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Koch Street

PO Box 87

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Academic Enrichment Programme

To complement the academic programme and to put into practice what they are learning, we encourage the girls to take part in outings and a range of competitions/events, such as: Subject Olympiads/Outings, UCT Maths Competition, Taalbond Examination, Science Expos, Entrepreneurial Competitions, General Knowledge Quizzes, Creative Writing Courses, Eisteddfods, Career Expos, Music and Drama Eisteddfods.


In the Senior Phase, there are four Compulsory Subjects:
English Home Language; 
Afrikaans Home Language, or Afrikaans 1st  Additional Language, or isiXhosa 1st Additional Language
Mathematics or Mathematical Literacy
Life Orientation
In addition, learners must choose another 3 subjects from the following options:
Physical Sciences;  Life Sciences; History; Geography;  Accounting;  Consumer Studies;  Music; Dramatic Arts; Information Technology (offered at Paul Roos); 
Visual Art (offered at the PJ Olivier Art Centre); Design (offered at the PJ Olivier Art Centre); Engineering Graphics and Design; Computer Applications Technology; 2nd Additional Language:  German/French /isiXhosa/ 
Learners with Immigrant Status may replace one official language with another subject (from a designated list)


In addition to the 8 common learning areas (English, Afrikaans or IsiXhosa; Maths; Natural Sciences; Human & Social Sciences; Arts & Culture;  Life Orientation; and Economic Management Sciences), learners choose one of the following additional subjects: Music, Art, Engineering Graphics and Design, Computer Literacy,  2nd additional language: isiXhosa/French/German. 
An extra fee is levied for Art.  
Afrikaans is offered as either a “Home” language or “1st Additional” Language.
IsiXhosa 1st Additional Language can be taken as an alternative to Afrikaans

Learners with Immigrant status must offer all the subjects as stipulated by the Department of Basic Education, including the two official languages.


... the eLearning Journey Continues

Many have heard that Rhenish Girls’ High School has embarked on a journey towards adopting e-Learning, but what does this really mean:

  1. Does it mean that the text books and notes will now be on tablets?
  2. Does it mean that the teaching will be by pre-recorded lessons?
  3. Does it mean that the learners can stay at home and participate in class remotely?

We start off by bringing the majority of the material that the learners will use into digital format so that it can be searched and indexed quickly on their tablets, and one will no longer have to page through a collection of filed paper notes and old paper text books.

The next step is to begin to use the tablet to do exercises and answer questions that the teacher asks, online.  This begins to lead the learners away from passive learning where they are asked to memorise curriculum content, towards active learning, where they discover solutions and answers for themselves by leveraging online digital material.  The teacher facilitates this discovery by means of guiding the learner through the process of discovery and exploration, in class (the teachers are still paid to work during the day, and not 24x7!).  Once the learning content or topic is written and published, the learners and teachers can begin to use online discussion forums for addressing Frequently Asked Questions (FAQ’s) and debating the topic.  The Western Cape Education Department (WCED) publish thousands of items of media supporting the different subjects, to which the school has access (but not the digitised curriculum itself – each school performs this task individually).  These content items range from interesting songs to help remember the periodic table, to poems to help remember key components of a diagram or system, as well as detailed videos and explanations of various topics.

Of course e-Learning requires increased self-discipline – learners have to understand that they are in the class to learn, and not allow themselves to be tempted away by the many other applications which may be installed on their device.  This requires the development of a culture to support effective learning, which is framed in the Acceptable Use Policy which everyone signs each year.

A key central feature of the e-Learning environment at Rhenish is Google Class – this is the central place where the teachers store the lessons and material for the learners, and where the learners upload and access material for learning, both during class, and afterwards.  Google Class also contains links to interesting supporting material, which the learners can access in their own time.

The journey to using e-Learning effectively requires some ordered steps:

  • All of the learners have to be comfortable with their devices for basic things like reading their text books
  • The teachers have to convert the whole curriculum over in modules, into digital media (this can take up to 2 years).
  • Exercises have to be prepared digitally in advance, then shared to the learners according to the planned daily and weekly schedule.
  • Once the WCED curriculum is converted into digital media online (learning is still passive at this stage), then the move can begin towards converting the teaching process in the classroom over into a more active learning model.  With active learning, the teacher additionally plans a “journey of exploration for the learner”, which includes facilitating information, tests and hurdles that the learner must pass, before they can progress to the next stage.  This means that interactive feedback and the ability to repeat topics must be possible.  Typically this process will result in a learner who has better retention of the material studied, although it may not always result in them achieving better results.

Good results come from exercising and applying what has been learned, to various problems, and asking questions if needed.  The more this exercising is done, the better the learners’ understanding of the subject.

It has now been three years since the first girls were allowed to bring their tablets to school and we can almost not remember a time without these ‘teaching/learning aids’. It is no longer strange to see Grade 8s practising for their Creative Arts performance with a tablet in hand or voting for the LC online. Technology is no longer something special, but rather part of our everyday life.

Part of embracing technology is broadening the staff's horizons. We are happy to report that five of our teachers are now Google Certified Educators while a number of other teachers are busy with a variety of other courses on teaching with technology. Thanks to these courses teachers have been able to incorporate blogging, curating and other interesting new tasks into their repertoire.

Visual Art and Design

The PJ Olivier Art Centre is situated in the middle of town - next to the Braak with the landmark rubber tyre mule by Andries Botha in front of our entrance - provides art education for all learners on a variety of levels.

Learners in Grades 8 and 9 do the Visual Art component of Creative arts as part of the compulsory learning areas of the Senior Phase at the art centre. We expose learners to a variety of art techniques and begin to teach them how to look at and analyse the different types of art forms that one can encounter in this technological 21st century.

The Grade 8 and 9 learners can also take Art as a choice subject. During these lessons learners do larger and more intensive projects that expose them to the different art forms that may be taken as subjects in the FET phase in Grades 10 to 12.

In Grade 10 learners may choose Art as a subject to take through to matric. In Art there are two directions provided - Design and Visual Art. Design presents learners with a subject that is focused on the production of products that are functional and that have aesthetic value. Visual Arts is about self-expression and offers learners a way to engage meaningfully with, and respond to their world.

Both subjects have a practical and theoretical component. For the final matric examination learners are required to do a practical artwork, set up an exhibition that shows an overview of their progress in Grades 11 and 12 and write a three hour theoretical exam during which their skills in visual literacy are tested.

Rhenishers have a proud history of excellence in the work they do at the P J Olivier Centre for Art.

Fees for 2018

Grade 8 & 9 General Art - R2240 per year, R560 per term or R224 x 10 monthly payments
Grade 10 - 12 Visual or Design - R3000 per year, R750 per term or R300 for 10 monthly payments

Learner Support Unit

We are fortunate at Rhenish to have a well-established Learner Support Unit (LSU). The LSU was established at Rhenish over 8 years ago when the growing need to support learners academically and emotionally became a pressing issue.

The LSU aims to provide all round support (mostly in the form of emotional and academic support) to ensure our girls reach their optimum potential while at Rhenish.

The LSU has grown tremendously over the years and it has adapted and transformed in unique ways to meet the ever-changing needs of our learners.

Emotional Support

Teenagers experience tremendous challenges and our girls are not spared the heartaches and pains of growing up in this age.  Emotional support continues to be on offer from Ms Conchar, our Educational Psychologist and Ms Byrne, our school Counsellor.. The emotional support available to our learners aims not only to provide a confidential, safe space for counselling/therapy during difficult times, but also to empower and equip our girls with the skills necessary for dealing with the outside world. Personal growth and development are therefore a central focus of the emotional support we offer.

Academic Support

Not only do we only help learners who are “struggling” academically, but the unit has become more of an enrichment centre which offer skills that everyone can use to improve by a percentage or two, to enhance her performance and to be better prepared for the world of work when she leaves at the end of matric.

Time-management, study methods, reading and writing skills and note-making are some of the soft skills that are taught individually, in small groups or in regular classes called, ‘s Cool Skills, for Grade 8 and 9 learners. Peer tutoring and group work have become trusted forms of assistance and have given the Rhenish learners unique opportunities to show that they care, this being one of the trademarks of the school.

A homework centre that is open until 4pm on most days of the week, provides a perfect home-from-home base where learners can work on a Maths or reading programme, receive assistance or offer help to another learner. Research can be done and learners can viewing their finished product, provided they have printing credits.


Assistance is given to learners who have been identified as possibly having some form of a learning barrier, such as a reading problem, dyslexia or any other learning barrier identified by the WCED as a possible reason for a concession during tests and examinations to ensure that the learner is not disadvantaged.

A very detailed process according to specifications from the Department is followed. The following requirements should be adhered to in the case of a suspected learning difficulty:

  • Outside professional assessment/report
  • Collateral information proving history of the difficulty
  • Completed documentation (provided by the school)
  • Proof of previous intervention



Emotional and academic support is available to all our learners. Learners are welcome to make an appointment to see one of the support professionals, either by coming past their offices, or leaving an appointment request in the locked post-box outside their offices. Alternatively, learners and parents are welcome to email on lauren.conchar@rhenish.co.za or christelle.pretorius@rhenish.co.za; or parents may phone the school and leave a message for one of these educational professionals.

Filed under:
+27 21 887 6807 | info@rhenish.co.za
Koch Street, Krigeville, Stellenbosch
PO Box 87, Stellenbosch, 7599
(c) 2015 Rhenish Girls’ High School
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