This year, our community celebrates an extraordinary milestone as Treverton students Jayden Davis, David Dent, and Jason Reineke earn the honour of representing South Africa on the world stage.

Jayden Davis and David Dent have been selected for the 2026 International Canoe Federation Junior/U23 Slalom World Championships in Krakow, Poland.

Jayden Davis and Jason Reineke have also been selected for the Junior Adventure Racing World Championships in Quebec, Canada.

These achievements are remarkable not only because of the level at which these young men will compete, but because they embody the very essence of a Treverton education.

At Treverton, adventure is not an extracurricular activity – it is woven into the fabric of our school. Through Outdoor Education, students learn resilience, leadership, grit, teamwork, courage, and self-belief. They are challenged to grow beyond comfort zones and discover what they are truly capable of.

What makes this story even more meaningful is that these are home-grown athletes. None of these boys arrived at Treverton already competing at elite international level in these disciplines.

They have been shaped through years of commitment, guidance from passionate staff, unwavering family support, and the uniquely balanced Treverton experience – all while participating fully in school life, academics, leadership, sport, and community.

Their journey now takes them beyond South Africa’s borders – but they cannot do it alone. Competing internationally comes with significant financial demands, and as a community, we have an opportunity to stand behind these exceptional young men as they pursue their dreams and represent both Treverton and South Africa with pride.

We invite our broader Treverton family, alumni, partners, and community to support our “Back-a-Buddy” initiatives:

Adventure Racing World Championships – Canada

Jayden Davis & Jason Reineke
CLICK HERE to donate.

ICF Junior/U23 Slalom World Championships – Poland

Jayden Davis & David Dent
CLICK HERE to donate.

Thank you for helping us continue to grow young people of courage, character, and adventure.

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We had very little rain in February and March, but we had good widespread rain the night before our departure, which we hoped would have some effect on the river. But the river was low, and we started with an extensive section of flatwater. Fortunately, the level improved as we headed downstream with the addition of water from the Bushman’s, Sundays, and Buffalo rivers. It was only lower down that we really felt that we could do with more water, because the Tugela starts to widen and form braided channels where, unless one chooses the optimal channel, scraping on rocks becomes inevitable.

We had some amazing experiences on this trip, and that is really what such expeditions are about. On the first morning, we awoke to the booming of a ground hornbill on the far side of the gorge at first light. Amongst others, we saw Fish Eagles, Openbill, Yellow-billed, and Wooly-necked storks, Goliath herons and African Finfoot. We saw at least one crocodile on most days, but all were medium to small.

While Chris Nowlan, our logistics driver, was waiting for us at the Bassonsdrif bridge on our second day, he was met by a gentleman named Linda, who opened his home to us at no cost. And so it is that, after reaching the bridge just downstream of the Buffalo confluence, we loaded all our boats and trundled back to Linda’s home for the night. “My home is your home” was his comment., and we are most appreciative of his generosity.

A day later, we arrived at the Mfongosi section, famous within the paddling community as the South African equivalent of the Zambesi. There used to be a commercially run rafting operation here some 20-odd years back, and when at high water, the gorge becomes massive. At lower levels, we expected big but fun rapids, and that is what we got. We were joined by Craig van Heerden and his son Matthew. Craig used to guide this section, and he was able to point out the various features which helped us as we paddled this amazing section. Craig and Matthew left us once we reached Jameson’s bridge after having had great fun. I think we will be revisiting this section…….

A few days later, we got to the KwaSizabantu KwaMaqhogo mission, which is situated on the left bank of the Thukela just before it becomes an 800m wide braided system of channels and islands with giant sycamore figs. Ralph, who spearheaded the establishment of this farming operation of KwaSizabantu in 2008, proved to be most hospitable and informative. I had only requested permission to camp at the river and for Chris to be accommodated somewhere, but in addition to this, we were treated to something of a banquet, and we got an opportunity to have a shower. I guess Ralph felt sorry for us when he saw the cans of baked beans and tuna.

From the KwaSizabantu mission it was basically a 90km push towards the ocean. After a night in the bush, and some negotiating of sandbars hidden by the remarkably turbid Thukela water, we arrived at the TVG resort some 8km from the Indian Ocean. The following morning we capitalized on the outgoing tide to take us out through the mouth into the Indian Ocean.

What a remarkable experience it was to surf the breakers of the Indian Ocean and reflect back to how we started in January 560km upstream at the top of the Drakensberg, where the water first seeped out of the upper slopes of the Mont-Aux-Sources peak. The boys completed this expedition with wonderful unity and perseverance, and have developed into accomplished paddlers. More importantly, I believe that they have learned more about themselves and their team and about God, who has given us much to enjoy in the natural world, but never at the expense of the Creator.

Thanks go to the following:

Chris Nowlan, my legendary logistics driver, for his indispensable support and for his innovative decision-making.

Garry Townsend for his support of the expedition in his capacity as the head of outdoor activities at Treverton, and for acting as a sounding-board during the planning.

Kean Broom for his support of the expedition in his capacity as headmaster of the College.

Gustav Gefrath as the official professional guide on the trip.

The families of each pupil involved in this expedition were highly supportive, and I am appreciative of that.

Heste Outram for her enthusiastic organization of the reception of the paddling team at Tugela River Mouth by the different families, and the accommodation arrangements.

Linda and Ralph who accommodated us most generously.

Craig van Heerden for sharing information, and also for showing interest in this expedition by joining us for the Mfongosi section.

written by Mr Derek Brown

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Although educators are slowly recovering, everyone seems to be avoiding the topic when considering the impact on learners. I am not referring to the academic impact, as that is obvious and realistically will take about ten years to cycle out of the system. I am referring to the developmental challenge that we need to acknowledge.

Each phase of schooling offers a unique opportunity for learners to grow in social skills and mature within their peer group. Compare these events with the building of a house of cards. In the foundation phase learners gain the most of their social skills. They learn to play well with others, they adapt to the rigour required for school tasks and they adjust to the interaction they are expected to have with a variety of adults. Each schooling phase requires the development of unique skills, albeit the undeniable truth is that these decrease as learners approach Grade 12.

The National Library of Medicine published an article on detailing the findings of research done amongst children aged 9 to 10 in Spain[1]. This article highlights a significant decrease in the Emotional Intelligence of learners in the age group due to Covid restrictions. As educators know, children in this age group are actually remarkably resilient. This means that the impact on older children who were not only “deprived of the correct educational input into their emotional development, but also had the capacity to understand the full impact and devastation left by Covid on family units and the economy should be taken under serious consideration.

Sophie Penfold from the University of Chichester also completed exciting research titled “Has the COVID-19 Pandemic affected children’s emotional literacy and are we doing enough to support them?”[2]. She highlights that there are key developmental stages to learners being sufficiently emotionally literate and many of these stages were bypassed or rushed due the social challenges forced on young children by the regulations implemented during the pandemic.

The Covid pandemic has resulted in some learners missing out on these vital skills as online platforms are not made for social engagement and, if we are honest, most humans disengage when having to face the impersonal space of the online meeting. Learners are not all cut out for the online environment and many of them engage better when they are face to face with the educator. Some learners have felt the disconnect more than others and, in most cases, introverted children seemed to thrive better in the environment created by Covid restrictions, but this may only have been a temporary improvement as these same students have been deprived of the essential growth required even by introverted individuals to function in the world. In other cases, where social distancing meant several family members crowded into a single room living space, introverts regressed due to overstimulation.

So, what is it that learners really need in the classroom, from us as educators, to really bridge the true gaps post-Covid? They need us. Experience has shown that learners perform better when they can relate to the educator standing in front of them. This does not mean we are their friends or that we need to become too familiar, but rather that we engage with our students and bridge the gaps in the development of their EQ. Educators should be equipped to read the needs of their students and be proficient in understanding body language. We should be naturally intuitive to the emotional needs of our students.

Learners need to feel heard. They need us to understand that they are not as equipped as they should be because their “house of cards” is missing a layer of very important developmental skills. Learners need educators who have accepted that this profession is about really listening, connecting, educating, being “real” and in many cases we fulfil the role originally occupied by the parent in teaching discernment between fact and popular opinion. Learners are seeking a stable, welcoming environment in every classroom that encourages them to approach challenges without fear. As educators we need to meet the learners where they are on an emotional level. We must find the unique level of EQ that has developed in each learner due to the various levels of engagement that they received during the Covid period. We are then responsible for guiding a learner to catch up to the level of EQ that they will require to be functioning adults in the world.

Treverton has recognized this need for a relational approach to teaching and our smaller class sizes and a commitment to personal approaches used for individual students means that meaningful discussions can be had with students and parents regarding academic performance. A twice-a-week mentor session where learners interact with a selected staff mentor in groups determined by gender and grade allows learners a space to discuss real-world concerns and to be guided through these challenges by focusing on the Christian worldview instead of the secular and often confusing worldview. The full benefit of the mentor session will be discussed later in this article. These meaningful discussions help lay the foundation for relationships that spill over into the classroom and learners are definitely prepared to work diligently and to accept correction easily when there is trust. The teachers are excited to engage with individual learners outside of the classroom, fostering relationships that improve classroom interaction and willingness to learn. With a student body comprised of 65% boarding students it is much easier to find the time for meaningful relationships to develop next to the sports fields, on the dam, on various outdoor excursions and even just in passing on the corridors. Students and their parents become part of a family that will support them as they tackle their individual challenges.

The College focuses on ensuring that we are preparing our students for more than just the Final Independent Examinations Board examinations, as this could not possibly sum up the full extent of learning that has occurred over a full schooling career. Events such as “The Giant”, a 15-day excursion where Grade 10 students face various challenges while engaging meaningfully with peers and group leaders (Staff) have had an incredible impact on bridging the emotional development gaps that this Grade experiences. Learners in Grade 10 are faced with real challenges and have to show not only individual grit but must stand together to overcome daily difficulties. From planning how to use the food provided at a food drop to sharing the load of a tent or even carrying the bag of an ill or injured team member, these are all skills that develop a stronger sense of self and, even more importantly, a sense of belonging within a community.

During mentor sessions, all learners are provided opportunities to develop their absent social skills and emotional understanding. By interacting with others on non-academic topics such as the true effects of pornography, vaping or even the pitfalls of not making a stand on various teen-related topics, learners are now able to process the social and emotional skills that are not fully developed to help them understand the world they live in far better. This non-academic engagement with peers helps to bridge the gaps that developed when learners were not able to engage during the COVID-19 pandemic. Learners can, under the guidance of staff, give their own opinions, listen to the views of others and even formulate solutions to the issues they face. These skills would have been naturally developed by play and interaction at various grade levels had they not been disrupted by the restrictions put in place during the pandemic. Learners are also able to process those “adult” decisions or scenarios that they were not emotionally ready to handle.

The true role is to assist learners to discern, another important factor in a higher EQ, between popular opinion and actual facts in every situation. These small group discussions that do not shy away from tough topics are exactly what students need to bridge and essentially overcome the gaps left by a disrupted developmental phase in their lives. Students will need to grapple with uncomfortable topics, deal with socially awkward moments and even look inward when faced with situations involving others.

If you look at the emotional development that occurs in the intermediate phase of Primary Education, it is easy to see that learners develop special social understandings with the introduction of subject specialists. They can no longer rely on the relationship with a single-class educator. Learners are empowered to resolve conflict as at this age they are still brave enough to stand for what they believe in without as much pressure from social media influence. Look carefully at the students that were encamped during lockdown and were not exposed to these learning opportunities and you will be able to identify why it is important to bridge these gaps to improve their learning in further grades.

The previous focus in education was providing 21st-century skills. Still, now we need to be focused on the development of EQ and ensuring that every learner can establish relationships with the people they will be connecting within the world. As specialists in Pedagogics, we are responsible for bridging the gaps in the developmental “house of cards” caused by the lack of age-appropriate contact, conflict, relationships and skills related to effective communication with people – who are not on the other side of a screen. The focus has to be on the development of relational education, where we move away from the old adage of “children should be seen and not heard” to one where every child in your class is seen and feels heard. We need to understand that the expected maturity of the Grade 8 students will not be what it was before, and in some cases, a sense of a false “maturity” may be present. Just because a child has dealt with tough situations does not mean that their development on an emotional level has been accelerated.

Learners do not need more lessons in mathematics or English; they need us to step up as their teachers and meet them where they are. They need us to help them “catch up” in the development of their EQ. The holistic development of every learner has its foundation in a solid understanding of the self before they can really understand any subject content. Learners really do not need master content specialists; they can find those on most devices. They need master teachers, called to the profession because we deeply understand the link between emotional well-being and the development of a learner and their ability to perform academically.

Written by Theresa Nel, Academic Head Treverton College 
Originally Published in ISASA’s Independent Education Summer 2024 Magazine: https://www.ieducation.co.za/summer-2024-edition/

[1] Article “Reduced Emotional Intelligence in Children Aged 9–10 caused by the COVID‐19 Pandemic Lockdown” written by: Faculty of Education, Universidad Internacional de La Rioja (UNIR)

Katya Martín‐Requejo,

Corresponding author.

address correspondence to Katya Martín‐Requejo, Faculty of Education, Universidad Internacional de La Rioja (UNIR), Avda. de la Paz, 137, 26006 Logroño,

[2] Sophie Penfold “Has the COVID-19 Pandemic affected children’s emotional literacy and are we doing enough to support them?” Available at https://www.ecsdn.org/wp-content/uploads/2021/12/Sophie-Penfold-University-of-Chichester.pdf

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The first phase of the Thukela source to sea has just taken place successfully. We departed on the 7^th of January to Witsieshoek where we spent the night. We left early the following morning to be shuttled up to the Sentinel car park by 4×4 due to the state of the road. We then hiked up to Mont-aux-Sources via the chain ladders to the source of the Thukela River. On the flanks of this mountain at around 3200m, a spring emerges that gives birth to the stream of the Thukela. We followed this stream down to the edge of the Drakensberg escarpment, known as the Amphitheatre. Here, having grown surprisingly quickly and benefited from good recent rains, it plunges down to the Royal Natal Park valley in a number of huge leaps. Cumulatively, this is said to be the highest waterfall in the world. Whatever the facts may be, this is a magnificent sight.

After enjoying this view, we headed down to the Sentinel Car Park via the gulley descent, and then took a path that cut down into the beautiful Royal Natal Park. Our overnight spot was the Mahai camp, where we had access to showers and limited cover as the rainy weather settled in that evening. We had some tired bodies and sore knees and ankles after a 32km day of hiking, with a few members of our team covering a few more kilometers than needed and drifting off route in their haste to get to the camp.

Day two involved some exciting paddling in inflatable crocs from Royal Natal to the bridge under the main road beyond Hlalanathi resort. It is here that we transitioned into K2s for the flat water sections. We ended up camping on the edge of the Woodstock dam having covered a good 37km.

Day three involved more flatwater paddling on Woodstock and Driel dams and the stretch of fast flat water on the Thukela to Bergville. We paddled in the rain initially, but this cleared by late morning. We got to Bergville caravan park around midday, having covered 37km. I was thankful for this break, given my struggles with the ‘dead-leg’ condition I get in these boats. This also gave me time to investigate our options regarding portaging around the Spieonkop dam wall on our next paddle leg with both Ezemvelo and Umgeni Water. This effort proved unsuccessful with the usual bureaucratic frustrations.

Day four started with a 15km stretch in inflatable crocs. It is here where our group was introduced to big white water. We negotiated three big grade three rapids that capsized each croc at least once. At the upper end of Spioenkop we transitioned into K2s and covered the 14km of dam flat water before loading up and transporting to Mseni to bypass the dam wall. We then paddled through to Swartkops cottage. This beautiful place was where we had wors rolls and cake to celebrate Maria’s birthday. We had covered a good 42km, and everyone enjoyed a good rest.

Day five started with 20 kilometres of fast flatwater before transitioning to Crocs at the start of a white water section at Rolling M Ranch. Our first rapid was big, and caused some excitement. The following rapid led towards a grade 5 rapid that we ultimately portaged. This is where the entire volume of the Thukela is channelled through a narrow rocky gorge, where it becomes immensely powerful. Thereafter, we enjoyed some really fun rapids for another 3 or 4 km before getting to another transition point. It was then K2s all the way to Colenso. Having covered 55km, we were effectively a day ahead, and we used the following day to scout the less-known Harts Hill Falls section while the rest of the team rested. We are most grateful to the orphanage in Colenso for accommodating us for three nights here.

Day seven began with two groups. The first group included those up to the challenge of paddling and portaging what we believed to be a challenging section, while the second group included those who preferred to walk this section. Ultimately, the section proved more straightforward than I thought, and both groups finished by midday. This also meant that it was an option for anyone to do this section early the following morning. The Harts Hill Falls section is impressive. It has the Harts Hill Falls, a 12m high waterfall stretching right across a wide 250m section of the Thukela, broken only by an island towards the centre. It also has the thunderous ‘Little Augrabies’ whose presence is announced by sound and by the mist driven into the air by the Thukela being channelled through a massive rocky chasm. It is considered unrunnable, and these river features were obviously portaged.

This section also schooled me somewhat, as I failed to roll effectively when I was knocked over in a rapid above an unforgiving 3m waterfall. My second attempted to roll caused my knee to slip out from the kayak knee brace, and I had to abort, swimming rapidly to the safety of a reed island, only to have the boat and paddle swept away. Fortunately, we located both later, but this did little to temper my annoyance with this incident.

Day eight primarily involved the classic white water stretch from Peter’s Drift to Zingela Lodge. This 32 km section was at medium-high flow, resulting in the call to use a 6 and an 8-man raft instead of the 2-man crocs. The action started almost immediately with two or three crew flung from the 6-man in the section above the infamous ‘Rocky Horror’ rapid. A little later, our 8-man raft was flipped like a coin in a massive ‘hole’ that we ought to have avoided, with every crew member scattered in different directions in a fast-flowing stretch of river. This caused some commotion, of course, but each member was safely returned to the raft, even if most of us were now minus a shoe.

What followed was essentially world-class rafting with some seriously big features that tossed the rafts to and fro. Our two support kayakers were excellent in negotiating this water, and I am particularly proud of Chris Dendrinos’ development as a paddler in the last while. We arrived at Zingela late that afternoon, relieved to be able to sleep comfortably in upgraded accommodation supplied to us by the Zingela staff. Add to this a braai and the presence of our headmaster and family members, and we have an atmosphere suited to the closure of a successful expedition.

But not quite……the following morning, we paddled the last 12 km to where we would have 2×4 vehicle access. As such, it is a more suitable starting point for phase 2 of this expedition. We look forward to that starting on the 20^th of March. I am proud of how positively each pupil approached this expedition. Some had to deal with very real fear, while others dealt more with their fatigue. All-in-all, this is a great learning experience and what we value at Treverton.

I am thankful for the assistance we received from numerous people. Chris Nowlan served us superbly as our logistics expert. We are grateful for the guidance from Gustav of Itchyfeet, his right-hand man Kenny, and Gustav’s dad (transport). We are also thankful for Cameron Stork’s assistance in the challenging Thukela Canyon section at medium-high level. We are grateful for the permission we received from various landowners. Hennie van der Cloff (Witsieshoek), Craig van Rensburg (Hlalanathi), Lester Vickers (Woodstock dam region), Jannes Olivier, Glynn Trodd, Lionel Zunkel, Peter Calverly and Noel (Colenso Orphanage) were all helpful in this regard, whether we ended up using their land or not. We are also thankful for our support from Treverton, where our safety was a matter of prayer. We are also grateful for the support from families, both our own and those of each pupil who was part of this experience, for without their enthusiasm and commitment to this experience, it would not have happened.

Mr Derek Brown,

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The key areas we are trying to address are:

The practical application of the theory we teach in class.

The teaching of real-life, practical skills that are relevant to daily life.

Imparting an understanding an appreciation of the need for sustainable practices in all areas of life and learning.

We have introduced ‘Wacky Wednesdays’, ‘Unplugged Days’ and ‘Stewardship’ lessons to address these three areas.

Wacky Wednesdays

We are living in the 4th Industrial revolution where knowledge is freely and easily accessible. Our current schooling system requires students to have the knowledge embedded in their memories and then regurgitate it in a formal setting within a certain time constraint. The only benefit to this is learning to work under pressure. We are trying to find ways to stimulate thought and encourage problem-solving, rather than merely encouraging vast content knowledge. 

‘Wacky Wednesday’ is one of our initiatives designed to move students into a realm where they take the tools learnt in the classroom and use them in a problem-solving, real-life situation. Our aim is to create regular opportunities for our students to apply, in a practical way, the theory that they have learned in a particular section of work. Whilst demonstrating how the various subject areas integrate in real life, we want to encourage creativity, collaboration and critical thinking. 

What does a ‘Wacky Wednesday’ experience look like in real life? 

Students arrive on the day without any prior preparation other than the content knowledge of what they have been doing in their various subjects in recent weeks. They know that they will be faced with a series of problems and challenges that will require the practical application of that knowledge. 

For example, our Grade 9s are working with Arduino, which is a programmable chip. They have created a water level sensor in class and this sensor was used in an activity at our School Dam during Wacky Wednesday. We invented our own currency for the day called Trevi Bucks and students could spend their Trevi Bucks on either a spoon, a cup with holes in it, or a sponge. The sponge was the most expensive item and cost the most Trevi Bucks, whilst the spoon was the least expensive. Each item would test the student’s ability to determine value as they compared the cost of the item to its effectiveness for the task. Students had to set up the water level sensor in an opaque container so that they could not see the water level rising. The water level sensor indicated on a digital circuit once the water reached a particular level. Students would collect water from the dam using the item that they bought and fill up the container until it reached the particular level that set off the digital circuit. 

At the life sciences station, students built a net and went into the Treverton Wildlife Area to capture various insects. They then went through the proper process of preserving the insect. Back in the classroom after Wacky Wednesday, they labelled it, talked about it, and had to make a presentation about the insect to the class. The Accountancy aspect of the Wacky Wednesday required students to be accountable for the good use of their Trevi Bucks. Preparing a budget, controlling the actual spending on the day, and then the doing a post mortem after the day were all part of the task. 

Approximately sixty-five percent of students currently in grade 8 and 9 will work in jobs that are not even in existence yet (https://reports.weforum.org/future-of-jobs-2016/chapter-1-the-future-of-jobs-and-skills/#view/fn-1). So, as educators we cannot prepare a student for a career that does not exist yet if our focus is on content only. However, what we can do is to teach students to think and adapt. The World Economic Forum puts out a predictive list of top ten skills for the workplace in 10 years’ time. As educators keeping up to date with what those are, we can adapt what we are doing in the classroom so that our students are ready for the world into which they graduate. 

Throughout the history of education there seems to have been an assumption that people naturally know how to think. This is not the case – certainly when it comes to thinking critically. Students need to be taught how to think critically. We can do this by giving them problems to think through and the strategies required to do this effectively. We have moved out of the era where the student is seen as an empty vessel that the teacher fills with knowledge. We recognize now that the student must be an active participant in their own learning process. For example: instead of an educator simply showing an algorithm and explaining the process of solving it, we would rather approach it by presenting the problem to the students, going through what we currently know together, and then guiding them to apply that knowledge as they struggle and ‘explore’ their way through. We would stand back and acknowledge new inventive and creative ways to solve the problem rather than intervene to try to enforce obvious or traditional solutions. 

A day like Wacky Wednesday stimulates and encourages this type of thought and problem-solving.

Dean Balie

Dean Balie has been the inspiration behind many of these initiatives. Dean oversees Grade 8 and 9 academics at Treverton College. Part of his role is to revise the approach to the Grade 8 and 9 curriculum, to make it more relevant and practical.

In Dean’s own words: “Two particular projects by students have been of particular inspiration to me. One is a local girl who has one of the biggest Aquaponics Farms in the southern hemisphere and she started it when she was in Grade 6. (https://www.youtube.com/watch?v=k4KvVgJErLs&t=120s)

The other is a young boy from Kenya who grew up in a community where schooling isn’t offered. As a fifteen-year-old, his responsibility was to look after the livestock. The village they live in is within a National Park and they had a real issue with lions eating their animals. They weren’t allowed to retaliate as the Lions were protected within the Park that they all lived in. Here was a fifteen-year old who had little formal schooling who developed a system to defend his livestock, without harming lions. (https://www.youtube.com/watch?v=PuDCVDT4NgE) 

These examples illustrate the fundamental idea behind what we are trying to achieve. The schooling systems we currently have focus on preparing our children for an exam. They do not prepare our children for the world that awaits them. We need to be teaching our children to think and how to be effective problem-solvers. 

As a school we are more committed to presenting students with the reality of what lies ahead of them when they leave school. The drive at Treverton is to make the experience at school a better reflection of reality, yet still within the protection of a school environment. 

Unplugged Days

An ‘unplugged’ day is one in which all the students from Grade 8 to Grade 12 are introduced to skills that they will probably require at some stage in life. Tax filing, basic survival skills, sewing techniques, basic cooking, carpentry, electrics and basic plumbing are examples of the types of skills we teach the students. The purpose is to expose the students to practical life skills that are not covered in a typical school curriculum. 

Sustainability and stewardship

The signs are all around us that the resources we consume are not in indefinite supply. Load shedding and water restrictions are some obvious examples. But nearly all of the resources we consume need careful management to ensure that they last. In many cases, we already know that they will not last and that we need to find viable alternatives to ensure that our demands are met in a sustainable way. Solar power would be an obvious example of this.

At Treverton, we have chosen to start our sustainability journey with a focus on permaculture and the practices related to sustainable food supply. Our extensive grounds and our strong ethos of environmental education and the outdoors has made this a natural starting point. As part of our broader Outdoor Pursuits Program, we have introduced a period in the academic day called ‘Stewardship’ that is dedicated to this purpose. Students in Grade 8 – 10 are taught the theory of permaculture first, followed later in the year by the practical implementation – in this case, the building of raised-bed vegetable gardens. We have chosen the word ‘stewardship’ to encapsulate both the environmental and spiritual significance of what we want to achieve. In a biblical sense, ‘Stewardship’ is the responsible use and care of the resources that God has given us. As we develop this program, we will gradually broaden the scope to include recycling, solar energy, gray water projects and more.

Treverton’s rich history in being a leader in innovative education began in the 1970’s when we pioneered Outdoor Education in South Africa. Although much in its infancy, our redeveloped curriculum has the fortitude to being built on a foundation on “pioneership.” Our move into readdressing the manner in which our curriculum is taught has been received with great positivity and engagement by our students and parents. We look forward to the journey ahead.

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As it is known, the ‘Grand’ Traverse entails a rigorous hike of approximately 246km from the Sentinel car park in the north to Bushmen’s Nek in the south. It is regarded as the most challenging hike in South Africa because of the mountainous terrain, altitude (on average 3000m), distance, remoteness, variable weather and lack of a predefined route and path. The students who completed it were chosen, rather than invited, as the nature of the trip required a certain level of fitness and prior Drakensberg experience. The group was also kept small (two students and two staff members) to limit equipment and injury-related

issues that naturally occur in adventure-based activities. 

The traverse wasn’t all plain sailing. The disorienting mist made navigating challenging and cost us time and energy. Ascending and descending approximately 1100m and fitting in 25 – 30 kilometres a day proved a serious physical challenge. Added to that were the high winds, cold, drizzly rain, long days of walking, frustrating mountain bogs, and innumerable tufts of grass. 

Jarred van Alphan and Kai Broom, both Grade 11 students at Treverton College, were accompanied by Mr Shaun Robertson and Mr Derrick Brown, both science teachers at Treverton College. The boys’ peak physical condition and aptitude for endurance set them apart as the natural choice to complete the Grand Traverse as part of Treverton College. Their experience with orienteering, trail running, rock climbing and being avid outdoor adventure enthusiasts were instrumnetal in preparing them for the mental and physical fatigue that they faced during the Traverse. This great achievement inspired the making of a 30-minute documentary that can be viewed at the QR Code below. (insert QR Code)

Jarred and Kai will face another adventure in the Rhino Peak Challenge on the 17th of September 2022. Invited as ambassadors and accompanied by Mr Travers Pellew, Treverton College’s Sports Co-ordinator, the trio will ascend and descend the Rhino Peak in the Drakensberg as a fundraiser for conservation efforts. 

The strides that they are making in adventure sports are remarkable for their age. Treverton has a proud history of producing top-quality Adventure Sports men and women. We look forward to celebrating Jarred and Kai in their future exploits within Treverton and in adulthood. 

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It was with great sadness that we received news that our beloved Marge Hudson-Reed, wife of the founder Headmaster of Treverton, had passed away peacefully just 3 days after celebrating her 90th birthday in the Care Centre at Woodgrove Retirement Village, Pietermaritzburg. Marge will be greatly missed by her close knit family and by Trevertonians the world over. We rejoice in knowing that Marge has been released from her frailty and is safely at Home with her Lord and Saviour whom she loved and served so faithfully. It was wonderful that in spite of lockdown restrictions, special permission was granted to Jenny, Colin, their spouses and Marge’s grand daughters to share this momentous milestone birthday with their precious mom and granny. Because of the Covid travel ban, our thoughts and prayers have been with Barbara who was unable to visit and had to miss the family gathering because she teaches in the U.K.

My January 1964 arrival at Treverton as a 19 year old founder member of staff, a thousand miles from home and loved ones, is indelibly etched in my memory. After a two day train journey from Cape Town, Lyn Gowar and I were warmly welcomed by Derek and Marge who immediately made us feel part of their family and it’s been my joy to remain life long friends. The Huddies as they were fondly called, were an Amazing Team. From day one, Marge proved to be one of the most unassuming and selfless ladies I have ever met. She taught me much about the gift of Christian hospitality. Besides being an expert knitter, Marge was a wonderful homemaker and by creating a magnificent garden in each of her Mooi River and Pietermaritzburg homes, Marge brought pleasure to many passers by.I was amazed at how youthful Marge looked in 1964 and was impressed that at only 33 years of age, she was about to immerse herself wholeheartedly in the hectic life of a brand new headmaster with a zeal and a passion for education that left us gasping. Before long Marge revealed through her tireless devotion that she was also an extremely competent young Mum to their three children, Donald (11) Jenny (9) and young Colin (4) Then in 6 months’ time, we were all to share the excitement of the arrival of baby Barbara on 5 June.

It amazed us that Marge was able to share Huddy so generously with numerous folk who all made demands on his time and talents, or simply wanted to enjoy his kindly friendship. Their home was a welcoming haven and a nurturing Home from Home for boys and staff alike. As new young teachers not yet accustomed to the icy Mooi River winters and without heating in the dorms, we were invited to mark our school books and prepare new lessons at the Huddies fireside. Staff Bible studies and fellowship evenings in their lounge proved to be great times of enrichment and spiritual blessing.

Marge learnt to be totally adaptable and flexible, never knowing exactly when Derek would return from his many meetings and extended interviews. She could never be quite certain how many she was catering for because passers-by and new comers were often invited to join the family circle. Marge always seemed to be making up or stripping beds and their spare room was seldom unoccupied.

Guests aways found a vase of beautiful fresh flowers and a bowl of tempting  sweets to welcome them. Marge’s tea trolley in the lounge was kept permanently laid with welcoming China tea cups and the biscuit barrel was frequently replenished.

We all loved Marge’s infectious sense of humour and her hearty chuckle. In my 15 years at Treverton and in our 57 years of friendship, I never once heard Marge utter an unkind word or lose her temper. She put up with many intrusions and unexpected inconveniences.  Huddy was a magnet to hordes of endearing little Prep pupils in orange and grey tracksuits who thronged their bedroom window at 6.30 to see if he was ready to accompany them on the early morning run. Others came knocking late at night for Huddy’s famous chocolate coated homesick pills while others wanted him to mend a bicycle puncture, make a kite tail, help saddle a horse, shoot the rapids with them or help them pitch a tent for weekend sleepovers.Marge was the Prep School secretary for several years and remained cheerful and serene at the most frenetic times of the school year. She was a skillful touch typist and typed all our exam papers on wax stencils and printed them on a Gestetner machine. Marge was highly respected in the community when she served alongside Huddy as Mayoress of Mooi River and was greatly loved as the Pietermaritzburg Rotary Ann President.

At age 80 Marge was still  corresponding via email with past pupils and staff members all over the world.

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