TRINITONIAN 14 July 2019

SPRING ISSUE - 

JULY, AUGUST, SEPTEMBER 2019 

on track 

WALKING THE TRINITYHOUSE WALK 

CAREER FILES: 

TRACKING 

YOUR FUTURE 

STOP 

MANIPULATION 

IN ITS TRACKS 

THE 

WORLD'S 

TOP 

KIDS’ 

HOTELS 

PLUS: Taste Bud Battle Update • Photo Competition • Whacky The Trinitonian Your Takkie! | a

FOREWORD 

We never forget our school 

years. The schools that we 

were in, the friends that 

we had, the teachers that 

taught us, the tours we 

went on, the feeling we had 

when we won a match or 

when our school won an 

important event… We talk 

about these impressions 

and experiences for the 

rest of our lives. Our school 

made a lasting imprint in our 

hearts, memories and lives. 

Every parent – no matter your age – can attest to this and our 

children sometimes roll their eyes when we say: “When I was at 

school, we…” or when we see someone familiar and we point 

out, “We went to school together!” 

After finishing school, we regularly look back to the tracks we 

made in the ‘sand of our lives’ and we often long for those 

carefree days. 

tough moments you sometimes go through – embrace them 

and live life fully. These are, in fact, the memories you are 

going to talk about the rest of your life. You are maybe looking 

back sometimes, but you are probably looking forward a lot 

more… to those footsteps you will walk in the future and the 

dreams you want to achieve. Grab your dreams with both 

hands and walk your Trinityhouse track with positivity and joy. 

The Senior Netball girls at Randpark Ridge recently had their 

final Netball dinner, where they shared the good times and the 

memories. I saw it in their school newsletter – yes, tears were 

shed. How fantastic. Every step of the journey a memorable 

one. Steps that left a lasting impression in their young lives. 

The year is fast speeding to its conclusion. Our pupils have 

just completed their mid-year exams! It is July already! Stay on 

track with your academic goals and work hard, but more than 

that: enjoy every moment of your school career. You will never 

have this time back. 

May God bless you. 

Andries van Renssen 

Managing Director 

For us Trinitonians that are still in the school, there is a lesson 

here: the time you are currently having will never come back. 

Make the best of it! Enjoy every moment you can, and those 

CONTENTS 

FEATURE ARTICLES TRINITYHOUSE LIFESTYLE 

11/TRACKING ACADEMIC EXCELLENCE 

12/WALKING THE TRINITYHOUSE WALK 

14/STOP MANIPULATION IN ITS TRACKS 

19/KEEPING TRINITYHOUSE SPORTS 

STARS ON TRACK 

67/SPECIAL SECTION: CAREER FILES 

68/PUBLIC UNIVERSITY OR PRIVATE? 

70/CAMP ROCK: SUGAR BAY 

73/HEALTH, HUMANITIES AND THE 

ENVIRONMENT 

79/TECHNOLOGY AND THE BUILT 

ENVIRONMENT 

83/THE CORPORATE SPACE 

2/SPOTLIGHT NEWS 

4/TASTE BUD BATTLE 

6/SWEET ART 

22/ALUMNUS: LUKE GAUCHE 

25/SCHOOL SCOOP 

89/SPOTLIGHT PRAYER 

54/FAMILY TRAVEL: 

7 THRILLING KIDS’ HOTELS 

60/KIDS’ PAGES 

61/HOW TO: WHACKY YOUR TAKKIE! 

Published by: Contact Media & 

Communications 

Publishers: Donna Verrydt / Sean Press 

Editorial Director: Marthie van der Wat 

(ADvTECH) 

Editorial Manager: Christelle Wolmarans 

(ADvTECH) 

1 | The Trinitonian 

Editorial Assistant: Kumari Lewis 

(ADvTECH) 

Editor: Donna Verrydt (Contact Media) 

Head of Finance: Lesley Fox 

Sales: 

Contact Media Sales Team (011) 789 6339 

info@contactmedia.co.za 

Content: 

Design: Nadette Voogd 

Managing Editor/Copy Editor: 

Angie Snyman 

Writers / Contributors: Margot 

Bertelsmann, Danielle Forsyth, 

Kerryn Massyn, Professor Zacharius 

Johannes Nel, Clare Pretorius, 

Angie Snyman, Donna Verrydt 

Olivia Verrydt 

Printing: 

CTP 

The Trinitonian | 1

SPOTLIGHT NEWS 

Photography 

Competition Finalists! 

WIN 

a R5 000 

voucher courtesy 

of Hirsch’s! 

Name: Liyabona Peter 

Photo name: Leaves 

School: Glenwood House 

Grade: 8 


Photo name: Moon 


Grade: 8 


Photo name: Ballet Slipper 


Grade: 8 

Name: Roxanne van Vuuren 

Photo name: Netball 

School: Trinityhouse Little Falls 

Grade: 10 

Name: Lisa Smith 

Photo name: Guitar 


Grade: 8 

Name: William Ferguson 

Photo name: School Days 


Grade: 8 

Name: Jordan Greaver 

Photo name: Cricket Nets 

School: Trinityhouse Little 

Falls 

Grade: 8 

Name: Abbygail Grimbeek 

Photo name: Holding Hands 


Grade: 9 

Name: Andrea Smith 

Photo name: Soccer 


Grade: 12 

Name: Tsaone Sehune 

Photo name: Kicks 


Grade: 11 

To vote for your favourite submission, please send an email with the 

name of the photo to trinitonianreporter@contactmedia.co.za before 

13 September 2019. (One vote per email address.) 

2 | The Trinitonian

Check out some 

of our semi-finalist 

highlights! 

Taste Bud Battle Is On! 

PRE-PRIMARY SEMI-FINALISTS 

Name: Harvey Edwards 

Age: 5 


Pre-Primary 

Dish: Fireman 

Chocolate Pots 

“I like my mom’s spagbol, 

chicken and chips, and 

chocolate bread!” 

– Harvey 

Name: Reece Scholtz 

Age: 5 

School: Crawford 

Pre-Primary North 

Coast 

Dish: Nuts of the 

Deep Dark Woods 

“I like baking 

because I get to 

spend time with my 

mom and that makes 

me happy.” – Reece 

Name: 

Bailey Goodger 

Age: 5 

School: Glenwood 

House Pre-Primary 

Dish: Wonder Woman 

Rocky Road 

“I love baking because it’s fun and 

I like making my family and friends 

special treats.” – Bailey 

Name: Tyron Hardy 

Kleynhans 

Age: 6 

School: Trinityhouse 

Pre-Primary 

Little Falls 

Dish: Pottery Pie and Banana Ice-cream 

“One day my restaurant will be called 

Booga’s Bistro. I will serve ice-cream, 

pies and croissants, with homemade 

jams and fresh cream.” – Tyron 

4 | The Trinitonian

PREPARATORY 

Name: Anam Rizvi 

Age: 8 

School: Crawford Preparatory 

Pretoria 

Dish: Snow White’s Enchanted 

Fruit Tart 

“If I could only take one food item 

onto a desert island, I would take 

almonds.” – Anam 

Name: Danni Vermaak 

Age: 10 

School: Trinityhouse Preparatory 

Randpark Ridge 

Dish: Cinderella’s Carriage 

“I love spending time with my mom and 

dad (and brother) in the kitchen. We try 

new recipes and sometimes the dish is 

successful and sometimes not, but either 

way there’s always something to eat 

together at the end!” 

– Danni 

Name: Carleigh Palmer 

Age: 11 

School: Trinityhouse Preparatory 

Little Falls 

Dish: 

Paddington Bear Coffee/ 

Chocolate Fondant 

“I love to make sure that everything I 

bake and cook looks perfect, and if it 

doesn’t, at least it must taste good!” 

– Carleigh 

Name: 

Liyana Nassuirio 

Age: 7 

School: 

Crawford Preparatory Pretoria 

Dish: 

Smurfilicious S’mores 

“If I could only take one food item to a desert 

island, I’d take dates because they’re good for 

you and the seed can be planted again.” – Liyana 

COLLEGE / HIGH SCHOOL 

Name: Jonathan Fu 

Age: 14 

School: Crawford College 

Sandton 

Dish: The Poison Apple 

“My cooking inspiration 

comes from my uncle, and 

from my favourite chef, 

Gordon Ramsey.” – Jonathan 

Name: Shreya 

Beekum 

Age: 17 

School: Crawford College North 

Coast 

Dish: Forbidden Forest Floor 

“My dish, Forbidden Forest 

Floor, entails meringue 

mushrooms, chocolate yoghurt, 

crumbled coconut biscuits, dark 

chocolate ganache with fresh 

berries and mint.” – Shreya 

Name: 

Trézar Bhana 

Age: 17 

School: Crawford College 

Sandton 

Dish: Q-Ship Destruction 

“I would call my restaurant 

‘Tré’ as it’s half of my name and 

means three in Italian, which is 

my favourite cuisine, and also 

three represents the Appetizer, 

Entrée and Dessert.” – Tré 

The Trinitonian | 5

MEET THE TASTE BUD BATTLE TEAM 

Sweet art 

by Linsey McCreedy 

Linsey McCreedy is an artist, but instead of using paint, pencils or clay, 

Linsey’s medium of choice is sugar! While paintings and sculptures stand for 

centuries in galleries, to be gazed upon by all those who pass before them, 

Linsey’s creations usually find themselves in the bellies of excited children, 

happy brides and celebrating people! 

HERE SHE TELLS US 5 FUN FACTS ABOUT 

BEING A SUGAR ARTIST! 

1. What was your most favourite cake that you’ve made? 

I loved making Yoda! There was so much detail in his face, 

which took forever, but the response I got to him made 

every second worth it. 

2. What’s the hardest part about baking 

The deadlines are tight! Because you’re working with something 

that is edible, you need to work quickly to ensure the cake remains 

fresh. There’s nothing worse than making a beautiful cake on the 

outside, that’s dry on the inside. 

3. How long does it take to make a cake? 

It obviously depends on the design, the size and 

the detail, but I did once spend an entire week on a 

cake. You can work on sugar figurines, flowers and 

details well in advance, but then you only have two 

days to pull it all together. 

4. What do you love most about sugar art? 

I love that it brings so much joy to people. I get a kick 

out of seeing the looks on their faces when they see 

their cake for the first time, and then the delight they 

take in eating it! 

5. What will you bring to the Taste Bud Battle 

finalists? 

I am excited to work with Taste Bud Battle semi-finalists at the Taste 

Bud Battle Sugar Art workshop. Making figurines is so much fun and I’m 

excited to teach kids how to do it. I’m thinking horses and unicorns! 

www.tastebudbattle.co.za 

Linsey McCreedy 

083 267 2162 

6 | The Trinitonian

The Trinitonian | 7

8 | The Trinitonian

MALLOW TREATS 

Life is too short not to 

make homemade marshmallows! 

Marshmallows bring joy – it's undeniable. They're light, fluffy, cloud-like, happy-looking and delicious, and 

(apparently) they even carry some health benefits. When we looked it up, we discovered that marshmallow is 

the name of a plant that has health benefits; but we took this with a pinch of salt, er, or in this case, sugar, and 

whipped up some fluffy, cloud-like, happy-looking deliciousness, under the guidance of our friends at Snowflake. 

METHOD: 

1. Place the gelatin in 100ml cold water 

and leave to soften. 

2. Pour 175ml water and the castor sugar 

into a heavy-based saucepan and 

bring to a boil, stirring until the sugar 

dissolves. 

3. Reduce the heat and simmer until the 

sugar reaches 113˚C or the softball 

stage. 

4. Once the sugar reaches the correct 

temperature, place the gelatin mixture 

into a bowl and pour the sugar syrup 

in a thin stream while whisking on a 

low setting until all the syrup has been 

mixed in. 

5. Add the vanilla essence and food 

colouring, and continue to whisk 

on full speed until the mixture has 

thickened and cooled. 

6. Mix together the icing sugar and 

Snowflake cornflour. 

7. Line a square deep-sided dish with 

greaseproof paper and dust with 

some icing sugar and Snowflake 

cornflour mix. 

8. Pour the cooled mixture into the dish 

and dust it with another bit of the 

icing sugar and Snowflake cornflour 

mixture. Sprinkle desiccated coconut 

and ground pistachios over the top 

and leave to set for 1-2 hours. 

9. Once set cut into squares. Roll the 

squares into the remaining icing sugar 

and Snowflake cornflour mix. 

Here are our top three Snowflake-Mallow Treats: 

1. Salted Caramel Marshmallow Pops 

2. Lemon Marshmallow Squares 

3. Peanut Butter Marshmallow Squares 

But today, we’re making Coconutty 

Vanilla Marshmallow Squares 

INGREDIENTS: 

• 14g powdered gelatin 

• 450g castor sugar 

• 10ml vanilla essence 

• a few drops of food colouring of your choice 

• 50g icing sugar 

• 50g Snowflake cornflour 

• toasted desiccated coconut 

• finely chopped pistachios 

1 

2 

3 

For more recipes go to 

www.snowflake.co.za 

The Trinitonian | 9

FEATURE ARTICLE 

TRACKING ACADEMIC EXCELLENCE 

By John Luis, Head of Academics ADvTECH Schools Division 

Benchmark assessments are one of the measures 

used to verify the standards and practices 

at Trinityhouse Schools, and participation in 

both national and international opportunities are 

encouraged. 

ACER (Australian Council of Education Research) 

is an international benchmark offered that allows 

performance by pupils to be compared across a 

number of countries. On an annual basis, all Grade 

9 Trinityhouse pupils write the ACER examinations in 

English and Mathematics. ACER is one of the world’s 

leading educational research centres, committed to 

creating and promoting research-based knowledge, 

products and services that can be used to improve 

learning across a child’s schooling span. ACER has built 

a strong reputation as a reliable provider of support and 

expertise to education policymakers and professional 

practitioners since it was established in 1930. 

JumpCo in partnership with Aarnout Brombacher 

(Number Sense, Brombacher & Associates) is a digital 

educational company and has worked with Trinityhouse 

Schools since 2016 in administering benchmark 

assessments in English and Mathematics. 

Every year, all Trinityhouse pupils from Grade 2 to 

Grade 8 write the JumpCo external benchmark 

assessments in English and Mathematics. Each 

pupil from Grade 2 to Grade 8 writes a diagnostic 

assessment at the beginning of the academic year 

and then a benchmark assessment at the end of the 

academic year. The two assessments in one academic 

calendar year support educational accountability for 

academic excellence, focusing on upward trends in 

pupil performance. 

The assessments are online, and results are verified 

and presented to schools timeously. There are many 

benefits to the JumpCo benchmark assessments, some 

of which include: 

1. The ability to track performance in English and 

Mathematics of every school ensuring that the high 

standards and practices for which Trinityhouse is 

known are maintained and verified. 

2. To monitor performance in English and Mathematics 

per student from Grade 2 to Grade 8 and use 

the data obtained from the assessment to better 

intervene for the purpose of lifting every individual 

pupil’s performance. 

3. The assessments play a key role in ensuring that 

educational programmes are current, relevant and 

impactful. 

4. Results are analysed according to two categories: 

Content or Skill Domain 

How well are the pupils performing in different topics 

or skill areas? 

1. For example, in English, some skill areas include 

reading and viewing, and writing and presenting. 

2. In Mathematics, some content areas include 

numbers and operations, measurement, space and 

shape, and data handling. 

Cognitive Domain or Levels of Difficulty 

How well are the pupils answering easy to difficult 

questions? 

In English, the cognitive domains include literal 

and reorganisation (easy), inference (medium) and 

evaluation and appreciation (difficult). 

In Mathematics, these include knowing (easy), applying 

(medium) and reasoning (difficult). 

At the end of each set of tests, schools follow a detailed 

review process which culminates in the implementation 

of an improvement and intervention plan. 

The Trinityhouse Schools’ commitment to high 

standards is clearly evident in its quality assurance 

processes which affirm that the Trinityhouse education 

is amongst the very best in the world. 

The Trinitonian | 11


Walking the 

Trinityhouse 

WALK 


By Clare Pretorius – Senior Deputy Principal of Trinityhouse High Randpark Ridge

For some people being “on track” implies 

they’re heading in the right direction and on 

the way to achieving what they have decided 

to do. Perhaps by this definition, being “on 

track” also refers to following a predetermined path. 

At Trinityhouse being “on track” implies that our pupils 

are acting or progressing in a manner that, as educators 

and parents, we hope will make them successful. It also 

means that our pupils are developing as expected, and 

are on a journey of self-discovery. 

The Trinityhouse track, to continue the metaphor, is 

one to be traversed by all of those who pass through 

our doors. Whether it’s an arrival at our school in 

Grade 0000 or arriving in Grade 8 at the High School, 

the track the young people find themselves on is by 

definition one that is rooted in tradition and looking 

to the future. This journey is not about an entry or exit 

point, it is about each step taken. 

In my privileged position as both a parent of two 

children who went through Trinityhouse Randpark 

Ridge from Grade 0 to Matric in the past, and a teacher 

of 23 years here, I’m comfortable to assert that this 

school both coaxes them along the track and gives the 

occasional not-so-subtle nudge in the right direction. 

Our pupils grow and thrive in the process of making 

friends, discovering what’s important to them and 

making sense of limitations with which they can 

comfortably live as opposed to those that challenge 

them and inspire them to do better. Perhaps in the 

early days of Trinityhouse, the focus was on group 

identity as was appropriate for a fledgeling school, 

whereas it’s now very much on the development of 

the individual as he/she fits into the school space. 

As a school, we place importance on the autonomy 

of the individual to grow at his/her own pace, while 

being cognisant of the needs and sensitivities of those 

around him/her. 

Our goal is to equip our pupils to successfully select 

subjects that best suit them and their dreams for the 

future while taking into consideration that growth as a 

person is vital too. It is my considered opinion, as both 

a former parent and the current Head of Academics, 

that if all we do for these young people is equip them 

to follow a career path, we have failed them. Selection 

and mastery of subjects is key to academic successes, 

and we are justifiably proud of our consistently excellent 

academic results; but unless we are pointing our young 

people to myriad other soft skills, we are failing. 

Trinityhouse pupils are empowered to embrace diversity 

through life lessons that are taught concurrently with 

syllabi. The concept of “love your neighbour” is actively 

pursued as both part of our Christian ethos and the 

pursuit of being good citizens in a country that so badly 

needs good citizens. If we can place the young men 

and women whose life journey begins at our school on 

a track to tolerance and acceptance of all people, we 

will have succeeded. The young people who journey 

with us need to understand the world and have a very 

real sense of how they fit into it. In addition to subject 

content and subject knowledge, the Trinityhouse pupil 

needs to understand how he/she can best use what 

has been learned to make a difference in the wider 

community and even the world. If our pupils leave our 

doors being able to factorise and/or identify a comma 

splice but are not global citizens, then perhaps we 

are not fully on track. This noble pursuit needs to be 

our ongoing focus as we take all of the Trinityhouse 

families along for the ride. 

As a school, we place importance 

on the autonomy of the individual 

to grow at his/her own pace… 

Part and parcel of the educational ride is the 

experiencing of obstacles and re-routing challenges. 

All too often today, young people are considered soft 

(hence the term the “snowflake generation”) and one 

is encouraged not to offend them too easily. It is my 

opinion, however, that education fails when it expects 

too little from those we seek to educate. It’s also my 

considered opinion that when we seek to cosset and 

buffer our charges, thereby protecting them from the 

real world, that in fact, we are not preparing them 

for the very world that demands an ever-increasing 

emotional quotient (EQ). Part of the journey our pupils 

are on is to grow in emotional intelligence as well as 

intellectual prowess. That we are successful in this is 

evident in the far-reaching successes of many of our 

alumni. Trinityhouse indeed equips its pupils to flourish 

once they leave school as well. The rate of attrition 

at universities at the end of the first year of study 

increases every year, but we are proud of the number 

of our pupils who go on to great successes and make 

meaningful contributions to society. 

What our world needs is a young person who knows 

what he/she stands for; has empathy for others who 

may be different, the discernment and discretion to 

treat all others with respect and kindness, and who is 

willing to be brave and bold. Trinityhouse Schools has 

plotted a track for those who pass through our doors 

that will produce just such young citizens, while at the 

same time placing them firmly on track for outstanding 

success in the years to come. 



STOP 

MANIPULATION 

IN ITSTRACKS 

By Danielle Forsyth – Educational Psychologist 

of Trinityhouse Heritage Hill and Therapy Works 

Wellness and Training Centre 

“Too clever for his own good!” 

– When to realise that you’re 

being manipulated and how to 

handle it. 

14 | The Trinitonian

If your children are like most, they are masterful at 

finding creative ways to wear you down to get their 

way. 

However, it’s important to understand first and foremost 

that it’s natural for children to want what they want and 

try to get it at all costs. It’s also natural for us as parents 

to get frustrated and tired, and to give in to these 

adverse behaviours sometimes – or perhaps more often 

than we’d like to admit! Parents have busy lives and lots 

of stressors – we can only take so much, after all. 

As infuriating as it is for you – for your child, finding 

ingenious ways to try and get what she wants or avoid 

what she doesn’t want to do, is a way for her to exercise 

influence in a world run by adults. (It doesn’t mean 

you have to give in, but it’s important to realise that 

it’s an appropriate developmental step). Children do 

not have adult power yet – most kids can’t make major 

decisions like choosing their school or neighbourhood, 

for example. Having initiative, drive and passion are 

positives, even though it doesn’t always feel that way as 

a parent. But keep in mind that these traits can actually 

be a force for good if you can help your child to use it 

properly, and balance it with self-restraint and respect 

boundaries. 

Look at it this way: your child’s job is to make demands, 

to communicate his desires and to try to get them met 

no matter what the means may be. Your job is to not 

get wound up by it – and not get capitulated by it, 

either. Instead, assist your child in balancing the energy 

of his endless wants with self-control and integrity. 

MANIPULATION, CONTROL AND DEFIANCE CYCLE 

Parents often get frustrated by their kids’ manipulative 

attempts to get their way. It’s not easy to remain 

calm and level-headed when you feel that your child 

is trying to take advantage of you. You might feel 

accosted and lose your temper. Or maybe when you 

feel disrespected, you withdraw. Or perhaps you try to 

avoid conflict and keep the peace, so you give in to 

your child’s demands. 

Sometimes you might even tighten your grip to show 

that you’re in control. Unfortunately, this usually just 

invites a power struggle with your child, because she 

starts pulling back on the tug of war rope as hard as 

she can. If you then tighten your grip more forcefully 

and pull back in response, the endless cycle of 

manipulation, control and defiance can go on and on. 

As a parent myself, I understand that it can be easy at 

times to take manipulative tactics personally. You think, 

“If she really cared about me, she would never try to 

sneak behind my back in order to go to her friend’s 

house.” And some parents overgeneralise their kids’ 

behaviour. They reason, “If he can look me in the face 

and deceive me, that means he’s a deceitful person.” 

But it’s best not to put too much meaning on these 

behaviours – instead, stand up to them. 

When we step way back, we can see that our kids can 

only manipulate us because we allow their behaviour 

to be effective. Children are human – they want to get 

their way. (Who doesn’t?) But they’ve learned over time 

and through using some typical behaviours such as 

emotional blackmail, lying, tantrums, shutting down, 

negotiating relentlessly, dividing and conquering or 

playing the victim, that they can get what they seek. 

Voila – it works! The danger is when those behaviours 

become a way of life. 

Remember, though, that kids can only manipulate us if 

we permit them to. It takes two to tango, but only one 

to change this pattern. 

So how do we help them and ourselves so that we can 

stop the pattern of manipulation? 

Here are six tips for parents who are stuck in the 

manipulation cycle: 

1. Recognise manipulative behaviours 

Recognising manipulative behaviours allows you to 

not get sucked in by them. Instinctively, as part of 

kids’ survival, they come with tools to get what they 

want and avoid what they don’t want. These tactics 

work when they trigger a reaction in us. It is therefore 

important to pay attention to your triggers. For 

example, your child might try to emotionally blackmail 

you by acting sad until he gets what he wants. This will 

be a trigger for you if you believe your job is to keep 

your child happy. Start by asking yourself if your job 

is to make your child happy or to help him prepare 

to cope with life’s curveballs. If it’s the latter, then you 

can answer with, “I’m sorry you’re sad, but you’re still 

grounded this weekend.” 

Other common behaviours include lying, dividing and 

conquering, shutting down, screaming “I hate you”, or 

“You don’t care about me”, or “That’s not fair!” Don’t 

take these statements to heart. Respond with, “ I know 

you’re angry with me, but you do need to put your bike 

away now.” Or “I know you don’t see this as fair, but 

you need to go to bed when I tell you to.” 

Some kids will play the victim and say things like, “All 

the other kids’ parents let them hang out past 11pm.” 

Don’t take the bait! Separate out the emotional content 

from what your child is trying to get. Hear her feelings 

about being the “only one”, but stand strong on your 

curfew time. 



…your child’s job is to make 

demands, to communicate his desires 

and to try to get them met no 

matter what the means may be. Your 

job is to not get wound up by it… 

Tip: It’s helpful to make a list of all the many different 

behaviours and words that your child does and says for 

the purpose of throwing you off balance. Prepare for 

how you will respond the next time you hear them. 

2. Know your triggers 

Triggers are behaviours that upset you and get you to 

react. They can be a tone of voice, a certain look, an 

attitude or certain actions. Manipulative behaviours, 

therefore, might set you off. Yet if you plan and prepare 

for them by knowing your limits beforehand, they will 

be less likely to get pushed. 

Tip: Sit down and make a list of your top three triggers 

so you are aware of what they are. 

3. Define yourself and your parenting principles 

Manipulative behaviours are designed to throw you 

off balance and create self-doubt. Knowing your own 

bottom line as a parent will help you when your kids 

come at you with their ingenious ways to make you 

unsure of yourself and lose your centre. Hold on to 

yourself by sticking to your parenting principles. Listen 

to their feelings so they know you care, but stick to the 

rules you’ve established, do not get caught up in the 

emotions. Guiding your kids with your well-thought-out 

principles will generally be better for them than making 

sure everyone feels good. 

Tip: Make a list of some of your important guiding 

principles and refer to them when you feel like you’re 

losing your footing. 

4. Approach the bench 

Don’t get mad at your child for trying to go after what 

she wants in life. Would you really prefer her not to? Be 

empathetic to her desires and wishes while helping her 

learn how to get what she wants more directly, honestly 

and effectively. 

For example, help your son to see that not doing what 

he is asked by “shutting down”, or “avoiding the issue” 

and not responding to your request, is not going to be 

effective in getting him what he wants. As a matter of 

fact, it will only get him into further trouble. Help him 

learn to “approach the bench”. In other words, during 

a calm moment, encourage him to ask directly for what 

he needs. Instead of fighting you, he might learn to say, 

“Mom, it’s difficult for me to get off the computer the 

second you ask. Could you give me some warning?” or 

“Dad, when you shout at me when I’m not doing what 

you want, I feel bad. It would help if you asked me in a 

nicer way.” Or “I think I’m old enough for a later curfew. 

Can we come up with a plan together?” (Rather than 

fighting, whining and coming in late every time your 

teen goes out.) 

When your child asks for what he needs, listen. Give his 

requests the consideration they deserve. That does not 

mean always saying yes, but it does mean giving them 

some honest thought. If your child knows he can come 

to you directly, he will be less likely to try to get what 

he wants indirectly. 

5. Believe in your child 

Have faith in your child’s good intentions. Believe in her. 

Understand that kids are works in progress. They might 

need to learn better ways to manage themselves in life, 

but they are not bad or malicious. Their intentions are 

not to “get us” or make our life miserable. However, if 

we believe that’s their intention, then we will see them 

that way. Believing in our children will help them see 

themselves with all the goodness that is in them and 

with all their best intentions. 

6. Soothe yourself 

Learn how to soothe yourself when you’re anxious or 

distressed. Oversee your own emotional health. Don’t 

give in to your kids’ manipulations so that you can feel 

calmer. If you need them to be happy or to validate 

you, then you might inadvertently give in to your 

children so that you can feel good. But each time you 

justify their behaviour and let them off the hook so that 

you feel better, they learn that these behaviours are 

effective and they grow to depend on them. Instead, 

learn to tolerate their upset, which will, in turn, help 

them to tolerate their own. Managing your own calm 

will free your children up to learn how to manage their 

own lives and get their needs met more successfully. 

Our kids are doing their job: they are asking us through 

their behaviours to please be their mentors – to define 

ourselves clearly – to have boundaries so they know 

where the fence is. Even though they’ll rarely say it 

out loud, kids need us to have backbones. Remember 

when our kids were little, and they would test us to see 

how far we could be pushed and where the limits were? 

Our kids wanted us to be strong for them. Yes, they 

do want what they want, but on a deeper level, they 

want us not to let them get away with developing a 

bad character. They want us to help them learn how to 

tolerate limits in life and the frustration that comes with 

sometimes not getting what they want. 

16 | The Trinitonian

KEEPING TRINITYHOUSE 

SPORTS STARS ON TRACK 

Name: Markus Struwig 

Title: Vice Principal: Extra-murals 

School: Glenwood House Preparatory 

Years teaching sport: More than two decades 

How do you keep motivated and on track to 

teach the sporting codes on offer at school? 

What motivates me is to feed off the enthusiasm of 

youth. Every year the new athletes that step up have 

that sense about them that they are the bee’s knees. 

It is our challenge to channel that enthusiasm to 

produce results that make them successful. 

What tools do you assist your pupils with to set 

and track their sporting goals? 

Good old-fashioned positive reinforcement goes a 

long way for us to keep a team on a winning streak 

and to motivate a team to get the desired results. 

What sports philosophy do you hope to instil in 

your pupils? What do you want your pupils to 

take away from participating in sports? 

Play to win and always give your best. If you have 

done your best and lost, you have played a worthy 

opponent. Sport brings out the best and worst in us 

all, we need to learn to manage both. 

Name: Wim van Eck 

Title: Sports Master 

School: Trinityhouse Preparatory Little Falls 

Years teaching sport: 3 years 

How do you keep motivated and on track to 

teach the sporting codes on offer at school? 

Sport plays a very big role in the development of 

the child. It helps with concentration and discipline. 

Seeing a child improve helps me stay motivated to 

continue coaching. 

What tools do you assist your pupils with to set 

and track their sporting goals? 

Lots of continued encouragement assists with 

setting out goals for the pupils to reach their full 

potential and sporting goals. 

What sports philosophy do you hope to instil in 

your pupils? What do you want your pupils to 

take away from participating in sports? 

All pupils must participate and try their best. They 

must never give up! 


SPORTS STARS STAYING ON TRACK 

Name: Johan Aucamp 

Title: Deputy Principal: Sports 

School: Trinityhouse High Randpark Ridge 


How do you keep motivated and on track 

to teach the sporting codes on offer at 

school? 

I stay motivated to coach sport because of 

my passion and a love for sport. We build a 

special bond with our players, and we get 

to know them on a more personal level. By 

knowing what makes a player “tick” and to see 

how a person matures and becomes a better 

player, is what motivates me the most to look 

forward to a practice session. 

What tools do you assist your pupils with to 

set and track their sporting goals? 

I help my pupils to keep track of their goals by 

having a chat with them about their role within 

the team set up at the start of the season, and 

follow-up sessions help to keep them on track. 

Each player has a specific role to fulfil which 

requires certain skills that helps him to be 

successful in executing his role. It is not only 

my responsibility to keep them motivated, 

but also to upskill them by applying the latest 

coaching techniques. 

Name: Jean van Zyl 

Title: Executive Head: Sports and Arts 

School: Trinityhouse Preparatory Randpark 

Ridge 




school? 

Motivation comes from within me. I want 

the best for the pupils at Trinityhouse and 

to see them develop on the field keeps me 

motivated and, in turn, rubs off on them. We 

do stay ahead with various coaching courses, 

seminars, etc. We also learn from fellow staff 

members, coaches and the pupils. After all, 

teaching is the best profession in the world! 

What tools do you assist your pupils with to 

set and track their sporting goals? 

Sports and the arts form part of the holistic 

education for pupils. At Trinityhouse we offer 

various sports and art forms with a philosophy 

of a sincere desire to offer an education that 

encompasses the whole child – the spirit, the 

mind and the body. 


Name: Agri Zondi 

Title: Sports Co-ordinator 

School: Trinityhouse High Little Falls 




school? 

My motivation is the need to see young 

sportsmen and sportswomen succeed as well 

as see how sport can become an extension 

of the classroom in more ways than one. It’s 

seeing a non-sporty pupil joining a sport and 

trying out and making a success of it; the smile 

at the end of a match; the teamwork and selfrespect 

the pupils gain from sport. 

What sports philosophy do you hope to 

instil in your pupils? What do you want your 

pupils to take away from participating in 

sports? 

I try and instil a culture of positive participation 

as well as one that allows the pupils to know 

that winning is a good habit, but one habit 

that does not have to be achieved at all costs. 

A culture that puts God first as, without Him, 

nothing would be possible. Pupils should 

make friends and create lifelong memories 

through sport. 

Name: Gerrit Steyn 

Title: Sports and Arts Co-ordinator 

School: Trinityhouse Preparatory Heritage Hill 




school? 

Being a new addition to the Trinityhouse 

family, I’m very motivated to implement a new 

system that will empower the teachers more 

so that they stay excited and motivated for 

every sporting code at Trinityhouse Heritage 

Hill. We’re receiving excellent new facilities 

and that in itself will contribute immensely to 

building and expanding sport at Trinityhouse 

Heritage Hill. 

What sports philosophy do you hope to 

instil in your pupils? What do you want your 

pupils to take away from participating in 

sports? 

Participation is key! The results will follow 

participation. Getting every child and teacher 

involved and having a positive mindset and 

vibe throughout the entire school will be the 

main focus. Respect, discipline and great 

sports conduct are what I want for the children 

and teachers to take away from sport. 


ALUMNUS 

Luke Gauche 

Taking Leaps 

and Bounds 

He’s got the determination and 

the savvy to make a success of 

whatever he takes on, and Luke 

Gauche has got an Olympic career 

in the long jump in his sights. 

What do you hope to do with your BSc 

degree from Tuks? 

I’ve been involved in the construction industry 

in some way right from when I was a small 

boy playing in the building sand on my dad’s 

construction sites. I love doing practical work and I 

cannot handle the thought of sitting in an office all day 

for five days a week! My dad and I started a construction 

company in 2016 called Bushmaster Construction, and 

my ultimate goal would be to take the company forward 

by building tourists lodges in exotic locations, as well as 

building affordable retirement homes in this country. 

Alumnus year: 2017 


Currently studying: Bachelor 

of Sciences in Construction 

Management at the 

University of Pretoria 

You’re also quite the accomplished athlete… 

Ever since my Grade 4 teacher told me to try out for long 

jump because I’ve got the speed and explosive power, I’ve 

been hooked on this amazing athletics event. I’ve been taking 

part in athletics since the age of six, and I am very proud to 

have won the boys Victor Ludorum at Glenwood House for 

seven consecutive years between 2011 and 2017. Every time I 

put my spikes on, whether it’s to train or compete, I know that 

I’m doing it not only for myself but for my family, my peers and 

my team. Hopefully, I inspire many more young athletes to go 

out there and know that they are capable of great things. 

You recently took part in the 2019 ASA Youth and Junior 

Track and Field Championships in Paarl. What was that like? 

I’ve competed on both a provincial and a national level since 

2010, but my biggest achievement in athletics to date is 

achieving second place with a new personal best of 7.33m 


Luke with his second place trophy after achieving a personal best 

of 7.33m in the long jump at the 2019 ASA Youth and Junior 

Track and Field Championships.

ALUMNUS 

– just 5cm behind the winner. I started the season off 

with a strained hamstring and only just qualified for 

the SA National Championships. A week before the 

competition my hamstring felt better after repetitive 

rehab and I was ready to go. The atmosphere of 

the crowd was out of this world, and my coach and 

I knew that this was the day for something special. 

My ultimate goal is to reach the 8m mark and to 

start competing in European athletic leagues and 

competitions. Hopefully, I end up at the Olympics! 

Luke is also an adrenaline 

junky and loves water and 

adventure sports. 

Luke has travelled the 

country competing in 

athletics events. 

But the long jump isn’t your only focus in the 

sporting arena, is it? 

Karate has taught me so many important aspects of 

life and it has helped me tremendously in my athletics 

and academic career by teaching me values and ethics, 

when to be tough and when to be kind, and, most 

importantly, that anything is possible with a positive 

mindset. One of my biggest achievement at school was 

winning the SA U10 Karate Championships, followed by 

a gold at the All Africa All Styles Karate Championships 

and finally receiving my Senior Black Belt in Karate 

in 2017 at the age of 17. Twelve years of sweat and 

tears led me to reach this goal, and every day I thank 

my family and instructors for pushing me through the 

difficult times. Fishing is also a big thing in my life and I 

managed to get my SA Rock and Surf (RASSPL) colours 

in 2017. 

Glenwood House and Trinityhouse have some 

impressive aspiring athletes looking to achieve. 

Do you have any advice for them? 

The best advice I can give to upcoming athletes 

is never judge your performance or who you are 

competing against – you know who you are and what 

you are capable of. Stay focused and committed, put 

everything into it, and all the rest will follow. 

What are the three main attributes one must have to 

succeed in today’s world? 

My dad taught us three very important things in life 

from an early age – being savvy, maintaining balance 

and to always be “the reasonable man”. Being savvy 

is looking at situations and seeing the big picture, 

rather than being caught up in a box or getting stuck 

on tiny details. Balance is weighing the importance 

of events and situations in life and ensuring that you 

don’t waste time and effort on small things that have 

no impact on your life. Being “the reasonable man” is 

taking any situation and changing it to benefit not only 

yourself but everyone around you. It’s about constantly 

With his eye on the prize, Luke has far to go in both athletics 

and life. 

asking yourself whether your actions are those of “the 

reasonable man”. If you apply these simple principles, 

life is actually a breeze. 

What were you like at school? 

I really enjoyed school and only realised once I enrolled 

at university what the value of a good education is. I 

struggled a bit with Science and Maths at school but 

with perseverance and a few extra lessons I was able 

to qualify for university. I did, at times, get into a bit 

of trouble for being mischievous but can now really 

appreciate the patience of all my teachers in these 

moments. 

Who is your biggest inspiration? 

I have many role models that I look up to. On the 

whole, I look up to my dad for being the “not so hard 

working” but clever person he is (he says he prefers 

to work with his head, not his hands), and I look up 

to my mom for the love and support she gives us all 

unconditionally. In athletics, I look up to the long jump 

world champ, Luvo Manyonga, who has shown the 

world that no matter how hard you fall in life, there are 

always ways of picking yourself up again. And lastly, my 

dear brother Kyle, a Grade 9 pupil at Glenwood House, 

is my best friend and the kindest, most savvy and 

reasonable man I know! 


SCHOOL 

SCOOP

SCHOOL PAGES 

GLENWOODHOUSE 

PRE-PRIMARY 

Keeping our parents on track 

with the curriculum… 

As part of our ongoing drive to communicate 

all the exciting happenings at Glenwood 

House Pre-Primary, we invited our parents to 

join us for a fun, informative and interactive 

evening. It began with some delicious tastings from 

several local suppliers: Inverroche Distillery, Nonna’s 

The Little Café, Glenwood Events and Catering, Bos Ice 

Tea as well as Sugarbird Coffee Roasters. A big thank 

you for their support. 

The parents attended several workshops, presented by 

the teachers in their classrooms, covering all aspects 

of our curriculum. Ms. Sian and Ms. Claire had stations 

set up demonstrating the importance of gross motor 

and fine motor skills, with several fun activities for the 

parents to try. An Art room was set up by Ms. Nicole, 

inviting the parents to participate in several different 

art forms, such as splatter, spray bottle and marble 

painting as well as easel painting to develop hand-eye 

co-ordination while working on posture. Ms. Kirstin 

provided the parents with many examples as to why 

sensory play is so very important, as well as the benefits 

of experimenting through touch, taste, smell, hearing 

and interacting with a variety of objects. Our parents 

were hesitant at first, but eventually put our theories 

to the test by getting their hands dirty! Ms. Margie 

showed the parents some practical tips and activities 

that we use to incorporate the Time2Read phonics 

programme into our Literacy classes, focusing on 

phonological awareness. 

We introduced two of the new exciting additions to our 

curriculum to the parents: 

Digital Literacy – by Ms. Rene Moolman 

Explaining the word ‘literacy’ is simple – it is the ability 

to read and write. So what is Digital Literacy then? 

Having the same outcomes but on a digital platform? 

It is actually not that simple. Digital Literacy refers to 

the ability to locate, evaluate, share and compose 

information through writing and other mediums on 

various digital platforms. 

In Grade 0 at Glenwood House, we focus on 

understanding instructions through logical thinking, 

introduction to computers and iPads and using the 

information to create stories using the different digital 

platforms. We started our journey with the beloved 

Bee-Bots; do not let these little bots fool you. To 

program them to follow a whole sequence is quite a 

skill. We are now hard at work on our iPads, learning 

all the basic skills and how to work on programs like 

Purple Mash or Duck Duck Moose. Soon we will start 

working our way to creating our own stories using texts, 

graphics and sound. We are very excited to be part of 

the 21st-century digital era. 

Philosophy for Children (P4C) – by Ms. Cindy Francis 

P4C is a fun tool which educators can use to enhance 

the internal evaluation, self-reflection and insight of the 

pupils. We use these games to provide a fun agency for 

our pupils to play and get their thinking juices pumping 

at the same time. As educators in the 21st century, our 

goal is to guide the pupils into an expanded mindset 

where they can think critically about their surroundings 

and about the choices they make. We asked parents 

to participate, by getting them involved with games 

such as Vote With Your Feet, and communicating 

with each other using Kagan’s Shoulder Partners. P4C 

allows pupils to think independently and our pupils 

get an opportunity to voice their opinions in a safe 

environment. 

We received a lot of positive feedback from the 

parents, answered many questions and explained the 

expectations of the current education environment. 

This evening not only provided curriculum information 

to the parents, giving them hands-on experience and 

opportunities to chat to the all the Glenwood House 

Pre-Primary teachers, but it was also a great way to 

showcase what our little stars achieve in a normal 

school day! 


9 

4 

5 

8 

3 

6 

7 

2 

1 

1. Mrs. Douglas and Mrs. Goodger discussing “what would they rather be and why” – and voting with their feet! 

2. Ms. Cindy Francis asking parents to participate in a round of “would you rather…“ 3. Some thinking going on 

as parents try to program the Bee-Bots. 4. Mr. and Mrs. Mahne exploring the sensory bottles. 5. Communication 

skills and sentence construction. These pupils are practising both skills. From left: Sienna Rodrigues, Zoe Dreyer, 

Masi Tuniyswa. 6. Grade 00 boys getting their hands dirty. 7. Mr. Rominger rolling out some playdough to form 

the letters. 8. Dr. Beneke tackling the sensory play. 9. Ms. Margie explains the value of phonics instruction and 

sound awareness to some parents. 


SCHOOL PAGES 

GLENWOODHOUSE 

PREPARATORY 

Our Senior Primary pupils just love 

performing Shakespeare! 

Our Senior Shakespeare group in 

costume for the annual Shakespeare 

Schools Festival production of ‘The 

Taming of the Shrew’. 

Leads from ‘The Taming of 

the Shrew’, Petrucio and 

Kate, in action. 

The Shakespeare Festival adds a 

wonderful dynamic to our pupil’s 

learning. 

Two of our stars in action. 

“All the world’s a stage, 

And all the men and women 

merely players; 

They have their exits and their 

entrances; 

And one man in his time plays 

many parts” 

– William Shakespeare 

How do we measure academic excellence? 

Should it be by the black and white mark 

achieved on a report? Is it judged by the 

teacher’s comment? Academic excellence can 

be defined as “the demonstrated ability to perform, 

achieve, or excel in scholastic activities.” While part of 

academic excellence involves achieving high grades 

and demonstrating superior performance academically, 

we believe academic excellence is more than just 

achieving excellent results. There is so much that we do 

and learn at school that is not graded or assessed but 

also adds to an excellent, holistic education. 

A great example is when our Grade 6 pupils spent time 

learning about puppetry, designing puppets, writing 

scripts and directing their own puppet shows. This 

provided a variety of different learning opportunities 

and experiences enjoyed by everyone. Some activities 

were assessed, and others were just part of the 

process, and not assessing these aspects doesn’t make 

them less important. The process (journey) is just as 

important as the end result (destination)! 

Digital Literacy is important to us and we are privileged 

to have our own GO Lab. Although GO Lab is not an 

examinable subject, it’s a place to put the principles 

of inquiry-based learning into practice daily. Currently, 

we’re guiding our pupils to code. We say ‘guiding’ 

for good reason. We believe that coding and 

computational thinking is something which should be 

exercised and not copied. Telling the pupil exactly how 

to do something leads to cookie cutter coders. They 

need to wrestle through how to create that game or 

solve that problem themselves or in group work rather 

than be told exactly how to do it. 

Our pupils are very busy on both the sporting and 

cultural fronts at the school, which is all vital to a child’s 

development. 


Some Glenwood pupils in our GO Lab, coding on their 

iPads. 

Hard at work learning to code using Scratch. 

Our pupils love lessons where they are involved in the 

learning process. 

Some groups designed and made their own puppets. 

Our Gr 4s discovering 

which tower is the 

strongest. 

Some of our Grade 4s 

investigating which shape 

will make the best tower. 

The Grade 6 pupils 

thoroughly enjoyed 

performing the puppet 

shows that they wrote. 

These boys enjoyed 

thinking of creative ways 

to complete their puppet 

show assignment. 

Culturally, we have many events taking place, from 

Choir to the Annual Shakespeare Festival. Who would 

have thought that children would love Shakespeare! 

The Shakespeare Schools Festival allows the pupils to 

explore abridged versions of his more popular works 

and put them onto the stage in an understandable 

format. The children are encouraged to participate by 

becoming directors and suggesting ways to make the 

plays relevant to today’s audiences. This year will be 

our fourth year participating, and we will be performing 

‘A Midsummer Night’s Dream’. Our pupils will perform 

and direct this hilarious rendition. 

We’re looking forward to the completion of our school 

hall later this year so that we can stage some other 

spectacular productions! 


SCHOOL PAGES 

GLENWOODHOUSE 

COLLEGE 

Glenwood House on and off the stage in 

Netherlands and Belgium 

In May, the Glenwood House Marimba Band and Vocal 

Ensemble undertook a concert tour of the Netherlands 

and Belgium, culminating in their participation in the 

67th Music Festival for Young People (EMJ) against 

92 orchestras from 29 countries! 

The Annual Maths Camp 

helped our 2018 Matrics stay 

on track: Keaghan Bradfield, 

Áedán Cumming, Adam 

Rautenbach, Gabriel Hogan, 

AJ van Schalkwyk, Matthew 

Kleu, Dané Botha 

Gr 8s on the road to 

academic success: Gunther 

Young, Nicole Booyens, 

Gugu Zumbire, Kimberley 

Kershaw, Kate Bartels, Bonnie 

Veldhoen 

The first concert was with the “Sla de Slag” percussion 

orchestra in Dieverbrug, North Holland followed by 

a joint concert in Someren-Heide, in the south of the 

Netherlands. Once in Belgium, they performed in 

the St. Niklaaskerk in Tongerlo, followed by concerts 

for school children in the region of Neerpelt. They 

performed at the EMJ “Kick-off” opening ceremony 

and “Happening” concert, which was televised live 

from the huge Dommelhof Sports Stadium before 

packed stands. 

The Marimba Band played its specially selected 

programme of African-ethnic marimba music, after 

which they marched through the streets of Neerpelt 

in a long procession waving their country’s flag, 

ending at the “Proclamatie” (Prize Giving) where they 

took 1st Prize summa cum laude! (98-100%), and 

were awarded the Gold medal by the president of 

the festival, Rutger Nuyts. 

The group also visited tourist attractions, art galleries, 

historic sites, houses of parliament, took a railbike 

ride through the forest at Bokrijk, while sampling local 

delicacies along the way. 

On their return, their outstanding achievement was 

celebrated in several national radio and SABC TV 

News interviews. To view their performances search 

EMJ on Facebook. 

English night school fun. The race is on! Lawrance Towsen, 

Jonathan Wiehahn, George Marais, Marianne Holm, Jennifer 

Teifel, Kahleah du Toit, Melissa Goosen. 

Staying on track with academic excellence 

Someone once said to “never leave one’s house without 

a map”. As teachers, we wish that all pupils arrived 

well-prepared and ready to learn. The reality though, is 

that many often have no idea which way they're heading 

and their school day becomes a rudderless exercise of 

academic survival. 

At Glenwood House College, we strive to nurture 

individual academic excellence. Our task is to teach 

different strategies to steer our pupils' respective 

subjects safely into the harbour. We have to help them 

stay on track. 

To aid this, “Golden Hour” sessions twice a week are 

academic catch-up sessions with subject teachers that 

take preference over extra-murals for the first half of the 

afternoon. Maths tuition is available every afternoon, 

with regular Maths Workshops for all grades, as well 

as a well-loved Maths Camp for our Grade 12s before 

finals. 2019's inaugural Poetry Night School will become 

a regular on our English teaching calendar. Daily Peer 

Tutoring is also a highly effective way for pupils to 

connect with a different approach. 

Our excellent Matric results are evidence of a rigorous 

system of tracking academic progress (or lack thereof) 

of every individual pupil. Classes are small and personal 

– and a caring, collective approach ensures no one is 

left behind. 

A pupil embarking on the road to academic excellence 

at Glenwood will have a map with clear directions, 

careful interventions and welcome rest breaks to reach 

their academic destination! 


Outreach trip to Myanmar 

In February, a team of Glenwood pupils and teachers 

went off “the beaten track” to visit a number of 

orphanages in Myanmar. Nothing could have prepared 

us for our discovery of a dilapidated, poverty-stricken 

country ravaged by a tumultuous history, but populated 

by people so gentle and welcoming that we were 

moved to the point where we returned home as 

changed individuals. 

Taking our youngsters out of their comfort zone into 

an unfamiliar environment forced them to rethink their 

ideas of ‘normal’ and to stir their hearts in response 

to the human plight. Expectations were exceeded as 

they opened their hearts, giving of themselves to bless 

others. 

Although the focus was on working with orphans and 

underprivileged children, we also visited tourist sites 

and saw some beautiful wonders. The old adage 

“a picture tells a thousand words” rings true in our 

pictures telling the story of the "unbeaten track"... 


SCHOOL PAGES 

TRINITYHOUSE 

PRE-PRIMARY 

HERITAGE HILL 

Sports: Outdoor 

movement games are 

a firm favourite in the 

Owlet Class. Khulane 

De Conceicao wins one 

for the team, as they 

play tug-of-war against 

their fellow classmates. 

Academics: Preschool pupils are 

incredibly inquisitive and more 

than able to grasp the basic 

principles of Maths through playbased 

activities and structured 

learning. Here we see Vhulenda 

Ambani in the Zebra Class 

playing dominoes, which helps to 

improve number concept. 

Leadership: Leadership can take 

many forms. Here the Grade 

000 Penguin Class displays 

leadership skills through being 

the Bakerman. Each child is 

in charge of collecting money 

and handing out treats to their 

peers. Oatile Letshwiti stands 

proudly with his treats. 

Sports: The Grade 0s thoroughly 

enjoy our gross motor 

programme. Our lessons always 

include a variety of skills such 

as balance, locomotion, handeye 

co-ordination, foot-eye 

co-ordination, core strength and 

general fitness. Just look at Anele 

Sithole in the Giraffe Class about 

to smash the tennis ball. 

Cultural: “Art is not 

entertainment. Art is not luxury 

goods. Art is culture. It is you 

and me.” – Paige Bradley 

Uzanenkosi Mathenjwa in the 

Grade 0 Zebra Class proudly 

holds her gorgeous artwork. 


Academics: Perceptual skills 

form the foundation of learning 

and Linathi Bongco and Ndzalo 

Phaswane in the Grade 00 

Bees Class could not wait to 

get started with heir puzzle on 

International Puzzle Day. Visual 

puzzles help develop many 

perceptual skills and form an 

important part of our weekly 

programme. 

Leadership: It is important to 

encourage early leadership skills 

in children by allowing them 

to take on age-appropriate 

responsibilities. In Grade 00, 

all the pupils are given the 

opportunity to take on roles 

of responsibility within their 

classes. Here you see Noah 

Bouwer from the Grade 00 Bees 

handing out sandwiches to his 

friends.

Service: The Grade 0s have been 

inquiring about how humans impact 

the environment throughout the 

second term. They decided to collect 

eco-bricks to donate to Dtishego 

House of Laughter in aid of a building 

project. Here we see Ayomiposi 

Eweoya, Anoziva Njenge, Kenzie 

Blom, Ruvarashe Chibvongodze, 

Phetogo Tloubatla and Buhlebenkosi 

Mthembu with their eco-bricks. 

Sports: Keeping 

active and developing 

gross motor skills are 

imperative for a child’s 

development. Our Grade 

00s spend their time 

outdoors exploring the 

large motor equipment. 

This develops their 

overall gross motor 

strength and confidence. 

Leadership: In Grade 0, we use many 

Kagan Structures to promote social 

skills and especially leadership. Here 

we see Gundo Magadagela coaching 

Ndingoho Mathobo in the Kagan 

Structure, Rally Coach. 

Caring: The Easter Bonnet 

Parade and Easter Egg 

Collection are one of our 

fondest MaD (Make a 

Difference) Days celebrated 

in the Pre-Primary school. The 

Dare to Love Team, taught our 

pupils about the true meaning 

of Easter and how their egg 

collection will bring joy to 

those less fortunate. 

Caring: Trinityhouse 

Heritage Hill prides itself by 

giving to the less fortunate. 

Have-a-Heart Day was a 

resounding success with 

our children donating 

money to those who are 

less fortunate. Tristian van 

der Merwe in the Grade 

0000 Starfish Class proudly 

waves his heart and shows 

his love. 

Cultural: Linako Ngcebetsha and 

Vhuyo Lishivha love anything to 

do with music. Music forms part 

of our curriculum at Trinityhouse. 

The children love interacting 

and playing with non-melodic 

instruments, as well as dramatising 

the different characters associated 

with each musical piece. 

Academics: Trinityhouse Heritage Hill 

has a learn-through-play approach. Just 

look at the curiosity and excitement on 

their little faces as they discover how 

a volcano explodes. We celebrated 

World Science Day by conducting 

experiments and having fun! 

Cultural: Nina Ban in Grade 00 

Ladybugs Class loves giving Jelly 

Tot the Music Bear a cuddle at the 

end of their music lesson. Our pupils 

attend music twice a week and get 

the opportunity to play percussion 

instruments and dramatise various 

classical music pieces. This forms an 

integral part of our cultural programme. 


SCHOOL PAGES 

TRINITYHOUSE 

PREPARATORY 

HERITAGE HILL 

Experiments 

are 

such a fun way to 

discover things... 

Ascension Day Prayer 

Wall. We wrote our 

own special prayers! 

Ascension Day 

Assembly 

Art Club 

is great fun! 

Learning through 

play is the best! 

Trinityhouse 

Preparatory Heritage 

Hill Grade 1 Teacher- 

Parent Workshop 

was a huge success. 

Our parents know 

now how to code 

words. 

Rotational group 

work. We are 

learning from 

each other! 

Mini Cricket 

in action! 

Grade 4 had to do 

research and put 

together their 

information 

Spelling 

is easy! 


Mini Netball Festival at 

Trinityhouse Little Falls

Parents are busy with Time2Read 

activities during our Parent- 

Teacher Workshop 

Rotational 

group 

activities 

Reading Week was a huge 

success and our pupils 

discovered the value of 

reading and books. 

Painting bathroom 

doors – a teachers' 

holiday project! 

Participating in 

rotational group 

activities 

Reading 

buddies during 

Reading Week! 

Using our thinking skills to say 

our prepared oral to the class 

We are exploring 

different tools and 

ways to develop 

our Global 

Competencies! 

Teachers decided to 

paint the toilet doors 

during the holiday! 


SCHOOL PAGES 

TRINITYHOUSE 

PRE-PRIMARY 

LITTLE FALLS 

Trinityhouse Pre-Primary Little Falls remains on track with its 

educational offering, making sure our pupils experience an 

education beyond expectation. Learning takes place through 

play, experimenting, exploring and participating in teacher-guided 

rings. We believe in a holistic approach to education focusing on the 

physical, intellectual, social, spiritual and emotional development of 

our pupils. 

ACADEMICS 

Maths: Mathematics is the construction 

of knowledge that involves observing, 

representing and investigating patterns 

and quantitative relationships. (National 

Curriculum) Mathematical concepts are 

taught both incidentally and intentionally 

through counting, eating routines 

(time), attendance register and formal 

Mathematical rings. 

Perceptual: Perception is 

taught in planned lessons 

but is also integrated into the 

daily programme through the 

use of puzzles and perceptual 

games. The purpose planned 

lessons include three elements, 

namely kinaesthetic, threedimensionalities 

and twodimensionalities. 

Therefore 

children are taught the concepts 

with their bodies (movement/ 

touch/ taste/ sound) first, then 

with concrete objects and lastly 

with games, baseboards or Art. 

Language: Thematic teaching 

constantly challenges and 

extends our pupils’ knowledge 

and vocabulary through realistic 

interaction with concrete 

media. Language is gradually 

improved through activities 

such as daily interaction with 

peers and teachers, drama, 

stories, fantasy play, songs and 

rhymes, and inquiry units. 

Large motor skills: Gross motor 

skills are important to enable 

pupils to perform everyday 

functions, such as walking, 

running, skipping, as well as 

playground skills (e.g. climbing) 

and sporting skills (e.g. catching, 

throwing and hitting a ball 

with a bat). These are crucial 

for everyday self-care skills like 

dressing (where you need to be 

able to stand on one leg to put 

your leg into a pant leg without 

falling over). 

Digital Literacy: Digital Literacy 

is commonly defined as the 

collection of knowledge and skills 

used on digital devices and the 

use of apps. It enables pupils to 

use technology strategically to find 

and evaluate information, create 

and share content, and connect 

and communicate with peers. It is 

offered in the Grade 0 classes and 

is taught in groups of six pupils by 

a specialised teacher. 

Fine motor skills: Fine motor 

skills involve the development 

and co-ordination of the smaller 

muscles of the hands and fingers 

in conjunction with the eyes. 

Strong fine motor muscles are 

a prerequisite for writing and 

cutting. Our pupils are exposed 

to many opportunities that build 

this skill, including scribbling, 

colouring, drawing, cutting, 

construction blocks, puzzles and 

games. 


OPD (Other People’s Day): This charity initiative was 

started in 2012 when Little Falls campus opened. Every 

month our pupils get to dress up for a theme and bring 

money or items which are donated to various charities 

the school supports. It is important to us that our pupils 

are aware of those less fortunate than themselves. 

Young Engineers: These various 

age-appropriate programmes 

are completely unique, using 

LEGO® brick kits specially 

designed for the Young 

Engineers community and 

lesson plans that are continually 

updated to ensure effectiveness. 

These fun and fulfilling 

education programmes offer 

an introduction to Engineering, 

Physics and Mathematics. 

Have a Heart: Nappies & baby products 

donated to Princess Alice Adoption Home. 

Ballet: Tiny Tutus is a ballet 

programme specifically designed 

for preschoolers. It was designed 

by a qualified ECD teacher who 

has also been trained in RAD 

Ballet. The classes are ageappropriate 

and developmentally 

appropriate. The aim of the 

classes is to introduce young girls 

to the world of Ballet in a fun and 

informal way. 

S.A. Supporter: Pre-loved toys donated to a 

squatter camp preschool near Lanseria. 

Easter eggs donated to Ekukhanyeni Pre-School. 

Buzz: Buzz is a Performing Arts activity 

offered as an extra-mural from Grade 000 to 

Grade 0. Buzz sessions are custom designed 

to develop pupils confidence, boost their 

social skills and offer them a platform to 

express their individuality. The programme 

consists of Drama, Dance and Singing. 


SCHOOL PAGES 

TRINITYHOUSE 

PREPARATORY 

LITTLE FALLS 

TRACKING PROGRESS ON 

STAGE 

Pulling off a prep school production is simply not for 

the faint-hearted and weak-minded. Trinityhouse 

Preparatory Little Falls is working on their Senior 

Phase Production: ‘The Theatre on the Hill’. 

What should be a carefully planned railway track through 

carefully graded inclines and slopes feels more like a 

death-defying rollercoaster! 

Our cast of over 100 pupils has to find their way to various 

practices scattered between sports and academic events, 

public holidays and school camps. Some of them are 

exercising massive versatility between acting, singing, 

dancing and playing their musical instruments. 

Supporting them are our ever-supportive parents, who 

run their own Marathon of Endurance Parenting – staying 

ahead of multiple schedules and events! 

In the centre of it all stands a small group of teachers – with 

their eyes on the horizon, and their hands on the throttle… 

and brakes. We need to watch ahead for the signals and 

lights – and ensure that the ride is worth every challenge 

we meet. 

Practice is one thing, budgeting is another. As is stage 

planning, sound and lights management, costume design, 

advertising and publishing. At the end of the “day” – or 

perhaps better said – at the end of the “show”, any school 

pulling off a production has engaged in a massive group 

collaborative enterprise. 

And what for? Why all the expense? Why all of the effort? 

Much the same as why anyone is crazy enough to strap 

themselves into the Anaconda at Gold Reef City… 

It is a thrill! The exhilaration of doing something that makes 

no logical sense, but ignites the soul with imagination, 


and challenge, and expression, and togetherness. 

For the experience of breaking boundaries, of going 

where you haven’t gone before – with people who 

were strangers beforehand, and friends afterwards. It 

is a joy to see our pupils discover something within 

themselves that they had not yet realised they had. 

It is a reward to see the seed of an idea sprout into 

something magnificent in the space of six months. 

I cannot yet say how much of a “success” our 

production will be, on stage, in August, but I can 

say that I am honoured to be part of this voyage of 

discovery. Every mile of track has stretched me, and 

grown every person who is working alongside me. 

Deep down, I’m praying that the actual show will be 

deeply rewarding to every performer, every member 

of the audience, and every worker who has put their 

shoulder to the wheel. 

On with the show! 

By Heather Brits – Head of Music, Trinityhouse 

Preparatory Little Falls 


SCHOOL PAGES 

TRINITYHOUSE 

HIGH LITTLE FALLS 

RIGHT ON TRACK, ON AND OFF THE FIELD 

Trinityhouse High Little Falls First 

Netball Team played a good season. 

Trinityhouse High Little Falls First U14 

Netball Team loved their season. 

Trinityhouse High Little Falls First U17 

Netball Team enjoyed a good season. 

The number and quality of activities at Trinityhouse 

High School Little Falls is astounding. This 

includes the impressive performances of the high 

school production, the stunning sports results and the 

academic achievements. The resilience and talents of 

our pupils is an inspiration. It is a privilege to be a part of 

their “track” race. Our pupils excel on and off the field. 

Our Grade 9s had to engage with the serious issue of 

climate change and the race against global warming 

for a Social Sciences and Natural Sciences project. 

Practising Global Competencies and using an inquirybased 

approach, this project was academically rigorous 

and gave the pupils an opportunity to learn and have 

fun. Our pupils faced the challenge head-on. They 

were judged on the final presentation, individual 

contribution, skills used as well as their creative 

thinking. On presentation day, six judges – among 

them, external judges who have qualifications in 

Engineering, Zoology, and Environmental Sciences – 

assessed the projects. This was an important project, 

not only because of the subject matter but with an 

emphasis on future-focused learning. Pupils were 

encouraged to explore the material, ask questions and 

discuss ideas. 

This year’s production went the distance in its 

dramatisation of ‘High School Musical’ (Junior), 

in association with Dalro. The choreography was 

compiled by one of our Matric pupils, Kira Steele. 

A scene from the High School production. 

Performed every second year, our production is an 

example of how Global Competencies is applied in the 

arts. It was also our first production that included the 

use of digital backdrops, managed by a fantastic audiovisual 

crew of pupils. 

The Equestrian Team is on the fast track to success. 

The enthusiasm and commitment from the riders are 

evident. The dedication to the sport has developed, 

with results frequently in the top ten. 

Proving a force to be reckoned with in an argument, 

our Debating Team is winning fifty percent of their 

debates and is now part of the SACEE League. The 

team will debate later in the year in the final round of 

their league. 


Dylan van Rensburg equestrian star. 

Kirsten Lawrence an elegant rider. 

Trinityhouse High Little Falls First U14 Netball Team 

believe in good teamwork to shine. 

Girls practising a scene from the High School production. 

Trinityhouse High Little Falls First U17 Netball Team has 

developed strong bonds that will last them a lifetime. 

“Cheering on” – a scene from the high school production. 

Our Chess players are also winning their race, having 

won the D12 Roodepoort League this year. We are 

delighted to now be considered a “Chess Powerhouse” 

and are so proud of the results. 

The start of Swimming Season was plagued with 

lightning and rain, however, this did not stop our 

swimmers from winning this year’s Inter-high Gala at 

Saheti High School. Having not only gone up a division 

and a league for the start of the 2019 Swimming 

Season they proved their dedication to their school and 

team, making us exceptionally proud of our swimmers. 

The Netball Team finished their race on a high. Three 

teams (U14, U17 and the First Team) went on to play 

in the knock-out round and then two teams proceeded 

to the JOMO Championships. Talk about “fast 

tracking”! 


TRINITYHOUSE 

PRE-PRIMARY & PREPARATORY 

NORTHRIDING 

TRINITYHOUSE NORTHRIDING IS ON TRACK 

Trinityhouse Northriding aims for excellence in 

all we do. We strive to provide a challenging 

yet encouraging environment that is sensitive to 

the unique developmental stages of each pupil. We 

promote self-confidence, independence, responsibility, 

and above all, we encourage and nourish Christian 

character. Trinityhouse Northriding is on track to meet 

each pupil where they are at, in order to unlock their 

full potential. 

SPORT 

On the sports field and the stage, every pupil makes the team and is given an opportunity to shine. Our focus is 

on skills development and participation. 

Basic fitness 

training for our 

upcoming Soccer 

season. 

Watching pupils make friends and 

work hard is why we love sport at 

our campus. Jordan Kowet and Neo 

Tsholofelo 

Teamwork makes for dream work! 

Matteo Smit is working hard on his 

tackling skills. 

Water safety is the first thing we teach 

our pupils. 

Livelakhe Mkhabela getting the basic 

skills in place for Preparatory School 

Swimming. 

Chess teaches problem-solving 

skills, planning, patience, focus of 

thought, and self-discipline. 

Hourui Chen, Callum Ludik and 

Kamara Holzinger participating in 

their first Swimming Gala. 


ACADEMICS 

Academically we ensure that the 

Global Competencies run through 

all that we do. Our pupils are able 

to learn faster and perform better 

due to our teacher-student ratio. 

Small group teaching guarantees 

individualised attention and 

increased participation where each 

pupil has a voice and is heard. 

Saige Pillay, Nontando Draai and 

friends are engaging in sensory play. 

Time2Read in action. 

Garden class – pupils are busy 

classifying animals according to their 

habitat. 

Sejal Govender and Kianu Stander 

hard at work figuring out different 

ways to solve a Maths problem. 

Mikayla Strydom and Paige Scott busy 

creating a masterpiece. 

SPIRIT 

We’re a family and we love 

spending time together, support 

one another, and the fruit of the 

spirit is prevalent in everything 

we do. 

We celebrate all the big and small 

milestones. The first day of school for 

some of our Grade 2 families. 

Grade 3 pupils start their day in the 

presence of God, our Father, and 

saviour. 

Preschool Mother’s Day celebration. 

Sunset picnic fun 

The staff of our campus is like the 

skeleton in a body. We wouldn’t be 

able to stand up without them! 


TRINITYHOUSE 

PRE-PRIMARY PALM LAKES 

KEEPING ON TRACK 

What is pre-primary school? It is many 

things with an array of aspects, but for 

me as a Grade 000 teacher, pre-primary 

school is the opportunity for the children 

to make mistakes. As I sit, watching my class zoom 

around the bike track, a realisation dawns on me – in 

just twenty minutes these children are being exposed 

to a much friendlier version of the ‘big bad world’. 

Without knowing it we have created a testing ground 

where fear is not an element, and as most people 

are well aware, the most amazing things can happen 

without fear added to the equation. The fear of failure, 

the fear of judgement and the fear of getting hurt are 

the brakes that hold most adults back from success. 

Today, at the bike track, I notice that for these children 

fear is something they haven’t had much exposure to, 

and for this, I am most grateful as this is not the case 

for many other children. 

I watch how this small part of our wonderful school mimics 

the real world in so many ways – and I also find the answer 

to that all-important question: Why is pre-primary school 

so important for the child’s total development? It must 

be important if the government is debating whether to 

make Grade 00 a compulsory schooling year. It must be 

important as the question monopolises many discussion 

forums on many moms’ groups. 

Watching, I see how the children are free to explore 

different roles. A child has gone from being the leader, 

having the rest of the class following behind his bike 

and getting to make all the calls, turn left or turn right, 

stop or go, to being a follower and having to obey the 

decisions of the new leader. How will children know 

what position they like if they don’t get the opportunity 

to explore the different positions in a safe space? Even 

the shyest of children somehow end up in the front and 

they may like it or they may prefer to move to the back. 

It’s the small moments of opportunity that help these 

youngsters discover their preferences. 

Rules are a reality. Some thrive under the guidance 

and stick to their side of the road, follow each and 

every arrow and come to a blinding halt at the zebra 

crossing, while other little thrill seekers are content 

with running a red light and hoping for the best. 

Pre-primary school is like life but with the training 

wheels on. They may end up with a grazed knee after 

a head-on collision with a friend and that may be the 

gentle reminder to everyone that in life the rules are 

not made to be broken and it is generally in their best 

interests to abide by them. Isn’t it so great that children 

get to be exposed to these life lessons now while the 

consequences are still quite minor? 

Fantasy play is so important in a child’s total 

development and it is at the forefront of learning in 

pre-primary school. A child gives up his bike to go and 

direct the ‘traffic’ at an intersection. How that child 

beams when putting up their tiny hand and has the 

power to stop three energised loons on their bikes. 

It fills the child with power and a sense of self-worth, 

which for me as a teacher is more important than 

anything children will learn by sitting for 20 minutes on 

the carpet with their legs crossed. 

Life is a rat race and a lot of the beauty is missed 

as fantasy starts to fade and reality sets in. If we go 

back to why pre-school is so vital, it is because it’s the 

first opportunity a child gets to discover things for 

themselves. It’s when they start to explore what type of 

person they are and who they would like to be. Allow 

your child this time to make mistakes because this is 

when the consequences are minor and the lessons 

powerful. 

1. Jessica Chen, Micah and Marco Ballot and Leshara 

Narainsamy. 2. Jessica Chen, Micah and Marco Ballot, 

Leshara Narainsamy and Owakhe Shabalala. 3. Jessica 

Chen, Micah and Marco Ballot. 4. Joanne Wagner and 

Hugo Chen. 5. Kholisile Siguca, Lulonke Manyathi and 

Cade de Gouviea-Smith. 6. Lulonke Manyathi and 

Laim Naidoo. 7. Lulonke Manyathi. 8. Trikav Saligram, 

Hugo Chen and Joanne Wagner. 9. Trikav Saligram. 

10. Vihaan Harripersadh. 11. Kenzo Nkosi, Charlotte 

Gaboreau, Davonna Viramuthu and Mayank Naidu. 


1 

3 

2 

4 

6 

5 

7 

9 

8 

10 11 


TRINITYHOUSE 

PREPARATORY PALM LAKES 

ON TRACK FOR THE FUTURE 

It is no secret that the 21st-century skills and 

knowledge that our learners need in order to be 

equipped for their journey into an unknown future 

are remarkably different from the ones that were 

needed in the past. Educators need to prepare children 

for professions that haven’t even been invented. 

Progressive education systems around the world 

are moving away from content-driven curricula and 

embracing a more skills-based curriculum. 

It is for this reason that we, at Trinityhouse, are 

providing our pupils with a skill set that will allow them 

to function and thrive in a world that’s increasingly 

going to require an ability to think critically and 

creatively. Our pupils are going to need to collaborate 

to solve intricate and complex global problems. They 

will need excellent self-management skills, and they 

will need to be adept at accessing relevant and useful 

information. 

In order to make the embedding of these skills into the 

school curriculum more appealing and age-appropriate, 

Mrs. Reynolds has done the amazing job of creating 

a set of Global Competency Super Heroes. Our 

superheroes include: 

• Self-management Sizwe 

• Social Simone 

• Cali Communication 

• Rory Research 

• Theo Thinking 

To further encourage and motive our pupils to think 

critically about these skills and to be consciously aware 

of them, we have introduced a token system. Pupils 

are encouraged to earn tokens by demonstrating these 

skills in different contexts. Once they have acquired 

five tokens, they are recognised during assembly and 

presented with a super duper Global Competency 

Super Hero certificate. There is no doubt that 

Trinityhouse is flying high! 


GRADE 7 – 

PAVING A PATH 

THROUGH DIGITAL 

PLATFORMS 

The Grade 7 pupils of Trinityhouse 

Palm Lakes have taken a stand, 

paving a path in our school against 

pollution and have committed 

themselves to spreading awareness 

about pollution through digital art. 

The pupils created their own comic 

strips, drawing their comics on 

paper. They photographed each 

comic and then edited their strips 

by adding it to the app, Comic 2 

Comic. The edited photographs 

were then added to Padlet, an 

application to create an online 

bulletin board that you can use to 

display information for any topic. 

Thandolwethu Mthembu 

By creating art, and sharing these 

awareness pieces through digital 

paths, we believe we can make a 

difference and pave a way for our 

future. 

Aayush Dinanath 

Ziyaad Ismail 

Tshifhiwa Dau 

Ziyaad Ismail 

Thandolwethu Mthembu 

Tristan Smuts 


TRINITYHOUSE 

PRE-PRIMARY RANDPARK RIDGE 

The Grade 000 Owlet Class 

sorted wild and domesticated 

animals onto a Venn diagram. 

They realised that some fitted 

into the middle category where 

they could be classified as both. 

Each child had a turn to choose 

an animal. They then told the 

class where the animal belonged 

on the diagram and why. 

The Grade 000 Penguin Class: In 

this lesson, we focused on “I can 

express myself and communicate 

my feelings”. Pupils verbally 

expressed their emotions and 

then visually tabulated them. 

During our inquiry unit, Farm to 

Table, we worked backwards to 

discover where items such as 

chips and popcorn came from. 

The Grade 00 Caterpillar Class 

evaluating their lesson – giving a 

thumbs up if they enjoyed it and 

a thumbs down if they didn’t. 

The Grade 00 Bee Class pupils 

love to explore movement 

in a variety of ways. Good 

“old-fashioned” games hold 

a lot of value (and fun) in the 

development of a child’s gross 

motor skills. 

The Grade 000 Eaglet Class 

learning to communicate using 

their bodies. To achieve this, 

the Kagan Strategy of Copy Cat 

was used in a movement lesson 

where the pupils had to dance 

to the music pretending to be 

creepy crawlies. When the music 

stopped, they had to copy each 

other’s poses. 

Every year, together with the 

Reach for a Dream Foundation, 

we celebrate Tekkie Tax Day in 

support of children with cancer 

and other serious childhood 

diseases. 

The Grade R Tiger Class had the 

question posed as to whether 

Tilly the Teapot would be a 

good pet or not? This was a P4C 

(Philosophy for Children) lesson 

that challenged the pupils to 

think critically about what would 

make something a good pet. 

Even though Teacher Ali kept 

the teapot warm in a cage, gave 

it tea bags to eat, water to drink 

and loved it so much, it still did 

not make Tilly the Teapot live, 

grow or love Teacher Ali back. 

So the Tiger Class decided that a 

hamster would be a much better 

choice. 


Left, Tyler Achterberg, 

and right, Ethan Da Silva 

enjoying Rugga Kids. 

The Grade 000 

Ducklings are having 

a wonderful time in 

their Science lesson, 

churning cream to 

make butter for our 

‘From the Farm’ theme. 

They are learning all 

about the process from 

the farm to the table! 

Three of our Grade R 

pupils singing, ‘We are 

the world...’ during our 

concert this year. 

Having fun with finger 

paint. Tyler was using 

finger paint to create 

a design on the plastic 

tray, which he then used 

to make a print. 

Grade 00 Ladybird Class: After 

the pupils had engaged in a 

ring about the life cycle of the 

frog, they were divided into 

groups of three or four. They 

had to communicate their 

understanding of the life cycle 

using a “graphic organiser”. 

Making use of the Kagan 

Structure of Round Robin, each 

child had a turn to glue one 

picture which was a part of the 

life cycle in the correct sequence. 

Once this was completed, the 

pupils worked together to colour 

the pictures in. 

As a school, we celebrate 

Trisomy Day every year in 

memory of little Kangi, who 

suffered from Trisomy 18 and 

only lived for 24 hours in 2015. 

His brother, Hlanhla was in 

the Tiger Class at the time. 

Since this time, his mom, Busi, 

has established the Trisomy 

Foundation and brought much 

more public awareness to this 

life-threatening condition, 

helping other families who have 

suffered similar tragedies. 

The Grade R Lion Class: Using the 

Kagan Structure, Fan-and-pick, 

every pupil is actively involved 

and has to collaborate to allow for 

every pupil in the group of four to 

have a turn to use sound buttons 

to sound out a word on an 

auditory level. Pupils are required 

to use good communication skills 

in order to keep the game flowing 

and for everyone to have a turn. 

They also have to use appropriate 

language to praise their friend 

or guide them when they are 

struggling, thus improving their 

social skills. 

We end off our first term with our 

annual Easter Hat celebration. 

The hats represent new life, 

which is what Jesus brings us 

through His ultimate sacrifice 

on the cross, his death and 

resurrection. 

The Grade R Giraffe Class pupils 

worked with their shoulder 

partners to sort the pictures into 

their correct “word families”. 

Collaboration is a very important 

skill to learn from an early age. 

After having dramatised a Music 

story in a P4C (Philosophy 

for Children) lesson about a 

cat chasing a mouse, Teacher 

Frances asks Kairaav Thorulsley 

to tell her whether he would 

prefer to be the cat or the 

mouse. He chose the relevant 

puppet and gave his reason. 


TRINITYHOUSE 

PREPARATORY RANDPARK RIDGE 

The Gauteng West Interschools Equestrian Parade 

at Maple Ridge Equestrian Farm in Krugersdorp 

took place recently. There was an outstanding effort 

from Team Trinityhouse who includes Julia Bald 

(captain) with her horse Mr Madoc, Paige Webb 

(walked on foot), Gabrielle Naude with her horse 

November Rain, Catherine Priest with her horse 

Dreamcatcher’s Charis, Mikayla Greyling with her 

horse Diva Greyling, Julia Priest with her horse 

Sealord and Tyla Booysen with her horse Frudo who 

looked fantastically smart. A huge thank you to all 

involved in getting this event together. 

This year marked the seventeenth National U13 

Rugby Festival for Preparatory Schools. We 

welcomed our old friends Durban Preparatory 

School, Highbury Preparatory School, Merchiston 

Preparatory School and Laerskool Fairland. This 

year, we also hosted Cornwall Hill Preparatory, 

Leeuwenhof Akademie and Laerskool Protearif. The 

festival matches were closely and fiercely contested, 

but it is the friendships and memories made at this 

festival that will remain strong. 

The Foundation Phase pupils collected coins to 

use in their activities for Trinityhouse Maths Day. 

The money collected was then donated to CHOC. 

The pupils were then informed and entertained by 

Thandi, the CHOC Foundation’s cow. 

The Music Centre staff nominated pupils who are 

proficient in an instrumental piece and in their 

opinion, ready to perform in front of an audience. 

We have no doubt that exposing every child in the 

school to some form of music has enhanced their 

lives. 


Trinityhouse Preparatory School donated 2 252 

books to Kingsway Christian School as part of a 

book drive. Principal of Kingsway, Kgethi Dlamini 

touched the hearts of staff and pupils when she 

said, “You have planted a seed of generosity in 

our pupils. We’ll nurture this and make sure that it 

grows. May God bless the work of your hands.” 

Our Grade 3s had their own elections in May as they 

cast their votes for best party that would combat 

bullying. Manifestos were presented, IDs, voting 

ballot papers and stations were created. Every voter 

also had their finger inked during elections. 

Caleb Johnson, Jarred Montjoie and Ryan 

Donald recently participated in the annual IMAS 

(International Mathematics Assessment of Schools) 

Competition. IMAS is a world-class Mathematics 

assessment test for Middle Primary (Grade 3 and 

4), Upper Primary (Grade 5 and 6) and Lower Junior 

Secondary pupils (Grade 7 and 8). The test is 

organised by the IMAS Executive Council. 

Caleb Johnson (Grade 6) came 6th nationally and 

made the SA B-Team. Jarred Montjoie and Ryan 

Donald came in the Top 4 in Gauteng and have 

therefore made the Gauteng Team. These teams 

will be going to Durban in August to compete 

against 25 countries internationally, including China, 

Australia and Bulgaria. This is an event which hosts 

approximately 1 600 delegates. 

The organiser strongly feels a need to conduct 

a Mathematics assessment test among schools, 

countries and regions to test the pupils’ 

achievements in Mathematics problem-solving and 

to serve as a guide paper for pupils who wish to 

improve their ability in this field. This test serves as 

one of the motivating factors attracting students 

not only to test their abilities in Maths but also 

to challenge their abilities in broadening their 

Mathematical scope. 

A special thanks to Mrs. Celeste Johnson who has 

prepared these pupils so thoroughly, to enable 

them to participate at this level. We wish them well 

in their preparations. 

In the annual CANSA Shavathon and Sprayathon, 

pupils came to school dressed in civvies and paid R10 

towards CANSA to have their hair sprayed in a variety 

of colours. 


TRINITYHOUSE 

HIGH RANDPARK RIDGE 

In March, Palesa Mothopi was invited to 

attend the Talent Africa Special Award 

ceremony where she was presented with an 

award for being one of the Top 10 Actors. 

Palesa was also selected as a member of 

the team which represented SA at Talent 

America in New York at the end of June. 

Lailah Bald competed in the Nissan Easter Festival where 

she participated in four classes at the Junior Rider 80cm 

level. She was placed as follows: 

• Competition placed 3rd 

• 2 Phase placed 2nd 

• A2 not placed 

• Easter championship 

placed 3rd 

The Grade 11 Life 

Sciences students 

recently performed 

sheep kidney dissections 

and identified the key 

structures and functions, 

while also relating this 

info to human anatomy 

and physiology. 

Byron Anley and Kera Healey have been making 

serious waves in the Golfing community which we are 

exceptionally proud of: Byron was crowned the Randpark 

Golf Club Junior Champion (A-Division). He was able 

to hold off some strong challenges from an exceptionally 

talented field. Kera has risen through the national rankings and 

is now knocking on the door for a top ten berth. 


We have heeded your call Trinitonians as we announced this year’s 

RCL Committee. The RCL is the voice of the school. It is their job to 

make sure that any suggestions, complaints, problems or ideas from 

the pupils for practically anything related to the school, are heard 

and discussed. 

Kyle Theron and Pavana Reddy, both 

in Grade 10, have qualified for Level 1 

First Aid and are now studying for Levels 

2 and 3. Trinityhouse High has never 

had pupils complete First Aid courses 

so we are particularly proud of their 

achievements. 

The following girls have been selected for the Southern 

Gauteng Provincial Hockey teams: from left to right 

Lailah Bald (U16D), Makayla Van Coppenhagen (U16D), 

Katlego Bodibe (U16A), Paige Salis (U16A) and Kelsey 

Stark (U16A). 

Thomas Beyer, Michael Shi, Shimmi Chen, Ryan 

Dinwoodie and Jarred Feldman entered the 

Wits integrated project. The Grade 11 learners 

were given a transcript between a pilot and 

ground control towers, that depicted a plane 

crash and they have been directed to determine 

the cause of the air crash and ways to prevent 

it from happening in the future. These learners 

put in a huge amount of effort and research and 

presented phenomenal findings. 


FAMILY TRAVEL 

7 Thrilling Kids’ Hotels 

+ 1 for adventure for grown-ups only 

By Angie Snyman 

1. ALTON TOWERS HOTEL IN 

STAFFORDSHIRE ENGLAND 

Alton Towers Resort is a top, short-break destination 

“designed by kids for kids”! 

You can also experience 14 CBeebies themed rides 

and attractions and meet some of CBeebies’ most 

popular characters at CBeebies Land. The fun doesn’t 

end when the sun goes down because you can also 

stay in a Sonic the Hedgehog, Charlie and Lola, Peter 

Rabbit, and other much-loved CBeebies characterthemed 

rooms in the three fantastical hotels! 

The resort theme park offers groundbreaking 

rollercoasters, including Wicker Man featuring 

cutting-edge special effects and wooden coaster 

technology, plus a wacky waterpark, rollercoaster 

restaurant, a luxurious spa and zany Extraordinary 

Golf. 

This year also saw the opening of the camping-style 

Alton Towers Stargazing Pods at Alton Towers where 

the family can drift from one la-la land into another 

with a spectacular view of the night sky. 

www.altontowers.com 

2. THE LEGOLAND 

HOTEL IN CARLSBAD, CALIFORNIA 

This LEGO experience is the ultimate family treat – with a day 

spent at LEGOLAND California and a night at LEGOLAND 

Hotel! It ranks in the top 10 of TripAdvisor’s Best Hotels for 

Families in the US, which is quite something! 

Young imaginations are brought to life with a choice of 

mindblowing LEGO-themed rooms – LEGO Pirate, Kingdom, 

Adventure, Ninjago or Friends. An overnight stay means you 

enjoy exclusive early access to LEGOLAND California, and 

there’s a free buffet breakfast at Bricks Family Restaurant to 

fuel up for a long day of adventure and excitement! Nightly 

children’s entertainment and other amazing benefits make 

this a not-to-be-missed experience for LEGO fanatics. 

www.legoland.com/california 


3. THE QUEEN MARY HOTEL IN LONG BEACH, 

CALIFORNIA 

In 1936, the stately Queen Mary departed from 

Southampton, England embarking on her maiden 

voyage. The ship carried some 2.2 million passengers in 

peacetime and 810 000 military personnel in the Second 

World War. Since her retirement in 1967, she has never 

been more popular as an iconic Southern California 

attraction, hotel and venue for special events. 

When staying in the hotel, you can choose from 347 

original first-class staterooms featuring authentic 

polished wood panelling, original 1930s artwork and Art 

Deco style and operable portholes, for a real glimpse 

into what transatlantic travel was like during the ‘30s, 

‘40s and ‘50s. However, only the brave will want to stay 

in Stateroom B340 with its recorded paranormal activity 

and many stories of haunted encounters noted in the 

ship’s logs! 

Queen Mary’s history is full of curiosity, with tours 

including Voyage to the Other Side – An Ongoing 

Paranormal Investigation, Illusions of the Passed, and 

Dining with the Spirits – group dining off the awardwinning 

Sir Winston’s Restaurant and Lounge menu 

before spooky haunted history tour like no other! Kids 

will love the almost eight metre-long and 270 kilogram 

LEGO Queen Mary model made from 250 000 LEGO 

bricks. You can also catch spectacular 4th of July 

fireworks from the Queen Mary deck! 

www.queenmary.com 

4. JUMBO STAY IN 

STOCKHOLM, SWEDEN 

Which child wouldn’t want a sleepover in a real 

Boeing 747-200? And never mind if you have a fear 

of flying – you won’t be leaving the ground as this 

retired Boeing is much older than you! Originally 

built for Singapore Airlines in 1976, it ended its days 

with Swedish Transjet in 2002 after flying for several 

different airlines, including legendary Pan Am. 

Inside, its 450 seats were removed and a completely 

new, modern shiny interior was installed, complete 

with heating and air conditioning – and Wi-Fi, in 

case you were wondering. The 33 rooms which 

sleep from one to four people are approximately 

six square metres and three metres in height, offer 

a shared shower and toilet in the corridor. For the 

best suite on board, book a night in the double-bed 

converted cockpit with private WC and a panoramic 

view of the airport. The onboard café is open to 

both overnight guests and day visitors, and the firstclass 

lounge in the upper deck has a TV. 

Flying enthusiasts, families and even businessmen 

who needn’t leave Arlanda Airport en route home 

will find a novel night at Jumbo Stay is well worth 

writing home about! 

www.jumbostay.se 


FAMILY TRAVEL 

5. THE KAKSLAUTTANEN ARCTIC RESORT IN 

SAARISELKÄ, FINLAND 

Imagine the incredible view while falling asleep under 

a gazillion stars in the Arctic wilderness in a transparent 

Glass Igloo! These accommodate a family of four, while 

a Kelo-Glass Igloo, a combination of a fireplace-heated 

cosy log cabin with glass igloo extension, sleeps up to 

six people. More intrepid travellers who don’t mind the 

cold can sleep in down sleeping bags at a stable minus-6 

to minus-3 degrees centigrade in a Snow Igloo, which is 

decidedly toasty compared to the outside temperatures 

as low as minus-40 degrees! While as many as 10 (saner) 

people can stay in a rugged Kelo pinewood log cabin, 

complete with fireplace and sauna, a favourite pastime 

to warm up in these icy climes. 

There are loads of activities to do here too: visit Santa’s 

home – Celebration House, deep in the heart of a nearby 

forest – just be sure to book an appointment in advance. 

This is Finland’s largest log building and accommodates 

250 people, for weddings and other big events. 

Then there are autumn and summer activities like 

chasing the northern lights, husky hiking, hiking in 

the Ukk National Park, mushroom and berry picking, 

canoeing and white-water kayaking, gold panning by the 

river, and midnight sun spotting; while winter activities 

encompass reindeer, husky, snowmobile and snow tank 

safaris, aurora hunting, ice fishing, downhill and crosscountry 

skiing and snowboarding, to name a few. 

www.kakslauttanen.fi 

6. FLY WINVIAN 

CLASS IN A CONNECTICUT 

RESORT COTTAGE 

Winvian Farm is a luxury resort set 

in 113 acres in the Litchfield Hills of 

Connecticut. On the historic estate, 

you can experience the unexpected 

– a night in a fully-restored 1968 

Sikorsky Sea King Pelican HH3F 

helicopter! 

This amazing Coast Guard chopper 

stands at the centre of a unique 

cottage, its rotor blades embedded 

in the ceiling (flights of fancy only!) 

The originals are here: pilot and 

co-pilot seats, switches, gauges 

– with modern updates such as 

a mod sofa and flat-screen TV. 

Fancy drinks in the cockpit, or a 

film in the fuselage? Then relax by 

a glowing woodstove, and sleep 

in a cloud-soft bed outside the 

helicopter. Stylish, fun and totally 

aerodynamic. 

www.winvian.com 


7. THE MURAKA UNDERWATER VILLA IN THE MALDIVES 

The Muraka exclusive underwater villa is a first of its kind that opened only recently at Conrad Maldives Rangali 

Island. A triumph of modern design and technology, kids can live out their mer-children dreams in this unique 

three-bedroom, two-storey marvel. The apartment sits above and below the surface of the Indian Ocean blending 

into the landscape like coral, which is what “muraka” means in the native language, Dhivehi. 

Young travellers staying here can experience junior dive courses and glamping with the fishes in a teepee in the 

undersea suite, complete with flashlights, a pillow fort and assorted treats while having stories read to them. 

The resort’s Majaa kids’ club also offers exciting marine adventures, culinary workshops and lots more... With 

babysitting on offer, it’s simply like diving into paradise for both kids and parents! 

www.conradmaldives.com 

Muraka Images courtesy of Conrad Maldives Rangali Island/Justin Nicholas 

A STAY FOR OVER 

18s ONLY 

NEST ON A CLIFF IN PERU 

Skylodge Adventure Suites in the 

Sacred Valley in Cusco offer cliffside pod 

accommodation with incredible bird’s-eye 

views – but only for over 18s due to the 

danger factor! 

It comprises three cosy pods with space 

for four people in each and a separate 

meal pod. 

To get up there, you scurry 400 meters 

up the Via Ferrata (Italian for “iron path” 

which are climbing handles/steps affixed 

to the rocky cliff) or you can hike up which 

takes about 50 minutes. 

Kids over eight can also enjoy the thrilling 

zip line trail to take in the vistas, perhaps 

with a lunch experience and day tour 

thrown in. 

www.naturavive.com (view a video 

experience of Skylodge) 



KIDS’ PAGES 

Animal Tracker 

Know your animal tracks (known more professionally as “Spoor”) 

and keep you and your friends safe during your bush walk. If you 

see frog spoor you can relax but if you see any of the other spoor, 

you need to run! 

By Pride Mncube 

A 

E 

A = Hippo | B = Cheetah | C = Lion | D = Rhino | E = Elephant | F = Buffalo | G = Frog | H = Crocodile 

B 

C 

D 

F 

G 

H 


KIDS’ PAGES 

How to: 

Whacky Your Takkie! 

Style-up your step with this quick and easy DIY 

project that’ll have your feet decorating the street! 

By Olivia Verrydt 

FOLLOW THESE STEPS 

WHAT YOU WILL NEED... 

• A pair of white takkies 

• A selection of multi-coloured, 

permanent markers 

• Nail polish remover 

• Earbuds 

Step 1: Remove the laces from your white takkies and set them 

aside for later. 

Step 2: Cover the sole of your shoe with masking tape to avoid 

any running colours. 

Step 1 & 2 Step 3 

Step 3: Take your multi-coloured markers and make polka 

dots all over your takkies (stripes could also work). Your colour 

combinations and choice of patterns will determine your 

personal style. 

Step 4: Fill a small bowl with nail polish remover. 

Step 5: Dip your earbud into the nail polish remover and then 

start dabbing the polka dots on your takkies. See how the 

colours run! 

Step 4 

Step 5 

Step 6: Leave the takkies to dry overnight. 

Step 7: When the takkies are fully dry, remove the masking 

tape from the soles and put your shoelaces back in. If you like, 

you could replace your laces with different coloured ribbon. 

Step 8: Put your trendy tootsies into your new takkies and hit 

the town... or just the bowling alley! 

Step 6 Step 7 

Inspired by... 

This fun DIY exercise was inspired by 

Suzelle DIY. For more cool hacks go to 

www.suzellediy.com. 



What is influenza? 

Influenza also called flu is an acute viral respiratory infection, transmitted by the influenza 

virus. This virus has three main types A, B and C. Common viruses are A (H1N1), influenza A 

(H3N2) and influenza B viruses. 

How do you get flu? 

Flu viruses spread mainly through saliva droplets that 

travel when people cough, sneeze and talk. These 

droplets either land in the mouths or noses of people 

who are close-by or on surfaces where hands touch and 

then transfer the virus to eyes, mouths and noses later. 

What are the signs and symptoms of 

influenza? 

• Sudden onset of fever. 

• Acute upper respiratory symptoms: dry cough, sore 

throat. 

• General symptoms: malaise, headache, fatigue, 

muscle pain and body aches, cold shivers and hot 

sweats. 

• Some people may have vomiting and diarrhoea, 

though this is more common in children than adults. 

What are the possible complications? 

While most influenza illness is mild, complications 

(particularly pneumonia) are always a concern in 

persons with underlying conditions or certain risk factors. 

Who is at risk of developing complications? 

• Pregnant women. 

• Young children (65 years of age). 

• People with existing chronic diseases (heart, lung, 

kidney, endocrine) for example diabetes or asthma, 

persons who are immunosuppressed. 

• Morbidly obese people (BMI ≥40 or BMI≥35 with 

obesity related health conditions. 

Who should be vaccinated? 

The flu vaccine is developed each year according to the 

prediction of strains that will be in circulation for that 

season and should therefore be administered every year 

as the strains evolve continuously. The vaccine is effective 

after 10-14 days. 

How effective is the vaccine? 

The vaccine offers some level of protection to all groups 

that have an indication to be vaccinated but those 

individuals who are 65 years of age 

or are immuno-compromised have a lower protective 

immuneresponse than others. However the vaccine 

does offer these high risk groups some protection. The 

influenza vaccine will not protect against the many other 

viruses that circulate during the winter season and cause 

respiratory infections. 

How safe is the vaccine? 

The vaccine cannot result in influenza infection as there is 

no live virus contained within the vaccine. Some persons 

experience mild fever and local pain at the injection site. 

Overall the vaccine has an excellent safety record. 

How do you treat flu? 

For uncomplicated cases at low risk then the prevention 

of further spread and the following measures are 

advised: 

• Bed rest 

• Drink plenty of water and other clear fluids 

• Symptomatic treatment for cough, fever, nasal 

congestion, etc 

The Trinitonian 63 

Every child a masterpiece | 15

SPECIAL FEATURE 

Career Files

SPECIAL SECTION: CAREER FILES 

Public University or Private? 

How to choose the right 

institution for you 

There have been many developments in the higher education sector in past decades, 

notably a rise in the number of institutions from which prospective students can choose 

when considering their further education. Along with the increase in public universities, 

there has also been substantial growth in the private higher education sector. 

Faced with this increase in choice, it’s natural for 

young people to be anxious about their decision 

– should I go to a public university, or should I 

opt for a private higher education institution? A 

massive part of this concern is whether the qualification 

you receive after three or four years of study will be 

respected in the world of work, whether it will position 

you well to land your first job, and whether it will help 

you build the career of your dreams. 

“It’s so important that future students don’t base their 

decision on their gut feel or vague perceptions,” says 

Dr. Felicity Coughlan, Director of The Independent 

Institute of Education and Group Academic Director at 

ADvTECH, Africa’s largest private education provider. 

She says there’s a concrete checklist that prospective 

students should measure their chosen institution 

against and if all the boxes are checked, they can rest 

assured that their choice of institution can help them 

achieve their dreams. 

“Ultimately, you have to make an informed choice 

based on your personal vision and circumstances, and 

you should not blindly follow a direction just because 

everyone else is going that route, or because you think 

that’s the way to go,” Coughlan says. 

She advises prospective students, and their parents or 

guardians, to look at the following when considering or 

reviewing higher education institutions: 


ACCREDITATION 

Most importantly, your institution must be registered 

and accredited. South Africa has a single quality 

assurance system and one National Qualifications 

Framework, which means that any institution offering 

a registered and accredited qualification – whether

public university or private – is offering a qualification 

of equal standing. So if your institution is listed on the 

Department of Higher Education and Training’s list* of 

registered higher education institutions and colleges, 

you don’t need to be concerned about whether the 

institution is called a university, a college, or a private 

higher education institution. 

This is because the only difference between public 

(university) institutions and private higher education 

institutions – which purely as a result of regulations 

may not refer to themselves as private universities – is 

that the public institutions get some subsidy from the 

government while the private institutions don’t. 

EMPLOYER RECOGNITION 

The world of work has changed dramatically over the 

past decade, and the economic climate is tough. That 

means prospective students should make sure that 

their qualification and their choice of institution is well 

respected by employers and in the market. Generic 

three-year degrees with no practical experience do 

not provide a strong competitive advantage after 

graduation. 

This means that young people should interrogate their 

institution about the following: curriculum, industry 

relationships, lecturer activity in the industry, and 

practical experience that form part of the studies. 

The strongest qualifications today are the ones that 

are closely linked to specific careers and fields, and 

whose curricula are based on the competencies 

required to be work-ready from day one. 

One way of determining industry recognition of 

your institution is to ask about its career fairs, when 

the country’s top companies visit campuses to meet 

students. If employers are lining up to meet the 

leaders of tomorrow at your institution, you can be 

assured that you are signing up for a quality education 

that is respected in the workplace. 

INTERNATIONAL RECOGNITION 

Many students want to know that their qualifications 

will be internationally recognised. If this is important 

for you, you should ask your institution about 

international links and accreditation. Does your 

institution have links with international exchange 

programmes, or is it accredited by an independent 

international accreditation council? All good 

institutions should be able to provide satisfactory 

answers to your questions about your potential 

international opportunities. 

CLASS SIZES AND STUDENT SUPPORT 

Class sizes and student support are crucial for 

ensuring student success and successful transition 

into the world of work. Individual attention, and 

being more than a number, can dramatically influence 

student outcomes. But an institution’s involvement 

should go further than quality lectures and success at 

exam time. Good institutions will have career centres 

which assist students and alumni beyond academics. 

“The higher education landscape looks entirely 

different today from the way things were even a 

decade ago. These days, prospective students 

have a lot more choice in terms of institution and 

qualification,” says Coughlan. 

“To really make the right choice in terms of the best 

grounding for your career dreams, you have to look 

beyond historical perceptions and gut feelings about 

which way is ‘the best’ way, and make sure your 

choice is based on the facts about what makes one 

institution and qualification stand out from the next 

one,” she says. 

*www.dhet.gov.za/SitePages/DocRegisters.aspx 

The Independent Institute of Education (The IIE) is the largest, most accredited registered private higher 

education provider in South Africa, and is accredited by The British Accreditation Council (BAC). Its highly 

respected brands include Varsity College, IIE MSA, Vega and Rosebank College. 


SPECIAL SECTION: CAREER FILES 

Camp Rocks 

Not ready to hit the working world? 

Take a constructive 

gap year and become 

a Sugar Bay camp 

counsellor! 

COUNSELLOR-IN-TRAINING AT SUGAR BAY 

Sugar Bay Holiday Camp is South Africa’s first and only 

American-style summer camp and provides children 

between 7 and 17 with the most magical holidays 

imaginable! 

Sugar Bay is located in the beautiful seaside village of 

Zinkwazi Beach where the rolling hills of sugar cane 

meet the warm Indian Ocean – the perfect backdrop to 

adventure and learning. But who facilitates the good 

times? Meet the Sugar Bay counsellors who are trained 

in Childcare, Child Psychology Level 1, First Aid and 

CPR through the Sugar Bay Counsellor in Training (CIT) 

Programme. 

THE CIT PROGRAMME 

The CIT Programme introduces teenagers of 

17 and 18 years old to the concept of working 

with children of all ages and in many situations. 

The all-encompassing programme offers 

valuable experience and qualifications in all 

areas necessary for a teen to be an effective 

camp counsellor. At Sugar Bay, not only is 

leadership, problem-solving, team building, 

and communication taught, but teens are also 

shown how to deal with sensitive issues such as 

bullying, behavioural problems and child abuse. 

Under the supervision of qualified staff, teens 

are trained and certified to become recognised 

camp counsellors. 


WHAT IS THE BASIC 

PROGRAMME RUN DOWN? 

The CIT Programme at Sugar Bay 

normally runs for two consecutive 

weeks and takes place duringmost 

school holidays. During the first week, the 

“CITs” spend most of their time as campers, observing 

how activities are run and taking part in the programme 

sessions. They may be asked to assist with the setting up 

of evening programmes and are encouraged to mix with all 

age groups of campers. During the second week, the CITs 

partake in various lectures and join certain activities to assist 

the counsellors. They may also be asked to help set up and 

run evening programmes. On the final evening, the CITs are 

awarded their certificates at the final campfire. 

WHAT QUALIFICATIONS ARE RECEIVED 

AFTER COMPLETING THE COURSE 

SUCCESSFULLY? 

Sugar Bay offers accredited qualifications that will be 

useful to CITs both within the camp environment, including 

international camps, as well as outside of the camp 

environment. Candidates will receive qualifications in: 

• First aid (Emergency First Response) and CPR 

• Camp Counselling 

Candidates will also receive 

training in the following areas: 

• Junior lifeguarding and water 

safety 

• Child and staff psychology 

• Outdoor / adventure-based 

counselling 

• Stress management 

• Teamwork 

• Instruction in all Sugar Bay 

activities 

• Crisis management 

Sugar Bay is a member of the American 

Camping Association (ACA), AA, PADI and 

Emergency First Response, and is also a 

supporting member of the Council of British 

International Schools (COBIS). 

For more information please go to 

www.sugarbay.co.za or call 032 485 3778. 



CAREER GUIDANCE GURU 

Who is Professor Zak Nel? 

Prof. Zak Nel holds a BA Hons, HED and MA 

(cum laude) and started his career as a teacher, 

school psychologist, and university student counsellor. 

The completion of his doctoral degree led to the 

awarding of a post-doctoral stipendium in Career 

Counselling research and working in close association 

with the University of Minnesota in the USA, where 

Prof. Nel became convinced of the impact of career 

choices of students. He became a full professor in 

Counselling Psychology and published five books 

and 32 research articles on career counselling while 

supervising more than 30 doctoral students from 

different universities in their PhD studies on all aspects 

of career counselling. 

Prof. Nel was awarded a lifelong honorary fellowship 

from the South African Institute of Counselling 

Psychology (SAICP) after serving as Chairman for 

five years. Since his retirement from RAU, he’s been 

directly involved in the promotion of private higher 

education in South Africa, which included heading 

up the Business School of Educor for five years, 

which offered the Oxford-Brookes MBA in Africa, 

and he is currently serving on a number of academic 

boards, boards of directors and student scholarship 

organisations. 

Prof. Nel also has a special interest in brain 

information processing systems and learning 

strategies. He has developed specialised skills in 

assisting non-traditional learners and is a founding 

member of My Tutoring and Teaching Centre, which 

caters for non-traditional learners. 

http://mytutorcentre.co.za 

www.profzaknel.co.za 

72 | Crawford The Trinitonian Times

Health, Humanities 

and the Environment 

By Professor Zacharias Johannes Nel 

Bachelor of Health Sciences (BHSc) 

The Health Science Faculty at Wits rightfully claims that this entrylevel 

(first year) qualification meets the needs of several health-related 

industries, including biotechnology, forensic sciences, health service 

and hospitality management, health policy and economics, 

insurance and medical aid, medical research, pharmaceutical 

industry, and sport and fitness. 

CAREER FILES 

There are three streams in the qualification: 

• Health Systems Sciences 

• Biomedical Sciences (our focus) 

• Biokinetics (our focus) 

Biomedical Sciences 

A student will, for example, take the following 

modules in the second year of study: Human Anatomy, 

Molecular Medicine, Physiology and Medical 

Biochemistry. Most importantly the qualification allows 

a student to qualify for the well-known Graduate Entry 

Medical Programme (GEMP) at Wits. 

Graduate Entry Medical Programme 

(GEMP) in the Bachelor of Medicine and 

Bachelor of Surgery (MBBCh) 

The GEMP stream offers an aspirant medical student 

admission into the third year of the MBBCh. A 

graduate student from outside Wits may also apply 

for the programme, on the condition that full courses 

in Biology, such as Anatomy, Physiology, Zoology, 

Life Sciences and a half course in Chemistry 

and Physics are included in the undergraduate 

qualification of the applicant. GEMP candidates 

must write an entrance exam, known as the Wits 

Additional Placement Test (WAPT) 

Some of my other favourites 

offered by the Faculty of Health 

Sciences at Wits include: 

• Bachelor of Clinical Medical Practice 

• Bachelor of Dental Sciences 

• Bachelor of Nursing 

• Bachelor of Science in Occupational Therapy 

• Bachelor of Oral Health Sciences 

• Bachelor of Pharmacy 

• Bachelor of Science in Physiotherapy 

Bachelor of Health 

Sciences in Biokinetics 

South Africans are known for their love of 

sports and therefore to become a professional 

biokineticist has become a very appealing 

option. The degree offered by the Health Science 

Faculty at North West University (NWU) includes 

high-level elements of exercise science, human 

anatomy, physiology and biochemistry. 

To qualify for the degree, a student needs to 

qualify with an APS score of 32 with Mathematics 

level 3 or Mathematical Literacy level 4 and 

Physical Science or Life Sciences at least level 

4. However, it is a selection degree and the 

competition is very fierce. 

A professional biokineticist offers specialist 

assistance exercise rehabilitation and therefore 

the degree has a strong scientific basis. The 

Bachelor of Health Sciences in Biokinetics also 

leads to jobs such as a sport scientist, an exercise 

physiologist, a sport massage therapist and a 

healthcare researcher. With this qualification 

some graduates will also move into the fitness 

industry, sport administration, sports coaching, 

sports management and teaching. 

To qualify as a biokineticist, a 

candidate must first complete the 

Bachelor of Health Science with 

Honours (BHSc Hons) in Biokinetics, 

which includes an internship. 

If the student is not selected for this degree, there 

are alternative options offered in the broader 

sports field, namely: 

Every child The a masterpiece Trinitonian | 73

Bachelor of Health 

Sciences in Biokinetics 

• Bachelor of Health Sciences with Sport 

Coaching and Human Movement Sciences 

• Bachelor of Health Sciences with Recreation 

Science and Psychology 

• Bachelor of Health Sciences with Recreation 

Science and Tourism Management 

• Bachelor of Health Sciences with Sport and 

Recreation Administration 

• Bachelor of Health Sciences with Physiology 

and Psychology 

• Bachelor of Health Sciences with Physiology 

and Biochemistry. 

There is also the two-year Diploma course in 

Coaching Science, which will allow a student 

to eventually progress to the Health Sciences 

Degree. The admission requirements for the 

Diploma in Coaching Science is a National 

Senior Certificate with a minimum of an 18 APS 

score. 

Wildlife tourism is a highly dynamic field 

that allows passionate young people to work 

in nature every day! 

Guiding courses are different in that… 

• You qualify across a wide range of fields 

and are certified with a range of skills 

and knowledge certificates, licences and 

permits, rather than a single degree or 

diploma. 

• Your ability to pass a test isn’t a deciding 

factor for success. Many people with 

learning differences such as dyslexia and 

Asperger’s, reach phenomenal success. 

BSc Agric in Conservation 

Ecology and Entomology 

The devastating impact of people on oceans, 

forests, animals and other natural resources, 

inspires a new generation of young people to 

want to address issues such as global warming, 

pollution and plastic dumping in the oceans. 

For those who want to make a difference, one 

of my favourite degrees is the four-year BSc 

Conservation Ecology offered by the Faculty of 

AgriSciences at the University of Stellenbosch. 

One of the reasons why I prefer this degree is 

that it links ecology to options in the agriculture 

section. Career options will include the following: 

• Environmental conscientious agricultural and 

forestry production 

• Environmental impact studies 

• Restoration ecology 

• Geographical information technology 

• Conservation biology 

• Aquaculture 

• Game reserve and nature reserve management 

• Ecotourism 

• Community-based natural resource 

management 

The typical compulsory modules for the second 

year of study include: 

• Biodiversity and Ecology 

• Conservation Ecology 

• Geography and Environmental Studies 

• Computer Skills 

Bhejane Nature Training are pioneers of 

a comprehensive three-year Advanced 

Nature Guiding Course combining fields 

of Professional Nature Guiding and 

Conservation/Wildlife Management and 

Tourism and Hospitality, enabling students to 

get a quality academic qualification while 

living and training in the bush. 

Today nature guiding is regarded as a 

long-term professional career choice with 

oversight from professional associations like 

FGASA – the Field Guides Association of 

Southern Africa. 

www.bhejanenaturetraining.com 

CONNECT 

WITH US 

74 | The Crawford Trinitonian Times

Bachelor of Arts (BA) and 

Bachelor of Social Sciences (BSocSc) 

At the University of Cape Town, 

subjects that can lead to a BA 

degree are: 

• Afrikaans 

• African Language and Literature 

• Arabic Language and Literature 

• Business French 

• Chinese Studies 

• Classical Studies 

• Dance 

• Economic History 

• English 

• Film and Television Studies 

• French 

• German 

• Hebrew Language and 

Literature 

• History 

• Italian 

• Linguistics 

• Media and Writing 

• Music 

• Portuguese 

• Spanish 

• Theatre and Dance Studies 

• Visual and Art History 

• Xhosa Communication 

Major subjects for the BSocSc can 

be selected from the following 

rich list of subjects. 

• African Studies 

• Anthropology 

• Economics 

• Gender Studies 

• Industrial Sociology 

• International Relations 

• Philosophy 

• Politics 

• Politics and 

Governance 

• Psychology 

• Public 

Policy and 

Administration 

• Religious 

Studies 

• Social 

Development 

• Sociology 

For first year 

subject selection for BSocSc 

studies, subjects from the list of 

BA subjects can also be included 

in the choice of options. 

Amazingly, UCT will also allow a 

student to select subjects outside 

the Faculty of Humanities for the 

BA or BSocSc from the following 

list: 

• Applied Biology 

• Applied Mathematics 

• Applied Statistics 

• Archaeology 

• Astrophysics 

• Biochemistry 

• Chemistry 

• Computer Science 

• Ecology and Evolution 

• Environmental and 

Geographical Sciences 

• Genetics 

• Geology 

• Human Physiology 

• Informatics 

• Law 

• Mathematical Statistics 

• Mathematics 

• Marine Biology 

• Ocean and Atmospheric 

Science 

• Organisational Psychology 

• Physics 

In selecting subjects, a student 

must keep in mind that specific 

requirements are needed 

for specific subjects such as 

Marine Biology, etc. A student 

should also bear in mind that 

there might be clashes on the 

timetable scheduling that will 

restrict the selection of some 

combinations. 

Note: It’s not easy 

to be admitted to 

these degrees and the 

competition can be as 

fierce as competing for 

a place in engineering or 

medicine. 



Bachelor of Art (BA) in Community 

Development and Leadership 

I frequently recommend the BA in Community 

Development and Leadership offered by the 

Department of Social Work at the University of 

Johannesburg (UJ) to a student who wants to 

make a difference to the lives of people and uplift 

communities. The programme is offered on the 

Soweto Campus of the University. 

The primary purpose of the qualification is 

to develop students to become community 

development leaders in the facilitation of 

processes, techniques and principles in the 

initiation, planning, implementation, monitoring, 

evaluation and sustainability of developmental 

projects and programmes. Students will also 

be able to facilitate the establishment and 

management of community-based organisations 

within the context of community economic 

development. 

Some of the compulsory modules that are 

included in the qualification are: 

• African Insights 

• English 

• Politics 

• Community Development and Leadership 

• Public Management and Governance 

• Development Studies 

What impresses me about the degree is that it 

includes a well-run and supervised internship in 

the final year of the three-year qualification. 

The qualification not only allows the student 

to become a community developer in assisting 

communities to uplift themselves but also to work 

in non-profit organisations, state departments, 

facilities for persons with special needs, hospitals, 

private practice consulting and in corporates 

that run social upliftment programmes. The 

student can also work internationally by joining 

organisations such as the UN, UNICEF, Amnesty 

International and the World Economic Forum. 

Some alumni have joined political parties and 

are involved in formulating and analysing social 

development policies, including population 

development policies. 

Once the student has obtained the qualification, 

he/she will be able to move academically 

towards the Philosophy Honours and the MPhil 

in Community Development and Leadership, 

eventually qualifying for a DPhil. 

RHODES UNIVERSITY – OPENING DOORS TO MANY POTENTIAL CAREERS! 

Rhodes University prides itself on being able to offer a general formative degree to most of its 

students, excluding those who register for the LLB, BED (Foundation Programme) and the Pharmacy 

degrees. 

The formative option involves studying TWO subjects as majors. The route to these majors offers 

enormous flexibility not only within a faculty but also across faculties. Therefore, it becomes easy for 

students to choose to study Physics and Music, OR Environmental Science and Law, OR Economics 

and Geology, OR Philosophy and Management, and many others... 

Many students at Rhodes University end up majoring in areas they never imagined because they 

“found their passion“ along the way! 

CONNECT 

www.ru.ac.za 

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Higher Certificate in MANAGEMENT 

What do I need to apply? 

A Grade 12 Senior National Certificate 

How long is it? 

Just one year 

What accreditation 

will I get? 

A Higher Certificate in Management 

NQF Level 5 

SAQA ID: 73498 

How much will it cost? 

R12 470 

Payment options available 

What will I learn? 

Registered with the Department of Education as a Private 

Institution of Higher Education under the higher education act, 

1997. Reg No. 2002/HE07/013 

Course content: 

Module 1: Managing Self 

Module 2: Managing Others 

Module 3: Managing the Organisation 

Module 4: Managing Stakeholders

CAREER FILES 

Technology 

and the Built 

Environment 

Bachelor of Science in the field 

of Computer Science 

Yes, there is merit in the predictions for the big 

demand for qualified workers in programming, 

artificial intelligence, software development, 

robotics, software and system architects, IT scrum 

masters, IT developers, penetration testers and 

game designers. As a career counsellor, I reckon 

that the University of Witwatersrand (WITS) BSc 

Computer Science qualification is as good as it 

gets, especially in comparison to international 

equivalent options. Second-year modules include 

Mobile Computing, Database Fundamentals, 

Analysis of Algorithms and Computer Networks, 

as well as Multivariate Calculus, Abstract Maths, 

Linear Algebra and Mathematical Statistics. 

I often come across a learner who aspires to 

become a game designer, normally based 

on experiences in playing computer games 

or success that has been achieved in a 

school subject such as Computer Application 

Technology, also known as CAT. In such cases, 

I’ve found a good reality test is to expose a 

learner to the second-year modules at the Wits 

BSc Computer Science degree. I explain that this 

is the state-of-the-art qualification and an aspirant 

game designer must take the second-year 

modules into consideration before deciding on a 

career in gaming design. 

At Wits, I’ve found that the faculty manager in the 

Science Faculty, namely René Vosloo, is one of 

the most caring and helpful administrators I have 

ever come across. She will gladly assist students 

and parents in supplying the correct information 

to them, mapping the modules in cases where 

students have fallen behind in studies, motivating 

them and even in some cases providing food 

parcels to needy students. 

From a career counselling point of view, the Wits 

Marketing Department must be congratulated on 

the publication of their excellent Undergraduate 

Applicants’ Guide. In my opinion, it must be 

rated as the best of its kind in guides that are 

locally available. Other universities should pay 

attention to how clearly admission requirements, 

including international requirements such as the 

Cambridge school system requirements, are set 

out in the Wits Undergraduate Applicants’ Guide. 

The listing of the module choices for each degree 

is one of the most useful career counselling aids 

that I use in my practice. 

VOCATIONAL TRADE WORKERS 

Everybody talks about the shortages of vocational trade workers in South Africa. I’ve found that Sol- 

Tech Vocational College in Pretoria really produces what they promise when it comes to the training of 

trade workers. They undertake the training of toolmakers, millwrights, diesel mechanics, electricians, 

fit-and-turners, tractor mechanics and welders. 


BA Motion Picture Medium 

The AFDA film school has reached such high 

standards that it has gained full membership of 

the International Association of Accredited Film 

and Television Schools (CILENT). AFDA has five 

campuses, namely in Johannesburg, Cape Town, 

Durban, Port Elizabeth and Botswana. 

Besides my favourite qualification, which is the BA 

Motion Picture Medium, AFDA also offers: 

• Higher Certificate in Film, Television and 

Entertainment Production 

• Higher Certificate in Radio and Podcasting 

• Bachelor of Art in Live Performance 

• BCom in Business Innovation and 

Entrepreneurship 

• Bachelor of Computer Technology 

• BA Hons in Motion Picture Medium 

• BA Hons in Live Performance Master of Fine Arts 

Outcomes of the BA Motion Picture Medium 

speaks directly to a new generation of students, 

and it will include the production of short films, 

promos or productions. 

BA Graphic Design 

The well-known Vega was 

founded in 1999 by a 

group of brand pioneers 

who brought a fresh and 

progressive touch to higher 

education in South Africa. 

Currently, Vega has four 

campuses, in Randburg, 

Pretoria, Durban and Cape 

Town. 

Vega offers several creative 

trendsetting undergraduate 

degrees such as: 

• BA Creative Brand 

Communication 

• BA in Graphic Design 

• BA in Multimedia Design 

• BA in Fashion Design 

• BA in Interior Design 

• B of Computer and 

Information Sciences 

in Game Design and 

Development. 

The status as a leading 

institute of higher learning 

is cemented in the fact that 

Vega also offers the following 

postgraduate degrees: 

• B Com Hons in Strategic 

Brand Management 

• BA Hons in Strategic 

Brand Communication 

• BA Hons in Graphic 

Design 

• BA Hons in Creative Brand 

Communications, and 

• Masters in Creative Brand 

Leadership 

I’m fond of the BA Graphic 

Design offered at Vega as it 

offers opportunity work as a 

graphic designer, illustrator, 

art director, graphic recorder, 

web designer, type director, 

2D animator, photographer, 

graphic artist, UX designer, 

information designer and an 

experimental designer. 

Airways Technical Training 

South African Airways Technical offers 

the following trades: 

• aircraft mechanical 

• aircraft structures 

• aircraft welding 

• aircraft spray painting 

• aircraft trimming 

• aircraft electrician 

• aircraft radiotrician 

• aircraft instruments mechanic 

The minimum requirements include 

a Mathematics and Physical Science 

achievement level of at least level 4. 

As part of the selection process, 

candidates are subjected to interviews, 

psychometric and medical tests, and 

background and security clearances. 

CONNECT 

WITH US 

INSCAPE 

Why not consider INSCAPE to pursue your career in 

an array of creative fields? These INSCAPE faculties 

offer accredited degrees, diplomas or higher 

education certificates in the following fields: 

Built Environment – INTERIOR DESIGN, 

ENVIRONMENTAL DESIGN, ARCHITECTURAL 

TECHNOLOGY, INTERIOR DECORATING 

Creativity & Design – FASHION DESIGN, 

JEWELLERY DESIGN, FASHION DESIGN 

Digital Design & Technology – GRAPHIC DESIGN, 

INTERACTION DESIGN, AUDIOVISUAL DESIGN, 

DESIGN TECHNIQUES 

Business & Communication – IDEATION DESIGN, 

MARKETING & COMMUNICATION DESIGN 

For more info visit www.inscape.ac 


B Architecture (BAS) and the Diploma in Architecture 

What always impresses me about the 

Department of Architecture at the University of 

Johannesburg (UJ) is their approach that can 

best be described as a multidisciplinary and 

intellectual creative approach in the training of 

students. The department can be found in the 

new and inspiring studio building on the Bunting 

Road Campus of the university. 

As generally known, professional architects 

are involved in shaping the built environment, 

from the design and construction of low-level 

housing projects to the sophisticated erection of 

skyscrapers. 

To qualify for admission, a student must be 

able to offer a National Senior Certificate with 

an English achievement level of at least 5, the 

additional recognised language achievement 

level of at least 4 and Mathematics achievement 

level of at least 5. Mathematical Literacy is not 

accepted. However, in my work with Grade 9s, 

I will always encourage potential architects to 

include school subjects such as Visual Art, or 

Visual Design, otherwise Engineering Design and 

Technology, and if possible Physical Sciences in 

their choice of electives. 

Prospective students must note that there is a 

stiff selection process involved before getting 

admitted for architectural studies. It involves 

the completion of the National Benchmarking 

Test (NBT): Academic and Quantitative Literacy 

(AQL) and Mathematics (MAT), as well as the 

attendance of an entrance assessment and the 

submission of a substantial portfolio prescribed 

by the faculty. The selection is conducted by a 

panel of senior academics of the faculty and in 

the end, it also includes an interview process 

with each candidate. 

The exciting curriculum in the second year 

includes modules such as: 

• Architectural Design 

• History and Theory of Architecture 

• Interdisciplinary Design 

• Sustainable Development 

• Computers in Architecture 

Once the student has completed the B 

Architecture degree he/she must complete a full 

one-year internship in a recognised architectural 

practice. They can then apply for the oneyear 

full-time BAS Hons qualification, followed 

by a one-year full-time MArch (Professional) 

qualification. 

When it comes to the recognition of the 

qualification it is important to note that the 

qualification of the Department has unconditional 

validation from South African Council of 

Architectural Professions (SACAP) and the 

Commonwealth Association of Architecture 

(CAA). 

One of the advantages of the Department of 

Architecture at UJ is that it also offers the threeyear 

Diploma in Architecture that will allow 

candidates with an APS score of 23 to qualify 

for selection, on the provision that they have 

a Mathematics achievement score of 4. The 

qualification allows a student to eventually qualify 

as an architectural technologist, which allows 

the candidate to register for the South African 

Institute of Architectural Technologists. 


BEngineering (BEng) in Computer Engineering 

The Engineering Faculty at the University 

of Pretoria (UP), fondly also known as TUKS, 

is situated in an impressive new engineering 

building on the main campus in Hatfield. It’s 

the biggest engineering faculty in the country, 

offering the widest choice of engineering and 

other qualifications, with a huge choice of 

subjects. 

However, of all the engineering degrees offered 

at the faculty, my preference is the BEng in 

Computer Engineering, as it really appears 

that this degree is designed for the so-called 

fourth revolution of work which is dominated by 

computer technology and informatics. The BEng 

in Computer Engineering, for example, allows 

a student to work in all fields of the information 

superhighway and the wonderful new world 

of information and technology, which includes 

computer systems, software engineering, 

computer end-communications networks, 

satellite management and communications, 

wireless sensor networks, embedded software, 

electronics, military weapon systems, smart 

control systems and automation, data security, 

e-commerce, artificial intelligence, pattern 

recognition such as face and voice recognition. 

Other engineering degrees offered by the faculty, 

include: 

• BEngineering (BEng) in Industrial Engineering 

• BEngineering (BEng) in Chemical Engineering 

• BEngineering (BEng) in Civil Engineering 

• BEngineering (BEng) in Electrical Engineering 

• BEngineering (BEng) in Electronic Engineering 

• BEngineering (BEng) in Mechanical 

Engineering 

• BEngineering (BEng) in Metallurgical 

Engineering 

• BEngineering (BEng) in Mining Engineering 

For Grade 12 applicants, the faculty will use the 

Grade 11 marks in the conditional admission 

of prospective students. The proud faculty 

sets uncompromisingly high standards for the 

admission of candidates, namely a minimum APS 

score of 35 (Life Orientation is excluded in the 

calculation of the APS scores), a Mathematics 

achievement level of at least 6, a Physical Science 

achievement level of at least a 6 and an English 

Home Language or First Additional Language of 

at least 5. 

In my opinion, the UP Faculty of Engineering 

most probably draws the most applicants in 

engineering and I always advise prospective 

students to already apply in the first two weeks 

of March of the year before they want to be 

admitted. They must ensure that they meet all the 

entry requirements when applying and shouldn’t 

have false hope for admission if they don’t. 

However, the good news is that a Grade 11 

learner with an APS score of 25 to 34 with an 

achievement level of at least 5 for Mathematics 

and Physical Science, plus writing the National 

Benchmark Test (NBT), will be considered for the 

engineering bridging programme, known as the 

Engineering Augmented Degree Programme 

(ENGAGE), a five-year engineering option. 

The faculty at TUKS consists of three schools 

namely the: 

• School of Engineering 

• School of Information Technology, and the 

• School for the Built Environment. 

The School for the Built Environment also offers 

some of my favourites, such as 

• B Town and Regional Planning 

• BSc Quantity Surveying 

• BSc Real Estate 

• BSc Construction Management 

• BSc Architecture 

• BSc Interior Architecture 

• BSc Landscape Architecture 


CAREER FILES 

The 

Corporate 

Space 

BA Law 

The career plans of high school learners will often 

include dreams of working in the field of law, 

such as being an advocate, attorney, arbitrator, 

legal advisor, judge. prosecutor, negotiator, legal 

counsellor or a conveyancer. 

What I like about the BA Law at the University of 

Pretoria (UP aka TUKS) is the richness of the nonlaw 

subjects, such as Criminology, Psychology and 

English, that can be included in the degree. The BA 

Law is a route to a postgraduate LLB qualification 

that can be taken full-time over two years. The 

Faculty of Law at UP most probably offers the 

widest selection of LLB subjects of any university in 

South Africa. 

Admission to the BA Law requires an APS score 

of at least 30, but Mathematics is not required, in 

which case a learner can offer Mathematics Literacy. 

The BCom Law at UP can also steer students 

towards the postgraduate LLB, but admission to 

the degree requires an APS score of 32 with an 

achievement level of at least 5 in Mathematics. The 

non-law elective subjects can only include business 

subjects. 

Bachelor of Commerce in Chartered Accountancy (CA) 

The BCom Chartered Accountancy at North West 

University (NWU) has become one of my all-time 

favourite qualifications, not only because of the 

wonderful successes of NWU students in passing 

the examinations of the South African Institute of 

Chartered Accountants (otherwise known as the 

Board Exams) but because of the inspiring culture 

instilled by the NWU lecturing staff. At most South 

African universities, the BCom/BAcc/B Business 

Science track is most probably one of the most 

demanding qualifications and always poses the 

danger that students can become despondent 

or burnt-out in their studies. However, from the 

feedback I receive, it appears to me that the 

NWU lecturing has the right mix of setting very 

high standards while remaining supportive and 

motivational in bringing out the best in their 

students. 

Admission to the qualification requires a 

Mathematics mark of at least 60% but having 

Accounting as a school subject is not required. In 

my experience, a prospective student will have a 

chance of success if the student can maintain marks 

of above 70% in Grade 11 subjects. 

The advantage of the BCom Chartered 

Accountancy at NWU is that it is run at all three 

of the NWU campuses, namely Mafikeng, 

Potchefstroom (Potch) and Vaal. At all the campuses 

it is offered in English, but students on the Potch 

and Vaal campuses have the language option of 

also doing it in Afrikaans. 

There may be learners who have been hampered in 

high school studies and therefore might not meet 

all the entry requirements for the three-year BCom 

Chartered Accountancy Degree. I am impressed at 

how NWU has created access for such learners by 

allowing them into the four-year Extended BCom 

Chartered Accountancy Degree, which is offered 

at the Mafikeng and Vaal campuses. The entry 


Bachelor of Commerce in Chartered Accountancy (CA) 

requirements for the Extended degree is an APS 

score of 26, including an English pass mark of 60% 

and a Mathematics mark of 40%. 

Prospective students must note that the BCom 

Chartered Accountancy Degree is a statuary 

qualification, meaning that there isn’t a choice 

of modules offered in the qualification. The 

qualification is built on a solid foundation of 

Management Accounting, Financial Accounting, 

Auditing and Taxation. At NWU, a first-year student 

will also take compulsory courses in Economics, 

Business Management, Mercantile Law, and 

Mathematics and Statistics. 

On completion of the qualification, the top 

candidates will qualify for admission into the BCom 

Hons Chartered Accountancy at NWU or other 

universities. At some universities, the postgraduate 

qualification is now known as a Higher Diploma in 

Accounting (HDipAcc). 

The advantage of the NWU curriculum is that it’s 

compliant with international accounting education 

requirements, including the International Federation 

of Accountants (IFAC), Public Accountants and 

Auditors Board (PAAB), the Independent Regulatory 

Board for Auditors (IRBA) and as mentioned, the 

South African Institute of Chartered Accountants 

(SAICA). 

Besides leading to a career as a professional 

chartered accountant working as an auditor in an 

accounting firm, the qualification also offers the 

opportunity to work as an internal auditor in a 

corporate, or other opportunities that will include 

financial management, management accounting, tax 

specialist or fund manager. 

As a career counsellor, it’s appealing to me in 

the way that the first year of BCom Chartered 

Accountancy at NWU modules are put together in a 

sense that it offers a student some mobility after the 

first year of studies. For example, it allows a student 

to move to second-year qualifications such as the: 

• BCom General Accounting 

• BCom Financial Accounting 

• BCom Management Accounting 

• BCom Operations Research 

• BCom Business Operations and Logistics 

Management 

• BCom Economic Sciences (including International 

Trade or Risk Management). 

By allowing a student to move into these secondyear 

options, it allows alternative sought-after career 

routes such as being a: 

• Chartered Management Accountant by means 

of the Chartered Institute of Management 

Accountants (CIMA, London) 

• Financial Accountant by means of the South 

African Institute of Professional Accountants 

(SAIPA) 

• Investment Analyst, Portfolio Manager, 

Trader, Securities Broker, Budget Analyst and 

Management Consultant by means of completing 

the international Chartered Financial Analyst 

(CFA) examinations. 

The BCom Chartered Accountancy route does 

not only take a student quickly to the top of the 

career world but also offers opportunities to work 

worldwide or to start his/her own enterprise. 

BUILDING A BETTER SOCIETY THROUGH EDUCATION & CAPACITY DEVELOPMENT 

Secondary and tertiary institutions don’t fully 

equip graduates for the world of work. 

The Foundation for Professional Development 

(FPD) is a Registered Private Higher Education 

Institution with 22 years of experience in the 

education sector. 

FPD offers a Higher Certificate in Management 

qualification accredited on NQF Level 5 with 120 

Credits, CHE accredited, Department of Higher 

Education and Training registered, SAQA number: 

73498. 

It’s designed for Grade 12 graduates: 

• to develop a broad range of managerial skills; 

• who’d like to take a constructive gap year; 


• without a university access pass to gain access to 

the next level in their careers. 

It exposes students to the business environment, 

challenging them to think differently through selfassessment 

and reflection. 

FPD Business School focuses on developing 

current and future high potential leaders and its 

courses span a wide range of formally registered 

qualifications, international programmes, short 

learning programmes and distance learning. 

The Foundation for Professional Development 

business@foundation.co.za 

012 816 9000 

https://fpdbusiness.com/hcm-info 

CONNECT 

WITH US

Bachelor of Business Science 

(BBusSc) in Actuarial Science 

The B Business Science Actuarial Science at the 

University of Cape Town (UCT) is one in the series 

of the superior range of four-year business degrees 

offered by the Faculty of Commerce at UCT. The 

other BBusSc are: 

• Bachelor of Business Science in Actuarial Science 

specialising in Quantitative Management 

• Bachelor of Business Science specialising in 

Analytics 


Finance 


Finance and Accounting 


Computer Science 


Information Systems 


Economics 


Economics with Law 


Marketing 


Organisational Psychology 

I often find that a high school learner will be drawn 

to the actuarial field of study because of a love 

and high achievement in Mathematics. This is 

indeed an important indicator of somebody who 

can consider studying actuarial science, but over 

the years I’ve found that it really takes a special 

kind of thinking and personality type to succeed in 

studying actuarial science. Besides a love for school 

Mathematics, a person requires a mode of thinking 

that can be described as a calculus analytical 

mode of thinking, has a personality type that has 

excellent powers of concentration, and is able to 

work alone without the need for socialising. Such a 

person must be precise and accurate in all learning 

and should be very persistent. 

In considering actuarial science, I often recommend 

that a learner should, in addition, evaluate his/her 

love and achievement in Additional Programme 

Mathematics, generally known as AP Maths. It also 

appears that the A-Level Mathematics offered in 

the Cambridge school system prepares a learner 

better for actuarial studies. Sometimes a learner 

is surprised when I point out that an achievement 

rating of 7 in English is another useful consideration 

towards succeeding in actuarial science. 

Before deciding on actuarial science, attention 

should also especially be paid to the modules 

included in the second year of studies, namely: 

• Mathematics 

• Statistical Theory and Inference 

• Actuarial Science: Financial Mathematics 

• Linear Models 

• Micro- and Macroeconomics 

• Business Law 

• Financial Management 

The UCT degree offers many accredited subjects 

for students who will eventually attempt the 

international professional actuarial examinations. If 

a student doesn’t write the international actuarial 

examinations, the qualification still allows them 

to move into sought-after areas of work, such as 

banking, insurance, healthcare, retirement funding, 

asset management, risk management, research and 

planning, business analyst, teaching and lecturing. 

A relatively higher number of bright students will 

nowadays be attracted to actuarial science studies, 

but sadly I estimate that only about 20% of those 

who attempt the qualification will eventually qualify 

as actuaries. The point is that if a student starts 

an actuarial science degree that is too narrow 

from the onset of the studies, it can sometimes 

be ‘an academic trap’ that one can’t escape from. 

It is for this reason that the UCT model impresses 

me. The UCT model starts on a broader basis, 

including modules such as Evidence-based 

Management, Commerce Case Study, Micro- and 

Macroeconomics, Programming, Financial Risk 

and Financial Reporting. The broader base allows 

a student greater flexibility in hopefully moving to 

other specialising areas within the BBusSc or the 

BCom options offered by UCT. 


BA Corporate Communications 

As a private institution with university status, Varsity 

College has grown into one of the iconic and most 

trustworthy higher education institutions in South 

Africa. Varsity College campuses are situated in 

Sandton, Midrand, Pretoria, Cape Town, Westville 

Pietermaritzburg, Port Elizabeth and my personal 

favourite campus is situated in Durban North. The 

Durban North Varsity College students must rate 

as one of the happiest and most satisfied cohorts 

of students in South Africa. The campus offers the 

students a wonderful and rich sport, social and 

cultural experience outside their studies. It’s always 

struck me how immensely supportive the campus 

head, Margie Boosey, is towards the students 

and she must surely be highly rated in the field of 

learning expertise in the country. 

Varsity College offers a fine collection of highly rated 

qualifications such as the LLB, B Accounting Science 

in Management Accounting or Financial Accounting, 

the BA in Psychological Counselling, and especially 

the BA in Corporate Communications. 

The BA in Corporate Communications prepares 

enterprising students to work in areas such as digital 

and social media, event management, corporate 

affairs, public relations, corporate communications 

in internal and external strategy. I like that this 

qualification is offered in association with the Open 

University in the UK because it also prepares students 

very well for the international job market. 

Typical second-year modules will include: 

• Communication Science 

• Business Management 

• Writing for the Communication Industry 

• Media Law and Ethics 

• Corporate Communications 

• Project Management 

What impresses me about the BA in Corporate 

Communications at Varsity College is how the faceto-face 

teaching sessions are supplemented with 

progressive online learning activities and digital 

content. It’s for this reason that Varsity College has 

established wireless classrooms and students are 

required to bring their own mobile devices such as 

netbooks, laptops or tablets to classes. 

Bachelor of Business Administration (BBA) in Marketing Management 

The IMM Graduate School has been around for 

more than 70 years and it has proved itself to be 

one of the most enduring and trustworthy higher 

education institutions in Africa. I’m always impressed 

with the many marketing-related disciplines the BBA 

qualification opens to a student. Examples include 

brand management, product management, digital 

marketing, consulting, media strategy, account 

management, marketing intelligence, market 

research, events management, public relations, 

promotional management, consumer affairs, sales 

management and business-to-business marketing. 

The IMM Graduate School appears to cater very 

well for a new generation of postmodern students 

who demand a great deal of flexibility around 

their studies. Students can study by means of a 

blended model of learning that includes distance 

and e-learning modes of delivery, with the option 

of attending tutoring and workshop sessions. The 

IMM Graduate School is affiliated with the Oxford 

College of Marketing (OXCOM) in the UK and 

through OXCOM it offers students online seminars 

by world-renowned experts. 

In reality, it means that a student can study 

anywhere in the world. For example, I’m acquainted 

with students who have studied while working on 

yachts and ocean holiday liners, working as camp 

counsellors in the USA, or doing au pair work in 

Israel. The IMM Graduate School of Marketing 

caters for full-time or part-time students, as well as 

senior working students. 

I am fond of the way in which the IMM Graduate 

School will assist students with entering the BBA. 

For example, it allows a student with a Mathematical 

Literacy achievement rating of 60% onto the 

programme, or a student can gain access by means 

of completing the Higher Certificate in Marketing 

offered by the IMM Graduate School. 

In South Africa, the IMM Graduate School of 

Marketing has a national footprint with the following 

students support centres, namely the Atlas Campus 

in Auckland Park, the Greenstone Hill Campus in 

Edenvale, the Claremont Campus in Cape Town, 

the very popular Campus in Stellenbosch, the 

Morningside Campus in Durban, the Brooklyn 

Campus in Pretoria and the Grayston Campus in 

Sandton. A student can move between the different 

campuses with great freedom, knowing that all 

credits will be automatically allowed. 

It also gives comfort to a student in that with a 

BBA Degree, he/she can gain access into the 

postgraduate Bachelor of Philosophy (BPhil) 

Honours in Marketing which again is a stepping 

stone into the Master’s in Philosophy (MPhil) offered 

by the IMM Graduate School of Marketing. 



Diploma in Hospitality 

With the successful introduction of Consumer 

Studies, Hospitality Management and Tourism 

Management in the South African school system, 

there has been a surge in interest in careers such 

as pastry and confectionary chefs, food preparation 

and culinary art, food and beverage services, 

hotel and lodge management, nutrition and menu 

planning, hygiene and food safety, cookery, tourism 

management, events management, food retail 

management, food stylist, food journalist, food 

product marketers and restaurant ownership. 

Some well-known examples for food, hospitality 

and event management are: 

• Capsicum Culinary Studio with campuses in Cape 

Town, Durban, Boksburg, Pretoria, Johannesburg 

and Port Elizabeth. 

• Institute of Culinary Arts in Stellenbosch 

• HTA School of Culinary Art in Johannesburg 

• SA Chefs Training and Innovation Academy in 

Cape Town and Centurion 

• The Private Hotel School in Stellenbosch and 

Rosebank (see below for more details) 

• Cape Town Hotel School at the Cape Peninsula 

• University of Technology 

• International Hotel School with campuses in 

Johannesburg, Durban and Cape Town 

• School of Tourism and Hospitality at the 

University of Johannesburg 

• Fusion Cooking School in KwaZulu-Natal 

• Oxbridge Academy Events Management 

• Rosebank College Higher certificate in Event 

Management 

Africa, it's not that easy and I saw a gap in the 

market! I decided to use my TPHS qualification to 

open stores in Stellenbosch, Brackenfell and the 

Neighbourgoods Market in Woodstock. 

WHAT PROMPTED YOU TO ENROL AT THE PRIVATE 

HOTEL SCHOOL? 

I chose TPHS because it’s a private institution that 

works with the American Hospitality Academy and 

City & Guilds and therefore the qualifications are 

internationally recognised. 

WHAT COURSE DID YOU STUDY? 

I studied an Advanced Certificate in Hospitality 

Management and I liked the broadness of it… you 

learn something about everything. I did subjects 

that people do in a BCom. 

THE PRIVATE HOTEL SCHOOL 

GRADUATE 

Roderick Portocarero, graduate of The Private 

Hotel School (TPHS) in Stellenbosch and now coowner 

of the Belgian waffle business, For the Love 

of Yummyness. 

WHY CRÊPES AND WAFFLES? 

Coming from Belgium, I grew up with a traditional 

waffle store on every street corner. Here, in South 

WHAT'S ONE OF THE KEY THINGS YOU LEARNED 

AT TPHS? 

Don’t crack under pressure! At TPHS they put us 

under pressure with short deadlines for projects, 

but this ultimately prepared me for the industry 

where this happens on a daily basis. 

FINAL WORD… 

You won’t find a better learning environment than 

TPHS! They also incubate entrepreneurship, so if 

you want to own your own business one day, they 

have equipped you with the skill and mindset. 


SPOTLIGHT PRAYER 

A Prayer for 

STRENGTH 

Lord, I’m weary. My energy is sagging, and my 

motivation is lagging. And I am so in need of you. 

I need your strength and your fresh touch to get 

back on track again. Your Word says the joy of the 

Lord is my strength. If that’s true, then I need your 

joy to replace all the bone-tired parts of my mind, 

body, and soul. 

The pressures of life sometimes push me into a 

corner, rendering me helpless to move forward. 

A hundred voices call my name, and I feel paralysed 

at times to answer, not knowing where to turn. 

Lord, help me not to quit, to keep running the race 

faithfully, and to find strength in that safe, secret 

place of yours, under the shadow of the Almighty. 

I need your strength to say no when I’m tempted 

to surrender to harmful things, or when selfishness 

clings to my clothes and won’t let go. I need your 

strength to say yes, when cowardice and fear 

nudge me to deny the convictions of my heart. 

I need your strength to reach out in love to those 

both close to me and all around me. When don’t 

I need your strength, God? 

You are my rock, and I run to you today, believing 

that you will lift up my heavy arms, that you will 

fuel me for the tasks you’ve given me, and that 

your joy will completely consume the weakness of 

my life and make me strong again. I don’t want to 

stay grounded, crippled by limitations and failed 

attempts. I’m tired of feeble efforts. Lord, I want to 

mount up with wings like an eagle and not just fly. 

I want to soar. 

Renew my strength, Lord. Fill me with your 

supernatural power to overcome each obstacle 

in my path. With my eyes on you, Lord, with you 

walking beside me, working through me, I can 

make it. Thank you, Lord! 

In Jesus’s name, Amen 

www.crosswalk.com/faith/prayer/a-prayer-forstrength.html

TRINITONIAN 14 July 2019

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