WHAT IS MUSIC, THE SUBJECT?

Music is the art of organising sounds and silence, expressing intellectual, emotional and spiritual aspects of human experience.  Music is an art form that can be combined with other forms and is often enhanced by technology.  It can communicate a broad range of historical, cultural and socioeconomic ideas and issues. Music has the power to unit groups and to mobilize community involvement for the improvement of quality of life, social healing, and affirmation of human dignity.

AIMS

Through Grade 10-12 Music, learners will develop:

• technical control over one or more music instrument(s) or the voice
• performance skills by way of performing a wide variety of musical works, in solo and group (ensemble) context, ranging from Western art music and jazz to indigenous African music (IAM)
• ability to read music notation(s)
• creativity through improvisation and working with own music ideas
• understanding of existing works of music regarding compositional techniques used, application of musical elements in existing musical works and placing these in a specific historical and cultural context
• awareness of various musical traditions; and
• appreciation for various styles of music.

INSTRUMENTS THAT MAY BE OFFERED:

• keyboard instruments
• voice
• recorder
• guitar
• orchestral instruments
• drum kit

 [Instruments must be taught through private tuition.]

COURSE OUTLINE

1. Musical performance and improvisation

• Development of skills in solo and ensemble performance
• Development of skills in improvisation

2. Music literacy

• Music theory and notation
• Aural awareness of theory
• Sight-singing
• Harmony and knowledge of music terminology

3. General music knowledge and analysis

• Form and structure
• History of Western art music or jazz or indigenous African music and their composers or performers
• Music genres
• South African music industry.

ASSESSMENT

Learners’ progress is assessed throughout the term by a combination of written and practical tasks. Performance assessment tasks will be conducted across terms 1-3 and tests and examinations will be written at the designated times to assess the theoretical understanding of what has been learnt.

QUALITIES REQUIRED

• Analytical Skills

The syllabus requires one to be able to visualise, articulate, conceptualise or solve both complex and uncomplicated content. Although most of the skills required to do so will be developed through the subject, learners need to have a proficient ability to engage in analysis.

• Commitment

The learner will need to be an individual who will exercise self- discipline and manage her time effectively to produce good results in the subject. Consistency with regards to sustained practice on their chosen instrument will be required.

REQUIREMENTS FOR ENTRY - GRADE 10

Theory: An equivalent of Trinity Grade 5 or UNISA Grade 4

Practical: An equivalent of Trinity Grade 6 or UNISA Grade 6 or Royal Schools Grade 6 (*This level may be obtained within the grade 10 year.)

Candidates who qualify will be registered for Music in the NSC Examinations in Grade 10.

CAREER DIRECTIONS

• BA (Music) or BMus or Diploma in Music
• Specialise as a composer or producer or performing artist
• Music teacher
• Music therapy
• Music business
• Film music writer
• Studio session artist
• Music director

EGD pave paths and open doors to a wide range of respected and high earning professional careers, such as:

• Aeronautical Engineering             
• Aerospace Engineering
• Agricultural Engineering
• Biomedical Engineering
• Biomechanical Engineering
• Civil Engineering                  
• Electrical Engineering
• Mechatronics Engineering
• Metallurgical Engineering
• Mechanical Engineering
• Nuclear Engineering
• Structural Engineering
• Software Engineering
• Architectural Drafting
• Land Surveying
• Quantity Surveying (QS)                
• Sign Writing                           
• Interior Decorating
• Wood Working & Cabinet Making
• Fashion Designing
• City/Town Planning … etc.

Advantages:

• EGD learners have “one less” subject to study, as learning takes place on an ongoing basis when exercises are done regularly.
• It does not require any swotting like knowledge subjects but requires internalising concepts and application thereof. 
• The PAT component is a healthy bonus and a boost for definite “in the bank” marks, which helps boost the aggregate. 
• It is a gateway subject to many scarce job market careers…….

WHO IS THIS SUBJECT TAILOR MADE FOR?

If your daughter/ward is:

1. Ambitious, dynamic, hardworking and self-motivated.
2. Creative, divergent (out of the box) thinker, good spatial conceptualisation (has mental visual perception and the ability to plan and design.
3. Has an aptitude in Maths and has some computer and drawing skills.
4. Is an independent thinker with problem solving skills.
5. Must be able to do homework on a regular basis.

…….then, perhaps EGD is tailor- made for her.

Advanced Programme Mathematics is an extension of Mathematics, which enhances mathematical creativity and logical reasoning about problems in the physical and social world. Knowledge in the mathematical sciences is constructed through the establishment of descriptive, numerical and symbolic relationships. Advanced Programme Mathematics observes these patterns and relationships, leading to additional conjectures and hypotheses and develops further theories of abstract relations through rigorous logical thinking.

The study of Advanced Programming Mathematics contributes to the personal development of high performing mathematics learners by providing challenging learning experiences and the development of appropriate values and attitudes through the successful application of its knowledge and skills in context, and through the collective engagement with mathematical ideas. Advanced Programme Mathematics is aimed at increasing the number of learners pursuing careers in mathematics, engineering, technology and the sciences.

EDUCATIONAL AND CAREER LINKS

Advanced Programme Mathematics provides the ideal platform for linkages to Mathematics in Higher Education institutions. Learners proceeding to institutions of Higher Education with Advanced Programme Mathematics, will be in a strong position to progress effectively in whatever mathematically related discipline they decide to follow. The added exposure to modelling encountered in Advanced Programme Mathematics provides learners with deeper insights and skills.

The following are some of the career fields that demand the use of high-level mathematics:

• Engineering
• Actuarial Science
• Mathematical Modelling
• Movie and Video Game special effects
• Economic and Industrial Sciences
• Theoretical and Applied Physics
• Statistical Applications
• Academic Research and lecturing in Mathematics, Applied Mathematics, Actuarial Sciences and Statistics.

There are many facets that illustrate the importance of Life Sciences.

1. Firstly, the science of Life Sciences is primarily about studying life.
2. Secondly, it provides an in-depth, scientific understanding of how all living and non-living organisms interact with each other in the world.
3. Thirdly, it gives an in-depth view into the diverse forms of life.

Life Sciences also encompasses other fields of research that are related to the sustainability of life, including the environment, ecosystem, food quality, causes of illnesses, the development of medicines, the study of the human body, to name just a few. The study of life has helped in shaping the world as it has provided many credible and reliable answers explaining more scientifically why things happen in the world.

Reasons why learners should know the importance of studying Life Sciences:

• It explains the changes of the human body.
• It shapes and develops different career paths.
• Provides answers to large-scale problems experienced in the world.
• Teaches various concepts to provide basic living skills.
• Offers theories to help answer questions about life.
• Provides opportunities for humans to conduct scientific research to harness more information about life.

Life Sciences teaches learners to develop:

• An understanding of fundamental principles, based on the study of living matter from molecules to organism and community level.
• An awareness of biological relationships, involving a study of similarities and differences between living organisms.
• An ability to make critical, accurate observations of biological material and to make meaningful records of such observations through diagrams, tables, graphs, and written reports.
• An ability to analyse and evaluate biological data.
• An ability to communicate clearly when reporting information and expressing ideas.
• A knowledge and appreciation of South African flora and fauna, particularly local examples.
• A respect for all living things and an awareness of man’s responsibility in the preservation of life.
• A recognition of the need for nature conservation and a desire to become actively involved in the conservation process.

art club

Art Club takes place on two days during the week, each led by an Art Teacher, who is assisted by the Art Monitors. The Club provides learners with the opportunity to explore different art techniques and media outside of the standard syllabus.

public speaking

Learners are assisted in developing their speaking skills, which encourages them to build confidence and comfort in a public setting. Many competitions are available to those interested in public speaking, including the Best Speaker competition. Social Public Speaking is available for Grade 8 and 9 learners.

music ensemble

The Music Ensemble is a group of learners who enjoy playing music together. The ensemble performs at concerts, school events and participates in competitions.

marimaba

The marimba is a percussion instrument consisting of a set of wooden bars struck with mallets to produce musical tones. The school maintains three marimba bands that perform for the public and compete in competitions. The Griffin Girls (our most senior band) have played and won at national level and have received their South African Colours blazers.

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dramatic arts & school productions

It is important to remember that drama-related activities are not just for those learners who take Dramatic Arts as a subject. Annual productions include the school plays (at both WGHS and WBHS), House Plays and
the Cultural Evenings. In addition, we promote the arts through theatre and festival visits (including both the Hilton and National Arts Festivals) and by hosting touring productions at school.

debating

Debating is a wonderful activity which allows girls to voice their opinions, and engage in logical discussion, while honing teamwork skills.

creative writing

The Creative Writing Club offers support to learners who are interested in skills outside the classroom in English, IsiZulu and Afrikaans. Teachers are on hand during sessions to assist learners and to help learners enter
a variety of competitions which are held throughout the year.

These competitions include:

religious groups

At Westville Girls’ High we are non-denominational; however, we view our learners’ religious and cultural beliefs as a vital part of their development. Learners at the school identify mostly with three main religious groups: Hinduism, Islam and Christianity.

The Hindu Students’ Association (HSA), Muslim Students’ Association (MSA) and Students’ Christian Association (SCA) are each headed by a Committee of Senior learners and supervised by a teacher of the same faith. All three groups meet at least once a week for worship or prayer.

Each association serves the same purpose: to strengthen the bonds between learners of the same faith and to educate and inform the school community of their faith and cultural beliefs.

waterpolo

Waterpolo is played in term 3 at a competitive level, as we play matches against many other schools and participate in a tournament towards the end of the year. It is also played socially and we welcome all girls to join us at practices. We cater for everyone as we have coaches for the U14, U16 and open age groups and we are very proud of the girls who have made the KZN squad for the various age groups. Every year WGHS participates in the Annual St Anne's Waterpolo Tournament, in Hilton. This is seen as one of the top prestigious tournaments in waterpolo with all the top All Girls schools taking part. We also participate in the Top 10 tournament, which sees the Top 10 KZN schools invited to this tournament, held at Thomas More College. So come and join the waterpolo team. We assure you it will be a cool experience!

volleyball

Volleyball is a simple game which can be played by anyone, at any level and almost anywhere. Volleyball is a team sport in every sense of the word. Coaching is also offered twice a week for all teams. We are affiliated to the official Volleyball schools league. We play organised matches and tournaments each week during term 2.

touch rugby

Touch Rugby is played in the 1st and 4th terms, during which we participate in the Schools Touch Rugby League held on Friday afternoons. Touch is a non-contact game played with 6 players on the field and 1-4 substitutes who sub onto the field during attack. The game differs slightly from the 1 touch as each team has 6 touches, although the same amount of speed and ability is required from the players. Practices are held twice a week. We have excellent coaches, who put the girls through lots of training, which has paid off as we have finished with medals for the past few years.

tennis

The school has 6 well-maintained, all-weather tennis courts on which both social and competitive tennis is played. Every year we enter in each age group in both the Durban Coastal Leagues — the Doubles League in summer (term 1) and the Singles League (term 3). Our First team participates in 2 major tournaments each year — the Youngleson Shield (doubles) Tournament and the Smythe (doubles) Tournament in Pietermaritzburg. We offer social tennis for beginners on Wednesday afternoons until 4pm. Our coaches coach girls until they are strong enough to participate in team trials. We wish to encourage tennis as a life-long sport amongst our girls.

swimming

WGHS has a 8 lane, 25 metre pool which allows us to offer both competitive and social swimming. Our aim is to improve fitness and refine the swimmers' strokes, starts, turns and finishes. Our swimming team participates in the inter-school Wednesday friendly galas, where we compete against single-sex and co-educational schools. We also have our Annual Inter-house Gala and host the Great 8 friendly gala.

squash

Westville Girls’ High has two well maintained squash courts, and offers both social and competitive squash options to learners. A professional coach teaches the beginners the basic rules and style, and helps more experienced girls to fine-tune their performance. The most important competitive squash activity that we participate in is the inter-schools Girls' League. This involves schools throughout the greater Durban area, with matches being played on Wednesday afternoons throughout the 2nd term.

softball

Westville Girls’ High has dominated softball at inter-school level for many years. Our coaches have coached at provincial level and offer our learners the chance to learn about the game at all levels. We usually enter 6 teams in the U14, U16 and Open age groups, and we never like to turn anyone away, so if there is enough interest we will enter more teams or put together a social team. All matches are played on Saturdays at Queensmead or Hoy Park.

soccer

During the Third Term, Soccer is available to any learner, either socially or competitively. Westville Girls’ is part of the Schools’ League and therefore takes part in matches and tournaments. Coaching is provided by external coaches. Each year, approximately 90 girls take part in the sport and this year we were able to enter 6 teams into the league. Soccer has proved to be extremely popular with the girls and they have responded enthusiastically. We have had a number of learners selected for City of Durban or PADSA teams.

rock climbing

Rock climbing is a sport that challenges gender stereotypes — fitting for a school such as Westville Girls’ High. It is a rapidly growing sport in S.A. At WGHS we contribute to its growth by providing a qualified coach to train the girls at all their sessions. Not only do members practise on our bouldering and vertical walls on our premises; outings are also organised to the Sports Union at the University of KwaZulu Natal and Southern Rock as well as to natural rock — the true essence of climbing.

A provincial league is held annually, in which WGHS is a strong contender, having in recent years, boasted national champions as well as South African Representatives. Rock Climbing is practised on a social and competitive level. We have three KZN League competitions each year. There are also friendly inter-school competitions as well as a Bouldering League.

On a social level we strive to go climbing on natural rock as much as possible on weekends. Rock climbing is a developing sport which offers lots of possibilities for individuals. It is an opportunity not to be missed.

netball - action & outdoor

Netball at Westville Girls’ High is well supported and we have an inclusive policy. Players who have not been selected for the A or B side for their age group are either asked to go up to another age group where they might make a side, or they are rotated into one of the other sides in their age group, or we put together a C team if we have enough players to do this. We have 4 netball courts situated in the tennis court area, which are well maintained.

Action Netball takes place in the 1st term. This is excellent pre-season training for netball players and we encourage as many players to take part as possible. Our first year that we introduced action to the school, we were able to enter a 1st side. With the sport growing and the incentive of action netball being included in the sports awards policy, we now are able to enter 3 sides into the action league. League matches take place every Friday afternoon, running into the evening.

hockey - indoor & outdoor

WGHS offers indoor hockey in terms 1 and 4, and outdoor hockey in term 2. All girls wishing to play the sport, whether at a competitive level or purely for the enjoyment of a team game on a social level, are encouraged to participate. We field two teams in each of the following age groups - U14, U16 and Open. Our competitive teams participate in the regional A league and friendly matches against teams in the other leagues are organised for our social players.

equestrian

Riding is practised on a social and competitive level and girls can participate in dressage, showjumping, eventing, cross-country and polo-cross. The KwaZulu-Natal Inter-Schools Championships occur in April. Riders have to be affiliated with the Natal Horse Society to be able to compete in such events and also in shows throughout the year. Pony Club Competitions and training shows are also arranged throughout the year, together with interesting outings that are equestrian related. We also attend the SPCA Horse Care Unit for community service. This occurs on a Saturday morning once a month.

Equestrian Vaulting is one of the Equestrian disciplines which can best be described as gymnastics on a moving horse. Most exercises are performed at a canter and the riders learn to interpret music as they arrange their routine. It is an all-year-round sport and an outdoor arena is used on a Saturday. Vaulting on a padded barrel or practice horse is done at school where difficult manoeuvres can be perfected. It is the least expensive equestrian sport and riders can perform as individuals.

dance sport

Dance sport is a fairly new sport at WGHS, which has thrived since its introduction. WGHS currently has two full teams, as well as a social dance group. We are affiliated to DSSL (the Dance Sport League in KZN). We compete in league events each week and WGHS is one of the host venues, allowing for schools to compete against each other in a safe environment. Schools receive dance moves which the learners have to include within their dance pieces.

cross country

Cross Country takes place mainly in the Second Term with the season culminating in the S.A. Championships in the Third Term. Training takes place on a Monday and Friday, when combined where all athletes and cross country athletes can train together. League meetings take place on Wednesday afternoons, each one at a different venue. There are various levels of accomplishment to aim for: the section for the Zonal Team is a very realistic goal for most runners, whereas selection for the Regional and KZN Teams is obviously more difficult.

Many people do not realise that Cross Country is a team sport where team placings are determined by the placings of four individual athletes. This encourages the development of an attitude of responsibility and commitment. Travelling on the bus together also tends to develop a spirit of camaraderie and an interest in others. Participation helps athletes to learn more about themselves, their strengths and weaknesses and, hopefully, to emerge as better people.

WGHS has produced a number of excellent Cross Country athletes, some of whom have competed with distinction at SA Championships. This is not, however, a sport reserved only for the talented. The more runners we have, the more teams we are able to enter. Anyone can participate and reap the benefits of health, fitness and friendship.

cricket

WGHS offers girls cricket in terms 1 and 4. Cricket is a fairly new sport at WGHS, being introduced in 2022. We have recently built cricket batting cages, to assist with properly coaching the girls in the game of cricket. We compete against other girls’ schools in organised friendly matches each week when possible. We currently field two teams.

basketball

Basketball is offered in the third term of the school year. Teams train twice a week and matches take place on Friday afternoons at WGHS. Coaching is also offered to beginners and social players to develop the sporting code.

We are affiliated to the Pinetown District School Sports Association and play in organised tournaments and fixtures. WGHS is a host venue for this particular sporting code, providing the correct court in a safe environment for schools keen to participate.

badminton

Badminton is coached on a competitive and social level. League matches are played in the second term on Wednesday afternoons, with team training being on a Monday and Thursday afternoon. Social badminton is offered on a Tuesday afternoon as a means of developing the sport and creating depth. Social badminton is open to all players, whether you are still learning or wanting extra training.

athletics

At Westville Girls’ High School we are proud of our strong and motivated group of athletes. We offer a wide variety of Athletic events, such as short distance sprints, long and medium distance runs, high jump, long jump, javelin; discus and shot-put.

When we return to school after a long December holiday, it is time to sharpen up for trials which take place in circuits, districts, regions and, finally, at provincial level. In the Third term we hold our Annual Inter-house Athletics meeting, where we try to involve as many learners as possible, by enticing them to take part. They will be able to earn class points as well!

We also participate in inter-school meetings where possible and have a very successful track record. Colours awards are based strictly on the internationally recognized ABSA tables, where points are allocated on a time/distance basis, and on the athletes placing and selection on zonal and regional meetings. To encourage athletes to train as often as possible, we offer training on Mondays and Wednesdays when it does not clash with soccer or softball training days.

Mrs Tarboton Gouws is in charge of athletics and is assisted by specialised outside coaches for the different disciplines. We appeal to all to come and join a very happy and successful athletics family to Mrs Tarboton-Gouws.

Our commitment in the Westville Girls’ High School Mathematics Department is to foster critical, independent thinking and adopt problem-solving skills amongst our learners. Guided by a team of accomplished and highly qualified educators, we are steadfast in our mission to inspire and guide young minds throughout their academic journey.

The depth of our curriculum spans foundational numeracy concepts acquired during primary education to advanced subjects such as Further Studies Mathematics through the IEB. With a keen focus on effective communication of mathematical concepts and a culture of self-directed learning, we empower our students to take ownership of their educational growth.

For those who seek to excel, we offer opportunities to participate in Mathematics Olympiads, providing platforms for students to further enhance their mathematical abilities. Additionally, our department is attentive to the diverse needs of all students, offering support through smaller class sizes, workshops, supplementary after-school, weekend, and holiday sessions.

Our educational approach seamlessly lays a firm foundation to cultivate the skills needed to confidently tackle and navigate unfamiliar scenarios. This approach finds its roots in the bedrock of Core Mathematical knowledge.

Life Orientation is a compulsory subject for all learners and a pass mark of 50% at NSC level is required.

In Life Orientation, we focus on teaching learners to be critical and creative thinkers who can solve problems and make informed decisions to help improve their own lives as well as the lives of those around them. Learners are taught about their rights and responsibilities as citizens of South Africa and the importance of valuing the diversity within our country. They are guided through their subject choices in grade 9 as well as assisted with career choices in grade 11 and 12 when deciding on what they would like to pursue after matric.

Physical Education is also a component of Life Orientation and plays a vital role in teaching the learners the importance of exercise and life-long participation in physical activities as well as teaching them about different sporting codes and traditional games.

Life Orientation works towards developing learners to their full potential as individuals that are able to handle life after school as contributing members of society.

The study of History has both an intellectual and a practical purpose. History will enable the learners to understand how our country and world came to be what they are today. An understanding of History will equip them with valuable skills and turn them into informed adults with enquiring minds.

History contributes to:

• The personal development of learners
• The development of a sense of citizenship
• An understanding and appreciation of the learner’s heritage and that of other people and cultures
• An understanding of History as an academic discipline and the intellectual skills and perspectives which such a study involves.

History produces a trained mind. From it, learners derive an introduction to politics, sociology, economics and race relations. History teaches learners skills that have value and usefulness in the world of employment and in life in general.

In History, we try to equip learners with the skills necessary to deal with and adapt to the changing demands of society. The skills developed in History are useful to those intending to study further at university, college or technikon.

History teaches learners to:

• Use reason as well as memory
• Understand the principles of cause and effect
• Read widely and discriminately
• Gather information using a wide range of sources
• Discriminate between fact and opinion; relevance and irrelevance
• Develop logical thought and synthesise information into an effective, coherent argument
• Effectively communicate findings — verbally and in written form
• Develop empathy — i.e. the ability to view events and issues from the perspective of the people involved.

Career Opportunities:

• History teacher.
• Game ranger.
• History lecturer.
• Librarian.
• Government historian.
• Historical consultant.
• Political advisor.
• Museum curator.

geography

Welcome to the captivating realm of Geography! At Westville Girls’ High School we believe in the transformative power of geography. Our dedicated educators provide students with a comprehensive curriculum that goes beyond memorisation, encouraging critical thinking, spatial analysis, and a holistic understanding of the world. Through interactive lessons, field trips, and hands-on projects, students will embark on a journey that nurtures their curiosity and equips them with essential life skills.

Geography is the study of Earth's landscapes, environments, and the interactions between nature and humanity. It provides a lens through which we can comprehend the complexities of the world we inhabit, from the grandeur of mountain ranges to the bustling cities, and from the vast oceans to the delicate ecosystems.

By studying Geography, our students become global citizens who are not only aware of the world's challenges but are also equipped to contribute meaningfully to its betterment.

Geography is a subject that unveils the intricate tapestry of our planet. Geography encompasses far more than just memorising countries and their capitals or identifying mountain ranges on a map. It delves into the why and how of the Earth's physical features and cultural phenomena. Through Geography, we explore the forces that shape our world — from the geological processes that formed continents to the cultural practices that define societies.

Studying Geography teaches valuable skills such as, spatial analysis, critical thinking, data interpretation, problem solving and global awareness, all of which are vital for further studies and to help people engage in the world around them.

English Home Language:

• Medium of instruction at the school.
• Impact on all subjects.
• Basis is reading - develops communication, both written and verbal.
• Well-equipped library.
• Cultural platforms expand and encourage participation in extracurricular programmes. example: Debating, Creative Writing and Public Speaking

Skills developed in the English Language curriculum:

• Listening and speaking
• Reading and listening
• Writing and presenting
• Language structures

Aims of English Home Language:

• Students are expected to acquire the English language skills required for academic learning across the curriculum.
• When it comes to listening, speaking, reading/viewing and writing/presenting the learners are expected to use English with confidence and enjoyment. These skills and attitudes form the basis for life-long learning.
• Use English appropriately, taking into account audience, purpose and context.
• Learners are expected to express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent and analytical thinkers.
• Students are expected to use English and their imagination to find out more about themselves and the world around them. This will enable them to express their experiences and findings about the world orally and in writing.
• Student must use English to access and manage information for learning across the curriculum and in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for life-long learning; and
• Students should use English as a means for critical and creative thinking; for expressing their opinions on ethical issues and values; for interacting critically with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research, and critique.

Economic & Management sciences (EMS)

The subject Economic and Management Sciences is offered in
Grade 8 and Grade 9 and 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.

The main topics in the Economic and Management Sciences curriculum include:

• The economy
• Financial literacy
• Entrepreneurship

This subject is offered for Grade 8 and 9.

Learners in Grade 8 and Grade 9 study Drama under the umbrella of Creative Arts. Both Drama and Dramatic Arts (offered as an elective in Grades 10-12), often referred to as Drama or Theatre Arts, is a creative and expressive form of art that involves the creation, performance, and appreciation of stories, characters, and emotions through various theatrical mediums. It encompasses a wide range of activities and disciplines, including acting, directing, playwriting, stage design, set construction, costume design, lighting design, sound design and more.

There are many benefits associated with taking drama as a subject:. The so-called ‘soft skills’, much valued in the 21st century workplace are fostered through collaborative work that is highly creative and stimulating. The following skills are all entrenched and developed on a continual basis:

The benefits of taking drama as a subject:

• Creativity and Imagination
• Confidence and Self-Esteem
• Communication Skills
• Empathy and Understanding
• Collaboration and Teamwork
• Critical Thinking
• Problem-Solving
• Cultural Awareness
• Expression of Emotions
• Time Management

Career Opportunities:

• Actor/Actress
• Director
• Playwright/Scriptwriter
• Set Designer
• Costume Designer
• Lighting Design
• Sound Designer
• Stage Manager
• Dramaturg
• Theatre Educator

Film Careers:

• Producer
• Cinematographer/Director of Photography
• Film Editor
• Production Designer
• Sound Designer
• Film Composer
• Visual Effects Artist
• Stunt Performer/Coordinator
• Film Educator

Many believe that Accounting is solely the language of business and therefore shy away from it. Nothing can be further from the truth. Accounting teaches one life-skills and as long as an individual is economically active, they will in their lifetime be involved in one or more of the following: either earning an income, incurring expenses, acquiring assets such as a vehicle or property (either from their cash savings or through bank finance), meeting their tax obligations and other monthly commitments. A person who is financially literate will be able to manoeuvre their way through these life challenges.

Learners are given a very limited exposure to the subject in Grade 8 and 9, where it is incorporated into the subject called Economic and Management Sciences (EMS). Should the learners find the accounting component of EMS appealing to them, they are encouraged to pursue Accounting as a subject in the FET phase.

Learners currently taking Accounting find the subject interesting and stimulating and many of them extend themselves by participating in the Accounting Olympiad and the Proverto Challenge.

Westville Girls’ High School Accounting high achievers are also sought after by auditing firms such as PWC and Ernst & Young. At our annual year-end awards function, trophies and cash prizes are awarded by these firms to those excelling in accounting and are committed to qualifying as a Chartered Accountant.

Career opportunities:

• Auditing
• Financial accounting
• Forensic auditing
• Internal auditing
• Management accounting
• Taxation