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www.hiltoncollege.com |
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www.hiltoncollege.com |
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Academic Information
Afrikaans |
Art | Accountancy
| Biology | Information
Technology
English | French | Geography |
History | Technology
The Library and Information Centre | Mathematics |
Music
Physical Science |
Scripture | Speech and Drama | Zulu
For academic purposes the school is seen as
having two sections:
- Form I & II (Grades 8 and 9)
- Form III, IV & V (Grades 10-12)
FORM I (Grade 8/Std 6) & FORM II (Grade 9/Std 7)
Almost all boys enter the school in these two forms and here the aim is to lay a broad foundation for a boy's later academic career.
An attempt is made to introduce boys to as many subjects as possible, so that when they have to choose subjects for a matriculation course at the end of the Form II year, boys will have had experience of the subjects they choose and staff will have some idea of a boy's ability to handle the chosen subjects. Most subjects are taught in mixed ability classes, but in Form II, one or two subjects are set according to ability.
Boys are also exposed to other areas of a more general nature in the form of subjects such as Scripture, Physical Education, Counselling, Information and Communication Technology, Design Technology, Media Education, Drama, Art and Music. For able boys, there are adequate opportunities for extension, either within Departments, or within the school, while help is given to less able boys and a part-time remedial teacher is available.
This programme is organised according to the Learning Areas as laid down by the Department of Education in the Revised National Curriculum Statement, and culminates in the writing of the General Education and Training Certificate (GETC), a national qualification administered by the Independent Examination Board (IEB).
At the end of Form II, after career guidance from the School Counsellor, a boy chooses his matriculation subjects and enters the Senior School.
FORM III (Grade 10/Std 8), FORM IV (Grade 11/Std 9)
& FORM V (Grade 12/Std 10)
The course here follows the subject syllabuses laid down by the Independent Examining Board and leads to a National Senior Certificate (NSC), and the possibility of qualification for entry to university.
At this stage almost all subjects are taught in classes set according to ability. Boys choose six subjects for their matriculation course. In addition, some boys take Advanced Mathematics and/or Computer Studies as a seventh subject. Various enrichment modules are offered in Form III to widen a boy's educational experience.
Ms K Schroeder (HOD), Mrs. L.S. McMillan, Mr. A.P. Durnford, Mr D. Veenstra, Mrs M. Vlok, Mr. P. de Lisle, Mr. J. Niven.
General Aims: To promote the pupil's ability to communicate
in English confidently and effectively. To promote the pupil's intellectual, emotional and
social development. To extend his ability to observe, discriminate and order his thoughts
coherently. To help the pupil to understand himself so that he may live more fully,
consciously and responsibly.
English is a compulsory subject for all boys at Hilton College
Mr. P.K. Ramnarain (HOD), Mr. A.E. van
der Watt , Mr. J.H.B. Strydom,
Mr. E. Brown, Mr D Scheepers
General Aims: To teach the necessary skills to the pupil to communicate effectively, both orally and by means of the written word. To encourage a positive attitude towards the language and provide some background and insight into the Afrikaans culture which plays a part in our South African heritage. To make pupils aware of the practical need in South Africa, for proficiency in Afrikaans. To make people aware of the vast numbers of people in South Africa, of all races, who use Afrikaans as a means of day-to-day communication. To emphasize oral work and allow pupils to build up confidence when speaking the language. To promote in the pupils awareness of the fact that Afrikaans is a young, dynamic language that is constantly changing, and that, apart from the "pure" Afrikaans that is taught, there are various other forms of the spoken language that also have their place in South Africa.
Mrs. R. Kelly (HOD), Mr. S. Pillay, Mr. P.Guthrie, Mr A Lewis, Mr TJ Mills, Dr JE Maritz, Mr M Werth, Mrs E Wisdom
Aims: To develop a love for, an interest in, and a positive
attitude towards mathematics, by presenting the subject meaningfully and imaginatively. To
enable pupils to gain mathematical knowledge and proficiency. To develop clarity of
thought and the ability to make logical deductions. To develop thinking skills,
problem-solving skills and life skills in a mathematical environment. To develop the
ability of the pupils to use mathematical knowledge and methods in other subjects and in
their daily life. To provide basic training for future study careers.
Mathematics is at present a compulsory subject for all boys at Hilton College.
PHYSICAL SCIENCE (Physics and Chemistry)
Mr B Nozaic (HOD), Mr. M Green, Mr D van Wyk, Mr N Robert
Aims:To provide a certain knowledge, and comprehension of both physics and chemistry as intellectual pursuits and as a developing technology; to develop the use of scientific language and understanding; to develop certain skills, techniques and methods within the laboratories; to develop desirable scientific attitudes; to introduce certain scientific explanation of phenomena within the orderly framework of concepts, laws and theories; to introduce certain applications of science in industry and everyday life, and to consider the implications for society in the future; to be aware of the historical developments and achievements in science.
Mrs T.L. Mackenzie (HOD), Mr P.D. Ducasse, Mr D.F. White, Mr
E. Steenkamp.
Aim: To equip the pupils with the necessary skills and understanding of
the Biological Sciences, so that they will be able to apply this
knowledge to every day situations. Fundamental to the aim of the subject
is to develop an interest and passion for the Biological Sciences.
Biology is taught throughout the school. It may be taken with Physical
Science for those who are interested in science-based subjects and
careers, or without Physical Science for those who want to include a
science but are not mathematically strong. Biology is an important
subject in the school curriculum because of its great relevance. No
pupil can consider himself to be educated, who does not understand
something of the working of his own body and who cannot think
intelligently about some of the major problems of the age such as
genetic engineering, population dynamics, resource management and
conservation. It is probably because of its relevance that Biology has
over the years been listed as one of the most enjoyed subjects as well
as one in which the pupils have achieved a high percentage of
distinctions.
Mr F Morgan (HOD), Mr. M Perrett, Mr G Thomson,
Mr M Mill,
Ms K Almond
AIMS: Modern Geography is no longer concerned with facts and figures characterising other countries, but is orientated towards scientific analysis and evaluation of the inter-action between man and his social and physical environment. This analysis and evaluation has led to the development of experience-centered education where the pupil learns to cope with problems of the world noted for its rapid changes and constant evolution, and is thus very much a humanities subject.
Naturally, as a part of their investigations, there are facts to be learned and concepts to be understood. Today's geographic world encompasses, among other disciplines, demographics (or population), economics, politics, sociology, climatology, geomorphology, meteorology and ecology. It is a dynamic, interesting and stimulating subject - a far cry from the Geography most adults experienced at school. There is great emphasis on the environment, and the adverse effects that man has on the environment. Information Technology, and in particular Geographical Information Systems (GIS), are now an essential part of the curriculum. At Hilton College the boys are involved in the development of a GIS system for the school estate, incorporating the use of GPS and other exciting new technologies.
Mr A Douglas (HOD), Mr. D.R. Hammond, Mr J. Niven
AIMS: History is not a list of facts. It is true that a narrative is essential to make History meaningful, but there is more to it than just a story. History, as we see it at Hilton, is a systematic mode of enquiry, a way of investigating the past. This ordered study requires the acquisition and use of skills which have a value and usefulness in other areas of life.
We believe that every school leaver should possess some historical knowledge and perspective, some understanding of how our country, and our world, came to be where they are now. The pupil should understand the principles of cause and consequence and he should be able to extract information from evidence of all kinds. These are all skills much needed in modern society, whose bases are changing radically and constantly. History,however, has more to offer than this. History is about men and women. Humans have not changed materially over the centuries, so History is the humane study par excellence. It will be a sad day when it is no longer relevant to study humanity. One learns from History that men's motives may not be either what they declare them to be, nor even what they genuinely believe then to be . History involves a critical examination of sources of information. What could be more relevant in a society bombarded by the media from breakfast till the "all night show"?
For a democratic society, History has an even greater importance. If we want pupils to develop understanding and to be adaptable in a changing world, we must offer them unlimited opportunity for disputing the point of view of others. History provides this in a form that can only benefit the debator. It cannot damage the subject because the subject is in the past. Through historical studies the pupil is conditioned to reason from evidence rather than accept unquestioningly the views of others. History requires personal involvement and interaction with people in the past, on the basis of critical examination of evidence. There can be no acceptance of prejudiced pre-assumed judgments. It is our belief that our pupils should go out to live their own lives in society on the same basis. History is the ideal preparation for life for it is the objective study of man in society.
Ms HL Peel (HOD), Ms M von Maltzahn, Ms I Guillot Montaner (part-time)
The course begins in Form 1 or 11, when pupils are taught how to construct simple sentences and to ask and respond to simple questions.
This ability is further developed in Form 11, where half the year is spent learning
grammatical skills and increasing vocabulary, and the other half in communicating orally.
A lot of role play is done, thus giving the boys enough confidence to communicate with
people in France in such situations as purchasing goods, asking for direction etc.
The younger boys also complete a project on France which enables then to understand more
fully the people and culture of the country.
Rev K.C. Robertson (Resident Chaplain)
Scripture is taught from Form 1 to Form 1V. The aim is to develop an informed and critical understanding of the religious/spiritual dimension of life, within a Christian framework and relevant to the developing adolescent. Videos and books provide the basis for discussion-orientated classes that draw on the individual's experience and perspective.
Each term has a theme, allowing for four different themes a year: Aspects of the Bible; Discipleship issues; Comparative issues; Individual/personal issues. There is also a separate Confirmation course (including camp) that prepares candidates for this important event in their spiritual life and growth.
Mrs. D.J. Veenstra (HOD) Mr B Dodd
Art tries to temper the fields of purely convergent formal education. We stress the need for full commitment and balance between divergent and convergent thought processes in order to avoid narrow-mindedness/tunnel vision. We can catch glimpses of what is possible if this harmony is achieved in people like Leonardo da Vinci and Albert Einstein. The "universal man", the Humanist, is what we strive for.
In summary we don't train artists per se, rather we use art as a medium to inculcate an attitude of values so that society has more creative workers.
Mrs. M. Davidge (HOD) (part-time)
Speech and Drama offers the individual the opportunity to explore and discover himself. He IS the subject, and the process whereby he discovers and expresses the essential quality of his Being, is experience.
The concept of attainment of Self Actualization is very satisfying but sounds abstract. There are, however, clearly-defined criteria. The prescribed areas of study are: Principles of Drama; Principles of Speech; Theatre History; Movement and Drama and Speech Practical.
Mr. PJ Dippennaar - Director of Music, Mr A Odendaal, Mr B Udal
Music is offered as both an academic and non academic course. The non-academic course is taken by all boys in Forms 1 and 11. The content is flexible and variable, but stress is laid on attempting to develop the capacity for knowledge listening, thereby increasing comprehension of, and sympathy for, music is general, and more specifically, the Western tradition of the last 350 years.
The academic course, commencing in Form III, is available as one subject of the six a boy offers for matriculation purposes. Any practical instrument recognized by UNISA or the British Examining Boards may be studied. One instrument only is required for examination purposes. A prospective candidate must be at approximately Grade 4 level on his practical instrument before he considers music as a matric option. In conjunction with practical work, history, harmony, counterpoint and elementary composition comprise the theoretical and written part of the course.
Individual tuition is available to boys in piano, pipe-organ, folk-guitar, clarinet, saxophone, flute and any brass instrument.
Mr. B.D. MacLachlan (HOD)
Hilton College has opted to offer Information Technology as the subject which replaces Computer Studies in the new curriculum. This challenging course offers boys an in-depth look at various aspects of computing, most notably programming, but also including some understanding of hardware and commonly used software. Because of the nature of the course, there is an entrance requirement of 70% for Mathematics and English.
THE LIBRARY AND INFORMATION CENTRE
Mrs. M. Durnford - Librarian, Mrs L. Smythe (part-time), Mrs A. Nkosi
Location:
The Hilton College Library and Information Centre is located on the top
floor of the Centenary Centre.
Opening Hours:
Monday - Thursday 7:30 - 16:30 and 18:45 - 21:00
Friday 7:30 - 16:00 and 18:45 - 21:00
Saturday 7:00 - 8:15
Sunday: 9:30-12:30
Teachers may book the venues - Library (Main Area), Reading Room or Computer
laboratory - for reading or class research. Bookings are made on EZBook on
our website. Pupils needing to use the venues during the evenings need to
have a permission slip, signed by both their subject teacher and
housemaster.
Library Monitors - volunteers from Forms 2 to 4 - assist with desk duties
and evening opening.
Borrowing Procedures:
Pupils may borrow four books at a time
Most books may be borrowed for three weeks
Holiday loans are allowed, with the exception of the Christmas holiday
Reminders are sent for overdue books
Replacement charges are made after five reminders
Collections:
The Library offers a wide-ranging selection of books both new and old, a
collection leisure reading, magazines, a pamphlet collection, and an
information clippings file. A collection of video- and audio-tapes is also
held, as well as CD-ROMs.
Photocopier and Laminator:
Photocopying and laminating facilities are available at very reasonable
prices
The Library and Information Centre is automated, and the catalogue reflects
our holdings. There are three OPACs available for searches.
All Form 1 boys are required to take part in the Passport to Reading Programme.
Mr P de Lisle (HOD), Mr M Green, Mr N Robert
In this learning area, boys are exposed to Design Technology (DT), and Information and Communication Technology (ICT). In DT, they get to design and make various items following the stages of the design process. They learn practical, hands-on skills, theory relating to gears, levers and pulleys, and, perhaps most importantly, they learn to think in a technological, problem-solving manner.
In ICT, they learn basic computer skills, while working on projects related to the Technology learning area. The Hilton approach to ICT is outlined below:
We live in an information society. Access to information is the source of power. The information age requires a customised approach to education, and involves teaching information management rather than content. Content is the vehicle which allows learners to practice their skills. This doesn’t just mean "computer literacy". It means integrating the power of technology into our teaching of skills so that those basic skills are learned more effectively. The focus is, therefore, on the cognitive and academic skills, rather than the technology. Ideally, the computers should be transparent to both the teachers and the boys, a normal part of any (but not every!) lesson.
The skills we teach can be grouped into three broad areas. These form an information management process which all subjects can subscribe to. Different subjects can contribute skills which are more relevant at different points in the process (e.g. The library might be involved in teaching about Stage 1, gathering information; Maths might be more involved in stage 2, processing information, while Art might concentrate on stage 3, presentation of information). Equally a particular teacher might choose to focus more on one area than another while teaching a particular skill. The overall idea is to develop an integrated set of skills which allow learners to fit together all their different learning experiences in the different subjects.
IT can play a role in facilitating the learning of these cross-curricular, trans-disciplinary skills. Some of these skills can be very effectively taught with the assistance of computers.
Ms A Kriel (HOD), Mr M Todd, Mr B Anderson, Mr P Singh (part-time)
Accounting is much more than the recording of financial data. The subject also includes the analysis, interpretation and evaluation of financial information and includes sections on business ethics, auditing and managerial and cost accounting.
The approach today is to link education more
closely to the real world and students and expected to learn the skills
needed to access, criticise, analyse and practically apply financial and
managerial knowledge, rather than simply absorb and repeat it. In order that
students can relate what they learn to the world around them we use a more
case study approach where pupils learn how to identify problem areas within
a business and come up with innovative solutions to problems or make
decisions as to whether or not to invest in the business.
At Hilton College we like to expose our pupils to business and financial
concepts through the use of games, and simulations and we aim to not only to
teach financial literacy and intelligence but to also include the teaching
of investing skills so that the boys will to learn how to build up an asset
portfolio in the hope that this will give them financial independence.
Mr E A Brown (HOD), Mr S Mkhize
ZULU
AIMS:
1. Pupils are introduced to the Zulu language, or their existing knowledge
is built upon, to develop a basic competence in communicating in Zulu at a
simple level. The pupils are also taught to read and write Zulu correctly.
2. To develop an interest in and appreciation of the Zulu language.
3. To introduce pupils to aspects of Zulu culture, traditions and history,
which will be useful to them in communicating with Zulu speakers.
4. To remove any historical prejudice caused by a lack of understanding of
the Zulu people as a result of the inability to communicate with them.
THE BEGINNERS’COURSE IN FORM 1 & 2 (Grades 8 & 9)
I their first year at Hilton College, all boys take Zulu, unless they select
French and Afrikaans as their additional languages. This course is offered
to beginners, to those who speak some Zulu, and boys who have studied it
previously at school. The course offered is based on the
thematic/communicative approach to language teaching where the emphasis is
on the spoken language used in everyday situations Oral work in the form of
dialogues, conversations and play acting forms the basis of the course.
We use Sanibona I and II as guidelines textbooks, but much of the time is
spent doing oral work, practicing and gaining confidence in the language and
also studying Zulu culture and traditions. An examination will be written at
the end of the course to give an indication of the progress made. At the end
of Form 1, pupils can select Zulu as their second language, which they will
take to Matric; or they can opt for Zulu as a third language until the end
of Form 2.
THE ADVANCED COURSE: FORM 2 (GRADE 9) THIRD LANGUAGE
Boys who have done a beginners’ course in Form 1 at Hilton College will be
encouraged to take the advanced course in Form 2 where they will study
Sanibona II. There is a cultural component in all grades and this helps to
develop understanding, build bridges and an appreciation of Nguni culture,
which is generally very different from the Anglo-Saxon culture. This
culminates in visits to Zulu cultural homesteads where many of the topics
are demonstrated or experienced in real life.
GRADE 10 to 12 (FOR SECOND LANGUAGE PUPILS)
In Grade 10 pupils will intensify their study of the language and a wide
range of grammatical skills will be taught in grades 10 to 12 to equip them
for the matriculation examination where the four basic components of the
language will be tested:
• Reading
• Writing
• Listening
• Speaking
As with any IEB Second Language, the examination will involve a strong oral
component, the study of set books in class as well as some private reading
and the submission of a portfolio of written work done in Matric. They write
two examination papers in Grade 11 and 12 which are two hours long and
comprise a general paper, as well as a literature paper. The marks for these
two papers are added to their portfolio mark and their oral evaluation.