ACADEMICS
OUR
ACADEMIC PHILOSOPHY
St Stithians Boys’ College prides itself in offering Academic
excellence, and we have built a strong tradition of providing
quality education in a Christian learning environment. As part
of our comprehensive enrolment policy, students with differing
academic abilities attend from all parts of South Africa, Africa
and abroad. We strive at all times to be a truly academic
educational establishment and the classroom interrelationship
between student and teacher is paramount to the College’s
holistic approach to educating all students. Boys are constantly
challenged to strive for their highest personal achievements in
a stimulating environment that encourages creative learning in
all spheres of school life.
A core value of our educational philosophy is that boys are
expected to work hard and teachers to motivate their pupils;
boys are expected to be interested in the educational process
and teachers to cultivate this interest; boys are expected to
enjoy the discipline of study and teachers to teach in a
disciplined environment. An education at the Boys’ College
prepares its students to leave school and progress into tertiary
study or employment with confidence.
In keeping with the influence of technology on education, St
Stithians Boys’ college offers a range of computing and
information technology systems that enable all boys to
understand and utilise latest technical innovations for
learning. There are specialist facilities such as the Resource
Centre, Computer laboratories, graphic and visual arts classes,
the extensive Music department, the acclaimed Drama department,
as well as the core academic studies, that allow for a wide
range of interests. We provide a core curriculum leads to the
development of age appropriate skills, concepts and critical
thinking. At all times, the College sets benchmark standards in
educational outcomes to maximise students’ results at all
levels.
Boys come to St Stithians to be educated and teachers who are
passionate about their subject and the learning process strive
to ensure that this happens. We believe this is vital if
learning is to become a life-long passion in the lives of the
boys.
GETC
GRADES 8 and 9
The General Education and Training Certificate (G.E.T.C.) is awarded at the end
of Grade 9 to all learners who have met the specified National requirements. It
marks the end of a process, which, in the words of the National Curriculum
Statement, "…seeks to create a lifelong learner who is confident and
independent, literate, numerate and multi-skilled, compassionate, with a respect
for the environment and the ability to participate in society as a critical and
active citizen."
There are eight Learning Areas in the National Curriculum Statement and boys in
Grade 8 and Grade 9 are exposed to these fields of knowledge, skills and values.
The learning areas are:
- Languages
- Mathematics
- Natural Sciences
- Technology
- Social Sciences
- Art and Culture
- Life Orientation
- Economic and Management Sciences
N.S.C. (NATIONAL SENIOR CERTIFICATE)
GRADES 10, 11 and 12
N.S.C, National Senior Certificate, is what learners who
have satisfied the required criteria will receive at the end
of Grade 12. This certification is a requirement for
students who wish to pursue tertiary education.
N.S.C. had its first certification in 2008.
The College is registered with, and writes, the IEB
Matriculation examinations (Independent Examinations Board).
This examination has full accreditation with UMALUSI, the
National Accreditations Board.
ACADEMIC HONOURS/COLOURS POLICY
ACADEMIC HONOURS SUMMA CUM LAUDE will
be awarded to students who qualify in two of the following
two criteria:
Already hold Academic Honours
Term 2 Prelim Examinations Grade 12
A total of 630 or more and a minimum of 70% in 6 of the 7
subjects
or
Term 3
IEB Finals A total of 630 or more and a minimum of 70% in 6
of the 7 subjects
~~~~~
ACADEMIC HONOURS will be awarded to students who qualify in
two of the following three criteria:
Term 2 Examinations Grade 11
A total of 490 points or more and a minimum of 60% in 6 of
the 7 subjects
Term 3 Examinations Grade 11
A total of 560 or more and a minimum of 60% in 6 of the 7
subjects
Or
Term 2 Prelim Examinations Grade 12
A total of 560 or more and a minimum of 60% in 6 of the 7
subjects
~~~~~
ACADEMIC COLOURS will be awarded to students who qualify in
two of the following three criteria:
Term 2 Examinations Grade 11
A total of 490 points or more and a minimum of 60% in 6 of
the 7 subjects
Term 3 Examinations Grade 11
A total of 525 or more and a minimum of 60% in 6 of the 7
subjects
Or
Term 2 Prelim Examinations Grade 12
A total of 525 or more and a minimum of 60% in 6 of the 7
subjects
RESOURCE CENTRE
RESOURCE CENTRE
"Knowledge is knowing - or knowing where to find out".
(Alvin Toffler)
The Resource Centre provides quiet student study spaces and
research facilities along with teaching areas. The Resource
Centre hopes to develop learning skills and to engender a
love of reading as well as providing a service that
underpins curriculum requirements. This includes:
• A guide to making the most of the Resource Centre and its
services.
Information Skills;
• An online tutorial to assist you with research.
Off-line Resources;
• An outline of the materials available in the Resource
Centre.
On-line Resources;
• A selection of web site links in the Global Resource
Centre.
Teachers' Resources;
• A selection of sites for teachers in the Global Resource
Centre.
Recommended Reading;
• How to set out a bibliography;
• Helps you cite your sources correctly.
ACADEMIC ENRICHMENT
Inclusive education advocates the
education of all learners within one educational system
capable of accommodating diversity. An inclusive school like
St Stithians Boys’ College is a place where every learner
has a sense of belonging, is accepted and has his
educational needs met. We acknowledge that learners are
differently-abled and perform on a continuum. Consequently,
we embrace diversity and recognise the unique needs of boys
with learning difficulties as well as those who are more
creative and global-thinking with affinities in a range of
areas. All students are encouraged to be independent,
responsible and accountable for their academic performance.
All members of the Academic Enrichment Department are
involved in classroom observation and facilitation. We
encourage peer interaction so that students have the
opportunity to engage with and become tolerant of
individuals with varied talents and abilities.
Afternoon tutorials offer learners assistance with homework,
assignments and test preparation. Structured presentations
and workshops are also provided. Topics include identifying
preferred learning styles, developing a range of note-taking
skills and study strategies, managing test anxiety and
building resilience. Learner involvement is encouraged in
decision-making relating to the structure and content of
tutorials. In addition to group interventions, one-on-one
sessions are also offered.
The Academic Enrichment Department recognises the need for
continuous staff development. Hands-on mentoring of
educators is necessary to improve their understanding of
inclusion and learner profiles. Assistance with
accommodating the needs of differently-abled learners,
structuring lessons to incorporate multilevel teaching and
learning, setting modified assessment tasks, as well as
compiling extension and enrichment activities within and
beyond the curriculum, is provided. Members of the Academic
Enrichment Department are all qualified educators who have
specialised in inclusive education, learning support and
psychology.
Parents are encouraged to be part of our ‘team’ approach.
Communication with parents is paramount. Our department is
represented at ‘round-table’ meetings which are held to
discuss issues regarding a learner’s performance. Parents
are assured of a professional and respectful approach to
accommodating their son’s unique educational needs.
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