EduCativ

St Mary's is a respected school, steeped in tradition and family values. School heritage, based on Christian values and an understanding of accountability and self, is at the heart of everything that we do. While we may be over 111 years old, our thoughts are innovative, our systems are progressive and our approach is modern. This allows us to focus on our vision of a brighter future for every girl at the school, where she grows into a confident and happy person. The school encourages girls to measure themselves against their performances and not those of others, thereby developing a sense of self-worth, self-respect, and self-motivation. It's about building up each girl to be the best she can be. And reminding her that her best is the best. We want our girls to feel valued and supported in their school environment, and respectful of the role that they play in our close-knit community, in society, and our country. Our motto “Service before Self and God before All” serves as a constant reminder of our roots and our responsibilities. To be the leading Christian school providing a holistic, values-based education that helps girls build character and equips them to thrive in life. We strive to be a Christian school of excellence and distinction, founded in faith and providing a holistic education of the highest standard in all spheres. St Mary’s is a place where each girl can flourish and belong – cultivating her curiosity, embracing her successes and failures, and developing the character and confidence to thrive in life. To be true to our school motto: “Service before self, God before all” When choosing between a co-ed school or a single-sex school there is much debate. Anecdotal evidence and research both indicate that there is a tremendous benefit for children in a single-sex environment. According to research, 75% say that the all-girls environment taught them that women can achieve anything. In a recent study, there were more than double the top academic results for girls in girls’ only schools than in co-ed schools. This is a pattern we see in Matric results in South Africa. Girls learn differently and the classroom environment can be customized to make the most of this. When one considers the compounding effect this has over 12 years of education, it is not surprising to see how well girls finish. From the Foundation Phase, it is apparent that girls are at different developmental phases than boys and this should be used to their advantage. They read earlier, their language skills are better and they think differently as a result. Language and vocabulary capacity play a significant role in thinking skills and conceptual development. Your daughter can benefit from being in an all-girls school that understands the differences and provides an education specifically designed to meet her needs and developmental stage. In terms of a girls’ self-development and leadership capacity, there is no doubt that seeing girls in every leadership position, fulfilling each role in teams or groups, there is a strong message that girls can do whatever they set their minds to. 93% of girls at girls' schools say they were offered greater leadership opportunities at school and 80% of girls from all-girls schools go on to hold leadership positions after school. This is far more effective in dismantling the stereotypical views of girls and women when it comes to equality and identity. Confident, stronger, and independent women emerge from a girls’ only school. They are more comfortable with themselves and focus on what matters to them, going on to study according to their interests because they have higher aspirations than, and greater motivation than, their peers at co-ed schools. St Mary’s has an excellent track record of helping its students gain places at the University of their choice. Research has shown that 98.7% of students at all-girls schools expect to earn a four-year degree after school. Girls’ schools prepare and inspire pupils with pertinent knowledge by educating them to be resilient and confident. There is no obstacle preventing girls from exploring a career in any area. 83% of girls from all girls' schools perceive themselves to be better prepared for tertiary education than their co-ed counterparts - this is supported by research that focused on their actual performance. Girls from all girls' schools are three times more likely to enter Engineering than co-ed students. To achieve their best, girls need to be challenged in the right way and be in an environment which constantly reminds them that there is enormous potential and power in being a girl. 80% of girls’ school students report most of their classes to challenge them to achieve their full academic potential View full school

Working together to nourish and enrich the minds of our students, your children, we wish for you that this year and those that follow will be filled with many joyful events. Bill Gates once said, “The first five years have so much to do with how the next eighty turn out.” Ever mindful of the importance of this precious time in the lives of children, our pre-school aims to ensure that each of our students is individually cared for and prepared in the best possible way for their successful and happy futures. Proudly, we welcome you to book a guided tour of our school and experience with us the special journey we share with our students each day. At the Pre-School, the focus is on the holistic development of the children to prepare them for the start of formal education in Grade 1. The children’s emotional, social, physical, and intellectual development is encouraged in a loving and nurturing environment. In 1989, to meet the need for a Pre-School, together with Mr. Greg McLeod, headmistress Marianne Lichkus took on the task of building from scratch a pre-school institution. This opened in 1990 with an initial intake of 50 children and a teaching staff of three. Today, it has 130 pupils and a staff complement of seven teachers handling classes from grades 000 to grade 0. Founded in 1918, the Preparatory School aims to provide a safe schooling environment that prepares pupils with an educationally challenging and stimulating atmosphere. Our aim: to promote creative thinkers under the banner of a strong Anglican tradition with an emphasis on Christian values, leadership, and self-confidence. The Preparatory School has a fine educational reputation. Excellent results have been achieved in the Mathematics Conquesta and the SACEE Language challenge. The shared assessment has also produced outstanding results. These externally moderated exams serve as a benchmark for educational excellence. The Preparatory School has a computer center along with 18 classrooms that have been fitted with educational smart boards. This, along with our media center and technology program, allows the children to explore and expand their technical skills. Our educational, sporting, and cultural programs, backed by the quality of teaching, care, and a nurturing environment, give our pupils an unfair advantage. Music and drama are integral aspects of the curriculum, with individual music tuition being encouraged. Media and technology allow children to explore and expand their technical skills. St Dunstan’s actively takes part in all the major sporting activities, which include cricket, football, athletics, softball, swimming, tennis, badminton, netball, biathlon, archery, and hockey. The Junior Preparatory School encourages mini-tennis, mini-cricket, and T-ball. Culturally, the children participate in art, pottery, drama, chess, and wildlife. This allows the children to make informed choices as to what extra-curricular activity they would prefer to pursue when they move onto the College. The College prides itself not only on a 100% pass rate since its inception in 1995, but the outstanding results attained at the tertiary level. This is attributed to the school’s philosophy that academic excellence is about much more than merely obtaining excellent grades. It is about preparing students for an academic future that offers each student a plethora of choices wherever in the world their future takes them. St Dunstan’s College is a school dedicated to the Christian values of service, humility, and love in everything we do and at every level of our institution. Our pupils strive for excellence in all aspects of their schooling including academic, cultural, and sport. Sporting excellence is about adding balance in proportion to academia. It is about teaching life lessons, building lifelong relationships, and entering games well prepared with a positive and competitive spirit. The wide range of sports activities offered at St Dunstan’s College includes: Athletics, Badminton, Basketball, Biathle, Cricket, Cross Country, Cycling, Equestrian, Football, Golf, Hockey, Netball, Rowing, Rugby, Squash, Swimming, Tennis and Waterpolo. The school offers a wide range of cultural and musical opportunities that allows our pupils to explore their unique talents. The St Dunstan’s College Educational Support Centre was established in 2007 to respond to a critical need in South African schooling identified in Dr. Steve Whitelaw’s University of Johannesburg doctoral thesis. In this thesis, Steve brought attention to the fact that up to 50% of newly-qualified teachers had left the profession within five years of having graduated. Given the shortage of candidates currently applying to become teachers, this attrition rate is of national concern. One important reason established for the decision of so many young teachers to abandon the profession was a lack of effective school-based induction of new teachers. This failure left many new teachers feeling incompetent in fulfilling the many professional challenges that are only encountered upon the assumption of a full-time teaching position. To respond to this need, the center offers a 12-week program that is focused on offering advice on issues that new teachers commonly find problematic. Teachers attend the course once a week for approximately two hours after school hours. In addition to the benefits of the course content, teachers benefit from meeting their peers and realizing that the difficulties they are experiencing are not unique to themselves, but are generally faced by new teachers! View full school

St George’s College is a co-educational day school with a Christian ethos and is committed to academic excellence and moral integrity. St George’s offers a wide range of activities geared towards developing each of our pupils intellectually, emotionally, physically, and spiritually. We work tirelessly to ensure that we provide an environment where each child is encouraged to do his or her best. At St George’s we are dynamic and outward-looking and believe that our pupils need to engage with the world in a manner that pushes them out of their comfort zones and teaches them to face the challenges of life. Throughout this, we give our pupils the necessary support and guidance in a manner that promotes self-confidence and responsibility. The College sits the Independent Examinations Board examinations in grade 12. This is a rigorous examination that seeks to apply knowledge instead of just testing pupils on what they know. Being a member of the Independent Schools Association, ISASA provides the College with the many opportunities provided by this membership. ISASA is the largest independent schools organization in Southern Africa, and within the organization are the sharpest minds in South African education circles. ISASA also has very strong ties with international educational organizations. This membership places St George’s College as part of a family of successful and innovative schools. We are committed to a proud tradition of family values and provide an exceptional, progressive Christian education in a stimulating, multi-cultural and disciplined environment. To develop world-class, co-educational, independent schooling that prepares young people for life. We aim to equip our pupils to be socially responsible and compassionate in an ever-changing world. St George’s College caters to the needs of pupils in Port Elizabeth and appeals to those who are serious about education, who want a broad and balanced program that nurtures the complete person. Our commitment to excellence is visible in the modest but fine facility provided for the College. View full school

A small school with a big heart. St Teresa’s School started in 1930 when three Sisters of Mercy welcomed their first five pupils to a garage in Keyes Avenue, Rosebank. There was no government support of any kind for Catholic Schools so, of necessity, the school was private. With careful management and through the support of parents, the school was financially viable and was gradually able to extend its facilities along Keyes Ave to meet new needs. It was one of the first schools in the country to defy Apartheid laws and admit pupils of all races. Rooted in Christ’s teaching of love for God, self, and others, the family of St Teresa’s School is committed to developing the values of compassion, service, love, and respect in our girls. We aim to nurture and inspire responsible, enquiring young women who strive for excellence in all facets of life. At our school, we provide a holistic, Christian education in a loving, secure and structured family environment. We encourage each child to develop her talents, focusing on individual attainment rather than competitiveness with others. At the same time, we promote respect for self, others, and the environment. Personal responsibility is encouraged. Our school aims to provide the environment and facilities for the spiritual, intellectual, emotional, creative, and physical development of all of our learners. We strive to enable the learners to value their uniqueness to develop a healthy self-image. We encourage the ability to adapt to a rapidly changing world and to live at peace within it. We support and supplement the efforts of the parents in challenging each girl to achieve the best of which she is capable. St Teresa’s prides itself on its service to learners by offering a holistic education. In line with this holistic education, St Teresa’s has built up a reputation for academic excellence. The school curriculum follows the requirements of the South African curriculum statements. High School education is divided into two components: the GET (General Education and Training) which consists of Grades 7, 8, and 9, and the FET (Further Education and Training) which includes Grades 10, 11, and 12. The final exit qualification comes at the end of the Grade 12 year in the writing of a public examination, the National Senior Certificate, under the auspices of the Independent Examination Board (IEB). Learners are taught in mixed ability classes. Learners are encouraged to develop a sound work ethic and small class sizes allow for individual attention. Academic support is available to learners in every subject. If any academic concerns are raised by a teacher, communication with a parent/s is done immediately. Both formal and informal assessment methods are used to assess a learner’s progress. Major examinations are held in July and November for Grades 7-11. By IEB policy on inclusive education, internal concessions, such as extra time in exams are allocated where needed. Our academic staff are highly qualified and continual professional development is emphasized. All teachers are SACE registered. Performance evaluation is an ongoing process to ensure that the needs of the learners are being met by the staff. This curriculum covers grades 7, 8, and 9. At St Teresa’s, we have developed a modular system for our Grade 7, 8, and 9 pupils. The modular system is composed of non-core subjects, to promote deeper and more thorough learning in these subjects. This is vital as it informs the decision-making process in choosing the three optional subjects required for Grade 10. As such the timetable is structured to provide more time for module subjects to allow for in-depth learning. The non-core subjects are divided into an Arts key, a Science Key, and Humanities Key. Every term, the learners will take one subject out of the three keys. This subject will then be written off at the end of the term. The system works very much like a university system, whereby modules are written off at the end of a term. St Teresa’s offers an exciting and diverse cultural life for the girls at the school. We view our cultural activities as an integral part of school life. The girls are encouraged to explore the range of their talents and interests. The main purpose of sport at St Teresa’s School is to provide each learner with the knowledge and experience to be Active in Life. Throughout the school, the focus is on providing opportunities for participation, enjoyment, and excellence. Sport is divided into three areas: Physical Education (including Life Skills/Orientation), competitive sport, and development/social sport. The Sports Department, headed by the Director of Sport, is responsible for the organization and implementation of all three areas of sport. Physical Education is a curricular activity in which all grade 7 – 9 learners are required to participate. Competitive and development / social sports are co-curricular activities, in which all learners are strongly encouraged to participate and regard as an extension of the school day. Our curriculum focuses on age-appropriate lessons, which are based on CAPS and the philosophy of Long Term Participant Development. The FUNdamental movement and sports skills taught in the Junior Primary prepare the girls to develop their skills and training techniques in the Senior Primary, to develop performance and team strategies during High School! JUNIOR PRIMARY (GRADE 00 – GRADE 3) 30 Rutland Avenue Craighall Park 2196 View full school

St Andrew’s College is an innovative independent school that embraces new frontiers. This premium Anglican boarding school caters to over 450 pupils from across the globe. From Grade 8 to Matric, pupils experience individual attention with a focus on fostering individual talent. The school is passionate about ensuring that each boy is schooled for life, develops character, and strives to reach his full potential. The school motto is Nec Aspera Terrent (Difficulties do not dismay us) – this ideal of fearless acceptance of challenge sums up what the school aims to instill in its pupils as preparation for future life. St Andrew’s College enjoys a unique co-ordinate relationship with our neighboring sister school, the Diocesan School for Girls (DSG). Classes are shared by boys and girls from Grade 10-12 while retaining the distinctive features of life in a boys’ school and a girls’ school. The resources and strengths of each school, and sound relationships, are optimized through cooperation and interaction. The St Andrew’s College curriculum offers a wide range of options to pupils with many different interests and talents and allows for individual attention and assistance. High achievers who need extra challenges are continually stimulated and pupils of lesser academic capability can progress in a group that builds esteem and confidence. From Grade 10-12, pupils are generally divided into “sets” according to individual ability in each subject, while in Grades 8 and 9, there is a combination of setting and mixed ability groups. The teacher: pupil ratio is about 1:10 which enables both a range of subjects and individual aspirations to flourish in classes which are usually upwards of 20. Within these small classes, pupils are encouraged to think independently, to develop enquiring minds and the capacity to do research using resources such as the Internet and our Intranet. Each boy is assigned an academic tutor who monitors his progress and assists with any personal problems that may arise. The tutor is, in turn, responsible to the Housemaster, who is in charge of the pupil’s overall development. This personal attention, together with small classes, dedicated and well-qualified staff, and a system that allows for the boys to progress at a rate that builds self-esteem, gives each pupil the best possible learning environment. St Andrew’s has a fine tradition of academic achievement to prove this. In Grades 8 and 9, most of the classes are single-gender which allows for boys and girls to settle into their environments, but from Grade 10, classes are combined with the Diocesan School for Girls (DSG). This gives pupils to co-educational experience and, thus, optimizes both schools’ resources and strengths. Pupils write the matriculation examination of the Independent Examination Board (IEB) which enjoys a high profile both within South Africa and abroad. The IEB is benchmarked with the Scottish Highers and with the New South Wales education authority in Australia. Pupils with an IEB matriculation certificate have gained access to British universities when backed by an ‘An Aggregate’ which amounts to an average of 75%+ across the six subjects written. Access to such events as the National Arts or Science Festivals significantly enriches the academic and cultural program enjoyed by St Andrew’s pupils. The Cawse Library is run by a qualified librarian and an assistant. It is fully computerized and pupils have access to the Internet and our Intranet for research purposes. The David Wynne Music School is shared with DSG. It consists of a concert room, five teaching rooms, and 12 practice rooms. Here the wind orchestra, the jazz band, the chamber orchestra, the string and brass quartets, and the chapel and chamber choir practice and prepare for their performances. The Art Department has well-equipped senior and junior art studios as well as an audio-visual room where History of Art is taught. The Design and Technology Centre is widely recognized as one of the finest in the Southern Hemisphere. In a sense, it is the intellectual nerve center of the school, and activities conducted in the Centre are focused on cross-curricular work and creative thinking. The building has an extraordinary "cutting-edge" atmosphere to which pupils respond with resourcefulness and ingenuity when faced with a range of problems. 130 computer terminals are linked by a network and the computer rooms have two full-time information technology teachers and a network manager. Online facilities exist for teachers and pupils to find resources for their subjects and assignments. A range of projects, from research to presentations and programming, is undertaken. The extensive network encourages collaboration between the pupils of St Andrew’s and DSG and those of other schools. Email provides for a social and communicative aspect of computer usage and each boy, on acceptance to College, is given an email address. We have six Life Science and Physical Science Laboratories. The Centenary Hall was designed by Herbert McWilliams (OA 1923) and was built in a spectacular hurry to be ready for the Centenary Celebrations in 1955. It is in this beautiful hall that we have our weekly assemblies, host drama productions, and write exams. View full school

Established in 2016, Waterfall Schools is a complete educational pathway from 12 months to Grade 12, incorporating Waterfall Pre-Primary, Waterfall Preparatory, and Waterfall College. This trio of independent schools brings together heritage, innovation, and a commitment to growing the potential in every child — right from the start. Located on the spacious iThemba Campus in Hillcrest, we provide an affordable independent education, founded on Christian principles, with a focus on developing young people who are secure in their own identity and motivated to be positive influencers in our world. We are fortunate to be located on the 41-acre iThemba Campus with a rich spiritual heritage, surrounded by breathtaking views of the Valley of 1000 Hills and an indigenous landscape. Our landscaping philosophy embraces the abundant diversity of indigenous plant species that we have been blessed with in KwaZulu-Natal. We hope to cultivate an appreciation and awareness for the diverse and unique ecosystem around us, both above and below the ground, bringing about a sense of ‘Biodiversity Stewardship’ and responsibility towards leaving this legacy for those who follow. For us to enhance our vision of an Educational Hub on one campus, we have a bold development plan in place: to provide students from the age of 12-months up until their Grade 12 year with a quality independent education, enhanced by a range of academic and sporting facilities. At Waterfall Pre-Primary it is our ultimate aim to nurture and encourage every child in our care to realize his/her full potential. Our teachers and staff are equipped to develop each little person’s confidence, concentration, and age-appropriate life skills this practical, hands-on approach ensures that children have the freedom to play and to learn in a secure loving environment. Our independent, co-educational facility educates children from the age of 12 months to Grade 00 and is located in Hillcrest, on a 41-acre campus that is surrounded by breathtaking views and South African indigenous landscape. The iThemba Campus is home to Waterfall Schools, encompassing Waterfall Pre-Primary, Preparatory, and College a dynamic educational hub, offering a personalized journey from 12 months to Grade 12. Waterfall Preparatory is an independent Christian co-educational school in Hillcrest, KwaZulu-Natal, situated on a spacious 41-acre campus adjacent to Cotswold Downs Estate and the Valley of a 1000 Hills. This dynamic independent school, led by Headmaster Mr. Bradley Cooper, offers boys and girls the opportunity to experience their educational journey on a beautiful piece of land, prized for its spiritual heritage and indigenous landscape. The passionate staff strives to unearth the treasure in every child, creating an environment where they can grow and learn in an age-appropriate way. To read a message from our Headmaster, outlining future goals and direction, please click here. Waterfall Preparatory Foundation Phase, Grade R to Grade 3, opened in January 2017 and the Intermediate Phase, from Grade 4 to Grade 7, opened its doors in January 2018. Please click here to find out more about assessments and admissions for 2020 and 2021. Newly-built, spacious school buildings house two classes per grade from Grade R to Grade 7, with a maximum of 24 children per class. The Preparatory bridges Waterfall Pre-Primary and Waterfall College together to form a co-educational pathway from 12 months to Grade 12, united on one campus. The extensive campus includes a small chapel, a hall, two sports fields, new basketball/netball courts, and a 4km cross-country course. It is an ideal environment for being outdoor and active. Waterfall College is a dynamic independent, co-educational day high school. We aim to provide excellent, specialist tuition for our students in a happy, stable yet disciplined environment while simultaneously promoting an ethos of Christian values. Through our small classes, ranging from 14 to 24 students, high academic standards are maintained and each child benefits from individual attention, allowing the potential to flourish. Waterfall College is accredited by Umalusi and is a member of ISASA (Independent Schools Association of South Africa) and IEB (Independent Examinations Board). Great strides have been made on the technology front at Waterfall College, which is an accredited Google School. Students work on Chromebooks, with high-speed wifi providing connectivity to all classrooms. Teachers combine online resources with traditional methods of instruction to ensure that our students can make the most of the technology available to them. We believe in the need to invest in the social and emotional development of our students – enhancing their interpersonal skills, communication, relationships, and EQ through appropriate workshops, guided by our Head of Counselling. Students are also encouraged to interact with their peers through various extra-mural activities, outdoor programs, and clubs. Waterfall College currently offers 4 sporting activities for girls and 4 for boys, with regular matches both off and on campus. Waterfall College recognizes students with colors and honors for performance in sporting achievements both inside and outside the school. Achievements in the sporting arena have included a range of excellent results in internal (eg 7s Rugby, Karate) and external sport (eg Swimming, Horse-riding). The cultural portfolio has expanded significantly through the dedication of the school’s parent body. Five regular cultural activities are offered, plus a range of cultural events (eg High Tea) and outings for the students (eg Sound of Music). The new Drama Department presents the Annual School play, which includes a cast from Grade 8 to Grade 12. View full school

We offer a beautiful haven for children to develop their inner potential and their unique capacities. As a Waldorf School, our approach to education is based on and appropriate for each developmental phase of childhood and encourages the child’s sense of truth, beauty, and goodness. We aim to inspire a lifelong love of learning in our children and a secure sense of their place in our community. We have an experienced committed teachers’ body that is dedicated to our children - working towards creating an inner enthusiasm for learning and encouraging motivation to naturally arise from within. Our teachers realize the importance of recognizing that a child is essentially a spiritual being consisting of the three faculties of willing, feeling, and thinking. Our teachers strive to acknowledge and nurture every aspect of the child through a methodology and curriculum infused with artistic activities. In the Waldorf classroom subject matter is introduced to children through stories and the arts. Through music drama, drawing, and painting, otherwise dry information becomes alive and is experienced deeply by the child. As a result, Waldorf students develop a lifelong love for learning. Waldorf teachers strive to transform education into an art that educates the whole child. Three levels of learning take place during a lesson. First, there is the cognitive level at which creative, critical and independent thinking is developed in a manner in harmony with the developmental phases of the learners. Secondly, the affective level at which more subjective, feeling-based learning is possible allowing the student to relate to the subject and others through sensitive interaction. Thirdly the student is engaged on a motivational/psycho-motor level at which the active, engaging will of the learner is stimulated and developed. This approach results in students developing the necessary capacities in their thinking, feeling, and willingness to take their place as fully functional adults in this world and to lead a life that is deeply meaningful and fulfilling. The young child learns through absorbing what is around him or her and imitating what he or she sees. The pre-school teacher strives to create a welcoming, harmonious environment in which the child can safely discover the world. As children learn through unconscious imitation, the teacher strives to permeate all her actions seen by the child with logic and kindness. The pre-school child lives easily in the imagination, making this a good place from which to start learning. Free play gives the child an opportunity to develop social skills and act out fundamental life tasks. Here the teacher can step in and direct play to create healthy interaction as needed. Creative play is considered the best preparation for self-realizing adult life. During the child’s first seven years, a lot of energy is spent physically growing. Co-ordination and well-developed senses are the foundation for intellectual development. Children love to explore what their bodies are capable of: balancing on thin pieces of wood, swinging in a tree, playing with a beanbag, etc. The morning circle gives children the opportunity to act out stories and rhymes and to improve their language. The activities of the pre-school follow a strong daily and weekly rhythm. Hands are kept busy and sense nurtured through water-color painting, drawing, doing simple crafts and modeling with beeswax, baking, and walking in the beautiful nature that surrounds our school. The natural rhythm of the year, the seasons, influence all our activities and help to create wonder in the child for the mysteries of the world… which in turn helps to inspire a life-long love of learning. In Waldorf schools, primary education may begin when the child is nearing or already seven years of age. The primary school centers around a multi-disciplinary arts-based curriculum that includes visual arts, drama, vocal and instrumental music, crafts, and when possible, artistic movement (eurhythmy). Throughout the primary years, concepts are first introduced through stories and images, and academic instruction is integrated with the visual and plastic arts (using materials that can be molded in some way, usually beeswax), music, and movement. There is little reliance on standardized textbooks instead, each child creates his or her own illustrated summary of coursework in book form. The school day generally starts with a two-hour academic lesson that focuses on a single theme throughout about a month and generally begins with an introduction that may include singing, instrumental music, recitations of poetry, including a verse written by Steiner for the start of a school day, and practice in mathematics and language arts. An objective of most Waldorf schools is to have a single teacher remain with a class throughout the primary school years, teaching at least the principal academic lessons Waldorf teachers have been cited for their level of personal commitment to their pupils. Waldorf teachers use the concept of the four temperaments to help interpret, understand and relate to the behavior and personalities of children under their tutelage. The temperaments, choleric, phlegmatic, melancholic, and sanguine, are thought to express four basic personality types, each possessing its fundamental way of regarding and interacting with the world. View full school

Vector College was born from the union of two great visionaries, South African-born Mrs. B.J Selokane and German-born, Mr. W. Kramer, who became founders and directors of Vector College. The school came into operational existence in 1992. Having seen and observed the need for a high school within the city center, the founding partners saw it fit to establish Vector College as a comprehensive learning center. We are a comprehensive knowledge learning center with full-time Grades 8 – 12 Classes. Our fees are affordable and you can rest assured that your child will get the best of attention. We have small and intimate classes well equipped with Qualified CAPS Trained Educators. In today’s world, a high standard of schooling is required for a young person to carve a future. The admission requirements at universities and other institutions of higher learning have become very demanding. A high standard of academic achievement is also required is also expected by future employers in the workplace. In this highly competitive atmosphere, students need the best schooling available. They need a team of teachers who will give them the necessary support and assistance, a friendly word, a professional approach to teaching, and discipline – all of which are required to prepare for a brighter future. Vector College aims at setting a high standard of education for its learners in an environment where they can develop confidence and self-assurance. Getting the right foundation in your child’s education is the key to a prosperous future. Our Grades 8 – 12 learning provides a solid base to prepare for tertiary education. We expect that all learners and educators exhibit a high standard of reverence towards each other. Furthermore, in all interactions, in and outside the classroom – learners will respect educators and visa-versa. Our value of respect extends to our parents/guardians and other members of the school staff with the understanding that we are all unique in our ideas, beliefs, cultures, personal situations, resources, values, priorities, and objectives. One of the most important things we can teach and impart to our children is a strong sense of responsibility. At Vector College, we maintain that responsibility goes hand in hand with confidence and self-worth. With this value, our learners and educators can make rational and moral decisions on their own – character traits that are exceedingly valued in the world. We follow the CAPS Curriculum strictly, as set out by the national policy developed by the Department of Education that provides the requirements for the curricula of schools for each grade in South Africa including how schools conduct their assessments and examinations. The implementation of CAPS means that textbooks come with a detailed teacher’s guide that gives a week-by-week breakdown of what needs to be covered for each subject in each grade. This is commendable for leveling the learning pace in private and public schools as it means detailed work schedules, answers, and strategies for teaching each subject are included in the textbooks. The difference between private and state schools is the approach to teaching, student-teaching ratio, supplementary material created and provided to students, and the way that the CAPS curriculum content is assessed and examined. View full school

Situated on a unique, 270-hectare campus in the heart of the KwaZulu-Natal Midlands, Treverton School is a Christian boarding school catering for boys and girls from Grades 000 to 12 as well as our G.A.P. Year program. An Independent Private School, Treverton is in membership with the Independent Schools Association of Southern Africa. The Preparatory School opened in 1964 with 51 pupils under the headmastership of Derek Hudson-Reed, who took the school through to the first Matric class in 1970. The commitment and resolve of these men who became founder governors were to increase the size of the school property and establish a high school. The Mooi River Municipality donated 73 acres of adjoining land and a neighboring farm was purchased. It has been the fundamental aim of Treverton, from its inception, to provide what it does with values that are centrally focused around a strong Christian Ethos. Treverton, therefore, aims to encourage pupils to reach their fullest potential academically, to develop to their highest level of sporting excellence, and also to nurture a third important area – the spiritual aspect. Our Mission is to provide a balanced all-around quality education based on a strong Christian foundation. Treverton has developed a national and international ‘name’ as a significant leader in environmental education and for their commitment to their environment. Long before environmental education was either a component of the curriculum or a popular additional activity at schools, Treverton was leading the way in this field. Their involvement has not only been at a school level but has also incorporated a local focus with a national and international involvement. Our children are nurtured and taught in a highly professional environment that presents them with opportunities that enable the development of these vital life skills as well as those scholastic skills required in preparation for their journey through their high school years and beyond. The outdoor classroom permeates our curriculum in every grade. An Environmental Education program that enriches the languages, Mathematics, and Social and Natural Science syllabi expand children’s horizons and create and stimulates the sense of wonder and inquiry that enhances their appreciation of the world in which they are preparing to make their way. Every classroom is equipped with interactive whiteboards connected to the school’s IT network and with two computer labs available for formal instruction, research, and consolidation, the teaching and learning environment is stimulating and vibrant. You are strongly encouraged to involve yourself with your child’s academic progress and the following channels of communication are the correct ones to follow. If you have a specific subject-related concern, please contact the subject teacher first. Thereafter the subject head may be consulted if you deem it necessary. For academic queries of a more general nature, the Academic Head or the appropriate Grade Head should be contacted. Treverton is committed to keeping you well-informed about your child’s academic progress. A termly report will be e-mailed to you and teachers will enlighten you as early as possible if a negative academic pattern is developing. The key to academic success is committed teachers and hard-working pupils, both of which are characteristic of Treverton. Reporting on pupils’ academic progress is done at the end of each of the 4 terms. It is worth noting that the June and December reports carry a significantly greater weighting as they incorporate exam marks as well as term marks. Treverton believes in continuous assessment and pupils are regularly assessed using projects, class activities, class tests, as well as control tests. The school needs to have your correct e-mail address to ensure that you receive your child’s reports. Pupils are encouraged to participate in as wide a variety of sports as possible and to develop a love for competing, doing one’s best, winning or losing well, and everything that goes with team participation (working together, achieving a common goal, camaraderie, working through differences and celebrating each other’s highs and lows). Treverton offers a beautiful setting with wide-open spaces to get involved and experience all the exciting opportunities that are on offer. Visual Art at Treverton integrates the study of South African and International Art history and contemporary concepts/ art practices, with the teaching of a broad range of traditional and non-traditional art disciplines (including drawing, painting, printmaking, mixed media, installation, and sculpture). Beginning in Grade 10 the students are introduced to a variety of mediums and subject matter, with an emphasis on the development of their drawing skills, and personal visual language. The students then specialize in the medium of their choice at the end of Grade 11 and develop a portfolio into their matric year. Treverton Visual art students participate in several exhibitions and competitions, as well as field trips to a variety of professional artist’s studios and local galleries. Trips further afield are also organized, to stay up to date with the contemporary South African Art industry. The students are also encouraged to utilize their skills for the benefit of their wider community, participating in set building, mural paintings, and other projects. View full school

Umlazi comtech high school provides perfect facilities which are built in a good environment and they are continually upgraded to reach a perfect standard, facilities are complemented with outstanding sports fields, netball, and basketball facilities. and we as the school believe that as a parent umlazi comtech is one of the best schools a parent should enroll his/he child at. the school has a long yard a good view and the school is located near a university of technology which is Mangosuthu university of technology(M.U.T). With no suitable site being viable, Mr. Zulman, with the futuristic concept drawings by the architect, Hans Hellen, persuaded the Mayor and Town council of Umlazi to give up their much under-utilized golf course and which gave the dream the space to build a school with essential facilities such as boarding establishment, library, laboratories, workshops and ample of space for sports fields and tennis/basketball courts and fulfill the adage "Kids stay out of court". The development bank then committed R1bM for the building of the school. The school opened in 1991, starting with grade 8 and 185 learners, under the current headmaster MR Lucky Luthuli, who has proved himself an outstanding and motivated leader, a truly great headmaster, and to whom much much of the school's success can be attributed. The school has now an enrolment of 2783 of whom 600 are boarders. there are 350 boys and 250 girls in the hostel. The Umlazi Comtech will alleviate the shortage of suitable entrants to technical career paths. cognitive affective and psychomotor skills will be developed to achieve appropriate commercial and technical objectives. Umlazi comprehensive we are passionate to deliver complete learning and understanding of technical subjects and our teachers are well trained and educated and since 1991 when the school was opened umlazi comprehensive has been delivering good matric performance and since 1995 the school has reached a percentage that is greater than 90%. The school has boarding students that attend a study period that starts at 4:30 pm to 7:30 pm and this help student a lot to reach good marks and learners that are living at home are accommodated for a study period that stat at 2:00 pm till 4:00 pm. Comtech High School is very lucky because we have excelled both academically and in sports, Our learners perform very well even in sport, They produced the best performance in different sport coeds provincially. Our school provides several sports codes. Our Department Of Arts and Culture has over the years produced the Best Brand known as Umlazi Comtech Jazz Band. 1620 learners are involved in music and 120 are actively involved in Field Band. The dream in 1986 was to create a school with technology orientation, a school that would be the equals of South Africa's foremost traditional and public school and prepare South Africans for the future and attracts candidates who aspired to a technical education amidst facilities that were not available at the time to black youth in South Africa. Chief Buthelezi and his Minister of Education, Dr. O. Dhlomo were most enthusiastic about the concept, but the government funds were not viable for such ideas. Arnold Zulman resolved the problem with an R 2.0 million commitment for the extras, the scheme was born and the fund grew. View full school

We are an Independent School based in Centurion. Wierda Independent offers care and education to children starting from age 4. We currently offer Gr RR to Gr 12. Our classes are heterogeneously composed and are developed in such a manner that each child gets a chance to work on his own without disturbance from other pupils and receives the individual attention that he or she needs. We aim to produce young people who can meet the challenges of tomorrow, i.e to develop each child to his or her full potential, spiritually, intellectually, and physically, so that each child may grow in grace, and enjoy freedom through knowledge. Leading a healthy productive and meaningful life, building inner strength and character. Ultimately our learners should understand how to successfully apply the knowledge they have gained through their experiences and our Curriculum. We accommodate fast, average, slow, and even children that suffer from ADHD. Our Smaller classes enable our educators to pay individual attention to learners and it also ensures that remedial support is given where necessary. We also aim to challenge learners who can progress at a faster pace. Individualism is encouraged, with a profound, positive effect on the children. The child’s feelings and will are valued. Every child is recognized as a creative individual, who has a contribution to make. We also provide a structured balance between academics, sport, and culture. Parents have a fundamental right to educate their children according to their values and beliefs. In our Multi-lingual, multi-cultural, and multi-faith world, this means there will be a constant demand for educational choice. We at Wierda Independent School strive to give parents quality education for their child’s schooling in providing: High-quality teachers High academic standards Smooth transition to the next level of studies Structured, safe, nurturing learning environments Smaller classes Development of the whole child Affordable schooling We also want to make sure that the pupils at Wierda Independent School can at any stage transfer to any public school in South Africa and will be able to complete their schooling by writing the National Senior Certificate (NSC). Therefore we at Wierda Independent School will follow THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) as stated in Circular 3/2011 of Department Education, Gauteng Province. Our classrooms are developed in such a manner that each child gets a chance to work on his own without disturbance from other pupils. There is also adequate space for group work. Well-qualified class teachers facilitate the learning experiences of the children. Children are observed and assessed continuously so that consolidation, remediation, and extension can occur. Parents are kept informed of their children’s progress through a written report at the end of each term as well as regular parent-teacher consultations. Therapists visit the school during the week to provide OT, Speech, and Physio Therapy for the children who are referred to them. They will be using a Special Room reserved for these purposes. To make learning as exciting as possible, regular day excursions are planned for the children as well as invitations being extended to visiting theatre groups and people from the community to perform for or speak to the children. All children participate in the sporting program and play friendly interschool sports. Extra-mural activities will be presented by qualified professional coaches at our school. Wierda Wonderland Nursery school in Wierdapark is a trusted and experienced authority when it comes to the caring and stimulation of children from 4 years old. We make it easy for you by giving you peace of mind by knowing that your child is loved, cared for, and stimulated. Our Mission is to develop each child to his or her full potential-, spiritually, intellectually, and physically, so that each may grow in grace, enjoy freedom through knowledge, and lead a healthy productive, and meaningful life. We will strive to create a homely atmosphere. The child is guided to adapt to new situations thus preparing him e.g. for his formal education. He is taught a love, appreciation, and loyalty towards his School. He learns to discover himself and others thus, improving his Self-esteem. He will be taught to love and respect others. The child learns to accept himself and his friends as well as to obey his teacher. He learns to become independent through developing his Self-esteem and by performing tasks given to him. He is taught how to behave in various situations. He is taught that he as well as his classmates have a responsibility in the class. View full school

Welcome To Umtata High School. The school is situated in the central business district of Mthatha in the Eastern Cape. A very important structure in the city, the school is bordered by the Transkei primary school on one side and the famous Nelson Mandela Museum on the other side. Across the N2 road which is the other boundary of the school is the Viljoen Hostel for UHS students. The Colours of the school are white, black, gold, and dark green. The school uniform and all the school regalia are made from these colors. The Swiming Gala is one of those Umtata High School events that cannot be missed! It happens annually in the first term and the attendance seems to be improving noticeably for the past two or three years since the pool was refurbished. Studies show that knowing how to swim boosts self-confidence to embrace other talents and swimming also boosts your concentration whereby you improve in your academics. But the most important part one can play is to simply. Umtata High School offers all the subjects that are required to pass the General Education and Training Qualification and the Further Education and Training Qualification. General Education and Training subjects offered are: Mathematics English Home Language Xhosa Home Language Afrikaans First Additional Language Mathematics Technology Natural Sciences Social Sciences Arts and Culture Economics and Management Sciences Further Education and Training subjects offered: Mathematics English Home Language Xhosa Home Language Afrikaans First Additional Language Mathematics Physical Sciences Geography Information Technology Economics Accounting Business Studies The mind and body link is very important for the development of a teenage mind that is why the school promotes and participates in several sporting activities. Following are the sporting disciplines offered at the school. Soccer Netball Rugby Tennis Table Tennis Squash Volleyball Basketball Cricket Chess Hockey The Staff is made up of several Departments starting with the Teaching Staff, which is composed of the management team that is headed by the Principal then the remainder of the teachers complete the team. The other important component of the Staff is the administrative support staff. This staff is made up of the Bursar and the assistant Bursar who get support from the Principal’s Secretary doubling as the receptionist when required. The remainder of the staff is made up of the support staff. These activities allow the teachers and the learners to have a conducive and clean environment to learn. Without these, it would be very difficult to have normal classes, normal grounds, and beautiful walls if these members of staff were not present. View full school