[School or Model Name]
[One or two sentences identifying the option. Name, location, school type, language, and the single most important fact a reader needs before scrolling further.]
Summary assessment
| Variable | Assessment |
|---|---|
| 1. Language | [Language of instruction. One sentence.] |
| 2. Logistics | [Location relative to Greyton. Transport requirement. One sentence.] |
| 3. School type | [Public / registered independent / online provider / microschool / home education. Registration status.] |
| 4. Curriculum | [CAPS / Cambridge / Waldorf with CAPS / other. Examination body: DBE / IEB / SACAI.] |
| 5. Cost | [Cost bracket. What dominates the budget. One sentence.] |
| 6. Pedagogy | [Teaching approach in one sentence.] |
| 7. Subjects | [Range indication. Known or TBV.] |
| 8. Post-school | [Qualification issued. Pathway eligibility.] |
| 9. Social | [Peer group location and composition. One sentence.] |
| 10. Silverwood | [Not applicable / relevant comparison point.] |
Variable-by-variable assessment
1. Language of instruction
[Which language(s) instruction is delivered in. Whether this is confirmed (IC) or claimed (MS/TBV). What it means for English-speaking and Afrikaans-speaking families. Any provisions for second-language speakers.]
2. Daily logistics
[Distance from Greyton. Travel time. Road conditions or relevant route notes. Transport options and their approximate annual cost. Whether boarding is available. Whether a lift club is feasible or already exists.]
3. School type and registration
[Legal category: public (SASA), registered independent (WCED), online distance provider, microschool, or unregistered. Governing body structure. Regulatory oversight. What recourse parents have if standards slip. Registration status: confirmed, pending, or not yet applied.]
4. Curriculum and examination body
[Curriculum followed. Examination body. Qualification issued. Whether the qualification carries full Umalusi/SAQA recognition. Any complications (e.g. Cambridge requiring separate matriculation exemption for SA university entry).]
5. Cost
[Full annual cost table with low and high estimates. Include: fees, transport, devices/data, uniforms/stationery, sport/extracurricular levies, examination fees, and any other recurring costs. State what is included and what is excluded. Give a five-year total. Identify which cost component dominates. Note bursary or fee-exemption availability.]
Estimated annual cost for a Greyton family:
| Component | Low estimate | High estimate |
|---|---|---|
| School fees | R | R |
| Transport | R | R |
| Devices / data | R | R |
| Uniforms, stationery | R | R |
| Sport / extracurricular | R | R |
| Examination fees | R | R |
| Total | R | R |
Five-year cost: R to R.
6. Pedagogy and values
[Teaching approach: standard academic, Waldorf, project-based, online self-directed, faith-based, or hybrid. What a typical school day looks like. Connection (or lack of connection) to the valley’s ecology and heritage. Whether the Ward 2 Schools Program or BioHub has any involvement.]
7. Subject availability
[FET electives offered, if known. If not known, state the likely range based on school size and type. Flag any subjects the school cannot offer. Note whether subject choice constrains post-school pathways.]
8. Post-school pathway
[Which post-school pathways the qualification opens. University, TVET, local economy, international. Whether the school provides career guidance or application support. Proximity to TVET or other post-school institutions.]
9. Social and community considerations
[Where the child’s peer group is located. Composition of the school community (language, income, race, if known or reasonably characterised). Whether the child remains connected to the valley. Social consequences of the option for the family and the valley’s collective capacity.]
10. Silverwood-specific
[Not applicable, unless this profile is for Silverwood or directly comparable to it. If applicable, note which of the 18 Silverwood-specific questions (Variable 10) this option answers or renders moot.]
Best fit
[Two to four sentences. Who this option suits: which family circumstances, priorities, and constraints make it the right choice. Then who it does not suit, stated with equal directness.]
Key unknowns
[Bulleted list of the most important TBV items for this option. Each item should name what is unknown, who can answer it, and why it matters. Order by impact on the decision.]
- [Item]. TBV [verification step].
- [Item]. TBV [verification step].
This page is part of the Valley of Grace High School Decision Tool.