own and other team members strong and weak points in a controlled and
safe environment. The SETH programme has a substantial impact on the learners
overall development and provides them with a great advantage over other learners when starting their
tertiary studies.
Presenters and other support for the afternoon programme

The presenters come from the ranks of academics and support staff from the NWU as well as professionals
from the industry.
During the second semester of 2016 (July October 2016) the following professionals were involved with the
SETH afternoon programme:
Name
Designation
Division
Faculty/Organization
Andre Geldenhuis
Retired Director/Producer
D- Media
North-West University
Annelise Ferreira
PhD Student
School of Physical Science
Faculty of Natural Sciences
Arno de Beer
Solar Car Technical Manager
Cornelia Conradie
Lecturer
Dr Divan Jagels
Lecturer
Dr Lida Holtzhausen
Lecturer
School of Communication Studies
Faculty of Humanities
Dr Rudi van der Walt
Manager: SETH, Chemical

Engineer, Retired Director:
Technology Transfer at NorthWest University
Innovation Support Office
Faculty of Engineering
Dr Wynand Malherbe
Lecturer
Dr Colin Read
Lecturer
Erika Rood
Manager
Information Services
North West Library Services
Gerard Moerdyk
Lecturer
School of Physical and Chemical

Sciences
Heniel Fourie
Lecturer
School of Communication Studies
Faculty of Humanities
Jaco Viviers
Lecturer
School of Geo- and Spatial Sciences
Joubert De Wet
Senior Account Manager
Innovation Support Office
Lionel Botha
Factory Marketing Manager
Manufacturing
Potch Plastics
Marelize van der Merwe
Industrial Psychologist
Student Counselling Services
Student Counselling and

Development
Marie du Toit
Lecturer

Sciences
Pietman Jordaan
Lecturer
School of Mechanical Engineering
School of Electrical, Electronic

Engineering
School of Physiology, Nutrition and
Consumer Science
School for Education Studies, Research
Focus Area: Self-Directed Learning.
Subject Chair: Curriculum Studies,
Philosophy and Research Methodology
School of Biological Sciences, Water

Research Group (Ecology)
Sciences
Faculty of Health Sciences
Faculty of Education Sciences

Page 7
Prof Albert Helberg
Professor
School of Electrical, Electronic and

Computer Engineering
Prof Carlos Besuidenhout
Professor
School of Biological Sciences
Prof Frans Waanders
Professor
School of Chemical and Mineral

Engineering
Prof Henning Krieg
Lecturer
School of Chemistry
Prof Johann Holm
Lecturer
School of Electrical, Electronic and

Computer Engineering
Prof Johnnie van den Berg
Subject chair and lecturer
School of Biological Sciences: Zoology
Prof Kobus van der Walt
Professor
Deans Office
Prof Louis du Preez
Lecturer
School of Biological Sciences: Zoology
Selna Cornelius
Lecturer
School of Geo-and Spatial Sciences
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. SETH afternoon programme
Tell me and I forget,

teach me and I may remember,
involve me and I learn.
Benjamin Franklin
After much consideration and feedback from the different parties involved, management decided to make
some changes to the second semester programme for grade 8 and grade 9 by only presenting one afternoon
session per week; which was extended from 14:15 17:00pm. The grade 10 and grade 11s programme
remained the same with two afternoon sessions per week. On Mondays, learners worked on an identified
project and on Wednesdays they had Alpha Maths.
The afternoon programme for the second semester of 2016 started on 18 July 2016 and finished on 24
October 2016, just before the final examination started.
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
Maths & language
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
Physics: Electricity & current
NATIONAL WOMENS DAY
22
Mon
Maths & language
29
Mon
Nutrition
Annelise Ferreira / Gerard Moerdyk
NWU
School
Cornelia Conradie
NWU
Dr Colin Read
NWU
SEPTEMBER
5
Mon
Chemistry
12
Mon
Maths & language
19
Mon
Ecology: Insects
Prof Johnnie van den Berg
NWU
26
Mon
Life Science: Water
Dr Wynand Malherbe
Mooi River
30
FRI
10
Mon
10
Mon
Maths & language
17
Mon
Project: workshop (Wind generator)
21
Fri
26
Wed
School
SCHOOLS CLOSE
3rd TERM
OCTOBER
SCHOOLS RE-OPEN
TERM 4
School
Prof Johann Holm
SETH ACADEMY YEAR END FUNCTION
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
Take full accountability for their actions and results.

Make alternative plans when they encounter delays, resistance and opposition.
Recognise typical human behaviour under pressure and know how to deal with the situation.
Industry visit: Potch Plastic

Presenter: Lionel Botha
Objectives
The grade 8s visited a recycling company called Potch Plastic after the business simulation session and had
the opportunity to ask questions based on their experience of the first session. They gained first-hand
experience on how the business owner runs his business. Learners also had the opportunity to reflect on the
way they made business decisions while playing the game and could ask questions relating to the
challenges they encountered.
Outcomes
Take full accountability for their actions and results.

Make alternative plans when they encounter delays, resistance and opposition.
Recognise typical human behaviour under pressure and know how to deal with the situation.
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
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
Nutrition: Healthy lifestyle

Presenter: Cornelia Conradie
Knowledge is power and making the right choices are the key towards bringing about lifestyle changes. The
Maters students from the school of nutrition have demonstrated the food hierarchy and presented different
food stalls where learners could learn about nutrition. Refined foods were discussed as well as healthy
eating options and activities that learners can do as exercises.
Objectives
Emphasize the importance of healthy eating on development, growth and performance.

Equip learners to make healthy eating choices and develop healthy eating habits by making them
aware of the contents of their food.
Outcomes
Understand the current nutritional situation in South Africa

Understand the risks of an unhealthy lifestyle
Understand the contributing factors of an unhealthy lifestyle
Make healthy living (healthy eating and eating habits) practical
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:
Produce soap of high quality that can be used for bathing.

Investigate the properties of soap produced from blends of oils.
Produce soap of high cleaning action that also lathers well in water.
Produce a homemade soap at a cheaper rate from blends of cheap vegetable oils.
Determine the pH of both homemade and commercial soaps.
Outcomes
Be aware about the significance and scope of soap making.

Know about the evolution of modern day soap making
Know about the dangers and safety precautions, what should be done when caustic soda spills on
the hands or in the eyes.
Be aware about the importance of observing safety rules while working.
Identify, select and know the use of soap making materials.
Understand the various oils used in bathing soap making.
Learn about the preparation of bathing soap using a cold process.
Learn about the process of the re-batching and troubleshooting of soap.
Ecology: Insects and communication and nature

Presenter: Prof Johnnie van den Berg
Communication happens! Whether we smell it, hear it or do not notice it. Learners were
exposed to insect communication systems in the field (termites), plants in a greenhouse and
did experiments with insects to assess their ability to choose between smells (preference).
Learners understood animal, plant and human interactions better.
Objectives
The objectives of this session were 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
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
Life Science: Water

Presenter: Dr Wynand Malherbe
Fresh water is essential for most life on earth, while it is also used in all spheres of human life, namely
agriculture, industry, biodiversity conservation, sanitation and hydration. Due to the amount of rainfall that
South Africa receives, it is classified as a water-stressed country. This means that if we do not monitor,
manage and conserve our current water resources, we will be placing them and the population under
tremendous stress in future
Objective
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
Understand the importance of rivers and animals living in it

Undertake sampling of macro-invertebrate animals in the Mooi River.
Investigate the presence of macro-invertebrate animals in the Mooi River.
Identify the organisms using the supplied identification sheets.
Link the presence of the macro-invertebrate organisms to the health of the river.
Interpret the results
Page 14
Project: Workshop wind generator

Presenter: Prof Johann Holm
Objectives
Introduce learners to the principles of energy conversion and the concept of electromagnetic
induction (Faradays law). Provide hands-on experience in constructing a physical energy
conversion device and introduce the concepts of adjustable parameters and performance.
Outcomes
Demonstrate knowledge of energy conversion by explaining functional blocks of a wind energy

converter
Construct a wind energy converter (assisted by facilitators) in the form of a wind-belt generator
Interpret electrical waveforms displayed on an oscilloscope and link waveforms to energy generated
by aeroelastic flutter
Demonstrate an understanding of Faradays law by linking mechanical movement to induced
electrical current
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
Maths & language

SCHOOL HOLIDAY
School
Tue
NATIONAL WOMENS DAY
15
Mon
Chemistry: Membranes
Prof Henning Krieg
NWU
22
Mon
Physics: Acceleration
Gerard Moerdyk
NWU
29
Mon
Maths & language
Mon
Writing for research purpose / Communication
12
Mon
Maths & language
19
Mon
Geographic information: Urban and regional planning
Jako Viviers / Selna Cornelius
NWU
26
Mon
Ecology: terrariums
Prof Louis Du Preez
NWU
30
FRI
10
Mon
10
Mon
Graphical design
Heniel Fourie
NWU
17
Mon
Vredefort Dome field trip
Prof Frans Waanders
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
Solid Works Part 1

Presenter: Pietman Jordaan
The ability to draw basic images on Solid Works for any purpose, prepare learners for
technical subject fields and undergraduate studies such as Engineering.
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
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
Understand the advanced functions of Solid Works

Identify the careers and expertise that use Solid Works
Operate Solid Works on advanced level, focussing on different parts merging
Design a basic Lego car using Solid Works and the Lego blocks built in session 1
Convert basic 3D Lego shapes created on Solid Works into designs which can be created
Save and export designs to USB or other output
Page 17
Chemistry: Energy and forces- Membranes

Presenter: Prof Henning Krieg
Learners were introduced to the concepts and role of energy in the universe as well as its
origin. The role and function of energy were discussed and applied. The skills developed in
this session were critical thinking and reflection on science and everyday life. This session
has a clear link to the basic knowledge of Science: Physics as well. It also touched on Life
Science subjects such as energy in respiration, photosynthesis etc.
Objectives
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
Define and discuss the concept of energy

Identify the functions of energy
Identify the importance of energy
Understand and explain the role of energy in membranes
Show reflection on and discuss an understanding of the concept of energy
Physics: Electricity and circuits

Presenter: Gerard Moerdyk
Learners were introduced to basic components of electrical appliances and they had to
understand the function of electricity. They focused on potential energy, voltage, amperes,
static energy and resistance.
Objectives
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
Build an electrical circuit
Page 18
Draw an electrical circuit

Explain the flow of electricity within the circuit, focusing on every part of the circuit present
Measure the flow within the circuit
Explain what lowers and/or increases flow
Writing for research purposes & verbal communication

Part 1
Presenter: Prof Jako Olivier
Learners were introduced to the concepts of discourses, referencing, plagiarism and linking devices. The
introduction involved an interactive activity that highlighted how much learners already knew about
discourses, and it emphasised the differences within an academic research context.
Objectives
To introduce learners to start writing for research purposes
Outcomes
Identify academic research discourse

Distinguish between school and research discourse
Use references effectively
Understand and use linking devices
Plan and edit their own writing
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
Communicate a message to others with more confidence

Communicate to one another in an appropriate effective manner
Define communication
Identify the characteristics of successful verbal communication
Understand the importance of verbal communication
Show greater confidence in class discussions
Geographic information: Urban and regional planning

Presenter: Jako Viviers / Selna Cornelius
Learners were introduced to the concepts urban and regional planning and design. This introduction included
a discussion on what is known by the learners from this field. Thereafter the concepts were discussed
according to the learners reactions. The skills covered in this session can be applied in all aspects of life in
terms of understanding our environment, cities and towns as well as how it works and why, and it adds to
general knowledge.
Objectives
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:
Identify the various careers included in urban and regional design

Identify the core factors influencing urban design and planning
Design and plan their own urban areas using the resources provided
Understand the importance of urban and regional planning
Identify qualities of urban design and planning
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
Distinguish between frogs and toads

Discuss the different species found in South Africa
Identify and discuss the anatomy of frogs
Understand the importance of frogs in SA as well as their conservation
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
Identify the various careers and fields included in graphic design

Identify the use and value of graphic design in everyday life
Design and plan their own icons and menu using graphic design principles
Identify and explain work play words used in graphic design
Identify the need for creativity in society
Vredefort Dome field trip, 17 October 2016

Prof Frans Waanders
On Monday, October 17, the grade 9 learners had a field trip to the Vredefort Dome with Prof.
Waanders as a tour guide. The aim of the tour was for learners to understand the theory that
he had explained earlier in the year about the history of the Vredefort Dome and for learners
to see and experience the dome.
The bus departed to Parys at 14:00. Near Parys, we made the first stop at the impact crater,
where the largest granite rocks are found. Prof Waanders explained how the impact took
place as well as what it looks like on the map. Then the bus travelled on a route where learners could see
the ring on the impact structures and learners saw the wild olive tree Heritage area. The bus went through
Venterskroon where learners went to the information centre and Prof Waanders gave a brief session on the
history of the Vredefort Dome.
Learners walked through the Vredefort field and saw the impact of the meteorite that fell while Prof
Waanders gave the learners an opportunity to ask questions about the heritage site. After the last stop, Prof
Waanders did a quick reflection and they were on their way back to the school.
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
Technical challenge: Solar
Arno de Beer
NWU
20
Wed
Alpha Maths (15)
Johan Koekemoer
School
25
Mon
Arno de Beer
NWU
27
Wed
Alpha Maths (16)
Johan Koekemoer
School
Mon
Arno de Beer
NWU
Mon
AUGUST
SCHOOL HOLIDAY
Tue
10
Wed
Alpha Maths (17)
NATIONAL WOMENS DAY

Johan Koekemoer
School
15
Mon
Arno de Beer
NWU
17
Wed
Alpha Maths (18)
Johan Koekemoer
School
22
Mon
Arno de Beer
NWU
24
Wed
Alpha Maths (19)
Johan Koekemoer
School
29
Mon
Arno de Beer
NWU
31
Wed
Alpha Maths (20)
Johan Koekemoer
School
SEPTEMBER
5
Mon
Arno de Beer
NWU
Wed
Alpha Maths (21)
Johan Koekemoer
School
12
Mon
Arno de Beer
NWU
14
Wed
Alpha Maths (22)
Johan Koekemoer
School
19
Mon
Arno de Beer
NWU
21
Wed
Alpha Maths (23)
Johan Koekemoer
School
26
Mon
Arno de Beer
NWU
28
Wed
Alpha Maths (24)
Johan Koekemoer
School
30
FRI
SCHOOLS CLOSE
3rd TERM
OCTOBER
10
Mon
10
Mon
SCHOOLS RE-OPEN
Arno de Beer
NWU
12
Wed
Alpha Maths (25)
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
Technical Challenge: NWU Solar Car

Facilitators: Arno De Beer, Joubert De Wet, & Prof Albert Helberg
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
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
Investigate a technical challenge to understand the real problem

Define the challenge accurately and concisely
Define possible solutions
Design/develop various experiments to test the functionality of the various
solutions
Design and build the prototype
Test the prototype
Interpret test results and make recommendations based on the results
Understanding yourself better feedback session

Presenter: Marelize van der Merwe
Within a groups dynamics its very important to identify the strengths and weaknesses
of the group. After the feedback session on each individual in the group, the group was
better equipped for the challenge ahead and were more aware of the group dynamics
and each team member was assigned a task for the technical challenge project.
Objectives
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
Have knowledge of personality preferences

Have a better understanding of their strengths and weaknesses/leadership roles
Have knowledge of subject choices related to career choice
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
Water research project
TERM 3
Dr. Rudi van der Walt
NWU
20
Wed
Alpha Maths (15)
Corn Botha
School
25
Mon
Research engines
Erika Rood
NWU Library
27
Wed
Alpha Maths (16)
Corn Botha
School
NWU
AUGUST
1
Mon
Mon
SCHOOL HOLIDAY
Tue
NATIONAL WOMENS DAY
10
Wed
Alpha Maths (17)
Corn Botha
School
15
Mon
NWU
17
Wed
Alpha Maths (18)
Corn Botha
School
22
Mon
NWU
24
Wed
Alpha Maths (19)
Corn Botha
School
29
Mon
NWU
31
Wed
Alpha Maths (20)
Corn Botha
School
SEPTEMBER
5
Mon
NWU
Wed
Alpha Maths (21)
Corn Botha
School
12
Mon
Water research project Video editing
Andre Geldenhuis
NWU
14
Wed
Alpha Maths (22)
Johan Koekemoer
School
19
Mon
NWU
21
Wed
Alpha Maths (23)
Corn Botha
School
26
Mon
Water research project - Interview
Prof Carlos Besuidenhout
NWU
28
Wed
Alpha Maths (24)
Corn Botha
School
30
FRI
10
Mon
10
Mon
NWU
12
Wed
Alpha Maths (25)
Corn Botha
School
17
Mon
Water research project PowerPoint presentation
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

Water Research project presentation
NWU
Panel Prof vd Walt
NWU
EXAMINATIONS STARTS
Page 26
Project: Global Challenge

Facilitator: Dr. Rudi van der Walt and subject specialists
Learners focused on global challenges and they had to identify one challenge and do
research on it for a presentation. Global challenges determine future decisions that
learners will have to make and they need to be prepared for that challenge. The learners
met with experts in the field and did desktop and field research to study the issues. After
identifying a suitable topic, the learners applied PESTE; an abbreviation for examining
Political, Economic, Social, Technological and Environmental aspects before making a final decision. At the
end of the project, the learners presented their interim findings and opinions to Prof Kobus van der Walt
during September and October in preparation for the final presentation.
Objectives
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:
Adopt a holistic (PESTE) approach to problem solving.

Formulate a specific subset of the global challenge to investigate.
Interact with world experts with confidence.
Develop an informed opinion on the subject.
Formulate and present an informed opinion to experts in the field.
Subject: Research engines

Presenter: Erika Rood
Objectives
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
Do research effectively
Know how to verify information before using it
Page 27
Know how to get recent information

Know how to access specific information
Develop an informed opinion on the research topic
Subject: Research grey water

Presenter: Prof Carlos Besuidenhout
Learners decided to focus on the re-use of grey water as part of their project. They
needed advice from an expert in the field before making a final decision
Objective
To enable learners to make an informed decision on whether grey water

can be re-used, how safe is it for humans and if grey water can be cleaned
Outcomes
Have an understanding of grey water and what causes it

Know if grey water can be used for humans/ or industrial use
Have facts from an expert to use in their research project
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
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.
3. Industry visits and outdoor experiences

Field trips are recognized as important moments in learning; a shared social experience that provides the
opportunity for learners to encounter and explore novel things in an authentic setting.
An important part of the SETH programme is to expose the learners to a variety of environments to broaden
their experience. The following industry visits were organized during the second half of the year:
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.
Potchefstroom Sewage Water works

The focus for the grade 11s this quarter was research on social challenges; the learners decided to take
Water as a topic. Grey water became an intense subject of interest and learners wanted to find out more
about the subject and decided to visit the Potchefstroom sewage site. Being exposed to what happens
behind the scenes and to see what it takes to clean water and the extensive labour it requires have certainly
challenged all of us to change our behaviour with regards to water usage and to do our bit to contribute to a
greater cause.
We would like to thank Mr. Chris de Jager from the Ventersdorp-Tlokwe Municipality who gave us permission
to visit the sewage site and Mr. Josiah Khutoane, who diligently took the learners on a tour around the site
and answered every question the learners had for their research. At the end we all concluded, that in order
to address social challenges, it is required that everyone changes behaviour and do their bit for a better
tomorrow.
Comair Training Centre, October 19 & 26, 2016

Kempton Park in Johannesburg
The learners departed from Ferdinand Postma to Johannesburg at 6:00am and arrived at Comair at around
8:45am. They were divided in to 2 groups, one group went directly to a lecture room where Mr. Owen James,
who is an instructor for Comair, talked to them. He has been with the company since its inception and is very
knowledgeable and experienced. Learners received an insightful lecture on what it takes to become a
pilot/captain of a Boeing 727 and the pre-requisite subjects needed for this qualification. The lecture covered
training, maintenance, safety and equipment of the plane and passengers.
The other group went to the other side of the training centre, where flight attendants are trained daily. An old
Boeing that is no longer in use has been transformed into a training centre. Captain Dicky Daly was the tour
guide for this group. The learners went into the cockpit in groups of 4 and all had a chance to ask questions
while Capt. Daly took them on a tour inside the place. Learners also had a chance to walk around and ask
questions about the physical aspects of the plane, safety etc. The groups swapped after 1 hour and 30 min.
Every time a learner came out of the simulator where they had a chance to either take off the Boeing or land
it under the supervision of Capt. Daly, we could see that they had experienced something extraordinary. The
experience changed their worldview and will influence their future tremendously.
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.
4. Academic performance of the SETH learners

4.1. Grade 8 (3rd quarter 2016)
Table 1 provides a summary of the average performance of the grade 8 SETH group and the rest of the
rd
grade 8 learners in each subject (3 quarter 2016). The bottom row of the table indicates the difference
between the two groups of learners average performance in the different subjects. The SETH learners
scored between 4% and 24% better than the rest of the grade 8s in the different subjects. It is interesting to
see that the learners performed significantly better in the subjects covered in depth in the SETH Academy
programme, for instance, Mathematics (24%), Natural Sciences (17%), Economic and Management
Sciences (21%) and the languages between 12% and 16%.
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
Difference in academic performance (%) of SETH

learners vs the rest of the grade 8s
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.

The academic performance of the grade 9 SETH learners portrays the same tendency than that of the grade
8 learners. The grade 9 SETH learners performed on average 13% better than the rest of the grade. The
grade 9 SETH group has a 19% better average in Mathematics than the rest of the grade 9 learners, 15%
better in Physical Science, and 23% better in Economical Sciences.
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
Difference in academic performance (%) of SETH learners vs the rest of

the grade 9s
23
19
15
15
13
12
10
6
3
AFR HL ENG ENG HL AFR MATHS

FAL
FAL
LO
PHYS ECON SOC SC GEO

SC
SC
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.

The grade 10 SETH learners scholastic performance compares favourably with the rest of the grade. They
have excellent marks in their languages, Physical Science and Life Sciences. On average, they have scores
that are 11% above the scores of the rest of the grade 10 learners.
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
Difference in academic performance (%) of SETH learners vs the rest of the

grade 10s
25
20
16
13
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
three quarters.
Page 33
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.

The grade 11 SETH learners scholastic performance compares favourably with the rest of the grade. The
grade 11 SETH group has a 15% better average in Mathematics than the rest of the grade 11 learners, 9%
better in Physical Science and 22% better in Business Studies.
On average, their scores are 11% higher than that of the rest of the grade 11 learners.
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).
Difference in academic performance (%) of SETH learners vs the rest of the

grade 11s
27
22
19
17
15
15
10
11
9
7
AFR HL ENG ENG HL AFR FAL MATHS

-2
FAL
LO
BUS
STUD
PHYS ENG
SC
DRAW
IT
LIFE SC
ACC
CAT
AVE
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
Page 34
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.
6. Introducing the SETH Academy to industry and fundraising

Andre Hattingh, Cathy Castanyo and Cora de Groot
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.
Page 35
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:
Page 36
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.
Page 37

Seth Academy Report November 2016

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SETH Academy

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SETH Academy Report November 2016

SETH Academy Report November 2016

Mathematics worksheets .............................................................................................................................................. 28

4.1. Grade 8 (3 quarter 2016) ..................................................................................................................................... 31

4.2. Grade 9 (3 quarter 2016) ..................................................................................................................................... 32

4.3. Grade 10 (3 quarter 2016) ................................................................................................................................... 33

4.4. Grade 11 (3 quarter 2016) ................................................................................................................................... 34

SETH Academy Report November 2016

The SETH Academy semester report

Preparing learners holistically for tertiary studies and beyond

as integral to active learning are always

Purposive: the relevance of the task with the learners concerns.

SETH Academy Report November 2016

1. Management of the SETH Academy

SETH Academy Report November 2016

Cila Faul (Gr.8)

Hernus Swanepoel (Gr.9)

Corlia Ford (Gr.10)

SETH Academy Report November 2016

Jorette Erasmus (Gr.11)

Presenters and other support for the afternoon programme

School of Physical Science

Faculty of Natural Sciences

Solar Car Technical Manager

School of Communication Studies

Dr Rudi van der Walt

Manager: SETH, Chemical

Innovation Support Office

North West Library Services

School of Physical and Chemical

Faculty of Natural Sciences

School of Communication Studies

School of Geo- and Spatial Sciences

Faculty of Natural Sciences

Senior Account Manager

Innovation Support Office

Factory Marketing Manager

Marelize van der Merwe

Student Counselling Services

Student Counselling and

School of Physical and Chemical

Faculty of Natural Sciences

School of Mechanical Engineering

SETH Academy Report November 2016

School of Electrical, Electronic

School of Biological Sciences, Water

Faculty of Education Sciences

Faculty of Natural Sciences

Prof Albert Helberg

School of Electrical, Electronic and

Prof Carlos Besuidenhout

School of Biological Sciences

Faculty of Natural Sciences

Prof Frans Waanders

School of Chemical and Mineral

Prof Henning Krieg

Faculty of Natural Sciences

Prof Johann Holm

School of Electrical, Electronic and

Prof Johnnie van den Berg

Subject chair and lecturer