Curriculum Grades 10 – 12
A full-time learner in the FET Phase is a learner who has enrolled for tuition and who offers a National Curriculum Statement Grades programme in a full-time capacity at a public or independent school or any other registered institution and who presents seven subjects in terms of the National Senior Certificate programme requirements. Such a candidate must fulfil all internal assessment requirements of the National Senior Certificate, including oral and practical requirements where applicable, as contemplated in the National Curriculum and Assessment Policy Statements of the relevant subjects. The duration of the Further Education and Training Band is 3 years, namely Grades 10-12.
The school will not offer more than the mandatory seven subjects within the school timetable. Learners in grades 10 and 11 who want to register for additional subjects must apply through the Mr SA Ebrahim (Head of Academics).
** Click below to view the Subject Choice Information for 2023.
SUBJECT CHOICE FORM 2023
Subjects offered in the FET programme at RBHS
The four compulsory subjects
English is one of the core subjects, taken by all pupils from Grade 8 through to Grade 12. In all five years, the curriculum focuses on developing the following language skills:
- Listening and speaking
- Reading and viewing
- Writing and presenting
- Language structures and conventions
The overall mark for English includes language, literature, writing and oral assessments, the weightings of which may vary from grade to grade.
Students are taught to use language accurately through a focus on punctuation, spelling and grammar rules. They are given the opportunity to develop their imaginative and creative sides through a variety of writing tasks, as well as to write for real-world contexts (e.g. CVs and formal letters). A critical awareness of how language functions in real-world contexts is enhanced through the teaching of, for example, advertising and propaganda techniques.
A key aspect of the English syllabus is developing empathy and social awareness. This is achieved through teaching a variety of literature texts – including poetry, drama, novels, short stories and film. Language is also about effective communication, so learners are given ample opportunity to improve their speaking and listening skills through formal speeches, informal discussions, debates and group presentations.
The educational aim of Afrikaans First Additional Language is to ensure that boys develop skills and gain knowledge that they can apply in a meaningful way in their lives. In the FET phase, the focus is on preparing learners for higher education and centres around creative writing, literature, comprehension and language in context.
The Afrikaans department consists of six experienced educators, each of whom teaches a class per grade. One class of Advanced Afrikaans in Grade 10 and in Grade 11 challenges the boys to embrace more critical thinking and creativity in the language. Download CAPS FET Phase – Afrikaans
Learners can choose IsiXhosa instead of Afrikaans as a First Additional Language from Grade 8 through to Grade 12. In all five years, the curriculum focuses on developing the following language skills:
- Listening and speaking
- Reading and viewing
- Writing and presenting
- Language structures and conventions
The overall mark for isiXhosa FAL includes language, literature, writing and oral assessments, the weightings of which may vary from grade to grade.
The pupils are taught to use language accurately through a focus on punctuation, spelling and grammar rules. They are given the opportunity to develop their imaginative and creative sides through a variety of writing tasks, as well as to write for real-world contexts (e.g. CVs and formal letters). A critical awareness of how language functions in real-world contexts is enhanced through the teaching of, for example, advertising and propaganda techniques.
A key aspect of the isiXhosa syllabus is developing empathy and social and cultural awareness. This is achieved through teaching a variety of literature texts – including poetry, drama, novels, short stories and traditional tales. Language is also about effective communication, so the pupils are given ample opportunity to improve their speaking and listening skills through formal speeches, informal discussions, debates and group presentations. Download CAPS FET Phase – IsiXhosa
At Rondebosch we aspire to develop independent thinkers and problem solvers. We have seven full time Maths teachers who work hard to help the young men reach their full potential during their stay at RBHS. In Grades 10 – 12, we build on concepts already learnt and introduce, amongst others, Trigonometry, Analytical Geometry and Calculus.
We encourage boys to take responsibility for their own learning and offer top learners the opportunity to participate in external Olympiads. We also offer support to those boys who struggle with Mathematics with a smaller class size and additional Maths sessions after school. All boys are exposed to routine questions and then extended further to be able to solve complex problems and unseen scenarios using the knowledge gained in Core Maths.
Mathematical Literacy is a subject that uses mathematical concepts and applies them to everyday situations. Typical lessons include how to buy a house, including calculating transfer fees, legal fees and bond repayment amounts; the benefits and downfalls of hire-purchase; reading and interpreting statistics in newspaper articles; and how to calculate income tax.
Life Orientation (including Life Skills and Physical Education)
Life Skills and Physical Education is the study of the self in relation to others and to society. It applies a holistic approach as it is concerned with the personal, social, intellectual, emotional and spiritual development as well as the motor and physical growth of learners, and the way in which these dimensions are interrelated and expressed in life. The focus is the development of self-in-society, and this encourages the development of a balanced and confident learner who will contribute to a just and democratic society, a productive economy, and a better quality of life for all.
Candidates must then choose a minimum of three other subjects from the following list:
Maths is not a pre-requisite for Accounting, although the learner needs to be able to follow a logical and systematic thought process. This subject also teaches ethical behaviour, accuracy and sound judgement. Accounting provides the learner with book keeping skills up to financial statements as well as the skills to make financial decisions based on the interpretation of these statements. Reconciling books, ethics, cost accounting, inventory systems and budgeting form part of the curriculum. Accounting is a platform for any business degree and provides good basics for first year Accounting at any university.
AP Mathematics is taken as an extra subject by learners who are in the top two sets for Mathematics. It is taught during class time as half the periods are used for normal Maths and the other half for AP Maths. Pupils are extended beyond the school syllabus and taught aspects of work that are covered in first year university Maths.
Four modules are offered:
- Calculus and Algebra
- Matrices and Transformations
- Finance and Modelling
Candidates take two of these modules, Calculus and Algebra which is compulsory and then one other of their choosing. Pupils who take AP Maths learn how to solve problems, they learn perseverance as they have to think deeply, and it also generates a love for Mathematics.
We offer Drama as an extra subject from Grades 10 to 12, in conjunction with Rustenburg Girls’ High School. Drama is a social art form, which integrates visual, aural, physical, kinesthetic, and performance elements to communicate, explore, reflect on and enhance human experience. The subject Drama encompasses a range of performance modes across a variety of media and within a diversity of cultural and social contexts.
This subject develops and promotes human creativity as a rich, diverse and productive resource through dramatic communication, interaction and representation. Learning in the Dramatic Arts involves using experience, reflection, and analysis and re-experience to gain skills, knowledge, values and insight. The approach is inclusive, ensuring that all learners, including those with special educational needs, will be actively and creatively engaged in the learning process.
Economics covers the principles, processes and practices of the economy (macro-economics): the concepts of efficient use of resources to satisfy the competing needs and wants of individuals and of society; dynamics of markets (not marketing, but micro-economics): the development of skills to apply demand and supply principles, cost and revenue analyses in order to explain prices and production levels; economic pursuits such as the importance of reconstruction, growth and development; as well as other significant contemporary economic issues (environment sustainability, unemployment, inflation and tourism).
Economics equips learners with the knowledge, skills, values and attitudes that will enable them to adapt, participate, contribute to and survive in a complex economic society. It will also allow them to demonstrate a critical awareness of the benefits of responsible and sensitive resource utilisation.
Engineering Graphics and Design is a subject that equips boys who wish to enter tertiary education in the fields of Mechanical, Civil and Electrical engineering. The curriculum areas covered are construction, civil, mechanical, electrical, perspective, solid geometry and loci.
EGD will benefit learners who are creative with good spatial awareness and visual perception and who have an appreciation of neatness, speed and accuracy. All of these skills are worked on from Grade 10 to Grade 12, each year increasing in complexity with the demand for speed and accuracy being fine-tuned up to their final year. This all culminates in their Practical Assessment Task (PAT) in Grade 12 where the learners’ creativity is tested with a yearlong project.
The Geography Department aims to develop critical thinking and our pupils are expected to approach the subject in a holistic manner. Geography provides important clues to the past and how land is utilised is linked to economic progress. Landforms and climate are related to migration patterns, land use and the rise and fall of civilisations.
Learners are taught how to read maps and interpret information at geographical scales, from local to global levels. They integrate concepts from many different areas of science, social science and the humanities and apply critical thinking to understanding and dealing with current issues of local, national and international importance.
History at Rondebosch is geared towards understanding, analysis, and the development of critical, independent thinking. The ability to view material and make comparisons within the framework of the theme is top on the agenda in all grades.
Furthermore, the development of an argument, making links and harnessing appropriate evidence to substantiate an argument, is vital. This relates to the ability to formulate concepts, ideas and the making of notes, diagrams and summaries to consolidate the lesson of the day. The construction of notes and summaries within the class context is an important part of developing a structured approach to learning and facilitates the assimilation of knowledge.
The aim of the History Department is to promote independent learning. Pupils are expected to reflect on the lesson of the day and consolidate its content. They also need to be aware on a daily basis of the cliché “History repeats itself”, make connections and share the events or circumstances in the following lessons. This leads to a greater degree of learning as the boys need to communicate information clearly, listen to others, comprehend and assess what’s presented and integrate their understandings.
Information Technology is centred around software development. Students study Delphi programming from Grades 10 to 12 as well as IT theory, the basics of hardware devices, social security and related issues, the internal structure of computers and troubleshooting.
The Grade 10s are taught basic programming involving variables, loops and case statements. In Grade 11, basic software development in databases, arrays and secondary storage programming is covered. In Grade 12, the curriculum includes complex databases SQL statements, 2D arrays and Objects. Each year, students are expected to develop a comprehensive software project to show their skills and see their programming work in real life situations.
The ‘life sciences’ or ‘biological sciences’ comprise the branches of science that involve the scientific study of life and organisms – such as microorganisms, plants, and animals including human beings.
‘Life Science’ is the scientific study of living things from molecular level to their interactions with one another and their environments. It is the study of life at various levels of organisation and comprises a variety of sub-disciplines such as biochemistry, biotechnology, microbiology, genetics, zoology, botany, entomology, plant and animal anatomy, physiology and taxonomy, environmental studies, socio-biology (animal behaviour) and evolution.
The core concepts that form the basis for the Grade 10-12 syllabus are: Life at molecular, cellular and tissue level; life processes in plants and animals; diversity, change and continuity; and environmental studies. At school level, all of these sub disciplines are introduced, to varying degrees, to provide a broad overview of the subject. Many of the assessments are based on the understanding of these concepts and processes and their application in society.
The Life Sciences curriculum aims to ensure that learners develop critical enquiry skills and are able to reflect on activities in this subject. Life Sciences discoveries are helpful in improving the quality and standard of life, and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries.
The Music curriculum has two equally weighted components: practical and academic. The practical aspect covers the development of technical, performance, interpretive and improvisation skills on an instrument (or instruments), or voice, in a solo and group context, in a wide variety of musical styles.
The academic element includes the Theory of Music – studies in music literacy, harmony, composition and arrangement; General Music Knowledge – studies in either Western Classical or Jazz History; Aural development; and the use of music software.
Learners should preferably have reached at least a Grade 3 level in the theory and practice of music, and must demonstrate good aural skills and general musical aptitude. They must be self-motivated, able to work individually and in a team and have the necessary physical aptitude for the technical demands of their chosen instrument.
Academic studies have demonstrated the benefits flowing from the study of music, including increased concentration, improved maths and science ability. Learners also develop analytical, creative and critical thinking skills and a better ability to manage their time.
In delivering the essential content of the prescribed curriculum, we strive to bring about the following:
- Social Transformation
- Active and Critical Learning
- High Knowledge and High Skills
- Human Rights, Inclusivity, Environmental and Social Justice
- Valuing Indigenous Knowledge Systems
- Credibility, Quality and Efficiency.
The syllabus lends itself to the development of scientific inquiry and problem solving skills; the construction and application of scientific and technological knowledge; and the understanding of the nature of science and its relationships to technology, society and the environment. Physical Sciences prepares learners for future learning, specialist learning, employment, citizenship, holistic development, socio-economic development and environmental management.
We do not screen boys who want to take Art on their innate talents we prefer to select them on their effort and enthusiasm. All learners will benefit from doing a creative subject. The syllabus covers:
Practical: Advanced skill and style teaching in drawing in multiple mediums, painting in watercolour, ink, acrylic and oil, screen printing using stencils and photo emulsion, lino printing, etching, sculpture, digital photography and computer software (Adobe CS).
Theory: Learners develop knowledge and appreciation of Art and Architecture. International and local artworks are analysed followed by a research essay each term. Exams focus on concise essays that test their analytical ability.
Visual Arts is a designated subject so marks count towards entrance into any degree. Learners who want to further their studies in the fields of Art, Design and Architecture are required to submit a practical portfolio, so those who have taken Art are well prepared.