CAPS Gr10-12

REQUIREMENTSPass of the preceding academic year
LIVE CLASSES1 Hour per week per subject
ACADEMIC SUPPORT1 Hour per week with Academic success advisor; booking with teacher as needed
INTAKEJanuary Yearly
ASSESSMENTFormal school based tasks, class tests, end term exams
COURSE DURATION 1 Year per grade (total of 3 years)
REPORTTermly Reports (1 Per Term)
INSTRUCTION LANGUAGEEnglish
SUGGESTED STUDENT AGES16-20 Yrs old
TEXTBOOK LISTCAPS

Subjects

English

The Home Language level provides for language pro cadency that reacts the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

Learning a language should enable learners to:

  • Acquire the language skills required for academic learning across the curriculum.
  • listen, speak, read/view and write/present the language with condense and enjoyment. These skills and attitudes form the basis for life-long learning.
  • Use language appropriately, taking into account audience, purpose and context.
  • Express and justify, orally and in writing, their own ideas, views and emotions contently in order to become independent and analytical thinkers.
  • Use language and their imagination to nd out more about themselves and the world around them.

 

This will enable them to express their experiences and dings about the world orally and in writing. use language 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 use language 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.

Afrikaans (First Additional Language)

Taal is ’n instrument vir denke en kommunikasie. Dit is ook ’n kulturele en estetiese middel wat mense deel om beter sin te maak van die wêreld waarin hulle leef. Die doeltreffende gebruik van taal stel leerders in staat om kennis te verwerf, hulle identiteit, gevoelens en idees uit te druk, in interaksie te tree met ander en om hul eie leefwêrelde te bestuur. Dit voorsien leerders ook van ’n ryk, kragtige en diepgewortelde stel beelde en idees wat hulle kan gebruik om hulle wêreld te verander en te verbeter. Deur taal word uitdrukking gegee aan kulturele diversiteit en word sosiale verhoudings opgebou en aangeknoop. Juis deur taal word hierdie verhoudings aangepas, verbreed en verfyn. Die Eerste Addisionele taalvlak gaan van die standpunt uit dat leerders nie noodwendig enige kennis van die taal het wanneer hulle begin skoolgaan nie. Die kurrikulum in die eerste skooljare het ten doel om die leerder se vermoë om die taal te praat en te verstaan, te ontwikkel – basiese interpersoonlike kommunikasievaardighede. in Graad 2 en 3 begin leerders om geletterdheid te ontwikkel op grond van hulle mondelinge taalverwerwing. hulle gebruik ook geletterdheidsvaardighede wat hulle alreeds in die huistaal geleer het.

Die aanleer van ’n Eerste Addisionele Taal behoort leerders in staat te stel om:

  • Taalvaardighede te verwerf wat nodig is om akkuraat en gepas te kommunikeer, met inagneming van die teikengroep, doel en konteks.
  • Die addisionele taal vir akademiese leer oor die kurrikulum heen te gebruik. Met vertroue en genot te luister, te praat, te lees / kyk, en te skryf / aan te bied.
  • Hierdie vaardighede en houdings vorm die grondslag vir lewenslange leer.
  • Eie idees, sienings en emosies, mondeling en skriftelik, met vertroue uit te druk en te regverdig ten einde selfstandige en analitiese denkers te word.
  • Die addisionele taal en verbeelding te gebruik om menslike ervarings uit te beeld en te verken. Dit sal hulle in staat stel om hulle eie ervarings en bevindinge oor die wêreld mondelings en skriftelik uit te druk.
  • Die addisionele taal te gebruik om inligting te verkry en te bestuur vir leer oor die kurrikulum heen en in ’n wye verskeidenheid ander kontekste.
  • Inligtingsgeletterdheid is ’n noodsaaklike vaardigheid in die “inligtingseeu” en vorm die grondslag vir lewenslange leer.
  • En die addisionele taal te gebruik as ’n instrument vir kritiese en kreatiewe denke.
  • Opinies oor etiese kwessies en waardes uit te druk.
  • Krities in interaksie te tree met ’n wye verskeidenheid tekste perspektiewe, waardes en magsverhoudings in tekste te herken en te bevraagteken.
  • Tekste vir ’n wye verskeidenheid doelwitte soos genot, inligting en navorsing krities te lees.

Zulu (First Additional Language)

Ulimi yisikhali sokucabanga nokuxhuma. Luphinde lube okusetshenziswayo kwamasiko nobuhle okwabelwana ngakho emphakathini othile, okwenza lowo mphakathi uqondisise indawo ohlala kuyo. Ukufunda ukusebenzisa ulimi ngempumelelo kwenza kube lula kubafundi ukuba bathole ulwazi, ukusho imvelaphi yabo, imizwa nemibono, nokuxhumana nabanye nokulawula indawo yabo. Ulimi lwenza impilo ibe ngcono kunalokhu eyikho, ibe ngokunye kunalokhu eyikho futhi icace kunalokhu eyikho. Ulimi luphinde lwenze ukuthi ukwehlukana ngamasiko nobudlelwano nokuhlalisana kwesintu kuvezwe kuphinde kwakheke, futhi yilona ulimi olwenza ukuthi lokho okusuke sekwakhiwe kuguqulwe, kunwetshwe kuphinde kucoyisiswe. Izinga loLimi lwaseKhaya linikeza ithuba lokuqhakambisa ukusetshenziswa kolimi ngempumelelo, okuyikhona okukhombisa ikhono lokuxhumana nabanye abantu okudingekayo empilweni. Leli khono liphinda lisize lapho kufundwa nezinye izifundo ezibhalwe oHlelweni lweziFundo ezidinga ukucabanga okujulile. Ekufundisweni kolimi kuleli zinga lolimi kugcizelelwa ikhono lokulalela, lokukhuluma, lokufunda kanye nelokubhala . Ngakolunye uhlangothi, kusukela eBangeni lesi-7 kuya phezulu ukugcizelela nokwabiwa kwamamaki okulalela nokukhuluma kwenziwe kwaba ngaphansi kwalawo makhono okufunda nokubhala ngoba ingcindezi yabafundi yolimi iyakhula lapho belungiselela ukuya emazingeni aphakeme emfundo nasemkhakheni womsebenzi.

Ukufunda ulimi kumele kusize abafundi ngokuthi bakwazi:

  • Ukuthola amakhono olimi adingekayo ekufundeni zonke izifundo ezisoHlelweni lokuFunda.
  • Ukusebenzisa uLimi lokwEngeza ukufunda ezinye izifundo kulo lonke uHlelo lweziFundo.
  • Ukulalela, bakhulume, bafunde/babukele babuye babhale/bethule ulimi ngokuzethemba nangenjabulo. La makhono nezimo yikho okuyisisekelo sokufunda kwempilo yonke.
  • Ukuveza nokwesekela imibono, imicabango nemizwa yabo ngokukhuluma nangokubhala ngokuzethemba ukuze bakwazi ukuzimela nokucabanga ngokuhlaziya.
  • Ukusebenzisa uLimi lokwEngeza nemicabango yabo ukuze bazazi bona ngokwabo, baphinde bazi nomhlaba abaphila kuwo. Lokhu kuzokwenza bakwazi ukukhombisa ulwazi lwabo nalokho abakufundile ngomhlaba jikelele, bekusho ngomlomo babuye babhale.
  • Ukusebenzisa ulimi ekufinyeleleni nasekwengameleni ulwazi lokufunda kulo lonke uHhlelo lokuFunda nakwezinye izimo ezinhlobonhlobo. Ulwazi lokufunda nokubhala luyikhono elibaluleke kakhulu esikhathini manje, lwakha isisekelo semfundo eqhubeka unomphela empilweni yomuntu.
  • Ukusebenzisa ulimi ukuze bakwazi ukucabanga bahlolisise, ukuveza imibono ephusile ngezinto eziphathelene nokuziphatha nalokho okungamagugu.
  • Ukusebenzisa amatheksthi anhlobonhlobo ngokuhlolisisa, abafundi bakwazi ukubona nokuphonsa inselelo ngendlela yokubona izinto, okungamagugu, ubudlelwane bamandla obutholakala phakathi kwamatheksthi, nokufunda amatheksthi ngenhloso ethile njengokuzijabulisa ukucwaninga noma ukuhlola.

Mathematics

Mathematics is a language that makes use of symbols and notations for describing numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and qualitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem solving that will contribute in decision-making. Mathematical problem solving enables us to understand the world (physical, social and economic) around us, and, most of all, to teach us to think creatively.
To develop essential mathematical skills the learner should:

  • Develop the correct use of the language of Mathematics. collect, analyze and organize quantitative data to evaluate and critique conclusions.
  • Use mathematical process skills to identify, investigate and solve problems creatively and critically.
  • Use spatial skills and properties of shapes and objects to identify, pose and solve problems creatively and critically.
  • Participate as responsible citizens in the life of local, national and global communities and communicate appropriately by using descriptions in words, graphs, symbols, tables and diagrams.

Specific Aims To develop fluency in computation skills without relying on the usage of calculators. Mathematical modeling is an important focal point of the curriculum. Real life problems should be incorporated into all sections whenever appropriate. examples used should be realistic and not contrived. Contextual problems should include issues relating to health, social, economic, cultural, scientific, political and environmental issues whenever possible. To provide the opportunity to develop in learners the ability to be methodical, to generalize, make conjectures and try to justify or prove them. To be able to understand and work with number system. To show Mathematics as a human creation by including the history of Mathematics. To promote accessibility of Mathematical content to all learners. It could be achieved by catering for learners with different needs. To develop problem-solving and cognitive skills. Teaching should not be limited to “how” but should rather feature the “when” and “why” of problem types. Learning procedures and proofs without a good understanding of why they are important will leave learners ill-equipped to use their knowledge in later life. To prepare the learners for further education and training as well as the world of work.

Physical Sciences

Physical Sciences investigate physical and chemical phenomena. This is done through scientific inquiry, application of scientific models, theories and laws in order to explain and predict events in the physical environment. This subject also deals with society’s need to understand how the physical environment works in order to benefit from it and responsibly care for it. All scientific and technological knowledge, including Indigenous Knowledge Systems (IKS), is used to address challenges facing society.

Indigenous knowledge is knowledge that communities have held, used or are still using; this knowledge has been passed on through generations and has been a source of many innovations and developments including scientific developments. Some concepts found in Indigenous Knowledge Systems lend themselves to explanation using the scientific method while other concepts do not; this is still knowledge however.

The purpose of Physical Sciences is to make learners aware of their environment and to equip learners with investigating skills relating to physical and chemical phenomena, for example, lightning and solubility. Examples of some of the skills that are relevant for the study of Physical Sciences are classifying, communicating, measuring, designing an investigation, drawing and evaluating conclusions, formulating models, hypothesizing, identifying and controlling variables, inferring, observing and comparing, interpreting, predicting, problem-solving and reflective skills. Physical Sciences promotes knowledge and skills in scientific inquiry and problem solving; the construction and application of scientific and technological knowledge; an understanding of the nature of science and its relationships to technology, society and the environment.

Physical Sciences prepares learners for future learning, specialist learning, employment, citizenship, holistic development, socio-economic development, and environmental management. Learners choosing Physical Sciences as a subject in Grades 10-12, including those with barriers to learning, can have improved access to: academic courses in Higher Education; professional career paths related to applied science courses and vocational career paths. Physical Sciences plays an increasingly important role in the lives of all South Africans owing to their influence on scientific and technological development, which are necessary for the country’s economic growth and the social wellbeing of its people. Six main knowledge areas inform the subject Physical Sciences.
These are:
• Matter and Materials
• Chemical Systems
• Chemical Change
• Mechanics
• Waves, Sound and Light
• Electricity and Magnetism

Mathematical Literacy

The competencies developed through Mathematical Literacy allow individuals to make sense of, participate in and contribute to the twenty-first century world a world characterized by numbers, numerically based arguments and data represented and misrepresented in a number of different ways. Such competencies include the ability to reason, make decisions, solve problems, manage resources, interpret information, schedule events and use and apply technology. Learners must be exposed to both mathematical content and real-life contexts to develop these competencies.

Mathematical content is needed to make sense of real-life contexts; on the other hand, contexts determine the content that is needed. The subject Mathematical Literacy should enable the learner to become a self-managing person, a contributing worker and a participating citizen in a developing democracy. The teaching and learning of Mathematical Literacy should thus provide opportunities to analyze problems and devise ways to work mathematically in solving such problems. Opportunities to engage mathematically in this way will also assist learners to become astute consumers of the mathematics reflected in the media. There are five key elements of Mathematical Literacy.

There are five key elements of Mathematical Literacy:

  • Mathematical literacy involves the use of elementary mathematical content.
  • Mathematical literacy involves authentic real-life contexts.
  • Mathematical literacy involves authentic real-life contexts.
  • Mathematical literacy involves decision making and communication.
  • Mathematical literacy involves the use of integrated content and/or skills in solving problems.

Life Sciences

‘Life Sciences’ is the scientific study of living things from molecular level to their interactions with one another and their environments. To be accepted as a science, it is necessary to use certain methods for broadening existing knowledge, or discovering new things. These methods must lend themselves to replication and a systematic approach to scientific inquiry. The methods include formulating hypotheses and carrying out investigations and experiments as objectively as possible to test these hypotheses. Repeated investigations are carried out and adapted. The methods and results are analysed, evaluated and debated before the community of scientists accepts them as valid. Knowledge production in science is an ongoing endeavor that usually happens gradually but, occasionally, knowledge and insights take a leap forward as new knowledge, or a new theory, replaces what was previously accepted. As with all knowledge, scientific knowledge changes over time as scientists improve their knowledge and understanding and as people change their views of the world around them. Scientific investigations are mostly about things that are poorly understood or not understood at all. Scientists are frequently involved in debates and disagreements. As more people take on such investigations, they tend to reach consensus about the ways in which the world works.

The science theory that is taught in schools has been tested and is generally accepted. A good teacher will inform learners of debates and arguments among the scientists who were the first to investigate a phenomenon. Scientists continue to explore the unknown. They tackle questions to which no-one has definite answers, such as: ‘Why is the climate changing?’; ‘What is causing the universe to expand?’; ‘What causes the Earth’s magnetic field to change?’; and ‘What, exactly, is the human mind?’. No one knows for sure

By studying and learning about Life Sciences, learners will develop:

  • Their knowledge of key biological concepts, processes, systems and theories.
  • An ability to critically evaluate and debate scientific issues and processes.
  • Greater awareness of the ways in which biotechnology and knowledge of Life Sciences have benefited humankind.
  • An understanding of the ways in which humans have impacted negatively on the environment and organisms living in it
  • A deep appreciation of the unique diversity of past and present biomes in Southern Africa and the importance of conservation
  • An awareness of what it means to be a responsible citizen in terms of the environment and life-style choices that they make
  • An awareness of South African scientists’ contributions.
  • Scientific skills and ways of thinking scientifically that enable them to see the flaws in pseudo-science in popular media
  • And a level of academic and scientific literacy that enables them to read, talk about, write and think about biological processes, concepts and investigations.

Business Studies

The subject Business Studies deals with the knowledge, skills, attitudes and values critical for informed, productive, ethical and responsible participation in the formal and informal economic sectors. The subject encompasses business principles, theory and practice that underpin the development of entrepreneurial initiatives, sustainable enterprises and economic growth.

Business studies will ensure that learners:

  • Acquire and apply essential business knowledge, skills and principles to productively and profitably conduct business in changing business environments
  • Create business opportunities, creatively solve problems and take risks, respecting the rights of others and environmental sustainability.
  • Apply basic leadership and management skills and principles while working with others to accomplish business goals
  • Are motivated, self-directed, reflective lifelong learners who responsibly manage themselves and their activities while working towards business goals; are committed to developing themselves and others through business opportunities and ventures.
  • Are able to secure formal employment, and are in a position to pursue sustainable entrepreneurial and self-employment career pathways.

Information Technology

Information Technology is the study of the various interrelated physical and non-physical technologies used for the capturing of data, the processing of data into useful information and the management, presentation and dissemination of data. Information Technology studies the activities that deal with the solution of problems through logical and computational thinking. It includes the physical and non-physical components for the electronic transmission, access, and manipulation of data and information.

In Information Technology a learner will:

  • Use appropriate techniques and procedures to plan solutions and devise algorithms to solve problems using suitable techniques and tools.
  • Understand and use appropriate communication technologies for information dissemination.
  • Appreciate and comprehend the various systems technologies used in the developing of a computer-based system.
  • Understand that all ICT systems are built upon software engineering principles.
  • Understand and use Internet technologies for various tasks.
  • Comprehend and apply the concepts of data and information management to understand how a knowledge-driven society functions.
  • Understand the social implications of ICTs and how to use ICT technologies responsibly.

Life Orientation

Life Orientation is the study of the self in relation to others and to society. it addresses skills, knowledge, and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity, careers and career choices. These include opportunities to engage in the development and practice of a variety of life skills to solve problems, to make informed decisions and choices and to take appropriate actions to live meaningfully and successfully in a rapidly changing society. it not only focuses on knowledge, but also emphasizes the importance of the application of skills and values in real-life situations, participation in physical activity, community organizations and initiatives.

Life Orientation is one of the four fundamental subjects required for the National Senior Certificate, which means that it is compulsory for all learners in Grades 10, 11 and 12. it is a unique subject in that it applies a holistic approach to the personal, social, intellectual, emotional, spiritual, motor and physical growth and development of learners. This encourages the development of a balanced and confident learner who can contribute to a just and democratic society, a productive economy and an improved quality of life for all.

Life Orientation aims to:

  • Guide and prepare learners to respond appropriately to life’s responsibilities and opportunities
  • Equip learners to interact optimally on a personal, psychological, cognitive, motor, physical, moral, spiritual, cultural and socio-economic level.
  • Guide learners to make informed and responsible decisions about their own health and well-being and the health and well-being of others.
  • Expose learners to their constitutional rights and responsibilities, to the rights of others and to issues of diversity.
  • Equip learners with knowledge, skills and values to make informed decisions about subject choices, careers, additional and higher education opportunities and the world of work.
  • Expose learners to various study methods and skills pertaining to assessment processes and expose learners to an understanding of the value of regular participation in physical activity.

Geography

Geography is the study of human and physical environments. it is a subject that combines topics related to physical and human processes over space and time. With the use of Geography, we can better understand our complex world.

There are many branches of study in Geography. For example, in Physical Geography, we examine natural processes and features, including the atmosphere, landforms and ecosystems. in human Geography, we investigate the activities and impact of people on Earth. The concept that unifies Geography is space. All geographical phenomena have a spatial dimension and operate in a continuously changing environment.

During Grades 10, 11 and 12 learners are guided towards developing the following knowledge, skills and attitudes:

  • Explaining and interpreting both physical and human geographical processes.
  • Describing and explaining the dynamic interrelationship between the physical and human worlds
  • Developing knowledge about where places are, and the nature of a range of different places at different scales.
  • Practicing essential transferable skills – literacy, numeracy, oracy and graphicacy.
  • Promoting the use of new technologies, such as information Communication Technology (iCT) and Geographical information Systems (GiS).
  • Developing a commitment towards sustainable development.
  • Creating awareness and sensitivity to inequality in the world.
  • Outering empathy, tolerance and fairness; and making and justifying informed decisions and judgements about social and environmental issues.

History

History is the study of change and development in society over time. The study of history enables us to understand how past human action affects the present and influences our future, and it allows us to evaluate these effects. So, history is about learning how to think about the past, which affects the present, in a disciplined way. History is a process of enquiry. Therefore, it is about asking questions of the past: What happened? When did it happen? Why did it happen then? What were the short-term and long-term results? It involves thinking critically about the stories people tell us about the past, as well as the stories that we tell ourselves.

The study of history also supports citizenship within a democracy by:

  • Upholding the values of the South African Constitution and helping people to understand those values.
  • Reflecting the perspectives of a broad social spectrum so that race, class, gender and the voices of ordinary people are represented.
  • Encouraging civic responsibility and responsible leadership, including raising current social and environmental concerns.
  • Promoting human rights and peace by challenging prejudices that involve race, class, gender, ethnicity and xenophobia
  • And preparing young people for local, regional, national, continental and global responsibility.

The specific aims of history are to create:

  • An interest in and enjoyment of the study of the past.
  • Knowledge, understanding and appreciation of the past and the forces that shaped it.
  • The ability to undertake a process of historical enquiry based on skills.
  • And an understanding of historical concepts, including historical sources and evidence.

Tourism

In the subject Tourism learners will study different types of tourists and the purpose of their travelling; the different tourism sectors, with special reference to transport, hospitality, travel organizing and support services, and the attraction sector map work; foreign exchange concepts and the buying power of different foreign currencies; the influence of world time zones on travel; South Africa and the SADC countries as tourism destinations; world famous icons and World Heritage Sites; sustainable and responsible tourism; marketing of tourism products; technology in tourism; customer care and the value of service excellence and tour planning.

Accounting

Accounting focuses on measuring performance, and processing and communicating financial information about economic sectors. This discipline ensures that principles such as ethical behavior, transparency and accountability are adhered to. It deals with the logical, systematic and accurate selection and recording of financial information and transactions, as well as the compilation, analysis, interpretation and communication of financial statements and managerial reports for use by interested parties.

The subject encompasses accounting knowledge, skills and values that focus on the financial accounting, managerial accounting and auditing fields. These fields cover a broad spectrum of accounting concepts and skills to prepare learners for a variety of career opportunities.

Accounting learners will be able to:

  • Record, analyze and interpret financial and other relevant data in order to make informed decisions.
  • Present and/or communicate financial information effectively by using generally accepted accounting practice in line with current developments and legislation.
  • Develop and demonstrate an understanding of fundamental accounting concepts.
  • Relate skills, knowledge and values to real-world situations in order to ensure the balance between theory and practice, to enter the world of work and/or to move to higher education, and to encourage self-development.
  • Organize and manage own finances and activities responsibly and effectively.
  • Apply principles to solve problems in a judicious and systematic manner in familiar and unfamiliar situations, thus developing the ability to identify and solve problems in the context of the various fields of Accounting.
  • Develop critical, logical, and analytical abilities and thought processes to enable learners to apply skills to current and new situations.

Develop the following characteristics:

  • Ethical behavior sound judgement thoroughness orderliness accuracy neatness.
  • Deal confidently with the demands of an accounting occupation manually and/or electronically.
Choosing the correct curriculum for a student is crucial as it shapes their educational experience, aligns with their learning style, and prepares them for future academic and career opportunities.
The British International Curriculum emphasizes flexibility, critical thinking, and a global perspective, offering various pathways like the IGCSE and A-levels. In contrast, the South African CAPS (Curriculum and Assessment Policy Statement) is more prescriptive, focusing on a standardized approach with a strong emphasis on local context and practical skills development.

Early Years

Designed for 5 to 6-year-olds

The British International Early Years program initiates an engaging educational path for learners. it establishes a robust foundation at the start of their academic careers, preparing them to advance to subsequent international phases.

Lower Primary

Designed for children aged 7 to 9

The British International Primary program initiates an engaging educational path for learners. it establishes a solid base at the start of their educational journey, setting the stage for their advancement into subsequent international phases.

Upper Primary

Designed for 10 to 12 year old's

The British International Upper Primary program initiates an engaging educational path for learners. it establishes a robust foundation for students at the intermediate stage of their education, preparing them for the subsequent international phase.

Lower Secondary

Designed for 13 to 15-year-olds

The British International Lower Secondary program initiates an engaging educational path for learners. it lays a solid groundwork for students in the senior phase of their education, preparing them for the subsequent iGCSE level.
 

iGCSE

Designed for 16 to 17-year-olds

The British International GCSE program propels learners forward on an engaging educational path. it lays a solid groundwork for students progressing to advanced international levels.

AS/A Levels

Designed for 18 to 19-year-olds

The British International AS level program propels learners forward on a dynamic educational path. it offers a concluding year (12th grade) before progressing to tertiary education. The British International A level program, an additional year (13th grade) of schooling, equips students with a competitive edge for entering demanding university programs.
 

Grade 10-12

Designed for students aged 16 to 19

The National Senior Certificate (CAPS) program serves as South Africa's curriculum for Grades 10 through 12. it offers the concluding three-year phase of secondary education prior to pursuing higher education.

Wingu Academy's Hybrid Schooling Option

At Wingu Academy, we provide diverse schooling options tailored to your needs. Our hybrid schooling option, available in Centurion (Gauteng) and the Southern Suburbs (Western Cape), combines the flexibility of online education with the stability of a traditional brick-and-mortar school.

Wingu Southern Suburbs Campus

24 Cornwall Street, Lakeside, Muizenberg