Western Cape Primary Science Programme (PSP)

ANNUAL REPORT 2007

ContentsForeword by the CEO of SANBI, Dr Tanya Abrahamse . . . . . . . . . . . . . .1

Chairperson’s Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Manager’s Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The environment and the PSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Materials Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

PSP Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

PSP Staff and Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

CONTACT DETAILSWestern Cape PrimaryScience Programme (PSP)

Edith Stephens Wetland ParkLansdowne RoadPhilippi7785

P.O. Box 24158Lansdowne, 7779South Africa

Tel: +27 021 691 9039

Fax: +27 021 691 6350

E-mail: info@psp.org.za

Website: www.psp.org.za

Foreword From the CEO of SANBI, Dr. Tanya Abrahamse

It is indeed an honour for me as the very first Chief Executive Officer of the South AfricanNational Biodiversity Institute (SANBI) to contribute to the Annual Review of the Western CapePrimary Science Programme.

As the third most biologically diverse country in the world, after Indonesia and Brazil, South Africa’sextraordinary rich biodiversity is unfortunately under extreme pressure resulting mainly fromhuman demands placed on the environment which include habitat loss and degradation, increaseduse of natural resources, invasive alien plants and animals, pollution, global warming and climatechange.

SANBI, established under the National Environmental Management Act – No. 10 of 2004, has beentasked by government to be the custodians of our country’s rich biodiversity and we, together withthe nation, therefore have an obligation to maintain our biodiversity for future generations. This is tobe achieved through our mission to champion the exploration, conservation, sustainable use,appreciation and enjoyment of South Africa’s exceptionally rich biodiversity for all people.

SANBI’S core business revolves around Biodiversity: Research, Information generation andmanagement, Mainstreaming, Conservation and rehabilitation services as well as Awareness andeducation.

However, for us to achieve our goals, we require collaboration with a variety of stakeholders andpartners including organizations like the Primary Science Programme, which assists us in achievinga key strategic goal of SANBI – to inspire and empower people from all walks of like to takeresponsibility for their environment.

Within this context, I want to make use of this opportunity to congratulate the Primary ScienceProgramme (PSP) for the excellent manner in which they are contributing to the transformation andempowerment of the education sector using science and environmental education as the vehicle tobuild capacity among teachers to become improved professional practitioners. This in turn assists theNational Education Department and the country in the achievement of the critical anddevelopmental outcomes of the National Curriculum Statement – producing learners who are criticaland active citizens.

I also want to commend the team of the PSP for the provision of a variety of teaching and learningsupport materials to primary schools in urban townships, informal settlements and rural villages ofthe Western Cape which improves the quality of science teaching. In addition, your work indeveloping primary school teachers’ content knowledge and skills is critical as it greatly contributesto much needed professional development so aptly illustrated by research done by the NationalEducation Department and institutions like SANBI-Education.

Congratulations on all your achievements in 2007 and I wish you every success in your activities in2008.

Dr. Tanya AbrahamseChief Executive Officer South African National Biodiversity Institute

FOREWORD

Dr. Tanya Abrahamse

Photograph: Elizma Fouché

“Your work in

developing primary

school teachers’

content knowledge

and skills is critical as

it greatly contributes

to much needed

professional

development ...”

1

2

CHAIRPERSON’S REPORT

If there is one important message I wish to get across in this Annual Report, it is that there is stillan enormous need for the existence of this organisation, the PSP. The PSP is a very small NGO,but it achieves a remarkable amount with the resources it has – through hard work, commitment

and the high aspirations of the whole team. The PSP staff is driven to work as they do, because theyunderstand that so much in South Africa rests on the success of the education system.

Our economy desperately needs success in high schools:

“From the president to the private sector, everyone wants to achieve the goal of doubling SeniorCertificate Higher Grade Maths and Science passes (from about 25 000 to about 50 000) but weare nowhere near achieving this. ... Unless we get this right, the skills shortage will continue anddeepen to the detriment of us all.”

Centre for Development Enterprise, Executive Director, Ann Bernstein, October2007

And success in high school depends on success in primary schools:

“Without a solid foundation in early childhood development and in every primary school, ourchildren will continue to drop out of school … They will continue to underperform. The learners who enter high school will still not have the knowledge, skills, attitudes and values required to excel in grade 12. Our Human Capital Strategy thus rests on the bedrock of quality general education and training.”

Address by Western Cape Education MEC, Cameron Dugmore, December 2007

Effective primary schooling is absolutely vital to the success of our society. In the middle of aneducation system that is simply not yet delivering what is needed, the PSP stands as a solid beaconof integrity and delivery.

On behalf of the Trustees, I would like to thank all the staff of the PSP for their continued efforts onbehalf of primary school learners.

We must be proud of what we have done this year. This report is full of examples of the excellentwork being produced – many materials, including our first DVD, linked to a very good workbook tosupport teacher planning, and the launch of two significant three-year teacher development projects.

Nevertheless there is much more to be done and we always need more funds. In this context it is afeather in the cap of the PSP that it has been invited to participate in SASOL’s forthcoming INZALOBEE Share Issue. The aim of this project is to create over ten years a substantial capital base forSASOL’s BEE beneficiaries.

SASOL has clearly recognised that the PSP has a very fine product which it is delivering to thepeople who really need it. By undertaking to invest in this transaction, the PSP has taken a majorstep towards achieving future sustainability, and we urge other potential benefactors to join SASOLin building up the financial stability of this excellent organisation.

Report from Chairman Donald Campbell

PSP Chairperson DonaldCampbell

“Effective primary

schooling is

absolutely vital to

the success of our

society …”

In this Annual Report, we have decided to focus on our work in Environmental Education. Weare honoured to have Dr Tanya Abrahamse, the new CEO of the South African NationalBiodiversity Institute (SANBI) write the foreword this year. We have had a very productive, long

standing relationship with SANBI and look forward to continuing to work together under the newleadership.

Since the early 1990s, the PSP has worked towards integrating environmental education andawareness into our work with teachers of Natural Sciences, Language & Literacy and Social Sciences.In recent years, we have paid more attention to this work – for a number of reasons, which follow.

We have joined with many others in responding to the growing global environmental crisis. We havebenefitted from the expertise of Kate Davies, scientist and environmentalist, who has helped usinsert a strong focus in our work, on sustainable living in the context of climate change.

In 2003, we moved to offices at the Edith Stephens WetlandPark and immediately, with the help of the National Lottery,began running workshops focused on the environmentalresources and opportunities offered by the Park itself. Thiswork has deepened our own understanding of wetlands andtheir unique and important role in the environment, andspecifically on the Cape Flats.

I would like to particularly thank Wendy Hitchcock anotherscientist and environmentalist, who plays a leading role in ourHands-on-Environment Project (HOEP). We are excited tohave launched our new handbook for teachers, Learningabout Environment at the Edith Stephens Wetland Park,which is based on HOEP’s work.

We have been very fortunate in the wonderful partnerships

3

MANAGER’S REPORT

Report from Manager Mascha Ainslie

“PSP play a very

important role in

improving our

knowledge. This is

my first time and I

gained a lot.”

– Teacher from

Welwitchia Primary, Delft

4

that we have developed over the years. During 2007, some of these led to exciting EnvironmentalEducation work with schools. Here I would like to mention and thank Envirokids and the City of CapeTown for their kind donation of many magazines as well as the Table Mountain National Park and theTwo Oceans Aquarium which sponsored school outings and enrichment sessions for schools aroundMarine Week. We hope this becomes a tradition which will offer thousands of children the opportunityto explore life in natural environments.

Lastly, we have received generous support from the Old Mutual Foundation to explore EnvironmentalEducation within our school-focused projects, using their Out of the Box resource. Teachers havebenefitted enormously from this practical equipment and collection of teaching ideas as well as the PSPfacilitation that Old Mutual Foundation has made possible.

2007 has also been important in the life of the PSP as we have begun work on two exciting three-yearprojects – the Zenex/Spark Project and the PSP Cluster Project. It has been a real pleasure to be able toplan with a three-year horizon which allows us to work developmentally alongside teachers. I wouldparticularly like to thank The D.G. Murray Trust, the Zenex Foundation and the Anglo AmericanChairman’s Fund for their vision and understanding of the time frames required for our work.

There are so many people involved in the work of the PSP and whom I would like to thank. The PSP isexceptionally fortunate to have the staff we have – not only are they top caliber educationists but they alsowork tirelessly to make a real difference to the education of young children. While our team has grownover the years – we are now ten full-time people – I am grateful that our staff have remained so constant.

The PSP works with a number of outstanding educators and resource people who run some of our coursesand offer support to teachers through our projects. This year I would like to particularly thank our SocialSciences facilitator, Ruth Versfeld, who has now been working with the PSP for ten years. Through Ruthwe are providing the only ongoing practical support for Social Sciences teachers in primary schools in theWestern Cape. Ruth is one of the top educationists in the country and has a special way of combiningcore skills, such as map work and graphing, with effective strategies for the classroom in relevant andinteresting contexts.

I would like to thank the people who work so hard to ensure the effective governance and managementof the PSP. We extend special thanks to the twelve teachers who make up our Advisory Committee. Theyare passionate about quality education and meet each term to offer their guidance and advice to the PSP.

Finally, I would like to thank our wonderful Trustees who go beyond the call of duty on behalf of thisorganisation. We are eternally grateful for their expertise and care.

Mascha AinslieManager, PSP

MANAGER’S REPORT

The PSP works

with a number of

outstanding

educators and

resource people

who run some of

our courses and

offer support to

teachers through

our projects.

TEACHING AND LEARNING

5

The PSP’s Mission Statement commits us to assisting teachersto ‘be environmentally responsive’. But what does this mean

to us and how we work?

Over the years, we have tried in several to build teachers’environmental awareness and understanding; and to resource

teachers to work with their learners in this important area.M We have developed full-colour information and activity cards

that bring the world into the classroom – our African SkiesAstronomy Cards, our Indigenous Plant and Animal Cards,our Bird Resource Pack with Bird Call tapes, our NaturalPhenomenon Cards and our Water Cycle poster.

M We have encouraged teachers to bring their learners to theEdith Stephens Wetland Park to experience the uniquepleasure of visiting this Park situated in the middle of urbantownships and informal settlements.

M We have developed a handbook to resource teachers to linkthis experience to the curriculum and to practical outdoorand classroom environmental activities. Termly workshopssupport teachers to make full use of the urban park, using thecontext to investigate biodiversity or water issues.

M We have alerted teachers to the Environmental Calendar andencouraged them to follow it with their learners – focusing, inturn, on Water, Wetlands, Marine life and so much more.

M We have supported teachers to take their learners on outingsto experience first hand, often for the first time, theenvironmental diversity of our country.

We believe this engagement with the environment provides a vitalantidote to the environmental alienation which afflicts so manyaround the globe. We see in South Africa a particularly bleakpattern which distances people from their place in the world. Thepolitical removals of the past have been replaced by a flood ofeconomic migrants seeking work in the cities, where they join

thousands of others unable to find a home. This movement ofpeople adds pressure to already struggling urban environmentsand the rural areas are abandoned once again.

PSP and “Out of the Box” workPerhaps then it is not surprising that when we at the PSP haveworked with teams of teachers at schools to plan and sustain aschool-wide environmental project, these projects have tended torespond to the poverty issues that grip the community.

A very popular school project has involved the planting of foodgardens in the school grounds, which has enabled the school tosupport members of the community. Our facilitators report thatsoup kitchens use this garden produce to improve on the qualityof government feeding schemes.

The gardens (and other school projects such as recycling, littercollection, water saving) provide teachers with a meaningfulcontext in which to develop learners’ understanding ofenvironmental knowledge and concerns. It is exciting for childrenwho have studied the process of photosynthesis to do a starch teston a spinach leaf from the garden and to prove that it does,indeed, contain food! And this simple investigation is no smallachievement – the teachers with whom we work sometimesstruggle to find a single living thing on their school grounds.

And so by growing things, by engaging with the world aroundthem, children can develop a sense of place – an experience ofbeing part of the environment in which they live.

The environment and the PSPLearning about environment is also about

understanding social, political and economic

aspects of our lives.

TEACHING AND LEARNING

One of our facilitators came back from a school, deeply moved bywatching a lesson. The teacher had put some simple objects fromthe environment on her desk – a snail, a handful of earth, somegrass and leaves. These children were genuinely excited by thesleeping snail that had woken up and also debated hotly whichway to plant the grass – roots up or down! In another classroom,the eight year olds carefully carried packets of earth and bottlesof water to school. They worked together to build a little gardeninside a tyre in the middle of their classroom floor. They were notable to make a garden outside due to crime in the area, but theywere learning about the small environment they were creating intheir safe space.

Without these experiences, there can be no incentive tounderstand the bigger environmental issues – to care about whatis happening to our Earth. We are convinced that there is acrucial link between a sense of belonging and the kindling ofenvironmental awareness and action amongst the next generation.We believe it is possible to build respect for life throughdeepening our knowledge and wonder of our world and theuniverse.

Along with others, we would argue that the development of abroad understanding of the environment – from individual plantsto the carbon cycle – is more important now than any time beforein our history. In the PSP, we acknowledge the criticalachievement of the Environmental Educationists who argued thatEE should be incorporated into the curriculum. They did thiswith the very purpose in mind that we should take responsibilityfor the state of our planet. Learning about environment is alsoabout understanding social, political and economic aspects of ourlives.

Environmental Education and Science EducationIt is interesting to consider what distinguishes EnvironmentalEducation (EE) from Science Education. A PSP facilitatorsuggested that “In Science there is more room for dispassionatestudy. However, in EE we expect that the understanding aboutwho we are in the world is internalised and more personal. In EEthere is anticipation that we take action.”

In the PSP, we try to show the big picture – draw the linksbetween the traditions and values of Environmental Educationand Science. We are delighted that some scientific topics that areessential for the understanding of environmental issues, are nowcommonly taught in primary schools. For example, while tenyears ago most children would not have learned aboutphotosynthesis in the primary school, it is now widely taught.Without this insight, it would be meaningless to talk to children

about the importance of plants to our environment or to suggestthat they can help to intervene in the cycle of global warming byplanting indigenous trees in their community.

Without an understanding of recent science, our children wouldnot be able to understand why we face the environmental crisiswe do now. For example, it has only been understood in the lastfew years that today’s carbon cycle is being influenced mostly byhuman activities. Carbon is released by people burning coal thathas been trapped in the Earth’s crust for millions and millions ofyears, where it remained until very recently. It had previously notcontributed to the carbon cycle at all and is now flooding theatmosphere. Environmental understanding is increasingexponentially; it is urgent and must be shared.

The PSP works with teachers to lift and elaborate globalenvironmental issues from the curriculum, where they are onlyhinted at. Fundamentally what we do is to interpret thecurriculum which can never be a static body of knowledge. Weare developing courses and resource materials to engagescientifically with crucial environmental issues such assustainability, evolution, biodiversity, inter-connectedness,climate change and the carbon cycle.

In conclusionThe development of scientific literacy is part of bringing about asociety that understands the fundamental environmental issuesthat are facing humankind. Environmental Education teachesyoung people to believe that if they can understand why thingsare as they are, they can also change them.

Through Environmental Education, learners developresponsibility for their own actions and can hold others toaccount. They do not simply observe the environment, they lookat themselves within the environment – they look at theirfootprint, their impact on the world. With EnvironmentalEducation learners see very clearly that their lives are not justabout themselves – they are about everyone else and the future ofour Earth.

M This piece is based on reflections by the PSP team on ourenvironmental work and commitment.

6

By growing things and by engaging with the

world around them, children can develop a

sense of place – an experience of being part of

the environment in which they live.

7

PSP MATERIALS

Materials DevelopmentA number of distinct materials were developed by the PSP during 2007.

Learning about environment at theEdith Stephen’s Wetland Park

This beautiful Handbook for teachers offers alarge number of practical activities for environ-mental learning at the Edith Stephens WetlandPark. Since the PSP moved to the Park, we haverun workshops for teachers to encourage themto bring their learners to enjoy its resources. Thisbook brings together the best of these workshopactivities, using them as a context to develop abroad environmental understanding andawareness, with a particular focus on the crucialrole of wetlands on the Cape Flats.A guide to environmental activities for learners

GRADES 4–9

Edith Stephens Wetland Park: a park for peopleThe Edith Stephens Wetland Park (ESWP) is situated in the heart of the Cape Flats. It

is a unique conservation site that has been developed into a public park by the City

of Cape Town in partnership with SANBI. The park offers remarkable environmental

resources to the surrounding communities, which are encouraged to visit and expe-

rience the rich biodiversity of the seasonal wetland – and discover its secret! At the

park people can walk amongst the indigenous plants, learn from the ‘water-wise’

and ‘medicinal and useful plants’ gardens, and observe a wide range of birds.

The Western Cape Primary Science Programme (PSP) is a teacher in-service educa-

tion organisation that supports primary school teachers in the fields of natural

sciences, languages, mathematics, social sciences and environmental education. The

PSP is based at the ESWP, and has been working with teachers on ways to use the

rich environmental resources at the park practically with their learners.

This book is based on our work with primary school teachers and their learners at

the park. It provides practical activities for learners in Grades 4 – 9, and also possi-

bilities for deeper understanding of the environmental and social issues that are

involved in living on the Cape Flats.

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Investigations with Foundation PhaseLearners

This book reflects the experience of nine primary schoolsin the Metropole South District that encouraged theirlearners to ask and explore real questions about thenatural world around them.

The book is packed withcreative language activities tocomplement and consolidatethe science.

Food and FarmingThis booklet was developedon the basis of our interactionwith Grade 4 Social Sciencesteachers who attended acourse as part of ourInnovation Project.

This DVD and Teachers’ Booklet, Tools for Planning yourNatural Sciences Curriculum were developed

as a joint venture betweenthe PSP, the WCED andChevron. As a trainingpackage, it offers frame-works and formats and lessonexamples to support teachersand trainers with how to plan,assess and teach the NaturalSciences Curriculum. The DVDshows ideas of how to teacheach paragraph of the contentstrand; Planet Earth and Beyondfor the Intermediate Phase.

Tools for planning your Natural Sciences Curriculum

Whole Language in the Foundation PhaseThese booklets were based on the PSP’s Languagecourses in 2006, which focused on three readily availableresources – newspapers, pictures and songs. Theresources provide contexts for meaningful andpurposeful learning for children.

8

PSP PROJECTS

PSP projects inform and enrich one anotherIn 2007, we worked with over 1 249 teachers from 209 primary schools, reaching more than 128 000 learners through our projects.

M The PSP’s Innovation Project develops primary teachers’ knowledge andskills and provides materials to support learning.

M We offer a programme of courses for teacher development and classroominnovation.

M At each course, teachers learn about a specific aspect of the curriculumand engage with each other about practical teaching strategies and learnerexperiences.

M The PSP draws on this engagement with teachers to develop newresources to encourage classroom innovation in line with NationalCurriculum requirements.

Highlights of 2007M In 2007, 479 individual teachers attended different aspects of the

programme which offered 118 hours of course time in the Natural

S

In collaboration with the Education Department’s District offices, the PSPCluster Project works with and provides resources to small clusters of schoolsin urban townships and rural areas. We offer in-depth support with how toplan, assess and teach the Natural Sciences (NS) curriculum.

Since its inception in 2002, the Cluster Project has now worked with 170schools in five Districts. (Metropoles East, South, Central, North and CapeWinelands).

The current three-year cycle of the Cluster Project is being carefullyevaluated. We are using a combination of internal monitoring and externalmoderation, analysis and reporting.

In 2007 M Teachers focused on a particular Natural Sciences (NS) strand for the

t

THE INNOVATION PROJECTWCED CTI CoursesIn 2007 the PSP once again won the tender to offer theIntermediate Phase Natural Sciences (NS) courses on behalf ofthe WCED at the Cape Teaching Institute (now called theCape Teaching and Leadership Institute). Over 50 teachersattended each of these full-time courses for three weeks.

Extensive pre- and post-tests show that the course had a realimpact on teachers’ attitude, knowledge and skills, and by theend of the course, educators had significantly increased theirfamiliarity with the curriculum.

While teachers arrived on the courses with very poor contentknowledge – scoring on average well under 25% on our test,the post-test showed real improvement. PSP was able toundertake follow-up classroom visits to at least 20 teachersafter the courses.

THE CLUSTER PROJECT

9

PSP PROJECTS

one another0 learners through our projects.

Sciences, Social Sciences, Mathematics, Language and the Environment.M We developed new courses such as: Exploring the Universe; Climate

Change and Sustainable Living; Integrating Language across theCurriculum and 2-D and 3-D objects in Mathematics.

M An exciting achievement this year has been the compilation of a trainingpackage providing support and guidance to primary school teachers andtrainers in Natural Sciences. The package includes a DVD, teacherresources and classroom materials on planning your Natural Sciencescurriculum, using the Planet Earth and Beyond NS strand.

M We have produced another high quality booklet for the Foundation Phaseon Language, titled “Whole Language”.

M We are thrilled to have produced a book which we believe breaks newground in South Africa – “Natural Sciences Investigations withFoundation Phase Learners”.

term, while integrating the content meaningfully with other strands. Afterthis, teachers engaged in developing actual NS plans for the term.

M Every Cluster school received the Old Mutual Out of the BoxEnvironmental Resource and worked with the PSP to integrateEnvironmental Education into their NS planning and teaching.

M Teachers received regular support in their schools from the PSP. Thefacilitator focused on improving school plans for NS; working withindividual teachers in their classroom; supporting the schoolenvironmental projects and facilitating work sessions after school with thefull Natural Sciences team.

M On 13 November, urban Cluster Project teachers, as well as Districtofficials, funders and friends of the PSP met to reflect on the year’ssuccesses and make recommendations for future work.

TION PROJECT

TER PROJECT

Hands-on EnvironmentProject (HOEP)The HOEP Project encourages and supports teachers to bringchildren from townships to spend a morning in the EdithStephens Wetland Park (ESWP) where they engage inpractical environmental learning activities with theirteachers. We expect one thousand children per year to benefitfrom these visits.In 2007, we published “Learning about Environment at theEdith Stephens Wetland Park”. The book was written on thebasis of PSP’s workshops with teachers at the park. Specialthanks to the Kirstenbosch branch of the Botanical Society fortheir contribution to the production costs and the City ofCape Town for sponsoring the launch of the book.

The Zenex / Spark ProjectThe PSP and other organisations were invited to work inpartnership with the Metropole South District to participate ina three-year project to work with and support all theFoundation and Intermediate Phase teachers in eight primaryschools (total of 207 teachers) in order to boost theLiteracy/Language and Numeracy/Mathematics levels oflearners.

Full-day workshops are run each term at each Phase level, andevery school is visited at least once a term for individualclassroom based support as well as an afternoon work sessionin each Learning Area.

Despite a rocky start mid-year due to the teacher strike, theZenex Spark Project has now taken off in the schools, withexciting prospects ahead.

“This (Cluster Project) course has made it possible for meto teach Natural Sciences in a more practical and fun wayfor students and the OUT OF THE BOX equipment is agreat help.” – Teacher from Primrose Park Primary

10

STAFF & GOVERNANCE

PSP STAFF AND GOVERNANCE

TrusteesThe trustees of the PSPare responsible for thestrategic direction andfinancial stability of thePSP.

From left: Donald Campbell,Chairperson; LynneMatthews, Trustee;Mascha Ainslie, Trustee/Manager, and McebisiMnconywa, Trustee

Core staff of the PSPBack: Zorina Dharsey Science Facilitator; Sandra Rossouw – Science and Maths Facilitator, Cape

Winelands; Vava Makhubalo – Language Facilitator; Viv Kenyon – Language Co-ordinator;

Nontsikelelo Mahote – Science Facilitator & Cluster Project Co-ordinator, and Mascha Ainslie –

Manager.

Front: Nadiema Gamieldien – Science Facilitator & CTI Co-ordinator; Rose Thomas – Science Course

& Materials Development; Nthabeleng Marubelela – Administrative Assistant, and Gcobisa Mbili –

Finance and Administration Co-ordinator.

Welcome to Vava!

We were delighted to welcome VavaMakhubalo to the PSP in mid 2007. Vavais an extremely experienced educator. Shetaught in primary schools for 21 years,became principal and then spent fiveyears in language teacher support withSAILI. After a short while in bookpublishing she decided to join the PSPteam. She has already made a valuablecontribution in the Zenex schools whereshe is working, and we look forward tomany happy years working together.

Death of Clifford MalcolmAs we go to press, we aresaddened to hear of the deathof Professor Clifford Malcolm,eminent science educator. Wewere privileged to work closelywith Prof Malcolm for more thanthree years while he engaged informative evaluation andresearch in our programmes.His findings have stronglyinfluenced us in the PSP and weknow he will live on in our work.

STAFF & GOVERNANCE

THE ADVISORY COMMITTEE OF THE PSP

The PSP Advisory Committee is made up of 11 educators who represent the schools where the PSP works. The Committee meets with the PSPteam once a term to give advice on curriculum issues, project development, organisational arrangements and communication with schools. Front row from left: Nomakhaya Mbeki – Ntwasahlobo Primary School, Khayelitsha; Nonkosi Kaleni - Nomlinganiselo Primary School, Crossroads;Tshepiso Monethi - St Louis Primary School, Langa; Nomakula Manong- Moshesh Primary School, Langa; Zodwa Nxawe – Lwandle Primary School,KhayelitshaBack row from left: Thando Mgudlwa – Impendulo Primary School, Khayelitsha; Xoliswa Sitetyana – Ikhwezi Lesizwe Primary School, Khayelitsha;Rubina Gxula – Siyazakha Primary School – Philippi; Solomzi Mfunda – Imbasa Primary School, Crossroads; Silulami Nkqezo – Litha Primary School,GuguletuInset: Mcebisi Mnconywa, Trustee

Launch ofenvironmentalresource bookGrade 5 learners fromManenberg Primary Schoolwith Mascha Ainslie (PSP),Stacy-Anne Michaels (Cityof Cape Town) and WendyHitchcock, at the launch ofLearning about Environ-ment at the EdithStephens Wetland Parkon the eve of WorldWetlands Day in February2008.

11

FINANCES

SWEMMER MAC INNES & ASSOC CHARTERED ACCOUNTANTS (S.A.) BUSINESS CONSULTANTS

4 JAYREEN COURT MAINS AVENUE KENILWORTH 7700 P O BOX 552 CONSTANTIA 7848

TEL: 021-762 8110/1 FAX: 021-762 9233 E-MAIL: sma.accounting@telkomsa.net

REPORT OF THE INDEPENDENT AUDITORS TO THE TRUSTEES OF THE WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUST Report on the Financial Statements We have audited the annual financial statements of WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUST which comprisethe trustees’ report, the balance sheet as at 31 December 2007, the income statement, the statement of changes in equity and cashflow statement for the year then ended, a summary of significant accounting policies and other explanatory notes.

Trustees’ Responsibility for the Financial Statements The trust’s trustees are responsible for the preparation and fair presentation of these financial statements in accordance with SouthAfrican Statements of Generally Accepted Accounting Practice and in the manner required by the Companies Act of South Africa.

This responsibility includes: designing, implementing and maintaining internal control relevant to the preparation and fairpresentation of financial statements that are free from material misstatement, whether due to fraud or error; selecting and applyingappropriate accounting policies; and making accounting estimates that are reasonable in the circumstances.

Auditors Responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordancewith International Standards on Auditing. Those standards require that we comply with ethical requirements and plan and performthe audit to obtain reasonable assurance whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence aboutthe amounts and disclosures in the financial statements. The proceduresselected depend on the auditor’s judgement, including the assessment ofthe risks of material misstatement of the financial statements, whether dueto fraud or error. In making those risk assessments, the auditor considersinternal control relevant to the entity’s preparation and fair presentation ofthe financial statements in order to design audit procedures that areappropriate in the circumstances, but not for the purpose of expressing anopinion on the effectiveness of the entity’s internal control. An audit alsoincludes evaluating the appropriateness of accounting policies used and thereasonableness of accounting estimates made by the trustees, as well asevaluating the overall presentation of the financial statements.

We believe that the audit evidence we have obtained is sufficient andappropriate to provide a basis for our audit opinion.

Matter of Emphasis In common with similar organisations, it is not possible to establish that allincome received, prior to banking, has been accounted for.

OpinionIn our opinion, the financial statements present fairly, in all materialrespects, the financial position of the trust at 31 December 2007 and of itsfinancial performance and its cash flows for the year then ended inaccordance with South African Statements of Generally AcceptedAccounting Practice.

SWEMMER MACINNES & ASSOC Chartered Accountants (S.A.) Registered Accountants and Auditors Per: M D MacInnes BERGVLIET 20 March 2008

WESTERN CAPE PRIMARY SCIENCE

PROGRAMME TRUSTFINANCIAL STATEMENTS

for the year ended 31 December 2007

Country of incorporation South Africa

Type of trust In-service educationtrust

Trustees D C CampbellM L MnconywaW M F AinslieL Matthews

Business address Edith Stephens Wetland ParkLansdowne RoadPhillippi, 7785

Bankers First National Bank

Auditors Swemmer MacInnes &AssocChartered Accountants (S.A.)Registered Accountants and Auditors

Registration IT2806/99

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WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUSTREPORT OF THE TRUSTEES

for the year ended 31 December 2007

The trustees present their report for the year ended 31 December 2007. This report forms part of the auditedfinancial statements.1. General reviewThe trust's business and operations and the results thereof are clearly reflected in the attached financialstatements. No material fact or circumstance has occurred between the accounting date and the date of thisreport.2. Statements of responsibilityThe trustees are responsible for the maintenance of adequate accounting records and the preparation andintegrity of the financial statements and related information. The auditors are responsible to report on the fairpresentation of the financial statements.The trustees are also responsible for the trust's system of internal financial control. This is designed to providereasonable, but not absolute, assurance as to the reliability of the financial statements, and to adequatelysafeguard, verify and maintain accountability of assets, and to prevent and detect misstatement and loss.Nothing has come to the attention of the trustees to indicate that any material breakdown in the functioning ofthese controls, procedures and systems has occurred during the year under review.The financial statements have been prepared on the going concern basis, since the trustees have every reasonto believe that the trust has adequate resources in place to continue in operation for the foreseeable future.

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WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUSTBALANCE SHEET

as at 31 December 2007

WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUSTINCOME STATEMENT

as at 31 December 2007

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WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUSTNOTES TO THE FINANCIAL STATEMENTS

as at 31 December 2007

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WESTERN CAPE PRIMARY SCIENCE PROGRAMME TRUSTNOTES TO THE FINANCIAL STATEMENTS

as at 31 December 2007

Thank you to fundersand partnersWe wish to acknowledge the generoussupport of all the funders and partners ofthe PSP during 2007

I Anglo American Chairman’s Fund

I ABSA Foundation

I Coronation Fund Managers

I Du Pont de Nemours International

Societe Anonyme

I First National Bank

I Foschini Group

I Grand West

I Kirstenbosch Branch of the

Botanical Society of South Africa

I PetroSA

I Private donations

I The City of Cape Town

I The D.G. Murray Trust

I The Loman’s Trust

I The Old Mutual Foundation

I The Western Cape Education

Foundation

I Western Cape Education

Department

I The Zenex Foundation

We thank the institutions and organi-sations that worked with the PSP in2007. We are grateful for your timeand expertise which enriches ourprogrammes and enhances the qualityof our work with teachers.

The Animal Demography Unit, UCT; CapeTeaching and Leadership Institute (CTLI);City of Cape Town; Centre for Molecularand Cellular Biology of the University ofStellenbosch, attached to the MedicalResearch Council; Department of Botanyand Zoology, University of Stellenbosch;Department of Water and EnvironmentalAffairs (DWAF); Eco-schools Programme;Edumedia of the WCED; Envirokids; IzikoSouth African Museum; Maths EducationPrimary Programme (MEPP); ORT-TECH;South African National BiodiversityInstitute (SANBI) and its Cape Flats NatureProject; Share-Net; Schools DevelopmentUnit (SDU) UCT; South AfricanAstronomical Observatory (SAAO); TableMountain National Park (TMNP); TwoOceans Aquarium; Western CapeEducation Department; Wordworks.

The PSP’s Mission StatementOur mission is to improve the quality of teaching and learning of the sciences,the environment and related learning areas by developing a community ofshared professional experience.

The Western Cape Primary Science Programme (PSP)

M Is responsive to the needs of the curriculum, teachers and the EducationDepartment

M Is working towards connecting school science and technology to teachers’and learners’ life experience

M Provides science enrichment to teachers beyond the curriculum

M Assists teachers to interpret educational policy and to implement itpractically in the classroom

M Develops primary school teachers’ science knowledge and understanding

M Addresses the demands of teaching and learning science through thehome language as well as an additional language (2nd or 3rd language)

M Assists teachers to develop learners’ reading, writing and othercommunication skills

M Assists schools to manage the curriculum effectively

M Assists teachers to be environmentally responsive

M Is committed to working in partnerships and in close collaboration withothers

M Develops classroom-based resources through interaction with teachers.

PSP Annual Report 2007