The formal Pastoral Lesson slots provide regular opportunities for character development. These can have different foci based on the needs of specific year levels as well as functional committees (Moral and Civic Education, Career and Life Planning in addition to Global Citizenship).
1) Beliefs/ Rationales
- Change is possible, and everyone has positive character traits
- Environment is an important catalyst influencing change
- Education involves the transfer and creation of both knowledge and moral values
- Boundaries are for the benefit, protection, and safety of students – guiding personal development as future citizens
- Early intervention is good, but prevention is better
2) Responsibility Principles
In practice, students are expected to be responsible for:
|P||PUNCTUALITY||Ensuring that they arrive to school, lessons, and adhere to administrative expectations in a timely fashion.|
|A||APPEARANCE||Ensuring that they closely adhere to uniform guidelines, and look neat, tidy and natural.|
|U||USE OF DEVICES||Ensuring that devices are used for educational purposes, the privacy of others is respected, and that all adhere to teacher instructions regarding usage.|
|S||SCHOOL APPEARANCE||Ensuring that classrooms and recycling bins are used and cleaned appropriately, and that choices positively impact school reputation.|
|E||EVERYONE’S SAFETY||Ensuring the safety of self and others both physically and emotionally. Taking steps to minimize risks. Ensuring that good care is taken of your own property as well as the property of others.|
- Whole school approach
- Standards must be set, unified and recognized across all forms and levels
- Fundamental principles should be firm, with little tolerance
- Only achievable if ALL Community members work together to uphold expectations
- Home- school collaboration
- Both school and home environments affect behavioural & character development.
- Long term monitoring and firm reminders are needed both at school and home in order to reinforce appropriate values and behaviours
- Parents must be involved and collaborative
- The Student Planner is an excellent tool to help students and parents link school and home life. Parents and students are invited to nurture our Planner Culture - discussing reflections, wellbeing tips and activities regularly
Each student is assigned a homeroom class with 2-3 Class Teachers to help students with their daily activities. Wherever possible, these Class Teachers also teach their subject to the majority of the class and form positive relationships with students under their care. The class meets each day at registration and before dismissal, as well as through regular Assemblies and Pastoral Lesson slots.
The Pastoral Team is further strengthened by the leadership of Heads of Years who help guide Class Teachers to develop students along their individual wellbeing continuums, through the formal and informal Pastoral Curriculum, year level meetings and functions, as well as Learning and Service Trips from S1-S4. Although much of the restorative disciplining will be carried out between the Class Teachers and students, there are times when Heads of Year will assist to facilitate the best learning options for students.
Pastoral Heads provide the vision for future developments, oversee work performed by the Pastoral Team, and monitor the capacity building of Class Teachers.
Our Social Workers and Educational Psychologist support this team when students require more specific services. This is achieved through proactive group activities as well as counselling sessions, as necessary.
The formal Pastoral Lesson slots provide regular opportunities for character development. These can have different foci based on the needs of specific year levels as well as functional committees (Moral and Civic Education, Career and Life Planning as well as Global Citizenship).
Lessons aim at promoting students’ personal growth as independent 21st Century learners and Global Citizens through the following activities:
- Cultivating students’ positive values, attitudes and independence through a continuous and systematic learning experience
- Nurturing students’ moral understanding and qualities through different tasks, activities, sharing and reflection
- Collaborating with different departments and teams so that learning is also integrated into the academic and informal curriculum
- Fostering aspirations and commitments to make contributions to family, school, society, country and the world