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AN ANGLICAN DAY AND BOARDING SCHOOL FOR BOYS | GROW IN WISDOM AND STATURE AND IN FAVOUR WITH GOD AND MAN
Peer Support Programme

FAST FIND
Life Skills Programme Overview
School's Discipline System
Guidelines for teenage parties


QUICK CONTACT
Peer Support Master in Charge | Ms Phyllis Bookluck

SENIOR SCHOOL HOUSES
rollover for house name and colour

Archer Dulwich Founders Henderson
Hilliard Holwood Kerrigan Latham
Murphy School Stephenson Taubman
Weeks Wilson Hogg Wynn Jones Young
PREPARATORY SCHOOL HOUSES
Archer Henderson Hilliard School
JUNIOR SCHOOL HOUSES
Founders Latham Taubman Young
 

THE HOUSE SYSTEM 7 - 12 | CLASSROOM TEACHERS PreK - 6

HOUSE SYSTEM

Traditionally an effective system of pastoral care has been regarded as the sine qua non of a good Independent School education. Within Trinity, the House System is central in fostering an environment where boys feel safe, valued, engaged and purposeful. The School strives to make effective provision for the personal guidance of each boy. It is through the House System that smaller ‘schools within the School’ can further enhance individual care and guidance.

The fact that the House System is vertical in nature helps to bring to the students’ attention a greater awareness of their responsibilities not only to members of their immediate peer group, but also to those older and younger than themselves. Thus, in general, the aim is to present a secure and familiar environment for our students. From the day they begin their schooling, students become members of a smaller House group whose staff are dedicated to helping them in their progress both in and out of the classroom. The specific objectives of the House system are:

> to enable the aims of the School to be effectively communicated to the boys in order that their characters can be influenced for good so that the fundamental virtues of good citizenship such as courage, honour, loyalty, diligence and faith can be evidenced in their lives;

> to foster House spirit and identity that contributes positively to the overall spirit and tone of the School which expresses itself in positive relationships between boys and staff both in and outside of the classroom;

> to contribute to the efficient administration of the School and its routines;

> to enable each student to be known as an individual and to help each boy to come to terms with his own strengths and weaknesses;

> to encourage full participation in the academic programme and wide range of activities offered by the School, thereby enabling students to achieve their potential;

> to nurture leadership through active delegation of responsibility within the House and to hold those accountable who have such responsibility developed to them; and

> to assist in the resolution of conflict and distress that naturally occurs when boys interact with fellow students, staff, parents and other members of the community during the process of maturing from young boys to young men.

There are sixteen Houses in the Senior School, each with one Housemaster and two or three Tutors. The Housemaster, with the help of the Middle School Housemasters and Tutors, guides and supports each boy's all round development according to the School's aims. Boys remain in one House for the six years of their secondary education, initially under the guidance of the Middle School Housemaster, then the Housemasters.

CLASSROOM TEACHERS

The class teacher is the crucial provider of Pastoral Care in Pre-K to 6. Class teachers gain as much knowledge as they can about each boy in their charge: his parents and his family, his cognitive abilities and attitudes, his ability at games, his hobbies and interests, his hopes and fears. They act as the boy’s adviser. The class teachers (Pre-K to 6) give correction and guidance to the boys when there are breaches of discipline. They build up a record of each boy that contains details concerning work, sport, social adjustment and so on. The class teacher (Pre-K to 6) will normally be the first contact person for parents concerning any matter relating to their son.

LIFE SKILLS PROGRAMME

The Life Skills Programme is part of a whole School approach to health and well-being at Trinity Grammar School. The Programme is structured around current educational and psychological theory on the effective development of emotional intelligence. It is the goal of the Life Skills Programme, in conjunction with the development of ethical, moral and religious values, to enhance boys’ capacity to be emotionally resilient and socially competent. Such outcomes are arguably the most important skills we can all learn in life, and perhaps the most inadequately learned in our society. Through student-centred learning models, the Life Skills Programme aims to foster a supportive and connecting environment which encourages students to learn from their experiences and the experiences of others. The Programme exposes students to real life situations and issues, developing important inter-personal and intra-personal emotional, cognitive and behavioural skills.

The current Life Skills Programme is downloadable at right >

DISCIPLINE SYSTEM

The School, founded on Christian principles, recognises the prerequisite need for the existence of a secure and disciplined environment to enable boys to be effectively educated. The School accepts that 'stages of discipline' are a necessary step to the eventual aim of seeing students graduate from the School as self-disciplined young men.

A copy of the School's Discipline System can be downloaded at right >

PEER SUPPORT

The Peer Support Programme aims to utilise the positive role model by providing a structure for Year 11 students to develop leadership skills and display positive role models while assisting small groups of Year 7 students. 

For more information please contact the Master in Charge: Ms Phyllis Bookluck

PEER MEDIATION

Peer Mediation is a form of conflict resolution, in which senior boys mediate low-level conflict situations amongst school students. Mediation is the process by which participants, together with the assistance of impartial mediators, systematically isolate disputed issues, develop options, consider alternatives and reach a written consensual settlement that will accommodate their needs.



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