The South African Schools Collection 2021

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Special Needs Online Integration School Readiness Tertiary Decisions Career Guidance


A showcase of education establishments

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Contents 6 12 14

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Navigating a brave new world


Children with dyslexia or dyscalculia need not despair, help and concessions are available


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A healthy diet packed with the right balance of nutrients is important for schoolgoing children and can help to manage ADHD and boost their brainpower, plus healthy lunch-box ideas




How to prepare your child for “big school” in a new-look education system and time of social distancing



Is online education really the solution? Educators share their views


The change from primary to high school can be daunting, help your child navigate the unfamiliar territory


Choosing the right career path and developing critical skills will ensure that children are equipped for future employment


Why study further and what are the options? Plus, if you’ve got your hopes set on studying overseas, plan and prepare well in advance

This important phase focuses on learning language, mathematics and life skills and sets the tone for a child’s future academic journey

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image: Dezein/

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Music plays a significant role in a child’s development, offering numerous benefits


Physical activity keeps learners’ minds and bodies healthy and encourages social interaction


The value of learning how to code, how to avoid Zoom fatigue and keep children safe from online predators


The benefits, disadvantages, challenges and opportunities of online learning at home

The South African Schools Collection 2021

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Colour Guide 39 48 53 70

Online schools

Special need s schools National schools Eastern Cape schools


142 150 159

Gauteng schools KwaZulu-N schools atal Free State, MpumalangaLimpopo, North West and schools

Western schools Cape


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Navigating a brave new world



o say the last year has been one of transition would be an understatement. As the world grappled with a pandemic, we were forced to change the way we live, work and learn. Meanwhile the way children learned underwent a rapid shift, from the classroom to online platforms. Unable to engage with classmates at school, children migrated to a virtual world where lessons, extramurals and even special occasions were conducted via Zoom and other video-conferencing platforms. It became impossible to limit screentime when technology was suddenly a vital tool for e-learning and

Picasso Headline, a proud division of Arena Holdings Hill on Empire, 16 Empire Road (cnr Hillside Road), Parktown, Johannesburg, 2193 PO Box 12500, Mill Street, Cape Town, 8010 EDITORIAL Editor Anél Lewis Content Manager Raina Julies Contributors Lynne Gidish, Caryn Gootkin, Levi Letsoko, Kim Maxwell, Sue Voysey-Morris, Thando Pato, Anthony Sharpe, Lisa Witepski Copy Editor Brenda Bryden

essential for maintaining some form of social contact with friends. But change, while daunting, has its benefits. It has fast-tracked the integration of technology in many schools, pushing information and technology to the top of the educational agenda. Many of the skills children acquired during the past year will stand them in good stead for future work as we move through the fourth and into the fifth industrial revolution. Our responsibility is to ensure that our children continue to make the most of the opportunities available – be it to study overseas or online. We can offer guidance on the best supplements to take to maintain their mental and physical wellbeing, and remind them to remain active when much of their day is spent seated, or in front of a screen. As parents, we have to navigate this brave new world during a time of great uncertainty. But if the basics are in place and our children have a solid foundation on which to build, any transition – be it from primary to high school, or from a traditional classroom to virtual learning – will be exciting and achievable.

Anél Lewis Editor


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Content Co-ordinator Vanessa Payne Digital Editor: Stacey Visser DESIGN Head of Studio Jayne Macé-Ferguson Senior Designer Mfundo Archie Ndzo Cover Images Supplied SALES Project Manager Merryl Klein Tel: +27 21 469 2446 | +27 82 895 7260 Sales Consultant Dan Burman Advertising Co-ordinators Shamiela Brenner and Johan Labuschagne PRODUCTION Production Editor Shamiela Brenner Subscriptions and Distribution Fatima Drama Printing CTP Printers, Cape Town MANAGEMENT Business Manager Lodewyk van der Walt | Management Accountant Deidre Musha General Manager: Magazines Jocelyne Bayer

Copyright: Picasso Headline. No portion of this magazine may be reproduced in any form without written consent of the publisher. The publisher is not responsible for unsolicited material. The South African Schools Collection is published annually by Picasso Headline. The opinions expressed are not necessarily those of Picasso Headline or any other organisation associated with this magazine. All advertisements/advertorials and promotions have been paid for and therefore do not carry any endorsement by the publisher.

The South African Schools Collection 2021 2017

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Grades: R–7 Tel: 011 788 5454 Address: 35 Wingfield Ave, Birdhaven, Johannesburg Email: Admissions: secretary@, School: admin@ Website:




Grades: 000–12 Tel: 031 261 7369 Address: 27 Marists Rd, Westridge, Berea Email: Website:

Grades: Group 5–Grade 7 Tel: Prepreparatory 041 585 6835, Preparatory 041 585 4825 Address: 8 Park Drive, Port Elizabeth Central, Port Elizabeth Email:, ST JOSEPH’S MARIST COLLEGE Grades: Pre-primary (3–6 years)– Grade 12 Website: Tel: 021 685 6715 Address: Belmont Rd, Rondebosch ST GEORGE’S PREPARATORY SCHOOL Email: Grades: 000–7 Website: Tel: 041 585 4825 Address: 8 Park Drive, Port Elizabeth EASTERN CAPE Email: Website: A

Grades: 1–7 Tel: 011 445 3900 Address: 48 Johannesburg Road, Lyndhurst ACACIA TREE NURSERY SCHOOL Grades: 00–0 Email: Tel: 063 846 0525 Website: Address: East London Road, Chintsa West Email: F FOOTPRINTS PREPARATORY SCHOOL

Grades: 5 turning 6 years–18 years of age Tel: 011 791 0062 Address: 20 and 24 Jan K Marais Street, Malanshof, Randburg Email: Website:



Grades: 000–7 Tel: 031 312 2026 Address: 74 Livingstone Road, Morningside Email: Website:


Grades: 3 months–Grade 12 (AS/A Level) Tel: 011 660 7567 Address: 1 Coronation Street, Krugersdorp Email: Website: AMBLESIDE PRIMARY SCHOOL OF KENSINGTON

Grades: K–6 Tel: 072 517 3477 Address: 78 Langermann Drive, Kensington, Johannesburg Email: Website: ASHTON INTERNATIONAL COLLEGE BENONI

Grades: 000–12 Tel: 011 395 2070 Address: 47 Beryl Street, Goedeburg, Benoni Email: Website:





Grades: 8–12 Tel: 041 373 7705 Address: Kestell Street, Parsons Hill, Port Elizabeth Email: Website:


Grades: R–7 Tel: 041 396 4500 Address: 15 Kestell Street, Parsons Hill, Port Elizabeth Email: Website: CURRO WESTBROOK

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Grades: 000–12 Address: Van Staden’s Pass Heights, approximately 40km from PE and Jeffrey’s Bay Tel: 041 492 0005 Email: Website:



Grades: 3 months–Grade 12 (AS/A Level) Tel: 011 660 7567 Address: 1 Coronation Street, Krugersdorp Email: Website: AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG

Grades: Prekindergarten–Grade 12 Tel: 011 464 1505 Address: Knopjeslaagte, Midrand Email: Website:

Grades: Castle: Group 1–Group 5, Primary: Grade R–7, High: Grade 8–11 (higher grades phase in annually) Tel: 041 396 6300 Address: Westbrook Estate, 1 Burchell Road, Parsons Vlei, Port Elizabeth AMBLESIDE PRIMARY SCHOOL Email: OF KENSINGTON Website: Grades: K–6 Tel: 072 517 3477 D Address: 78 Langermann Drive, Kensington DIOCESAN SCHOOL FOR GIRLS Email: Grades: 4–12 Website: Tel: 046 603 4300 Address: 16 Worcester Street, Makhanda ASHTON INTERNATIONAL COLLEGE, BENONI (Grahamstown) Grades: 000–12 Email: Tel: 011 395 2070 Website: Address: 47 Beryl Street, Goedeburg, Benoni Email: K Website: KINGSWOOD COLLEGE

Grades: 000–Bridging Year Tel: 046 603 6600 Address: Burton Street, Makhanda (Grahamstown), Email: Website:

Grades: R–12 Tel: 012 543 5000 M Address: 215 Veronica Rd, Montana, Pretoria MERRIFIELD PREPARATORY SCHOOL Email: AND COLLEGE Website: Grades: 000–12 Tel: 043 748 6094 M Address: Cnr of Bonza Bay and MARIST BROTHERS LINMEYER Stutterheim Rd [N6] Grades: 00–12 Email: Tel: 011 435 0646 Website: Address: East St, Linmeyer, JHB South Email: S Website: SELBORNE COLLEGE Grades: 8–12 S Tel: 043 722 1822 SACRED HEART COLLEGE Address: Dawson Road, Selborne, East Grades: 000–12 London Tel: 011 081 2200 Email: Address: 15 Eckstein Street, Observatory Website: Email: Website: ST ANDREW’S COLLEGE Grades: 8–12 ST DAVID’S MARIST INANDA Tel: 046 603 2300 Grades: 00–12 Address: Somerset St, Makhanda Address: 36 Rivonia Road, Inanda, Sandton (Grahamstown) Email: Email: Website: Website:





Grades: Grades R–12 Tel: 011 706 7404 Address: 14 Sloane Street Bryanston Email: Website:



Grades: 000–12 Tel: 012 804 1801 Address: Cnr Cussonia and Pretoria Streets, Silverton, Pretoria Email: Website:


Grades: 000–12 Tel: 011 318 2481 Address: Cnr 9th and 11th Roads, Erand, Midrand E-mail: Website:


Grades: 8–12 Tel: 011 791 0228 Address: Cnr Malibongwe and Republic Road Email: Website:


Grades: 8–12 Tel: 010 900 0291 Address: 69 True North Road Email: Website:


Grades: 000–12 Tel: 012 667 1360 Address: Nellmapius Drive, Irene, Centurion, Pretoria Email: Website:


Grades: RR–12 Tel: 087 288 0315 Address: Valumax Residential Estate, Main Road, Clayville Extension 45 Email: Website: CURRO ACADEMY MAMELODI

Grades: RR–11 (higher grades phase in annually) Tel: 087 086 4525 Address: 7260 Tsamaya Avenue, Mamelodi East, Mahube Valley Email: Website: Website: CURRO ACADEMY WILGEHEUWEL

Grades: Group 2–Grade 12 Tel: Castle 087 287 9509, School 087 287 9507 or 087 087 0083, Marketing and enrolments 087 087 0071/83 Address: Vintage Road, Wilgeheuwel, Roodepoort Email: Website:


Grades: Group 1–Grade R Tel: 087 286 8275 Address: 87 Cambridge Road, Bryanston, Johannesburg Email: Website: CURRO DOUGLASDALE

Grades: Group 3–Grade R–2021–Group 3 to Grade 3–(Grade 4–7 phasing in) Tel: 087 286 8274 or 064 680 6253 Address: 101 Hornbill Road, Douglasdale, Johannesburg Email: Website:


Grades: Group 3–Grade R–Group 3 to Grade 3–(Grade 4–7 phasing in annually) Grades: Group 3–Grade 9 (higher grades Tel: 087 086 4632 Address: Cnr Rifle Range Road and phase in annually) Oakdene Parks Drive, Oakdene, Tel: Castle 011 014 1951, Primary and Johannesburg High 011 014 1932 Address: Spring Close (Off Riverbend Email: Road), Parkdene, Boksburg Website: Email: Website: LAND OF OZ CHARTWELL Grades: Group 1–Grade R Tel: 011 023 5010 or 072 332 5668 CURRO ACADEMY PRETORIA Address: 119 Third Road, Chartwell, Grades: RR–12 Johannesburg Tel: 087 287 9492 Address: 146 Baviaanspoort Road, East Website: Lynne, Pretoria Email: LAND OF OZ FOURWAYS Website: Grades: Group 1–Grade R Tel: 011 027 5010 or 063 674 5778 Address: 32 Swallow Drive, Norscot CURRO ACADEMY PROTEA GLEN Grades: R–10 (higher grades phasing in Slopes, Fourways Website: annually) Tel: 087 087 7569 Address: Cnr Sagewood and Wild MAGIC BEINGS NURSERY SCHOOL Chestnut Street, Protea Glen, Soweto Grades: TBC Email: Tel: 011 023 8821/2/3/4 or Website: Backup cell 071 325 0248 Address: 226 Pritchard Street, Northriding, Randburg CURRO ACADEMY RIVERSIDE Grades: RR–11 (higher grades phase in Email: Website: annually) Tel: 087 086 4645 Address: Blue Crane Drive, Riverside View CURRO AURORA Housing Estate (Off Willam Nicol Drive), Grades: Group 3–Grade 12 Riverside View, Fourways Tel: 087 087 0355 Email: Address: Taurus Road, Sundowner, Website: Randburg Email: Website: CURRO ACADEMY SAVANNA CITY Grades: R–10 (higher grades phase in annually) CURRO EDENVALE Tel: 011 014 1968 Grades: R–9 Address: Central Boulevard, Savanna City, Tel: 011 014 1955 or 060 582 4732 De Deur, Vereeniging Address: Cnr Tech and Beukes Avenue, Email: Highway Gardens, Edenvale Website: Email: Website: CURRO ACADEMY PARKDENE



Grades: RR–12 Tel: Primary 087 285 4700, High 087 285 4701 Address: 6283 Palladium Street Block VV, Soshanguve East (Extension 6) Email: Website:

Grades: 8–12 Tel: 012 809 8914 or 087 287 9381 Address: 1 Silver Lakes Drive, Hazeldean, Pretoria Email: Website:



Grades: Group 1 to Grade 3 (higher grades phase in annually) Tel: 087 087 7970 Address: Tropical Road, Riverwalk Estate (off Bronkhorstspruit Road R104, next to The Blyde Estate), Pretoria East Email:,

Grades: R–7 Tel: 012 809 8914 or 087 287 9380 (emergency number 076 562 8694) Address: 1 Silver Lakes Drive, Silver Lakes, Pretoria Email: Website:

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Grades: Group 3–Grade 12 Tel: 011 916 8912 or 087 285 2100 Address: 46 Tandelsberg Street, Helderwyk Estate, Helderwyk, Brakpan Email: Website:


Grades: 8–12 Tel: 087 286 8268 Address: 3512 Cnr Barbet Street and Brakfontein Road, Thatchfield Hills, Centurion Email: Website:


Grades: SPP: Group 4–Group 5, NRPP: Group 3–Grade R, College: Grade 8–9 (higher grades phase in annually) Tel: 011 014 1974, Child Care 082 444 8344, Pre-primary 071 483 0715, College 087 087 7586 CURRO KRUGERSDORP Address: Northriding College and Grades: Group 2–Grade 7 (higher grades CURRO VANDERBILJPARK Grades: Grade R–11 (higher grades phase Pre-primary: 358 Valley Road, Northriding phase in annually) AH, Randburg in annually) Tel: Castle 011 954 1516/3145, Primary Tel: 011 014 1954 or 060 582 4738 Email: 010 492 2988/9 or 011 950 8950 Address: 1174 Hendrik van Eck Website: Address: 64 Hanekom Street, Boulevard (opposite North-West University Child care:, Noordheuwel X4, Krugersdorp Campus) Vanderbijlpark Pre-primary: www.northridingpreprimary. Email: Castle: info.castlekrugersdorp@, College: Email:, School: info.krugersdorp@ Website: MIDRAND PRIVATE COLLEGE Website: Grades: Group 10–11 (higher grades CURRO WATERFALL phase in annually) Grades: Castle: Group 1–Grade R, CURRO KRUGERSDORP HIGH Tel: 087 087 7860 or 087 087 7870 Primary: Grade 1–7, High: Grade 8–11 Grades: 8–12 Address: 223 Alexandra Avenue, Halfway Tel: High: 087 287 9485 or 011 950 8950 (higher grades phase in annually) House, Midrand, Johannesburg Tel: Castle 087 286 8326, Address: 64 Hanekom Street, Email: School 087 287 9471 Noordheuwel X4, Krugersdorp Website: Address: Primary: Cnr Maxwell and Email: Simlak Drive, Waterfall Country Estate Website: Gate 1, Midrand, High: Waterfall Drive, RIVONIA PRIVATE COLLEGE Waterfall Country Village Gate 4, Midrand Grades: NCV L2–L4–Finance, Economics CURRO MIDRAND: SAN RIDGE, BUILDING Email: Castle: info.castlewaterfall@curro. and Accounting (L2–L4), Information BLOCKS, HALFWAY GARDENS, School: Technology and Computer Sciences (L2–L4) Grades: San Ridge: Group 3–Group 5 Website: Tel: 087 087 8322 Building Blocks: Group TBC Address: 43 Homestead Road, Rivonia, Halfway Gardens: Grade R–7 Sandton COOPER COLLEGE Tel: 087 232 1383 Email: Grades: R–11 (higher grades phase Address: 326 San Ridge Village, Website: in annually) Carlswald, Midrand Tel: 011 014 1975 or 084 088 8888 Email: Address: 226 Pritchard Street, ROODEPLAAT PRIVATE COLLEGE (ON HOLD Website: Northriding, Johannesburg North Grades: Group 10 (higher grades phase in Email: annually) CURRO MIDRAND SAGEWOOD CAMPUS Website: Tel: 087 086 4544 or 012 808 9941 Grades: Group 3–Grade 12 Address: Kameelfontein Road, Tel: 087 723 3130 Kameeldrift, Pretoria THE KINGS SCHOOL LINBRO PARK Address: Sagewood Avenue (off Email: Grades: Group 1–Grade 12 Liebenberg Road), Noordwyk, Midrand Website: Tel: 087 805 6990, 010 443 3395, Email: 011 443 3395 Website: Address: 133 First Road, Linbro Park, D Sandton DEUTSCHE INTERNATIONALE SCHULE CURRO RIVONIA JOHANNESBURG Grades: Primary: R–7, High: 8 and Grade Email: Website: Grades: 18 months–Grade 12 10–NSC 10 (higher grades phasing in the-kings-school/ Tel: 011 726 6220/1 annually), Grade 12 IEB or NCV L2–L4 Address: 11 Sans Souci Road, Parktown, (please see Rivonia NCV below) Johannesburg WATERSTONE COLLEGE Tel: 087 287 9551 Email: Grades: Group 1–Grade 12 Address: 43 Homestead Road, Website: Tel: 087 285 4740 or 011 943 2682 Rivonia, Sandton Address: Main Service Road, Kibler Park, Email: Johannesburg DEUTSCHE INTERNATIONALE SCHULE Website: Email: PRETORIA Website: Grades: 3 months–Grade 12 CURRO ROODEPLAAT Tel: 012 803 4106 Grades: Group 2–Grade 7 Address: Simon Vermooten Rd, The WOODHILL COLLEGE Tel: Castle/Primary 087 287 2568 Willows, Pretoria Grades: 000–12 or 012 808 9938 Email: Tel: 012 998 1774 Address: Kameelfontein Road, Website: Address: De Villebois Mareuil Drive, Kameeldrift, Pretoria Pretoria East, Pretoria Email: Email: E Website: Website: EAGLE HOUSE SCHOOL Grades: Grade 8–12 CURRO ROODEPLAAT HIGH Tel: 010 590 0680 MERIDIAN COSMO CITY Grades: Group 2–Grade 12 Address: 73 Lawrence Road, Poortview, Tel: High 087 086 4544 or 012 808 9941 Grades: RR–12 Roodepoort Address: Kameelfontein Road, Tel: 087 285 4690/1 Email: Kameeldrift, Pretoria Address: Cnr South Africa Drive and Website: Email: or joelene Tennessee Road, Cosmo City, Roodepoort Email: EDEN COLLEGE Website: Website: Grades: RRR–12 Tel: 011 445 3900 CURRO SERENGETI CURRO JEWEL CITY Address: 48 Johannesburg Road, Lyndhurst Grades: Group 1–Grade 12 Grades: Grade 9 (higher grades phase in Email: Tel: 011 552 7080/1/2/3/4/5 annually) Website: Address: Serengeti Golf and Wildlife Estate, Cnr R21 and R23, Kempton Park Tel: 087 087 7960 Address: 248 Commissioner Street, Jewel F Email: City, Johannesburg FOURWAYS HIGH SCHOOL Website: Email: Grades: 8–12 Website: Tel: 011 465 1104/07 CURRO THATCHFIELD (PRIMARY) Address: 41 Kingfisher Drive, Fourways Grades: Group 1–Grade 7 CURRO NEW ROAD Email: Tel: 087 286 8268: Option 1 Castle, Grades: Grade 9 (higher grades phase in Website: Option 2 Primary, Option 3 High, Option 4 annually) Finance, Option 5 Marketing G Tel: 087 087 7600 Address: 3512 Cnr Barbet Street and Address: 223 Alexandra Avenue, Halfway GREENSIDE HIGH SCHOOL Brakfontein Road, Thatchfield Hills, Grades: 8–12 House, Midrand, Johannesburg Tel: 011 646 0113/4 Centurion Email: Address: Geers Avenue, Greenside, Email: Website: Johannesburg, Website:

The South African Schools Collection 2021

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Grades: 0000–12 Tel: 011 540 4800 Address: No 36 on the R114, Nietgedacht Email: Website:


Grades: 0–12 Tel: 011 457 0900 Address: 113 Horwood Street, Edenvale Email: Website:


Grades: 00–7 Tel: 011 443 0263 or 011 443 5355 Address: Cnr 6th Ave and London Rd, Alexandra Email:



Grades: 8–12 Tel: 011 551 5800 Address: 44 St Patrick Rd, Houghton Email: Website:


Grades: 8–12 Tel: 011 954 1009 Address: Cnr Cornelius Moll, Monument Extension, Krugersdorp Email: Website: KYALAMI GROUP OF SCHOOLS

Grades: 000–12 Tel: 010 591 5004 Address: Block 1, Ground floor, Kyalami Office Park, Midrand Email:


Grades: 8–12 Tel: 012 460 6221 Address: 145 Roeline St, Alphen Park Email: Website:



Grades: 0000–7 Tel: 010 501 0197 Address: 4b Chestnut Road, Tres Jolie, Ruimsig Email: Website:



Grades: 000–12 Tel: 011 081 2200 Address: 15 Eckstein Street, Observatory Email: Website: SCHOOL OF MERIT PRIVATE SCHOOL

Grades: 0–12 Address: 5 Seventh Ave, Edenville Tel: 011 454 2083 (P) 011 454 1164 (H) Email: (P) (H) Website: SHANGRI-LA ACADEMY

Grades: R–12 Address: 17 Fiskaal Street, Glen Marais, Kempton Park Tel: 011 391 1419 Email: Website:



Grades: 0000–12 Address: John Vorster Drive Ext, Southdowns, Irene Tel: 012 665 0244 Email:


Grades: Preschool– Grade 12 Tel: 011 453 9408 Address: St Andrew’s Ave, Senderwood, Bedfordview Email: Website:


Grades: 000–7 Tel: 012 333 4384 Address: 1161 Woodlands Drive, Queenswood Email: Website:


Grades: 4 months–matric Tel: 011 706 6125 Address: 40 Culross Road, Bryanston, Johannesburg Email: Website:


Grades: 8–12 Tel: 011 339 6539 Address: 17 Hoofd St, Braamfontein Email: Website:



Grades: 12 months–grade 7 Tel: 011 726 6036 Address: 43 Winchester St, Westdene Email: Website:



Grades: 8–12 Tel: 012 430 7341 Address: 949 Park St, Arcadia, Pretoria Email: Website:


Grades: 0–7 Tel: 011 788 1116 Address: St Andrew Street, Melrose



Grades: 00–12 Tel: 011 455 1906 Address: Address: Harcus Road, Bedfordview Email: Website: ST CATHERINE’S SCHOOL

Grades: 000–12 Tel: 011 827 4102 Address: 31 Piercy Ave, Parkhill Gardens, Germiston Email: Website: ST DAVID’S MARIST INANDA

Grades: 00–12 Tel: 011 215 7600 Address: 36 Rivonia Road, Inanda, Sandton E-mail: Website: ST JOHN’S COLLEGE

Grades: 000–12 and Cambridge AS and A levels Tel: 010 492 0300 Address: St David Rd, Houghton Email: Website:


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Grades: Cambridge AS and A Levels Tel: 010 492 0300 Address: St David Rd, Houghton Email: Website: ST MARTIN’S SCHOOL

Lane Estate, Rietvalleirand, Pretoria Email:, Email: Website: Website:


Grades: 000–12 Tel: (P) 011 435 0380, (H) 011 435 0735 Address: (H) 114 Victoria St, Rosettenville, (P), East Rd, The Hill Email: Website:

Grades: 00–4 Tel: 074 961 9861 Address: 5 Adelaide Tambo Drive, Durban North Email: Website:



Grades: 0–12 Tel: 012 366 0500 Address: 186 Duxbury Rd, Pretoria Email: Website: ST MARY’S SCHOOL WAVERLEY

Grades: 000–12 Tel: 011 531 1800 Address: 55 Athol St, Waverley, Johannesburg Email: (JS) (SS) Website: ST PAULUS PRE-PRIMARY AND PRIMARY SCHOOL

Grades: 00–7 Tel: 012 804 9670 Address: 23 Boekenhout Street, Brummeria, Pretoria Email: Website: ST PETER’S BOYS PREP SCHOOL

Grades: 0–7 Tel: 011 705 3423 Address: 105 Witkoppen Rd, Paulshof, Sandton Email:, Website: ST PETER’S GIRLS PREP SCHOOL

Grades: 0–7 Tel: 011 367 6631 Address: 105 Witkoppen Rd, Paulshof, Sandton Email: Website:


Grades: RR–12 Tel: 087 285 4683 Address: 1 Amajuba Road, Section 4, Madadeni, Newcastle Email: Website:


Grades: 00–12 Tel: 031 268 7200 Address: 586 Musgrave Road, Durban Email: Website:

Grades: 0000–12 Tel: 032 946 2096 Address: 1 Albertina Way, Ballito Email:; E EDEN COLLEGE Grades: 0000–12 Website: Tel: 031 205 3357 Address: 84 Dan Pienaar Road, C Glenmore, Durban CURRO HERITAGE HOUSE Email: Grades: Group 1–Grade 12 Website: Tel: 031 303 3076 Address: 119 to 134 Lilian Ngoyi Road, H Morningside HERMANNSBURG SCHOOL Email: Grades: 0000–12 Website: Tel: 074 125 0054 Address: Hermannsburg School, CURRO HILLCREST CHRISTIAN ACADEMY Hermannsburg, between Kranskop and (PRIMARY SCHOOL), CURRO CASTLE Greytown on the R74 HILLCREST Email: Grades: Group 3–Grade 7 Website: Tel: Castle 031 765 6813, Primary 087 287 9374 K Address: 2 Blessing Ninela (Fischer) KEARSNEY COLLEGE Road, Belvedere Ext 1, Hillcrest Email: Castle: Grades: 8–12 Tel: 031 765 9600 Primary: Address: 25 Old Main Rd, Bothas Hill, Castle: Outer West Durban Primary: Email: Website: Website: CURRO HILLCREST HIGH

Grades: Group 3–Grade 12 Tel: 087 286 8313 or 087 285 2148 Address: Cnr Inanda Road and JF Bailes Drive, Hillcrest Email: Website:


Grades: 8–12 Tel: 033 342 9376 Address: 51 College Road, Scottsville Email: Website:


Grades: 8–12 Tel: 071 829 2591 Address: R622 Greytown Road, Mooi River Email: Website:


Grades: Group 3–Grade 8 (higher grades phase in annually) Tel: 087 087 7884 Address: Cnr Mulberry and Wildberry Street, Matsulu, Nelspruit Email: Website: CURRO HEUWELKRUIN

Grades: Group 4–Grade 12 Tel: 015 263 8903/4 Address: Plot 8, Myngenoegen, Polokwane Email: Primary:, High: Website:



Grades: 00–7 Tel: 071 565 2305, 078 166 4152 Address: Stand 10034, Madietane Village, Bakone Email: Website:



Grades: RR–12 Tel: 015 151 0111 Address: Leeu St, Louis Trichardt Email: Website:



Grades: 8–12 Tel: 015 276 6103 Address: A22 off the R71, Magoebaskloof Email: or Website:



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Grades: R–12 Tel: 014 566 1510 Address: Farm Morgenzon 261 JQ, Phokeng Email: Website:


Grades: 8–12 Tel: 018 294 3228 Address: 135 Beyers Naude Ave, Potchefstroom Email: Website:


Grades: Group 1–Grade 12 Tel: Castle 087 285 5392, Primary 087 285 6265, High 087 285 6259 or 013 697 7908/9 Address: Silver Avenue, Reyno Ridge, Emalahleni Email: Website: CURRO NELSPRUIT

Grades: Group 1–Grade 12 Tel: 087 087 7812 Address: The Rest Nature Estate, Johanna Drive, Sonheuwel, Nelspruit Email: Website: CURRO SECUNDA

Grades: Group 1–Grade 12 Tel: Castle 087 285 4752, School 087 285 3642 Address: Cnr Nelson Mandela Drive and Coen Brits Street, Secunda Email: Castle: info.castlesecunda@curro., School: Website:


Grades: RR–12 Tel: Primary 087 285 2102, ROSEWAY WALDORF SCHOOL High 087 285 4731 Grades: Group 1–Grade 12 Grades: 000–13 Address: Cnr Nelson Mandela Drive and Tel: 087 285 1671 Sekame Street, Mmabatho, Mahikeng Tel: 031 768 1309 Address: Mount Richmore Estate, 1 New ST PETER’S COLLEGE Email: Salt Rock Road, Salt Rock, Ballito Address: District Road 435, Alverstone Grades: 8–12 Email: Email: Website: Tel: 011 807 5315 Address: College Lane of Maxwell Drive, Website: Website: CURRO KLERKSDORP Sunninghill, Sandton Grades: RRR–12 Email: CRESTON COLLEGE MICHAELHOUSE Tel: 087 087 7738 Grades: 8–12 Grades: Group 5–Grade 12 Address: 22 Elm Street, Flamwood, Website: Tel: 033 234 1000 Tel: 039 685 5562 Klerksdorp Address: Michaelhouse, Balgowan Address: Hillside Crescent, Oslo Beach, Email: T Email: za, Port Shepstone THE RIDGE SCHOOL Website: Website: Email: Grades: 0–7 Website: Tel: 011 481 5800 S Address: 26 Woolston Rd, Westcliff MERIDIAN RUSTENBURG PRIMARY, ST HENRY’S MARIST COLLEGE Email: MERIDIAN RUSTENBURG SECONDARY GRANTLEIGH Grades: 000–12 Website: Grades: Group 4–Grade 12 Grades: R–12 Tel: 031 261 7369 Tel: Nursery 035 580 1250, Address: 27 Marists Rd, Westridge, Berea Tel: 014 565 5723 or 087 285 2150 THE WALDORF SCHOOL AT ROSEMARY HILL School: 035 580 1581 Email: Address: 3588 Monareng Street (next to Grades: 3 months–Grade 9 Address: District Road P386, Mposa, Website: the BP garage), Tlhabane, Rustenburg Tel: 012 802 1175 Email: Address: Plot 147, Mooiplaats, Pretoria Mbonambi Email:, info. T Email: Website: TREVERTON Website: Grades: 000–12 Website: I Tel: 031 263 1251 INTERNATIONAL SCHOOL OF SOUTH AFRICA V Address: R103 Old Main Road, Grades: 000–A Level VILLAGE WALDORF SCHOOL ST DOMINICS NEWCASTLE Mooi River Tel: 018 381 1102 Grades: 000–7 Grades: Group 3–Grade 12 Email: Address: Cnr William Dick Ave and Tel: 012 345 3771 Tel: 034 312 8316 Nelson Mandela Dr, Libertas, Mahikeng Address: 48 Blue Crane Avenue, Country Address: 148 Murchison Street, Newcastle Website: CURRO SALT ROCK (PREVIOUSLY CURRO MOUNT RICHMORE)

Email: Website:


Grades: RR–12 Tel: 087 285 1661 or 076 812 2668 Address: Cnr Ka Nyamazane Road and Everlasting Street, Karino Lifestyle Estate, Mbombela (Nelspruit) Email: Website:


Grades: Group RR–Grade 12 Tel: 051 451 3002/3 Address: Off Frans Kleinhans Street, Groenvlei, Bloemfontein Email: Website:



Grades: Group 1–Grade 12 Tel: Castle 087 285 5929, School 087 285 4755/6 Address: Umgeni Road, Kathu 8446 (Eft 7479) Email: Website:

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Grades: 10–12 Tel: 087 087 7644 or 015 296 3570, (Admin @ High) 015 296 2224 Address: Bushveld Lifestyle Estate/Village, 103 Romulus Drive, Bendor X103 Email: Website:

Grades: Group 1–Grade R Tel: 021 914 2690/1 Address: 12 Twist Street, Rosenpark, Bellville Email: Website:


Grades: Group 1–Grade 7 Tel: Castle 087 285 4706, School 087 285 4710 Address: 67 Vredeveld Way, Sonkring, Brackenfell Email: Castle:, School: Website:

Grades: 1–7 Tel: 087 087 7644 Address: 243 Suid Street, Flora Park, Polokwane Email: Website:


Grades: Age 2–Grade 12 Tel: 021 713 2220 Address: 42 Soetvlei Avenue, Constantia, Cape Town Email: Website:


Grades: Playschool–Grade 12 Tel: 021 874 8100 Address: R45, Franschhoek Email: Website:




Grades: Group 4–Grade 12 Tel: 021 492 1442, Nursery 087 285 1637, Primary 087 285 2101, High 087 287 9408 Address: Socrates Way (Off Century Avenue), Century City Email: Website:


Grades: Grade 9 (higher grades phase in annually) Tel: 087 087 7700 Address: Cnr Delft Main and Emporium Street, Delft, Cape Town Email: Website: CURRO DURBANVILLE

Grades: Group 1–Grade 12 Tel: Castle 087 087 7713, Primary 021 975 6377, High 021 975 6377 Address: 1 Memento Drive, Sonstraal Heights, Durbanville Email: Castle: info.castledurbanville@, Primary: curroprimary@curro., High: Website:

Address: 1 Sundarbans Road, Sitari Country Estate, Somerset West Email: Website: CURRO UITZICHT

Grades: 1–12 Tel: 021 834 1066 Address: Cnr Wildebeest and Springbok Road, Uitzicht, Durbanville Email: Website:



Grades: 000–7 Tel: 044 533 6157 Address: Olive Hill Farm, Airport Rd, Plettenberg Bay Email: Website:

Grades: N–7 Tel: 021 761 8074 Address: 49 Newlands Rd Claremont Email: Website:



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Grades: Group 1–Grade 12 Tel: 021 970 4540 Address: 6 Campus Way, Pinehurst Email: Website:

Grades: 1–12 Tel: High 021 686 3987, Primary 021 686 4635 Address: High: Canigou Avenue, Primary: 78 Campground Rd, Rondebosch Email: High:, Primary: Website:





Grades: Reception–Standard 7 Tel: 0267 392 3397 Address: Plot 18580, Gaborone West Phase 2, Gabarone, Botswana Email: Website:



Grades: 000–12 Tel: 021 480 3830 Address: 28 Bay View, Tamboerskloof Email: Website:



Grades: 000–7 Tel: 021 447 0546 Address: Oude Molen Eco Village, Alexandra Road, Pinelands Email: Website: GARDENS NOOK

Grades: RRR–R Tel: 072 320 3139 Address: 5 Vriende Street, Oranjezicht Email: Website:



Grades: 8–12 Tel: 021 686 4066 Address: 44 Campground Rd, Rondebosch Email: Website:


Grades: 000–12 and Cambridge AS and A levels Tel: 021 842 8000 Address: Bredell Rd, Somerset West Email: Website: SOMERSET HOUSE

Grades: 000–7 Tel: 021 851 7164 Address: Drama St, Somerset West Email: Website:


Grades: 8–12 Tel: 021 689 4164 Address: Newlands Avenue, Newlands Email: Website:

Grades: 00–7 Tel: 028 316 2938 Grades: 000–12 Address: End Street, Sandbaai Tel: 021 556 5969 Email: Address: Cnr of Parklands Main Rd and Website: SPRINGFIELD CONVENT SCHOOL Dorchester Drive Grades: Nursery–Grade 12 Email: I Tel: 021 797 9637 IMHOFF WALDORF PRIMARY SCHOOL Website: Address: St Johns Rd, Wynberg Grades: 000–7 Email: Temp tel: 083 282 6025 Website: CONSTANTIA WALDORF SCHOOL Address: Cnr Slangkop and Kommetjie CURRO FORESHORE Grades: 000–13 Roads, Kommetjie Grades: 8–10 (higher grades phase in STELLENBOSCH WALDORF SCHOOL Tel: 021 794 2103 Email: annually) Grades: 000–13 Address: Spaanschemat River Road, Website: Tel: 021 834 1977 or 087 087 7597 Tel: 021 881 3867 Constantia Address: 6 Jack Craig Street, Foreshore, Address: Spier Wine Farm, Santa Road off Cape Town K Email: Annandale Road, Stellenbosch Email: KHANYISA WALDORF SCHOOL Website: Email: Grades: Remedial for primary Website: Website: and high school CURRO ACADEMY SANDOWN Tel: 021 761 1709 ST GEORGE’S GRAMMAR SCHOOL Grades: Group 1–Grade 10 (higher grades CURRO HERMANUS Address: 4 Victoria Road, Plumstead Grades: Pre, R–12 Grades: Group 1–Grade 12 phase in annually) Email: Tel: 021 689 9354 Tel: 028 316 4911 Tel: 087 086 4675 Website: Address: Richmond Rd, Mowbray Address: Curro Road, Sandbaai, Hermanus Address: Cnr Sandown Road and Email: Email: Discovery Drive, Parklands North M Website: Email: Website: MICHAEL OAK WALDORF SCHOOL Website: Grades: 000–13 ST JOSEPH’S MARIST COLLEGE CURRO LANGEBAAN Tel: 021 797 9728 Grades: Pre-primary (3–6 years)–Grade 12 Grades: Group 1–Grade 12 CURRO BURGUNDY Address: 4 Marlow Road, Kenilworth Tel: 021 685 6715 Tel: 022 772 0116 Email: Grades: From 2021, Address: Belmont Rd, Rondebosch Address: Long Acres Way, Langebaan Website: Group 3–Group 5 (no assisted learning), Email: Grade R–3 (assisted learning), Grade 4–7) Email: Website: Website: MICKLEFIELD SCHOOL assisted learning phasing in) Grades: 00–7 Tel: 021 821 4949 T CURRO MOSSEL BAY/BAAI Tel: 021 685 6494 THE VINE SCHOOL Address: Cnr Burgundy and Carmine Grades: Group 1–Grade 12 Address: 81 Sandown Rd, Rondebosch Grades: RR–7 Drive, Burgundy Estate, Cape Town Tel: 044 693 3488 Tel: 021 696 3220 Email: Email: Address: Seemeeu Street, Heiderand, Address: 37 Denver Road, Lansdowne 2021– Website: Mossel Bay Email: Website: Email: O Website: OAKHILL SCHOOL Website: CURRO GEORGE THREE PEAKS Grades: 000–12 Grades: Group 1–Group 5 2021–Group 4 Grades: 1–3 Tel: 044 382 6506 CURRO SITARI to Grade 3, (Grade 4–7 phasing in) Tel: 072 320 3139 Address: Uitsig St, Heuwelkruin, Knysna Grades: Group 1–Grade 12 Tel: 087 087 7910 Address: 5 Vriende Street, Oranjezicht Email: Address: Cnr Victoria and Merriman Street, Tel: Castle 087 285 2140, Primary 087 Email: Website: 287 9270, High 087087 0066 George Website: CHRISTIAN BROTHERS COLLEGE ST JOHN’S


Grades: 1–7 Tel: 021 360 8012 Address: 64 Mongesi Road, F-Section, Khayelitsha Email: Website:



Grades: Group 2–Grade 12 Tel: Pre-primary 0264 61 381 480, School 0264 61 381 450 Address: 1 Sossusvlei Street, Kleine Kuppe, Windhoek Email: Website: WINDHOEK GYMNASIUM ONLINE 2021

Grades: Primary: 4–7, High: 8–11 (Grade 12 phasing in 2022) Tel: 0264 61 381 463 Address: 1 Sossusvlei Street, Kleine Kuppe, Windhoek Email: Website:



Tel: 011 628 2000 Address: Atlas Studios, 33 Frost Avenue, Cnr Owl Street, Braamfontein Werf, Gauteng Email: Website:



Grades: R–12 Tel: 012 543 5000 Address: 215 Veronica Rd, Montana, Pretoria Email: Website:



Grades: 4–10 (higher grades phase in annually) Tel: 087 087 2847 or 021 821 4939 Address: 38 Oxford Street, Durbanville Email: Website:



Tel: +27 10 142 0301 Address: 37 George Street, Sandton E-mail: Website:



Grades: Stage 1–9; IGCSE; AS and A levels Tel: 081 251 3703 Address: 209B Murray Street, Pretoria Email: Website:


2021/04/19 10:29 AM

i fic t it words and numbers? When the numbers don’t add up, or the words don’t make sense, what help is at hand? By Kim Maxwell


isunderstood and unfairly associated with stigmas, there is no need for schoolchildren with dyslexia and dyscalculia to despair, help is available.

DEMANDING DYSLEXIA “If you meet me, you’ll never know I’m dyslexic, but if I send you something I have written, you’ll see the grammatical errors. I might be able to say I’m eloquent, but there is no way I can spell it.” Strong sentiments from dyslexic specialist Sharon Gerken, director of the Dyslexic Association of South Africa. She is also a parent of two adult dyslexics. “Educational psychologists would rather refer to it as a learning difficulty, than label it dyslexia. Some parents don’t even want their children labelled,” continues Gerken. “For my children, it was incredibly empowering to acknowledge dyslexia. If we can teach our children that they’re not stupid, they just learn differently, that’s what it’s about. How can you get an accurate assessment of my IQ as a dyslexic if I can’t understand what is written?” About 5 to 10 per cent of schoolgoing children globally have some form of dyslexia. South Africa’s dyslexia statistics reflect a similar trend, according to the Reading Language Gym. Elizabeth Nadler-Nir is a speech and language therapist at this Cape Town practice. “Dyslexia is quite a loaded term. It


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exists and it’s on a spectrum, like everything, with different levels of severity. Many people, with a bit of help in treating dyslexia, can be out-of-the-box thinkers,” she says. “Dyslexia is generational and inherited. As therapists, we look at the symptoms and ask ‘what can I do for that child?’ Some are stronger orally than in writing, for example.” Nadler-Nir stresses that if a teacher flags a young child for observation, the proper channels should be followed: schools refer to an educational psychologist and a lengthy assessment evaluates the child’s literacy in cognisance of all their skills. “You want those reports, the paper trail … to show a child struggled in lower grades. We need it to get Independent Examinations Board, government and Cambridge school concessions in high school,” adds Gerken. “The school will say: go to an educational psychologist, then an audiologist or speech therapist, and so on. Parents of dyslexics often get overwhelmed. And not everybody can afford private therapists.” The association can point parents in the right direction. “You have the right to ask your local hospital for an educational psychologist’s report for your child – you might just have to wait six months. Children are falling through the system because parents don’t know this.” Gerken says dyslexic children are eligible for accommodations. A spelling concession – if a teacher can identify the word, it is marked correctly. Extra time is granted for written tests in junior and high school. A child with dyslexia and dysgraphia (challenges visible in handwriting skills) may attend school with a scribe and a

Many people, with a bit of help in treating dyslexia, can be out-of-the-box thinkers.” – Elizabeth Nadler-Nir reader (who reads and writes for them). Gerken’s sons opted not to use scribes and readers because they wanted to prepare themselves for later studies. “Both my sons struggled at school, and both managed to get degrees,” she says. Occupational therapist (OT) Sarah Skevington from the Olive Tree Therapy Centre in Gqeberha has a special interest in sensory integration. “In children with dyslexia, I’ve seen a reversing of letters and incorrect sequencing of letters in words when spelling and reading,” she says. “As OTs, we’ll deal with the building blocks for sequential reading and writing – things such as bilateral integration, lateralisation of both sides of the body and sequencing. We don’t focus on reading and spelling, but rather work on those gross motor building blocks that support the spelling or reading process, from left to right. So we’ll get kids moving rhythmically left to right or clapping to a rhyme to build on sequencing to help improve functional difficulties of dyslexia.”

DAUNTING DYSCALCULIA Just as dyslexics have trouble with words, so children with dyscalculia struggle with numbers. Nadler-Nir doesn’t work with dyscalculia, but says that like dyslexia, dyscalculia is a diagnosable difficulty.

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It is estimated that 1 in 10 South Africans is dyslexic, or has some form of dyslexia. This means that about five million people in schools, universities and across the workplace battle with this learning difficulty. Source: Strive International

These children have incredible difficulty learning the basics with numbers, just as dyslexics have trouble breaking the code of reading.” Skevington says there is usually a list of criteria to meet for any condition. “I haven’t seen a lot of dyscalculia in my practice in Gqeberha, or previously in Cape Town. More often, I’ve seen the handwriting condition called dysgraphia. It seems to be an individualised learning difficulty: not being able to use your body as your mind wants to for what you want to execute with your hands on paper.” It could be poorly formed or spaced letters on a line or page, an awkward pencil grip or arm posture. “An OT can help with improving body awareness, organisational skills, fine motor strength and co-ordination, and postural control in a classroom setting.” Lindi Cronje, a department head at Meerhof School, a special needs facility in Hartbeespoort, teaching maths and computer application technology for Grades 10 to 12, says: “A child with dyscalculia struggles to understand any numerical concepts: place values, imagining a number line … 1,2,3,4. They will have a problem finding the larger of two numbers, say, between 2 and 4.” These children have normal intelligence; understanding numerosity concepts is the issue. “They’ll count on fingers to solve problems. Have difficulty with simple adding, subtraction, multiplication and division. Problems reasoning with concepts of time on a clock or with direction: north/south, forwards/backwards, up/down. They can’t do problem-solving or mathematical reasoning. However, if children have dyslexia, they may have a problem with maths or numbers that isn’t caused by dyscalculia,” says Cronje. Cronje adds that high school children with dyscalculia have the same struggles with division, subtraction, and so forth, but are allowed to use calculators. Their struggles will be in tackling geometry and learning to apply algorithms.

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“For a primary school child with dyscalculia, a calculator and extra time would be a concession. Also, maths marks not counting for passing the grade.” Schools apply for these accommodations. “Sometimes a quad page could help a child to organise where to put a number. But a child with dyscalculia and dyslexia, won’t get that accommodation in high school grades,” she says. High school accommodations include extra exam time and maths marks not counting for passing Grade 8 and 9. “If they can’t cope with mathematical literacy in Grades 10 to 12 and have a dyscalculia diagnosis, they can apply for a concession to take an alternative subject.” As with dyslexia, sending a child to an educational psychologist for a diagnosis is a first step. Cronje stresses that like dyslexia, dyscalculia does not develop gradually. “If a child has dyscalculia, it would be problematic before formal schooling.”

As part of her recent masters in learning support, guidance and counselling at the University of Pretoria, Cronje’s thesis on using information and communication technology to support Grade 6 learners with dyscalculia showed encouraging results. “I worked with Grade 6 learners with dyscalculia on basics in number concepts that Grade 1 learners would normally do – to strengthen the basics,” recalls Cronje. “These were online maths games, which made maths fun. We did a test and there was an improvement in their maths ability after playing. Children with dyscalculia often hate maths so we never called them maths games. One Grade 6 boy liked gaming and even started playing those maths games at home instead.” The research involved weekly two-hour sessions for six weeks. “It wasn’t enough, but we saw positive outcomes. We saw that if we could do those online games for longer and start at an earlier age, it would help greatly.”

HELP IS AT HAND Some dyslexia resources • Dyslexic Association of South Africa. Facebook @dyslexicsouthafrica • British Dyslexia Association: • Wordworks early literacy: • Shine Literacy, aimed at Grade 2 and 3: Some games for dyslexia • Oxford Reading Safari is designed for use with a reading partner, aimed at the delayed and dyslexic reader with a Grade 2 reading ability: • Chictionary: • Draw Something: • Apps: Eye Games, Dyslexia Some dyscalculla online resources • the-signs-of-dyscalculia/ • • Some games for dyscalculia • The Rock Series (SA maths programme in English or Afrikaans): • The Number Race: • Sheppard Software: • iPad games: Dexteria Dots and Dexteria Dots 2; Motion Math: Hungry Guppy; Maths Snacks: Monster School Bus • Games including dominoes, snakes and ladders or board games with counting involved.


2021/04/16 10:09 AM


The balancing act Every parent wants to give their child the best start in life, but the endless choice in vitamins and supplements can be quite overwhelming. Lynne Gidish finds out what your child needs to ensure optimal wellbeing and health


hen it comes to ensuring that your child is getting all the vital vitamins and minerals they need for optimal functioning you should always start with a healthy diet, says Rhodene Oberholzer, a registered dietician at En Bonne Santé Dieticians. “Good nutrition is essential at any age, and while it may be very tempting to grab vitamins and supplements off the nearest pharmacy or supermarket shelf, a food-first approach should be your primary focus, particularly when it comes to a growing child. These are all manufactured products that are there to supplement, not replace, your diet. If your child is eating a balanced diet containing all the different food groups, a supplement is most likely not needed,” says Oberholzer.

WHEN TO USE SUPPLEMENTS Children require the same nutrients as adults, just in fewer quantities, says

Oberholzer. “These requirements should primarily be met by nutrient-dense foods, but when this is not possible, supplements may then be useful,” she explains. Certain children will definitely benefit from taking vitamins or nutritional supplements, she adds. • Very picky eaters who do not eat a variety of food may lack or have a higher need for certain nutrients. Studies have shown that some picky eaters may consume less food that is high in zinc and iron, which may result in deficiencies. • Children following vegan or vegetarian diets may be at risk of developing nutrient deficiencies such as iron, vitamin B12, vitamin D, vitamin B2, calcium and zinc. • Children with medical conditions that influence their nutrient absorption or requirements such as gastrointestinal disorders, for example, coeliac disease or inflammatory bowel disease where

“There’s no such thing as a one-size-fits-all approach when it comes to any form of supplementation because oversupplementing with certain nutrients that exceed the recommended intakes can sometimes be detrimental to your child’s health.” – Rhodene Oberholzer


Foundation Phase_Nutrition.indd 14

Dietician Rhodene Oberholzer suggests you limit foods high in sugar and fat and include the following in your child’s daily diet for optimal health and wellbeing. • Lots of different fruits and vegetables. Encourage your child to eat the rainbow with all the coloured fruits and vegetables. Aim for at least five a day. • Starchy foods with every meal. Kids older than five can include more whole grains, such as oats, high-fibre bread, brown rice, potatoes, sweet potatoes, corn, quinoa and bulgur wheat. • At least three servings of dairy products such as milk, yoghurt, cheese, lactose-free milk and dairy alternatives that are unsweetened and fortified with calcium to ensure that they are meeting their calcium needs. • Lean proteins such as fish, chicken without the skin, lean beef, eggs, beans and lentils. • Healthy unsaturated fats such as vegetable oils, nuts and seeds.

the absorption of certain nutrients (such as iron and vitamin B12) may be compromised.

WHAT’S BEST FOR YOUR CHILD? When it comes to giving your child any vitamins or supplements, Oberholzer cautions about going it alone. “Deciding what’s best for your child is not as simple as just going out and buying the supplement that contains the most nutrients,” she explains. “There’s no such thing as a one-size-fits-all approach when it comes to any form of supplementation because oversupplementing with certain nutrients that exceed the recommended intakes can sometimes be detrimental to your child’s health. That’s why you should always seek professional advice before making any decisions. Discussing your concerns with a healthcare practitioner who can then assess and identify your child’s individual needs will ensure that what’s prescribed will work best for them.”

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2021/04/16 10:11 AM


Managing ADHD holistically Managing ADHD doesn’t mean just relying on prescription medication; therapy, diet and certain natural health supplements can also help to reduce symptoms. By Lynne Gidish


ttention Deficit Hyperactivity Disorder better known as ADHD has three subcategories, explains Jaymati (Jay) Kunvar, a natural health advisor at The Natural Health Centre: • Inattention: this includes being disorganised, having problems staying on task, constantly daydreaming and not paying attention when spoken to directly. • Impulsivity: making spur-of-the-moment decisions without thinking about the consequences or the possibility of harm or long-term effects, acting quickly to get an immediate reward and regularly interrupting teachers, family and friends. • Hyperactivity: squirming, fidgeting, tapping, talking and constant movement, particularly in situations where it is not appropriate. Treatment depends on the parents’ preference, explains Mitzi Hollander, Attention Deficit Disorder (ADD) and ADHD specialist and founder of the ADD Lab. “Some parents don’t want to go the medication route.” Using only medication to treat these conditions, without looking “from the bottom up” or taking into account the physiology of the child, is akin to “putting on a Band-Aid” and expecting the problem to go away. Hollander, therefore, works with functional medical specialists and dieticians to develop a holistic treatment plan using neurotherapy or other therapies; and that may include supplements, as well as medication if needed. “When it comes to using medication, one is rather cautious,” she says. “If it is necessary, bring it in – but know that you have sorted out the basics first.” Kunvar agrees, saying: “While a lot can be done naturally to improve the symptoms

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“It’s important to consult with a natural health practitioner to ensure that your child is treated both holistically and individually.” – Jaymati Kunvar of ADHD and to help your child focus and concentrate far better in the classroom, it is important to consult with a natural health practitioner to ensure that your child is treated both holistically and individually. This should involve: • watching what your child eats: avoiding stimulants such as caffeine, sugar, colourants and additives, and including more healthy food options such as fruit, vegetables, whole grains and pulses. Ensure that your child only has natural snacks and sugar-free sweets and children’s nutritional shakes if they’re difficult eaters • getting enough exercise: any form of physical activity that your child enjoys especially outdoors • checking for candida/yeast infections as this imbalance may lead to ADHD symptoms • taking an omega-3 supplement • taking a good probiotic or kefir.

ESSENTIAL FATTY ACIDS FOR BRAIN DEVELOPMENT The role of essential fatty acids (EFAs), which include omega-3 (EPA and DHA) and omega-6 (GLA), in supporting healthy brain function and learning development continues to grow as an area of research, says Lize Viljoen, country manager of Soho Flordis International South Africa. Omega-3 fatty acids are vital for normal brain function and development at all stages of life, and especially in young schoolgoing children. As proven in published clinical trials, Equazen Eye Q is a tried and tested unique fatty acid formulation to assist children with healthy brain development as well as optimised concentration, classroom performance and behaviour. It is a medical food that manages omega-3 deficiency occurring in many children with behavioural and learning difficulties with research showing significant improvement in concentration for children (and adults) with ADHD.

USEFUL SUPPLEMENTS FOR MANAGING ADHD While the following supplements may assist with the management of your child’s ADHD, Kunvar suggests that you chat with your health practitioner before making any decisions. • Mindset from viiv • ADHD from Willow • Calmega from Willow • Mentat from Himalaya • IQ Script from Medford • NeuroVance from MNI • Concentrate herbal tincture from Medico Herbs • Bach Flower Remedies dispensed by a registered Bach Flower practitioner. This remedy bottle would consist of seven essences, including, for example, Clematis for concentration.


2021/04/16 10:12 AM


Feed the brain for optimal performance There’s a very definite link between good nutrition and school performance, so chat to your child’s healthcare provider for some brainpower-boosting advice, writes Lynne Gidish


ometimes we underestimate the extent to which environmental factors can affect a child’s performance at school and the importance of a healthy diet for optimal functioning, says Joy Steenkamp, a pharmacist at Medipost Pharmacy. “Certain micronutrients assist with healthy brain function, which in turn contributes to supporting your child’s cognitive abilities – attention, working memory and perception – and overall psychomotor development,

IRON Micronutrients such as iron play an essential role in brain metabolism. If your child is iron-deficient, you may notice symptoms of fatigue and learning delays. Always seek professional advice before supplementing as too much iron can be problematic.

which includes motor skills and social development,” she explains. Says paediatrician Dr Iqbal Karbanee: “Supplements are only required when a child’s diet is inadequate. This may be from pure lack of certain foods, but usually is

OMEGA-3 FATTY ACIDS Nutrient-dense diets or supplements containing omega-3 fatty acids, such as EPA and DHA, assist in improving attention and cognition.

ZINC Zinc plays a role in memory, reasoning and reading ability. Deficiencies are associated with poor cognition and attention problems in schoolgoing children.

B VITAMINS All subsets of B vitamins synergistically support brain functioning and have been shown to improve cognition and learning capabilities, partly due to an increased ability to focus. The B vitamins also can provide support for anxiety and irritability. A deficiency in vitamin B12, in particular, has been linked to repeating grades at school as well as increased absenteeism. These should always be taken in the morning because they have a revitalising effect and can increase alertness.


Foundation Phase_Nutrition.indd 16

“Certain micronutrients assist with healthy brain function, which in turn contributes to supporting your child’s cognitive abilities.” – Joy Steenkamp due to the child being a picky eater.” He adds that children, especially girls, going through puberty often require additional iron supplements. “There is much debate about the role of immune boosters, however, unless the child has a proven immune deficiency, most of these have very negligible effects.” See the boxes for information on the important micronutrients for boosting brainpower.

IODINE Iodine promotes healthy brain cognition and psychomotor functioning. In schoolchildren, it has been shown to improve fine motor skills, information processing and visual problem-solving.

VITAMIN E Made up of eight naturally occurring forms, vitamin E is well known for maintaining healthy functioning of brain cells. It also may promote academic success by supporting executive functioning such as working memory and self-control. Some studies suggest that the alpha-tocotrienol subset is the strongest antioxidant, so if supplementation is needed, look for products with multiple forms of vitamin E.

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2021/04/16 10:12 AM



Healthy lunch-box ideas Packing a healthy school lunch box will ensure that your child gets all the nutrients and energy they need for optimal classroom performance. By Lynne Gidish


he contents of a school lunch box are important to keep your child both well-nourished and performance-ready. Mayuri Bhawan, a registered dietician at Nutritional Solutions, offers this advice: “Always make sure that your child has enough food for the day and factor in meals and snacks for any extramural activities. Remember, peer-influence can affect your child’s attitude to food choices, this may result in a sudden refusal of a food or a request for whatever foods their friends are eating, so try to limit undesirable influences while remaining realistic. Children like being involved in choices so let your child help choose what’s on the menu. Some feel safe with the same predictable sandwich while others are more adventurous in their food choices and enjoy variety.”

IT’S WHAT’S INSIDE THAT COUNTS A balanced lunch box consists of a wholegrain/unrefined starch, protein, fruit and vegetables, says Bhawan. “Limit unhealthy snacks by offering healthier alternatives (see table alongside) and always include a variety of foods from all four food groups. • Focus on vegetables and fruit. Offer one orange (for example, carrots/butternut) and one dark green vegetable (for example, peas, broccoli) each day. Limit dried fruit (especially the sugar-coated ones) and fruit juice and stick to fresh.

• Choose whole grains and higher fibre grain products. Corn/lentils/beans/ chickpeas/brown rice/sweet potato/baby potato/seed loaf bread/Provita/Ryvita. • Offer full cream dairy until the age of two and low-fat dairy thereafter. Avoid sweetened yoghurt, rather buy plain low-fat or full cream yoghurt and add fruit for natural sweetness. !

“Always make sure that your child has enough food for the day.” – Mayuri Bhawan • Stick to leaner proteins such as chicken, white fish (hake/sole/kingklip), tinned tuna, omega-3 fatty fish (mackerel, pilchards, sardines, trout and salmon), beef, cottage cheese, baked beans and eggs. • Use unsaturated fats and spreads, for example, avocado, olives, olive oil, hummus, nut butters and nuts.








Egg mayo

Tuna pasta salad

Lettuce wraps

Hummus and crackers

Finger foods

Seed/health loaf

Wholewheat pasta

Seed crackers

Wholegrain crackers


Cold meat/meatballs

Peppers and rocket/baby spinach

Lettuce wraps with carrot and cucumber strips


Peanut butter (on apple slices)

(spread on the wholegrain crackers)

(mix into cottage cheese)



Fruit Bar


Handful of mixed nuts

Mini rice cakes

Bran muffin

(corn on the cob)

Boiled eggs mini Protein

omelette/crustless quiche

Vegetable Baby corn and baby carrots Fat







(add to yoghurt)

Homemade popcorn Plain yoghurt



Cottage cheese

Rosa tomatoes and baby carrots

Sugar snap peas and cucumber sticks


Basil pesto

ToTo drink drink Water/ Water/ infused infused To drink fruit fruit water/ water/ Water/ infused infused infused rooibos rooibos fruit tea water/ tea (unsweetened) (unsweetened) infused rooibos tea (unsweetened)

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• Rhodene Oberholzer:; email:; 072 595 6018 ● ● Jay Jay Kunvar:; Kunvar:;;; ● Jay Kunvar:;; email: email:;; email:; 011 011 849-0680 849-0680 011 849-0680 • Jay Kunvar:; email:; ● ● Joy Joy Steenkamp: Steenkamp: ●;; Joy Steenkamp:; email: email:;; email:; 012 012 426 426 4000 4000 012 426 4000 011 849 0680 ● ● Mayuri Mayuri Bhawan: Bhawan: ●;; Mayuri Bhawan:; email: email: email: 079 079 839 839 2023 2023 079 839 2023 • Joy Steenkamp:; ends ends ends email:; 012 426 4000 • Mayuri Bhawan:; email:; 079 839 2023 Rhodene Oberholzer: ● Rhodene Oberholzer: ; email: ; email: ; email: . 072 . 072 595 595 6018 6018 . 072 595 6018 ● ● Rhodene Oberholzer:

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Coping with the new school day


chool drop-offs look decidedly different this year – if they are happening at all. Where once there were hurried hugs and calls of “wait for me” at the gate, now children stand in sombre queues to have their bags sanitised and their temperatures taken. If there is a plus side to this situation, says Rebecca Pretorius of Crimson Education, it is the fact that first-time schoolgoers have no preconception of what school should be like. For them, this is normal, no matter what we as parents think – and we should capitalise on that by acting as if they’re right, rather than lamenting what things “should” be like. Of course, there’s still the strangeness of online learning to deal with and the fact that many children feel uncomfortable raising their hands or trying to forge a connection over a Zoom classroom. Pretorius’ solution is to help them become familiar with these platforms by engaging with friends and family online. Then, if they verbalise their misgivings, you can remind them that talking to their teacher online isn’t vastly different from talking to Gran. Still battling? Spark Schools’ Bailey Blake says it is important to discuss your context


Children experience and display anxiety differently from adults, says Dr Jacques Mostert. Look out for signs of withdrawal, which may mean that they’re not coping with the school setup and need professional help.

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Lisa Witepski looks at what preparing your child for “big school” looks like today

with the school. If you have a full-time job or children in different grades, home schooling – never easy – is bound to be even more difficult, but if your child’s teacher knows what your typical day looks like, they may be able to assist.

SOCIALLY DISTANT While you’re bemoaning the challenges you are facing with this new-look education system, spare a thought for how your child may be feeling, says Dr Jacques Mostert of ADvTECH’s Abbotts College. “While it’s

fortunate that children are highly adaptable, this may work to their detriment – children may come to view the current way of socialising, with masks and from a distance, as the norm.” Mostert is particularly concerned with the loss of opportunities to practise social interaction that has come about with the current structure of school days, noting that it may give rise to insecurity. “Children don’t express themselves primarily through conversation as we do, so spending break in a circle, rather than playing, may feel very strange.” He says that the best way to help them prepare is to, first of all, remind them that school – and learning, in particular – is intrinsically fun. Then, allow them to make up for all that they’re missing at school by spending time outdoors, getting dirty, at home. Joining in their games, from hide-and-seek to dolls, will also help. Mostert advocates helping your child grow their communication skills by asking them questions and getting them talking so that those “sitting in a circle” situations feel less awkward. For instance, instead of asking, “how was your day?” ask, “what made you happy, excited or scared today?” Build your child’s confidence by teaching them life skills through basic chores, like cooking. “And help them cultivate a positive attitude by being deliberately optimistic and creating a gratitude list to encourage a happy outlook.”

HELP YOUR CHILD PREPARE FOR ONLINE LEARNING Optimi’s Louise Schoonwinkel suggests readying your child for their online school day with these tips. • Ensure you have a dedicated learning space at home; one that’s neat and tidy (as this helps develop discipline) and, ideally, is different from where they relax. • Consider purchasing a good pair of headphones, it helps with background noise and staying focused. • Set up a daily routine and structure, including regular breaks. Plan other activities too, like going for a bike ride or a walk. • Make sure the device you are using is charged and connected to the internet. Also, keep all access codes on hand before lessons start. Struggling with tech can cause unnecessary anxiety for learners and parents. • Depending on your child, ensure you check in regularly. Older learners might be able to learn independently where younger learners might require more hands-on support. • Be adaptable and flexible. Online and/or distance learning can be a big adjustment. See it as an opportunity for your child to practise flexibility and adaptability.


2021/04/16 10:13 AM


Building essential literacy, numeracy and life skills Anél Lewis looks at some of the specific areas of learning developed during the important foundation phase


he foundation phase, from Grade R to Grade 3, is a critical stage in a child’s education. While it may not seem so at the time, any gaps in learning areas will have serious repercussions later, and may even encourage a child to drop out of high school. Sharon James, a retired Cape Town-based teacher and now tutor, says the main outcomes of the foundation phase are language – home and one additional – mathematics and life skills. The foundation phase is also a time to consolidate the transition from playing in the real world (concrete learning) to the world of symbolic learning, says Dr Melodie de Jager, developmental specialist and founder of Mind Moves. “It is the only time when there is time to fall in love with learning and reading.”

READING TO LEARN Those first years of school seem to be mainly about phonics and reading. “Children begin the foundation phase learning to read, and by the end of these three years, they should be able to read to learn,” explains James. Children are taught to read using phonics, as well as the “look and say” method. They are also encouraged to expand their reading vocabulary. Hand in hand with reading is handwriting, says James. “To be able to communicate through writing, children have to understand the phonics rules, punctuation, sentence construction and grammar rules. They need to learn the rules of basic words that cannot be sounded out. “All of these skills are developed while children read, listen and speak.” She adds that the development of reading and writing skills should extend to an additional language. “This is particularly important for children whose home language is not English or Afrikaans,


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as learning mostly takes place in these languages from Grade 4 onwards.

MAKING NUMBER SENSE The four basic operations of addition, subtraction, division and multiplication will be taught during the foundation phase, and applied to real-life situations to make them more tangible, explains James. The aim of mathematics during this phase is to develop an understanding of how mathematics is used daily. Working with money, number patterns, space and shape, measurement and data handling also form part of the curriculum.

LIFE LESSONS The foundation phase covers more than just the essential building blocks of literacy and numeracy, says James. Life skills are essential for the “holistic development” of children, dealing with their social, personal, intellectual, emotional and physical growth. “Children learn about topics that will later be part of social sciences and natural science. They are encouraged to become curious about the world around them, learning to investigate, observe, compare, measure, classify, experiment and communicate.” Other skills include social wellbeing, the creative arts and physical education to fine-tune gross and fine motor skills.

FREEDOM TO LEARN Learning during the foundation phase extends beyond the classroom, says James. Parents can bolster the work being done at school in several ways. “Language is the basis of reading, and talking to a baby, singing, reciting nursery rhymes and making funny noises is important. They will naturally want to imitate you and this is how early speech starts. Reading to a baby from the start will help them to love books,” she says. It is possible to start working on basic reading skills even before the start of

Grade 1. Parents can help by pointing out the names of shops and road signs, and identifying words and letters in books. De Jager emphasises the importance of teaching children to listen, as reading involves “listening” to the sounds made by squiggles on paper or screen. “The blind read without seeing because they can listen exceptionally well,” she says. “Find opportunities to count from the time your child is little,” says James. This could mean counting Lego pieces as you pack up, or keeping a tally of specific coloured cars while driving. “But,” she adds, “don’t push. Always keep interaction with reading materials (or numbers) a positive experience. Building healthy self-esteem is essential for successful learning and is far more important than academic achievement.” Remember, the foundation phase sets the tone for a child’s academic career – a positive start will make for a more successful learning journey.

THE DANGER OF OVERTEACHING Dr Melodie de Jager, developmental specialist and founder of Mind Moves, describes “overteaching” as doing too much, adding that it is “detrimental when a child loses a loving parent and gains a poor teacher”. • Teaching is not “pushing” facts into a brain; it is encouraging children to “discover-learn” because they are allowed to think and to question. • With overteaching it is often assumed that because I have told you, you now know. And if you don’t, I teach more and you forfeit play/fun/movement. • It is associated with “do as I say, or …” and supports simplistic linear thinking, not independent creative problem-solving. • It tends to be boring and erodes the parent/child relationship as it is often associated with pressure and time constraints. “To strike a happy medium between over/underteaching, be guided by a child’s response. If there is avoidance behaviour, you are overteaching,” says De Jager.

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Music hits the right note by improving vocabulary, enhancing cognitive functions, developing reading and writing ability, encouraging self-esteem, developing memory, boosting IQ, helping with mathematics, reducing aggression, teaching planning skills and improving overall happiness. Source: Music Education Works

The magic of music


he magic of music runs deeper than just sound, rhythm and words. Music plays a significant role in a child’s development and is known to have a positive influence on intellectual, social-emotional, motor skills, language and overall literacy. “It comes as no surprise that music students often operate at a higher level in the academic classroom, as they have been exposed to a multiple-layered learning environment in music,” says Elsabé Fourie, director of arts and music at Kingsmead College. Music fulfils so many purposes in a young person’s development, including reading, co-ordination, processing and sequencing, adds Fourie. “Whether playing instruments in a class setting and even more so, when learning to play an instrument, students learn to balance independent hand movements. In fact, in the case of a wind instrument, face muscles are also used, while maintaining a specific posture, controlling breathing, reading music notation and interpreting the various symbols used in music.”

THE LANGUAGE OF MUSIC “Music-based activities engage both hemispheres of the brain simultaneously,” says Kirsty Savides, founder of Wriggle and Rhyme Music and Movement Programme.


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Exposure to music from a young age is beneficial in so many ways, writes Sue Voysey-Morris

“During the early years of a child’s life, their brain develops the most and this is when music plays an enormous role in facilitating the development of language and speech, as well as auditory and motor skills.” Christina Zhao, postdoctoral researcher at the University of Washington’s Institute for Learning and Brain Sciences (I-LABS), explains that listening to and performing music activates areas of the brain associated with memory, reasoning, speech and emotion. On an elementary level, Zhao adds that construction of language and music is similar in that they are both created using small, stand-alone, insignificant elements called notes and letters. However, when these are arranged in a pattern or

sequence, the outcome is meaningful. For example, language consists of letters that combine to form words, and words follow a configuration that forms a sentence. Similarly, specific music notes combine with others to form a tune. Research shows that music improves a child’s speech and reading skills by increasing their ability to identify and distinguish between different sounds, as well as understand the patterns of language.

FINE AND LARGE MOTOR SKILLS Savides adds that when children explore music through play and instrumentation, they make discoveries about themselves as well as the environment around them. Creating songs often includes tapping, clapping, bouncing and dancing. These actions automatically increase muscle use and co-ordination, which enhances fine and large motor skills. “Simple songs coupled with back-and-forth play can help build brain and body composition,” explains Savides. Ongoing research in the field of neuroscience highlights the overwhelming benefits of engaging in music-based learning from an early age. Brain mechanisms related to memory have been analysed, and it has been proven that words set to music are the easiest to recall. The structure of a song assists memory because it provides rhythm, rhyme and sometimes alliteration.

BABY AND TODDLER MUSIC AND MOVEMENT Wriggle and Rhyme – Moms and Tots – Kindermusik – Be Sharp Beetles – Music Works – Kiddi Beat – Music 4 Minis –

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Healthy body, healthy mind Sports activities at school mostly ground to a halt during the height of the pandemic, leaving children without the physical and social benefits of exercise and team sport. By Sue Voysey-Morris


he chaos surrounding COVID-19 has turned our lives upside down and the different lockdown restrictions have curtailed opportunities for school sport and other activities. Former strategic and partnerships manager at the Sports Science Institute of South Africa (SSISA) Kathleen McQuaide says: “Moving more and sitting less is very important during a pandemic as it helps families to maintain their physical and mental health.”

BACK ON THE FIELD There was some good news with the recent move to level 1 lockdown; coaches and teachers were able to welcome children back to the field. “The kids were chuffed to return to their learning space and reconnect with their mates,” comments Andrew Coley, deputy principal of Rivonia Primary. Physical, emotional, and social interaction is vital for the healthy development of young lives. “Physical activity keeps learners fit with healthy minds and healthy bodies, but when it stops not only does their fitness suffer, but


Approximately only half of SA children meet the recommendation for levels of physical activity, averaging between 57 and 65 minutes of moderate- to vigorous-intensity physical activity per day.

also their mental health,” says Coley. “It is, therefore, essential that schools work within the global regulations of COVID-19 safety protocols, as well as adhere to all South African government legislation.”

A NEW ROUTINE Coley believes that educators need to be innovative and think outside the box to

maintain fitness levels. “At our school, we have planned physical activity throughout the day and have changed timetables to accommodate this.” Parents and minders are urged to get creative and explore different physical activities in their home and other safe spaces where certain activity is permitted in line with the lockdown level in place. Active young people have better health outcomes including cardiovascular and bone health, muscle fitness and weight status. McQuaide emphasises that any activity during lockdown that gets your child moving is beneficial. “Look at traditional playground games such as ‘hide-and-seek’, ‘tag’ as well as skipping and dancing to music. Also, get creative – build an obstacle course, play balloon volleyball, make an action movie or learn to juggle.”

“Physical activity keeps ea ne fit it ea t minds and healthy bodies, t en it t n t n e t ei fitne e t also their mental health.” – n e e

KEEP MOVING Other physical options during lockdown • Exercise as a family unit. If it is walking, running or cycling, do it together. If you have different speeds then split up into groups. Possibly include a competitive edge and record daily times, distance and speed. • Look at each child’s daily routine. Instil an element of regular commitment and where appropriate offer an achievement reward. • Research and compile a regular stretching schedule. • Think out the box – climb stairs in your house and garden or plot a circuit. • For the music and dance lovers in the family, select vibey music and get moving. • Strength training is an important part of maintaining physical fitness. It is easy to do at home and does not require large spaces. • For children attending school online, try and schedule regular times in their day for exercise. Recommended physical activity for children Preschool-aged children (ages 3–5 years) must be physically active throughout the day for healthy growth and development. They should accumulate at least 180 minutes of any physical activity daily, of which at least 60 minutes should be energetic play that raises their heart rate and makes them “huff and puff”. School-aged children and adolescents (ages 6–18 years) should do at least 60 minutes or more of daily physical activity that raises their heart rate, makes them breathe harder and sweat more. Source: Policy Brief – Physical activity and health for children and adolescents in Africa: COVID-19 and beyond

Source: Active Healthy Kids Scorecard

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Learning to code develops young minds Learning how to code from an early age will prepare the youth for the digital world of work and entertainment, writes Levi Letsoko


rganisations offering extracurricular IT projects for school learners have succeeded in demystifying computer programming. From a distance, coding and robotics resemble rocket science. But when fused with fun and games, as well as the prospect of job security in the future, these subjects capture young learners’ interests. Former professional teacher John Naicker left the classroom to head up ed-tech start-up EDRO where he learned how to develop an effective learning programme. He is currently the co-founder and CEO of Think Camp, an organisation that runs an online programme teaching children how to code.

FROM CODESPACE TO THE TECH INDUSTRY Codespace coding and software engineering courses form a pipeline from school into the workplace. “Learners who do our courses in school can move directly into completing our professional qualifications after they matriculate. Alternatively, our learners are first in line to apply to receive university scholarships to study Computer Science or IT at university through our Tech Leaders Scholarship programme,” says Emma Dicks, Codespace founder.


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“Our lessons are all run live and focus on giving children the skills and concepts needed to start creating their own apps, games and websites,” says Naicker. “Think Camp was founded to get kids to create digital products rather than merely consuming them. We strive to give them the skills, concepts and confidence needed to achieve that.” Naicker points out that it is important to teach coding using the same teaching formula and age-specific concepts as mathematics. Coding concepts can be taught successfully to learners from the age of nine and those who start early can gradually adopt more complex coding concepts as they grow older. Founder and director at Codespace Emma Dicks aims to revolutionise and transform education models to prepare young people for the 21st-century world of work through her educational institution. An advocate for an inclusive economy and tech industry, Dicks founded Codespace to make coding and software engineering lessons accessible. “I first started teaching girls how to code because I wanted young women to go into the workplace with a skill that would get them a ‘seat at the table’. I then realised that there was a massive gap in our education system and that young people simply do not have the skills that the industry needs,” she says. Dicks has been globally recognised for the work she has done through Codespace: she was listed as a candidate for Fortune’s

A SUPERPOWER Think Camp’s co-founder and CEO John Naicker says that learners who learn to code will be well equipped to solve digital problems and create digital products. “Code is the Swiss-army knife of digital skills; it allows you to approach any problem with an array of possible solutions. It really is a superpower that allows you to become an involved creator rather than a passive consumer.” Most Powerful Women and is a recipient of the Queen’s Young Leader award. Naicker’s Think Camp offers an online coding programme called RocketHour. The programme gives children the personal attention needed to guide them through the coding concepts. It is complemented by an interactive facility that ensures learners are constantly engaged. “The programme gives students both a highly structured learning experience and a supportive work environment. There is also a completely free one-on-one orientation session that ensures every new RocketHour participant is placed in the perfect class for their age, experience and ability,” explains Naicker. “The hour-long classes run as an online extramural, offering students a regular, weekly time slot that takes them from a coding newbie to coding ninja.” Naicker emphasises that organisations that aim to make coding lessons accessible must be careful of taking the wrong approach to teaching. He stresses that poor teaching methods can hamper the confidence of young learners and how they experience the subject.


Government says that this year 200 schools will be piloting a draft coding and robotics curriculum from Grades R to 3, while 1 000 will be piloting the Grade 7 curriculum. Source: President Cyril Ramaphosa, speaking at the 2021 Virtual Basic Education Lekgotla

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TECHNOLOGY with an empty sound void and, combined with the visual stimulation, this can easily put young minds into overdrive. They are also working harder to pick up nonverbal cues from their teacher and others, like a shoulder shrug or a smile.” The other challenge with video conferencing, Linde says, is that children must be on their best behaviour for long stretches of time because they are on camera, which is mentally taxing.


Zoom fatigue It’s official, Zooming is a thing, but so is Zoom fatigue. Thando Pato discovers the causes of this new phenomenon


ideo calls have become part of our daily lives since the COVID-19 pandemic hit and social distancing became a way of life. Subsequently, Zoom, available on Android and IOS, has become the most used video conferencing platform in the world. According to Apple, Zoom was the most downloaded app in the Apple iStore in 2020. Accessible and easy to use, Zoom has also been used by schools to connect students and teachers. However, while handy and efficient, there is emerging research that “Zoom fatigue” may be our next pandemic. *Christine is a Grade 6 teacher at a private school in Johannesburg, and her school started using email, WhatsApp and Zoom to communicate lessons and teach classes. She says the move from face-to-face teaching to online learning, while necessary, has been jarring. “You don’t have as much interaction as you do in person. The kids are reluctant to

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talk, so I find myself talking a lot more, which is exhausting. I also find staring at the screen for so long draining. The exhaustion I feel at the end of a day of online teaching compared to face-to-face is different.”

WHAT IS ZOOM FATIGUE? Clinical psychologist Dr Colinda Linde says Zoom fatigue is real. “Zoom fatigue refers to the stress and mental exhaustion we feel after prolonged periods of video conferencing. Symptoms include weariness, fatigue, boredom, irritability, headaches and eye strain.” Linde says that platforms such as Zoom are particularly challenging for children for several reasons. “The first thing kids are asked to do on a video call is mute themselves to eliminate distracting background noise. But they are now left

“Zoom fatigue refers to the stress and mental exhaustion we feel after prolonged periods of video conferencing.” – Dr Colinda Linde

Linde suggests a few ways to help your child manage the symptoms of Zoom fatigue. 1. Create boundaries. Creating a designated space in your home for online learning is essential. “Creating physical boundaries for school helps mentally prepare kids for learning, and also allows for different parts of the home to feel more relaxing and mentally noninvasive,” says Linde. 2. Tweak your Zoom settings. To reduce performance anxiety and the possibility of being self-conscious on camera, Linde says go to settings and adjust your view to gallery view. “Seeing themselves in a grid, rather than as the main focus of the screen, helps kids contextualise their visibility and reduce the feeling that all eyes are on them.” 3. Focus on the speaker. Encourage your child to preserve their mental energy by shifting their focus to whoever is speaking during Zoom, rather than their image during a meeting. “By doing this, they can use their mental energy to learn, rather than feel self-conscious or be distracted by what classmates are doing,” 4. Encourage mini-breaks. Linde advises scheduling short breaks between lessons to allow your child to stretch and take a break from staring at a screen. “A few minutes of running around, playing with pets or a few jumping jacks, make a difference.” 5. Keep Zoom calls to a minimum. “Since school is co-opting Zoom for learning, we need to build in other socially distant ways for kids to connect with peers,” advises Linde. “Consider outdoor meet-ups with masks as an alternative to Zooming friends for personal connections.” *Name changed


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Internet safety Thando Pato finds out how to protect your children from online predators


ith the recent introduction of social media platforms, like TikTok, targeted specifically at teenagers, online gaming, and the growing popularity of other platforms like YouTube and Instagram, children now have more avenues to make friends other than socialising at school or in their communities. However, how healthy are digital relationships compared with face-toface relationships?

ONLINE RELATIONSHIPS VS PHYSICAL FRIENDSHIPS Clinical psychologist Asanda Madi explains: “Virtual friendships offer an opportunity to connect with someone who holds the same interests, while also affording minimal demands on physical energy and time. Some children might even find that they are more authentic in virtual settings than physical ones because it allows for a bit more anonymity. Friendships that exist in our physical realm are traditionally those that are based on

shared environments, rather than specific shared interests. Online relationships are different in that they allow one to bond over precise interests that ‘real-world’ family and friends might not fully grasp.” Madi says that, ultimately, there are advantages and disadvantages to virtual friendships and face-to-face encounters. “What is important is constant reflection, insight and adaptability. Parents need to monitor the impact of the different situations and consider the unique personality and context of their child.”

HOW CAN PARENTS PROTECT THEIR CHILDREN FROM DANGER? Bhavna Lutchman, online counselling project manager at Childline South, says that parents need to create a culture of transparency and trust by discussing boundaries and usage. It is also important that parents encourage their children not to share everything, and equally important to monitor how much information they share on their social media

BUILD A BRIDGE TO YOUR CHILD’S VIRTUAL WORLD Dean McCroubey, founder of My Social Life, offers five tips for parents to keep children safe online. 1. Make it clear that you, as parents, own their smartphones and control their access to data and Wi-Fi. This gives you a “lever to pull” when managing their screentime. 2. It’s okay to say no. Children must know that there are consequences to poor behaviour, even in a virtual world. 3. Have a written contract that sets out the terms and conditions of your child’s online presence. Be clear about which apps and platforms they may access. You will find one on the website. 4. Make use of screentime management tools. There are downloadable apps that will enable you to view their commonly used apps and control their time online. 5. Show an interest in your child’s online life, and be familiar with the apps and games they are using. “If you don’t have a bridge (to their world) how will you get across when you need to intervene?” says McCroubey. If you don’t speak about what they are experiencing in their virtual lives, you will find yourself in the dark, which can be dangerous for your child.


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platforms about their children as predators are lurking everywhere. For peace of mind, Lutchman says parents need to act when there are behavioural changes in their child. Parents need to look out for the following: • a decrease in online activity, but a sudden increase in their screentime • being secretive about online activity and with whom they are communicating • withdrawal from social interaction and activity • negative changes in their day-to-day behaviour.

HOW TO STAY SAFE WHEN USING TIKTOK Consider the following to ensure your children stay safe when using the popular TikTok app. Make sure they are the right age. Users need to be 13 years and older. To stop children from using the app, parents can simply block it from a device. Reset privacy. TikTok accounts are automatically set to public. Encourage your kids to set theirs to private so they need to approve a follower before they can view content. Also, let them know that they can block or report users. Cap their screentime. TikTok has a screentime management function – under the Digital Wellbeing section – which will help manage usage. Be thoughtful about their profile. Even with private settings, a profile photo, username and bio are available to all TikTok users. Parents should help teenagers safeguard the amount of personal information shared online. Enable family pairing of devices for extra support and safety. Parents should sync devices so they can monitor usage. You can also then set controls around direct messages. Source: TimesLive, TikTok taking off in SA under lockdown

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The opportunities and challenges of online schooling With many parents who can afford it enrolling their children in online schools, what are the opportunities, benefits and challenges for families? By Anthony Sharpe


n the past year, many of our daily activities have moved online – from shopping to studying. When schools closed during lockdown, parents found themselves scrambling to find ways of teaching their children via web-based channels. Online schools have become mainstream, with more parents considering this form of education.

ONLINE OPTIONS As South Africa doesn’t have dedicated regulations for online schools, they are accredited in various ways, explains Sarah Ferguson, head of marketing and communications at Teneo School. “We offer two South African CAPS options for learners: Teneo Independent writes through the Independent Examination Board and Teneo Schools through the South African Comprehensive Assessment Institute. Then there’s our British international option, where learners write through Pearson.” Ferguson says that having been started by an entrepreneur, Teneo is big on teaching entrepreneurial skills. “We offer a free extracurricular programme for Grades 7 to 12 called Converse Crew, where children can learn about how to set up a business,


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with presentations by guest speakers in the business space. Our Launchpad tertiary programme is aimed at matrics and those who’ve just matriculated and want to learn basic entrepreneurial skills.” Jay Paul, business manager at Curro Online, says online education offers a more collaborative approach to learning. “There is a shift away from top-down teaching to a more interactive, collaborative approach whereby learners and teachers co-create the learning process. This education approach empowers learners to become active in the process of taking ownership of their learning experience.”

STRUCTURAL DIFFERENCES Of course, learning outside of a traditional school environment offers a certain flexibility in structure. Whether or not a child chooses to embrace that is up to their learning style, says Paul. “The model’s online material is created and taught by Curro teachers with a structured timetable


in place for learners who need structure, as well as the option to be flexible for those who work well at their own pace. “The timetable includes teachers initiating each class and guiding learners through preset material on the online platform.” Alternatively, more independent students can select the material that best suits their learning preferences and go through it themselves within an allocated time. Curro learners do not study in isolation, but rather in small classes, says Paul. “They also have group projects assigned to them, where projects are done in small groups of four. Through such projects, they learn the skills of co-ordinating projects in the virtual work-from-home world in which we find ourselves.” He stresses that rather than relying on a rotating schedule of tutors, teaching is done by a dedicated Curro teacher per subject, per grade for the whole year. “The model entails live interaction whereby learners can ask teachers for help and also receive detailed feedback on their progress. This approach allows them to actively track the progress of the learner and intervene proactively when needed.” Teneo follows a more traditional format, says Ferguson. “All our classes and lessons are live,” explains Ferguson. “It’s like a bricks-and-mortar school that has moved into the virtual space. Children log on at 7:45am and start class at 8, they have a timetable on our learning management system with the links to all their classes. They interact with their peers and ask the teacher questions.” Ferguson adds that rather than homework, there is independent study time built into the learning calendar.

“There is a shift away from top-down teaching to a more interactive, collaborative approach whereby learners and teachers co-create the learning process.” – Jay Paul

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CHALLENGES Online learning is not without its challenges. In a country like South Africa, first among these would be connectivity. Paul recommends a line with a minimum download speed of 10Mbps and upload speed of 2Mbps, and at least a 50GB data cap – well beyond the means of most South Africans. Internet costs remain a problem, says Ferguson. “We work with

corporate sponsors and are in the process of setting up a foundation to bring learning to those who might not have access to it. We do anticipate internet costs falling in the future, however.” Ferguson also acknowledges that the structure of online learning isn’t necessarily for everyone. “At a bricks-and-mortar school, for example, there’s a school bell, teachers nudging

you along outside the classroom, discipline and teaching behaviour. All those extras fall away with an online school, so parents have to take on a more disciplinary role. On the plus side, that allows teachers to focus purely on education.” Teneo school fees start at R23 940 per year, while Curro Online fees start at R41 950 per year.

“There are many reasons for children to come to school physically, including social engagement with their peers and the fact that schools around the world are a bulwark against the challenges of childcare in the home.” – Sara Black

Public online schools on the cards?


n January, the Department of Basic Education (DBE) announced that it was planning on opening public online schools. Director-General Mathanzima Mweli said a team led by ICT chief director Seliki Tlhabane was working with provinces and private education providers to establish policies and guidelines in this regard. But how feasible is such a plan? “It was inevitable that a subdirectorate like the DBE’s ICT would make a suggestion

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like this; it would be rather strange if they didn’t,” says Sara Black, a policy analyst and postdoctoral research fellow at the University of Johannesburg’s Centre for Education Rights and Transformation. However, even if we could restructure the economy and co-ordinate the necessary departments, Black argues that we probably shouldn’t. “Online learning is not a replacement for contact schooling. There are many reasons for children

to come to school physically, including social engagement with their peers and the fact that schools around the world are a bulwark against the challenges of childcare in the home.” Black says teachers are the adults who see children most frequently outside of their parents or primary caregivers. “When teachers see children through a screen, they miss out on important details about a child’s holistic wellbeing.” Nevertheless, online remains a valuable resource to supplement contact learning. “There’s no reason why working-class children shouldn’t have access to the kind of exploratory learning they can do online, which is what a lot of middle-class children can do to engage their own interests that are not satisfied by the curriculum.” In the short term, however, says Black, government should focus on utilising what it already has. “If we really want to reach students during a pandemic without bringing them into schools, the national broadcaster is how we should do it, not through private internet service providers and e-learning companies.”


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Finding the happy medium between remote learning and attending school Kim Maxwell talks to educators about classroom realities for online learning


here’s no doubt that 2020 brought educational challenges for children during lockdown. Some thrived from having access to online learning tools, while for others, there was value in just staying connected during a time when learning was taking place remotely.

EASY ONLINE “We’re an Apple-distinguished school for 2016–2021,” says Lee-ann Steynberg, principal of Grades 1 to 6 at Parklands College Preparatory, a private school in Cape Town. She says a “1:1 programme for children from Grade 1 to 12” means an iPad in Grade 1, with children progressing gradually. “So when we went into lockdown, our Grade 1s were already transitioning without being totally reliant on their parents for online assistance.” Does that make online education the go-to solution for children attending Parklands College? “No, this means that as a college, Parklands can transition very easily from face-to-face to an online learning programme,” says Steynberg. “But, we’re saying online work is challenging. Although it worked well under the circumstances, and


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we were able to transition to online learning under lockdown at a moment’s notice, it’s not the only learning we’d want for our children or staff.” Steynberg highlights the social aspects children miss out on during online learning. “Those little ones need a lot of parental input to keep them going. Although we received positive interaction from parents, social opportunities are missing from that online experience. As soon as the children returned to school, we saw them in groups talking and interacting. “Another thing to consider is that our children are using online systems and apps at school that their supervising parents aren’t necessarily using at home. Access to an IT support team for the preparatory faculty, and one in high school – available to children and parents – helped streamline remote learning at the school.”

MORE MATHS Dr Lynn Bowie is the national mathematics co-ordinator at Olico NGO. Its main centre in Diepsloot, Johannesburg, provides maths support for high schools in the area. Olico also operates in 12 schools in Gauteng and Western Cape. From Grade 7, Olico uses a tutoring programme to provide technology and face-to-face tutoring. But when schools closed due to COVID-19, participants had to adapt quickly. One solution was to get their online maths programme zero-rated by cellphone providers for use without data. Another was starting a maths WhatsApp group to keep teens and teachers connected. “We gave them maths puzzles to solve via WhatsApp groups. A computer or tablet is great to work on, but kids’ primary learning is interactive through their teacher. There’s something really important about that relationship,” says Bowie.

“Online work is challenging. Although it worked well under the circumstances, and we were able to transition to online learning under lockdown at a moment’s notice, it’s not the only learning we’d want for our children or staff.” – Lee-ann Steynberg

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Taking the leap Caryn Gootkin looks at ways to make the transition from primary to high school as smooth as possible


oving from primary to high school means moving from a familiar environment, filled with faces you have come to know over seven years, to a new school building and a different routine.

NAVIGATING THE NEW “The unfamiliarity of a new school and routine can cause unease and anxiety, especially when social connections are broken as children go to different schools or get placed in different classes,” says Rudrich Claassen, head of Grade 8 at Rondebosch Boys High School. Another big change is that high school teaching is by subject specialists rather than subject generalists, which has significant implications for a child used to staying in one classroom with a main teacher who knows them well. “They now move from class to class to teachers who may take longer to get to know them,” says Claassen. “At the end of each lesson, they need to adjust to the next teacher’s temperament and teaching style, as well as the significant jump in the quality and quantity of the work. We tend to underestimate how difficult this can be for young people who are most likely

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dealing with wayward hormones at the time, and often there is a knock-on effect into other aspects of their lives.” Tracy Starke, head of counselling at Rondebosch Boys High School, says: “It is also exhausting for them to get used to tackling eleven or twelve subjects when they were used to six or seven.” There is also a significant jump in both the quality and quantity of the work required from Grade 7 to Grade 8. “Couple this with the constraints of subject teaching and a child does not have the same time to process information before having to adjust to something completely different,” says Claassen. “A child may be struggling with a concept in mathematics. Then, when the bell goes, they have to move on to an English lesson where they must adjust to thinking about a comprehension, which is a completely different set of skills. The implications on a child’s perception of ‘coping’ with work are significant.”

SMOOTHING THE WAY Clinical psychologist Joanne Becker says: “Developmentally, Grade 8s are already feeling self-conscious and do not want to appear vulnerable in front of their peers. They can feel out of their depth in a new school and parents should find ways to help them feel that they have a measure of control.” • Get high-school-ready. Prepare them for their physical surroundings. “Make sure they know where the toilets are, what the bells mean, how their timetable works, and how their day will be structured,” says Becker. • Establish routines. Routines can ease the general disorder they feel. “Have a single place for homework and study, away from distractions,” says Claassen. “Help them to establish habits of being organised: keep work filed, have a calendar visible with significant dates clearly labelled, pack school bags the night before, and ensure they have consistent sleep times.” • Prepare them emotionally. Pay close attention to your child,” says Claassen. “You will know if they are struggling. Help them identify the issue and empower them to deal with it before you get involved.” Adds Becker: “Discuss their expectations and what they will do if they hit a wobbly. Help them create a toolkit of things they can do to stabilise themselves – perhaps exercise or gaming. Be a safe space for them; listen without judging or overreacting.” • Teach them to take responsibility. Preparation for this transition should begin long before Grade 7, says Starke. “Teach your children how to speak to adults, how to approach someone if they need help and that there are consequences to their action or inaction. It is up to parents to equip their children with the skills to manage the transition to greater independence.”

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Skilling for the future The landscape of the future job market may be hard to predict. However, you can help your child prepare by encouraging them to arm themselves with these scarce skills. By Lisa Witepski


omorrow’s workplace looks very different to that of today, says Eloise Nolte of College SA. Just one look at the pile of products that have become redundant – Walkmans, floppy discs, Blackberry phones – confirms this. And if products and industries are becoming redundant, that means certain skills are becoming redundant too, as new ones come to the fore. Technology is the obvious byword here, as its influence in every sphere of our lives becomes increasingly prevalent. That is why Nolte is looking to specialist services related to the IT industry as a significant job provider in the years to come: “We see how IT departments of companies are growing alongside their reliance on websites, apps and systems. So they require more IT technicians, network specialists and administrators to manage technology and equipment for staff.” New challenges call for new types of skills. Cyberattacks, for example, leave companies exposed, putting them at risk of losing revenue, and so they need a contingent of workers with the


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know-how to protect them. Server hosting and management is also an extremely specialised field with companies requiring more and more storage space to host their services online and ensure stability in times of high demand or service interruptions. Companies will continue to invest more in these fields in the future. Then there are the social media specialists who lead companies’ interactions across the platforms they increasingly engage on, as well as the legal and ethical experts who guide these interactions.

HELPING YOUR CHILD MAKE THE RIGHT CHOICES Wondering how you can nudge your child in the right direction? “Start by helping your child understand all the options,” advises Eloise Nolte of SA College. “You can do this by researching different industries and the different types of skills required for a type of work. “Then, let them attend career days, see what study options are available for these skills and then bring it back to subject selection. A great gift to a child is to also send them for psychometric testing, as this often gives some clarity in terms of interests.”

MORE THAN JUST DIGITAL SKILLS Dean McCoubrey of My Social Life believes that the accent shouldn’t simply be on helping learners acquire digital skills, but also on developing the skills that form the foundation of good digital citizenship – in other words, life skills that will help them navigate an online world. These relate not only to understanding technology, but also how to self-regulate while online, how to find the balance

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CAREER GUIDANCE between wellbeing and spending time online, managing digital identity and reputation, and how to deal with challenges linked to privacy and cybersecurity. With these in place, children may go on to tackle jobs in a variety of industries. Digital skills may provide a solid foundation; however, it is maths that lies at the heart and provides the underlying knowledge required for many of the industries where a shortage of skills is apparent, from commerce to engineering and architecture. Apart from forming the basis of all STEM (science, technology, engineering and maths) subjects, mathematics also teaches children critical analytical skills, such as how to think logically and apply new knowledge to different situations, points out Professor Kerstin Jordaan of the South African Mathematics Foundation. Encouraging children to keep with maths – and not just maths literacy – isn’t always easy, though. And, it has become harder since the advent of COVID-19, which put paid to many of the games the Department of Education included in school syllabuses to encourage an interest in the subject. One way of getting around this issue, though, is by showing children the creative side of mathematics, says Jordaan, and

supporting teachers where possible, as the lack of quality teachers for this subject is a major obstacle to learners’ success. Cathy Sims, of the South African Graduate Employer Organisation, shares Jordaan’s views. “Although I would encourage parents to allow children to follow their passion, they should be made aware that maths may be involved in jobs where mathematics isn’t necessarily the point. Data analysis is a case in point: it’s a discipline that speaks to the curious because it helps us make sense of information and informs so many areas of work. We need to help children understand the value of having maths as part of your arsenal for tackling life.” Meanwhile, learners whose interests lie outside of STEM needn’t feel disheartened. Increasingly, the arts are being included on the list of scarce and critical skills, as STEAM. Carmen Schaefer of the Red & Yellow Creative School of Business is not surprised: “There is no such thing as a right or wrong answer in the creative arts, which means that young people schooled in these subjects are highly skilled in coming up with custom solutions for custom problems. “They’re also adept at lateral thinking – important because this helps them investigate


solutions from completely unexpected angles, and that’s often how great strides in all areas of industry are made.” Trevor Harbottle, principal of Hermannsburg, agrees that it is the skills that emerge from a subject, and not merely its content, that make it valuable. That’s why he says that stimulating a child’s curiosity in coding, robotics and programming – or any other discipline that will help them get ahead in the fourth industrial revolution – is secondary to teaching them how to get up once they have fallen and how to be resilient and adaptable; skills that have indeed been necessary as our children grapple with a world that is rapidly becoming unrecognisable.

TOP TRENDS IN SCHOOL SUBJECTS The emphasis on STEM careers remains unabated – if anything, the coronavirus pandemic has placed a spotlight on these skills and the role that science and biology play in ensuring a healthy world. This may be why learners tend to steer increasingly towards these subjects, along with those that hold an intrinsic appeal for young people who have an interest in discovering how the world operates. Louise Schoonwinkel of Optimi Home, a home schooling provider, says there hasn’t been a massive shift in subject choices over the past couple of years. Aside from compulsory subjects such as languages, mathematics and mathematical literacy (which all learners have to take), popular choices include physical sciences, life sciences, business studies, economics, accounting, computer application theory, hospitality studies and tourism. She adds that an increasing number of students are enrolling for robotics and coding, which are supplementary subjects.

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Applying for an inte nati na a ificati n


espite the pandemic, global admission trends show an increase in applicants competing for top universities overseas, says Crimson Education country manager Rebecca Pretorius. “At Crimson Education we have seen interest grow year-on-year and despite the pandemic, we saw our numbers rise again for the 2020/2021 admission cycle. And, this shows no sign of slowing for the 2021/2022 admission cycle.” Students cast their nets beyond local borders for various reasons, says Pretorius. “Our students are pretty global and for the most part, well-travelled. They see that there are opportunities that will allow them to work in another country.” She adds: “The increase further highlights the already-high value placed on a world-class education as well as the necessity for students to stand out from the crowd.”

PLAN AHEAD Pretorius says the golden rule for getting ahead of the pack when it comes to applying for an overseas qualification is to start early. Crimson Education works with children as young as 11, preparing them with the skills they will need to successfully navigate the rigorous application process. “For those who know that they’re planning on going overseas, or who want an international qualification, it’s best to make decisions (about study) earlier.” By Grade 9, an aspirant applicant should have a clear idea of what is needed for an overseas qualification. “Even if you’re not doing the work early, understand what the pathway looks like,


The number of SA students applying to American universities increased by nine per cent in the 2019/2020 application period. Source: Rebecca Pretorius, Crimson Education country manager

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A degree from a world-renowned university abroad may seem like a dream for many school leavers, but if the application is done properly and in good time, it is well within reach, says Anél Lewis what’s required, what you should be thinking about and what decisions you should make regarding extracurriculars, subject choice and even curriculum choice,” advises Pretorius.

CHOICES, CHOICES Pretorius says South Africans have a broad interest in many countries around the world, but the most popular ones remain the United States, the United Kingdom and Canada. In Europe, the Netherlands is always a popular choice. Interestingly, Australia and New Zealand do not feature as prominently, adds Pretorius. John Dunn, director of citizenship and immigration at Sable International, says Portuguese universities are starting to attract interest as they expand the number of courses offered in English. Cost and accessibility are key factors when it comes to deciding on where to study, with the UK and Europe generally being more affordable for South African students. Funding for overseas study is fairly limited, says Pretorius. Most families are partially or wholly self-funded. Some US universities do offer needs-based financial aid, adds Pretorius, but most applicants’ families choose universities based on what they can afford to pay.

ENTRY REQUIREMENTS Dunn says that attending a school with an internationally recognised curriculum is a good starting point. While university admission in SA is largely dependent on school marks, the requirements for overseas universities can be more extensive. The US, although the most popular study destination, also has the most rigorous

MOST POPULAR FIELDS FOR OVERSEAS STUDY 1. Engineering 2. Medicine 3. Law 4. Business Accounting/ Actuarial/Finance/Economic 5. Computer Sciences Source: Crimson Education

application process, says Pretorius. School marks and standardised tests are only a part of the paperwork required. American universities focus heavily on extracurricular activities, especially those that have a community impact and show leadership. “Applicants also have to write an admission essay, with specific universities requesting a personal statement and supplemental essays,” says Pretorius. “While academic results are also important for admission in the UK, there are admission tests for some courses such as medicine and law. Applicants must submit a personal statement to show the applicant’s activities and achievements within their field of study.” Prestigious universities such as Oxford or Cambridge require additional tests for certain courses. Also required is a student visa, which can be applied for once there is an offer from an overseas university. Some universities may ask for health and student union fees. Travel will require some form of health insurance as well. Dunn adds that having the funds in hand to pay for an overseas course as well as living costs will also count in a student’s favour.


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Why and what should I study further? on time, how to dress, how to behave in an interview, how to present a CV, and other general job-related behaviours.” She says Boston runs training programmes for students after graduation, even helping to secure interviews, practise via mock interviews and obtain feedback from companies afterwards.

Choosing what to do after school is not an easy decision, Anthony Sharpe weighs up the considerations students should take into account


or students accustomed to the structure of school, taking the great step forward into the distinctly more independent realm of tertiary education can be incredibly daunting. Perhaps one of the greatest stumbling blocks is understanding just what the options are. Most prospective students will find themselves choosing between state universities, private colleges, and technical vocational education and training (TVET) colleges, says Natalie Rabson of Boston City Campus and Business College. “However, there’s only one body in South Africa that accredits higher education: the Council on Higher Education (CHE). So on paper, if you do a BCom at Boston, University of Johannesburg or Wits University, it should be the same quality and value.” Nevertheless, says Rabson, prejudices do exist at some companies towards certain institutions. “Wherever you study, you need to make that qualification work for you. If you want to work in South Africa, make sure your qualification is accredited,” she adds. “It doesn’t have to be CHE-accredited if it’s not a degree; if you study to be a plumber or an electrician or a beautician, it still has to be an accredited trade.”

CHOOSING THE RIGHT FIT “There’s no one-size-fits-all approach,” says Professor Kobus Maree of the University of


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Pretoria’s Faculty of Education. “I strongly suggest that all learners who can afford it consult a career counsellor. Don’t set your heart on one particular institution. I understand that university degrees typically lead to higher salaries, but university is not the be-all and end-all. There are many diplomas and certificates for which students can enrol.” A higher certificate is also an option for students, says Rabson. “Not all South African students have three years of time or fees to study a full degree before getting a job. A higher certificate is a one-year complete qualification. It won’t get you into management, but it will give you entry-level skills for an appropriate job. It’s also a way to get into a degree if your matric result did not meet the entry requirements.”

SOFT SKILLS Maree says that students must become adaptable and employable. “They also need to understand that soft skills such as dealing with people, controlling their emotions and stress management are vital.” Rabson concurs and says that in general tertiary institutions are teaching more soft and entrepreneurial skills. “We should neglect the backgrounds of our students. Many of our students don’t come from backgrounds where they might naturally learn skills such as arriving at an interview

Practical skills remain important, nevertheless, and it’s important to match one’s interests to a practical understanding of the job market. Maree says the world is moving in the direction of an integrated, qualitative approach. “We ask students about their role models, what they enjoy doing, what they regard as their strengths. We look at their life purpose – to give every person a chance to find employment that will give them meaning in life.” That being said, students should not enrol for something that won’t help them become employable, adds Maree. “This country is in dire need of people with technical qualifications, mathematics, scientific skills. We desperately need people who can drive the economy. We can’t have so many people flocking to the humanities because they’re not employable at a time when the fourth industrial revolution is in full swing and the fifth is looming.” Those interested in technical qualifications should also investigate the large number of Sector Training and Education Authorities (SETAs), adds Maree. “If you want to become a pharmacist, for example, go talk to your local chemist, link up with the appropriate SETA, do your practicals, and if after several months you’re successful you can get a qualification.”

MORE INFORMATION Kobus Maree encourages learners to access the links available on – these offer a wealth of further insight on the issues raised in this article.

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Special Needs Bella Vista School


Footprints Special Needs School


Livingstone Primary School


The Core School



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Bellavista School (est 1967) is a small remedial school, centrally situated in Johannesburg, Gauteng. It is a nonprofit organisation with a Public Benefit Organisation (PBO) status. Bellavista is a member of the Independent School Association of Southern Africa, the British Dyslexia Association, the International Dyslexia Association. The well-established assessment centre is registered with the Board of Health Funders and has a practice number as a child development clinic. Bellavista was founded with the purpose of delivering the curriculum to learners with barriers to learning which prohibits them from participating in mainstream education systems. It is a co-educational school from Grade R to Grade 7 (ages 5 to 14) that offers intervention to remediate difficulties; excellence in education; and an inclusive, multicultural environment that prepares children for the long-term world of work and a meaningful place in society. Bellavista School comprises of some 240 learners drawn from a broad demographic region across Gauteng. The Head of school: Mrs Alison Scott Type of school: Remedial primary school

school has an open admissions policy and will, when placement allows, accommodate all learners who have been identified as having learning potential but are presenting with barriers to learning. Each learner is allocated a multidisciplinary team to assess, monitor and devise intervention programmes. The team might include a speech therapist, an occupational therapist, a psychologist, a remedial therapist and an experienced teacher. Because the school believes in the whole child, sports coaches and facilitators are also contracted to the school. Staff members are highly-trained, skilled professionals who have a deep-seated motivation to see and reach the potential in every child. Bellavista invests considerably in staff development and training and each professional member is encouraged to journey as lifelong learners. Apart from a genuine, deep sense of care for each and every individual under its wing, Bellavista School, that being its Board of Governors, staff and parents, is committed to pursue research-based, cutting-edge intervention strategies that will

Number of learners: 240 Average class size: 13

Entry requirements: In-depth assessment

offer its learners the best possible chance of reaching their full potential. The school is relevant not only to remedial education but to best practice in education in its entirety. Fees per year: R183 530 per annum

Tel: 011 788 5454 | Fax: 011 880 2674 | | | 35 Wingfield Ave, Birdhaven 2196

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Treat children as if they were what they ought to be, and you will help them become what they are capable of becoming Footprints School is ideal for the learner who struggled in the remedial school, but is functioning at a higher level than that provided by a government special needs school. Problems experienced by the learner may be due to motor vehicle accidents, birth trauma, hereditary disorders, dyslexia, autism, medical conditions and/or general developmental delays. Our staff consists of qualified SACEregistered educators, occupational therapists, speech and language therapists, counsellors, biokineticist and an educational psychologist. We cater for learners between the ages of 6 and 18. Class sizes are small to cater to individual needs, with a maximum of 10 pupils per class. An Individual Development Plan (IDP) is revised for each child each term. An IDP promotes the unique growth

Head of school: Sharon Rowe Type of school: Special needs

of academic, social and emotional skills designed specifically for your child. The IDP process is a vehicle to establish communication between parents and school personnel as equal partners to make joint, informed decisions regarding • the child’s needs and appropriate goals • services needed to support the child to help them to achieve their potential.

The school has three levels: Juniors. The key focus is on perceptual skills, literacy, numeracy and life orientation. There is a strong emphasis on empowering every child and making every child a reader. This approach continues throughout the school levels. Intermediate. Two streams – life orientation and academic. Senior. Two streams – skills-based and academic, plus vocational training.

Number of learners: 59 Average class size: 8, maximum 10

Entry requirements: Trial week

Fees per year: R130 800

Tel: 011 791 0062 | | | 20 and 24 Jan K Marais Street, Malanshof 2194


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Description and history Livingstone Primary School was opened in 1982, and serves as a short-term remedial centre for learning-disabled children. Our teachers are qualified remedial therapists, and we offer an all-round curriculum to learners.

School leadership Principal, Resplica Jugganath and deputy principal, Nisha Boosi head up a staff complement of 49 teachers, 23 therapists, and 24 administrative and non-teaching staff. There are six grade HODs, as well as HODs of Speech and Language Therapy and Occupational Therapy.

Homework and curriculum This reinforces strategies acquired during class, but also focuses on enjoyment. The CAPS curriculum is used in the Foundation, Intermediate and Senior phases (Grade 7 only). All learning areas are approached from a remedial angle, with an understanding of the learning barriers that the children experience.

Therapies We have three therapy departments: Speech Therapy; Occupational Therapy; and Head of school: Mrs Resplica Jugganath Deputy heads: Nisha Boosi

Counselling. Children receive therapy individually, in small groups, or in class groups.We encourage parental involvement and run a parent-support group.

Uniforms Designed for comfort and the Durban climate, pupils wear navy-blue golf shirts with the school’s crest on the pocket. The boys wear navy-blue shorts, and the girls may wear either the shorts or wraparound navy-blue skirts.

Discipline At the school, we are firm but fair. We encourage the observance of boundaries and respect for one’s self and others. Parents are also assisted with parenting and academic issues in a termly programme (one meeting per week), run by our psychologists at the parent-support group.

Media centre We have two fully equipped computer centres, one for the children to learn about computer application and systems, and the second to be used for remedial programs. This exciting new centre is

Type of school: Short-term, remedial, co-educational day school Number of learners: 479 Average class size: 13

well stocked and co-ordinated by our capable team.

Extra classes Teachers and therapists are available at all times to give assistance where needed, on request.

Homework centre This is run in the afternoons under the supervision of our teachers.

Sport and cultural activities We have Junior and Senior Choirs that sing at functions in and out of school. Pupils participate in the Art Auction, and the Speech and Drama Festival. Sport is taught under the watchful eye of our staff. Hockey, Soccer, Cricket, Netball and Chess are offered as extramurals by our staff. Speech, Drama, Judo, Music and Karate classes are run by private coaches.

Grade R We have a Grade R facility that serves as a developmental unit, and caters for children at risk of learning disabilities. We specialise in developing the language of children with cochlear implants and hearing impairments.

Entry requirements: Psychological assessment, speech therapy assessment, occupational therapy assessment and remedial assessments

Fees per year: Grades 000 – R: R54 600 Grades 1 – 7: R45 400

Tel: 031 312 2026 | Fax: 031 312 2041 | | | 74 Livingstone Road, Morningside 4001

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National schools Alma Mater International Schools


Ashton International College


Ambleside Schools International SA


Eden Schools


Curro Holdings


Curro Holdings


Marist Schools


Marist Brothers Linmeyer


Sacred Heart College


St David’s Marist Inanda


St Henry’s Marist College


St Joseph’s Marist College


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Eastern Cape schools


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Collegiate Girls’ High School


Diocesan School for Girls


Kingswood College


Merrifield Preparatory School and College


Selborne College


St Andrew’s College


St George’s Preparatory


Woodridge College and Preparatory School


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Gauteng schools American International School Brescia House School Christchurch Preparatory and College Christian Brother’s College Mount Edmund Cornwall Hill College Concord College High School Deutsche Internationale Schule Johannesburg Schule Pretoria Eagle House School Fourways High School Holy Rosary School Greenside High School HeronBridge College King Edward VII School Krugersdorp High School Kyalami Schools Group Loreto School Queenswood National School of the Arts Michael Mount Waldorf Orban Private School Pretoria High School for Girls Pro Arte Alphen Park Pridwin Preparatory School Ruimsig Academy

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Sacred Heart School of Merit Private School St Peters Shangri-La Academy Southdowns College St Andrew’s School for Girls St Benedict’s College St Catherine’s Dominican Convent School St John’s Sixth Form St John’s College St Martin’s School St Mary’s Diocesan School for Girls St Mary’s School Waverley St Paulus Pre-Primary and Primary School St Peter’s Schools The Ridge School

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Brescia House School is an independent Catholic day school for girls, situated in the heart of Bryanston. The school was started in 1966 by the Ursuline Sisters of the Roman Union and we are proud to be a part of a worldwide Ursuline network of schools that educates thousands of learners annually. The schools collaborate in a Global Education Programme so that pupils of Ursuline schools can travel and meet with their Ursuline counterparts, exchange ideas, form networks and develop the confidence that will stand them in good stead in the future. The motto of the school, Serviam means “I will serve”, and we encourage a spirit of service to the community in all pupils. While remaining true to the vision of our founders, we welcome pupils of all denominations, encouraging them to explore many aspects of religion and spirituality. A wide range of academic subjects is offered and pupils participate in a variety of extramural sporting and cultural activities. Facilities include an aquatic High school head: Mrs Loredana Borello Primary school head: Mrs Ann Owgan Type of school: Catholic girls’ day school/ Independent Examinations Board (IEB)

complex with heated swimming pools, two hockey fields, a mini astro and eight tennis/netball courts. The girls are taught coding from Grade R all the way through primary school. They continue to attend ICT lessons in high school, and use a variety of applications to assist with coding and robotics. From Grade 10, Java is the programming language taught during information technology. The introduction of laptops to all students in Grades 4 to 12 ensures that the students receive a first-class education and are well-equipped for the future. In addition, Brescia House School has been identified by Microsoft as a Showcase School since 2013. All these years of training and innovation laid the foundation for the unexpected; when schools across the country had to suddenly come to grips with remote learning during a nationwide lockdown at the end of March 2020. During this time, teachers and pupils developed their skills using Microsoft applications. When the lockdown was announced, it took less than three days to move teaching and learning completely online.

Primary school: 485 (approx) Secondary school: 400 (approx) Average class size: 26 maximum

Entry requirements: Diagnostic Assessments (secondary school)

Communication is enhanced through the school app as well as an online portal linked to the tuckshop, the uniform shop and library systems. This portal allows parents to monitor their daughters’ spending and to see their library usage, access school reports and statements. In this day and age, it is important to mix tradition with innovation, while never letting the one overshadow the other. The school has achieved a balance by combining a values-based education with innovative and meaningful educational practices. This allows the girls to become the best version of themselves and leave school at the end of matric as confident young women with the skills needed to be successful global citizens. Brescia House School is affiliated to the Johannesburg/Pretoria Catholic Schools Board and office (CSO) and the Independent Schools Association of Southern Africa (ISASA). We write the Independent Examinations Board (IEB) examinations in matric and the school also has a seven-year accreditation from Umalusi. Fees per year: R83 610–R136 410

Tel: 011 706 7404 | | | 14 Sloane Street, Bryanston 2021


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“We are a proud, faith-based family college that cares about accompanying every child on their life journey towards achieving excellence.” Founded on 8 September 1922 in the administrative capital of South Africa, Gauteng, Christian Brothers’ College (CBC) Mount Edmund is an independent english-medium Catholic School situated in Pretoria. The college provides quality education for boys and girls from Grade RRR to Grade 12. CBC Mount Edmund is rooted in teaching gospel values. Over and above the strong academic programme that is offered by the excellent teachers, we aim to develop independent learners who are critical


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thinkers, with Jesus Christ at the centre of what they do. In our 98 years of existence, the college has always maintained a culture of inclusivity. It is for this reason that we are the only Catholic school that is co-educational and a combined school in Pretoria.

College Phases

The Pre-School, aptly named “Little Mount” allows you to “walk through life” with us as we take your child on a journey of selfdiscovery from age three. Even at this young age, we start moulding our future leaders. We offer a curriculum that is creative and enjoyable, focusing on the child’s holistic development both academically and

spiritually. At the pre-school stage, we ignite the learners’ curiosity by offering them fun and exciting opportunities to learn about the world around them and develop through age-appropriate activities. The Foundation Phase refers to Grade R through to Grade 3. The developmental needs of our learners are of prime focus, as they are taught social skills through fantasy and outdoor play as well as creative activities, stories and perceptual activities. During the transition from the Foundation Phase to the Intermediate Phase, the learners at CBC Mount Edmund become aware of themselves in a wider context than children in a family, rather of a larger community. The Intermediate Phase runs from Grade 4 to Grade 7. During this phase, our learners concentrate on enhancing their literacy skills, and study skills assessment becomes more rigorous. With guidance from teachers and peers, learners are given the opportunity to grow independently and are taught the importance of responsibility. The use of technology is promoted in the phase. This is achieved by the integration of technology in the classroom and providing the learners with the skills to confidently develop in our digital age. In this welcoming and inviting section, each learner is given the necessary personal attention in an inclusive environment while also given the opportunity to learn through discovery. We foster a love for reading, creativity, independence and critical thinking. Our High School strives to produce well-rounded individuals who are able to make a positive contribution to society. In addition to the academic curriculum in each phase, we offer an extensive co-curricular programme that provides our learners with opportunities in sport and a wide range of cultural activities, which are maintained at the standard of being as much a part of the basic curriculum as any academic subject. Our college is founded in the Edmund Rice tradition, which means that we are part of a worldwide network of Edmund Rice

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schools. Staying true to our values of Faith, Leadership and Excellence is what makes us a true school of excellence. In faith, our pastoral care team ensures that the emotional and spiritual welfare of our learners is nurtured and enhanced. In leadership, we encourage and inspire our learners to reach out to others, giving them the opportunity to realise their own responsibility to assist Head of College: Mr B Langton Head of Primary School: Mr I Chetty Head of High School: Mr S Oliver Type of school: Co-educational

those who are in need. In excellence, we offer an excellent education with a wide range of subjects. Our staff are qualified and at the forefront of their fields of expertise with the aim of helping to develop future leaders. As an independent school, we believe that our main call is to put the needs of our children first. Every child has a talent; whatever it is, we will find it.

(boys and girls), Combined (Grade RRR-12) Day-School Number of learners: 693 Average class size: 25

Entrance requirements: Report, Assessment, Interview

Fees per year: School fees: R37 955-R88 435

Tel: 012 804 1801 | | |c/o Cussonia and Pretoria Street, Silverton, Pretoria, 0127

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Fourways High School strives to maximise all pupils’ potential in order for them to serve society and experience personal fulfilment through the development of their unique talents and abilities. The school also strives to maintain its record of proven academic excellence by promoting a sound work ethic, independence of mind, critical thinking skills and the confidence to confront challenges. We strive for excellence in our four pillars, namely: Academic, Sport, Culture and Leadership. We believe that “Leaders are created one at a time” by recognising and nurturing each pupil’s leadership potential. The school’s educational ethos is strongly rooted in developing lifelong learners, creating future leaders and nurturing innovative and creative thinkers. Through respect, involvement and accountability, Fourways High aims to create a culture of pride. Type of school: Co-education government school

Sporting activities include traditional offerings and in addition, equestrian and volleyball. To make sure that pupils receive a well-rounded education, there is a strong cultural focus at the school. Social outreach projects include supporting local shelters and various sanctuaries. The school offers two fully-equipped computer centres, smartboards in all classrooms and all pupils and teaching staff have iPads with Wi-Fi available throughout the school.

In order to be “Always Excellent” Fourways High School will strive to: •

• • •

Develop Life-long Learners Create Future Leaders Nurture Innovative and Creative Thinkers Through Respect, Involvement and Accountability, Create a Culture of Pride

Number of learners: 1177 Average class size: 32 - 34

Entry requirements: Admission per government procedures

Fees per year: Grade 8: R45 485 Grade 9 – 12: R43 038

Tel: 011 465 1104/07 | Fax: 011 465 6103 | | | 41 Kingfisher Drive, Fourways 2055


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History King Edward VII School was established in 1902 as the first government high school for boys in Johannesburg. Originally named Johannesburg High School for Boys, the school’s first premises was in a vacant cigar factory on the corner of Gold and Kerk streets. Since its founding, the school has changed premises twice, and undergone two name changes: firstly in 1904, when it moved to Barnato Park and was renamed Johannesburg College; and secondly in 1911, when it moved to its present site in Houghton and changed its name to King Edward VII School, to honour Queen Victoria’s eldest son who died in 1910.

Academic Subject choices include: • English Home Language • Afrikaans or isi ulu (first additional languages) • Business studies • Accounting • Information Technology • Visual arts • Engineering graphic and design • Life sciences


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• Physical sciences • History • Geography • Life orientation • Mathematics or Mathematical literacy • Additional Mathematics • Additional English King Edward VII School is renowned for its all-round educational offering. Annually, King Edward achieves a 100% matric pass rate together with an 86% university exemption rate. The achievements of our matriculants at university are testament to the excellent academic programme, and regular awards from the University of Witwatersrand are a further endorsement of the school’s standard of education. Top Mathematics and Physical Sciences Departments in District from 2020 Matric Results, together with Accounting and Geography. A state-of-the-art library, encompassing a museum and research facility, complements the academic facilities.

for the Grade 9 boys, and Buxton House for Grades 10 – 12. • Only weekly boarding is offered. • Buxton House is situated on the magnificent Houghton Ridge, and has commanding views over the northern suburbs of Johannesburg. On clear days, the Magaliesburg mountains are visible from the senior dormitories. • School House was opened in 193 , when GP Prescott was the headmaster. This makes School House the oldest of the three boarding houses. Sir Donald Gordon House is situated on Houghton Ridge on Saint Patrick Road. Originally an old Houghton mansion, the property was transformed into a comfortable boarding house, which was opened in January 1998 and is home to 12 boys and two housemasters.



Participation in extramural activities is expected of all learners. Cultural activities include: • The Moot Court • Dramatic Society

• 340 boarders are accommodated in three boarding houses – School House for the Grade 8 boys, Sir Donald Gordon House

• Choral Society • Writers Society • Art Club

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• Photographic Club • Chess Club • Debating and public speaking • First Aid • Pipe Band • Music Club

gymnasium is also housed inside the High Performance Sports Centre. Winter sports include:

Sport King Edward VII School offers an extensive sports programme and is committed to ensuring that as many learners as possible participate in a sport of their choice. Summer sports include:

• Basketball • Cricket (includes two indoor net facilities) • Golf • Rowing • Swimming • Table tennis • Tennis • Water polo • Athletics The School has a state-of-the-art Indoor aquatic centre housing 2 heated pools to accommodate swimming and water polo simultaneously. A fully-equipped Head of school: Mr DCP Lovatt Type of school: Boys’ school, day learners and boarding

• Athletics • Cross-country • Hockey (Astroturf facility under lights) • Rugby • Squash • Tennis

King Edward Old Boys Achieving The school has a proud cricketing history, with current national players including Quinton de Kock and Dane Vilas. Other recent national players include Graeme Smith (most successful Protea captain), Neil McKenzie, Vaughn van Jaarsveld and Stephen Cook. Other current national sportsmen include Scarra Ntubeni (Stormers/Western Province rugby), Bryan Habana (SA rugby and IRB Player of the Year), Kevin Demartinis, Michael Smith, Thornton McDade, Ross Gonsalves, Stephen Cant, Daniel Bell (all South African hockey players), and Malcolm Marx.

Number of learners: 1175 Average class size: 28

Entry requirements: Academic, sporting, cultural prowess

Recent cultural and sporting highlights • Top academic feeder school to University of Witwatersrand; • Choir awarded Gold at Eisteddfod; • Chess A team tied for first place in Gauteng Schools Championships; • Top English Athletics School in Gauteng; • Cricket, 2020 King Edward wins 3 out the 4 Johnny Waite Schools T20 Finals; • Since 2010, King Edward has produced 5 S.A U/19 cricket captains; • Sixteen King Edward learners selected for Gauteng Schools’ water polo teams in 2019; • Thirteen King Edward cricketers selected for Gauteng Schools’ teams in 2019; • Two Old Boys in Men’s Olympic Hockey Squad for 2021 Tokyo Olympics; • Two old boys in 2019 SA men’s hockey team – Daniel Bell and Stephen Cant; • Eleven King Edward rugby players selected for Lions teams (Craven Week/ Grant Khomo Week); • Top ranked English Tennis School in Gauteng Winning annual interhigh in 2019

and 2020; and • Top rowing government school in SA. Fees per year: Tuition: R58 100 Boarding: R64 890 (additional)

Tel: 011 551 5800 | Fax: 096 601 6632 | | | 44 St Patrick Road, Houghton 2198 Director of admissions and bursaries: Mr Deon Visser |

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Krugersdorp High School KRUGERSDORP, GAUTENG GRADES: 8–12


rugersdorp High School is of the firm belief that a child not only learns in the classroom, but also on field trips, the sports field and the stage. Through state-of-the-art technology and innovation, Krugersdorp High School ensures that no learner is left behind during the COVID-19 pandemic. The school has been identified as a leader in the government education system, with infrastructure and online systems providing all learners with equal opportunities to continue to learn. The school boasts five laboratories, two computer labs, a well-used media centre and more than fifty classrooms where learning takes place. However, what takes place in the school’s great facilities is what is most important: it is where we provide the grounding for our learners to flourish and later enter tertiary educational institutions. Over the years, the school has received multiple accolades for excellence within the classroom – the school is known for its mathematics, science, art and economics departments, which constantly produce top achievers from Grade 8 through to Grade 12.


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A stateof-the-art technology and innovative school Krugersdorp High School is synonymous with excellence and its greatest vision is to ensure that all learners are provided with an equal opportunity for holistic growth. With 17ha of land and pristine sporting facilities, it is no surprise that the school was identified as a Sports Focus School by the Department of Sports and Recreation, Cricket South Africa and the Central Gauteng Lions. The cricket

programme at the school is in its fourth year and has seen phenomenal results in this short space of time. The U/14 Boys’ team is the current winner of the league, and the U/15 Boys’ team are the runners-up. There is great anticipation as the school enters the Boys’ School league in 2021. The school offers 17 sporting codes including girls cricket, girls rugby, girls soccer – our diversity is our strength. Over and above this, the school has learners who continuously make provincial sides in netball, rugby and hockey. For the first time in the school’s history, our 2021 head boy, Tebogo Maseko, has national colours in hockey, and one of the deputy head boys, Darian Pretorius, has achieved national colours in baseball. As we navigate our way through 2021, we look forward to the new challenges for the school and know that our educators are always prepared to go the extra mile for our learners. We will continue to strive for excellence, whether it is in the classroom, on the stage or on the sports field. Should you wish to experience KHS’s excellence, families are welcome to set up an appointment to view the school while the educators are in action with their children in the classroom.

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For more information, please visit

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Brandon Joubert

Puseletso Monatoe


Jocelyn Hartslief

Katlego Magano


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Nhlamulo Muhange

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One of the top performing Public Schools in the district


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2021: R 28 200 R 35 400 R49 560

THE POPULAR NSA FESTIVAL OF THE ARTS 2021 WAS CANCELLED DUE TO COVID 19 AND HAS BEEN REPLACED BY “CREATIVE QUARTERS.” These termly showcases will feature a spectrum of art, dance, drama and music. In the face of the epidemic the National School of the Arts has erected a safe and COVID friendly outdoor theatre - The DOME@NSA - to manage the annual performing arts programme of the school. Details of the programme will be available on the website and on our social media pages. THERE WILL BE NO OPEN DAY IN 2021 SPECIAL TOURS AVAILABLE ON REQUEST FROM APRIL 2021

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History Established in 1960, Michael Mount Waldorf School is a mainstream school with the unique and distinctive approach to education that is practised in Waldorf schools worldwide. The aim of Waldorf schooling is to educate the whole child, “head, heart and hands”.

Academic programmes Baby care (4 months – 2 years): a loving, gentle space run on Waldorf principles caring for babies from 4 months to 2 years. Pre-primary (2 – 6 years): daily activities focus on rhythm, language development through artistic expression, development of social skills, free play, storytelling, cooking and baking, singing, movement games, circle time and painting. Head of school: Mr William Bester Type of school: Co-educational day school. After care and holiday care available up to age 10

Primary school (Grades 1 – 7): the Waldorf curriculum balances academic subjects with artistic and practical activities and is designed to be responsive to the various phases of a child’s development. The main subjects, such as English, mathematics, history and science, are taught in two-hour main lesson blocks, lasting from three to four weeks. The teacher presents the subject matter and the children make their own individual books including recording and illustrating the lessons, for each subject taught. By creating their own lesson books, Waldorf students come to “own” the information and ideas that they study. High school (Grades 8 – 12): in combination with Waldorf main lessons, students work through the National Senior Certificate (NSC) curriculum and write the Independent Examination Board (IEB)

Number of learners: 550 Average class size: 25

matric exam in Grade 12. Academic subjects are complemented by a programme of arts, crafts, drama and music. Teacher qualifications: our teachers are required to have a relevant degree in addition to a two-year Waldorf education certificate. They undergo mandatory biennial appraisals and enjoy many training opportunities. Note: Michael Mount matriculants have achieved a 100% IEB pass rate since the high school’s inception in 1987.

Sport and extracurricular activities Sports include: Athletics, basketball, climbing, cricket, netball, soccer, swimming and tennis. Cultural activities include: Art and drama. Music includes orchestra, choir and individual musical instrument tuition.

Entry requirements: Attendance at an introductory talk held once a month on a Saturday; entrance assessment; teacherpupil interview

Fees per year (four terms): Four months to four years: R65 132 Ages four to six: R71 236 Grades 1 – 6: R76 648 to R92 257 Grades 7 – 12: R104 698 to R116 523

Tel: 011 706 6125 | | | 40 Culross Road, Bryanston 2021


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At Orban School, we learn through play. We foster and encourage imagination. The natural beauty surrounding our school — nestled in the Melville Koppies — creates an optimum learning environment.

One-year-old Orban is a private dual medium school for Afrikaans and English learners from the age of one to Grade 7.

Solid value system We offer Christian-based education with three key values: compassion, respect and honesty.

High quality education Our highly qualified and dedicated staff focus on healthy emotional development for Head of school: Mrs Liz van Tonder Type of school: Independent, co-educational, dual-medium

our learners to flourish academically. Orban believes in holistic balance with academic excellence enhanced by the character-forming influence of arts and culture. Learners benefit greatly from specialised education in drama, music, arts, isiZulu, physical training and STEAM as part of the school’s weekly curriculum.

Visual and performing arts True education is not merely about knowledge, but also about awakening your child’s awareness. Orban is proud of its national Eisteddfod Academy award for Best Overall School in the Johannesburg region for eleven consecutive years (2010–2020).

Number of learners: 400 Average class size: 20

Entry requirements: Placement evaluation

Small focused classes Classes have no more than 20 learners ensuring individual attention and the best possible support.

Sport and aftercare Sports options include athletics, cricket, soccer, hockey, netball, cross-country and softball. A full-day aftercare facility offers a nurturing home-from-home environment.

Diverse culture — inclusive approach At Orban, your child’s personal identity is shaped within the broader context of the South African culture. The cosmopolitan nature of the school, with its diverse cultural groups, promotes compassion and true friendships across cultural and religious borders. Fees per year: R44 640 – R69 240

Tel: 011 726 6036/7 | Fax: 086 696 5145 | | | Winchester Street, Westdene 2092

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Mission statement

self-discipline, independence, and the ability to take responsibility. We strongly believe in continuous communication between home and school.

School of Merit Private School provides a stimulating environment that allows our learners to dream, to believe and to achieve their end goals.

Computer facilities

Vision statement School of Merit Private School is a unique, nondenominational, non-discriminatory and independent school that provides a stimulating learning environment of a high standard and an exceptional work ethic. Learners are enabled and supported to realise their potential as well-balanced, compassionate and independent individuals with a social conscience and a sense of justice.

Solution-focused philosophy The School of Merit believes that the school is a supportive centre, where the teachers believe that the children have the strength to overcome any ‘challenges’. We strongly believe that learning is a collaborative process, and all teachers and learners participate actively. We believe that there are two experts in the classroom – the child and the teacher – and together we strive towards change. It is our belief that a problem can be turned into a solution, so that all children can participate positively in society.

We offer computer studies as a compulsory subject to all children – we follow the Knowledge Network Syllabus, which means all courses and modules are externally evaluated and graded accordingly. A certificate is awarded at each level. Our high school is a mobile learning centre where all classrooms have access to Wi-Fi.

Young Engineers into the Foundation, Intermediate, Senior and Further Education and Training (FET) phases. There is one class per grade, ensuring individual attention. The school writes the Independent Examinations Board (IEB) Matric examinations.

Support facilities One of the unique aspects of the school is the inclusivity that we offer. This translates into the flexibility and adaptability of the professional team to accommodate learners who are unique. We offer on-campus remedial, psychological occupational and speech therapy support.

Holistic education


Over the years, the school has continued to grow and we now host 260 children from Grade 0 – 12. The school operates as a co-educational day school. It is divided

We discipline through choices and encourage adherence to boundaries; we value respect for others and for oneself. We try to bolster and build self-esteem,

Head of school: Ms Merritt Watson Type of school: Co-educational, private day school

Number of learners: 200 pupils Average class size: 20

The Young Engineers program has been offered in more than 30 countries and more recently South Africa. Young Engineers provides Educational programs with Theoretrical training and Practical implementation in STEM basics (Science, Technology, Engineering and Mathematics) to learners using motorised Lego and Kinex (GrR) bricks. It is a vital introduction into basic engineering, science, coding and robotics principles that we have incorporate into the school day in the foundation phase.

Conclusion Through the years, we have grown from a single class to a fully-fledged primary and high school, accommodating learners with a variety of needs. The cohesive quality of education developed in such a relatively short time reflects the dedication and professionalism of our staff and management.

Entry requirements: Age-appropriate for the grade and base-line assessment

Fees per year: Grades 0 – 12: R81 000 (2021 average)

Primary School: Tel: 011 454 2083 | Fax: 011 454 3589 | | | 5 Seventh Avenue High School: Tel: 011 454 1164 | | | 18 Eighth Avenue, Edenvale 1610

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t John’s College is one of South Africa’s pre-eminent schools with a reputation for excellence that extends well beyond South Africa’s borders. Boys are accepted from Grade 0 to Grade 12 into the Pre-Preparatory, Preparatory and College, with girls in St John’s Bridge Nursery School and St John’s Sixth Form. Our students are nurtured to be young individuals of courage who know the difference between right and wrong. St John’s has produced young men and women rightly trained in body, mind and character, equipped to lead tomorrow’s world, for more than 120 years. A growth mindset is fostered and strives to develop students accustomed to thinking out of the box. Academic excellence and involvement in a variety of extramural activities ensure an all-round and creative approach to education. Each student is encouraged to excel through meaningful and unique experiences. St John’s follows the National Senior Certificate curriculum examined by the Independent Examination Board, and we are proud of our high academic standard and achievement in all subjects. Our students also participate in Advanced Programme Mathematics, English and Afrikaans. In recent years, the Academic Support Centre’s role has become more influential in the life of the school and co-ordinates the appropriate academic support for all students. St John’s believes that students should be exposed to as many varied activities as possible. Students are continually challenged to expand and grow by a demanding, professional and encouraging staff who stretch every student to reach their full potential. Dramatic Arts is an attractive subject choice for many pupils, despite its academic rigour and demands on the pupils’ time in terms of the practical component. We believe that this is a consequence of the subject’s undeniable benefits as it encourages


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St John’s College is a world-class Christian, African school situated on a magnificent heritage campus in Houghton, Johannesburg.

students to engage with the “softer skills” of the 21st-century workplace. Music forms part of life at St John’s, either as part of the general Arts and Culture curriculum, as a formal academic subject in its own right, or an extramural activity with individual lessons and participation in a host of ensembles. The Visual Arts department offers a multidisciplinary environment where pupils can explore their creativity, expand their intellectual boundaries and develop critical thinking. St John’s College offers expert coaching in all major sporting codes with technical and tactical sports performance analysis.

Excellent home-from-home weekly or termly boarding facilities are available to students from Grade 8 to Sixth Form. The school boasts superb facilities including multipurpose auditoriums, science laboratories, fully networked computer centres, art centres, drama centres, media centres and libraries. There are indoor cricket and squash centres, world-class turf wickets, hockey Astro, heated water polo pool, high-performance gymnasium, rowing clubhouse and basketball and tennis courts. An outdoor Wilderness School also forms part of our curriculum. At St John’s, we are proud of our heritage, culture, and achievements and understand the key role we play in our immediate community. The St John’s College and Prep Academies provide an afternoon enrichment programme to boys from the immediate surrounds of Berea, Hillbrow and Yeoville. Our Centenary Scholarship Programme in English, mathematics and physical sciences offers scholarships to talented young black South Africans who cannot afford the fees, and future generations of teachers are cultivated through our intern programme. St John’s College is an Anglican Diocesan College of Johannesburg so Christian spiritual practice is an integral part of school life. Alongside the great festivals of the “church year”, our daily reading of scripture and prayer, weekly mass and divinity classes provide a special balance to the academic and co-curricular education provided at St John’s. This rhythm reminds us as a community that we are grounded in a reality more profound than knowing and more enduring than time; the reality that is the Creator God.

The South African Schools Collection 2021 2017

For more information, please visit

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Based on respect for the individual and other contributions. St John’s Sixth Form, situated on St John’s College’s magnificent heritage campus in Houghton, is recognised as a leading Sixth Form in South Africa. Cambridge Assessment International Education A Levels have been offered at St John’s since 1972, attracting top students from all over Africa and the world.


t John’s Sixth Form provides an atmosphere less restrictive than high school, where students are encouraged to cope confidently with greater personal responsibility and freedom. Our students go on to universities in South Africa and abroad, including Cambridge and Oxford, with confidence and an open mind, equipped to deal with a changing world. They often return and form part of a network of friendships and


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connections that extends over five continents. Independent thought and study styles are fostered, preparing students for the challenge of university. Our young men and women are encouraged to develop time-management and organisation skills in an environment where every individual is known and valued for their strengths. The Sixth Form approach is based on respect for the individual and other contributions. Students develop their academic and personal potential in a challenging but friendly environment in this global and multicultural setting. Sixth formers are taught by the experienced College staff using the excellent facilities that St John’s College offers. The subject pass rate of the students who wrote the 2020 A Level examinations was 99%; 84% of our students achieved A to C symbols across all subjects; 31% of our symbols were over 90% in one or more A Level subjects; and 50% were over 80% in one or more subjects. “The consistency in the overall results is impressive and a tribute to the dedication and expertise of our teachers,” says Kate Byrne, head of Sixth Form. An enriching environment of dramatic and visual arts, music, sports and

debate is available to all. Students are encouraged to develop new talents and contribute to inter-house and cultural activities. Community service and work experience form an integral part of the curriculum. Sixth Form enjoys its own independent culture – Runge House. Here students have a common room, kitchen, studies and resources, and the house provides a social and tutorial centre. Our students’ academic and pastoral needs are met and their progress monitored by the head and assistant head. There is also singlesex boarding available within the secure grounds of St John’s. The South African Rand offers a competitive affordability option for families considering a Cambridge A Level education overseas. For students wishing to study abroad, Cambridge A Levels are an internationally recognised passport to any university. For students wanting to study in South Africa, Sixth Form brings a university approach and maturity to their work that is of enormous benefit to their tertiary education.

The South African Schools Collection 2021 2017

For more information, please visit

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Established in 1919, The Ridge School is one of Johannesburg’s oldest and finest English medium boys’ preparatory schools. It is situated on 16 acres of the historic Westcliff Ridge, off Jan Smuts Avenue and Valley Road. With a strong sense of history, which is firmly rooted in a modern, contemporary environment, The Ridge School continues to provide boys with a holistic approach to education. We offer an exceptional and balanced education which promotes self respect and personal development. Our aim is the development of a confident individual with a generous spirit and responsible character. The Ridge School’s progressive ethos, based on Christian values, who also openly embraces diversity, is dedicated to creating a nurturing environment,

where boys are known and grown.

School information Headmaster: Mr Richard Stanley Grade 0 - Grade 7 Boys only prep Number of boys: 500 Average class size: 22 maximum

Contact details

011 481 5800

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Limpopo, Mpumalanga & North West Schools Potchefstroom Girls High School


Ridgeway College


Stanford Lake College


International School of South Africa


Lebone II – College of Royal Bafonkeng



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A Gem of a Girls’ High School From a tiny grain of sand, emerges a wonderous pearl – priceless and beautiful – A Girls’ High School The High School for Girls Potchefstroom is a gem of a school, steeped in more than a century’s traditions that have set our path and given us the vision to be the best. We remain true to our motto, Res Severa Verum Gaudium – hard work brings true joy – and take pride in our values:

• Pride • Respect • Integrity • Diligence • Empathy The school song, war cries, uniform, Pearl magazine, Gaudium newspaper and, of course, the ever-stylish basher have been a part of our repertoire for over a century.

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At our school, it is these treasures that cultivate and nurture our girls’ high spirit, ethos and sense of unity. A culture of caring and a sense of social responsibility are deeply rooted in Girls’ High’s history. Girls’ High has excellent resources to prepare and encourage young ladies who embrace independent, critical and creative decision-making. We offer a wide choice of subjects in Grades 10 to 12. Our educators are professional and leaders in their fields. They use a growth mindset, embrace a blended learning approach with the help of technology, and understand the nuances of teaching and relating to girls. We believe a holistic education is important for our girls’ development and therefore offer an extensive spectrum of both sport and cultural activities.

Every activity takes place on campus, which includes an astroturf, heated swimming pool, a fully equipped gym and wellness centre. This conveniently eliminates tiresome journeys in and around town. Boarding, whether weekly or termly, allows girls to experience “the best of both worlds”. As boarders, our girls are able to concentrate on their academic studies and simultaneously take full advantage of participating in our enriching extracurricular programme. At Girls’ High, we believe that boarding should complement, not replace, family life. Our school’s good name, its reputation and the traditions are synonymous with our success in all spheres: academic, sport, culture and service.

For more information: Tel: +27 18 294 3228 Email:

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Western Cape schools American International School of Cape Town




Deutsche Internationale Schule Kapstadt


Micklefield School


Oakhill School


Rondebosch Boys’ High School


Rustenburg Girls High School


Somerset House Prep School


South African College High School (SACS)


Somerset College


Springfield Convent School


St George’s Grammar School


St John’s Christian Brothers College


St Joseph’s Marist College


Western Province Preparatory School


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Philosophy Somerset House is a 73-year-old independent preparatory school that makes an impact on the lives of young people. We prepare children for secondary education and equip them to make a meaningful contribution to society. Somerset House strives to recognise and develop individuality and potential. Sound values underpin all that the school is and does. We provide a stimulating and challenging academic programme emphasising child-centred learning, deep thinking and the development of life-long study habits and skills. A priority for our school is that self-esteem is nurtured, initiative is encouraged and children are able to Head of school: John Huggett Type of School: Independent, co-educational, pre-primary and primary

develop self-discipline while maintaining an awareness and concern for others.

What a way to start a journey Oakwood Pre-primary is undoubtedly the busiest part of our school. This is where our youngest children start their journey through our school. Space to learn, play and grow is what it is all about. From Grade 1 to 7, the classes are taught through the Somerset House curriculum, which takes cognisance of national and international trends in education. Preparing children for a future that is changing demands that we focus on teaching children how to learn rather than just what to learn. Our BYOD (Bring your own device) approach in Grade 6

Number of learners: 400 Average class size: maximum 24

and 7 as well as project-based learning from Grade 1 to Grade 7 are examples of how we are ensuring that our children are learning in a modern and relevant manner emphasising skills and think processes. Excellence in cultural and sporting activities has become a source of pride for this educational institution. We regard sporting excellence as not only referring to having very strong teams, but also that each child, no matter their ability or skill level, enjoys a fulfilling sporting experience. Most of all, we celebrate the fact that we are a family made up of many diverse individuals that form a unique entity known as Somerset House.

Entry requirements: Fees per year: R56 330–R98 770 Email to schedule a tour; application form; R500 admin fee and copies of most recent reports

Tel: 021 851 7164 | Fax: 021 851 2258 | | | Drama Street, Somerset West, 7130 Main entrance: Dickens Avenue, off Lourensford Road, Somerset West, 7130


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Description and history South African College High School (SACS) is the oldest high school in South Africa, founded in September 1829. From humble beginnings in the Cape Town city centre, the modern campus was established in Newlands in the late 1950s, in arguably the most magnificent setting at the foot of Table Mountain and Devil’s Peak. The school prides itself on the balanced education it provides, the world-class facilities on offer, the fact that SACS men strive for excellence in all spheres of school life, and the strong emphasis placed on high moral values.

Scholarships and bursaries The school offers several scholarships to boys entering Grade 8. SACS is one of only four schools worldwide to benefit from an annual Rhodes scholarship for postgraduate study at Oxford University in the UK. The Van Stavern Scholarship is awarded to an Old Boy to subsidise his studies at any university in the world. The Percy Montgomery Foundation offers part scholarships for rugby.

Academic facilities The school’s top-class air-conditioned IT centre hosts 40 computers.

Head of school: Mr B Grant Type of school: Senior boys’ school

All classrooms are networked and have data projectors installed. The school has Wi-Fi connectivity around all its buildings. A lecture theatre, which can house 170 students, is fully equipped with the latest sound and media technology.

Extracurricular activities The music department at SACS is nationally acclaimed and the Jazz Band, Concert Band, Choirs and Madrigal Ensemble bring great credit to the school. SACS offers Cambridge GCSE in Chemistry and Maths, plus A levels in English Literature, Maths, Chemistry and Biology. These are offered after school only to SACS pupils. We also offer the

Number of learners: 870 Average class size: 22

IEB French curriculum from Grade 8 to Grade 12. The highest quality of sportsmanship is non-negotiable, and participation by the masses is the main aim. Every boy is encouraged to play a summer and a winter sport. There is a 400m2 gym facility, arguably one of the best school gyms in South Africa. Annual derbies against Bishops, Wynberg, Rondebosch, Paarl Gym, Paarl Boys, Paul Roos and Boland Agricultural College ensure the highest standard of sport in the country.

Boarding facilities Forty-five Grade 8s and 9s are accommodated in Michaelis House, while the 90 senior boys are housed in Rosedale.

Entry requirements: Application and interview process

Fees per year: Grade 8: R 52 800, Grade 9 – 11: R 51 000, Grade 12: R 53 060 Boarding Fees: R 56 200

Tel: 021 689 4164 | Fax: 021 685 2669 | | | Newlands Avenue, Newlands 7700

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Springfield Convent School is a leading independent catholic girls’ school offering classes from Nursery to Grade 12. Rooted in the Dominican tradition, we appreciate the uniqueness and importance of each person and pay respect to the culture and religious values of all. The school offers a time-honoured tradition of academic prestige; sporting triumphs and solid values with a spiritual approach that is all embracing. This Head of school: Ms Penny Mullen Type of school: Girls’ school

special combination provides the basis for outstanding and balanced schooling. Situated in beautiful grounds in the historic suburb of Wynberg, Springfield has excellent facilities with a modern and well-equipped campus that matches the educational demands of a technologically-advanced world. A beautiful chapel, a vibrant Music and art school, numerous sports fields, astro turf and a swimming pool complete the campus grounds.

Number of learners: 1004 Average class size: 28

Entry requirements: Interview for Grade 8 to Grade 12

Fees per year: R57 700 - R82 900

Tel: 021 797 9637 | | | St Johns Road, Wynberg 7800


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Christian Brothers’ College (CBC) St John’s provides our students with an enriched, holistic education within an environment where diversity, faith and family are celebrated. Our motto Ora et Labora (Pray and Work) encapsulates our belief that spiritual development is seen as an integrated component of education. From our Little Saints in the Preschool through to the Saints in Training in our Junior School and onto the Saints Among Us in the Senior School, our dedicated teachers and staff ensure that the transitions between the various grades and phases are effortless. In keeping with our family values, our Semper

Fratres programme links our grade one and matric students in a mentorship programme aimed at fostering a sense of brother and sisterhood. We celebrate not only our exemplary Matric pass rate but also the outstanding achievements of our alumni who are held in high esteem by tertiary institutions, both local and international. While we are proudly Catholic, we welcome children from different faith backgrounds. The underlying philosophy about holistic education, challenging social injustices and giving back to the community continues to be the foundation of all CBC schools.


Head of school: Mrs Sharon van Vuren Type of school: A Catholic independent school in the Edmund Rice tradition for girls and boys from Grade 000 – Grade 12.

Number of learners: 600 Average class size: 20

Entry requirements: Interview with entrance exam

Fees per year: R31 000-R95 000

Tel: 021 556 5969 | Fax: 021 556 1160 | | | Corner of Parklands Main Road and Dorchester Drive, Parklands 7441


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All boys’ school Grades N to 7 107 years of primary school education Weekly boarding from Grade 4 Equality and connection are central principles of our identity

Tel: + 27 (0)21 761 8074 | | 49 Newlands Rd, Claremont, Cape Town, 7708

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Driving Growth In Education Through Partnership Ben Pretorius, head of the education sector at Standard Bank

Standard Bank’s support for education

stretches from Early Childhood Development (ECD) all the way to tertiary education. We prioritise education in our corporate social investment (CSI) programmes and invest in work-readiness programmes, through internal learnership and graduate programmes. Ben Pretorius, head of the education sector at Standard Bank, says: “We know that education is a ticket to the future, and is instrumental in shaping the world for the better. That is why we remain committed to our mission to accelerate societal growth and contribute to South Africa’s financial health by helping individuals fulfil their aspirations around education, and create meaningful, positive change in people’s lives.” Standard Bank plays an active role in helping young people realise their dreams through financial support and training initiatives. The bank works with partners in government and the corporate sector to address the challenge of affordable and accessible student finance, including through innovative models such as the Feenix crowdfunding platform in South Africa, which has raised over R77-million in four years, providing support for over 2 000 students. The Feenix platform was launched in 2017 with Standard Bank as a founding

At Standard Bank we understand the value of investing in education. We are firmly committed to helping improve the quality of education because we know that education has the power to drive growth in South Africa.

partner in response to the #FeesMustFall movement, which highlighted the large number of students who cannot afford higher education costs. The crowdfunding platform enables university students in need of funding for current or historic debt to create profiles and start fundraising towards a debt-free education journey. Feenix enables individuals and businesses at scale to take meaningful action to solve social problems.

SHIFT IN FOCUS TO ECD AND FOUNDATION PHASE Until 2019, Standard Bank South Africa’s CSI efforts focused on improving access to quality, affordable education for all and enhancing educational outcomes. In 2019, following an in-depth review of our impact and effectiveness over a five-year period, we developed a refreshed CSI strategy, which focuses specifically on ECD and Foundation Phase education. The ECD strategy aims to contribute to social and economic transformation in South Africa by supporting the development of future-fi t children who are ready for a new world of work. We do this through the upskilling of ECD practitioners and Foundation Phase teachers, empowering primary caregivers to play an active role in early learning, and by supporting programmes

to incorporate future skills in ECD and Foundation Phase curricula. In 2020, in the wake of the COVID-19 pandemic, Standard Bank assisted existing ECD partners to adapt to the lockdown ECD ecosystem by supplying educational materials and child nutritional support, and working closely with NGO partners identified by the Department of Basic Education to support moves to a blended platform of learning. Standard Bank’s bursary programmes across Africa support efforts to achieve positive social and economic impact in the areas of education, learning and development, employment and African economic development. Standard Bank is committed to facilitating access to higher education to open opportunities for young people. This ongoing investment enables our recipients to become economically active citizens of Africa and, to the extent possible, start their careers with Standard Bank. Pretorius concludes: “We believe that every student deserves the chance to pursue their dreams and we understand that sometimes all it takes is some extra support and assistance along the way to ensure that ‘it can be’. In the words of Nelson Mandela, ‘Education is the most powerful weapon which you can use to change the world’.”

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