Subject Choices: Plotting Your Future Options in Grade 9

In coming months, Grade 9’s will have to select the subjects they want to pursue from next year until they write their final Matric exams. While making the call is an exciting exercise for some, others struggle with the commitment, especially when they are not yet sure what they want to study after school.

“Subject choice season requires some serious soul searching and big decisions, which are too important to leave until the day when you are presented with a checklist to indicate your choices. It should already be top of mind now for learners who want to give themselves the best chance for success in Grade 12 and beyond,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution.

Payne says time really is a learners’ friend at this stage, and it is important that the subject choice conversations should start between them, their parents, guardians, teachers and friends.

It is also important to not try and make decisions based on crystal-ball gazing, but to use the various resources available to assist with this choice – particularly when learners are unsure about their vision (or lack thereof) for their future, she says.

These resources include:

1)     EDUCATIONAL PSYCHOLOGISTS

“An educational psychologist associated with a higher education institution, whether public university or private, or even a professional in private practice, can be approached to do an aptitude test,” says Payne.

“These professionals are trained to use reliable assessments to gauge where the learner’s talents, interests and strengths lie, and can be used as a strong indicator of the career directions and options the learner should consider.”

2)     INSTITUTIONAL ADVISORS

By spending time speaking to advisors at higher education institutions, learners will get a good idea of the range of potential qualifications they can pursue, and what the entrance requirements are.

“Your first stop is to visit the websites of various institutions of higher learning, and thereafter, you can further discuss your options with an advisor at the University or Private Higher Education institution’s careers centre,” says Payne.

She says that once the learner has an idea of what qualifications or careers excite them, they will be able to make informed matric subject choices.

“Your subjects should be very carefully selected and the decision must not be based on doing what your peers are doing or choosing all the easier subjects in the hope of scoring better marks,” she says.

Instead, the following factors need to be taken into consideration:

IF YOU ALREADY KNOW WHAT YOU WANT TO STUDY

Look at a range of different institutions and courses within your field of interest to allow yourself some choice and a Plan B after matric. Always consider a second option to avoid disappointment should you not be successful in your application for your first choice of a qualification.

IF YOU DON’T KNOW WHAT YOU WANT TO DO AFTER MATRIC

Choose subject combinations that will leave you with options and room to manoeuvre. If you struggle with Maths and Science, consider keeping only one of them so that you can focus your efforts and achieve good results.  Maths Literacy should only be considered as a last resort, as many courses require Maths and you could be rejected based on the choice you made in Grade 9.

FIGURE OUT WHAT MAKES YOU HAPPY

As you spend time at your desk every day, going from class to class, and completing your homework, be alert to which subjects you feel most comfortable with. Do your research and find out how your favourite subjects manifest in the working world, because they might be relevant to a field that you are not yet even aware of.

DETERMINE YOUR STRENGTHS

Choose at least two subjects that will boost your average. Admission to higher education is performance-based, so it makes sense to do very well in some subjects rather than badly in all of them because you chose only gateway subjects in an effort to keep your options as open as possible.

UNDERSTAND THE DIFFERENT ROUTES TO SUCCESS

You may think you won’t stand a chance of getting good enough grades to enter higher education after matric, but there are now many options for further study. The South African National Senior Certificate and the Independent Examinations Board (IEB) have four levels of pass, so even if you do not get a degree pass, you could still qualify for diploma or higher certificate study. Diplomas and higher certificates are normally vocationally or career-focused, and give you access straight to the world of work and even degree study.

“The key to making the best matric subject choices for your future self is to ensure you do your research thoroughly, and at a comfortable pace so you don’t have to rush the decision,” says Payne.

“These choices will have a profound impact on access to preferred qualifications and the career possibilities thereafter. This is one of the first opportunities teenage learners will have to practise strategic decision-making that will have a lasting effect on their lives, and it should be looked at as an exciting first step into their future as adults, and also a valuable learning and problem-solving lesson.”

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Here’s How Tax Relief for Neurodivergent Kids Actually Works

If you’re raising a neurodivergent child in South Africa, you’re already doing a lot.

Appointments. School meetings. Forms. “Can you just send that report again?” moments. The daily juggling act of home + school + therapy + life.

So when someone says, “You might be able to claim tax relief,” it can feel like one more admin mountain… right when you’re already running on fumes.

Here’s the good news: tax relief is available, and there’s a real framework designed to give families some breathing room.

The bad news is: it’s not always obvious how it works, and the internet is full of conflicting advice.

This guide will help you understand the basics without spiralling.

Tax relief is available in South Africa

South Africa’s tax system includes support for families who carry additional medical and care costs. The main mechanism is the Additional Medical Expenses Tax Credit (AMTC).

It’s not a cash payout. It’s a tax credit that reduces the amount of normal tax you pay.

For many families, it becomes a crucial “safety valve”, especially when you’re paying for the kind of support your child needs to function well in the real world.

Where neurodiversity fits into the SARS framework

SARS doesn’t have a neat category called “neurodivergence.”

Instead, conditions like Autism Spectrum Disorder (ASD), ADHD, and PDA are considered based on their functional impact, in other words, how much they limit day-to-day life.

For tax purposes, a “disability” is defined as a moderate to severe limitation in a person’s ability to function or perform daily activities (including learning, thinking, communicating).

If your child’s challenges create a moderate to severe limitation that is expected to last more than a year, your family may qualify for tax relief.

If the limitations are considered milder, the condition may fall under what SARS calls a “physical impairment.” (Despite the name, this category isn’t limited to physical conditions and can still apply in some neurodevelopmental contexts.) 

Relief may still be available, but often with different thresholds and limits.

The common misunderstanding that trips parents up

One of the biggest myths is:

“If I have the diagnosis, we automatically qualify.”

Not necessarily.

SARS looks at whether the condition remains a significant limitation even after what it calls “maximum correction” (including appropriate therapy, treatment, or medication).

Because every child is different, eligibility is assessed case by case. Two families can have the same diagnosis and still have different outcomes depending on how the condition impacts daily functioning.

Which is frustrating, yes.
But also: it’s why getting clarity early matters.

Why paperwork and medical confirmation matter (even if you hate admin)

The admin requirements can feel like adding weight to an already heavy load.

But they’re also the keys to unlocking tax relief.

A diagnosis label isn’t enough. You need formal medical confirmation from a registered practitioner who is trained to give an opinion on your child’s condition.

The key document is the ITR-DD form (Confirmation of Diagnosis of Disability).

Whether this form is required in your situation can depend on how your child’s needs are classified (which is exactly where many parents get stuck).

Important: you typically don’t submit the form with your annual return, but you must keep it, along with invoices and proof of payments, for at least five years. 

SARS often verifies these claims, so having your paperwork organised from the start protects you later.

Think of it like this: a few clicks to save documents today can save you hours of stress later.

You don’t have to figure it all out today

If this feels complex, you’re not meant to decode it alone in between lunchboxes and meltdowns.

So we created a simple starting point for parents:

✅ Download the tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/
 A clear summary of what you need to know (and what to gather), without the jargon.

Supporting a neurodivergent child requires enough time, energy, and emotional bandwidth as it is. Tax admin shouldn’t be another thing you have to white-knuckle your way through.

Start with the cheat sheet.
Get the lay of the land.
And take it one step at a time.

👉 Download the free tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/

Disclaimer:

This content is provided for general information purposes only. It is not intended as legal, tax, or financial advice. Tax outcomes depend on individual circumstances, and eligibility for tax relief is assessed by SARS on a case-by-case basis. We recommend consulting a registered tax practitioner or qualified professional before submitting any tax claims

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Get a second chance at success

If you’ve recently completed Grade 12, you’ll know that your matric results can lead to many exciting opportunities. Your matric certificate can help you get into the university or course of your choice, it looks great on your CV and it can help you ace that job interview by showing that you have the necessary skills to do the job.

But, what if your results were not what you hoped they would be and all these opportunities seem out of reach? You don’t have to be stuck with your less-than-great grades for the rest of your life. You can get a second chance at success.

Impaq, an innovative education solution provider, can help. You can register to redo some of your Grade 12 subjects in order to improve your results. Plus, you don’t have to be an Impaq learner to qualify. If you went to a public or private high school or received your matric certificate through a distance learning provider, you can still apply to redo your matric subjects with Impaq. The only requirement is that you must have had a sitting for the final examination in order to qualify.

Once you’ve applied and been accepted, Impaq will register you with the South African Comprehensive Assessment Institute (SACAI) to ensure that you receive your new (and improved) National Senior Certificate after passing the NSC Examination for the rewritten subjects.

To see if you qualify, send an email to [email protected]. The final cut-off date for registrations is 15 February 2018.

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Bullying: What parents and schools can do

ARTICLE BY PROF RITA NIEMANN, NALIZE MARAIS, ZENDRÉ SWANEPOEL AND MONIERA MOOSA

Bullying is a great concern for both parents and schools. Here we outline a number of measures that can help them both parties deal with bullying.

Parents

When parents notice that their child is behaving differently – not wanting to go to school, using illness as an excuse, suddenly performing poorly at school or enuresis – and suspect bullying, they need to act immediately.

Firstly, they must determine where this is happing (at school, at a sports club, on social media, etc.) and who the perpetrator(s) are.

Secondly, if the bullying is taking place in an organised environment such as at school or sports club, the authorities need to be informed and requested to step in. They are legally bound to protect the rights of the child.

Thirdly, parents have the responsibility to equip their children to cope by:

  • Instilling the knowledge that children must take a stand and that they have a choice in allowing someone else to victimise them.
  • Assisting children to terminate relationships that are potentially harmful, such as blocking a person on social media.
  • Helping them to identify bullies and the different forms of bullying.
  • Creating a safe space for children to speak about what is happening to them.
  • Emphasising assertive verbal communication if threatened.
  • Building children’s self-concept.
  • Getting the help of a psychologist, if necessary, to counsel the victim.
  • Emphasising that respectful behaviour is always the best option and thus preventing retaliation.
  • Fostering problem-solving and conflict resolution skills with the focus on restoring damaged relationships.
  • Working collaboratively to solve the problem with their children so that they can feel reassured.

Schools

As bullying is a deliberate act to hurt someone, there must be consequences for the bully. Once teachers are aware that a bullying incident has taken place at school, the matter must be dealt with by:

  • Asking the victim to provide the names of the perpetrator(s), as well as the names of friends of the victim, as soon as he/she has calmed down.
  • Counselling the victim and finding out whether he/she has been injured and what effect the bullying or harassment has had on him or her.
  • Cultivating a “no blame” approach towards bullying or harassment.
  • Establishing punitive sanctions for both the bully and for any bystanders.
  • Developing a bullying code of conduct/bullying policy and informing learners of this.
  • Having designated teachers to deal with incidents of bullying.
  • Facilitating mediation and discussions with the victim and the bully, depending on the severity of the bullying.
  • Passing the responsibility to the bully or group of bullies to make sure that the problem is solved.
  • Ensuring that potential bystanders understand that they have a vital role to play during bullying incidents.
  • Letting the victims feel protected after they have reported the incident.
  • Encouraging learners to make suggestions on how they can contribute to alleviating the negative experiences of the victim.
  • Scheduling follow-up meetings to monitor the situation where each party has to share how things are going.
  • Informing the parents of both the bully and the victim about the incident/s.

The principal and teachers have a crucial role to play in directing learners towards becoming responsible citizens. They should create a safe and secure environment, establish a non-violent culture, and be good role models for all learners.

Reference

Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons

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