NEWSLETTER

EASTER TERM No 1/2011

Dear Parents

The first few lines of the St John‟s College prayer reads: “Lord God our
Father, who art light and life and love. Look down in love upon our College
of St John”.

My prayer for 2011 is that our Father might look down in love upon our boys
and girls, our families and our staff. We seek His blessing for the new year,
and seek to walk in His light, life and love.

May 2011 bring you much joy and peace.

The year has started well and there is a sense of energy and enthusiasm
tinged with anxiety, particularly from new boys and staff. I look forward to a
good year.

Matric Results

I wish to congratulate the boys and their teachers on their excellent matric results. Success at school is a
team effort between the boys, parents and teachers. When we have motivated, hardworking and
disciplined boys, dedicated teachers and supportive parents, we have a recipe for success. At the top we
have done extraordinarily well and can be proud of the boys who achieved outstanding results. It is also
important for us to recognise that there were a number of academically weak candidates who all passed
with a diploma pass. In many ways this is an equally noteworthy achievement. Fifty three distinctions of
114 candidates in mathematics is something worth celebrating. St John‟s had six boys in the top 1% of the
IEB physical science examination – this is also a remarkable achievement. I would like to thank the
teachers again for believing in the boys and getting them to believe in their own ability.

Remove Camp

The boys all returned safely from Kloofwaters. They looked happy, grubby and damp, but from all reports
they have had an excellent weekend. We welcome all our new parents and families to St John‟s and wish
you a very happy and rewarding time with the College.

Rhodes Scholarship

We are delighted to congratulate Michael Fargher (Thomson) Second Prefect 2005 on being awarded a
Rhodes Scholarship (South Africa at Large). Michael attended St John's Prep and College. He was
awarded SA Schools colours for debating and water polo and placed in the top 50 IEB students with 7
distinctions in 2005. Michael was awarded the Anglo American Open Scholarship and the Allan Gray Orbis
Fellowship and graduated with first class honours in Economics from UCT. Michael co-founded the African
Schools Debating Championship in 2006. In 2007 he was one of 150 students selected from around the
world as a Goldman Sachs Global Leader and named as the Allan Gray Orbis student of the year. At
University he was awarded the McKinsey & Co's Deans Award for Excellence, the ERZA economics prize
and offered the Harvard Business School‟s 2+2 MBA programme. Since graduating in 2009 Michael has
worked as a commodity trader on the energy desk at Goldman Sachs in London and will read for an MSc in
Economics for Development and an MSc in African Studies.

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NEW STAFF

We welcome the following new staff to St John’s College:

Mr Dave Campbell Senior Housemaster, Housemaster of Clarke House and

English Teacher

Mrs Denise Campbell English Teacher

Dr Mark Bunding School Psychologist

Mrs Lizzie Nesbitt Latin Teacher

Ms Karien Van Schoor Science Teacher

Mr Craig Milligan Maths Teacher

Mr Pierre Le Roux Sports Coach and Maths Teacher

Interns

Ms Natalie Hill Maths

Mr Yu-En Ou Yang Music

Ms Katherine Malakou Drama

Fr Chris Uitzinger Assistant Chaplain

Staff Movements

Mr Graeme Evans HOD: Maths

Mrs Wendy Young Acting HOD: English

Mr Paul Emant Housemaster: Runge

BOARDING

We have moved into our new boarding facilities and all the reports I have received from both parents and
boys have been wonderfully complimentary.

We now have three boarding houses in the College, Nash, Hill and Hodgson. Runge House has Sixth
Form boys and girls boarding. The total presently is 209 with a capacity for 258 boarders.

Roger Cameron
Headmaster

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 I E B MATRICULATION 2010
St John‟s College is proud of the excellent results achieved by our Matriculants in the 2010 IEB
Examinations. Congratulations to all our Matric pupils!

St John‟s pupils once again achieved a 100% Matric pass rate with 94% achieving University Entrance
at Degree level.

2 pupils achieved over 90% averages

33 pupils achieved over 80% averages
53 pupils achieved over 75% averages

ONE PUPIL, CALLUM BLACK, WAS PLACED IN THE TOP 5% OF THE IEB
EXAMINATIONS IN 6 OR MORE SUBJECTS, ACHIEVING A RATING OF 7
FOR LIFE ORIENTATION. HE WAS ALSO PLACED IN THE TOP 1% FOR
ENGLISH, MATHEMATICS, PHYSICAL SCIENCE AND LIFE
ORIENTATION.

TWO PUPILS WERE PLACED IN THE TOP 5% OF THE IEB

EXAMINATIONS IN 5 OR MORE SUBJECTS, ACHIEVING A RATING OF 7
FOR LIFE ORIENTATION: Callum Black

James Verhagen (also placed in top 1% Mathematics, Maths Paper 3 and Physical Science)
Yianni Moustakis (also placed in top 1% in Physical Science and Life Sciences)

(LEVEL 7 - OVER 80%) SUBJECT ACHIEVEMENTS BY THE FOLLOWING PUPILS:

10 SUBJECTS: CHRISTOPHER ROBERTS

9 SUBJECTS: CALLUM BLACK
8 SUBJECTS: JAMES VERHAGEN
MUHAMMAD DOCRAT
ANDREW FISHER
YIANNI MOUSTAKIS
BEN WALWYN
MATTHEW BECKER
BARRY POVEY
7 SUBJECTS: ADAM MASEROW
PAUL CRESSWELL
SAMUEL KENTRIDGE
ZAIN PATEL
MATTHEW PULFORD
RICHARD FISHER Christopher Roberts
WESLEY VERHOOGT

331 Level 7 (80% and over) subject aggregates were achieved in the following subjects:

53 of 114 candidates writing Mathematics: 18 PUPILS ACHIEVED OVER 90%

18 of 44 candidates writing Maths Paper 3 10 PUPILS ACHIEVED OVER 90%
5 of 14 candidates writing Maths Literacy
15 of 43 candidates writing Advanced Programme Mathematics
65 of 128 candidates writing Life Orientation
34 of 110 candidates writing Physical Science
28 of 62 candidates writing Geography
26 of 128 candidates writing English
21 of 56 candidates writing History
20 of 54 candidates writing Life Sciences
12 of 18 candidates writing Dramatic Arts
7 of 17 candidates writing Information Technology
5 of 111 candidates writing Afrikaans
4 of 13 candidates writing French

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4 of 14 candidates writing IsiZulu, first additional language
4 of 41 candidates writing Visual Arts
2 of 5 candidates writing Latin
2 of 4 candidates writing German
5 of 6 candidates writing Trinity Music
1 of 1 candidate writing Associated Board of the Royal School of Music

The following St John‟s College pupils were ranked within the top 1% of IEB examinations in the following
subjects:

Mathematics Callum Black, Christopher Roberts, James Verhagen, Ben Walwyn

Maths Paper 3 James Verhagen
Maths Literacy Finn MacKinnon
Physical Sciences Christopher Roberts, Yianni Moustakis, Ben Walwyn, Callum Black, Richard Fisher,
James Verhagen
English Andrew Petersen, Callum Black, Christopher Roberts
Information Techn Christopher Grose
Life Sciences Christopher Roberts, Yianni Moustakis, Dixit Dullabh, Edmund Wessels
Geography Ferdinand le Grange
Life Orientation Callum Black
Trinity Music Paul Cresswell, Julian Lap, Ben Walwyn
ABRSM Kendrick Walsh

ACADEMIC AWARDS

HONOURS

Rowan Dalton

COLOURS

Matthew Berry
James Coates
Dylan Feldner-Busztin
Jacques Le Roux
Michael Macklin
Ian McBride
Pieter Swart
Steven Theunissen
Markus Trengove

SPORTS NEWS

ROWING

Over the weekend of the 4th and 5th December, the St John‟s 1st Eight competed at the annual Old Mutual
Schools‟ Boat Race on the Kowie River in Port Alfred in the Eastern Cape. Thirteen boys‟ Eights and
seven girls‟ Quads took part in the regatta.

This year the event was plagued by strong winds and very choppy water which certainly added an element
of difficulty to the proceedings. The Saturday time trial, known as the „Head Race‟, produced some
interesting results with Bishop Bavin finishing as surprise finalists in the boys‟ event. St John‟s placed third
in the Head Race on Saturday and were placed in a rather unconventional three-boat B Final on Sunday
alongside SACS and St Benedict's.

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The finals are modelled on the Oxford/Cambridge Boat Race, with crews participating over a distance of six
kilometers. There were some thrilling moments throughout the day as the crews navigated the serpentine
Kowie River along which the corners and sandbanks always produce interesting tactical challenges.

The St John‟s 1st Eight, coxed by South African Junior, Willie Morgan, were able to establish clear water on
the other two crews after less than two kilometers of the race. They then extended this lead to a
commanding eight boat lengths by the finishing line. Achieving the bronze medal was a monumental
achievement considering the size and power of the opposition.

The 1st Eight now moves its focus to the sprint season; racing at Roodeplaat, Victoria Lake and the Buffalo
River over a maximum distance of 2000m. This will culminate in the South African Junior Championships in
March where the St John‟s Rowing Club will be looking to improve on their overall second place in 2010.

WATER POLO

The following St John‟s boys took part in the SA Schools Water Polo Champs in Durban from 11 – 14
December 2010 and achieved remarkable results.

Nicholas Hock and Michael Irvine (U5 - 2010) as part of the Gauteng U19A Team, won all six games
convincingly at the SA Schools U19 finals, beating KZN U19A 6 – 5 in the final. Both, Nicholas and
Michael were selected for the team of the tournament.

Nicholas captained the U19 SA Schools‟ Team defeating Australian and New Zealand Schools‟ teams. This
is the first time ever that the SA Schools‟ Team has won the Tri Nations Tournament.

Wesley Antonites (L5) and Jarryd Stephenson (L5) as part of the Gauteng U16A Team, won all their games
convincingly in the SA Schools U16 finals, defeating Western Province 7 – 5 in the final.

Alex Kuttschreuter (U4), Roarke Olver (U4), Niel Vosloo (U4), Dan Trninic (U4), Brett Van Staden (U4),
Nicholas McLaughlin (U4) and Devon Henson (L4) played for the Gauteng U15A team and lost 5 -7 in the
final game to Eastern Province.

V Trninic – U19 A Gauteng Coach

P Le Roux – U13 A Gauteng Coach
D Flatscher – U14 A Gauteng Coach
A Ridley – U15 A Girls Gauteng Coach
E Le Roux – U19 B Gauteng Coach
C Icely – U14 B Gauteng Boy‟s Manager

Vlad Trninic

Maritzburg College Pre Season Cricket Tour

The Maritzburg College Pre Season Festival was played on Monday 10 January and Tuesday 11 January.
The Westville match on Wednesday 12 January was rained out.

Glenwood 227 for 7 St John‟s 215 all out

J Newton 4 for 39 Coulentianos 58; Dial 37

St John‟s 170 for 5. Maritzburg College 183 all out

Mc Graw 67 Newton 4 for 36

Match Drawn due to bad light. St John’s won by 32 runs

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 SPORTS CONCUSSION TEST PROGRAMME 2011

Dear Parents
The Schools Sports Concussion Programme, now in its 6th year, aims to make contact and collision sports
safer by preventing the potentially serious consequences of head injury.
The purpose of the programme is to return the injured player to sport as soon as is safely possible. At no
time should a player return to sport following a concussion without being thoroughly assessed by a doctor.
Central to this we encourage you to let your son do a “baseline computer brain test” which will cost you
R280-00; this will be charged to your account. The test includes the following:

As many consultations as necessary by a sports doctor after any suspected concussion.

A free baseline computer brain function test before the season starts.
As many follow-up brain function tests as necessary after any concussion.
Return-to-sport guidelines after a concussion.
Sports Concussion Assessment Tool (SCAT) information cards for the school.
A school link to www.sportsconccussion.co.za

These tests will be conducted on the 15th and 22nd of February 2011 in the IT lab at the school from 15H00
onwards.
To avoid any disappointment your son needs to make an appointment ASAP with Mr Lourens. If you have
any questions don‟t hesitate to contact Mr Lourens.
Yours faithfully

Stefan Lourens
Director Rugby

The following illogical and mis-informed article appeared in The Star on 6 January 2011. I print it
here for your information, but more importantly that you read the response from Dr Jane Hofmeyr
and Ms Anne Oberholzer. Dr Hofmeyr is the Executive Director of ISASA and Ms Oberholzer the
Chief Executive Officer of the IEB. Their article clearly states the position of independent schools
and the Independent Examinations Board. I think it is a useful response and one which is worth
reading.

Race still plays a big, and ugly, role - The Mercury and The Star, 6 January 2011

This period, when high school and university exam results are released, is challenging for mostly black
students from underprivileged areas, who have not performed optimally. The state of the results usually
hails in the blame game. Pupils blame teachers and vice versa; parents blame the government; and
opposition parties usually point fingers at the ruling party.

In this debate, two salient positions are taken. First, they are the “colour blinders” who argue that race does
not play a role in accounting for the disparities in results between blacks and whites.

These “colour blinders” argue that the deracialisation of citizenship and the removal of zoning
regulations/restrictions have resulted in race no longer being used as a criterion for school attendance. This
view, as will be apparent later, is rather naive to say the least. The second group, which constitutes the
majority, are more progressive in that they realise that a lack of resources is the main reason for black
students’ poor academic performance.

The solution advocated is for government to increase spending on education, a step this article mostly
agrees with. This article, however, aims to look deeper at this problem, by utilising the concept of systemic
racism. Systemic racism basically maintains that in a country such as South Africa – wherein race has been
the most salient feature in shaping life chances – racism has become systemic and that merely
outlawing/illegalising the concept has not and will not alter the status quo.

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The apartheid government spent tremendously on white children’s education, the result being that the job
colour bar became redundant. This legacy lingers on in contemporary South Africa. Most children still
attend mono-racial schools, and one’s parents’ position in the apartheid hierarchy still largely determines
which school one attends. Most schools in previously denominated black, especially African, areas still lack
proper infrastructure and, while the government has sought to remedy this, a lot remains to be achieved.

The shocking consequence of the above is the 2003 statistic that, while comprising around 10 percent of
matric candidates, white students accounted for 65 percent of A aggregates. Africans accounted for 8.4
percent of these aggregates even though they comprised over 77 percent of matric candidates.

The above statistic clearly illustrates the systemic and inherent influence of race in contemporary South
Africa’s education system. This sorely needs to be altered and, while most justifiably advocate government
increase its spending on education (R19 billion spent to host the Soccer World Cup could have been put to
a greater use), many fail to take note of the role private schools have in perpetuating this.

These schools have access to funds that government can only dream about. The exorbitant admission fees
charged means that only one race group has a realistic chance of attending them (many charge in excess
of university fees for tuition). Instead of assisting to develop the South African school curricula, they go as
far as maintaining their own independent assessment method (we all are aware of the IEB – Independent
Examinations Board –system). A consequence of this is that racism and elitism is being promoted at the
expense of the general populace.
I propose:

The scrapping of the elitist IEB system

This will increase the reliability, validity, and efficacy of the standard assessment system, as more
individuals will be working/ developing/assessing it, which is what we normally refer to as a scale-effect.

Secondly, it will enable universities to better adapt their entry requirement criteria as there will only be one
standard scoring system. Lastly, it will decrease the amount of mainly black, first year university drop-outs,
who find it difficult to cope with the course material, and become further despondent when observing that
the IEB system has enabled those from private schools to have a better chance of progressing as the level
of assessment is higher. This tolerance and promotion of two different standards of assessment by the
authorities is reminiscent of the apartheid system wherein blacks and whites had different educational
curricula. As was observed earlier, there is only one race group benefiting from the IEB system.

Revoking operating licences of these schools, until and unless they choose a partner school in a
previously disadvantaged area to assist or fund.

This will assist to alleviate the serious fundraising problems that plague governing bodies in previously
disadvantaged schools. Moreover, it will enable these “township” schools to benefit from the facilities
(sporting in particular) of these private schools, thus assisting the transformation of South African sport.

The utilisation of area as well as race quotas for university admission

This would result in black students from townships and rural areas benefiting from these quotas, as
opposed to the wealthier ones attending private schools who are benefiting.

Prioritising and spending a greater amount of funds on education and infrastructural development
in rural areas

It is a widely accepted fact that the most optimal method of reducing poverty and promoting
economic growth is through educating/skilling work seekers. In addition, as education is a preventative
rather than a curative measure, the dependency effects suffered by the many social democratic states in
Europe (people becoming too lazy to work and living on unemployment grants provided by the state), will
be mitigated.

Standardising teacher salaries between public and private schools so as to encourage teachers to
stay at public schools

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One is not advocating that private school teachers take a huge salary drop, but rather that salaries between
the private and public schools be comparable. More research would need to be undertaken to determine
the effect this may have on teachers emigrating for better remuneration.

I strongly believe that these suggestions, if followed, will go a long way in assisting to eradicate the ugly
role race still plays in shaping opportunities in contemporary South Africa.

Ebrahim Deen is a BA honours student at the University of the Witwatersrand

Response from: Dr Jane Hofmeyr, Executive Director: ISASA

Ms Anne Oberholzer, Chief Executive Officer: IEB

Private Schools: Myth and Reality

The Independent Schools Association of Southern Africa (ISASA) of 700 member schools andthe
Independent Examinations Board (IEB) would like to respond to the a-factual, inaccurate and misleading
attack by Ebrahim Deen on the role of independent (private) schools and the IEB in South African
education. Mr Deen’s opinion piece was published in the Mercury and The Star newspapers on 6 January
2011.

While the racial inequalities of apartheid are still very much with us, race is not, as Deenargues, the only
cause of educational inequalities. Class is increasingly a critical factor in access to quality education. Poor
black communities, at the nexus of race and class inequality, are the most disadvantaged.
That a lack of resources, as he avers, is the main reason for black learners’ poor academic performance is
debatable. There are schools with minimal resources that achieve excellent results. Teacher commitment
and quality, and time spent on actual teaching and learning are more accurate predictors of school success
than resources. Furthermore, his assertion that independent schools and the IEB contribute to racism and
inequality is without foundation. Indeed, his opinions perpetuate several myths about the independent
sector that we need to put to rest.

Myth 1: Independent schools are white and elitist

In fact, Department of Education statistics show that 73% of learners in independent schools are black. The
learners in the independent sector are drawn from across the socio-economic spectrum, including informal
settlements, rural areas and inner cities. Since the end of apartheid the greatest growth has been in
independent schools serving disadvantaged black communities in townships, informal settlements and rural
areas. The number of black learners at predominantly “white” independent schools has also steadily
increased to an average of about 33% among ISASA's members

Myth 2: Independent schools charge high fees

Research by the HSRC, Centre for Development and Enterprise and the International Finance Corporation
shows that the majority of independent schools in South Africa charge low to midlevel fees. Only about
14% of the sector comprises “high fee” schools.

Myth 3: Independent schools pay higher teacher salaries

ISASA surveys show that most teachers at independent schools probably wish this was the case! In reality,
with the significant benefits the state teachers receive (pension, medical aid and housing allowances), the
average independent school teacher's remuneration is less than state teachers' and only a minority of
independent school teachers earn more than their state counterparts. Independent schools attract and
retain teachers because of their positive ethos and learning environment, not because of the salaries they
offer.

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Myth 4: Money given to independent schools could be better spent on public schools
In fact, independent schools are only 5% of all schools and only a tiny amount of state money is allocated
to them through state subsidies. For example, in KwaZulu-Natal with the second largest number of
independent schools, the total amount spent on independent schools is a mere 0.03% of the provincial
education budget!

No high-fee independent school receives a state subsidy. Only low- and mid-fee schools are eligible
because the state recognises that they serve disadvantaged learners. On the sliding scale, the highest
subsidy to schools charging fees less than R 4000 per year is only 60% of the average spend on a learner
in a public school. Indeed, as they are primarily funded by private fee income, independent schools save
the state money. If they all closed, the state would have to accommodate an additional 500 000 learners
in public schools at full cost.

Myth 5: Independent schools do not assist their communities or public schools

More than two thirds of ISASA member schools have community development projects or partnership
programmes with public schools. This holds true even among the most under-resourced independent
schools. ISASA's research has revealed that the number of public school learners, teachers and principals
benefitting from these initiatives is greater than the entire enrolment and staffing of its member schools.

Myth 6: The IEB offers a different curriculum

The state and the IEB examinations are both based on the South African National Curriculum Statement.
Both must meet the outcomes and standards set out in the Statement, and both are deemed to be
equivalent by Umalusi, the quality assurer for general and further education and training.

Myth 7: All independent schools follow the IEB curriculum

The majority of independent schools' follow the state curriculum and write the same National Senior
Certificate examination as public schools. Only 172 out of roughly 500 independent secondary schools
wrote the IEB examination in 2010.

Myth 8: Only one race group benefits from the IEB system
This is an ironic assertion as the IEB was expressly established to, in the words of its Chairman Professor
Crain Soudien, “offer an alternative vision of education to that of the apartheid state ... the commitment to
that education was not a service for the preservation of privilege.” In reality, schools that write the IEB
examinations have substantial numbers of African, Indian and Coloured learners, and several consist only
of disadvantaged black learners.

Myth 9: Scrapping the IEB will improve the content and assessment of the state curriculum, and
therefore decrease the number of first-year university drop-outs
The illogic of this causal chain is amazing. The IEB and its schools already contribute significantly to the
development and assessment of the state curriculum. For example, the IEB examines all the non-official
foreign languages for the Department and at its request has partnered it to develop a number of new
assessment initiatives. Independent school teachers and IEB specialists act as critical readers for subject
curricula and serve on departmental curriculum reference groups and panels.
As requested, in 2010 ISASA collected over 80 pages of comments from 52 independent schools on the
draft National Curriculum and Assessment Policy Statements (CAPS). Using its schools as “test beds” for
assessment development, the IEB has also piloted a number of innovative approaches that have been
adopted by the state system. Scrapping the IEB would remove this source of innovation which benefits the
whole system, and how it would decrease the number of first-year university drop-outs is anybody's guess.

Myth 10: Universities have different admission scoring systems for IEB matriculants
Universities apply exactly the same admission scoring system to matriculants from the IEB and the state,
as learners obtain the same qualification, namely the National Senior Certificate. The IEB learners receive
no special recognition or advantage.

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Myth 11: The state should not tolerate different standards of assessment
This myth confuses standards with approaches to assessment. Most countries encourage different
approaches to assessment. The IEB’s approach is innovative, probing assessment which emphasises
higher-order thinking skills, which have a positive impact on teaching and learning in the classroom.
Provided alternative assessment approaches meet the minimum national outcomes and standards – as
monitored by Umalusi – it is difficult to see what would be gained by uniformity rather than diversity. Indeed,
the National Qualifications Framework exists to recognize different learning pathways and assessment
approaches.
It is most unfortunate that Mr Deen's opinion piece cast independent schools and the IEB in such a
negative, unjustified light and perpetuated destructive myths. Independent education should be seen not an
antagonist or competitor of public education but as a complementary partner. This is recognised in the
support of Minister Motshekga and the Department for the roles ISASA and the IEB play. We are
committed to quality education for all children in Southern Africa and will continue to contribute to the
national education project. With our huge educational challenges, let's harness all our resources in the
national interest.

Dr Jane Hofmeyr, Executive Director: ISASA

Ms Anne Oberholzer, Chief Executive Officer: IEB

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 FIXTURE LIST 2011

PREPARATORY SCHOOLS
TIME THURSDAY 21 APRIL TIME SATURDAY 23 APRIL TIME MONDAY 25 APRIL
7h30 Clifton vs Pridwin Burger 7h30 St Andrew‟s vs St Benedict‟s: 8h15 Leeuwenhof v St Benedict‟s: Burger
Burger Cordwalles v Woodridge: C Rugby
8h15 Cordwalles vs St Andrew‟s: Burger 8h15 Clifton vs The Ridge: Burger 9h00 St John‟s vs Clifton: Burger
Leeuwenhof vs The Ridge: C Rugby St John‟s vs Cordwalles: C Rugby The Ridge v St Andrew‟s: C Rugby
9h00 St John‟s vs Jeppe Prep: Burger 9h00 Jeppe Prep vs Woodridge: Burger 9h45 Jeppe Prep v Pridwin: C Rugby
St Benedict‟s vs Woodridge: C Rugby
11h00 Cordwalles vs Leeuwenhof: C Rugby 10h30 Leeuwenhof vs Pridwin: C Rugby
11h45 Jeppe Prep vs The Ridge: C Rugby 11h15 St John‟s vs St Andrew‟s: C Rugby
12h00 Woodridge vs Clifton: C Rugby
12h45 Pridwin vs St Benedict‟s: C Rugby

1ST XV TEAMS : BURGER FIELD

TIME THURSDAY 21 APRIL TIME SATURDAY 23 APRIL TIME MONDAY 25 APRIL
9h45 Hoërskool Florida vs Lions 9h45 St John‟s, Harare vs Parktown 9h45 St John‟s, Harare vs Paarl Boys‟
Boys‟
11h00 Nelspruit Hoërskool vs St John‟s, Jhb 11h00 FNB Invitation vs Lions 11h00 FNB Invitation vs Parktown Boys‟
12h15 AFFIES vs St John‟s Harare 12h15 Nelspruit Hoërskool vs Daniel 12h15 Daniel Pienaar vs Millfield School
Pienaar
13h30 Parktown Boys‟ vs Paul Roos 13h30 OPENING CEREMONY 13h30 St John‟s, Jhb vs Lions
14h45 Daniel Pienaar vs FNB Invitation 13h45 Hoërskool Florida vs Paarl Boys‟ 14h45 Paul Roos vs Nelspruit Hoërskool
16h00 Millfield School vs Paarl Boys‟ 15h00 St John‟s, Jhb vs Millfield School 16h00 Hoërskool Florida vs AFFIES
16h15 Paul Roos vs AFFIES

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