Development Plan

Trafalgar High School is a school historically rich in value, political history and culture; as old as the African National Congress, it is sister and brother to the struggle for emancipation from Apartheid. The school is well known locally and abroad for its political-cultural-historical nature, a learning centre for intellectual development and progressive schooling. The school has produced prominent educators, political pioneers, writers, artists, scientists, mathematicians and academics, now at Universities around the globe.

Twelve years after 1994, the school has not benefited out of the freedom it fought for and contributed to. No improvements to the school were made by the post apartheid government in term of resources and infra structure. We are still serving the learners from the townships in archaic, antiquated environments and circumstances.
We are sympathetic to the huge responsibility of the state to provide education, housing, and health equity to the nation and the children of this new democracy. It is thus our patriotic duty to develop creative development strategies to deliver the education we want for the new nation. We are heeding the call of government that schools need to form partnerships with communities, the state and the business community to deliver an education to our learners. This is what we are doing in the vision and mission the school has set itself.

We are on the transformational and development path. We are serious about taking up this challenge and want to become the FIRST STRUGGLE SCHOOL to transform from the Apartheid era as a school with FIRST WORLD FACILITIES – EDUCATIONALLY and RECREATIONALLY.

Trafalgar High School now has the opportunity to develop it’s our physical resources i.e. land and buildings to meet this huge challenge. It has the opportunity to grow its current values and assets, to become academically and qualitatively strong.

This strength will become the asset of the marginalized communities we serve i.e. KHAYALITSHA, MITCHELL’S PLAIN, GUGULETHU, LANGA and the general Cape Flats community that seeks a quality environment and education for their children.

These communities will never be able to afford the quality environment of previous Model C schools. We strive to provide this quality educational environment to these communities at affordable and accessible costing demanded at present in township schools.
Through our vision we had to set ourselves the following achievable challenges / goals

  • Preservation of the historical and philosophical non-racial, non-sexist values of the school
  • Infrastructural and academic enhancement (growth). Our major focus to meet the academic and economic needs of the macro economy in the Western Cape.
  • Sound management practices
  • Marketing Trafalgar nationally as an educational institution of choice for the marginalized student in townships all over the country.
  • Enhancement of learner and educator standards to achieve academic excellence as a priority.

This development plan serves to reflect the visionary aspirations of the current staff and school management, to grow the school over the next five years and develop it’s role in the community as a pioneering institution once more for the development of this country in the post apartheid South Africa
We developed a ‘generic’, integrated development draft plan that will be supported by revolutionary social principles that to revolutionise the the manner in which education, housing and restitution issues can be addressed and resolved in district Six and as a model for the rest of the country.


The past two academic year saw the zealous pursuit of development above initiatives at the school with the involvement of the Private Sector. This relationship between the school and it’s development partners is critical in the pursuit of the vision of the school. It is also necessary since it is governments policy that the improvement of facilities at schools are not only the prerogative of government but also that of partnerships with the private sectors. This policy of private partnership is critical for our marketing policy.

With these successful objectives being met as per plan and vision our marketing strategy – in it’s infant phases now necessitates to last thrust in our development plan. This thrust is a necessity in out development and ultimate marketing strategy if we are to play the critical visionary role of providing top class educational facilities for the marginalized communities.


The attainment of the schools vision and development strategy started in earnest in 2005 by establishing by entering into committed partnerships with state initiatives to improve the provision of Information Technology development programmes and with the private sector to acquire facilities to improve our pursuit for academic excellence.

The major initiative was the establishment of the PETROSA COMPUTER AND INFORMATION TECHNOLOGY CENTRE at the school. This centre – based on the partnership principles of Community, State and Private Sector engagement contains the the following faculties:


# The Standard Bank / Brimstone Computer rooms that now teaches
Computer Application and Theory, Information Technology as an
examination subject to 200 learners and Computer Studies to 500
learners. Both at no additional school fees cost.

# Karibu Furnishers Mathematics Laboratory with state of the art
Numeracy and Literacy programmes for Grades 1 -12. Here
scientifically proven Master Maths software application is made
available to 500 learners to enhance their maths competence
and assist the academically strong to achieve maths excellence.

# Dullah Omar Media Centre with state of the Art computer technology
that allows teaching not only through multi-media facilities but
through interactive video conferencing. Here educators use the
medium of computer technology and video presentation and
surround sound as a medium to present their subjects in alternative




This multi – purpose educational facility was opened by the Premier of the Province in tandem with the Minister of Education. Here our development strategies was lauded by both a revolutionary in the upliftment of educational facilities at previously disadvantaged school and promises of support in this direction was made and offers of facilitation of further development initiatives.

The net consequence of this Centre is the following:

  • All 800 learners are receiving computer training in software and hardware from qualified IT educational specialist.
  • All 800 learners have Internet and email addresses for life and Internet accessibility at will.
  • Community training takes place in our outreach programmes.
  • We have 3 classes comprising of 135 learners that are now studying Computer Application and Theory (CAT) as an examination subject as part our our integrated FET programme.
  • Our CAT programme in integrated with Civil Technology and Tourism to create a greater mobility for our learners to integrate into the Western Cape economy.
  • Providing dedicated Mathematical teaching through our Khanya Laboratory and Master Maths software to our learners of the school and in the community. This allows us to address the problems around mathematics in schools.

The concerns around acquisition of facilities and utilization thereof is thus well integrated in our strategic management plan of our developmental model and vision.







This strategy is being vigorously pursued in 2006 with the following being established before the end of 2006:

# The Altius / Arête Business Centre. This computerised facility with 50
stations linked to ADSL Plus and 24 hour Internet connectivity is
now completed. The state of the art software in this Centre is
Pastel for Accounting Applications, Word 2005 for the skill of
business presentations of projects, budgets and other needs for
business skills.

# The Shell Science Laboratory. This is a real first in public schools
and this side of the Western Cape. This modern science facility
will be fully equipped with three 8 – station computer terminals
that will provide state of the art science software to teach
Physical Science, Life Sciences and Geography as an
examination subject.

The principles of partnership between state – community – private sector is evident once more. Our vigorous engagement all all role players in our development strategy is critical to the success and attainment of our development strategies and model – as is evident thus far.

The past two academic year saw the zealous pursuit of development above initiatives at the school with the involvement of the Private Sector – state – community. This relationship between the school and it’s development partners is critical in the pursuit of the vision of the school. This policy of private partnership is critical for our marketing policy.

With these successful objectives being met as per plan and vision our marketing strategy – in it’s infant phases now necessitates a thrust in our development plan. This thrust is a necessity in the development and ultimate marketing strategy if we are to play the critical visionary role of providing top class educational facilities for the marginalized communities.

In terms of our overall vision and development strategy the following needed still to be achieved and developed:

Maintenance of the school’s infra-structure
Provision of educational resource to sustain and supplement
our academic development.


The road ahead for us seems all the more difficult in view of our successes. Big business belief that what we already achieved is remarkable and investment assistance is now more urgent on other educational sites. This we understand and are cognizant of the fact that it must be so.

We had to find creative means and thinking out of the box if we wanted to achieve our overall development strategies and vision.

The solution was staring us in our face. This solution was in our very own assets i.e our human resources and our physical assets. The latter is our location, our building and our vacant land.

We still had to achieve the next phase of our development. Extensive interaction between NGO’s, private sectors and service providers we found the road ahead/ The road ahead was embedded within ourselves and our resources.


The completion of our development and visionary plans lies within this model. We had to look at land of the school to find value and possibilities. This meant we had to explore what land we need to develop for educational purpose as set out in our development plan and how the balance of the land can be developed to provide us with our development objectives outlined above.

The principle of cross subsidisation dawned on us as the possible way of achieving our development objectives.

Extensive interaction within role players in District Six i.e. The District Six Beneficiary and Redevelopment Trust, The Civic Association, Partners in the development of District Six, the surrounding and tended communities.

Through consultation and engagement a Plan was borne. This emerged in finding a solution to the development of District Six as land set aside to address the Restitution Crisis in the area through the provision of houses for the beneficiaries.

Can the land at Trafalgar be part of the solution of District Six AND at the same time see it’s own development needs?

We engage the services – at risk – of a BEE development company to explore this as an integrated development strategy.

After months of consultation and exploration of ideas and possibilities the plan was conceived as achievable.

This plan has the following essential in it’s strategy

# Private residential Development on part of Trafalgar’s land.

# Use the excess created out of this development to:

* Build 50 homes in District Six to address the Restitution

* Build a Multi-purpose Centre for the school

* Build a Sports Field for the school.

* Build a Tartan Athletics Track for the school

* Upgrade the existing school building. Desperately in
need of repairs as it is.

* Upgrade the school ground and walling the entire
school complex.

* Build / develop a Technology Centre to address the
FET focus band syllabus of the school.

* Establish a Trust to ensure the financial security of the
school as outlined in the vision.

Trafalgar High, a secular institution, has traditionally resisted the implementation of any kind of discrimination on the basis of race or economic division. Tolerance and positive relations are encouraged and divisiveness has never been tolerated at all. The learner composite is diverse in cultures and tradition and each aspect or element of their uniqueness is respected and allowed to flourish.




The core business of the school is to deliver quality education from grade 8 to grade 12 in all traditional learning fields. In the near future the school will divide its learning fields into GET and FET, in conformity with the Departments organizational structure.

Trafalgar High School has shown consistent matric pass rates exceeding 90% over the last five years. With its learner base drawn mainly from underprivileged areas, Trafalgar sustains standards of academic excellence, highly comparable to the outputs at Cape Towns’ best schools.

The school has taken this to another level surpassing even those “advantage” where school fees exceed our 10 fold.

The purpose of identifying CSF’s to is highlight the drivers necessary for the successful management, implementation and integration ofALL the development ‘elements’ listed in this plan .

  • Total quality management (TQM) and the monitoring thereof
  • Computerization of learner statistics
  • Effective implementation of this development plan
  • Alignment of learning material with relevant industry requirements
  • Learner representativeness in matters pertaining to learner development, LRC
  • Appointment of a development coordinator
  • Establish project task implementation teams
  • Paradigm shift: all teachers to ‘buy-into’ this development plan
  • Paradigm shift: all learners to ‘buy-into’ this plan
  • Highlight ‘independent’ aspects of the Development plan ( e.g., HIV-AIDS school policy)
  • Implement a monitoring and evaluation plan to support this plan.
  • To instill in learners the value of sound career choices.

NOTE: Trafalgar believes that TQM (incorporating IQMS) is an important prerequisite for the monitoring and evaluation of ‘Performance outcomes’. In addition, the school will have a monitoring and evaluation plan, to deliver on quality outcomes organizationally and academically.



  • Historically rich in value.
  • Cape Town Inner City location.
  • Sound educator force.
  • Mixed learner body.
  • Strong management.
  • IQMS implementation.
  • Will to transform.
  • Will to grow the school.
  • Material resources (land).
  • Wiling learner body



  • Local economic component to generate funds / income.
  • Opportunity for transformation and upgrading.
  • Growth.
  • Expansion.
  • Learner enrichment programmes such as sport, debating, etc.
  • Partnerships with Business.
  • Partnerships with government.




  • Buy-in to school regeneration (ratify).
  • Unused land and resources.
  • Expansion planning
  • Management planning
  • Negative learner sub-culture.
  • Lack exploitation of learner resources.
  • School newsletter
  • Limited learning fields
  • LRC dysfunctional



  • Dropout rate
  • Teenage pregnancies
  • Increased drug abuse
  • Negative role modeling
  • Low teacher salaries
  • Overload (teacher admin)
  • Teacher –pupil ratio
  • Acceptance of weak learners
  • Negative impact on school value chain.





  • School functioning (Strategic planning workshops)
  • Academic Programmes: Promotion of subjects
  • Educator training: needs assessment
  • Media: school newspaper
  • TQ M and IQMS scorecard (Academic; Management; marketing; Growth)
  • Careers guidance to Grade 11 and 12
  • Tuck shop and other on premises ‘healthy food’ sales
  • Environmental planning
  • School expansion and upgrading


Renewal and expansion of facilities: Mathematics, computers, Physics, Resources Centre, Learner resource facility, Sport, Extra curricular activity.

Skills Audit for all educators,
Training for Teachers e.g. Life-Line and other courses
Administration work: Assessment exercise.
Planned extra curricular involvement with learners: structured.
Partnerships with external bodies, organizations and schools
Plan excursions to key Businesses
School policy on HIV-AIDS
Code of conduct (or adopt the SACE model)

Stimulation of learner development in all learning fields (learning fields, Shadowing in Business, Literacy and numeracy projects, projects, sport, et al). Establish LRC to assist teachers, programmes, launch projects and new initiatives. Initiate School based programmes / Societies:

Maths Science Literature Drama Chess
Environment Refugee Against Racism Debating Scrabble
Dance Choir Creative writing Hiking Computers

Junior Council and parliamentary visits: school ambassadors.
Involvement in school newsletter
Implement cell phone policy for learners
Establish private ‘sick’ bay’
Plan excursions and travel
Week-end employment
Dress code.

The sport codes are:

  • Rugby
  • Touch rugby
  • Netball
  • Soccer
  • Chess
  • Volleyball
  • Karate
  • Cricket

Need for focus on the:

The healthy psychological, social and cultural aspects of learner development are important for personal growth and will assist in the culmination of a positive world view. The school organizational structure should support learners in this respect. Creating interest and opportunity for this vital area of development, is the responsibility of the educator fraternity at the school.

Partner with business on a permanent basis; write up a data list of which our partners are; also promote our learners into taking up careers with these companies and elicit bursaries / financial assistance from business for learners. Businesses may adopt a learner. Learners may seek holiday jobs with companies. Ongoing search for donor funding to develop / upgrade existing departmental resources.

Institutional growth must be an integrated and ongoing process at Trafalgar, where every aspect of school life presents an opportunity for development and growth.
Institutional development is necessary for the provision of the proper context for learner development; this means that Trafalgar becomes a place where there is vibrant interaction between learners and educators on all levels of educational development, by:

  • Implementation of school values and ethics
  • Curtailing Learner sub-cultures and anti-social practices
  • Initiating learner pride in the institution
  • Enhancement of school management practices
  • Meaningful ‘developmental’ activities
  • Maintenance of school assets
  • Develop asymmetry between departments.

Land and buildings
Sound financial management
A learner population
An educator work-force of high cumulative academic capacity / skills
A computer training room
Mathematics Teaching Room
Business resource centre
Learner facilities room
Excellence in sport

Development of infrastructure at Trafalgar is ongoing. This area of the development plan must be read in conjunction with the section on Unique Resources and Institutional Growth. Examine the potential for additional development, where the school has latent (untapped) resources.

A learner and educator paradigm shift is required. View the school environment as a microcosm of the world environment. Seek to implement ‘environmental’ consciousness through the initiation of action with the LRC. Provision will be made to preserve the school flora and fauna. Upgrading and maintaining school buildings, internally and externally Keep walls and floors clean. Construct policy to engage learners in the process:

  • Restore school gardens and pathways
  • Environment campaigns initiated internally and externally
  • Boys toilet entrance
  • Environment education (talks, audio visual, projects)
  • Removal of rubble and waste from school premises
  • Links with external organizations
  • Tuck shop placement and upgrading

Trafalgar is in the process of developing its IT &C components, which are beneficial to the school as a business entity, the learners and educators.
It is important that synergy is created between the School, other schools, the WCED and business, through the utilization of the school’s current and future IT&C resources.

It would be in the interest of the school to preserve its heritage by setting up a database of past learners and educators; the purpose would be manifold and would assist with future marketing and fundraising tasks.

The future status of the school is dependent on the momentum of its business drives, value additions and growth initiatives.

While the distinction between GET and FET poses challenges for the school, the schools ethical and cultural independence remains paramount.

Needless to say, more attention should be paid to the branding and imaging of the school, as schooling dynamics and conditions are rapidly changing. A modern marketing apparatus must be considered seriously.

This is the first draft development plan document which will require ratification by the staff.
The development plan should INTEGRATE all the development initiatives / opportunities at the school and problems should be managed effectively.
Participation herein should not exclude the parent body and funders.
This plan is a flexible instrument for implementation towards institutional growth and the enhancement of schooling.