Senior Management Team

Verna Vorster


Nthabiseng Ntuping

Deputy Principal


Vice Principal
We follow the mainstream curriculum from Grade R to Grade 9. An adapted curriculum (Learner Support Section) which is based on skills is offered to the learners that cannot cope with the mainstream. A vocational class is available for learners of LSS that can be placed in work setups to prepare them for the labour market when they leave school.

Departmental Heads (DH)

Grace Masisi

Masego Nappie

Thatokeaone Nicola

Rebone Morakile

Gesina Stander

Kelebogile Mohlomi

Maureen Motsabi

Hannetjie Steyl


MM Legetla


Dorothy Mkhontwana

Financial Clerk


General Clerk
Admin Block

Noxolo Ntho

General Clerk
Support Centre

Busisiwe Tlhakudi


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


Suzan Phutha


Suzan Seipati Bulane


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

Kelesedetse Tshabalala


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


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

Herman Vorster

Grade 7

Thabiso Nkohli

Grade 8

Yolandi du Plessis

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

Home Language
(First additional language)
Any other 3 subjects

Two other subjects

Options for learners after Grade 9

Option 1
Fail Grade 9 FIRST time to fail in the phase (“Retained”)
  1. Repeat Grade 9 in Tswellang
  2. Apply at any Other School
  3. Apply for Vocational Class
Option 2
Fail Grade 9 SECOND time
  1. Exit School system
  2. Apply for Vocational Class
Option 3
Pass Grade 9 (“Promoted” or “Progress with Mark adjustment”)
  1. Apply for Grade 10 at Martie du Plessis School
  2. Apply at any Other School
Option 4
“Pass” Grade 9 (“Max Number of years in the phase” “Age-co-ort”)
  1. FET College
  2. 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

Mr. Johan Nel

Grade 8A LSS

Me. April

Grade 7B LSS

Me. Malang

Grade 8B LSS

Jane Ntoi


Support Services

a) Health Care Clinic

Christelle Joubert

Professional Nurse

Deborah Mokone

Professional Nurse

Fifi Kolobe

Staff nurse

Sibongile Melita Tshabalala


b) Social Work

Jacky Modise

Social Worker

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

The role of an Occupational Therapist in a special school: Occupational Therapy is an Allied Health Profession in which meaningful activities are used to help learners with special needs to become more independent in their daily life despite their barriers to learning. The Occupational Therapist will first assess a learner according to a specific assessment procedure. Thereafter a learner-specific therapy program can be created and followed in order to ensure optimal development and progress of each learner. The following components are assessed and treated by an Occupational Therapist:
At Tswellang Special School, the Occupational Therapy Team focuses on academics, play and recreation. Recreation include sport for the physically disabled, as well as other stimulating activities like chess. Another focus of Occupational Therapy within Tswellang Special School, is developing pre-vocational and vocational skills to assist our learners to transition into the community after completing school. We also specialize in identifying barriers to learning in the school environment and making adaptations to the environment to allow meaningful participation. This includes utilizing AAC (Augmentative and alternative communication) and technology to help learners to access the curriculum.

d) Physiotherapy

Madre Ferreira

Colette Roux

Eugenie van Emmenis

The physiotherapists oversee the physical wellbeing and maintenance of the learners through integrated physical treatment methods including exercises, joint correction and positioning. The main focus of therapy is on the younger learners. We aim to optimise the functional abilities of the learners to allow for independence and active participation in the learning environment.

e) Speech Therapy

Renate van Rooyen

The speech therapist looks after the speech therapy needs of the school. We believe that every learner deserves a way to communicate. Communication plays an important role in other life skills and is thus important for success later in life. Focus is placed on either improving or augmenting communication skills with some kind of communication device depending on the child’s abilities. Hearing loss may hamper communication and the development of literacy. The speech therapist screens for hearing loss by using an audiometer. If any problems are detected, the learner is then referred further. Feeding difficulties are often seen in children with disabilities. Feeding is an automated action that is actually quite complex and needs many muscles to work together for safe swallowing. The speech therapist assist these leaners to improve feeding by improving their posture or changing the foods consistencies. The speech therapist assist with literacy, more specifically reading and spelling by improving the learner’s auditory processing.