FOMO 17.0

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SCHOOLS GUIDE Seriously Good The Village Voice

Dear Villagers,

The best advice I ever received about school choice came from the ex-VC of UCT, Max Price. For some background, I have never been an anxious parent. In fact, 3 million years ago, I was not invited to my best friend’s new baby group – The Anxious Mothers – because, as she said, I was not anxious enough.

Although I was offended to be excluded, I have never changed my opinion on parenting: set the bar low and you won’t be disappointed! For example, if my small children had had nothing but their teeth brushed as they set off to primary school, I believed I was winning. My Gremlins were not put on this earth to make me look like “Parent of the Year”, but have nevertheless turned out to be thoroughly OK individuals. Hooray my approach turned out to be effective - even though I must to admit to insane school-related anxiety at the time. Anyway, back to Max. In response to the question, “Hey, I need advice on high schools, which in your opinion are the best?”, he said something like this: “There is NO best high school. There is only the school that your child will commit to and believe in.”

His point? That teenagers have limited means of kicking and biting against life, as their hormones churn and bubble. The two main targets of their frustration, despair, boredom and rage are usually either school or home. It is of course perfectly normal and OK for your teenager to rebel against home. It’s not easy, but it’s to be expected.

However, huge trouble for you and them occurs when they rebel against, or suffer at, school. Make no mistake, the stakes are high if you screw up an education. So, the search for a lovely school for your child IS super important. And that’s where The Village comes in. We hope to help you find the school your child will flourish in. Not the “Best” school. Choosing a school is not the Nobel Prize. Finding that school sometimes takes a lot of research, (very importantly) putting snobbery aside, and a Plan B through to G. For Great!

We hope to help you find a school that has delighted, comforted and supported Village families through these tumultuous teen and earlier years. And, oh my goodness, how lucky are we. In the shambles that is the South African school system, wonderful schools still exist!

With regards to this choice and all other parenting choices and challenges, The Village –  its wisdom, shared experiences, insights and mistakes made –is here to help you. Always. Please enjoy! And choose for your child! We know this edition of FOMO will be invaluable!

I want to thank and congratulate The Village’s Christine le Roux for her contribution to this issue. She’s been a star! And thanks to LuckyBird Content Agency and Karin as always. So proud of what we produce from this Village. Interested in advertising in our next issue? Email Christine on cannabarrow100@gmail.com.

HOW WOULD YOU DEFINE A "GOOD" SCHOOL?

Mark Smith, Headmaster of Westerford High School, shares

some vital words of wisdom.

When we open a magazine or online news report that trumpets that it has the definitive list of “Best Schools in the Cape or Durban or anywhere for that matter, we tend to sit up and believe what we read as the TRUTH and we buy into the lie that we have to get our child into that school, or else our child will struggle to survive or have a future in the competitive real world.

This, I believe is not how we should be thinking as parents. The notion of a best fit school is also problematic as a concept, as it implies that the school has a predetermined idea of what a model pupil should look like and if your child does not match that shape or mould it’s not going to be a match made in heaven. Look to see if the prospective school is wanting conformity at all costs. Structure is vital but, parents should also be looking for a school where their child will belong and where their skills, temperament, academic challenges, sporting and cultural abilities will all be appreciated and accommodated and nurtured. That might be in one of the excellent single sex schools found in our country or it could be in one of the many superb co-educational schools also found in and out of our cities. It might be in one of the “mega schools where the pupil numbers can hover around one thousand or more pupils, or it might be a quite rural kind of school with individual attention. What you are looking for in these formative five years is an experience where your child is affirmed, challenged, encouraged to think critically and

has their world of learning stimulated for the rest of their lives.

I find when interviewing prospective pupils and I ask them why they want to come to our school, the answer is quickly given along the lines of “you are a good school“ and yet when pressed they can’t really say why we are “good”. I want prospective parents and pupils to press me into answering questions in our interviews about our staff and the people who will be spending many hours with their children and about the programmes that we run outside of the normal teaching times that enhances the curriculum, to really understand who we are before choosing us as the education destination for High School. Too often we are more enamoured with the glamour of what a school looks like, how many courts or fields it has or sports it offers, than with the real heart of the school that rests with its staff and the values and ethos, that will lead and guide your child for those precious formative five years.

A last thought on “best schools” is that I believe that you as parents can be physically present at the school of your choice once your child is accepted, to help create a best school environment for your child, by being active and present and supportive of the school. I value the many parents of our school who by their actions and positive words, create a wonderful school community that feels like family – surely that’s the best kind of school to attend.

What to do when

your child has not been accepted in any school

Stephen Price, former head of Bergvliet High School, understands the stress and disappointment of rejection when your child does not get accepted into any of the schools they applied to. Here’s his expert advice on what to do next:

If your child has not been accepted at any school they applied to, the first thing you will need to do is write a positive re-motivation letter and send it off to all those schools.

What should be in the letter?

PARAGRAPH 1: Express an understanding of the difficulty principals have in selecting learners. Thank the principal for considering your child’s application despite not offering you a place.

PARAGRAPH 2: Provide additional information about your child, with evidence or references. Include all the things principals look for in an applicant: academics, sport, culture, service and leadership.

PARAGRAPH 3: Address the school fee issue. If you know you struggle with paying school fees, then we will know it too. A parent who commits to pay a regular amount, even if it’s not the full school fee, is a more attractive proposition. Be frank about it, then the

principal can make an informed decision. Do not avoid this if this applies to you.

COVID has shown principals that nonfee-paying parents are not a sustainable option when fee paying parents are under pressure too. If you can’t afford the fees, apply to a school you can afford, or to a non-fee-paying school. If school fees are not a problem for you, then tell the principal this in this paragraph.

PARAGRAPH 4: Refer the principal to the new evidence you’ve provided and wrap up your letter.

Please note:

If you are writing to more than one school, remember to:

• Change the name of the principal

• Change the name of the school in all places

I have received many a letter telling me how amazing and awesome my school is, and then the letter ends by saying:

ACROSS SA PEARSON HIGH SCHOOL, GQEBERHA, EASTERN CAPE (CO-ED, PUBLIC) “One word: inclusivity. Amazing to have our kids attend a school that celebrates different interests and personalities. It is how I wished the world was.” – Daniela Bezuidenhout

“So we would love for our child to attend Westerford.”

A handwritten letter from your child is a nice touch, but let them write it. We can tell if you’ve provided the words.

Other options

You could put in a completely new application to another school as parents have done in the past. Principals have been instructed to only place learners who applied to the school, but I’d suggest applying anyway… just in case.

Got a school placement? Confirm your acceptance ASAP to free up spaces for other children.

Disappointed parents should not:

DO NOT phone the school and scream at/rant at/abuse the secretary, principal’s PA, the registrar or even the principal. You immediately identify yourself as a troublesome parent and your application goes to the bottom of the pile…. the VERY bottom, the “never to be looked at again” bottom!! Be rude to my staff and you’re getting nothing from me. You have no idea how much abuse school admin staff have to take from disappointed parents. It’s not their fault.

DO NOT slag the school off on Facebook or social media. Your application will suffer the same fate as above.

DO NOT accuse the principal of being racist, unfair (you try sifting through a couple of thousand applications), or generally say inappropriate things about him/her. Why would you even want to send your kid to a school if you believe the principal is all that anyway?

DO NOT tell the principal that your neighbour’s child was accepted and that your child is better than them. Perhaps your neighbour’s child offers more than your child – academics is not the only factor we consider. Remotivate your child positively not by slagging off another kid – that’s just spiteful, and a spiteful parent can go to another school because one day this entitled parent will abuse my staff. I don’t want my staff abused, so bottom of the pile for you.

DO NOT use influential people to put pressure on the school to accept your child. This is another red flag for principals.

“Bestrongparents,yourchildis GOODenough…Butthe availableplacesatschoolsarelimited.”

ACROSS SA TREVERTON COLLEGE, MOOI RIVER, KZN (CO-ED, PRIVATE) “Fabulous, caring teachers, fantastic campus, space galore for the kids to explore, fabulous equestrian centre and a gate to the golf course, a game which he now loves. We are so happy he had this experience.” – Candy Farrell

MODEL C JUNIOR BAY PRIMARY

"Small

and doesn’t have the fancy facilties but makes up for it with a lot of heart." – Heidi Ocker

RHENISH PRIMARY SCHOOL "Both our girls are there and love it. Committed staff and great involvement by the wider school community and PTA." – Mark Tobin

CLARENDON PARK PRIMARY SCHOOL (GQEBERHA) "Focused on the whole child academics, cultural, sport."

– Daniella Charles

Choosing the future, not the traditional

Principal of Koa Academy online school, Mark Anderson, encourages parents to look beyond the average and explore whether online education might be the way forward for their child.

What bugs you the most about “school’” these days? “Oh, don’t get me started!” you say. In conversations with parents, I’ve heard it all. Kids falling through the cracks, not able to concentrate in class, oversubscribed schools, bullying, overtesting, and more. Well, I’d like to make a case for choosing something new. Not just a new school on the block, but a whole new way of thinking about what a school should be.

A LESSON

Our journey starts not in education, but in the US Air Force in 1926 when they set out to build their first plane cockpits. The original design was based on the “average” body measurements of 4063 pilots. Over the next two decades, despite no obvious problems, planes crashed often. The problem? The average.

As Gilbert Daniels explains, “When you are trying to design something for an individual human, the average is completely useless.” Note that he didn’t say that the average is mostly helpful, but doesn’t suit everyone. He said it is useless. Completely useless. To prove it, he took the original data set to see how many of

those 4063 pilots could be considered “acceptably average”. How many do you think that was? 90 percent? Maybe as low as 60 percent? The answer was zero. Not one single pilot out of more than 4000 was even close to “average”. In his report to the Air Force, Daniels wrote, “You have designed your cockpits for the average pilot, and in doing so you have designed them for no one.”

We know that the same is true in education. I call it “teaching to the middle”. We put 30 kids in a class and lecture the same content to them at the same time. We assume that treating all our learners like “the average child” works for most of the kids in the class, then we’re surprised to find out that so many of our kids are battling. When we teach to the middle, we are actually teaching to no one.

A SOLUTION

It’s time for us to move away from teaching to the middle and start leveraging opportunities in education to teach individuals. This is one of the reasons why I’m particularly excited about online schooling. You see, there are many constraints in traditional education –economic, geographic, political – which for

WORCESTER GYMNASIUM, WORCESTER “It is dual medium, multi-cultural and diverse. It has an excellent academic record and a high matric pass rate. There's an overall good culture amongst parents, teachers and pupils.” – Sameera Kafaar

decades have kept us stuck in an outdated model. In the online space, many of those constraints fall away and we can really rethink how we are doing school.

I must be clear: there are physical schools who are doing a great job of not teaching to the middle. There are also many who fall short. And the same is true for online schools; some are great at leveraging the opportunities to teach individuals, while others have simply dragged traditional models onto a screen, resulting in disengagement and lack of accountability.

But when an online school gets this right, it can be amazing! At Koa Academy, we’re able to have individualised timetables for everyone, learners work through content at their own pace, teachers engage mostly with small workshop groups, and parents get immediate progress on their child via a live dashboard. Things like that seemed like an impossible dream not too long ago. But they really can - and should - become what we expect of a modern school that is interested in teaching individuals, and not just teaching to the middle.

A CHALLENGE

Many South African families are already benefiting from new opportunities in online schooling. Home education with an online school used to be considered as an alternative, mostly for outliers who don’t fit “the average”.

But it is now increasingly the first choice for many families when it comes to schooling options. I’m excited that parents today have more opportunities than ever before when it comes to schooling. The challenge is figuring out what those options are. As parents, it is tempting to default back to the traditional because we find security in what’s familiar. I would encourage parents to stay curious, do rigorous research, and find out whether online schooling might be a good fit –the best fit –for your family.

ACADEMY “Child #3 has settled here for high school this year and is thriving. It is a dynamic, caring, relevant online school lead by Mark Anderson and a fantastic team of teachers. Watch this space, I think they will be the top online school in SA soon, if they are not already!” – Sue Gush

teachers!" – Gail Bairstow

CLIFFVIEW PRIMARY SCHOOL, FAIRLANDS, JHB "Both my daughters got an excellent primary school education there." – Renate Bourdin

LLANDUDNO PRIMARY SCHOOL "A small school with a huge heart. 100% focused on nurturing little minds and delivering big results. A very happy environment." – Katherine Murphy

EDUWIZ: The one-stop online shop for CAPS and Cambridge learning resources for scholars and teachers. New & used textbooks, study guides and stationery. Learn more

DOES A HAPPY HIGH SCHOOL EXIST?

Thoughts from Camps Bay High School’s Louis Mostert

In my 35-year journey in education, all of which I've spent at Camps Bay High School, I've often pondered the question about what makes a happy high school. From my perspective as the Principal of Camps Bay High School, I'd like to delve into this question and share how we've tried to create a genuinely happy school environment.

My association with Camps Bay High School began in the late 1980s, right out of teacher training. Over the years, I've worn multiple hats - from a novice teacher to Deputy Principal, Head of Academics, and now Principal. This longstanding connection has allowed me to witness the ebb and flow of education, and the evolving needs of our students.

I've come to see Camps Bay High School as more than just a place of learning; it's a community, a second home for our students, and, I like to think, a generally happy school.

So, what are the factors that contribute to the happiness of a high school, or in our case, Camps Bay High School? Let me share some key elements that we believe make a significant difference:

1 Good Relationships:

One cornerstone of a happy high school is the quality of relationships between students, teachers, and staff. At Camps Bay High School, we prioritise fostering strong connections. Our teachers aren't just instructors; they're mentors and

guides. This trust and sense of belonging greatly contributes to our school's overall happiness.

2 Caring Staff

The staff at a high school must genuinely care about students' well-being. We take pride in having a dedicated team that goes beyond academics to support students emotionally and socially. Our staff's genuine concern plays a pivotal role in creating a happy and nurturing environment.

3 Fair Treatment

A fair and consistent approach to discipline and administration is crucial. Students need to know that they will be treated equitably, regardless of their background. At Camps Bay High School, we emphasise fairness and consistency in all our interactions, fostering trust and security.

4 Friendships

High school is a time when lifelong friendships are formed. We encourage our students to build strong relationships with their peers, valuing inclusivity and kindness. These bonds not only provide support but also contribute to happiness.

5 Extracurricular Opportunities

A well-rounded education extends beyond textbooks. We provide a wide range of extracurricular activities, from sports to arts, clubs to community service. These opportunities allow students to explore their interests and passions, promoting a holistic sense of happiness.

6 Recognition for Good Deeds

Positive reinforcement shapes behaviour and attitudes. We acknowledge and praise our students for their achievements, big

and small. This recognition boosts selfesteem and cultivates a positive school culture where good deeds are celebrated.

7 Academic Success

Academic achievement is crucial for a student's happiness. We strive to create a balanced educational experience, providing the support needed to excel academically. Success in studies boosts confidence and overall well-being.

8 Enjoyment Activities

A happy high school offers fun and enjoyment. We organise events, outings, and social gatherings that allow students to relax and create cherished memories. These experiences foster a sense of belonging and happiness.

So, does a happy high school exist?

I believe it does, and it's not a utopian dream. Camps Bay High School is proof that, with dedication, care, and a holistic approach to education, we can create a genuinely happy school environment. Achieving this goal requires the collective effort of educators, parents, and students themselves. Together, we can continue to strive for and nurture the happiness that makes the high school experience not just memorable but transformative.

PRIVATE CO-ED CAPELLA HOUSE, FISH HOEK “Our gorgeous child has found her fit and wakes up an hour earlier than us to get ready for the day. The school's ethos is phenomenal and the entire staff 1000% dedicated to their learners.” – Susan Cameron

CANNONS CREEK: Small classes, a focus on critical thinking and the development of both academic ability and emotional intelligence ensures this co-ed school’s position as a future proofing hub. Grade 0-12. Learn more

JUNIOR MANDALAY PRIMARY SCHOOL

"I am grateful to Mr Isaac for running the school so efficiently. The communication between the teachers and parents is amazing." – Felleng Ntsukunyane

SECONDARY

SCHOOL,

DUNOON "It's in the most poverty stricken area, but we try. And we have produced more than enough graduates in the past 16 years I have been there." – Felleng Ntsukunyane

C ANNONS C REEK

INDEPENDENT SCHOOL

WHY CANNONS CREEK?

When you are part of Cannons, you are part of our family. We offer a co-educational model right from Grade RR to Matric. We are one school, consisting of various phases, all working together towards a shared goal - to give each child the opportunity to be the best they can be. There is a partnership between the leaders, teachers, school staff, as well as parents, carers and the wider community.

Practically, one school means shared goals, easy transitioning through the phases, common term dates, and events that involve the whole family. We strive to foster relationships between teachers and pupils, among classmates and across grades in an inclusive and nurturing environment. Our children and their families are what makes Cannons Creek such a happy homeaway-from-home where we all love learning together.

Our small classes (16 maximum in the Primary School, and 20 maximum in the High School) allow for one-on-one attention from the teacher, and better bonding between the pupils. Pupils have plenty of opportunities to participate in discussions and become more self-confident to express and share their opinions. Fewer pupils allows for faster learning and fewer discipline issues. We believe we are small enough for every pupil and family to be known, but large enough for every pupil to have a good circle of friends and the opportunities for a wide variety of subjects and co-curricular activities. At Cannons Creek no one goes unnoticed. Each child is supported as they develop their unique and special qualities. We celebrate their successes whether in schoolwork, on the sports field or on the stage. We help them up when they fall and encourage a growth mindset as they practise resilience.

3. Child-centred Learning

At Cannons, we aim to make the subject matter relatable and interesting, with real-world application. Pupils are encouraged to be curious and to investigate for themselves, learning and practising many wonderful skills such as critical thinking, peerteaching, research techniques and creative presentations. This new way of teaching promotes a growth mindset and is childcentred, meaning that pupils learn from their mistakes and can proceed at their own pace. Core subjects are a focus and a strong foundation, established in the lower grades, is built on as the pupils progress through school. We believe in developing the ‘soft skills’ for our pupils, by allowing them opportunities to participate in outings, camps and Adventure Weeks away. These develop grit, cement friendships, and build camaraderie amongst the peers in the group. Qualities like kindness, empathy, accountability and respect are modelled and instilled.

APPLY NOW!

1. A Whole-School “Family” Approach

2. Individualised Attention

Stress less!

Expert application tips

Thank you, Stephen Price, for this excellent advice when it comes to applying to Western Cape schools – although the basic principles are applicable across the country.

1. Apply online ONLY. There is no need to apply directly to schools using school application forms. Schools MUST use your online application.

2. Apply to the school that SUITS your child, not for status, prestige etc.

3. Apply to schools you can afford. There is no need to “break the bank” for school fees.

4. The final decision of which school to choose is NOT your child’s nor is it YOURS. It is a JOINT decision –especially if there is a difference in choice. Discuss this long before a decision is required.

5. Consider family circumstances when making a decision: transport, fees, time, where siblings are at school, extra murals, where you work/ live in relation to school, and so on.

6. Do not foster an “all or nothing” attitude to the process. Despite what you may think, it is NOT the end of the world if your child doesn’t get into the school of choice. If you keep an open mind, your child won’t feel “less” for not being accepted. If you make it “all or nothing”, you are setting your kid up for disappointment. They will feel they’ve disappointed you!! They will feel they’ve let you down. Schools like Westerford receive around 2500+ applications for about 180 places. Bergvliet 1750 for 210 places. You cannot EXPECT to be accepted at any school.

1. Expect that the WCED online system will crash when it first opens. Be peaceful and wait a day or so, until the rush to apply is over. There are no prizes for applying first. There is no “front of the queue”. Whether you apply on the first day or the last day, it makes no difference. Do not inundate Facebook admins with anguished cries that the “system is down!!” They can’t do anything about it. And the system will be up and running before long.

2. Most of you will only need 3 documents to upload: Your child’s latest certified report. Your child’s certified birth certificate/ID/ passport. Your proof of residence. Get them ready. Scan and save them on your computer now.

SCHOOLS GUIDE Seriously Good YOU SAID

Talking from experience!

Mom Catherine Korsten has been there, done that – several times! Here are her words of wisdom. More is more: “They say a minimum of 3 schools, if possible, go for more. The odds of getting into your school of choice are very low unfortunately.”

Expect last minute surge: “Expect the same technical issues for the last 2-3 days before cut off as the first few days when the portal first opens. So if you’re like me and not Olga Organised with supporting docs etc, aim for somewhere in the middle!”

Prep your child:

“Have the tough conversations upfront with them about the odds and numbers versus places. It will save them a world of heartache and disappointment.”

Let them do it themselves:

“If your child gets through to a selection stage where they are required to write an essay/ motivation letter to further their application, DON’T write it for them! I remember a principal telling us it is so obvious when a parent has written this – and it automatically gets the child removed from the list of potential candidates.”

Be patient: “Whilst in theory all acceptance letters are meant to come out on a particular date, this doesn’t happen in reality. Children that are offered bursaries hear first. Prepare your children for this, otherwise they start to panic.”

KOA: A pioneer in the online school space, this dynamic IEB school has a Pod system where learners are teamed with teachers in groups of eight. Individualised support and high engagement levels with passionate teachers are their calling cards. Learn more

Insider secrets! Understanding the Southern Suburbs School Dilemma

Here’s how school admissions work in Cape Town’s Southern Suburbs. Warning: contains reality checks for parents!

In the Southern Suburbs there is a high concentration of high performing public schools which are “first choice” public schools when it comes to admissions. They are:

• Westerford

• Wynberg Boys

• Wynberg Girls

• Rondebosch Boys

• Rustenburg Girls

• Bergvliet High

• Norman Henshilwood

• Groote Schuur High

• Sans Souci

• Claremont High

• SACS

• Pinelands High

• South Peninsula High

 13 schools which can accommodate approximately 2600 Grade 8 learners if one assumes an average intake of 200 per school. To my knowledge, only 4 of those schools take 200 or more in per year, so the average is actually less than 200.

 Each school mentioned receives an average of 1750 applications, totalling +- 23 000. My estimation is that it is closer to 27 000.

 1 applicant in 10 applicants gets into these schools – 10%. 90% don’t get into these schools.

Why do so many parents want to send their children to these schools? Well, they are high performing schools academically. They offer excellent cultural options – music, visual art, dance and drama. They offer high level sports programmes. They offer extensive

CO-ED PAREL VALLEI HIGH SCHOOL, SOMERSET WEST “If your child is a drama student this is 100% the school for you. Academics are very strong. My grade 10 daughter who has been a square peg squishing in a round hole and has found her place in the sun here. Headmaster has his finger on the pulse.” – Jillmaree Mitchell

leadership and service programmes. They offer excellent facilities, and they have decades long track records of excellence.

Success attracts success. Top academic learners see the results of a school and want to attend that school. Good sports kids see a pathway to provincial and national representation at schools which place a premium on sports and therefore want to attend that school. Children who are good artists, musicians, dancers and actors are attracted to schools that have vibrant cultural programmes. Schools will therefore choose applicants who can add value in these aspects because the school’s reputation is dependent on this. Imagine if Westerford suddenly produced a 70% matric pass rate and a 50% bachelors pass rate because of a weakened intake, parents would start saying “standards are dropping” and suddenly people would choose to no longer apply there.

The “average” kid is therefore at a disadvantage when it comes to high performing schools. But I can tell you that if high performing schools show a drop in performance, new applicants will go to other schools which will, in turn, become high performing schools.

How I tried to balance it out

As a former principal of a high school, I tried to balance the intake: a strong academic core, with a solid middle and

then a group of learners who needed academic support. I looked for learners who would get involved in the school. I looked for learners who offered value in sport, culture, leadership and service. I selected learners who were excellent of course, but they generally went to the private schools and even higher performing public schools. I balanced the parents who couldn’t pay with the parents who could pay, but emphasised that all parents should contribute financially. I also selected learners who “played to our strengths” as a school: music, visual art.

Reality check

No matter how hard I tried to balance all the competing factors, the reality was that I had to say NO to over 1300 children EVERY SINGLE YEAR. This is the reality – no system will remove this. The WCED TRIES to ensure that schools assess ALL learners in a fairest way possible by creating a standardised system of application, thereby eliminating discriminatory practices. The WCED gives every school the opportunity to choose their own learners. This is probably not going to solve your problem, but it does give you insight into the Southern Suburbs dilemma.

With thanks to Villager, passionate educator and former Bergvliet High School principal Stephen Price*.

*Disclaimer: This post references the school admissions in the Western Cape, and more specifically, it references the Southern Suburbs area of Cape Town. A further disclaimer is that I comment in my personal capacity as I am no longer employed by the WCED having retired in March this year. I am also only referencing public schools.

HOME SCHOOL TUTOR CENTRE BRIDGE ACADEMY, MONTE VISTA (CAPE TOWN) “They give great personal attention! My son has ADD and this has been a life saver! He has blossomed into a happy boy, with great social skills, his own personality and excellent marks! Mainstream with 35 kids per class just didn't work for him.” – Anneke Bosman

THRIVE: Micro classes with in-person, online or hybrid education to suit your child’s specific goals and needs. International accreditation. No grades, rather Foundation, Intermediate, Senior learning phases. Learn more

village shout outs

MODEL C

SENIOR

BRYANSTON

HIGH

IN JOBURG "Fantastic education, facilities and children. We've been so happy with our choice." –

Lynne Cupit O'Connor

NORTHCLIFF HIGH SCHOOL "... was absolutely amazing for both my children. Excellent sport and academics. Fantastic teachers." – Wendy

Hands Cowper

PARKTOWN HIGH SCHOOL FOR GIRLS

"Excellent leadership and teachers, academically brilliant, great sporting facilities and coaches." – Natalie

Baty

SCHOOLS GUIDE

THE SA SCHOOL ACT STATES:

1. Schools must admit learners without UNFAIRLY discriminating in any way.

2. Schools may not administer a test for admission to a school.

3. Schools may not exclude learners whose parents cannot afford the fees.

4. Schools MAY, with permission from the Head of Department, establish Feeder Zones, where admission preference is given in the following order:

a) to applicants who live in the Feeder Zone

b) to applicants who already have siblings at the school

c) to applicants whose parents work in the feeder zone

d) any other applicant outside of the Feeder Zone

WHAT THIS MEANS:

1. In order to select a learner, schools can discriminate (differentiate) FAIRLY. By choosing one applicant over another, there is always some level of discrimination (differentiation). The standard is whether this has been applied in an unfair manner. This is extended to interviews of applicants. If a school had 2000 applicants and some were interviewed and others not, that would be unfair discrimination.

2. Schools cannot implement an academic test in order to choose a learner. However schools can look at

GIRLS

learners school reports as they are standardised in terms of assessment. Learners’ reports show academic performance, attendance and behaviour. So, choosing a learner using a report is not unfair discrimination.

3. Exclusion re inability to pay school fees. South Africa has fee-paying and nonfee-paying schools. Fee paying schools must offer you exemption from paying school fees if you can’t afford the school fees, but this is on a sliding scale and you will be required to pay something.

4. My experience is that most of the schools mentioned above DO NOT have formally constituted “Feeder Zones”. Remember in 1994, feeder zones, feeder primary schools, and automatic acceptance of siblings was done away with to allow for schools to transform. Formal feeder zones can only be established WITH PERMISSION of the Provincial Head of Education. Most of these schools accept learners who live close to the school, this is just common sense AND most of these schools also accept learners who live far from the school. Siblings MAY be accepted nowadays but it is NOT automatic. There are NO formal feeder primary schools. Why should a high school have to automatically accept a learner from another school? This would UNFAIRLY discriminate against learners who attend other primary schools.

Former headmaster Stephen Price helps explain feeder zones, feeder schools and what constitutes a fair selection process.

Auburn House offers a Montessori programme for children aged 3-12 years.

Our aim is to guide children towards independence, supporting critical thinking, communications, creativity and collaboration. Contact us for a school visit to see how our dynamic Montessori environment could support your child.

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Introducing Michael Oak Waldorf School

he well-being of our children and the health of our societies are greatly influenced by our schools. A student’s development must be carefully and lovingly guided if he or she is to have a firm foundation for becoming a socially balanced and productive adult. We cannot know the demands which the future will place upon our children but it is clear that inner strength, intellectual flexibility, empathy and independent judgement will be qualities vital to their future.

T“Education and development are seeds one to the other: the key is the humanization of schools and the development of a comprehensive curriculum based on the worth of the whole individual.”

What makes the High School at Michael Oak a unique and special learning experience?

Introducing Michael Oak Waldorf School

The well-being of our children and the health of our societies are greatly influenced by our schools. A student’s development must be carefully and lovingly guided if he or she is to have a firm foundation for becoming a so cially balanced and productive adult. We cannot know the demands which the future will place upon our children but it is clear that inner strength, intellectual flexibility, empathy and independent judgement will be qualities vital to their future.

Waldorf education is a schooling system that chooses, as its prime focus, to prepare the student for life. At the same time, it preparesthe students to meet the requirements of the Matric school leaving certificate with confidence and has a consistent record of excellent results in these exams, with a 100% pass rate since 2015 , over 40% of our 2022 Matrics achieving an A aggregate and 56 subject A’s of a potential

110

What makes the High School at Michael Oak a unique and special learning experience?

Our perspective on developmental stages in adolescence. The curriculum considers content in relation to the age of the student and the experience they will have in encountering the material. It is shaped to meet the changing demands and opportunities that come with each year. An adolescent is steadily developing powers of independent judgement and striving to reve al and understand the truth of things. The future also calls with ever stronger power as they approach adulthood. This emerging self must be nurtured with inner principles, inspira tion and ideals worthy of attention.

Waldorf education is a schooling system that chooses, as its prime focus, to prepare the student for life. At the same time, it prepares the students to meet the requirements of the Matric school leaving certificate with confidence and has a consistent record of excellent results in these exams, with a 100% pass rate since 2015, over 40% of our 2022 Matrics achieving an A aggregate and 56 subject A’s of a potential 110.

For example, the body of a 15-year-old is extremely heavy, but as this downward movement occurs, there is a balancing upward growth of self. And so, the curriculum for class 9 is designedtomirrortheexperiences of the 15-year-old. It feeds the striving for truth, deep understanding, and self-knowledge, often by studying opposite processes and connecting them with the whole. The whole represents the balanced self. F or example: in Chemistry, the opposite chemical reactions of respiration and combustion which support all life on Earth are used as a gateway to study organic chemistry – the cycle of carbon in living matter from sugar through alcohol, organic acids and finally ether and esters.

Our perspective on developmental stages in adolescence. The curriculum considers content in relation to the age of the student and the experience they will have in encountering the material. It is shaped to meet the changing demands and opportunities that come with each year. An adolescent is steadily developing powers of independent judgement and striving to reveal and understand the truth of things. The future also calls with ever stronger power as they approach adulthood. This emerging self must be nurtured with inner principles, inspiration and ideals worthy of attention.

For example, the body of a 15-year-old is extremely heavy, but as this downward movement occurs, there is a balancing upward growth of self. And so, the curriculum for class 9 is designed to

VALLEY PRIMARY SCHOOL “My son was super happy at Sun Valley Primary School. He was very much a part of the school and from a sporty boy’s perspective gave him a lot of opportunities. Super blessed as this was the right fit for him.”

“Education and development are seeds one to the other: the key is the humanization of schools and the development of a comprehensive curriculum based on the worth of the whole individual.” - Steve Biko

– Steve Biko

calls with ever stronger power as they approach adulthood. This emerging self must be nurtured with inner principles, inspira tion and ideals worthy of attention.

village shout outs

MODEL C SENIOR SACS "We had the most amazing 12 years at this school. My son is on the autism spectrum and they cared for him, encouraged him, protected him and ensured he had the most amazing education." – Nicki Minchin

CAMPS BAY HIGH

"Kids have freedom of expression, not expected to fit into a box." – Sam Payne

FISH HOEK HIGH SCHOOL "My son has thrived here. A warm, inclusive and welcoming school with dedicated teachers and staff." – Nicky Attenborough

For example, the body of a 15-year-old is extremely heavy, but as this downward movement occurs, there is a balancing upward growth of self. And so, the curriculum for class 9 is designedtomirrortheexperiences of the 15-year-old. It feeds the striving for truth, deep understanding, and self-knowledge, often by studying opposite processes and connecting them with the whole. The whole represents the balanced self. F or example: in Chemistry, the opposite chemical reactions of respiration and combustion which support all life on Earth are used as a gateway to study organic chemistry – the cycle of carbon in living matter from sugar through alcohol, organic acids and finally ether and esters.

Our breadthofsubjects surpasses the conventional curriculum. Apart from English, Afrikaans, Xhosa, Mathe matics and Life Orientation every student will study Geography, History, Ancient and Medieval Literature, Astronomy, Physics, Chemistry, Economics, History of Art, History of Music, History of Architecture, Drama, Projective Geometry, Biology and Surveying

Our curriculum purposely avoids specialization as we wish to provide an experience that is as broad as humanity, and for ever y student. In addition, the practical activities through grades 8 –12 include art, such as drawing, painting and stone carving; and crafts such as metalwork, spinning and weaving, woodwork, sewing, bookbinding and basket work. Specialization only occurs once the student chooses subjects in class 12 for their Matric exams.

mirror the experiences of the 15-yearold. It feeds the striving for truth, deep understanding, and self-knowledge, often by studying opposite processes and connecting them with the whole. The whole represents the balanced self. For example: in Chemistry, the opposite chemical reactions of respiration and combustion which support all life on Earth are used as a gateway to study organic chemistry – the cycle of carbon in living matter from sugar through alcohol, organic acids and finally ether and esters.

Every day begins with 2 hours study on a selected topic in a block of three or four weeks. This is the Main Lesson , and students increasingly take on more individual responsibility for their own research into the subject, complemented and guided by materials supplied or presented to them by the teacher. After small break there are three 45-minute running lessons, covering the languages, mathematics, art and movement. After lunch break these lessons continue but there is an emphasis on the more practical activities including crafts and drama . The school day ends at 2.30 or 3pm depending on the activities. Sports happen after this, and a seasonal, termly timetable of options is offered both on site and off site at nearby facilities.

Assessments happen regularly and are tailored to the type of lesson , so could take the form of a presentation, a group project, a drama performance, a skills test. Work continues throughout the term and very often, the final assessment of the term will be on the last day of that term. Formal exams only happen in the Matric year. The result is learning for the challenge, for the love of learning, for enjoyment and not for merely for exams and the results Click here to contact us for a school tour or more information.

Our breadth of subjects surpasses the conventional curriculum. Apart from English, Afrikaans, Xhosa, Mathematics and Life Orientation every student will study Geography, History, Ancient and Medieval Literature, Astronomy, Physics, Chemistry, Economics, History of Art, History of Music, History of Architecture, Drama, Projective Geometry, Biology and Surveying.

Our curriculum purposely avoids specialization as we wish to provide an experience that is as broad as humanity, and for every student. In addition, the practical activities through grades 8 –12 include art, such as drawing, painting and stone carving; and crafts such as metalwork, spinning and weaving, woodwork, sewing, bookbinding and basket work. Specialization only occurs

once the student chooses subjects in class 12 for their Matric exams. Every day begins with 2 hours study on a selected topic in a block of three or four weeks. This is the Main Lesson, and students increasingly take on more individual responsibility for their own research into the subject, complemented and guided by materials supplied or presented to them by the teacher. After small break there are three 45-minute running lessons, covering the languages, mathematics, art and movement. After lunch break these lessons continue but there is an emphasis on the more practical activities including crafts and drama. The school day ends at 2.30 or 3pm depending on the activities. Sports happen after this, and a seasonal, termly timetable of options is offered both on site and off site at nearby facilities.

Assessments happen regularly and are tailored to the type of lesson, so could take the form of a presentation, a group project, a drama performance, a skills test. Work continues throughout the term and very often, the final assessment of the term will be on the last day of that term. Formal exams only happen in the Matric year. The result is learning for the challenge, for the love of learning, for enjoyment and not for merely for exams and the results. Click here to contact us for a school tour or more information.

SCHOOLS GUIDE Seriously Good

PRIVATE BOYS

BISHOPS, RONDEBOSCH (BOYS)

“The school is really good at helping the boys find their ‘thing’ and supporting them – whether it is academic, sport or cultural. The music school is superb and allowed my one son to flourish and discover new talents. Both have loved their sport. A very special school where even after you leave close ties are kept and you have access to an incredible global network.”

– Andrew Collins

ONLINE SCHOOLS

FREEMINDS ACADEMY “My daughter attends and they have been absolutely phenomenal!”

– Yvonne Koekemoer

PUBLIC BOYS

WYNBERG BOYS’ HIGH SCHOOL, WYNBERG

PUBLIC CO-ED DROSTDY TECHNICAL HIGH SCHOOL, WORCESTER

village shout outs

GIRLS BOARDING

RHENISH GIRLS HIGH SCHOOL, STELLENBOSCH

“This is a home away from home for our daughters – they have learned so much from a school that is all-encompassing, nonjudgemental, down to earth, fun and supportive. The school teaches love of sports, life, learning and community. My girls have grown there, made lovely friends and memories, and have learnt how to be independent, conscience and conscientious!” –

Louise Bowker

LEARNING DIFFICULTIES & SPECIAL NEEDS

OAKLEY HOUSE, PLUMSTEAD (PRIVATE)

“The ethos of developing well rounded young men, who are ready for the world, is what gets us. The school aims at growing young men of good moral fibre, who are steadfast and strong and who know, and feel good about their place in the world. The school is beautifully diverse and a real slice of real life. Our boys are encouraged to think for themselves, to take responsibility for their actions, to be proud of their achievements, to be accepting of others, to show compassion and strength of character. The academics are great and there is sport and other opportunities for all.”

PUBLIC CO-ED

EDGEMEAD HIGH SCHOOL, EDGEMEAD “My oldest has completely found herself at this school. Involved in Drama, singing, photography. Wellness Department is phenomenal. Teachers are caring and go the extra mile. My middle child is loving this school too. Lots of sports to choose from. He has become so confident.”

– Beverly Dupont

PUBLIC GIRLS

– Janice Roberts

RUSTENBURG GIRLS' HIGH SCHOOL, RONDEBOSCH

“Rustenburg has been wonderful for my daughters. Each has found their place there and although a lot is expected of the girls, they are taught to manage the pressure.”

– Yvette Andrews

CO-ED INTERNATIONAL SCHOOL OF CAPE TOWN “Stunning school, small classes, kids given more attention, and encouraged to be more individual, more entrepreneurial and to think differently.”

– Jacqui Paton

“As a neurodiverse child, mainstream schooling was overwhelming and beyond dreaded. My son tried to minimise himself from the world. With Oakley House, it was like the sun suddenly shone on him, lifted his spirits and his confidence and incredible nature just flourished! From the caring and invested educators, to the accepting and incredible kids who attend. This was a life changing experience and we cannot sing enough praises for the diverse stream teachers –they are golden.”

– Nicole Marshall

“They produce fully rounded students in terms of sports, academics and culture.”

– Tillie Smit

AUBURN HOUSE: One of Cape Town’s longest standing Montessori-based schools, parents praise the strong focus on independence and the self-paced and peer-to-peer learning principles. Learn more

PRIVATE CO-ED ABBOTTS COLLEGE, RONDEBOSCH “We moved my son to Abbotts – he is not academic. Failed Afrikaans in his school. Abbotts lets them be who they are – he grew his hair. Upon me asking them to tell him to cut it, they said it's not for the school to do – it is up to the individual. On leaving (middle of Grade 10, to go overseas) he got 80% in Afrikaans.” –

Tania Windrum

PRIVATE CO-ED THRIVE ACADEMY, DURBANVILLE

“They don’t expect kids to sit still, keep quiet, and not ask questions. They get brain breaks, they wiggle, the classes are small. If they get antsy they are supported and not yelled at, the teachers are magical, every subject is taken on the level that the child is on in that particular subject. They have freedom to explore interests and think out the box. I could go on and on. But I’m so grateful to have found this incredible fit for our square peg who won’t be forced into a round hole.” –

Anneli Jones

PRIVATE CO-ED BAY ACADEMY, HOUT BAY “It is a small community-orientated school where individuality is celebrated. The kids are taught conflict resolution and other social and emotional skills leading to a kind, inclusive culture and loving community of children, parents and teachers. The grounds are in nature, so kids grow up under the trees, on the grass near the river.” – San

PRIVATE CO-ED STAR INTERNATIONAL HIGH SCHOOL, ATHLONE “As well as providing any extra academic help the students needed, they were also very empathetic and passionate about the learners’ wellbeing. They even visited our home regularly to see if it was conducive to the wellbeing of the student.” –

Moeniera Miller

ACROSS SA

GREY HIGH SCHOOL AND COLLEGIATE GIRLS’ HIGH SCHOOL, GQEBERHA, EASTERN CAPE (PUBLIC) “Very inclusive and both live the values they speak. Teachers really know the kids and the schools offer a wide variety of subjects and activities so no kids have to be pushed into boxes. Both my kids truly can be themselves. Brilliant staff who have so much dedication – they put so much into all the aspects of school life. Most of all, they value the kids being decent humans.” –

Sarah Searle

PRIVATE CO-ED UNITED HERZLIA SCHOOLS, VREDHOEK

“It is an inclusive school and has a wide offering of subjects and sport. It really is a wonderful environment for them to flourish in.”

– Maxine Horwitz-Margolis

PRIVATE CO-ED MERIDIAN PINEHURST HIGH SCHOOL, DURBANVILLE “We love that you can enrol your child from preschool and they stay in one school and one location finishing up at grade 12. Christian values, amazing teachers, wonderful mom friends made.” –

Liesl Preller

PRIVATE CO-ED GENERATIONS SCHOOL IMHOF, KOMMETJIE “Their facilities, their ethos and the care that their educators put into each kid as an individual is amazing.” –

Sian Smit

ACROSS SA

FOURWAYS HIGH SCHOOL, JOHANNESBURG, GAUTENG (CO-ED PUBLIC) “Over the years they have adapted and embraced our teens and their changing world with grace and care. They go out of their way to be inclusive and conscious of every learner. They help parents navigate challenging situations and work consistently to ensure that diversity is not only acknowledged but celebrated.”

– Wendy van Blerk

PUBLIC CO-ED WESTERFORD HIGH SCHOOL, NEWLANDS “In my dream postprimary school, I wanted diversity for my kids. I wanted stimulation. I wanted academic rigor and mind expansion. I wanted cheeky monkeys who backed themselves and danced to their own tune. I wanted robust and independent individuals who could be dropped anywhere post-school and would figure a way up, around and out. I wanted rugged individualists and companionable, open minded citizens of SA first, and then the world. Got it x 3! Westerford is not one of those schools to cling onto legacy and history – it's always looking forward and confronting what they're doing wrong and trying to do better.” –

Vanessa Raphaely

PRIVATE CO-ED PETERSBRIDGE COLLEGE, WESTLAKE “The teachers are passionate about actually helping the kids grow and my son is flourishing because of it. Lovely small classes and a hands-on approach to learning.” –

Silbernagl

Lauren Prinsloo

ELKANAH HOUSE: Underpinned by Christian principles and with a strong focus on community, Elkanah is one of Cape Town’s first independent, future-focused schools with a proven cultural and academic track record. Learn more

SCHOOLS GUIDE Seriously Good

ACROSS SA QUEENS COLLEGE, QUEENSTOWN, EASTERN CAPE (BOYS, PUBLIC)

PUBLIC CO-ED FAIRMONT HIGH SCHOOL, DURBANVILLE

“They are more than I ever expected from a high school. I have 3 children, obviously each very different, with different “needs”, from educational assistance to assistance with anxiety, and they have gone above and beyond, without me even having to ask. They cater for a wide variety of interests, from societies to sport and culture. They all care for each child.” –

PUBLIC CO-ED CLAREMONT HIGH SCHOOL, CLAREMONT

“I'm so in awe of how well the school is run, and how the wellbeing of the learners is their focus no matter how diverse their needs are.”

– Moeniera Fakier Miller

PRIVATE CO-ED

NEWBERRY HOUSE MONTESSORI SCHOOL, SOMERSET WEST

“The staff encourage and create spaces for our kids to love learning and be independent. There are so many positive experiences, the children are enthusiastic and interested and our child is thriving, so that’s a huge win.”

PUBLIC CO-ED

– Michelle White

SOUTH PENINSULA HIGH SCHOOL, PLUMSTEAD

“I have often said that my daughter doesn't have teachers, she has parents who happen to teach. They care about their students – the principal gets to know each child and parent individually. They excel in academics and the arts, and they nurture the individual while teaching the importance of being a productive part of a bigger whole.”

– Jill Thomas

village shout outs

Mandy Aucamp

“The dedicated teachers and staff show an undying commitment to keeping the boys safe and flourishing. All about traditional values and respect. You won’t find young men with better manners anywhere.” –

PUBLIC CO-ED

MELKBOSSTRAND HIGH SCHOOL, MELKBOSSTRAND “My child is a quirky kid and I have never seen him so happy to go to school. They offer the sports he likes (not just the traditional winter sports but the ones he loves like chess and badminton), they have a fantastic arts and cultural department, fantastic pass rate as well as subject choices.” –

Heidi Maggot

PUBLIC CO-ED PINELANDS HIGH SCHOOL, PINELANDS “There is a spot for every "type" (hate labels) of child. PHS doesn't pretend to be a ‘perfect’ school. Problems when they arise, get dealt with and it doesn't get swept under the rug. The head and his team discipline with love. It has world class facilities, a huge subject choice and sport codes and amazing support for challenges/mental health/ financial assistance, etc – and lots of societies. It is an extremely diverse and progressive school. My kids feel heard and seen. It is a happy, vibey and busy school.”

– Zulfa Adams

PRIVATE CO-ED BAY ACADEMY, HOUT BAY

“It is a small community-orientated school where individuality is celebrated. The kids are taught conflict resolution and other social and emotional skills leading to a kind, inclusive culture and loving community of children, parents and teachers. The grounds are in nature, so kids grow up under the trees, on the grass near the river.” –

San Silbernagl

PRIVATE CO-ED

RALIM SECONDARY SCHOOL, SUNNINGDALE “Ralim is a wonderful inclusive and forwardthinking school, both my kids are extremely happy and are thriving.”

– Samantha Coldrey

– Nicole Marshall

Janine Conradie

SPRINGFIELD: A well-rounded learning experience with a focus on contributing to society through word and deed. Academic, art and sports excellence are consistently strong pillars at this all-girls Catholic school. Learn more