NOTICE ANNUAL BUDGET MEETING / KENNISGEWING BEGROTINGS VERGADERING
Herewith the SGB of Christiaan de Wet C/S gives notice of the Annual Budget Meeting that will take place according to Section 38 of the South African Schools Act 84 of 1996 as amended. The budget will be available 14 days before the date at the office. A quorum of 10% of parents must be present at this meeting.
Hiermee gee die Beheerliggaam van Christiaan de Wet G/S kennis van die Jaarlikse Begrotingsvergadering wat ingevolge Artikel 38 van die Suid-Afrikaanse Skolewet 84 van 1996, soos gewysig, sal plaasvind. Die begroting sal 14 dae voor die datum by die kantoor beskikbaar wees. ’n Kworum van 10% van die ouers moet by hierdie vergadering teenwoordig wees.
Date / Datum: 29 October / Oktober & 30 October / Oktober
Time / Tyd: 17h30 12h00
Place / Plek: Praekelt School Hall / Skoolsaal
Term Planner for Term 2 of 2025
Term Planner for Term 3 of 2025
Principal’s Letter Visits to Teachers 5 June 2025
Dear Parents
Interaction and respect between teachers and parents/guardians are a crucial element in ensuring that we all take hands to improve the education of each and every individual child.
Adults often make negative comments about others (e.g. parents about teachers or teachers about parents) without thinking that it shapes the view our children have of the adults in their lives. I would like to press it on your heart that we refrain from this practice. To speak TO a person is much more effective than to speak OF a person!
One of the ways that we as stakeholders can interact and speak to each other is through visits to the teachers at school. We would like to encourage these visits. To ensure that one can use these optimally we need to ensure that it takes place orderly. Therefore, I would like to remind ALL parents of the following arrangements:
- If at all possible, make an appointment with the teacher beforehand.
- On arrival at school (for the appointment) report to the reception at the office.
- The teacher will then be called for the meeting.
- NO PARENT may go to classes during periods as it disturbs the learning and teaching.
Please assist us in this regard to ensure that we can have the necessary discussions without interrupting the school program.
May we always take hands to ensure that our children have a bright future.
Geagte Ouers
Interaksie en respek tussen onderwysers en ouers/voogde is ’n belangrike element om te verseker dat ons almal hande vat om die opvoeding van elke individuele kind te verbeter.
Volwassenes maak dikwels negatiewe opmerkings oor ander (bv. ouers oor onderwysers of onderwysers oor ouers) sonder om te dink dat dit die siening van ons kinders oor die volwassenes in hul lewens beïnvloed. Ek wil dit graag op u hart lê dat ons van hierdie praktyk moet afsien. Om MET ’n persoon te praat is baie meer effektief as om OOR ’n persoon te praat!
Een van die maniere waarop ons as belanghebbendes met mekaar kan praat en interaksie hê, is deur besoeke aan die onderwysers by die skool. Ons wil hierdie besoeke aanmoedig. Om te verseker dat dit optimaal benut word, moet dit op ’n ordelike wyse geskied. Daarom wil ek ALLE ouers aan die volgende reëlings herinner:
- Indien enigsins moontlik, maak asseblief vooraf ’n afspraak met die onderwyser.
- Wanneer u arriveer (vir die afspraak), meld aan by die ontvangs in die kantoor.
- Die onderwyser sal dan vir die vergadering geroep word.
- GEEN OUER mag gedurende periodes na klasse gaan nie aangesien dit die leer en onderrig ontwrig.
Help ons asseblief hiermee sodat ons die nodige gesprekke kan voer sonder om die skoolprogram te onderbreek.
Mag ons altyd hande vat om te verseker dat ons kinders ’n blink toekoms het.
Kind regards / Vriendelike groete
Louwrens Strydom
Principal / Skoolhoof
Principal’s Letter Discipline at CDWCS 15 May 2025
The discussion on discipline will forever be an ongoing one. The staff and the SGB have had some discussions on our disciplinary processes. The aim of discipline is to correct behaviour, rather than to punish, BUT, in order for discipline to be developmental there has to be consequences for unacceptable behaviour.
To explain the context of discipline, I would like to quote from Mr. Roland Rudd, principal at St. Andrews School in Bloemfontein: “The song, ‘Black or White’ (by Michael Jackson) got me thinking about part of a conversation I had in my office some time ago. Much like the evolution of music, there has (hopefully) been an evolution in how discipline is managed at school. Many would claim that discipline in yesteryear was so much easier. If you were like me, you did not go through a day without getting a ‘jack’. I dreaded going to writing class (of all things), because I got ‘caned’ every single lesson. I’m actually a bit traumatised, because my writing teacher seemed to take some glee in dishing out his best effort on my behind… Easy fix for him. He jacked me, he handled the matter, but it changed nothing for me. To this day my handwriting is poor. I inherited it from my father, and he from his father before him. My son is also ‘cursed’ with untidy handwriting, and I have had to explain this to teachers as well.
Discipline at home is not black or white, and discipline at school is not either. The consequence should of course be fitting of the offense, but that is not the decisive factor by a long shot. There are multiple considerations like history and track record, context and
background, age and maturity, and intended outcomes. A one size fits all approach (between 1 and 6 of the best) does not work. That is how it was applied to us when we were at school. Be it bad behaviour or learning a learning disorder, be it home circumstances or socio-economic grouping, the cane was intended to fix it all – it did not.
It was however much easier taking a jack, than having to sit detention, or worse, have a conversation with your parents after the teacher had called them reporting some miscreant behaviour. When adults are on the same page, discipline is managed easier. For adults to be on the same page, we need to understand that policy (in terms of discipline) is just a guideline and there is always scope for the application of consequence. Suspending a learner for a “grievous” offence, relegating him to his house for a week, where he can laze about the couch and watch TV whilst his single parent is at work, hardly seems a consequence. However, sitting in the front office for a week, being forced to attend school, do homework delivered by teachers, and put in graft seems much more appropriate. What works for one does not work for the other. Sometimes I will call parents and inform them of miscreant behaviour, but other parents I won’t, because I know it entails a beating for their son. Policy would dictate that I treat both the same.” Our process at Christiaan de Wet can be summed up as follows:
- 3 Minor offences: the register teacher or hostel parents inform the parents.
- 9 Minor/ 2 serious offences: The Head of Discipline contacts the parents.
- 12 Minor/ 4 serious/ 1 very serious offences: Disciplinary Meeting with Parents
- 14 Minor/ 5 serious/ 2 very serious offences: SGB Disciplinary Hearing
Our aim with this process is to involve parents as soon as possible in order for us to take hands and help our children to become the best individuals possible. Obviously, as explained above, the consequences for different children might differ depending on circumstances and even personalities! If the consequence is that a learner may not participate in sport, for example, one will be devastated, while the other learner would welcome the same consequence.
May we always take hands to ensure that our children have a bright future.
Geagte Ouers
Die gesprek rondom dissipline sal altyd ’n voortdurende een wees. Die personeel en die Beheerliggaam het besprekings gevoer oor ons dissiplinêre prosesse. Die doel van dissipline is om gedrag reg te stel eerder as om te straf, MAAR, vir dissipline om ontwikkelingsgerig te wees, moet daar gevolge wees vir onaanvaarbare gedrag.
Om die konteks van dissipline te verduidelik, wil ek graag aanhaal uit ’n stuk geskryf deur mnr. Roland Rudd, hoof van St. Andrews-skool in Bloemfontein:
“Die liedjie ‘Black or White’ (deur Michael Jackson) het my laat dink aan ’n deel van ’n gesprek wat ek ’n ruk gelede in my kantoor gehad het. Soos musiek oor die jare ontwikkel het, het dissipline (hopelik) ook ontwikkel in hoe dit op skool hanteer word. Baie mense sal sê dissipline was vroeër baie makliker. As jy soos ek was, het jy nie ’n dag deurgekom sonder om ’n ‘hou’ te kry nie. Ek het skrifklas (van alle dinge!) gevrees, want ek is in elke les geslaan. Ek is eintlik ’n bietjie getraumatiseer, want my skrifonderwyser het blykbaar nogal plesier daarin gevind om sy beste poging op my agterent toe te pas… Dit was vir hom ’n maklike oplossing. Hy het my gestraf en die saak hanteer, maar dit het niks aan my verander nie. Tot vandag toe is my handskrif swak. Ek het dit by my pa geërf, en hy by sý pa. My seun is ook ‘gestraf’ met ’n lelike handskrif, en ek moes dit al vir sy onderwysers verduidelik. Dissipline by die huis is nie swart of wit nie, en dissipline by die skool is ook nie. Die gevolg moet natuurlik by die oortreding pas, maar dit is glad nie die enigste bepalende faktor nie. Daar is verskeie oorwegings soos geskiedenis en vorige gedrag, konteks en agtergrond, ouderdom en volwassenheid, en die beoogde uitkomste. ’n Een-grootte-pas-almal-benadering (soos ‘1 tot 6 houe van die beste’) werk nie. Dis hoe dit vroeër op ons toegepas is. Of dit nou swak gedrag, leerprobleme, huislike omstandighede of sosio-ekonomiese faktore was – die rottang moes alles regmaak – maar dit het nie.
Dit was egter baie makliker om ’n hou te kry as om detensie te sit, of nog erger, om ná die onderwyser ’n oproep gemaak het, ’n gesprek met jou ouers te hê oor jou swak gedrag. Wanneer volwassenes op dieselfde bladsy is, is dissipline makliker om te bestuur. En om op dieselfde bladsy te wees, moet ons verstaan dat beleid (wat dissipline aanbetref) slegs ’n riglyn is en dat daar altyd ruimte is vir toepassing van gevolge. Om ’n leerder te skors vir ’n ‘ernstige’ oortreding, en hom vir ’n week huis toe te stuur waar hy op die rusbank kan lê en TV kyk terwyl sy enkelouer werk, klink nie regtig na ’n gepaste gevolg nie. Maar om hom vir ’n week in die voorportaal te laat sit, hom te dwing om skool by te woon, huiswerk wat deur onderwysers voorsien word te doen, en werklik te werk, klink meer gepas. Wat vir een werk, werk nie vir ’n ander nie. Soms sal ek ouers bel en hulle inlig oor swak gedrag, maar ander ouers sal ek nie bel nie, want ek weet dit beteken ’n pak slae vir hul seun. Volgens beleid moet ek albei dieselfde hanteer.”
Ons proses by Christiaan de Wet kan soos volg opgesom word:
- 3 Geringe oortredings: Die registeronderwyser of koshuisouers lig die ouers in.
- 9 Geringe / 2 ernstige oortredings: Die Hoof van Dissipline kontak die ouers.
- 12 Geringe / 4 ernstige / 1 baie ernstige oortreding: Dissiplinêre vergadering met ouers.
- 14 Geringe / 5 ernstige / 2 baie ernstige oortredings: Dissiplinêre verhoor deur die Beheerliggaam.
Ons doel met hierdie proses is om ouers so vinnig moontlik te betrek sodat ons saam kan werk om ons kinders te help om die beste individue moontlik te word. Soos hierbo verduidelik, kan die gevolge van dissipline verskil na gelang van omstandighede en selfs persoonlikhede! As die gevolg byvoorbeeld is dat ’n leerder nie aan sport mag deelneem nie, sal een verpletter wees, terwyl ’n ander leerder dieselfde gevolg sal verwelkom.
Mag ons altyd hande vat om te verseker dat ons kinders ’n blink toekoms het.
Vriendelike groete
Louwrens Strydom
“A disciplined person follows values stemming from their source – the self.” Stephen Covey
“A disciplined mind leads to happiness, and an undisciplined mind leads to suffering.” Dalai Lama
Principal’s Letter Human Rights at CDWCS
20 March 2025
Dear Parents
Tomorrow we celebrate Human Rights Day and think back on the history of our country and all the men and women that worked tirelessly to ensure the freedom to experience these rights.
These Rights are enshrined in the Constitution of the country and discussions and debates on the rights often dwindle down to “ I have the right to ….” or “As parents we have the right to…” or even learners saying “My rights as a child implies that…”.
This is then usually followed with discussions on the responsibilities that are attached to each Right.
And by now everyone is bored and the discussion ends.
But how do we support, develop and maintain Human Rights at Christiaan de Wet?
I do believe that the core of Huan Rights is human connectivity and relationships. Therefore, to develop the respect for the rights of the self and others it becomes important to build and strengthen the relationships between people.
How do we do this? I would like to link this process to our values:
Accountability – this is a very difficult value to instill in children (and some adults) and it means to take responsibility for your actions. To be able to admit when you did something wrong and to be able to responsibly react to that. Healing the scarred relationship through actions and by apologising. The flip side of this coin is to keep each other accountable. This can only
take place through open and honest conversations.
Commitment: Be committed to the ethos and values of the school and in the best interest of those that share this space with you.
Gratitude: Being thankful for all the positives. Also, sometimes, the negatives that help you to develop into the best you that you can be.
Honesty: No hidden agendas. Share your views and opinions openly. And when you differ from others discuss the differences.
Reliability: Can you be trusted? Will you act in the best interest of others or are you only looking after your own interests?
Respect: How do you speak to others? Does it build the relationship or break it down? Are you able to differ and engage in debate with respect towards all involved? Do you respect yourself?
Be assured that we do value you as a partner in the education of our children and we know that you will support us in this process.
Liewe Ouers
Môre vier ons Menseregtedag en dink terug aan die geskiedenis van ons land en al die mans en vroue wat onvermoeid gewerk het om die vryheid te verseker om hierdie regte te ervaar.
Hierdie regte is verskans in die Grondwet van die land, en besprekings en debatte oor hierdie regte verval dikwels in frases soos: “Ek het die reg om …” of “As ouers het ons die reg om …” of selfs leerders wat sê: “My regte as kind impliseer dat …”.
Dit word dan gewoonlik gevolg deur besprekings oor die verantwoordelikhede wat aan elke reg gekoppel is. En teen hierdie tyd is almal verveeld en die gesprek eindig.
Maar hoe ondersteun, ontwikkel en handhaaf ons Menseregte by Christiaan de Wet?
Ek glo dat die kern van Menseregte menslike verbintenis en verhoudings is. Daarom is dit belangrik om verhoudings tussen mense te bou en te versterk sodat respek vir die regte van jouself en ander kan ontwikkel.
Hoe doen ons dit? Ek wil hierdie proses koppel aan ons waardes:
Verantwoordbaarheid – Dit is ’n baie moeilike waarde om by kinders (en sommige volwassenes) te vestig en gaan daaroor om verantwoordelikheid vir jou dade te neem. Om te kan erken wanneer jy verkeerd gedoen het en om op ’n verantwoordelike manier daarop te reageer.
Die ander kant van die muntstuk is om mekaar aanspreeklik te hou. Dit kan slegs plaasvind deur oop en eerlike gesprekke.
Dit behels ook die herstel van beskadigde verhoudings deur dade en deur verskoning te vra.
Toewyding – Wees toegewyd aan die etos en waardes van die skool en aan die beste belange van dié wat hierdie ruimte met jou deel.
Dankbaarheid – Wees dankbaar vir al die positiewe dinge. Soms selfs vir die negatiewe, want dit help jou om te groei en die beste weergawe van jouself te word.
Eerlikheid – Geen versteekte agendas nie. Deel jou sienings en opinies oop en eerlik. En wanneer jy van ander verskil, bespreek die verskille.
Betroubaarheid – Kan mense jou vertrou? Sal jy optree in die beste belang van ander, of kyk jy net na jou eie belange?
Respek – Hoe praat jy met ander? Bou dit die verhouding op of breek dit dit af? Is jy in staat om te verskil en ’n debat te voer met respek teenoor almal betrokke? Het jy respek vir jouself?
Wees verseker dat ons u as ‘n belangrike vennoot in die opvoeding van ons kinders waardeer en ons weet dat u ons in hierdie proses sal ondersteun.
Principal’s Letter Change to Cellphone Policy
7 March 2025
Dear Parents
The discussion on the dangers, negative and positive influence of cell phones on children is not a new discussion. The reality is that in many schools (in South Africa, as well as across the globe) the use of cell phones by the children has been restricted.
The situation at Christiaan de Wet CS is that higher grades do use cell phones for academic purposes, under the supervision of teachers.
Up to today, the policy said that learners may use cell phones before school and during breaks.
Unfortunately, we do realise that the primary school learners cannot yet use it responsibly and things like pornography are starting to rear its head among the primary school learners.
Therefore, the SGB amends our policy in the following way:
Gr. 1-6 learners MAY NOT bring cell phones to school AT ALL (If they need to call parents they can ask at the office for assistance)
Gr 7-12 learners may use their cell phones before and after school and in classes when under the supervision of a teacher ONLY. No cell phone use during any other time will be allowed.
THESE CHANGES WILL BE EFFECTIVE AS FROM
MONDAY 10 MARCH 2025.
We would also like to reiterate that we will not be held liable to keep any cell phone safe or search for lost cell phones, therefore it still remains best for the senior learners to also rather not bring these to school at all.
Furthermore, the reality is that the proper use of these devices must be taught at home. Here are some tips for you as parents (and remember that there is a lot of research available on the negative effect on the brain, as well as the social skills of the child. Here is one 6 Tips to Keep Your Child Away From Mobile? Avoid Getting Kids Addicted To Smartphones.).
5 tips to keep your child’s phone safe
1. Make sure it has a password/passcode One of the simplest ways to keep your child’s phone safe is to set a password or passcode…
2. Monitor social media use …
3. Ensure it is protected with security software …
4. Teach your children not to answer calls or texts from unknown numbers …
5. Set clear boundaries …
Be assured that we do value you as a partner in the education of our children and we know that you will support us in this process.
Kind regards
Louwrens Strydom
Acting Principal
SGB Bi-election January 2025
https://dewetsdorp.co.za/wp-content/uploads/2024/12/Notice-Bi-election-January-2025.docx
Out Weekends to change in 2025
https://dewetsdorp.co.za/wp-content/uploads/2024/12/Principals-Letter-Out-Weekends-2025.docx