Grey College

Grey College was founded by Sir George Grey in 1855. This is the oldest school north of the Gariep River, and the third-oldest school in South Africa. Grey College strives to equip every Grey boy with the life skills, knowledge and experience that will enable him to develop into a well-balanced, successful adult.

Grey College is situated on 60 hectares of prime property on the western side of Bloemfontein. This tranquil environment is nevertheless close to the city centre, and within walking distance from some of the main shopping centres and sports facilities.

Grey College provides a secure and positive school environment in which Grey boys can experience success and a sense of belonging. Parallel medium education is one of the most important benefits of Grey College whereby Afrikaans and English speaking boys receive tuition in either Afrikaans or English, in separate classrooms. This ensures that each language group maintains its own identity and cultural values.

On the school grounds, in the hostels, at assembly and during extra-mural activities boys are exposed to both languages, and regular interaction ensures respect for one another. A total commitment to respect for the individual, commitment to excellence, loyalty to Grey traditions, respect for the environment, and a Christian educational philosophy and practice are the corner stones of our educational ideal.

Grey College’s key stakeholders strive to educate each individual Grey boy in a happy and secure school environment so that he experiences success and is optimally prepared for a responsible contribution to the development of a multicultural South African society.

To be regarded as South Africa’s best secondary boys school from generation to generation measured against the best in the world.Grey-seuns sukses kan ervaar, asook die gevoel dat hulle ‘behoort’. Parallelmedium-onderrig is een van die.

As in any school, the core business of Grey College is its academics. This year a concerted effort has been made to improve the work ethic and academic ethos within the school.

Education is a partnership and the involvement of parents and staff in a learner’s education is imperative. Through effective communication and regular interaction, this partnership between the parents and the school can be strengthened and developed – only then will a learner reap the academic rewards of his efforts.

Parents are encouraged to become more involved in the school by means of increased ownership, to strengthen the partnership between the parents and the school. This will benefit learners and ensure a successful transition into an ever-changing external environment.

Parent committees are elected when the son enters grade 8, and they serve for the full high school term until grade 12. During this time they organise events to raise funds for the matric dance that they will host in grade 11. They also raise funds for a gift to the school in grade 12.

Any subject choice must be realistic and should be based on actual achievement. It should be kept in mind that scholastic achievement in Grade 9 will serve as a good indication of what can be expected in Grade 10. It is unlikely that achievement in higher Grades will suddenly improve without good reason and hard work.

This is the potential that a person has to achieve a certain level with a given amount of training and exercise. Aptitude, together with interest, attitude and motivation will decide, to a large extent, the final success in a specific field.

Grade 9 learners who write the junior aptitude test will be provided with the results, as well as a graphic representation, in respect of Languages, Mathematics, Commercial, Technical and Human Sciences. This can provide a fairly accurate indication of aptitude in a specific field.

The learner must enjoy and show interest in a subject that he chooses. If not, it is highly unlikely that he will achieve to the best of his ability. It is true that interest can be developed over time, but that will require active participation by the learner.