Departments
Management
Senior Management Team
Verna Vorster
Principal
Nthabiseng Ntuping
Deputy Principal
Thatokeaone Nicola
Deputy Principal
Departmental Heads (DH)
Grace Masisi
Masego Nappie
Rebone Morakile
Gesina Stander
Kelebogile Mohlomi
Maureen Motsabi
Hannetjie Steyl
Admin
Noxolo Ntho
Receptionist
Dorothy Mkhontwana
Financial Clerk
Vacant
General Clerk
Admin Block
General Clerk
Support Centre
Busisiwe Tlhakudi
Cleaner
Foundation Phase
a) Mainstream
Susan Pala
Grade R
Dora Makone
Grade 1A
Ivy Levono
Grade 1B
Grace Masisi
DH & Grade 2A
Ketlhoilwe Moete
Grade 2B
Matsidiso Lesenyeho
Grade 3A
Patricia Sekoere
Grade 3B
Sipi Mako
Caretaker
Suzan Phutha
Caretaker
Suzan Seipati Bulane
Caretaker
b) Learner Support Section
Masego Nappie
Departmental Head
Segomoco Malope
Grade 2 LSS
Mahali Kgatlane
Grade 3A LSS
Ntshadi Tlali
Grade 3B LSS
Ntholi Lefuo
Grade 4 LSS
Suzan Seipati Bulane
Class Aid
This section is for learners aged 7 to 12 years. A slower approach to learning is followed. Development and pace of each learner is considered. Our aim is to help our learners to develop confidence and independence to be able to integrate into the community.
Intermediate Phase
a) Mainstream
Christina Rafoneke
Grade 4A
Shirley Dibeco
Grade 4B
Mamello Nkoane
Grade 5
Thatokeaone Nicola
DH & Grade 6
Caretaker
This section follows the main stream curriculum. It is often quite an adjustment for the children when they enter this phase. This phase sets the trend for the rest of their schooling career.
In this phase the children are introduced to subject teaching. They no longer have one teacher that teaches them one subject. They now have a teacher for every subject. They often find this very challenging, since they have to adapt to each teachers’ teaching style. They also have to work at a faster pace, since they have to get the work done in the time allocated for that specific subject. The children that can only actively participate using a computer and adaptive devices experience many challenges.
Another huge adjustment is the fact that the language of learning changes to English. All the subjects are therefore taught in English. English comprehension is therefore very important.
The therapists and the educators work hand in hand to help the children to make the leap into this phase. These learners are getting therapy in groups as well as individual treatment.
Learners are referred to the physiotherapist for treatment and any adjustments to assistive devices and seating arrangements in wheelchairs.
b) Learner Support Section
Nongethene Motete
Grade 5A LSS
Mmulenyane Monoametsi
Grade 5B LSS
Rebone Morakile
DH & Grade 6A LSS
Puleng Kgoali
Grade 6B LSS
Ntsoaki Moja
Caretaker
The focus of this section is to teach the learners skills that will enable them to function as independently as possible in their community. This section caters for the learners that could not keep up with the mainstream curriculum and will therefore not be following the mainstream route to an academic qualification like Matric.
They will just continue with the most crucial subjects. They do Sesotho and English to enable them to communicate better.
They do Mathematics with the focus on practical skills like money handling and measurement skills.
Life Skills is also a very important subject to them.
The skills development program in this section endeavours to equip the children with the skills that will enable them to actively employ themselves with worth-while activities at home or be self-employed or have the required skills necessary to be employable.
Support are given by the therapists in groups and where needed on individual basis.
Senior Phase
a) Mainstream
Kelebogile Mohlomi
Departmental Head
Grade 7
Yolandi du Plessis
Grade 8
Nkohli
Grade 9
The subjects that the learners follow are:
Sesotho (HL); English (AL); Mathematics; Social Science; Natural Science; Economic Management Science; Technology and Creative Arts.
A timetable is followed daily. The teachers change classes and the leaners remain in one class.
The computer program, CAMI,is also used once a week to stimulate skills in English and Mathematics.
Requirements to pass subjects
(Sesotho)
4/7
50-59%
(First additional language)
3/7
40-49%
3/7
40-49%
3/7
40-49%
Two other subjects
2/7
30-39%
Options for learners after Grade 9
Option 1
- Repeat Grade 9 in Tswellang
- Apply at any Other School
- Apply for Vocational Class
Option 2
- Exit School system
- Apply for Vocational Class
Option 3
- Apply for Grade 10 at Martie du Plessis School
- Apply at any Other School
Option 4
- FET College
- Enquire at Martie du Plessis school (not compulsory to admit this learner)
b) Learner Support Section
Me. Motsabi
Departmental Head
Me. Charlene de Klerk
Grade 7A LSS
Grade 8A LSS
Me. April
Grade 7B LSS
Me. Malang
Grade 8B LSS
Jane Ntoi
Caretaker
Support Services
a) Health Care Clinic
Deborah Mokone
Professional Nurse
Fifi Kolobe
Staff nurse
Sibongile Melita Tshabalala
Caretaker
- The primary health care clinic is managed by nursing staff employed by the Department of Education, on the premises.
- Two professional nurses and a staff nurse are allocated to the clinic
- The nursing staff, who are working office hours, are following the protocols of the Department of Health and the regulation stipulated by the South African Nursing Council.
- It is not a fully equipped primary health care clinic as the people will find in town because the staff knows the needs of the learners and therefore will not order medication that is not used by the learners.
- Only learners from Tswellang Special School may make use of the services at the clinic.
- The learners will bring their chronic medication from home for the Nursing staff to administer, but medication for acute cases are available in the clinic.
- Medication are ordered from the Department of Health or the School will purchase what is needed in the clinic for example wound dressing materials.
- The nursing staff will see to the health needs of the sick learners, prescribe medication, and keep record of every learner of all the actions that was taken.
- Health education is given by the nursing staff on one to one basis or in groups to learners and staff members
- Emergency cases are referred to Pelonomi hospital. The nursing staff will take the child to the hospital and then call the parents to come and take over.
- If it is necessary, the learner will be referred for specialised treatment at one of the hospitals or to the other health disciplines at the school.
- One of the main objectives of the nursing staff is to keep in close contact with parents of sick learners. It does not matter if the child is in hospital, in the hostel, still in class or going home on treatment.
- The nursing staff takes turns to be on-call after hours to ensure that the learners in the hostel are also cared for.
- The nursing staff are involved in management and learner class performance evaluations.
- They are also involved in the evaluation of new learners to be admitted to the school and the hostels.
b) Social Work
Jacky Modise
Social Worker
- Psychosocial services are provided to the learners in the school whose academic progress is adversely affected by social and emotional challenges,. These challenges are experienced in their homes and the broader community. These services are always implemented in partnership with educators, parents and learners.
- When required the Social worker is able to assist or refer leaners and their support systems to other specialised departments such as Psychologists or state grant application (SASSA).
- Individual assessments or sessions, group work as well as advocacy forms part of the role of a social worker in the school environment.
c) Occupational Therapy
Hannetjie Steyl
Departmental Head
Gesina Stander
Departmental Head
Ingrid Jaftha
Rozanne Loots
Fransien Coetzee
Corne Coetzee
Wilmarie Steyn
Michelle Venter
Annaré Linde
- 1. Physical development: This includes components like muscle tone, muscle strength, range of motions in joints, balance, posture, gross- and fine motor coordination.
- 2. Cognitive development: This includes developing concentration and memory.
- 3. Visual Perceptual development: This is the processing of information obtained via the eyes to the brain and include a number of specific skills: eye muscle control, position in space, spatial relations, visual discrimination, visual figure-ground, visual form constancy, visual memory, visual closure, eye-hand coordination. Last-mentioned visual perceptual skills are the building blocks needed before more formal scholastic skills can be mastered, such as basic numeracy and literacy.
- 4. Psychosocial development: This includes the developing self-esteem and social behavior.
- 5. Sensory development: Learning to regulate sensory systems for optimal participation in the classroom
- 6. Activities of daily life and independence: this include all activities that a child is involved in on a daily basis – e.g. personal hygiene tasks. Learners are assisted in becoming more independent with regards to the execution of activities of daily living.
d) Physiotherapy
Madre Ferreira
Collette Roux
e) Speech Therapy
