BoS Annual Report - Cranbrook School

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12 Initiatives promoting respect and responsibility Engendering respect and responsibility are everyday aspects of the work of teachers and other staff in the Junior School K-6. Many interactions throughout the day are opportunities to reinforce these precepts in a meaningful context. Staff members use these opportunities well. In addition to these informal and often unplanned means, the following initiatives are specifically designed to promote (amongst other things) respect and responsibility in the boys: Initiative Kindergarten and Year 2 Buddies Program Year 3 and Year 6 Buddies Program Brief Description This program links Year 2 boys with Kindergarten boys to promote care, respect and responsibility in the Year 2 boys and belonging, security and respect in the Kindergarten boys. This program links Year 6 boys with Year 3 boys to promote care, respect and responsibility in the Year 6 boys and belonging, security and respect in the Kindergarten boys. K-6 Class Essential Agreements These are agreements formed by boys and class teacher in each class as to the expected behaviours – they typically feature the promotion of care, respect and responsibility. Year 3-6 Essential Agreement International Mother Tongue Day Bounce Back (K-6 Resilience program) IBO PYP Attitudes IBO PYP Learner Profile IBO PYP Action Component Religious Education (3-6) and Chapel Program (K—6) House Captains and Vice-captains International Children’s Book Day Community Committee (3-6) This is a whole Junior School (3-6) agreement about behavioural expectations, based on care, respect and responsibility. It was a most useful reference point for staff and boys in 2012. International Mother Tongue day was recognised across the school K-6, affirming the language and cultural background of our School families. Bounce Back features units of work that promote Respect and Responsibility. PYP Attitudes are explicitly taught to boys K-6 – they include tolerance, respect, integrity, appreciation, commitment, confidence, creativity, cooperation, curiosity, empathy, enthusiasm and independence. These are taught in class and reinforced at other times (merit cards, assembly playground etc) PYP Learner Profile traits – Inquirer, Thinker, Communicator, Risk-taker, Knowledgeable, Principled, Caring, Open-minded, Balanced, Reflective – are explicitly taught in an integrated way throughout School life and learning. All children are encouraged to take action following learning. This action is in keeping with their responsibilities as an internationally minded person as expressed through the PYP Learner Profile. These programs often explicitly promote respect and responsibility. There are six House captains and six Vice-captains who worked in 2012 to support Housemasters in engendering house spirit and planning house events and involvement. They also formed a Student Council under the direction of the Deputy Head. International Children’s Book Day activities in 2012 included a range of reading and cultural activities aimed at promoting intercultural respect and appreciation. The Junior School (3-6) Community Committee operated in 2012 comprising representatives from each class, with the support and direction of teachers. The Committee raised money for and awareness of a number of social and environmental issues in our community e.g., World Vision Sponsor Child, Anglicare Toys ‘n’ Tucker, World Vision 40 Hour Famine, natural disaster relief, Nude Food (wrapper-free) days, Earth Hour participation, recycling programs and the like. 25
12 Initiatives promoting respect and responsibility Senior School – Year 7 to Year 12 Ethics & Pastoral Care Program Parent/Student evenings School Representative Council School Social Service Committee Weekly newsletter Teaching and Learning Framework Code of Rights and Responsibilities Peer support and peer mediation House system Leadership Full Ethics Program for Years 7-11 which is taught by House Tutors. Its four pillars are: −− Ethical and Critical Thinking −− Student Based Dilemmas − − ‘Wide World Dilemmas’ −− Ethical Philosophers. It has as several of its grounding philosophies the Anglican Ethos of the school, a community of inquiry model of discussion and explicit links to our teaching and learning framework. Lessons include: - war – plagiarism - giving to charity - deontology and consequentialism. This is an extensive program with fifty minute periods each fortnight. Topics are presented by tutors and guest speakers, and include: −− connectedness −− your responsibility −− anti-bullying −− responsibilities and rights −− interviews with Tutors −− sexual harassment −− culture shock −− learning through partnership −− mentoring and masculinity −− ethics workshops −− your life These are events with guest speakers who speak about drug and alcohol abuse, coping with change, etc. Activities include fundraising for organisations, working with people in need and working on School initiatives with regard to the environment. This group is involved in appeals such as Red Nose Day and the Red Shield Appeal for the Salvation Army, and regular assistance with programs, such as feeding the homeless with Just Enough Faith. Articles are published specifically on respect and responsibility. The principles of Intelligent Behaviours, outlined in the Senior School diary, which is issued to all Years 7 to 12 boys, are applied across the whole School. Appropriate behaviours based on respect and responsibility are stated. These are programs involving senior students working closely with junior students. Individual House responsibilities and activities offer opportunities for personal development and the care of others Multiple opportunities are provided, from the School Prefect system, based on the principle of service, to sports, cultural and pastoral activity leadership positions. 26
Page 1 and 2: Annual Report 2012 Educational and
Page 3 and 4: 1. Messages from key School bodies
Page 5 and 6: 1. Messages from key School bodies
Page 7 and 8: 3. Performance in National and Stat
Page 13 and 14: 4. Senior secondary outcomes For fu
Page 15 and 16: 5. Professional learning and teache
Page 17 and 18: 6 Workforce composition For full de
Page 19 and 20: 8 Post School destinations This inf
Page 21 and 22: 10 School policies 10.1 Student Wel
Page 23 and 24: 10 School policies Security Policie
Page 25: 11 School determined improvement ta
Page 29: 14 Summary financial information Sc

BoS Annual Report - Cranbrook School

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