HISTORICAL BACKGROUND

The origins of Parktown Boys’ High School may be traced back to 1920 when the school was established on a site now occupied by the SABC in Auckland Park.  In 1923 the present school was founded in Wellington Road, the original building now being a National Monument.  Past Parktonians have acquitted themselves as leaders of commerce, renowned academics and international sportsmen.

 PHILOSOPHY

Our stated values are applied in a day-to-day school life that strives for mastery of the basic learning tools and resources including: communication in spoken and written language, number skills, mathematical reasoning, entrepreneurial skills and spatial relationships, logical inquiry and their applications, creative, imaginative and intuitive ways of thinking and experiencing, the ability to apply and use knowledge symbols, processes and skills’ perception, expression and appreciation through the arts and crafts, motor and other physical skills, management of bodily and mental health, the articulation of experience and thinking into value and belief systems.Academic Philosophy Education at Parktown draws significantly on proactive discovery-based learning, problem-sharing opportunities and the principle of freedom of expression.

PARKTOWN MANAGEMENT STAFF

Parktown Boys’ High School believes in the creation of a co-operative and dynamic environment by virtue of an efficient and flexible management structure. The is managed by the School Executive – consisting of the Headmaster, and Deputy Headmasters , Heads of Departments, together with the Governing Body, which comprises of elected representatives of the parents.  The two bodies liaise with the staff and parents of the school and report back regularly at open meetings of staff and parents alike in order to ensure that decision-making is transparent and that all concerned parties are represented.A professionally qualified and motivated academic and extra-mural staff employs current teaching and coaching practices and is kept abreast of contemporary trends in education and sports training via interaction with tertiary institutions and in-service training programmes. Members of staff involve themselves in the school’s comprehensive extra-curricular programme which allows them the opportunity to interact with learners on an informal level; in turn, this involvement improves classroom management and fosters the self-image of learners.