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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

We look back on our journey to leverage ICT in the learning process at Rhenish and consider how many steps we have taken this year, although at the same time we have to think about how many steps there are ahead too!  ICT never sleeps – it seems that everything is rushing forwards really quickly, and now that we have stepped into this journey, it keeps the whole team running all the time!

Our ICT programme at Rhenish is divided into two overall parts, each headed by one of the Deputy Principals:

  1. eSafety and Technical Infrastructure, headed by Angela Sarga
  2. elearning which includes teacher and learner development, educational material, and processes, headed by our new Deputy Head - Rika Kroon.

Both of these streams have been really busy.  On the technical side we have expanded the wifi service and doubled the amount of internet bandwidth available to the school.

On the educational side the teachers have really made huge strides in leveraging the Learning Management System (GoogleClass), which is one of the largest and fastest growing LMSs in the world.  GoogleClass is the place where teachers store all of the class material, and from where the class presentations are delivered, homework scheduled, and, in the future, from where tests and assignments will be scheduled and testing performed.

We must note that it typically takes 2 to 3 years for a teacher slowly to convert class planning and lessons into digital format, and then to enrich it with digital content and to then set up the scheduling, homework and assignments, and create communications forums for each grade and subject with which they deal.  To this end there is training available, but in between all of this “extra” work, the teachers also actually have to teach the classes, mark the work, and figure out what to update.  They also have to trawl through material on the internet – there is really a huge amount of interesting educational material - and they have to look through it, select the most appropriate material, ensure that it is not copyrighted, then check that it really matches the syllabus they are delivering.

All the small changes to the syllabus also drive a need for regular reviews of the above.  There are MANY apps available too – these have to be reviewed for usefulness and content, and then tested.  We found that one of the apps 2 years ago had been compromised at the distribution location online, and contained malware – so this has to be checked too.

In general, we are doing all of this to prepare our learners effectively to deal with a digital world.  They need to learn to obtain their information online, safely, and from reputable sources.  We also need them to understand how fast the world is evolving, and help them learn to stay up to date, and relevant to that world.  Knowing that it is not just the knowledge they gain at Rhenish, but how well we prepare them to deal with new knowledge from new sources, and make informed decisions is an important dimension for us.  The learners aren’t always aware of this and sometimes it may seem to them that they are just going through relatively boring material (when they would rather be looking at more stimulating social media feeds), but both have a place.  Similarly it is important for them to learn the meaning of plagiarising, and how to avoid that, and reference other authors properly, without violating copyright.

There have been many questions too about when the school may advocate the use of laptops rather than tablets.  We still have a way to go in this regard and, since we are not yet expecting that assignments be performed or any testing other than multiple-choice formats, we are not yet suggesting this option for general learner use.  In addition, tablets still have a reasonable lifespan and capability – laptops require MUCH more support and administration and are more susceptible to malware and virus problems.  Laptops tend to be somewhat heavier too, and more battery intensive, apart from being more prone to damage from dropping and regular schoolbag journeys.

One of the really important aspects of our eLearning journey is bringing discipline to the use of digital tools.  Every year, every learner and teacher has to sign the Acceptable Use Policy (and now parents will too), and this dictates what is considered responsible use of technology at the school, and what the consequences may be if used outside of these guidelines.  Only after this policy is signed, is a password issued for access to the various school systems.  By experiencing this in the educational phase of their life and setting expectations, we hope that the girls will register and apply similar discipline in their non-school life, and be mature and ready to deal with similar responsibility when they finish school and move towards higher education and employment.

Although ICT use in education does not typically deliver changed scores in subjects, it is often recognised that it helps children to have longer term retention, know where to find trustworthy answers to their questions, and places them in a better position for understanding the context of problems and solutions, rather than just memorising facts.

We look forward to the journey continuing.

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 2019

Grade 8 & 9 General Art - R2400 per year, R600 per term or R240 x 10 monthly payments
Grade 10 - 12 Visual or Design - R3300 per year, R825 per term or R330 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 almarie.nel@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.

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+27 21 887 6807 | info@rhenish.co.za
Koch Street, Krigeville, Stellenbosch
PO Box 87, Stellenbosch, 7599
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