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Beyond the Matric Certificate: What Parents Should Look for in Future-Ready Education

Mon, 07 Sep 2026 05:23:42 GMT

Critical thinking, varied assessment and independent learning can equip students in George to succeed at university, in the workplace and in life.

Every parent wants their child to leave school with strong results. Yet, when the world beyond matric is changing so quickly, results are only part of the picture. The real question is whether a young person can think independently, handle pressure, solve unfamiliar problems and adapt with confidence.

Artificial intelligence, automation and new career paths are already reshaping how people learn and work. Families choosing a school therefore need to look beyond a curriculum label and consider the complete learning experience: how students are taught, how they are supported and whether they are encouraged to apply their knowledge in meaningful ways.

“The real value of education lies in helping students learn how to think, research, solve problems and approach life with confidence,” says Trevor Harbottle of Glenwood House in George. “A matric certificate is important, but it should be viewed as a launchpad for the future rather than the final destination.”

Start with the student, not the label

Both the Independent Examinations Board (IEB) and the Department of Basic Education (DBE) pathways lead to the South African National Senior Certificate. Therefore, parents should consider which school environment, teaching approach and support structure best suit their child.

At Glenwood House, the IEB approach is used to encourage critical thinking, interpretation, research and problem-solving. Students are challenged to move beyond recalling facts and apply what they know in new, practical and sometimes unexpected situations.

“Information has never been more accessible,” says Harbottle. “The important question is whether students can use that knowledge to solve a problem, question an assumption or make a responsible decision.”

That ability matters in the age of AI. Technology can retrieve facts, generate content and automate routine tasks, but young people still need judgement, creativity, ethical reasoning, communication and empathy to use those tools responsibly.

What does learning look like day to day?

Parents often want to know what this approach means in the classroom. Examinations remain important, but assessment can also include research projects, oral presentations, practical assignments and collaborative tasks. These give students different opportunities to demonstrate their understanding and build confidence in how they communicate their ideas.

Practical Assessment Tasks may unfold over several months, guiding students through research, planning, development and reflection. A student might investigate a real problem, explore industry practice, design a solution and evaluate whether it works, an experience that reflects the demands of tertiary study and modern workplaces.

Glenwood House connects classroom concepts to situations students can recognise. Design students may reimagine how a hospital room or hotel should function. Business Studies students are encouraged to think like entrepreneurs, while Life Sciences students experiment, investigate and discover relationships between biological factors.

“These tasks test far more than memory,” explains Harbottle. “Students must research, communicate, solve problems and reflect on how their work could be improved.”

Building confidence before university

Good marks can open doors, but students also need the habits to walk through those doors successfully. University requires them to manage deadlines, conduct credible research, reference sources correctly and take responsibility for the quality of their work, often without the close supervision they experienced at school.

Glenwood House develops that independence gradually. Tasks become more complex as students’ progress, while expectations increase at an age-appropriate pace. By matric, students may be managing substantial projects over several months while balancing examinations, sport, cultural activities and leadership responsibilities.

Former students often report arriving at university already knowing how to learn independently, process information and manage a demanding workload. That sense of readiness can be just as valuable to a family as the final marks on a matric certificate.

The right support can change a child’s journey

Parents may also worry that the IEB is suited only to top academic performers. Harbottle’s 16 years of experience in IEB schools suggests that success depends less on a stereotype and more on whether students are known, supported and appropriately challenged.

A broad subject offering helps students explore pathways that match their interests, talents and ambitions. Clearly defined accommodation processes can support qualifying students who experience barriers to learning, while regular communication helps families understand progress and respond early when challenges arise.

Small classes, experienced teachers and close relationships with families allow Glenwood House to recognise individual potential and provide more personalised guidance. Students are encouraged to take ownership of their learning without feeling that they must navigate every challenge alone.

Learning shaped by the Garden Route

The school’s George setting adds another dimension to the experience. The Garden Route’s mountains, coastline and biodiversity can bring Geography and Life Sciences to life, helping students connect what they study to the environment and community around them.

Sport, culture, leadership and community service also help parents see the person developing behind the report. These experiences build resilience, empathy, independence and responsible citizenship, qualities that influence how young people form relationships, face setbacks and contribute to society.

No curriculum can predict exactly what the world will look like in 20 years. Parents can, however, choose a school that prepares their child to approach uncertainty with curiosity, courage and sound judgement.

“Students should not simply learn to pass matric,” concludes Harbottle. “They should learn how to think, contribute and continue growing long after they leave school.”

To book a tour at Glenwood House, visit https://www.glenwoodhouse.co.za/

Rooted in the Same Vision: Glenwood House to Become Trinityhouse Glenwood

Tue, 04 Aug 2026 08:56:51 GMT

A shared Christian heritage and a commitment to educational excellence come together as Glenwood House prepares for its next chapter

From 1 January 2027, Glenwood House will formally become part of the Trinityhouse family of schools and will be known as Trinityhouse Glenwood. While the name will be new, the values, relationships and educational philosophy at the heart of the school will remain firmly in place.

For the Glenwood House community, this is not the beginning of an unfamiliar story. It is the continuation of a story shaped by a shared vision that reaches back to the founding of both schools.

Trinityhouse was established in 1997 with a vision to provide an authentically Christian education that combines academic excellence, strong values and a deep sense of belonging. When Glenwood House was founded in George in 2006, founding figures behind Trinityhouse also helped establish the new school. Glenwood House was therefore shaped by many of the same educational principles, convictions and aspirations from its earliest days.

Over the past twenty years, Glenwood House has developed a proud identity. Generations of students, parents and staff have built a school community known for meaningful relationships, high expectations, servant hearted leadership and a genuine commitment to nurturing each child as an individual. Its authentic Christian character has remained central to school life, guiding both the education students receive and the people they are encouraged to become.

Since joining Advtech in 2017, Glenwood House has worked alongside the Trinityhouse campuses. Through this relationship, the natural alignment between the schools has become even clearer. Both believe that education should develop the whole child academically, spiritually, socially and emotionally. Both seek to create a place where every student is known, valued and encouraged to live with character, integrity and purpose.

Becoming Trinityhouse Glenwood therefore recognises an existing connection. It brings together two school communities that share a common heritage and a closely aligned understanding of what excellent, values driven education should be.

“Glenwood House has spent twenty years building a school of which this community can be deeply proud,” says Trevor Harbottle, Principal of Glenwood House. “This next chapter honours that legacy. We are not changing the heart of our school. We are strengthening its future by joining a family that shares the Christian foundation, educational values and sense of purpose on which Glenwood House was built.”

For students and families, far more will remain the same than will change. The school’s Christian ethos, educational philosophy, calendar, traditions and close community relationships will continue. The commitment of staff to knowing, nurturing and supporting every child will remain at the centre of the Glenwood experience.

The most visible change will be the gradual introduction of the Trinityhouse name, identity and uniform. Mindful of the cost to families, the school has provided a lengthy transition period. Existing Glenwood House uniforms may be worn throughout 2027, 2028 and 2029, with the Trinityhouse uniform becoming compulsory for all students only in 2030.

As part of the wider Trinityhouse family, Trinityhouse Glenwood will also benefit from deeper collaboration, shared expertise and the collective strength of a respected network of independent Christian schools. These opportunities will support the school as it continues to grow while protecting the qualities that have earned the trust of families in George and the Southern Cape.

“The connection between Glenwood House and Trinityhouse is woven into the history of both schools,” says Merice Roopram, Managing Director of Trinityhouse. “This transition brings that shared heritage into clearer focus and gives us an opportunity to build an even stronger future together. We look forward to welcoming the Glenwood community while honouring everything that makes the school distinctive and special.”

The move to Trinityhouse Glenwood is grounded in gratitude for the past and confidence in the future. It honours the founders who established the school, the staff who have served it faithfully and the families who have entrusted their children to its care.

A proud Glenwood legacy will continue, now strengthened by the family to which it has always been closely connected.

Are We Raising Children Who Know How to Be Good Friends?

Thu, 30 Jul 2026 13:41:51 GMT

This International Day of Friendship, 30 July, Glenwood House explores why kindness, loyalty, empathy and accountability are essential qualities for building meaningful relationships.

Parents often worry about whether their child has enough friends, receives invitations or feels included. A more valuable question, however, may be whether their child knows how to be a good friend.

Friendship is often viewed as something young people should receive: acceptance, companionship and a sense of belonging. Meaningful friendship also asks something of them. It requires kindness, reliability, honesty, forgiveness and the courage to take responsibility when mistakes are made.

This International Day of Friendship, Glenwood House encourages families to shift the focus away from popularity and towards raising young people who make others feel valued, respected and included.

“Children naturally want to belong, but belonging should not depend on changing who they are or seeking approval at any cost,” says Lindi Nieman, Head of Pastoral Care of Glenwood House Preparatory. “A healthy friendship allows both people to feel safe, heard and accepted. Children also need to understand the important role they play in creating that kind of relationship for someone else.”

Friendship begins with everyday choices

Good friendship is rarely built through grand gestures. Small, consistent choices often matter most: saving someone a seat, noticing when a classmate is alone, keeping a promise, listening without interrupting or offering encouragement after a difficult day.

Schools provide young people with daily opportunities to practise these qualities. Classrooms, playgrounds, sports fields and cultural activities all become spaces where students learn to share, cooperate, resolve disagreements and appreciate different personalities.

“Children learn about friendship by experiencing it, observing it and practising it,” says Carla Pringle, Head of Pastoral Care of Glenwood House High School. “Teachers and parents can guide them, but children also need opportunities to navigate relationships, make mistakes and learn how to repair the hurt they may have caused.”

Such lessons can be uncomfortable. A child may exclude someone, break a confidence, speak unkindly or fail to support a friend. Adults may feel tempted to solve the situation immediately, yet these moments can become valuable opportunities for growth.

Saying “I am sorry” is important, but a meaningful apology goes beyond the words. Children should learn to acknowledge what happened, understand how their actions affected another person and consider what they can do differently next time.

“Accountability is not about shaming a child for getting something wrong,” Nieman explains. “It is about helping them recognise that their choices affect other people. Taking responsibility builds trust, emotional maturity and stronger relationships.”

Forgiveness is equally important. Young people need to know that friendships can survive misunderstandings when both parties communicate honestly and show a genuine willingness to repair the relationship.

Not every friendship should be preserved, however. Children also need guidance in recognising unhealthy dynamics, setting appropriate boundaries and understanding that loyalty does not mean tolerating manipulation, cruelty or repeated disrespect.

Moving beyond the popularity contest

Social media and peer pressure can create the impression that friendship is measured by numbers: invitations, messages, followers or the size of a social circle. Quality remains far more important than quantity.

One dependable friend may offer greater emotional security than a large group in which a child never feels fully accepted. Parents can support this understanding by avoiding comparisons and showing interest in how friendships make their child feel rather than focusing only on how many friends they have.

Helpful conversations might include questions such as: “How did you help someone feel included today?”, “What do you value in a friend?” or “What could you do if someone was sitting alone?”

Pringle adds: “Children notice the way adults speak about friends, handle conflict and respond when someone disappoints them. Respect, honesty and forgiveness become far more meaningful when young people see those qualities modelled consistently at home and at school.”

Strong friendships contribute to confidence, resilience and emotional wellbeing, but their value extends beyond childhood. Young people who learn how to listen, apologise, include others and act with compassion carry those abilities into future relationships, workplaces and communities.

International Day of Friendship offers a timely reminder that raising socially confident children is not only about helping them find connection. It is also about teaching them to become the kind of people others can trust.

Popularity may come and go. Kindness, loyalty, empathy and accountability create something far more lasting: friendships in which every person has the opportunity to feel seen, respected and valued.

Alumni Spotlight: Jean du Plessis

Tue, 07 Jul 2026 07:24:06 GMT

Patience at the Crease: How Glenwood House Alumnus Jean du Plessis is making his mark in Professional Cricket

International cricket, academic success and a healthy respect for early morning training sessions have shaped a journey built on discipline, determination and a love of the game

Dreams of sporting greatness often begin on school fields, in practice nets and during long afternoons spent imagining what the future might hold. Glenwood House alumnus Jean du Plessis turned those dreams into reality, building a professional cricket career that has taken him across South Africa and onto the international stage.

Since matriculating in 2016, Jean has represented South Africa at the ICC Under-19 Cricket World Cup, played provincial cricket for SWD, joined the Warriors franchise and earned selection for South Africa A tours against India, England and Sri Lanka. Academic success has accompanied those achievements, proving that life beyond the boundary rope can be just as important as life on it.

Favourite memories of Glenwood House centre around friendships and sporting adventures. Hockey tours to Kingswood, Stellenbosch and Cape Town remain highlights.

"Being surrounded by some of your best friends and occasionally missing a few classes made those trips unforgettable," he laughs.

Cricket may have become his profession, but another path almost claimed his attention first.

"As a young boy I wanted to be a professional tennis player before cricket eventually won," he says.

Business and accounting also captured his interest during his school years. Mentors encouraged him to continue studying while pursuing professional sport, advice that would prove invaluable.

"Success in sport is never guaranteed. A professional qualification creates opportunities and provides security for the future."

Balancing cricket and postgraduate accounting studies required plenty of discipline. Early mornings, late nights, online examinations while travelling and constant communication between coaches, administrators and university lecturers became part of everyday life.

"At the time, I simply tried to give my best to both."

A significant turning point arrived when Jean earned selection for the South African Under-19 team.

"That was when cricket started feeling like a genuine career possibility. Wearing the Proteas blazer at official functions was incredibly special."

Several milestones stand out when reflecting on his career so far. A first professional century provided the confidence that he belonged at that level. A remarkable match that included both a double century and a century elevated him into an elite group of South African cricketers. A century on his South Africa A debut against India further strengthened his belief that international cricket could be within reach.

Patience has remained one of the defining themes throughout his journey.

"Run your own race and avoid comparison. Everyone's path is different and timing matters."

Professional sport often appears glamorous, yet Jean is quick to point out the realities that many people never see.

"Cricket can be quite lonely at times. Players spend long periods away from family, friends and loved ones. Building lasting routines and relationships can be challenging."

Family, friends and his fiancée have provided constant support through every high and low.

"They understand me as a person, not only as a cricketer. That support is priceless."

Away from the game, Jean enjoys travelling, golf, padel, running and spending quality time with loved ones. A recent trip to the South of France ranks among his favourite life experiences, although a day on the golf course remains a close contender.

Looking back, Glenwood House played an important role in preparing him for the demands of balancing academics, sport and personal growth.

"The school taught me the importance of academics, time management and communicating effectively with teachers when commitments overlapped."

Current students can take plenty of inspiration from Jean's story. Ambition, hard work and talent may open doors, yet character, education and resilience help keep those doors open. Success, in his view, is measured less by trophies and statistics and more by living according to your values, giving your best effort and continuing to learn.

One piece of advice stands above the rest.

"Don't be afraid to make a fool of yourself trying something new and build as many friendships as possible while you're young."

Cricket has already taken Jean to some extraordinary places. Lord's Cricket Ground remains a dream destination still waiting to be ticked off the list. Judging by the patience, determination and perspective that have defined his journey so far, few would bet against him walking onto that famous field one day.

QUICK FIRE:

Early morning training session or evening practice? Early morning training, just like I used to in the Glenwood indoor nets.
Test cricket or T20 cricket? Test cricket
Best cricket pitch in the world? St. George’s park/Newlands
Beach or bushveld holiday? I grew up at the ocean, so I’d have to say bush.
Coffee or tea? Coffee, always!
Biggest sporting hero growing up? Cricketing hero: AB de Villiers & Jacques Kallis. Other sporting hero’s: Rafa Nadal
One word that describes Glenwood House? Family oriented
One word that describes your journey so far? Patience
Best advice you have ever received? “Success is not final, failure is not fatal: it is the courage to continue that counts”
Favourite way to spend a day off? Golfing

Photo Credits: Gallo Images and Warriors Cricket

Mud Pies, Pirate Ships and Cardboard Castles: Why Play Is Childhood's Greatest Superpower

Thu, 11 Jun 2026 08:36:01 GMT

Loud laughter across a playground. Tiny hands digging for imaginary treasure. A cardboard box transformed into a rocket headed for the moon. Childhood is filled with magical moments that may look like simple fun, yet remarkable learning is happening every second.

"Play is childhood," says Tersia Scholtz, Principal of Glenwood House Primary in George. "It's how children make sense of their world, their relationships and themselves." Through play, children develop confidence, curiosity, friendships, resilience and a stronger understanding of who they are.

Play is not a reward after learning. Play is learning.

Every muddy puddle becomes a science experiment. Every game of hide-and-seek teaches strategy and problem-solving. A pretend tea party or pirate adventure develops communication, creativity and collaboration without children even realising it.

Young students learn best when they are curious and actively engaged. A tower built from wooden blocks teaches balance, perseverance and engineering. A pretend restaurant becomes a classroom for maths, language and teamwork.

As Scholtz explains, "Play creates meaningful learning experiences because the child is invested in the process, not simply completing a task."

Imagination transforms ordinary moments into extraordinary adventures. One-minute children are pirates crossing an ocean, and the next they are veterinarians caring for an injured puppy or astronauts discovering a distant planet.

"Imaginative play is where children practise being thinkers," says Scholtz. "They negotiate roles, solve problems, create stories and communicate their ideas." These experiences build flexible thinking and creativity, skills that will remain valuable throughout life.

Confidence often begins when something goes wrong.

A collapsed sandcastle becomes an opportunity to build a stronger one. A puzzle that seems impossible teaches patience and persistence. Children learn to try, fail, adapt and try again, discovering that mistakes are simply part of the learning journey.

Some of life's greatest lessons happen outside the classroom. Playground adventures teach sharing, empathy, cooperation and conflict resolution in ways that no textbook can. Teachers regularly witness students solving problems together and celebrating one another's ideas.

Every type of play offers unique benefits. Outdoor play builds resilience and physical strength. Sensory play helps children explore and regulate emotions. Creative play encourages self-expression, while imaginative play stretches language and critical thinking. Physical activity supports healthy bodies and healthy brains.

Nature adds even more opportunities for discovery.

"There is something magical about children outdoors," says Scholtz. "Nature invites exploration in a way that few indoor environments can." Mud kitchens and sensory gardens encourage students to investigate, imagine and collaborate. She laughs that "muddy shoes are not always loved by our parents, but when they see the happy faces at the end of the day, it makes it all worthwhile."

Technology also has a place when it enhances exploration rather than replacing it. Following severe storms in George, Glenwood House students used iPads to photograph damage around the campus before transforming their discoveries into artwork and animations. Their curiosity soon expanded into researching local wildlife, leading to investigations about stranded chameleons and experiments involving light and shadow.

Scholtz believes this represents technology at its best, "not replacing real-world experiences, but enriching them, extending children's thinking and helping them make meaningful connections between their learning and the world around them."

At Glenwood House Pre-Primary, play remains at the heart of every day. "We believe children learn best through exploration, discovery and meaningful relationships," says Scholtz. Classrooms are intentionally designed to spark curiosity while teachers use children's interests as the foundation for learning.

Parents do not need expensive toys to encourage meaningful play. "Keep it simple," advises Scholtz. "Some of the best play comes from cardboard boxes, blankets, mud, sticks, dress-up clothes and time spent outdoors. Give children opportunities to be bored, because boredom often leads to creativity."

International Day of Play reminds families that childhood should never be rushed. "Give children time to play, to explore, to create and to simply be children. The learning will follow," says Scholtz.

Today's mud pie bakers become tomorrow's problem-solvers. Today's cardboard castle crafters become tomorrow's innovators. Great futures often begin with muddy boots, pockets full of treasures and imaginations that know no limits.