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On request, this circular will be made available in Afrikaans, isiZulu or Sepedi within 21 days

Also available on the GDE website at:

Office of the Head of Department

Room 1009, 111 Commissioner Street, Johannesburg, 2001

PO Box 7710, Johannesburg, 2000

Tel: (011) 355 1511 Fax: (011) 3335546 E-mail: OR

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ANNUAL SURVEY OF ORDINARY SCHOOLS: 07 MARCH 2007

  1. INTRODUCTION

1.1The EMIS Unit of the Gauteng Department of Education (GDE) executes the legislative responsibility of providing education information to the education system as a whole, to support monitoring, planning and decision-making processes. It is therefore imperative that every ordinary school completes the survey in full and submits accurate data in a timely manner.

1.2The Annual Survey for Ordinary Schools has to be completed by all ordinary schools, both public and independent. It involves, amongst other aspects, a complete count of learners and personnel, as well as details concerning curriculum. District Policy and Planning officials will be supporting schools in this regard.

1.3The National Education Information Policy informs that it is the duty of all heads of institutions to complete survey forms and other information required by the Department, and that any deliberate distortion of information constitutes fraud.

1.4All information filled in should reflect the situation as onTuesday, 6March 2007. If, due to logistical problems, schools receive the 2007 Annual Survey materials late, the principal should ensure that the information filled in reflects the situation as close as possible to that of 6 March 2007.

1.5The principal should return the survey tool to the respective district offices byThursday,15 March 2007. Please refer to Annexure A for guidelines for completing the form.

2.LEGISLATIVE FRAMEWORK

2.1Gauteng Schools Education Act (1995), Sections 9 and 10.

2.2South African Schools Act (Act No. 84 of 1996), Section 59(1) and (2).

2.3Employment of Educators Act (Act No. 76 of 1998), Section 18.

2.4National Education Policy Act (Act No. 27 of 1996), Section 8(1) – (4).

2.5Amended Norms and Standards for School Funding.

According to these Acts, the Department of Education may record or collect all relevant information from schools relating to education in the province.

3.GENERAL INFORMATION REGARDING SURVEYS

3.1The National Department of Education has specified the requirements for the survey in order to have national uniformity. This facilitates analysis of educational data on a national basis.

3.2The Gauteng Schools Act, No. 84 of 1996, Sections 59(1) and (2) states:Every school must supply such information about the school as reasonably required by the Head of Education, any person, who without just cause, fails to comply, shall be guilty of an offence.

4.VERIFICATION

The verification of survey data means that a sample of the survey data is physically verified at the source, which in this case, is at a few selected ordinary schools. The purpose of the verification procedure is to establish whether the schools have completed the survey instrument in an effective and honest manner. The obtaining of accurate learner numbers provides strategic information to the Gauteng Department of Education (GDE), and any irregularities with regard to this are deemed fraudulent.

4.1Methodology

Officials representing the Head of Department will visit any ordinary school to verify information in connection with the affairs of the ordinaryschool. Head Office officials and District officials will conduct these verification visits. The relevant GDE officials will conduct their visits according to a clear outline:

  • The officials will, through discussions with the managers and educators, establish the correctness of adult learner numbers.
  • Any document (e.g. class registers and class lists), book or article relevant to the verification procedure will be examined and copies will be made if necessary.
  • Moreover, visual monitoring will be used to establish the accuracy of basic centre information (e.g. number of classrooms). Verification visits will typically take one to two hours.

A sample of 2% or 3% of institutions will typically be chosen. Selection will be random, although an attempt will be made to represent all districts and types of centres.

5.DECLARATION

The principal must sign the forms after having checked all the details, as acknowledgement of the accuracy of all the information.

PLEASE NOTE: It is the responsibility of the principal to ensure that survey forms are correctly completed and submitted by the due date to the relevant district. Principals are warned against submitting incomplete forms and making any false statement.

______

MALLELE PETJE

HEAD OF DEPARTMENT

Annexure A

GUIDELINES FOR THE COMPLETION OF THE SURVEY FORM

1.GENERAL INSTRUCTIONS FOR COMPLETING THE FORM

Please note that the form will be optically scanned, therefore the following guidelines should be adhered to when completing the survey tool:

  • All the tables and the columns in the forms must be completed where applicable.
  • Please use CAPITAL letters when completing forms.
  • Please capture / write ONE character per block.
  • If you are filling in the form manually please,
  • -complete forms with a medium, BLACK pen.

-write INSIDE blocks - try not to touch the blocks.

  • -write as NEATLYas possible.
  • Please capture / write only in the blocks provided.
  • DO NOT stamp any of the pages.
  • Only sign in the space provided for the signature.
  • If information is not applicable to your centre / school, leave the space provided for the information open. DO NOTwrite “N/A” or “Not Applicable”.
  • Please return only the ORIGINAL FORM; the optical scanners will not be able to read photocopied questionnaires. No copies will be accepted.
  • DO NOTuse correction fluid (Tipp-ex).
  • DO NOTscratch out information.
  • Please complete a new page if you have made mistakes on the page.
  • Please ensure that your school’s EMIS number is written on each and every page, even if the data on the page does not apply to you. If you are not sure of your EMIS number, please phone Head Office (011) 355 0129 / (011) 355 1777 to verify.
  • Do not take out any pages.
  • Do not retype the form.
  • Please return all the pages of the form in the correct order, even if you did not complete it.
  • If you encounter problems in the completion of the survey questionnaire please contact the district office for assistance.
2.SPECIFIC INFORMATION

2.1Principals have been supplied with a package containing the following items:

  • A copy of circular 17/2007 with its annexures
  • 2007 Annual Survey form and educator forms
  • CD software
  • Installation of survey utility guide
  • Stiffy disk
  • Saving onto the stiffy disk guide

2.2All principals are expected to complete the survey form using the electronic tool, if, for some reason, this cannot be done principals should complete the survey form manually and attach a letter stating reasons to the District Director.

2.3All the information provided must pertain to the survey date, i.e.Tuesday, 6March 2007. All registered learnersand educators who are absent on the survey date must be counted.

2.4It is important to collect learner, educator and SGB information in terms of race and gender in order to track the extent to which equity and access are being addressed.

2.5Educators should ensure that they fill in their PERSAL NUMBER as well as the school's EMIS NUMBER (School’s reference number).

2.6The subject code list must be made available to educators for the completion of the educator form. Educators must ensure that they use the correct subject codes.

2.7The educatorand the principal must sign the educator form in the space provided.

2.8The principal, and, at the District Office,the District Director, must ascertain the validityof all information contained in the Annual School Survey forms and in the accompanying educator forms by signing the cover page of the survey form.

2.9The cover page must me signed and returned even when the survey is completed using an electronic tool.

2.10A copy of the completed survey form and the source documentation for audit purposes must be retained and filed by the school for audit purposes.

2.11The principal should ensure that the following are submitted to the district office by Thursday, 15 March 2007:

  • A printout of the completed, survey form including educator forms with the original signatures and photocopies of these forms - original forms are for the Head Office and copies are to remain at the district office.
  • Stiffy disk with data.

OR

  • A manually completed and signed survey form, including educator forms together with duplicate of the forms and a letter stating reasons why the form could not be completed electronically.

3. GUIDELINES FOR THE COMPLETION OF THE ANNUAL SURVEY OF ORDINARY SCHOOLS: 07 MARCH 2006

3.1 TOTAL ENROLMENT

Total enrolmentrefers to the total number of learners in the school. The numbers entered into all tables should tally where the total number of learners is required by:

  • Population group / Race
  • Age
  • Grades
  • Disability
  • Home Language / Language of Learning and Teaching/Preferred Language

Please read the notes at the bottom of each table. These notes offer guidelines on the completion of the tables.

3.2 GENDER

Take note that some tables require information by gender (i.e. male/female).

3.3SNE (Special Needs Education)

Take note that some tables require inform on LSEN/SNE and others do not.

3.4 LANGUAGES

  • Table 2.5.1: This table requires the learners’ (male and female) Home Language according to grades (excluding SNE unit/class).
  • Table 2.5.2: This table requires the SNE unit learners’ (male and female) Home Language according to disability.
  • Table 2.6.1: This table requires the learners’ (male and female) Language of Learning and Teaching (LOLT) according to grades (excluding SNE unit/class).
  • Table 2.6.2: This table requires the SNE unit learners’ (male and female) Language of Learning and Teaching (LOLT) according to disability.
  • Table 2.7.1: This table requires the learners’ (male and female) Preferred Language according to grades (excluding SNE unit/class).
  • Table 2.7.2: This table requires the SNE unit learners’ (male and female) Preferred Language according to disability.
  • Tables 2.8.1 (Male) and 2.8.2 (Female): These tables require the number of SNE learners in mainstream classes per primary barrier to learning and grade.

4.5 EDUCATOR INFORMATION

  • It is important that educators complete their PERSAL NUMBER and the EMIS NUMBER (SCHOOL’S REFERENCE NUMBER).
  • A List of Subjects and subject codes (Annexure B) and Definitions of disabilities (Annexure C) are provided as part of the circular. Please use these when completing questions that require information on subjects and disabilities.
  • Educators offering Grade 1 – 9 subjects should use the subject codes in Annexure B: Table 6.
  • Educators offering Grade 10 – 11 subjects should use the subject codes in Annexure B: Tables 1 – 4.
  • Educators offering Grade 12 subjects should use the subjects codes in Annexure B: Table 5 – REPORT 550.

Annexure B

LIST OF SUBJECTS AND CODES

Table 1: NATIONALLY APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME REQUIREMENTS OF THE NCS GRADES 10 – 11 (GENERAL)

29 NCS SUBJECTS / Subject Number/Code
Grade 10 / Grade 11
Accounting / 03060012 / 03060023
Agricultural Management Practices / 01060012 / 01060023
Agricultural Science / 01060042 / 01060053
Agricultural Technology / 01060072 / 01060083
Business Studies / 03060042 / 03060053
Civil Technology / 06060012 / 06060023
Computer Applications Technology / 10060072 / 10060083
Consumer Studies / 11060012 / 11060023
Dance Studies / 02060012 / 02060023
Design / 02060042 / 02060053
Dramatic Arts / 02060072 / 02060083
Economics / 03060072 / 03060083
Electrical Technology / 06060042 / 06060053
Engineering Graphics and Design / 06060102 / 06060113
Geography / 07060042 / 07060053
History / 07060072 / 07060083
Hospitality Studies / 11060042 / 11060053
Information Technology / 10060102 / 10060113
LANGUAGES / Use codes as in Annexure B, Table 2 and Table 3
Life Orientation / 07050012 / 07050023
Life Sciences / 10060132 / 10060143
Mathematical Literacy / 10030012 / 10030023
Mathematics / 10040042 / 10040053
Mechanical Technology / 06060072 / 06060083
Music / 02060102 / 02060113
Physical Sciences / 10060162 / 10060173
Religion Studies / 07060102 / 07060113
Tourism / 11060072 / 11060083
Visual Arts / 02060132 / 02060143

TABLE 2: NATIONALLY APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME REQUIREMENTS OF THE NCS GRADES 10 – 11 (GENERAL)

OFFICIAL LANGUAGES AT HOME AND FIRST ADDITIONAL LEVEL

SUBJECT / Subject Number/Code
Grade 10 / Grade 11
Afrikaans Home Language / 04010012 / 04010023
Afrikaans First Additional Language / 04020042 / 04020053
English Home Language / 04010102 / 04010113
English First Additional Language / 04020132 / 04020143
IsiNdebele Home Language / 04010192 / 04010203
IsiNdebele First Additional Language / 04020222 / 04020233
IsiXhosa Home Language / 04010282 / 04010293
IsiXhosa First Additional Language / 04020312 / 04020323
IsiZulu Home Language / 04010372 / 04010383
IsiZulu First Additional Language / 04020402 / 04020413
Sepedi Home Language / 04010462 / 04010473
Sepedi First Additional Language / 04020492 / 04020503
Sesotho Home Language / 04010552 / 04010563
Sesotho First Additional Language / 04020582 / 04020593
Setswana Home Language / 04010642 / 04010653
Setswana First Additional Language / 04020672 / 04020683
SiSwati Home Language / 04010732 / 04010743
SiSwati First Additional Language / 04020762 / 04020773
Tshivenda Home Language / 04010822 / 04010833
Tshivenda First Additional Language / 04020852 / 04020863
Xitsonga Home Language / 04010912 / 04010923
Xitsonga First Additional Language / 04020942 / 04020953

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TABLE 3: OFFICIAL LANGUAGES AT SECOND ADDITIONAL LEVEL, AND NON-OFFICIAL LANGUAGES

SUBJECT / Subject Number/Code
Grade 10 / Grade 11
Afrikaans Second Additional Language / 04060072 / 04060083
English Second Additional Language / 04060162 / 04060173
IsiNdebele Second Additional Language / 04060252 / 04060263
IsiXhosa Second Additional Language / 04060342 / 04060353
IsiZulu Second Additional Language / 04060432 / 04060443
Sepedi Second Additional Language / 04060522 / 04060533
Sesotho Second Additional Language / 04060612 / 04060623
Setswana Second Additional Language / 04060702 / 04060713
SiSwati Second Additional Language / 04060792 / 04060803
Tshivenda Second Additional Language / 04060882 / 04060893
Xitsonga Second Additional Language / 04060972 / 04060983
Arabic Second Additional Language / 04061002 / 04061013
French Second Additional Language / 04061032 / 04061043
German Home Language / 04061062 / 04061073
German Second Additional Language / 04061092 / 04061103
Gujarati Home Language / 04061122 / 04061133
Gujarati First Additional Language / 04061152 / 04061163
Gujarati Second Additional Language / 04061182 / 04061193
Hebrew Second Additional Language / 04061212 / 04061223
Hindi Home Language / 04061242 / 04061253
Hindi First Additional Language / 04061272 / 04061283
Hindi Second Additional Language / 04061302 / 04061313
Italian Second Additional Language / 04061332 / 04061343
Latin Second Additional Language / 04061362 / 04061373
Portuguese Home Language / 04061392 / 04061403
Portuguese First Additional Language / 04061422 / 04061433
Portuguese Second Additional Language / 04061452 / 04061463
Spanish Second Additional Language / 04061482 / 04061493
Tamil Home Language / 04061512 / 04061523
Tamil First Additional Language / 04061542 / 04061553
Tamil Second Additional Language / 04061572 / 04061583
Telegu Home Language / 04061602 / 04061613
Telegu First Additional Language / 04061632 / 04061643
Telegu Second Additional Language / 04061662 / 04061673
Urdu Home Language / 04061692 / 04061703
Urdu First Additional Language / 04061722 / 04061733
Urdu Second Additional Language / 04061752 / 04061763

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TABLE 4: RECOGNITION OF SUBJECTS NOT LISTED IN THE NATIONAL CURRICULUM STATEMENT GRADES 10-11 (GENERAL)

SUBJECTS OF OTHER ASSESSMENT BODIES THAT ARE APPROVED BY THE MINISTER OF EDUCATION

SUBJECT / NUMBER
Associated Board of Royal Schools of Music Practical Music Examination Grade 6 / 02070014
Associated Board of Royal Schools of Music Practical Music Examination Grade 7 / 02070024
Associated Board of Royal Schools of Music Practical Music Examination Grade 8 / 02070034
Associated Board of the Royal Schools of Music Practical Music Examination Performer’s Diploma / 02070134
Associated Board of Royal Schools of Music Performer’s Licentiate in Music / 02070044
TrinityCollege of London Practical Music Examination Grade 6 / 02070054
TrinityCollege of London Practical Music Examination Grade 7 / 02070064
TrinityCollege of London Practical Music Examination Grade 8 / 02070074
Trinity College of London (TCL) Performer’s Certificate, Associate / 02070144
Trinity College of London (TCL) Performer’s Certificate / 02070154
Trinity College of London Performer’s Licentiate in Music / 02070084
UNISA Practical Music Examination Grade 6 / 02070094
UNISA Practical Music Examination Grade 7 / 02070104
UNISA Practical Music Examination Grade 8 / 02070114
UNISA Performer’s Licentiate in Music / 02070124

TABLE 5: REPORT 550 – List of subject codes and subjects

Code / Subject / Code / Subject / Code / Subject
0101 / Afrikaans First Language / 0402 / Business Economics / 0721 / Home Economics
0102 / Afrikaans Second Language / 0403 / Commercial Mathematics / 0722 / Needlework and Clothing
0104 / English First Language / 0404 / Economics / 0723 / Hotel Keeping and Catering
0105 / English Second Language / 0405 / Mercantile Law / 0724 / Computer Studies
0107 / Isindebele First Language / 0406 / Shorthand / 0726 / Technology
0109 / Sepedi First Language / 0407 / Snelskrif / 0772 / Industrial Arts
0110 / Sepedi Third Language / 0408 / Typing / 0799 / Chinese
0111 / Sesotho First Language / 0501 / Biblical Studies / 0802 / Agricultural Science
0112 / Sesotho Third Language / 0502 / Geography / 0803 / Animal Husbandry
0113 / Siswati First Language / 0503 / History / 0804 / Farm Mechanics
0115 / Xitsonga First Language / 0504 / Jewish Studies / 0850 / Environment Studies
0116 / Xitsonga Third Language / 0601 / Art / 0901 / Introduction to Ethnology
0117 / Setswana First Language / 0602 / Design / 0902 / Law of Crim. Proc and Evidence
0118 / Setswana Third Language / 0603 / Graphic Art / 0903 / S.A. Criminal Law
0119 / Tshivenda First Language / 0604 / Painting / 0904 / Statute Law
0120 / Tshivenda Third Language / 0605 / Sculpture / 0905 / Introduction to Criminology
0121 / Isixhosa First Language / 0606 / Music / 0926 / Isindebele Second Language
0122 / Isixhosa Third Language / 0607 / Music Composition / 0927 / Isixhosa Second Language
0123 / Isizulu First Language / 0608 / Music Performance(Sen. Instr) / 0928 / Isizulu Second Language
0124 / Isizulu Third Language / 0609 / Dance / 0929 / Sepedi Second Language
0127 / French / 0611 / Speech and Drama / 0930 / Sesotho Second Language
0129 / German / 0612 / History of Theatre Costume and Lit. / 0931 / Setswana Second Language
0130 / Classic Greek / 0613 / Practical Ballet / 0932 / Siswati Second Language
0131 / Hebrew / 0701 / Bricklaying And Plastering / 0933 / Tshivenda Second Language
0132 / Hindi / 0702 / Building Construction / 0934 / Xitsonga Second Language
0133 / Italian / 0703 / Electrician-Work / 0935 / Travel and Tourism
0134 / Latin / 0704 / Electronics / 0936 / Applied Agricultural Science
0135 / Portugese / 0705 / Fitting and Turning / 0937 / Tamil
0136 / Spanish / 0706 / Motor Body Reparing / 0942 / Computyping
0137 / Arabic / 0707 / Motor Mechanics
0139 / Gujarati / 0709 / Painting and Decoration
0201 / Chinese / 0710 / Plumbing and Sheet Metalwork
0219 / Urdu / 0711 / Technical Drawing
0301 / Mathematics / 0712 / Technical Civil
0302 / Additional Mathematics / 0713 / Technical (Electrical)
0303 / Functional Mathematics / 0714 / Technical(Electronics)
0304 / Physical Science / 0715 / Technical(Mechanical)
0305 / Functional Physical Science / 0716 / Welding and Metalworking
0306 / Biology / 0717 / Woodworking
0307 / Physiology / 0719 / Metalwork
0401 / Accounting / 0720 / Woodwork

NOTE: Only educators that teach Grade 12 should use the REPORT 550 codes to complete the “Subject/learning areas taught table.

TABLE 6: Grade 1 – 9 List of Subject codes Subjects

OBE CODES
0951 / Language Literacy and Communication
0952 / Mathematical Literacy, Mathematics and Mathematical Science
0953 / Natural Science
0954 / Human Social Sciences
0955 / Arts and Culture
0956 / Life Orientation
0957 / Economics and Management Sciences
0958 / Technology
0961 / Natural Science and Technology
0967 / Life Skills

NOTE: Educators that teach in the GET band (Grades 1 to 9) should use OBE codes to complete the “Subjects/ learning areas taught” table. The other codes can only be used by educators that teach in the FET band (Grades 10 to 12) and to complete the “Subject specialisation” table.

Annexure C

Attention deficit disorder with/without hyperactivity: / Learners who experience barriers to learning owing to attention deficit disorder and who are in need of additional specialised support.
Autistic spectrum disorders: / Learners who experience a serious disorder on the Autistic spectrum - must be declared as such by a medical practitioner.
Behavioural disorder (includingsevere behavioural problems): / Learners with a severe behavioural disorder of such a degree that it is difficult to accommodate them in an ordinary class.
Blind: / Learners who experience a severe visual impairment and who depend on specialised educational support.
Cerebral palsied: / Learners with spinal injuries – (must be declared medically as such by a medical practitioner.)
Deaf: / Learners who experience a severe hearing impairment and who depend on specialised educational support.
Deaf/blind: / Learners who are completely deaf and blind.
Epilepsy: / Learners, who experience barriers to learning owing to epilepsy and are in need of additional specialised support – (must be declared medically as such by a medical practitioner.)
Hard of hearing: / Learners who experience a moderate hearing impairment and who are in need of additional specialised support.
Mildly or moderately intellectually disabled: / Learners who experience moderate intellectual disability and are more than two years behind their peers.
Multiply disabled: / Learners who experience more than one of the listed disabilities.
Partially sighted: / Learners who experience visual impairment and are in need of additional support.
Physically disabled: / Learners with a significant physical disability and who are in need of additional specialised support.
Severely intellectually disabled: / Learners who experience severe intellectual disability and are more than two years behind their peers.
Specific learning disability: / Learners who experience severe barriers to learning, e.g. in the form of reading or writing difficulties and are in need of additional specialised support.

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