Cultural pride, shared learning, and lasting friendships were the order of the day when Cedarwood School, in Glenferness, hosted a group of learners and teachers from the United Kingdom as part of a vibrant exchange programme.

Shannon Jacobs, the school’s deputy headmistress, described the experience as nothing short of transformative, not only for the visiting group, but for Cedarwood’s learners and staff as well.

“It was so amazing. It was more of a cultural exchange and understanding how they do things in London and how we are here in South Africa.”

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The programme was sparked by Jacobs’ own experience teaching in London for five years.

An ex-colleague later reached out, proposing an exchange initiative, funded through a UK-based trust, bringing 24 learners and eight teachers to South Africa. While initially expecting a teacher-focused exchange, Jacobs embraced the opportunity to create something more immersive and meaningful for the learners.

“It wasn’t just a random, ‘come and see South Africa’, it was purposeful, for us as well. It was good for our kids to showcase South Africa.”

In response, Cedarwood curated a rich, hands-on programme that showcases the country’s heritage, environment, and diversity.

From African drumming and marimba performances to beading and traditional dance, learners were encouraged to both participate and share in each other’s cultures.

Visitors were also introduced to South Africa’s natural environment through a biodiversity talk hosted near a local wetland, while excursions included a visit to a nearby dairy farm, where learners experienced milking cows and cheese tasting.

Food played a central role in the exchange, with teachers preparing traditional dishes and explaining their cultural significance. Learners sampled a variety of local flavours, including biltong, mopane worms, chicken feet, koeksisters, and milk tart. “They loved it. The teachers made it themselves, so they could explain why it’s important for their heritage.”

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Storytelling and creativity were also woven into the programme. Learners collaborated across cultures to perform African folktales, while activities, such as rock painting, introduced them to indigenous San traditions.

Despite some challenges with the weather, the programme continued with outdoor games and cultural activities. “It was really like a rainbow nation. The two cultures merging. It was so beautiful.”

One of the most powerful outcomes for Jacobs was the realisation of how similar learners are, despite geographical distance. “You could see the bond these kids are the same. There’s nothing different. It’s just maybe the way we talk or express ourselves.”

The programme not only built friendships; it opened doors for professional collaboration, with teachers exchanging methodologies and classroom practices. “They shared policies and ways of teaching, taking a bit of their expertise and using it.”

With overwhelmingly positive feedback from both sides, Cedarwood is already looking ahead to the next chapter of the exchange, with hopes of visiting the UK in return.

“We said we’re not going to focus on tests or academics. Let’s use this time to make a lasting impression on these kids’ lives.”

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