The voice jp 11 april 2018

JUNIOR PREPARATORY Term 1 2018

The

VOICE

Junior Preparatory - Term 1 2018

From the Principal of the Junior Prep

Patti Blackhurst Principal

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greeted at the shops, the younger child replied “He is in my family”.

This story made my heart sing as it was evidence of the power of this pastoral care initiative.

erm 1 2018 began with the welcoming of 17 new pupils in Grades 1-3, four classes of new Grade 0s and two new members of staff. Having tea with the new pupils reminded me, once again, of the authentic relationships that characterise our College community. Our new pupils all expressed how included they were feeling. They shared with me how caring and kind both their teachers and their classmates had been. I was touched and deeply grateful for this blessing, knowing that it is something many organisations strive for, but find exceptionally challenging to bring into being.

Reaching in towards those around us is as important as reaching out to those in need. The better we know each other, especially in a diverse environment, the safer the environment becomes and the more confident each individual feels. Family groups have continued to develop these relationships as children stay with a family group teacher from Grade 1 to Grade 3, getting to know the stories of the people in their groups and telling and sharing their own stories. When one of our moms asked her child how he knew the older boy that he

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As the world gets busier, screens more intrusive, workplaces more demanding, neighbourhoods less safe and material expectations ever higher, children’s lives are being affected. Children are becoming more over-scheduled and more anxious than ever before. They have little time to play freely and less time to communicate with significant adults in their worlds. ‘Playing with Passion and Purpose’ (Drive-Daniel Pink) therefore so aptly describes our work and the way we do it. ‘Playing with Passion and Purpose’ plays a significant role in motivation and engagement, underpinning the academic excellence we strive for in the Junior Prep. Teachers have enjoyed the focus and continue to see the benefits as whole classes, small groups and individuals play the many different games designed to drive thinking, problem solving and core skills as well as to develop social skills, cooperation, tolerance, patience, communication, respect and organisation.

Simultaneously neuroscience is proving that whilst some knowledge needs practice and should be automatised, real deep learning, which results in complex neural networks, comes from an understanding of concepts and not simply memorisation of facts and patterns. NumberSense and Time2Read, introduced last year as the academic frameworks for Language and Mathematics in the Junior Prep, are proving to be most effective in increasing the foundations of Language and Mathematics and our work and success with these two programmes has led to the programmes also being rolled out in neighbouring schools.

If the neurological developmental foundations of learning are not in place, the child develops splinter skills as opposed to the ability to transfer learning into other areas, across neural networks, and so make the learning rich, integrated and deep. At Dainfern College we are fortunate to collaborate with an experienced Learning Support team of professionals who assist in the development of robust neurological foundations in our children.

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Environment teaches, too, on so many levels, and the completion of the new furniture roll-out in the Junior Prep has demonstrated this phenomenon. The flexible seating arrangements in Grade 3 have ensured that children take cognisance and ownership of their learning as they choose which arrangements best suit their particular task and personal preferences.

Children are intrinsically connected to nature and the Grade 0 gardens, completed last year, have brought nature right into the Grade 0 space. Children watch birds closely, plant seeds, decorate their mud creations, observe insects (and even some tortoises) and explore the various

textures, sounds and scents in the garden.

In the realm of sport, the integrated day experienced in Grades 1 and 2 evidently provided a strong foundation of skills and physical literacy, enabling our Grade 3s to move into the competitive sports arena and enjoy their first galas and cricket matches.

In the cultural space the decision to have age-appropriate showcase events for each grade to ensure each child benefits from these experiences was affirmed in the successful Grade 1 Time to Shine concert. Break-time concerts have begun and it was a joy to have parents share class music lessons at the end of this term.

In the Know, an organisation tracking international thought and research, spoke to parents and teachers at the Parent Information Evenings in January. A summary of their talk is included in this newsletter.

As we all know, it is ultimately the teacher that at the core of the educational process. Our children are moving into a fast, complex world where they will need to have developed creative expression, innovative mindsets and the ability to think flexibly. Our team of professional, committed, energetic and supportive teachers continue to drive excellence in every space and I thank them all for their commitment and engagement.

We can undoubtedly celebrate another term of growth, learning development.

Meet the Board of Governors

From left to right - Back row: Herman Neethling, Max Blecher, Raoul Blignaut, Grant Wolpert*, Lucretia Khumalo Front row: Lance Tomlinson, Terry-Lynne Killops, Brendan Quinn*, Tjaart van Stryp - Chairman, Lachelle van der Merwe, Matthew Davies*, Patti Blackhurst* (* Ex-officio members - College Executive) Not in picture: Sean Browne, Kholofelo Semenya

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Junior Preparatory - Term 1 2018

Celebrating...

Miss Kelly Schlupp The Junior Prep was honoured to host Miss Kelly Schlupp, a Master’s student all the way from Teachers’ College, New Jersey, USA. In her reflection on her time at Dainfern College, Miss Schlupp, affectionately known as ‘Miss Kelly’ to our pupils, spoke of the magnificent sky in the Junior Prep, which inspired her every day. She said she had yet to experience a school with the level of happiness that she had experienced at Dainfern College. Kelly spoke of the amazing staff, whom she had found to be warm, professional, highly-skilled, full of fun, energetic, supportive, imaginative and creative.

The Grade 3s thoroughly enjoyed Miss Kelly’s journey into STEAM (Science, Technology, Engineering, Arts and Mathematics) projects.

Mrs Leigh Buys

Our inimitable, yet consistently humble athlete, Mrs Leigh Buys, ran two marathons this term. Mrs Buys’s quiet determination and tenacity inspire us all. She is living proof that the path from dreams to success does exist if you have the right mindset and put in the disciplined effort and practice.

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Mrs Robyn Staessen Mrs Robyn Staessen enjoyed the first term at home with her new baby, Teagan Emily, born at the beginning of January.

Erin Staesson joined Dainfern College in Grade 0 in January, and so we have all enjoyed getting to know Teagan as Robyn and Teagan are in and out of school often!

Our beautiful JP gardens

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We celebrated our awesome staff spirit in this year’s Swimathon.

Our teachers’ antics are always a huge hit with our pupils!

Our 20-year book This term we launched our commemorative book “The Dainfern College Story” to celebrate the first 20 years of Dainfern College. Every family and staff member was given a complimentary copy as a memento of the journey we have walked together. If you have not yet claimed your copy, please do contact Mrs Proxenos or Mrs Pettitt before 18 May.

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Junior Preparatory - Term 1 2018

Getting to know you...

Meet Magrietha Kruger - our new Grade 3 teacher My first term at Dainfern College has been a busy one filled with lots of love, laughter and immense support.

I was born here in Johannesburg but grew up in the Northern Cape near a small town called Douglas.

In 2003, I relocated to Canada with my parents where I lived, studied and worked. In 2014 I had the opportunity to go to the United Arab Emirates where I taught English, Maths and Sciences.

During my time in the Middle East I had the chance to work with and learn from some amazing teachers and other teaching professionals from across the world.

I am now finally back in South Africa and I am excited to have the opportunity to contribute to, and be part of the Dainfern College family.

I believe teaching and learning are collaborative processes and cannot be done in isolation. I am thus extremely grateful for each and every person that is part of our Junior Prep team: every parent and each pupil. It is an honour and privilege to be working at a school that fosters holistic learning and enables children to become the best they can be.

Together we can and we will be successful.

Thank you, Dee Dickinson, for teaching Grade 1C this term I joined the Dainfern College family in 1999 when Rourke, my first child, started school at Country Readiness. Both my children have now graduated from Dainfern College. It has been the most wonderful experience joining the Dainfern College family once again, this time as a teacher. Being part of this phenomenal Grade 1 team has been very rewarding.

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The children in my class have delighted me and I am amazed at their growth and learning in one short term. They all have a truly special place in my heart.

I would like to thank all the staff and parents for their support over the term. I look forward to being back as a visitor or a locum teacher.

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Coping with challenges JUST SIT WITH IT

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n January 2018, In The Know Training presented a short talk on helping our children cope with life’s challenges. The 21st Century is full of stresses and children often experience negative feelings about their world. We as parents often escalate these feelings through our reactions.

Our children then believe they can’t cope or the situation is too big to handle. Parents often rush in to fix, reassure and assist their child in avoiding something they perceive as difficult. Parents often unknowingly, lovingly and intuitively, may make things worse.

In the Know Training introduced us to a shift in our thinking.

They suggested that challenges are normal and they should be expected to turn up. Challenges can cause negative feelings and these are an important part of the human experience. Parents should help their children to sit with their negative feelings in order to work through them.

BUT… parents need to practise sitting with and tolerating their OWN negative feelings first!

A very useful tool that was presented was the notion of “Raising a Problem Solver”.

Children can be taught to think their way out of a problem even when their parents are not around.

They suggested adults follow three easy steps when teaching children to solve problems:

1. STOP:

Calm your child down and take a minute. An overwhelmed and emotional child will struggle to think.

efficacy by allowing them to make decisions and try. ITK suggested that, “Confidence come from Competence”. This takes practice for both parents and children.

Finally we were encouraged to rethink what we praise.

Children should be praised for doing things that are hard and not for those that are easy. Success is not a straight line: we need to emphasise courage, persistence and doing difficult things rather than doing a good job, winning or gaining the desired result.

ITK encouraged parents to take courage, be patient and practise these skills with their children.

2. THINK: Discuss many options with your child. Children often come up with wonderful ideas when we allow them to.

In The Know Training (ITK) stated that when we take difficult experiences away from children, they don’t gain the necessary skills to deal with life’s challenges.

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ITK informed us that it is essential that parents and adults model calm to our children.

When a difficulty arises: DON’T PANIC. Adults set the emotional temperature around situations and children often look to parents’ reactions in deciding how they are going to react to a situation.

3. CHOOSE: Allow your child to follow through on a choice. Help your child choose a different option if the first was unsuccessful.

ITK encouraged us to foster autonomy in our children. Parents can grow their children’s self-

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www.intheknow.co.za info@intheknow.co.za APPROACHING CHALLENGE TOOLS TO PRACTISE •

Expect challenges to turn up

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Tolerate negative feelings

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Model calm

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Raise a problem solver

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Foster autonomy

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Rethink what you praise

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Junior Preparatory - Term 1 2018

Learning support Patti Blackhurst Principal

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t Dainfern College we are fortunate to have an exceptionally skilled and experienced Learning Support team in place to collaborate with teachers, communicate with and support parents, and facilitate the development of the essential foundations of learning in our children. Research indicates that strong developmental foundations are directly linked to later success in learning.

Today, too, learning support is more critical than ever before as learning is now understood as an immensely more complex phenomenon than it was in the past. Logico-deductive reasoning and memorisation were the primary capacities underpinning academic success in the past. Deep knowledge and understanding of concepts are, however, now critical. The future world demands creative and innovative thought, which is already leading growth and development in all areas of life and work. Ideation and the communication of ideas, in collaboration across complex networks entails a robust foundation of understanding and complex core skills.

Neuroscience has provided the evidence that early intervention with regard to developing children’s capacity to learn

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is critical if we are to ensure strong foundations of learning and prevent the development of splinter strategies further along the learning pathway.

Young children’s brains are more malleable and neural pathways are more easily developed. Often, when therapy is delayed, the gap between children’s capabilities and their performance also grows significantly.

The foundations of learning can be likened to the foundations of a house: Foundations that are not integrated and robust can lead to learning difficulties later as well as social and emotional difficulties when each essential building block is not in place.

The occupational therapist plays a major role within the educational structure. Children experiencing difficulties with gross and/or fine-motor coordination skills, visual-perceptual skills, planning, sensory-integration and concentration may find learning in the school environment challenging and even stressful.

The speech and language therapist and audiologist address difficulties in communication, auditory processing, receptive and expressive language, articulation, fluency and voice as well as hearing.

We begin to understand space and time through the coordination of our vestibular, visual, and auditory systems. We use this knowledge for higher-level language skills like structure, sequencing, timing, and turntaking in conversation. Once we are able to relate to the space around and within ourselves, we can begin to understand the world outside. We then become aware of personal space, facial expressions and cues, all of which greatly impact social skills.

Occupational and speech therapy are thus intimately linked. The skills that develop within properly functioning vestibular and proprioceptive systems relate directly to speech and language functioning in many ways, including fine-motor movement, motor coordination and planning, auditory processing of sound, postural control, body alignment, and breath support.

The learning support therapist is there to support and assist children who are experiencing difficulty acquiring the foundation skills of reading, comprehension, creative writing, spelling and mathematics. The therapy offers one-on-one instruction in a safe environment and focuses on developing essential skills and strategies not yet fully developed or where areas of confusion lie.

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A young child who is stressed or anxious for any reason will seldom be able to verbalise the reason for his or her anxiety but will be unable to concentrate, may be withdrawn, reactive or oversensitive or attention seeking.

The counsellor is able to guide our actions and interventions in these areas.

The curriculum at Dainfern College, intentionally underpinned by values that deliberately teach and address positive, empowering behaviours and respect for others, is also pivotal in developing confident yet empathetic children who know how to treat each other properly, resolve conflict, act assertively and expect respect in their environment.

Ultimately, optimal development of each individual’s unique potential depends on parents, specialists and teachers working in concert to ensure that the young child is well placed to succeed on the journey that lies ahead.

Meet the team This term we introduce you to Sylinde Roodt and Maryke Hauptfleisch, two members of our Junior Preparatory learning support team.

Sylinde Roodt Speech therapist & audiologist

Maryke Hauptfleisch Occupational therapist

After Sylinde Roodt completed her undergraduate studies in Speech-Language Pathology and Audiology at the University of Pretoria, she qualified as a teacher and was employed at St Vincent’s School for the Deaf in Rosebank in a teaching capacity in the two-year-old class.

Here she developed a communication assessment protocol for young children with hearing impairment as part of her research for her Master’s degree.

Maryke Hauptfleisch qualified as an occupational therapist in 1997 at the University of the Free State. She has also completed postgraduate training in sensory integration and management in the UK. Maryke has worked as an occupational therapist for 21 years in a variety of health, community and educational settings and services in South Africa and the United Kingdom. She is passionate about children’s ability to learn, and for this reason completed her Master’s degree in Education whilst living in the UK. Since her return to South Africa in 2014, she has worked as an ndependent occupational therapist and a Vygotskian Early Childhood curriculum advisor.

When she started her own family, Sylinde established a paediatric practice in Fourways Gardens with a primary focus on early intervention.

She later expanded her practice when she developed a special interest in children with learning and language challenges between the ages of three and eight years.

Sylinde has worked as an Audiologist with an ENT specialist at Sandton Clinic where she was involved in hearing assessment, hearing aid dispensing and the rehabilitation of young children with cochlear implants.

Sylinde has been part of the dynamic team of specialists at Dainfern College for more than 15 years. She defines her role in this team as assessing and unlocking children’s communication, listening and literacy potential within a multidisciplinary approach.

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Maryke has a particular interest in working with children who have sensory integration difficulties and those requiring adaptations or support to maximise their level of independence. Maryke has also written and provided training programmes for carers, parents and teaching staff with regard to developing independence and sensory processing.

Maryke joined Dainfern College in January 2015 and continues to learn and grow in the diverse Dainfern College context. Maryke enjoys the focus on the implementation of 21st Century learning at Dainfern College.

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Junior Preparatory - Term 1 2018

Where it all begins Gillian Hugo Head of Grade 0 We have had a such busy first term in Grade 0! Our new little pupils settled quickly and have really grown in confidence. They love every minute of their school day.

Key to Learning / Vygotsky approach The Key to Learning programme, introduced into Grade 0 at Dainfern College a year ago, is an approach to early childhood education that prepares children for a rigorous academic curriculum by developing the foundations of learning, as opposed to imparting knowledge and skills, whilst fostering ageappropriate behaviour and creativity. Language and concept formation take place within specific units and activities that are creative and playful.

This term our Grade 0 children have been exposed to diverse language structures, to exploring the structure of objects and making connections between objects, and to activities that have developed a fundamental understanding of concepts.

In this process children are developing and acquiring key cognitive skills and processes that will underpin a more robust capacity to learn in the future.

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What a busy term!

The Grade 0 children have had an exciting term exploring, discovering and sharing their knowledge about the various inquiries presented to them. There have been exciting dress-up days for Valentine’s Day and Environmental Day, presenting further opportiunities for learning and growing. The children got to experience the thrill of interacting with some real, live exotic creatures: a chinchilla, tarantula, tenrec and some snakes.

The wild animal inquiry was further extended with an exciting spoor hunt in our garden.

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Junior Preparatory - Term 1 2018

Grade 1 & 2 Integrated Day

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he Integrated Day is all about making new and exciting connections within the complex journey of discovery that is the educational process. The integration of arts, culture, technology, science, drama and physical literacy into the academic day is a powerful strategy that strengthens pupils’ vocabulary, comprehension, creative expression, social skills and sporting and musical skills,

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thereby enabling the development of communication, critical thinking, creativity and collaboration in a context that goes far beyond the traditional academic classroom space. The exposure to the incredible opportunities and sound foundations within the extended curriculum gives all our children exceptional advantage as they are prepared to engage with and contribute positively to the educational journey ahead and

a world that is changing at an extraordinary pace.

On the sports front our Grade 1s and 2s enjoyed the opportunity to learn to play cricket and tennis this term. They also made jelly, experienced a ‘think tank’, enjoyed Orff music sessions and expressed their creativity in Art.

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Focus on Grade 3 Grade 3 is a very busy and exciting place to be! We were so excited to start the year off with our beautiful new furniture, which allowed for flexible seating options. Learning happens in many different ways, and including STEAM tasks and our MAD Day added to our excitement this term. The STEAM tasks are centered around Science, Technology, Engineering, Art and Mathematics, where the children work in groups to find solutions to problems. MAD Day this term was Music, Art and Drama, where the children used recycled materials to create something which they then presented to the class.

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Reaching out Sheila Norton JP Outreach Coordinator

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his has been a busy term for Outreach in the Junior Prep section. We have continued making sandwiches each week for the children at ReShomile School.

Each class has taken a turn in Grade 2 and Grade 3 and often the children have brought in more than one loaf of bread each. We also asked for donations of fruit and again the response has been outstanding. We will commence next term with the Grade 1 classes having their turn.

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We all had great fun at the CANSA Sprayathon and the school was full of multi-coloured hairstyles, all for such a wonderful cause. I am very grateful to all the willing moms who helped this event run so smoothly. The amount of money raised in our department was incredible!

community was remarkable.

These eggs will certainly put a smile on the faces of those children who are less fortunate.

Our grateful thanks for your continuing support and generosity - our community is amazing!

Finally, we closed the term with the annual Easter egg collection.

As you can see from the photos, the response from our school

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In memoriam The Dainfern Community mourns the passing of Mrs Christine Clark on 9 April 2018. We celebrate her life and her immense contrbution to our College.

Mrs Clark taught in the Junior Prep for 17 years and was beloved for her kindness, patience and encouragement of all the pupils in her care.

She always had a smile and a kind word for those around her and her positivity and gentle sense of humour were an inspiration to all who knew her.

We extend our deepest sympathy to her friends and family. May she rest in peace.

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Junior Preparatory - Term 1 2018

Cultural corner Zelda Martin Director of Music At Dainfern College we are constantly assessing and reassessing our practice, always with a view to aligning what we do with the best interests of the children, their growth and development and indeed, their joy.

It was therefore decided to have a showcase event for each grade in the Junior Prep. A creative spirit is imperative in education for the 21st Century and so having a carefully designed and appropriate event for each grade in the Junior Prep allows for significant time on stage for each child and thus a meaningful and engaging experience.

Making new connections is all part of the learning process, along the journey of discovery.

Integrating the arts and language, as a powerful and innovative instructional strategy gives each child an opportunity to experience the stage, theatre, performance,

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costume, music, movement and language in a really significant and authentic way. The collaborative stage experience, as one of the arts, grows confidence, develops discipline, communication and language, empathy and an understanding of different emotions and of course, is a real showcase for creativity and creative expression.

This term we launched our JP lunch hour concerts which take place on a Monday during first break. We are very excited to be creating informal performance opportunities for our pupils as well as for audience participation.

Our Junior Prep Music Week was held in the first term this year, and we welcomed moms and dads to experience a musical journey of pitch, beat and rhythm with their children.

Our JP Violin Ensemble did us proud as they were invited to perform in the quarter-final round of the NEA Young Performers Awards this term. Their dedication and hard work were celebrated when they were awarded medals and certificates of excellence from Professor Robinson from the North West University.

We are proud to have launched our 30-hour Golden Hour Practice Challenge for our JP musicians this term. Parents, pupils and teachers have been inspired by the way this challenge has improved practising routines and shown significant improvement in playing. Pupils will certainly reap the benefit of regular practice throughout this year.

We are delighted to end the first term of 2018 on such a musical high. We look forward to continuing this exciting journey with our pupils next term.

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A time to shine On Saturday 10 March, 100 Grade 1s shone and sparkled under the new auditorium lights in the inaugural Grade 1 Cultural Showcase event of 2018, ‘A Time to Shine’. The children took the audience on a tour of South Africa, finding treasure everywhere they went and then eventually returning to Dainfern College, the best treasure of all!

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Junior Preparatory - Term 1 2018

Sporting update T

Tessa Shellard Deputy Principal: Sport & Extramurals

he integrated day gives our little Grade 1s and 2s the opportunity to experience and take part in a variety of the sports offered at Dainfern College. They thus acquire a number of fundamental skills, thus amplifying their physical literacy.

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From Grade 3, our pupils start afternoon extramurals and to particpate in sports that they particularly enjoy. They also get the chance to participate in matches and fixtures against other schools and are included in the Prep School Swimming teams at Under-9 level.

A sincere thanks to our amazingly supportive parents for the integral part they play in our children’s successes. And to our staff and coaches: your time, efforts and positive contribution are invaluable; we can never thank you sufficiently.

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Swimathon 2018: Raising awareness of PLASTIC POLLUTION

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ur annual Swimathon

fundraiser was given an environmental twist this year when the Dainfern College Foundation and Student Head of Environmental Affairs, Stella Rutsito [1], got together and decided to do something bold to bring to our pupils’’ attention the damage created by our consumption of plastic. They were supported in this by our Round Square organisation.

Environmentalism is one of the key IDEALS of Round Square [2], so Mrs Sonia Claassen, Head of Round Square at Dainfern College, was very happy to support this initiative.

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The annual Swimathon, a tradition driven by the Dainfern College Parents’ Association for many years, involves our Prep School pupils swimming lengths to raise funds for Dainfern College and its outreach initiatives. The school’s Foundation, which promotes student social engagement, saw this as a perfect opportunity to put experiential education in motion.

Once the Grade 2s and 3s had completed their Swimathon laps, the High School students polluted the pool with plastic bottles so that the Senior Prep pupils could experience the destructive nature of plastic and how it affects

one’s ability in the water, thus showcasing the ongoing aquatic crisis affecting our planet [3].

The Grade 8 students then set an excellent example to the younger pupils by removing all bottles from the pool after the event [4], until the pool was restored to its usual pristine state [5].

“What started out as an awareness campaign for the pupils,then went viral on Facebook, as environmentalism is such a topical subject,” says Mrs Tracey Blyth, our Foundation Manager.

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Future possibilities

News of our alumni Catching up with Melanie Lesch Class of 2016

I am a second year medical student at the University of Witwatersrand. It is no secret that Wits offers one of, if not the most challenging of the MBBCh courses in the country and competes with international universities thanks to its high academic calibre.

The biggest reason behind my ability to thrive in such a diverse and competitive environment is Dainfern College and the incredible environment its staff creates. Dainfern College pushed my limits physically and mentally by exposing me to academic, cultural and sporting excellence (in all of which I had the opportunity to participate), while having a concrete support structure inside and out of the classroom. I am still in touch with many of my teachers and will always be thankful for their guidance. I have the greatest respect for their wisdom, both academic and otherwise.

University requires students to lead a multi-faceted life. I have an 8-to-5 academic schedule every day, hold leadership

positions in three university clubs - Running, Religious and the student committee for MSF (Doctors without Borders) - while also maintaining a rigorous crossfit programme and the most wonderful friendships. The only way I have managed to enjoy my young adult life to the fullest and still maintain a distinction academic average is because of the five years I spent at Dainfern College.

I was taught that I have immeasurable potential and strength beyond my imagination.

I owe a lot to Dainfern College: it pushed me to make a positive change in the world and to follow my passions.

Dainfern College: you will always hold a huge place in my heart.

Celebrating with Khwezi Ndlovu Head Boy of the Class of 2017 Our Head Boy from 2017, Khwezi Ndlovu, was accepted into the highly prestigious Allan Gray Orbis Foundation Fellowship Programme at the beginning of this year. The Fellowship is awarded to prospective university students studying in South Africa who wish to make a big impact in the country and involves a very competitive application process. Khwezi will be studying Accounting at Stellenbosch University where he will also be continuing his athletics training.

He was thrilled to learn that he had been awarded the Fellowship and joins our 2016 Head Boy, Nicholas van der Meulen, on the Programme.

We are so proud of you, Khwezi!

96 Broadacres Dr, Dainfern, Johannesburg, South Africa info@dainferncollege.co.za www.dainferncollege.co.za