The 2025 Chronicle

The journey began in July with two orientation days, where the boys imagined themselves in 2050, reflected on global chal lenges and built a shared purpose, drawing inspiration and framework from the UN’s sustainable development goals. Early learning was enriched through two in-depth module studies: the South African agricultural sector, with a focus on Pietermaritz burg company Sunshine Seedlings; and the textile industry, ex plored through the lens of Celrose, a local company integrating sustainability. These modules, enhanced by site visits and guest speakers Rory Moore and Gavin Erasmus, culminated in group tasks emphasising collaboration, problem-solving, research and reflection. Furthermore, dedicated time was invested in strength ening essential competencies such as self-awareness and em pathy, which are viewed as fundamental to teamwork and re sponsible leadership. Preparation included revisiting previous Future-Fit projects and a “speed-dating” session with alumni. After the initial six-week empathy phase, teams were formed, and each group identified a problem – or an opportunity – that they sought to solve. The boys were encouraged to take time to identify problems worth solving and learn the importance of pivoting and reflecting along the way. With their coach, they worked to provide a solution, create a prototype and write a comprehensive report outlining their journey. The programme culminated in the final group presentations to an authentic audience, and judged by external panellists. Each boy was assessed on his ability to think critically, his agility (ca pacity to pivot and find alternative solutions), collaboration, ver bal and written communication, and digital citizenship. The range and sophistication of the 2025 projects demonstrat ed outstanding achievement. RED WING: Distance overcome. Care delivered. This team designed a drone system to deliver medical attention and care to underserved communities, al lowing samples to reach testing facilities and dispensing the correct medication.

earlier in the year brought this sharply into focus. He asked how he could learn to love Geography more, sparking a fascinating discussion about the challenges the subject faces nationally. I explained that geographers are people who love Earth, advo cate for both human and animal welfare, and aspire to make the world a better place. We analysed the characteristics of Gener ation Alpha, noting that while they are acutely aware of environ mental and social issues, their willingness to act is often limit ed. I shared examples of individuals like David Attenborough, Jane Goodall and Al Gore, who show that meaningful change begins with the individual. In our Geography lessons, we aim for more than knowledge alone. As the late Jane Goodall said: “You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.” A key aspect of our curriculum is moving learning beyond the classroom. This year, we elevated our fieldwork by incorporat GREY TO GREEN: Conserve the source; sustain the future. This group created a filter system for Michaelhouse water, aim ing to secure the school’s water future, maintain greener fields all year round, and reduce the pressure on boreholes – a long term sustainability investment. INDLELA ENERGY: Paving the way to a cleaner Mzansi. Recognising the renewable energy crisis, this group designed a kinetic energy plate, implemented at the Mariannhill Toll Pla za, which uses piezoelectric plates to generate clean electricity, never affected by load-shedding or load reduction. THE RUBBISH RISER: Not changing the world; just helping it. Addressing global plastic waste, the Rubbish Risers developed a small-scale prototype using air bubbles to move plastic and other waste found in rivers and streams upwards for collection. PROJECT PROTEIN: Strong Bodies, Strong Communities. Believing increased protein diets could eliminate diseases, this group focused on using mealworms to improve the protein in take in communities, designing a prototype sifter to separate the different stages of the mealworm lifecycle. DETECT & PROTECT: Live in harmony. This team designed a wildlife deterrent prototype using an ad vanced trail camera upgraded to detect and respond specifical ly to monkeys. The system uses an AI detector to send off an alarm call designed to scare monkeys safely away. The success of these projects confirms the programme’s effectiveness in developing the competencies and values needed for a complex and uncertain future. Looking forward, the 2026 Future-Fit curriculum will see the timetable, once again, collapse in the third and fourth quarters, creating space for the exploration of key areas such as robotics, AI, entrepreneurship and communication. There is so much to look forward to.

GEOGRAPHY

Head of Department: Mrs Dale Lynch Staff: Mr Justin McDougall, Mr Sibusiso Ncamani, Mr Vincent Jordaan

The 2025 academic year began on a high note with the confirmation of excellent Se nior Certificate Geography results. An impressive 83% of our 2024 Geography candidates achieved grades between A and C, with the overall average nearly 8% high er than the national IEB average. The boys’ dedication and hard work were evident, culminating in a remarkable 100% bache lor’s degree pass – a testament to their collective effort and perseverance. On reflection of the past year, one of our biggest concerns remains the declining number of boys choosing Geog raphy as a subject. A conversation with one of my D Block pupils

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