North Coast June 2025

ALUMNI SPOTLIGHT: KEITH Saramago Crawford International Lonehill | Class of 2013 From a spirited student on the soccer field to a professional, navigating global financial markets, Keith Saramago’s journey is grounded in resilience, clarity and purpose. Keith matriculated from Crawford International Lonehill in 2013. One of his standout memories was helping his team win a soccer competition at an inter-campus event. “We were the underdogs, but we played with heart. That win taught me early on that belief and teamwork can shift outcomes,” he recalls. After school, Keith pursued a Bachelor of Commerce Honours in Financial Analysis at Stellenbosch University. There, he encountered mentors who guided him through his postgraduate studies and helped him understand how to shape his ambitions into a viable career path. “Those mentors helped me map out not only my strengths but also what to expect when entering a competitive field,” he says. Keith now works as a Treasury Dealer, focusing on foreign exchange and money market funds for various South African corporates. What keeps him engaged is the unpredictability of the work. “Financial markets respond to global trends in real time. No day is ever the same, and that constant shift is what I thrive on,” he shares. He credits Crawford for helping him build a strong foundation. “Crawford gave me the confidence to speak up and engage meaningfully with others. It helped me develop a point of view and the courage to stand by it,” he says. He also speaks to the importance of staying grounded. “Respecting others while remaining true to yourself is a lesson I continue to apply,” he adds. Outside the professional world, Keith treasures building a life with his wife, calling their marriage one of his proudest achievements. He stays in close contact with many of his former classmates and values those bonds deeply. “We still catch up often. Some of us have moved across the globe, but the friendships have remained intact.” Looking ahead, he plans to further his studies and explore new professional opportunities across the continent and abroad. His advice to current students is straightforward: “Identify what you love and pursue it with intention. Silence the noise and trust what you know is meant for you.”  Keith’s story reflects the balance between professional excellence and personal fulfilment and the courage to stay true to both.

Teaching with Purpose, Passion and Precision In the heart of Crawford International La Lucia’s Preparatory School, you will find a Mathematics classroom where curiosity is championed, and confidence is cultivated. At the centre of it all is Vanessa Majola, a dedicated teacher and Head of Mathematics who has been part of the Crawford community since 2018. With experience across schools in Germany and South Africa, Vanessa brings both global perspective and personal passion to her teaching. From the outset, her commitment to education has been clear. As a teenager, she taught Sunday School at her local church and later shadowed teachers during her Grade 9 year in Germany. The experience confirmed what she already sensed, teaching was more than a profession. It was a calling. Joy in the Journey “Some of my most rewarding moments come when a student realises that they can do Maths,” Vanessa says. “Watching them move from self-doubt to self-belief is powerful.” One such moment stays with her. A student who joined her Maths support group in Grade 4 had struggled with foundational concepts. Through steady support and the student's own determination, she eventually earned recognition for top Maths achievement in Grade 7. “It’s not just about marks,” Vanessa adds. “It’s about growth. It’s about ownership. That’s where the transformation lies.” Vanessa is quick to credit her students’ effort and resilience. “When they work together to solve complex problems or persist through a challenge, I see something special. They are not just learning Mathematics, they are learning how to learn.” A Crawford Classroom Built on Curiosity At Crawford La Lucia, Vanessa finds that students are motivated, hard-working and eager to take responsibility for their own progress. Many go beyond the curriculum, seeking out advanced topics and entering Mathematics competitions. It is an environment that celebrates both inquiry and rigour. What sets Vanessa apart is her commitment to teaching not only the how but the why. Her lessons are rich with visual and hands-on learning. She uses tools like GeoGebra to help students visualise abstract concepts, and she regularly incorporates manipulatives to support deeper understanding. Mistakes are welcomed and examined, not avoided. “They’re an essential part of the process,” she explains. “We unpack them together so students can learn from them.” Teaching Philosophy Vanessa’s teaching approach is deeply influenced by the quote from Benjamin Franklin: “Tell me and I forget. Teach me and I remember. Involve me and I learn.” For her, involvement is everything. She subscribes to an inductive style of teaching, providing students with examples and encouraging them to discover patterns and principles themselves. “It’s not about racing through content. There’s little value in covering a syllabus if it doesn’t actually connect with the students. I want them to think, to explore, to make meaning of what they are learning.” Thinking About the Future of Education While Vanessa embraces educational technology as a valuable asset, she sees human connection as irreplaceable. “Technology enhances what we do. It allows us to tailor learning, track progress and present content in dynamic ways. But at the heart of every great classroom is a teacher who understands and guides their students.” She believes the role of the teacher is evolving – from being the centre of knowledge to becoming a facilitator of deeper understanding. For Vanessa, this shift is essential if students are to leave school equipped not just with facts but with skills, adaptability and confidence.  Inspiration and Advice Inspired by the work of educational researcher Jo Boaler, Vanessa brings a growth mindset into her classroom every day. She reminds her students that mistakes are opportunities for brain growth, that challenges build cognitive strength, and that everyone is capable of learning Mathematics. To parents, she offers thoughtful encouragement: Focus on your child’s progress over comparison to others. Use language that nurtures resilience and curiosity. Emphasise effort and strategy over fixed ability. Remember that academic success is just one part of a child’s broader development. “Students are far more motivated when they realise that they have control over their outcomes,” she says. “That belief in possibility is what we need to foster in the classroom and at home.” In a world where education is evolving, Vanessa Majola remains rooted in what matters most, connection, curiosity and care. Her classroom is a space where students are not only learning Mathematics but discovering their capacity to think, grow and thrive.

Beyond the Classroom: The Role of Parents as Educational Partners In today's changing educational landscape, the idea that learning only happens at school is no longer true. Schools and families working together on education is the most effective way to do it. Parents as educational partners means more than just helping with schoolwork. It is making a long-term, joint commitment to helping a child's emotional, social, and intellectual growth. Why Parental Partnership Matters Many studies have shown that when parents are involved in their children's lives, they do better in school, have better control over their emotions, and feel more motivated (OECD, 2021).When parents are engaged, students experience a sense of consistency between home and school. This alignment reinforces values, supports positive behaviours, and cultivates a lifelong love of learning. Some schools facilitate this through digital communication platforms that provide parents with real-time insight into classroom activities, feedback and progress. This transparency allows parents to reinforce learning at home and address challenges proactively. From Engagement to Partnership Going to parent-teacher meetings or school events is not enough for a good educational collaboration. They require open dialogue, mutual respect and a shared commitment to the student’s growth. At different stages of schooling, parental involvement may take on various forms: Pre-Primary and Preparatory: Reading to kids, playing educational games, and asking questions and having discussions to spark their interest. College Phase: Helping students choose their subjects, talking to them about their future goals, and teaching them how to manage their time and deal with their emotions. Parents' roles change, but the main premise keeps the same: build a secure support system where the child feels seen, listened, and encouraged. Building trust and a sense of shared duty Parents and teachers need to talk to one other on a regular basis. Whether through digital platforms, face-to-face meetings or school-led workshops, the goal is to ensure that families feel informed, respected and involved. Giving parents chances to take part in strategic projects, student celebrations, and community-building events is a great way to deepen the school-home connection. This shared responsibility not only helps students do well in school, but it also shows young people how to work together and respect one another.  Promoting independence and responsibility While partnership is essential, it is equally important to support student independence. Parents play a critical role in encouraging autonomy by allowing children to take ownership of their learning, make decisions, and experience natural consequences in a safe and supportive environment. By guiding rather than directing, and supporting rather than rescuing, parents help students build resilience and confidence. This balanced involvement nurtures individuals who are capable of self-reflection and personal growth. In conclusion, learning doesn't happen in a vacuum. It is a group effort that works best when people work together in a meaningful way. When parents, teachers and school leadership work in partnership, students benefit from a coherent and supportive learning environment. Through open communication, mutual respect and shared purpose, we can ensure that every student is equipped not only to succeed academically, but to flourish in life.

Meet Mashudu Bhengu: Bringing out the best in her students at Crawford International Lonehill Teaches : Zulu to Grades 1-4 Qualifications: Bachelor of Education: Early Childhood and Foundation Phase (UNISA) Hobbies and interests: Avid reader and gym enthusiast – it keeps her sane and grounded! Teaching is About Serving and Giving Back: Before choosing teaching, Mashudu Bhengu was interested in pursuing a career in nursing or social work, drawn to community service and giving back. In 2013, volunteering at an NGO in Lawley, she facilitated after-school classes for disadvantaged children. This experience sparked her passion for teaching, leading her to enrol in teaching studies at UNISA. One of Mashudu’s favourite aspects of working with children is their purity and honesty. She finds immense joy and fulfilment in teaching, seeing her efforts and commitment reciprocated with love and enthusiasm by her students. For Mashudu, no other career could bring such personal satisfaction. On Her Mentor and Teaching Influence: Mashudu vividly remembers her Grade 3 teacher, Mrs Harding, who significantly impacted her life. Mrs Harding’s patience, empathy, and unwavering support inspired Mashudu’s teaching career. Mashudu aspires to be a ‘Mrs Harding’ for her students, boosting their confidence, instilling a love of learning, and encouraging them to strive for more. On Her A-ha Moments: As a foundation phase teacher, Mashudu often wonders how much her young students absorb. But she is vindicated when she sees them apply their learning to solve problems, which gives her real thrill to see then work things out for themselves. Her A-ha moments come not just from their academic achievements, but also from witnessing her students develop as unique individuals. For Mashudu, teaching at the foundational stage is a profound journey, extending well beyond ‘subject matter’. While she may be teaching Zulu, Mashudu also knows she is nurturing young minds and hearts, instilling essential social, emotional, and life skills. On Teaching at Crawford International: Mashudu loves Crawford’s student-centred approach and the mutual respect between students and teachers. At Crawford, teachers encourage students to be self-empowered, curious, and responsible for their success. They teach the value of kindness, resilience, and curiosity, helping students navigate their emotions and interactions. The pride Mashudu feels when her dedication resonates beyond the classroom is immense. In her Zulu classes, Mashudu balances her student’s tech exposure with activities like singing, music, dancing, and rhymes, engaging all senses and learning styles. These activities provide a welcome break from technology, allowing children to enjoy spontaneity and just be children. Personal Philosophy: One of Mashudu’s favourite quotes is by Will Smith: “Following your dreams is a lonely, solitary, scary pursuit. You can't wait for somebody to think you can do it. You have to be willing to risk everything to become that seed of what you believe is in there. You have to be fearless. You have to be relentless in the pursuit of your dream.”

ALUMNI SPOTLIGHT: ROXANNE VAN DER WESTHUIZEN Crawford International Lonehill | Class of 2009 From the banking halls of one of South Africa’s most prestigious financial institutions to the stages and studios of New York City, Roxanne Van der Westhuizen’s story is one of courage, reinvention and the pursuit of purpose. Chasing the Calling After matriculating from Crawford International Lonehill in 2009, Roxanne was accepted into the Psychology programme at the University of Cape Town. A sudden family crisis and financial hardship brought her back to Johannesburg, where she began working to support her family. Years later, determined to finish what she started, she enrolled at Varsity College in Sandton. Balancing motherhood, full-time employment and a rigorous academic load, she earned her degree with distinction, graduating at the top of her class. Her career began at Investec Bank, where she rose through the ranks, first in client services and later in data analytics. Her success came through persistence, grit and repeated setbacks that ultimately redirected her. A moment of deep personal reflection led her to reconnect with a long-suppressed calling, storytelling through performance. In a bold leap of faith, she left her corporate life behind and relocated to New York to pursue acting. There, she studied under renowned acting coach Terry Knickerbocker, known for mentoring names such as Sam Rockwell and Daniel Craig. She was named Student of the Season at his studio. Today, Roxanne stars in stage and screen productions across the U.S., including her lead role in the upcoming film Emancipation of the Past (July 2025), and a standout performance as Regina in Not to Be Played With (available on Tubi and AppleTV). She is also developing her own series, which she plans to take to festivals and production houses. Achievements and Projects Lead role in Emancipation of the Past (2025 release) Featured in Not to Be Played With on Tubi and Apple TV Collaboration on Spicy Bob alongside Pete Simpson of Blue Man Group Student of the Season at Terry Knickerbocker Studio Creator and writer of a new series currently in development  Roxanne reflects on her journey and earning one of her biggest roles yet, “this is the most difficult thing I’ve ever had to do, but also the most enriching. The vulnerability required in acting is daunting, but it connects me to myself and others in ways I never imagined. Despite the false starts and failures, I am exactly where I am meant to be.”

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A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy  Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”

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