We are registered with the Independent Examination Board (IEB). We are members of ISASA (Independent Schools of South Africa, the CSO (Catholic Schools Office) and we have full accreditation with UMALUSI. Our school follows the National Senior Certificate.

Our Staff are highly qualified passionate teachers and are subject specialists in their field. Many Staff take up leadership roles within the administration and development and training of their subject.

Grade 8 and 9 follow the General Education and Training Certificate Curriculum. The assessment is continuous throughout the year with examinations taking place midyear and in November.

In the Further Education and Training (FET) Curriculum

Grade 10 - 12, we offer the following compulsory subjects:

English (Home Language)
English Home Language in the Further Education and Training Phase is one of the four compulsory learning areas required in order to attain the final school-leaving certificate.

English is tremendously dynamic and bears great relevance to the learners’ day-to-day lives. Through English the learner is encouraged to master a wide variety of skills required in order to become an effective member of society. These skills include the ability to communicate (both verbally and in writing) and to comprehend as well as process, a wide range of texts (such as films, poetry, novels and plays). These combined skills will ensure the learners are able to interact effectively with their surrounding world.

Virtually all instruction in this institution (and within the wider South African context) is performed through the medium of English, and thus acquisition and improvement of advanced communication skills only serves to benefit the learner in the long run. At Marist Brothers (Linmeyer) our goal in the English department is to nurture and enhance the learners’ ability to engage fruitfully with this world.

Afrikaans (First Additional Language)
Afrikaans is a compulsory subject. Out learning programme includes one set work book, poetry, language and creative writing. To be able to understand, speak and write Afrikaans, vocabulary is very important. We follow the Afrikaans (FAL) SAGS of 2015 and the topics and assessment we have to do is included.

Mathematics/Mathematical Literacy/Advanced Programme Mathematics

The new Curriculum Assessment Policy is followed by all grades. This curriculum covers the fundamental theory, knowledge and skills involved in Algebra, Calculus, Functions, Probability, Financial Mathematics, Sequences and Series, Trigonometry, Euclidean Geometry, Analytical Geometry and Statistics.

These outcomes are taught and assessed as per the requirements for university entry into any faculty or degree. It is not recommended that a learner, who does not achieve 55% for Grade 9 Mathematics, should take Core Mathematics. However, some university faculties, like medicine, engineering, other scientific fields and some accounting degrees will set minimum entrance levels for mathematics. In the first term of the grade 12 year, learners attend a compulsory Mathematics Camp.

Mathematical Literacy
Mathematical Literacy is a completely different subject to Core Mathematics. It is most definitely not the “old standard grade” mathematics. It provides the learners with an awareness and understanding of the role that mathematics has in the real world. The subject is driven by life-related applications of basic mathematical skills.

The mathematical literacy learner needs to be able to perform basic mathematical skills like using a calculator, working with ratios and proportion, metric and imperial conversions, graphing straight lines, parabolas, use formulae and equations to complete tables, working with 2D and 3D shapes to calculate perimeter, area, volume and surface area and calculate measures of central tendency, dispersion, draw statistical graphs and calculate probabilities.

The learner needs to be able to read and comprehend problems posed in a variety of real-life contexts, applying their basic skills and knowledge of numbers and mathematical processes to creatively solve the problem. Some contexts include:

  • Personal finance (such as income, expenditure, budgets, interest rates, investments, loan repayments, tax)
  • Utility costs (such as water and electricity, land lines)
  • Measurement (such as building a house, decorating a room in a houses, Body Mass Index, a baby’s growth chart, cooking according to a recipe and adjusting the number of servings)
  • Map work
  • Predictions of possible outcomes, using statistics.

This subject has been up and running for 7 years now. It has norms and it has become more accepted by the universities. Most of the humanity-based courses accept Mathematical Literacy as a subject and, depending on the course, they will have minimum requirements attached. A learner who intends to enrol for any Bachelor of the Arts degree (or similar options) can study Mathematical Literacy. It follows that Mathematical Literacy should not be taken by learners who intend to study disciplines which are mathematically based, such as any Bachelor of Science degree and even some Bachelor of Commerce degrees. In the first term of the grade 12 year, learners attend a compulsory Mathematical Literacy Camp.

Advanced Programme Mathematics
The Senior Core Mathematics learners who achieve 75% or more for Grade 9 Mathematics will be invited to study Advanced Programme Mathematics. This is particularly useful to those learners wishing to study courses that require abstract Mathematics at a tertiary level. The subject is taken as an eighth subject. It is taught in accordance with the Subject Assessment Guidelines; this curriculum covers three modules namely Calculus, Algebra and Finance and Modelling.

A.P. Mathematics is taught via the school’s own website and lessons take place on a Monday from 14h30 to 15h30 for Grades 10 and 11 and 14h30 to 16h00 for Grade 12 learners. The Grade 11 and Grade 12 learners will be taught the work by the AP Maths Teacher on alternating Mondays. Learners write one cycle test per term and examinations are set in accordance with the standards set by the I.E.B.

Life Orientation
This is a compulsory subject teaching you life skills in the fields of relationships, lifestyle choices, and gender as well as power relationships. Social and environmental issues as well as Human Rights issues are dealt with. The importance of Physical Fitness and physical and emotional health is emphasized.

In addition, Life Orientation assists with subject, career and study choices as well as developing an awareness of trends and demands in the job market.

For the elective component the learners select three from the following:

Physical Science

Why do Science?
Science lessons used to consist of learning a lot of facts and then being tested on the facts. Learning and being tested on those facts is now seen as part of the skills needed to become a good scientist. Science has become a lot more exciting. It is how to locate and use the knowledge that counts. The secret in being a good scientist lies in asking lots of questions. When studying and using science, you need to ask HOW and WHY the most.

A scientist is someone that is interested in finding out about the world and gaining a better understanding of the things she/he sees by asking questions. Science is all about finding the answers to these questions. To ask and answer these questions you will need an enquiring mind.

As science involves many calculations, a science student needs to have very good mathematical skills. Dedication and perseverance will be an added advantage.

Marist Brothers Linmeyer Physical Science

Life Sciences
Life Sciences has a new approach as to HOW and WHAT learners learn. This new approach is reflected in its 3 learning objectives:

  • Scientific inquiry and problem solving
  • Construction and application of Life Science knowledge
  • Life Sciences, technology, environment and society.

The subject involves a systematic study of the changing natural and human-made environment. This does not involve only learning facts, it involves embracing a way of thinking and doing which should contribute to learners becoming informed, responsible, sensitive and scientifically literate citizens in their community and in SA society.

Life Sciences prepares learners for careers such as medicine, bio-engineering, physiology, nursing, education, food technology, microbiology, marine biology, forensic science and environmental sciences to name a few.

The FET curriculum policy states “The subject accounting develops learners’ knowledge, skills, values, attitudes and ability to make meaningful and informed personal and collaborative financial decisions in economic and social environments.”

The topics in the Accounting SAGS 2015 fit in and correspond directly with current learning in the Higher Education and Training curriculum. Our Learning program in accounting enables learners to continue with their studies in further and/or higher educational institutions and professional bodies. This includes the fields of financial, cost, managerial accounting and auditing. Accounting enables them to develop skills, knowledge, values and attitudes which will assist in developing a positive work ethic.

Business Studies
In Business Studies the learner will progressively gain knowledge about the operations within a business such as Marketing, Production, Human Resources, etc. as well as the environment within which a business operates for example, competitors, governmental influences and globalization.

They will have the opportunity to acquire skills of application, analysis and evaluation since knowledge gained is integrated practically within the dynamic business world.

Computer Application Technology (CAT)
CAT is one of the non-designated subjects. Most universities do acknowledge this subject as points towards acceptance. It also gives learners a credit for their first year computer literacy courses at most universities.

This is an excellent subject choice for any learners considering running their own business in the future as it provides them with all the necessary skills to communicate effectively and efficiently in the modern electronic world we live in.

Computer Application Technology is an option for High School students

History is a subject that prepares one for a magnitude of skills in life. It gives you a general knowledge about different types of governments and leadership styles. In History, we study the progression of life through the ages and the influence this will have on the society we live in today.

History prepares you for many different careers using research, analysis and writing skills e.g. Law, Journalism, Archaeology and Politics.

In History, we study the progression of life through the ages and the influence this will have on the society we live in today

If you are looking for a dynamic, exciting and relevant to the “here and now” subject – then geography is definitely for you.

Geography encompasses a myriad of topics. It looks at the varied aspects of nature, how humans interact with and impact on the environment – surely you want to have a hand in improving the state of our world! This subject will equip you with a thorough understanding of where and why natural disasters occur – don’t be left in the dark. Map reading a problem? Stress no more.  Geography will empower you with the skills to read, understand and interpret any map. If the economy of South Africa is of interest to you, geography will whet your appetite in this regard. It will certainly give you a preview of what “fuels” our country’s economy. 

All of this is merely the “tip of the iceberg” as geography encompasses so much more than just rote learning. Geography is a subject that develops practical and life skills that will award you the opportunity to enter confidently into any field of study. Geography is especially relevant in careers like architecture, town planning, travel and tourism, engineering, geology, meteorology, archaeology, mining, aeronautics (pilots), marine biology and the list continues.

Geography is a subject that develops practical and life skills

Dramatic Arts
Is your child looking for a subject that allows him/her the chance to express his/her inner creativity? Is your child interested in the world of entertainment and does he/she find excitement in either performing for others or collaborating in creating exciting, fun productions? Then Dramatic Arts is likely to be a door into an intensely fulfilling learning area!

Dramatic Arts allows learners to enter the world of the stage, to explore its origins and development. It contains both theoretical and practical elements (including physical performance, writing, costume and set design). Together, these elements enable the learner to participate actively and potentially pursue a career in the entertainment industry.

It must be emphasised that this subject, while very practical, is academically challenging. Learners need to engage with dramatic literature in a critical way. They have to read and analyse plays ranging from the ancient Greek drama to Shakespeare to modern drama.

In terms of the practical work, the learners need to be able to commit large amounts of words to memory. A learner who is unable to learn words “by heart” will not cope with the practical challenges.

Dramatic Arts is a fully designated subject, accepted by all universities and positively looked on as a subject by all faculties, including science and engineering, as the subject encourages learners to confidently present their own ideas in a creative way. The very nature of the subject develops confidence and the ability of the learners to interact with others in a refreshing and innovative way. Dramatic Arts is ideally suited to the free-thinker; the person who wants to walk a different road.

Dramatic Art learners preparing costume and set design

Visual Art

Study of Visual Arts will enable all learners to:

  • Develop an excellent natural drawing ability and a passion for drawing.
  • Identify and solve a variety of problems and make responsible and informed decisions.
  • Explore materials, processes and techniques in an efficient, economical, safe and responsible manner.
  • Observe, assess and analyse art forms, processes and products.
  • Communicate effectively using visual, oral and written language skills.
  • Work as a creative, innovative and resourceful individual, as well as a member of a group.
  • Critically appraise their own work and that of others.
  • Articulate ideas, opinions and preferences using specialist Visual Arts vocabulary.
  • Develop an awareness of the ethical and environmental implications of their own practices and explore the recycling of waste materials.
  • Experience a sense of creation, expression, enjoyment and achievement.
  • Understand the dynamic role of visual culture as a tool for social transformation.
  • Value and appreciate the diversity of visual arts traditions in the Southern African context, and view both their own and other cultural traditions as a vital creative resource.

Visual Arts give learners a sense of creation, expression, enjoyment and achievement     High School students study Visual Arts

Engineering Graphics and Design
Engineering Graphics and Design (EGD) teaches internationally acknowledged principles that have both academic and technical applications. The emphasis in EGD is on teaching specific basic knowledge and various drawing techniques and skills so that the EGD learners will be able to interpret and produce drawings within the contexts of Mechanical Technology, Civil Technology and Electrical Technology. The implementation of CAD (Computer Aided Drawings/Design) as a drawing method will require a lap top for the candidate who chooses EGD.

The main topics of EGD:

  • General drawing principles for all technological drawings
  • Civil working drawing
  • Free-hand drawing
  • Isometric drawing
  • Instrument drawing
  • Perspective drawing
  • First- and third-angle orthographic projections
  • Electrical diagrams
  • Descriptive and solid geometry
  • Interpenetrations and developments
  • Mechanical working drawing
  • Loci of helixes, cams and mechanisms
  • The Design Process
  • CAD (Computer-Aided Drawing/Design)

The specific aims of EGD are to teach the following:

  • Graphical drawings as the primary means of communication in the technological world
  • Specific basic content and concepts within the contexts of Mechanical Technology, Civil Technology and Electrical Technology
  • Various instrument and freehand drawing techniques and skills
  • Solving technological problems through graphical drawings
  • The application of the Design Process
  • The implementation of CAD (Computer Aided Drawings/Design) as a drawing method
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