I struggle to find time to read.
Going to the gym or simply exercising has also fallen off my list of weekly priorities.
I do, however, selectively subscribe to several, quick-to-read, online publications.
Quite recently, in one such publication, I read an article written by Kathleen Naglee. She is a senior consultant at Big Questions Institute (BQI). Her assertion, quoted below, poses a refreshing perspective on considering AI in uncertain times.
Like a parabola, our schools will have two critical axes in the next decade: giving students agility with emerging intelligence, and fostering a deep commitment to the world, encompassing all life, whether near or far.
As a school leader in a world being transformed by AI, I find myself quite near to hyperventilating at the prospect of the challenges schools and their “traditional models” of teaching and learning face. We require a re-imagining entirely.
I recall the late, renowned British author and speaker, Sir Ken Robinson, once quoting Abraham Lincoln during a TED Talk.
The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew and act anew. We must disenthrall ourselves, and then we shall save our country.
Sir Ken’s commentary on Lincoln’s utterances is so profoundly relevant for the present day. He implores us to “disenthrall” ourselves. There are ideas that all of us are enthralled to, which we simply take for granted as the natural order of things; the way things are. He continues to say that many of our ideas have been formed not to meet the circumstances of this century but to cope with those of previous centuries. Our minds are still hypnotised by them and we have to disenthrall ourselves from some of them.
I believe he outlines the present-day predicament accurately. The educational implications are underestimated at our peril.
Kathleen Naglee offers some comfort and a more pragmatic forecast for a way forward. I could not agree with her more. She alludes to the growing voice of students who thirst for greater connection, away from being tethered to laptops or tablets, or from staring at AI-generated slide decks. The teacher-student connection has perhaps never been more relevant than it is today. It needs to be guarded, nurtured, and developed so carefully as not to undervalue the enhancements offered by AI. Ahead of the April holidays, I felt the need to quote, fully, Kathleen’s final assertion. We are, to a large extent, aligned.
Ultimately, schools right now must allow more time for nurturing one another and touching the ground beneath our feet. Learning must be haptically infused – literally with our hands where there is more real world exploration, gardening, cooking, lab work, sculpture making, rock climbing and hand-holding. Without this commitment, absurdity risks hardening towards despair, rather than the transformative hope, purpose and meaning we could be curating.
We head towards the promise of rest this April holiday and the good news of Easter. When opportunity presents itself, exercise an intentionality of the value of “real-world experiences” with your daughters. Delight in the joys of connection, reconnection and the very elusive opportunity of “right now”. Disenthrall yourselves from practices which are no longer conducive to the benefit of your family. Re-imagine and adopt ones that are.
In the meantime, I promise to start exercising more.
Brendan Quinn
Head of Junior School
Bloom Beneath The Surface
At Kingsmead, our theme of BLOOM invites us to recognise that growth is neither linear nor confined to academic achievement alone. It is a layered, often quiet process; one that unfolds and blossoms through opportunity, exposure, and experience. This term, we proudly introduced Project Bloom, an intentional extension of our timetabled day where students can sign up for a project each term. While it may sit outside of traditional subject structures, its purpose is deeply rooted in what we value most: the development of the whole child.
Educational thinker Elliot Eisner once reminded us that “what schools do not teach may be as important as what they do teach.” This idea speaks powerfully to what is often referred to as the hidden curriculum: the implicit lessons, dispositions, and understandings that shape how children see themselves and their world. Project Bloom is our deliberate response to this.
It creates space for our girls to explore skills, hobbies, and interests beyond their current or comfortable scope. In doing so, we are not only broadening their exposure but also affirming a crucial message: you can bloom in more ways than one. Within a structured and protected time in the week, this initiative also serves as a purposeful “brain break” supporting wellness for both students and staff. It is in these moments of creative engagement, curiosity, and joy that we often see confidence deepen, identities expand, and new passions take root.
As a school, we remain deeply committed to academic excellence. However, Project Bloom is a reminder that education extends far beyond the pages of a book. It is found in the moments that spark curiosity, build connection, and allow each girl to discover new dimensions of herself. When we create the conditions for growth intentionally and thoughtfully, we give our girls permission to truly bloom. In the words of Ms Gillian Wilkinson, we are reminded to keep “both feet firmly on the ground”, to be fully present and to appreciate each moment of learning as it unfolds. It is often in these grounded, unexpected moments that the most meaningful growth takes place- the kind of bloom that happens beneath the surface.
Learning and Innovating Together,
Sjaneen Pretorius
Deputy Head: Head of the Senior Primary and Academics
Bloom, Stretch, and Belong: Where Play Inspires Growth
Throughout the term, our Junior Primary has been enriched by meaningful and engaging learning experiences across all grades. From developing thinking skills to exploring inquiry-based units, alongside commendable academic achievements, it has been a productive and rewarding term. We have appreciated the opportunity to share these moments with you through our weekly newsletters.
One of the most delightful highlights of the term has been the reintroduction of a simple yet powerful form of play, elastics. With the addition of bright, rainbow elastics, our playgrounds were filled with energy and enthusiasm as teachers across the grades guided the girls in learning how to play.
Beyond the enjoyment it brings, playing elastics supports the development of coordination and balance, strengthens memory and sequencing through rhythm and song, and fosters meaningful social interaction. It has encouraged collaboration, resilience, and confidence among the girls. In many ways, it reflects the idea of elasticity, not only in the movement of the game itself, but in the way our girls are learning to stretch their thinking, adapt to challenges, and grow through new experiences. Equally special has been witnessing our teachers reconnect with their own childhood experiences, enriching our school environment with a spirit of playfulness and joy. This evoked fond memories of our own childhood, bringing a sense of nostalgia alongside the joy of shared experience. In many respects, this simple activity has reinforced what we value most: joy, connection, and a strong sense of belonging, contributing to making Kingsmead a true home away from home.
Thank you to our dedicated teachers for a successful first term of 2026. Thank you for helping our girls bloom in ways they may not have imagined, and for your continued commitment to nurturing each child, inspiring a love of learning, and creating joyful, engaging classroom environments. We deeply value the care, professionalism, and enthusiasm you bring to your work each day.
We extend our sincere appreciation to all of our parents for attending the Parent Connect evenings and for your ongoing support throughout the term. Thank you for the many early mornings and late afternoons spent supporting your daughters at Beyond the Classroom events. We also value the time you invest at home in supporting reading, homework, and academic development. Your engagement and partnership with our teachers are invaluable in supporting each child’s growth. The success of our girls is truly a shared partnership between home and school, enabling them to stretch, to bloom, and to feel a deep sense of belonging at Kingsmead.
I wish our Kingsmead families and staff a restful and enjoyable holiday, and I look forward to welcoming our girls back on Monday, 4 May, in full school winter uniform.
Courage always,
Saadia Ebrahim
Beyond the Classroom
Water Polo
The Water Polo programme has had an encouraging start to the year, with many eager players embracing the fundamentals of the sport, developing key skills, positional awareness, and confidently treading water. There has been a strong focus on teamwork, discipline, and fostering a positive sporting culture. The enthusiasm and dedication shown at training reflect the promising potential of this group. We look forward to seeing this progress translate into match performance when we start competing in Term 3.
Saints Prep Sports Festival
Our Squash, Tennis and Grade 5-7 Netball players proudly represented Kingsmead at the Saints Prep Sports Festival from 26 – 28 March. Throughout the weekend, the girls took to the courts with courage and determination.
The Squash teams displayed resilience and enthusiasm in every game and thoroughly enjoyed the festival experience.
Well done to our tennis team, who partnered with Pridwin for the Saints Festival. They performed well over the three days and played with enthusiasm.
For the netball players, the festival began on a challenging note, as lightning interrupted the Thursday schedule. However, the teams showed resilience and adaptability, making up for lost time with a full schedule of games on Friday. Both Friday and Saturday were filled with excellent sportsmanship, excitement, and plenty of fun.
We are proud of all our players for their commitment, teamwork, and the way they represented the school throughout the festival. Heartfelt thanks to all our parents for their continued support and encouragement.
Singing Sistas
The Grade 4-7 Choir recently performed at the annual St. Mary’s Singing Sistas Choir evening. It was a wonderful celebration of collaboration and joyful music-making. What a fantastic first performance of the term!
Junior Schools’ Ensemble Festival
The Kingsmead Junior School Orchestra and Wind Band performed at our annual Ensemble Festival. This special event took place over two evenings, uniting seven schools in a celebration of music, teamwork, and creativity. Our Grade 4-7 Marimba bands created a wonderful atmosphere as audiences arrived each evening. Each ensemble added to the variety of musical styles, showcasing the diversity of our young musicians.
Thank you to all our parents for your ongoing support and encouragement of our musical endeavours.
Elsabé Fourie
Deputy Head: Beyond the Classroom
efourie@kingsmead.co.za
DEIBS
DEIBS in the Junior School
In this first DEIBS (Diversity, Equity, Inclusion and Social Justice) feature in the Junior School newsletter, we reflect on the meaningful steps taken to deepen our commitment to belonging at Kingsmead.
This term marked the transition from TDI to DEIBS, signalling an intentional focus on creating a school environment where every individual feels seen, valued, and respected. We were privileged to have Refiloe Moahloli as part of this launch, setting a thoughtful and inspiring tone for the work ahead.
We introduced our staff representatives, Nkazimulo Mbonani (Senior Prep) and Ntombi Mthethwa (Junior Prep), who will play an important role in the Grade 7 Belonging Committee, represent student and staff voices and support DEIBS initiatives across the Junior school.
To continue this journey, our Hello and Goodbye posters celebrate South Africa’s rich linguistic diversity. We encourage you to engage with these posters with your daughters, the posters have been put up around the school. Interact with one another in different South African languages, a simple yet powerful way to create connection, respect, and an appreciation for one another’s identities. Through these small, intentional acts, we continue to build a culture of inclusion and belonging in the Junior School.
We look forward to continuing this journey together, as we intentionally build a culture of inclusion, belonging, and social justice in the Junior School.
Gugu Mhlanga
Head of Junior School DEIBS
gmhlanga@kingsmead.co.za
Service
This term, our Kingsmead community demonstrated a wonderful spirit of generosity and service. Through initiatives such as Footloose Friday, Outfits of Hope, the Matilda – Service and Arts Collaboration, and Share What You Can, we received an incredible response from families.
Thanks to the kindness and support of our parents and broader community, we were able to make substantial donations to our service partners, who benefited greatly from these contributions. These acts of giving continue to strengthen our partnerships and remind us of the impact we can make when we work together.
Thank you to everyone who contributed so generously this term.
Nene Golele
Service Co-ordinator
ngolele@kingsmead.co.za
