Prize Giving: Headmaster’s Address, Special Awards, & Prize Winners

Good evening, members of the academic staff, members of the School Governing Body, parents of our students, guests, and visitors, and the most important members of tonight’s function, our boys, the prize winners of the past year.

Welcome to the 2022 prize giving ceremony, a highlight on the annual school calendar.

Recent studies by leading psychologists have identified four types of intelligence:

1. Intelligence quotient (IQ)
2. Emotional quotient (EQ)
3. Social quotient (SQ)
4. And, adversity quotient (AQ)

Intelligence quotient (IQ) refers to the measure of your level of comprehension. One needs IQ to solve mathematical problems, to memorise facts, recall lessons and comprehend certain concepts.

It is an honour to welcome our top achievers in the 2021 National Senior Certificate examinations here tonight. They all demonstrated high levels of IQ, hence their brilliant results. [Please consult the headmaster’s report in the programme for a more comprehensive analysis of the 2021 results. – ED]

Frank McCourt wrote in his book Teacher Man that schools should work extremely hard to help young people realise their potential – whatever that may be. Schools should, therefore, be a liberating rather than a narrowing place where curiosity is encouraged and fostered, and IQ developed.

John Dewey, the great American philosopher, stated that education is not preparation for life, education is life itself. It is, therefore, imperative that schools should focus on developing the necessary skills to prepare learners adequately for an ever-changing 21st century. These skills include:

• Firstly, critical thinking which includes analysis, interpretation, precision and accuracy, problem-solving and reasoning.
• Secondly, creativity and imagination as the source of every form of human achievement.
• Thirdly, information and media literacy.
• Fourthly, collaboration.
• And, fifthly, communication skills whereby students must be able to communicate not just with text or speech, but visually through video and imagery in multiple multimedia formats.

Developing the IQ of our learners in schools should, therefore, prepare them to cope with the demands of the 21st century.

Emotional quotient (EQ) refers to the measure of one’s ability to maintain peace with others, keep to time, be responsible, be honest, respect boundaries, be humble, genuine, and considerate. Your EQ, therefore, represents your character.

Gary Kirsten, former Protea batsman and former coach of the World Cup-winning Indian cricket side, emphasises the importance of coaches learning more about coaching and leadership. He is of the opinion that the holistic development of every player is at stake and that coaches first have to become better versions of themselves before they can have a meaningful and significant influence on players.

They must, therefore, display high levels of EQ.

Bill O’Brien, former coach of the Houston Texans in the American NFL, supports this view and states that the quality of any intervention is directly related to the interior condition of the intervenor. We, therefore, continually need to ask the question of what our intentions and motivations are when working with young people.

We must be very careful not to transfer our own frustrations and emotions in our dealings with young people. Good coaches, and educators, therefore, need a high EQ in these interactions.

The most vital role of any educator or coach is to assist a learner in their development and continued progress. This is certainly not possible if the actual priority of an educator or coach is to win at all costs, and often for their own benefit so that they can be recognised as a successful or high performing coach.

Striving to maintain a balance is very important: there is nothing wrong with striving to win, but a young person must be taught the value of competition. We must be very careful that we do not seek to win at the risk and detriment of what we stand for as people or an institution. For many, winning at all costs has become a way to define who they are and their own worth.

Winning and losing should never be seen as a metric for determining success but both have a crucial role to play in the development of young people as they journey through life with all of its trials and tribulations. A school environment should be designed to test the value system of all the custodians who participate, be they students, educators, or parents. Everyone’s behaviour is under scrutiny and as custodians, our responsibility is to always behave responsibly and appropriately.

Developing the EQ of all the custodians should become an integral part and mission of our schools. This is something that we strive for with our mentorship programme here at Wynberg.

Social quotient (SQ) refers to the measure of one’s ability to build a network of friends and maintain it over a long period of time. Your SQ, therefore, represents your charisma.

I would like to share the well-known dynamics of geese flying in formation, and the benefits that this bring, to demonstrate the value of having a high SQ:

If asked why geese fly in formation, most people would probably respond that it is done in order to conserve energy or to enhance performance. Both are correct based on the v-formation of their flight pattern.

As a bird flaps its wings, the air at the tip of the wing spins off resulting in an upwash and a downwash. The air immediately behind the lead bird is constantly pushed downwards resulting in the downwash. The air further back and to the sides gets pushed upwards resulting in the upwash.

A second bird in the right position, without having to flap its wings as powerfully, benefits from an increase in lift from the upwash. Studies have shown that there can be energy conservation of as much as 40%.

People like to use the v-formation of geese to illustrate the benefits of teamwork. Rob Opie, a well-known brand strategist, and performance coach is of the opinion that the benefits of teamwork create enhanced efficiencies and performance. The benefits are, however, absolutely dependent on formation, collaboration, alignment, and unity among the participants.

However, when a team fails to come together effectively, this v-formation effect does not exist and the very opposite of the benefits occurs: instead, the energy loss in the team, and for individuals, can be of the same magnitude as the potential benefits – again a staggering 40%. Mental and physical exhaustion come into effect, and hope and confidence diminish.

The value of investing in, and developing, the SQ of people is, therefore, plain to see. 

People that have higher eq and sq tend to go further in life than those with a high IQ but low EQ and SQ. Most schools focus on improving IQ levels while EQ and SQ are played down.

A person of high IQ can end up being employed by an employer of an average IQ although the employer might have a high EQ and a high SQ.

Schools have a responsibility to develop habits that will improve your intelligence quotient, emotional quotient as well as social quotient.

However, studies have found that not many schools focus on developing a student’s adversity quotient (or AQ). The adversity quotient refers to the measure of a person’s ability to go through a difficult period in their life, and to come out of it without losing hope.

When faced with troubles, a person’s adversity quotient determines who will give up, who will abandon their family, and even who will consider suicide.

Victor Frankl, who survived three years in Nazi concentration camps, including Auschwitz, where he lost his father, mother, brother, and wife, describes in his book The Meaning of Life how many inmates quickly lost the will to live. Of particular interest to Frankl were the inmates who lived lives with dignity despite the conditions, and who survived.

Frankl concluded that the principal motivation for those who coped with their awful circumstances with dignity, was that they were conscious of a reason for their existence, for example, a loved one waiting for them, unfinished work, etc.

He was fond of quoting Nietzsche, and I quote “a man who knows the why of his existence will be able to bear almost any how.”

Schools and parents, therefore, have a responsibility to expose children to other areas of life beyond just academics. A holistic approach, where learners are encouraged to excel academically, but also to participate in sports and arts, should be encouraged.

Once again, this forms part and parcel of our approach here at Wynberg.

Schools and parents should, therefore, develop the intelligence quotient, emotional quotient, social quotient, as well as the adversity quotient so that children can become multifaceted human beings able to do things independently of their parents.

In order to do so, schools and parents should not prepare the road for our children but prepare our children for the road.

In conclusion:

Michael Barry, a member of the successful Postal Cycling Team that won the Tour de France on multiple occasions, shared these five concepts that could be applied to all schools:

1. Stay up front, and look ahead: read the landscape and predict where society is going, but don’t get too far out on the fringe.
2. Be flexible, fluid, and responsive: assess constantly changing conditions, but don’t jettison what you know best and what really works for you.
3. Work smart: achieving your goals and staying with the leading pack while using as little energy as possible is the key.
4. Watch out for erratic people: the fringe people who break things down and disturb the unity must be managed effectively.
5. Make allies not enemies: use this approach in your striving for progress.

So, remember: life has meaning under all circumstances, even the most awful ones. We have the freedom to find meaning in what we do. Even when faced with unchangeable suffering, we are free to choose our attitude.

I thank you and enjoy this special evening!

Deon Scheepers
Headmaster

Vice-Principal of Academics, Mr Michael Engelbrecht:

It gives me great pleasure to announce the special awards for 2022. These have been made possible through the generous donations of individuals and families that are permanently woven into the tapestry of Wynberg’s history. Recipients of these prizes are similarly forever a part of the history of the school.

Anthony Morris Prize: Awarded to the Grade 8 pupil who has shown the most loyalty to the school by his participation in school activities.

Zachary Gibbon and Damian Philander

Damian has represented the school in U14A Hockey and Cricket as well as Athletics. He has performed at Concert in the Quad and regularly plays the piano accompaniment for hymns in assembly. In addition, he is a member of the Jazz Band, Concert Band, Choir, is a Tutor for Bridging the Gap, and a top 10 academic. Zachary similarly played 14A Hockey and Cricket. He is a valued member of the Chess team, participated in the SACS Athletics meeting. He is a member of the Sports core committee and achieved first place in Grade 9.

The Old Boys’ Maths Prize: Awarded for the best performance in the UCT Maths Competition. 

Thomas Roberts and Ross Read

The Vincent Grainger Memorial Prize: Awarded for the best performance in the South African Maths Olympiad. 

Damian Hetherington

David Levitt Memorial Trophy: Awarded to the Grade 10 pupil who has been an inspiration to all his fellow students. 

Tristan Ely

Tristan has achieved First Aid Level 3 and has provided wonderful medical support for our 1st XV. He has consistently been the most dedicated and professional first aider – always willing to give up hours of his time. He is on the Sunninghill House Committee – service portfolio – once again underlying his selfless attitude. He also serves on the Social Cohesion Committee. Tristan has also participated at the Shakespeare Schools Festival.

Donald Simons Award: Awarded to the Grade 10 pupil who has shown the most improvement over his academic performances in previous years. 

Caleb Conradie

Alf Morris Award: to a Grade 11 pupil who is an all-rounder. 

Fawaaz Allie

Fawaaz has been an integral part of the 2nd cricket team for the last two seasons and was made captain of the side. He has also produced commendable academic results during Grade 11. He was rewarded for his leadership by being elected as the Sports Prefect of 2022.

Stan Jones Prize: Awarded to the Grade 11 pupil who has shown the most improvement over his performances in previous years at school activities.

Umayr Davids

Umayr improved by academically by 21% over his Grade 11 year. He also became a regular of the 1st cricket team, earning his cap in Grade 11. He also played for the 3rd rugby team.

The Ryno Greenwall Prize: Awarded for the most original history project of the year. 

Sven Borgstrom

Sven took a road less travelled when embarking on his Grade 11 research assignment. He was brave in his approach and displayed originality by exploring a topic that should be addressed on a much higher level, Gangsterism on the Cape Flats. In his research, he highlighted the need for a sense of urgency in providing innovative solutions to counter the scourge that is gangsterism and drugs on the Cape Flats.

The Neil and Cecil Jowell Achiever Award: Awarded for demonstrating Wynberg Values to a boy who has demonstrated significant determination and perseverance, who expresses through his actions that he resonates with the school’s values.

Roan van Heerden

Juanita Wilson (his tutor) says:

It fills me with great pride that someone who has been quietly working hard, aiming high, and doing it with a cheerful heart is finally being recognised for his perseverance and dedication. School has not always been easy for Roan and there have been many personal challenges that he has needed to overcome. However, he has never let these tough times defeat him and daily makes an effort to be positive, kind, and loving. He is a wonderful leader and role model to all those who know him.

Fine Family Bursary

Isaiah Louw

Supera Moras Awards for all round excellence.

Silver  – Bruce Igilige
Gold – Damian Philander
Gold  – James Ewart-Smith

WBHS takes great pride in awarding Academic Honours to the following Matrics of 2021. Our best wishes for their pursuits in the year ahead:

Theo Cothill – MBChB, UCT

Timothy Fortune – MBChB, UCT

Hayden Engel – Medicine, UCT

Cole Abrahams – Actuarial Science, Wits

Ethan Faraday – Mechatronic Engineering, UCT

As’ad Salie – LLB, Stellenbosch

Braganza Pretorius – BCom in Financial Accounting, UCT

Julian Boulle – Mechanical Engineering

Meekaa’eel Fataar – MBChB, Stellenbosch

Thomas Hugo – BSocSci in Politics & Gender Studies, UCT

Ryan de Villiers – Mechanical Engineering, UCT

Kieron Adams – Medicine, Wits

Amir Jaffer – MBChB, Stellenbosch

Dian Vermeulen – Electrical & Electronic Engineering, Stellenbosch

Josh Koff – Business Science/Finance, UCT

Mika-eel Rylands – BSc in Civil Engineering, UCT

Luke Lourens – BCom in Financial Accounting, UCT

Shukri Abrahams – BCom in Financial Accounting, UCT

Christian Louw – Bachelor of Business Science in Finance & Accounting, UCT

Matthew Leech – Bachelor of Education, UNISA – 4 year internship at Kirstenhof Primary

Adam Kieffer-Walker – BSocSci, UCT

James Veysey – Actuarial Science, Wits

Troy Arries – Business Administration, Lincoln College Illinois

Alexander Clarke – Mechanical Engineering, Stellenbosch

Dylan Rudolph – MBChB, UCT

Matthew Sampson – Actuarial Science, UCT

Justin Sangster – Mechanical Engineering, Stellenbosch

Muizz Khan – Actuarial Science, UCT

Justin Chesterton – Mechanical & Mechatronic Engineering, UCT

Matthew Raatz – Biochemistry & Genetics, UCT

Jordan Heeger – Gap year

David Hansen – BCom Law, Stellenbosch

Ross Jeppe – Computer Science & Business Computing, UCT

Shaye Reilly – BSc Property Studies, UCT