Posted on: January 24th, 2012 by admin 3 Comments


Our learners have excelled in so many fields!
Our Matric results are outstanding – we have had a 100 percent pass rate for 24 years. In 2019 our learners received 493 subject distinctions which is an average of 2,21 distinctions per learner. 95,52% Bachelor pass rate. Nolwazi Khumalo achieved an aggregate of 91% – well done!
Our learners achieve success both provincially and nationally in: the Albert Luthuli Oral History Competition, the Douglas Livingstone Short Story Competition, the Future News Competition, Poetry Africa, the Royal Commonwealth Society Essay Competition, the SAASTA Essay and Debating Competition and various English, Maths and Accounting Olympiads.


The Academic Development Programme (ADP) of DGHS is a facility that provides a venue and an environment in which learners can do homework and study after school. An adult is present to check homework, motivate learners and monitor their co-curricular involvement. To ensure that the learners do homework to the best of their ability and use their time wisely, the learners are encouraged to complete their written homework, do online research, study for tests and read their library books during this time in a controlled setting. The Victor Daitz Wing on Penzance Road side is the venue for ADP. Registration forms are available from reception or contact and request that one is sent home with your daughter.


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. This subject includes accounting knowledge, skills and values focusing on the financial, managerial and auditing fields. Learning in this subject enables learners to continue with their studies in further and higher educational institutions and professional bodies, inter alia in the fields of financial, cost, managerial accounting and auditing.



  • The approach is holistic and skills are taught in an integrated way.
  • Listening, speaking and reading skills are not taught in isolation.
  • Classroom activities are learner-centred, interactive and meaningful.
  • We use the communicative method of teaching, using music, CD’s, DVD’s and magazines.
  • Learners are also encouraged to make use of multi-media in presentations.
  • The use of themes, topics and learning material from other sections of the curriculum is encouraged.
  • Great emphasis is placed on communication to expand vocabulary and to give learners more exposure to Afrikaans.
  • The course consists of Language, Literature, Oral and Written work.

Our mission

In the Afrikaans department we, as a passionate and dedicated team of seven educators, believe and try to follow the words of "Paljas" [the Afrikaans drama that is currently being studied in Grade 12]: Lag is beter as huil. (Laughing is better than crying). It is therefore very important to us that your daughter achieves the best possible results that she can achieve. A good mark in the First Additional Language becomes critical in the FET phase, especially if your daughter should have aspirations to obtain a tertiary qualification. These wise words also encourage us to give your daughter the best teaching that we can give and to strive for excellence. As well as teaching your child to competently converse in Afrikaans, we also endeavor to develop her holistically. Literature, language and oral lessons are thus not just about learning the difference between "kleure" en "klere", it is also about teaching her life skills and a positive attitude towards life. Unlike many beliefs, Afrikaans is a living language and has a solid place in the future of our country. With about 6 million native speakers in South Africa, or 13.3 percent of the population, it is the third most spoken mother tongue in the country. [English is ranked as number 6]. It has the widest geographical distribution of all the official languages of South Africa, and is widely spoken and understood as a second or third language. Based on SA Statistics 2010 mid-year estimates, it seems that the number of people using Afrikaans as home language has actually increased (Namibia included). Surprising is also the number of black Afrikaans speaking people that have also risen. According to estimates there are about 20 million people world wide who can speak Afrikaans (either as home or additional language). Being fluent in the language therefore does not only have many advantages, but also opens many doors. Residing in KwaZulu-Natal does not always offer a clear picture of the above, but in many parts of the rest of the country, it will be to your daughter's advantage to be able to speak Afrikaans.
The Afrikaans Department Team Mrs BM Botha (Head of Department: FET and GETC phase) Mrs Faulkner Mrs Skevington Mrs Forbes Mrs Morgan Ms Rossouw Ms Haggard
Assistance & Requirements It is not necessary for your daughter to feel despondent about her Afrikaans skills. Help is readily available. The teachers in the Afrikaans department would like to offer your child the best opportunities to develop her skills. The extra lessons and "Readers are Leaders" programme is in place to assist her. These are offered free of charge.
Extra lessons Mondays (14:45 – 15:45): Gr 9 Ms Haggard Wednesdays (14:45 – 15:45): Gr 10 – 12 Mrs Skevington Wednesdays (14:45 – 15:45): Gr 8 Mrs Pennington
"Readers are Leaders" programme Every day during second break and from 14:45 – 16:45 the "Readers are Leaders" programme is available in the Media Centre. Learners must enroll for this and space is limited . Learners are encouraged to make use of this in order to bring the level of their language proficiency up to standard.
"Grammar rule book" programme Each learner receives a Junior Afrikaans Grammar rule book at the beginning of Grade 8 (for Grade 8 & 9) and a Senior Afrikaans Grammar rule book (for Grade 10 – 12). This rule book must be consulted whenever homework is done. Your daughter must learn the language rules in this book (or other study guides) as many problems can be eliminated if your daughter knows the language rules.
Guidelines to Parents and Learners In order for your daughter/ward to improve her Afrikaans language skills, it is suggested that you read the following carefully:
What your daughter can do to improve her Afrikaans: She must read as much as possible. Twenty minutes EVERY DAY is more valuable than spending a whole day reading. Reading (not only the prescribed books learners are expected to read for school, but others as well) is so important as it improves vocabulary, sentence structure, sequencing of ideas, etc. The selection of a suitable reading book is very important. She must choose a book that she can relate to and understand. Learners often find referring to a dictionary for every other word tiresome and a huge barrier to the reading process. Generally when reading, she will not understand every word, but can follow/understand the context. She will be able to "guess" what certain words mean, but after some practice, she is likely to infer the meaning of more words and, thus, build up her vocabulary.
Set her own vocabulary lists and "test" herself. Help her to organise her time so that she can watch Afrikaans television programmes, e.g. 7de Laan, Binnelanders, etc. The following is advisable: Do not watch the screen – rather look away and listen to what is being said. She will still be able to follow what's happening, but need to listen carefully to follow. Only if she gets really confused, she can visually follow what's happening.
What you as the parent/guardian can do:
  • Encourage and assist your daughter to read the books as instructed (TWO per year) as well as other books on her own.
  • Encourage her to read her short stories / comprehension texts / summaries / notes, etc. aloud. It will improve her oral skills.
  • Cultivate a positive attitude towards the language. Often learners feel demotivated because parents inform them that they struggled at school or that Afrikaans is not going to help them in future.


The subject Business Studies deals with the knowledge, skills, attitudes and values critical for informed, productive, ethical and responsible participation in the formal and informal economic sectors. The subject deals with business principles, theory and practice that are essential in the development of entrepreneurial initiatives, sustainable enterprises and economic growth.

The objectives of the subject link with those of the Business, Commerce and Management fields and with other relevant fields at Higher Education and Training levels. Business Studies equips learners with a sound foundation to participate in future business, commerce and management studies and to enter or to create self-employment.



Consumer Studies focuses on developing knowledge, skills, values and attitudes in learners to enable them to become responsible and informed consumers of food, clothing, housing, furnishings and household equipment, to use resources optimally and in a sustainable manner. The subject promotes the application of knowledge and skills in the production of marketable products that will meet consumer needs.
If you are interested in cooking, nutrition, design, marketing and consumer needs, then this is a subject for you. Consumer Studies is a life skill that you will definitely use throughout your life.

Career Opportunities include Consumer Services and Event Management, Marketing and Management, Public Relations and Media, Product Development and Quality Assurance, Journalism, Research, Dietetics, Clothing Design, Marketing or Production, Interior Design, Hotel, Restaurant or Catering Industry.

20160831_151005_HDR CONSUMER STUDIES


Dramatic Arts is a popular subject which challenges and impassions learners. Both theoretical and practical elements of acting and performance are studied, as well as exploring technical theatre, theatrical history, philosophy and political theatre. Learners enjoy the luxury of two spacious drama studios and are given numerous opportunities to perform throughout the school calendar. This helps to develop their understanding of live performance which can later be applied to the theory examination, a three hour paper, featuring essays, contextual questions and requires learners to synthesise theory and practice. Learners are also given the opportunity to attend a variety of performances by professional companies and drama festivals throughout their time on the Dramatic Arts course to further develop their understanding and appreciation of the theatre. We are proud to state that the average mark per learner in the final examinations has not dropped below 80% in the past three years.
Dramatic Arts


The English Department at Durban Girls ’High School is a large and vibrant one. We have thirteen experienced and dedicated teachers who bring to their English classes their diverse and innovative teaching styles. Our common aim is to develop an educated, literate individual who will have the reading, writing, and communication skills to survive in an ever more complicated, sophisticated world. In addition to the teaching of various aspects of the language, we try to foster learners’ reading skills through an extensive study of literary and multi-media texts. It is hoped that this will enhance their logical, creative and critical thinking skills. As the learners reach their senior years, this exposure to diverse reading material is intended to facilitate an appreciation of the aesthetic aspects of language and literary forms and genres. The English Department is committed to provide optimum opportunities for freedom of expression, personal and professional fulfillment. To this end, we offer the learners a myriad of cultural activities to engage with. Opportunities abound for our prolific creative writers as there is participation in both national and international literary and creative writing competitions. We have had many learners who have been successful in the Commonwealth Essay Writing Competition, the Douglas Livingstone Creative Competition, The Time of the Writer and have had their work published in various anthologies. The learners are also enthusiastic about their regular meetings to discuss their books at Book Club. Reporting skills and creative writing are fostered in our learners’ involvement in compiling and circulating their own school newspaper. Debating, Forum, Shakespeare Quiz, Toastmasters and various other platforms to develop public speaking are encouraged to empower the learners to develop their confidence and to improve their communication: primarily their listening and speaking skills. Our departmental activities contribute to the friendly, interactive atmosphere we value. It is hoped that the English classrooms are enjoyable places to learn, to work and to take lessons beyond the classroom as part of their life-long learning.



“We all live our lives geographically. Planet Earth is our home. It is awesome, diverse, inspiring and ever changing. Studying geography invites us to participate more fully in the excitement, enjoyment and challenge of this dynamic world. It draws on personal experience, to help us better understand the places we live in, why they matter and how they are connected to a globalised world.

Geography draws from across the physical, cultural, economic and political spheres to illuminate key issues for the present and the future, explored at all scales from the personal to the local and the global. Geography is therefore a vital subject resource for 21st century global citizens, enabling us to face questions of what it means to live sustainably in an interdependent world. Geography helps us investigate and to think critically and creatively about the complexities of places, and different views and feelings relating to places.

Geography is studied through enquiry, this requires the formulation of effective questions. Fieldwork and outdoor education are essential to geography. The subject helps develop significant elements of the skills framework, with a strong emphasis on utilising maps and visual images as well as new technologies including Geographical Information. These transferable geographical skills help to equip us for lifelong learning as responsible global citizens.”

- from the Geographical Association (April 2007)

click to enlarge


Modern methods of History teaching emphasise that History is a discipline and not a mass of dates and facts. History develops logical thought and sound judgement while providing an essential background of cultural and general knowledge. A study of History encourages critical thinking. A learner is trained to detect bias, not to accept things at face value, and to examine critically all information presented to her.

A proper study of History also teaches the following skills: the ability to make decisions by weighing up available evidence; skills in research and the ability to present what one has discovered through research in a meaningful, concise way. The skills involved in History are also required for many subjects studied at tertiary level where the disciplined approach required in History would be a distinct advantage.

Any company or institution is faced with problems at various times. Any problem is halfway to being solved if its origins can be traced, something which a History student will be accustomed to doing. As History is the study of man in the past, a proper study of History can yield an understanding of people, to a depth not provided by any other school subject. This is obviously very useful for any person going into a people-related career (teaching, law, psychology, management, journalism, politics, medicine and many more.)

History too, has great intrinsic value. Ultimately, our purpose at school is to educate learners to prepare them for an adult life, in which a career is only a part. In these changing times it is important for our children to learn what has happened in the past and, hopefully, as the new generation, avoid making the same mistakes. A study of History goes a long way toward preparing our youth for the future and helping them to understand the present within which they operate.



Information Technology focuses on activities that deal with the solution of problems through logical thinking, information management and communication. It also focuses on the development of computer applications using current development tools. Information Technology will enable learners to understand the principles of computing through the current use of a programming language, hardware and software and how these apply to their daily lives. Computer skills are in high demand in the business world & this subject will equip them with these much needed skills. CAREERS RELATED TO INFORMATION TECHNOLOGY:

Information technology
  • Computer Engineering
  • Computer Science
  • Computer Science Education
  • Computer Software Architect
  • Data Communication and Network Specialist
  • Financial and Actuarial Specialist
  • Hardware and Software Support Technician
  • Information Technology Educator and Trainer
  • Information Technology Sales Executive
  • Programmer
  • Systems Developer
  • Telecommunications Engineer


Serves learners with a good background of Zulu, enthusiasm and interest in and flair for language who are interested in broadening their knowledge of African languages, doing community work and learning about African culture. The course consists of Language, Literature, Oral and Written work, as well as a creative component.
Career opportunities include: Teaching in a multilingual classroom or Psychology translation in courts, hospitals, and parliament and for company adverts and aTelevision Presenter.



Life Orientation is the study of the self in relation to others and to society. It is concerned with the personal, social, intellectual, emotional, spiritual, ethical and physical growth and development of learners and the way in which these dimensions are interrelated and expressed in life. Life Orientation equips learners to engage on various levels ranging from the personal to the socio-economic level and from the physical to the intellectual and moral level. Learners are taught how to respond positively and responsibly to the challenges that confront them and to make the most of life’s opportunities. They are empowered to exercise their constitutional rights and responsibilities, to respect the rights of others, to value diversity, health and well-being.

Physical Education forms an integral part of the L.O. curriculum. Physical Education is about teaching every learner to lead an active life, within the bounds of her ability. Learners must have the required ability, knowledge of healthy practices, nutrition and movement skills to find enjoyment and satisfaction in recreational and sports situations. Learners are assessed in theory and in practice and are expected to participate in games, sport, recreational and leisure time activities as set out in the curriculum.

The external Certificate Task completed each year focuses on Community Service in Grade 10 and Work Experience in Grade 11.

Life Orientation


Life Sciences is the study of living things in the world, from their molecular level to the interactions of living organisms with one another and their environments. At school, a number of different aspects of biology are introduced to the learners, for example, biochemistry, microbiology, genetics, physiology, environmental biology and others. Learners take Life Sciences in order to broaden their knowledge about biological studies and also to provide useful knowledge and skills that are needed for everyday living. They learn to evaluate scientific issues and theories and so become aware both of how biotechnology can benefit man, but also of how humans are negatively impacting on natural environments and the living organisms living there. With this awareness, the learners will move out into the world with an ability to make responsible decisions on their choice of life style and how they will interact with their environment.

Science pics2 SH Life Sciences


South Africa has come from a past in which poor quality or lack of education resulted in very low levels of literacy and numeracy in our adult population. International studies have shown that South African learners fare very poorly in mathematical literacy tests when compared to their counterparts in other developed and developing countries. In the teaching and learning of Mathematical Literacy, learners will be provided with opportunities to engage with real-life problems in different contexts, and so to consolidate and extend basic mathematical skills. Thus, Mathematical Literacy will result in the ability to understand mathematical terminology and to make sense of numerical and spatial information communicated in tables, graphs, diagrams and texts. Furthermore, Mathematical Literacy will develop the use of basic mathematical skills in critically analysing situations and creatively solving everyday problems. In the information age, the power of numbers and mathematical ways of thinking often shape policy. Unless citizens appreciate this, they will not be in a position to use their votes appropriately.

Learners are taught to:

  • Use numbers with understanding to solve real-life problems in different contexts including the social, personal and financial;
  • Use mathematically-acquired skills to perform with understanding financially-related calculations involving personal, provincial and national budgets;
  • Model relevant situations using suitable functions and graphical representation to solve related problems;
  • Describe, represent and analyse shape and space in two dimensions and three dimensions using geometrical skills;
  • Engage critically with the handling of data (statistics and probability), especially in the manner in which these are encountered in the media and in presenting arguments;
  • Use computational tools competently (a scientific calculator is taken as the minimum).

EDUCATIONAL AND CAREER LINKS The workplace requires the use of fundamental numerical and spatial skills in order to meet the demands of most occupations. To benefit from specialised training for the workplace, a flexible understanding of mathematical principles is often necessary. Mathematical Literacy is designed to enable learners to handle with confidence the mathematics that affects their lives and so be appropriately educated for the modern world. They will be able to proceed with learnerships in career pathways that require Mathematical Literacy at the relevant National Qualifications Framework (NQF) levels. Students proceeding to Higher Education institutions will have acquired a mathematical literacy that will enable them to deal effectively with mathematically related requirements in disciplines such as the social and human sciences. Mathematical Literacy should not be taken by those learners who intend to study disciplines which are mathematically based, such as the natural sciences or engineering.


Durban Girls’ High School offers MUSIC as an elective for the FET Grade 10-12 phase. Learners are able to take Music in a variety of fields, including instrumental and vocal. This offers a balance to the science-based subjects offered in our subject choice packages. We have, over the past few years, offered Music in the GET Grade 8 and Grade 9 phase, as part of the Creative Arts curriculum, and this will continue.

Music girls a1


It is a continuation of NS from Primary School. We study aspects of Life Science (Biology) and Physical Science. In Grade 9, we separate NS into the respective Life Science (Biology) and Physical Science to help learners choose their subjects for Gr. 10

Natural Sciences


The subject Physical Science focuses on investigating physical and chemical phenomena through scientific enquiry. By applying scientific models, theories and laws it seeks to explain and predict events in our physical environment. This subject also deals with society’s desire to understand how the physical environment works, how to benefit from it and how to care for it responsibly. The subject Physical Science prepares learners for future learning, specialist learning, employment, citizenship, holistic development, socio-economic development and environmental management by developing the learner in the following three areas:

Physical Science
  • scientific enquiry and problem solving
  • the construction and application of scientific and technical knowledge
  • the nature of science and its relationship to technology, society and the environment

Learners who have studied Physical Science are able to follow various career pathways and to take their place in society as informed and responsible citizens. Learners will have access to:

  • Engineering – Chemical, Mechanical, Civil, Marine, Electronic etc.
  • Health Sciences – Medical and Surgery, Pharmacy, Optometry, Physiotherapy, Occupational Therapy, Nursing,

Medical Technology etc

  • Pure Sciences – Astronomy, Biochemistry, Microbiology, Geology, Statistics etc
  • Land Services – Nature Conservation, Veterinary Sciences, Architecture, Surveying etc


Technology as a subject stimulates learners to be innovative and develops their creative and critical thinking skills. It teaches them to manage time and material resources effectively, provides opportunities for collaborative learning and nurtures teamwork. In the educational context, Technology can be defined as: The use of knowledge, skills, values and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration.


Many aspects of our lives are affected by the visual arts and design - the buildings we inhabit, the clothes we wear, the machinery we use and the items we buy from the supermarkets. All these things have been designed by people who have studied art in some form. Art provides an opportunity to develop manual and thinking skills with which to express oneself. It also fosters the appreciation of beauty, a greater understanding of other cultures, and teaches one to evaluate and assess things with greater critical ability and insight. These are all valuable skills which are pertinent to many aspects of life, whether or not one pursues a career directly related to art.

Because there is such a vast array of options in this subject, and such a lack of qualified people in South Africa, it has been decided by the Education Department to split this complex subject and offer it as TWO separate subjects.

DESIGN is more career orientated e.g. Functional Ceramics,
where VISUAL ARTS is more personal e.g. Ceramic Sculpture

Since the number of learners who can be accepted into the Visual Arts & Design class is limited, entry is by selection. This is based on both academic and practical skills, and an honest desire to pursue these subjects with dedication and hard work.

Fine Art; Architecture; Interior Design; Jewellery Design; Graphic Design; Photography; Industrial Design; Video & Multimedia; Ceramics; Entrepreneurial directions and - of course – recreational hobbies.
Art and Design are a means of communication without words, in a direct and universal language. Learning about Art and Design enables one to interpret the language of other cultures, and express the intimacies of one's own experience. Art and Design are about life in all its manifestations. In these times of increasing levels of stress, Art and Design also provide access to life skills in using recreational time constructively in order to deal with stress in a healing way. They teach project management skills – so essential in all walks of life – and this also helps learners to reduce stress.

visual arts and design