THE HOUSE SYSTEM YEAR 7 - YEAR 12 | CLASSROOM TEACHERS PreK - YEAR 6
An effective system of pastoral care has been regarded as the sine qua non of a good Independent School education. At 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 the School seeks to provide individual care and guidance.
The fact that the House System is vertical helps to bring to the boys ’ attention a greater awareness of their responsibilities, not only to members of their peer group, but also to those older and younger than themselves. The aim is to present a secure and familiar environment. From the day they begin at Trinity, boys become members of a 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
> to foster the fundamental virtues of good citizenship such as courage, honour, loyalty, diligence and faith
> to foster House spirit and identity to contribute to the overall spirit and tone of the School
> to encourage each boy to be known as an individual and to help each boy come to terms with his own strengths and weaknesses
> to encourage participation in the academic programme and wide range of activities offered by the School
> to nurture leadership through delegation of responsibility within the House
There are sixteen Houses in the Senior and Middle Schools. The Housemaster, with the help of the Middle School Housemasters and Tutors, guides and supports each boy's development according to the School's aims.
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. It is the goal of the Life Skills Programme, to develop ethical, moral and religious values, to enhance boys’ capacity to be emotionally resilient and socially competent.
The School, founded on Christian principles, recognises the need for the existence of a secure and disciplined environment to enable boys to be effectively educated. The School has high standards and clear, logical and fair consequences when boys make errors of judgement.
A copy of the School's Discipline System may be downloaded at right >
The Peer Support Programme aims to utilise the role modelling of Year 11 students to develop leadership skills while assisting small groups of Year 7 students.
Peer Mediation is a form of conflict resolution in which senior boys mediate low-level conflict amongst 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.