CRAIGHOUSE SCHOOL LIFE GUIDE 2013 fotos · promoting a positive school life and the fostering of values. •To create a good learning environment in their section and to ensure that

Craighouse sChool life guide

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Table of contents

I. Prologue 7

II. Introduction 8

III. Central premises 9

IV. Values 10

10

12

15

24

27

A. The nine values

B. Evolutionary approach in the teaching of values

C. Role of each member of the Craighouse School community in the teaching of values

D. TEACHING OF VALUES: Procedure and consequences af pupil's positive and negative conduct

E. Recording and follow-up of the value development process

V. Essential agreements for the creation of a positive learning environment 28

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I. PrologueThis document is the result of a long process that has involved an overview of the design, implementation and reflection of the educational changes that have taken place at Craighouse School. Its aim is to strengthen our pupils’ comprehensive education. The document is the result of a revision of the first discipline documents, policies and Educational Projects created by the school, and an alignment around an educational vision that would help all our educational endeavours become both coherent and consistent.

This task began in 2006 with the creation of a Convivencia Escolar Committee, made up of representatives of different areas of our educational community (teachers, administrative staff, pupils and parents). Their mission was to revise the educational position described in our institutional documents and write a report that showed their level of coherence with the Craighouse School Educational Project.

This report included various recommendations and suggestions, the most important of which was to change the Discipline Document. This document had last been updated in 2002, and it focused on values with a positive approach; however, when dealing with practical issues, it became a lengthy list of conducts and a classification of their degrees of seriousness.

The recommendations made by the Committee were presented to the school community. In 2007 and 2008, there were various unsuccessful attempts to change this document and include a new educational stance.

Consequently, in May 2009, a new Student Life Committee (similar to the previous one) was created and asked to design a new project. This work team, made up of a group of teachers and professionals from different areas, set to work in three stages. During the first stage, they studied the new paradigms of education, reading the works of various authors (Savater, Maturana, Fullan, Hargreaves, etc.). These study sessions generated informed discussions among members of the Committee about what Craighouse School needed, based on relevant, updated information. In the second stage, the Committee reviewed the existing documents. The third and final stage took place in September, when they presented a document to the SMT, which included the following changes:

• A change from a heteronomous view of character formationto an autonomous one, in terms of values.

• An education based on values with an emphasis on thepositive, that would enable pupils to reach their full potential.

• A proposal of general criteria for action, rather than a list ofconducts and sanctions for cases of behavioural problems.

• The inclusion of the possibility to appeal.

• A change in name from ‘Discipline Document’ to ‘School LifeGuide’.

Finally, in December 2009 the Student Life Committee presented the document to all teachers of the school, and received ideas and suggestions.

The creation of a Formative Council was then proposed and approved, in order to conduct and implement the changes that would be necessary for the Committee’s suggestions to become a reality. The Formative Council is made up of heads and deputy heads of section, as well as members of the Academic, Formative and Human Resources areas. The first task of this Council was to raise awareness in the whole school staff about formation through values, which took place outside Santiago in February 2010.

The Formative Council’s second task was to finish the School Life Guide, which was accomplished during meetings held throughout the year. The results are the following:

• Work in the Formative Area and the Academic Area are now

coordinated, so as to allow a complementary view of the

learning process.

• The central premises of the school community are described

and defined, aiming to achieve significant learning for pupils.

• a value progression chart has been designed to support theteaching of values.

• The role of each member of the community regarding

pupils’ formation has been defined.

As we can see, the transformation of the discipline document generated an intense thinking process in which the viewpoints of different members of the school community were discussed in depth, making it possible to reach a consensus that will be described in detail later in this document.

This has been a collaborative, combined effort, that has helped us throughout the years to create this ‘School Life Guide’ and which will allow us, as a community, to form fine human beings. In the words of Nelson Mandela, “It takes a village to raise a child.”

CRAIGHOUSE SCHOOL LIFE GUIDE | 7

Prologue

II. IntroductionThe objective of this document is to serve as a guide for the

whole Craighouse School community in the formation of a

school culture and life that contributes to a comprehensive

education in terms of values.

This guide is based on our school’s Educational Project,

which aims to form pupils who are inquirers, thinkers,

knowledgeable, risk-takers, communicators, principled,

open-minded, caring, good friends, balanced, reflective,

resilient, and informed about physical wellbeing. It is

the instrument that will allow us to focus our

teaching practices so that they are coherent with the

guidelines of our Educational Project, which emphasise

an education of excellence.

This School Life Guide is structured as follows.

The first chapter presents the central premises of the Craighouse

School community, which inspire us and serve as

guidelines for understanding our actions and describing our

beliefs regarding the education process.

The second chapter focuses on the values promoted by

the school. Here we will find the definition of each value, a

description of the necessary teaching process and the role of

each member of the Craighouse School community in the

teaching of values. The strategies that can be

implemented in the education process are then presented,

including the possible positive and negative consequences

of pupils’ behaviour. Finally, the follow-up of the process is

explained in detail.

The third and final chapter explains the expected conducts for

an appropriate school environment where our academic

and formative objectives can be achieved.

8 | CRAIGHOUSE SCHOOL LIFE GUIDE

Introduction

III. Central premisesA sense of belonging to the school contributes to having a genuine commitment to learning and good behaviour.

1. Family-oriented: We believe in the formative role of thefamily and its positive influence on the community andsociety. Helping our pupils to achieve their maximumpotential is a commitment that is shared by the school andour pupils’ families. We see a child’s personal andeducational development as a joint task, where both thefamily and the school work together in close coordinationand in a spirit of mutual respect.

2. The family holds the greatest responsibility in theeducation of their children. When a family joins theCraighouse School community, they must adhere to the valuesthat the school promotes, and commit themselves tosupporting them both at school and at home.

3. Respect for and from every member of the community isexpected at all times, including virtual and digitalenvironments.

4. It is the responsibility of Craighouse School staff to ensure thatthere is the richest possible academic and formativeatmosphere inside and outside the classroom. In order for learning to occur, pupils need to becomeautonomous and be committed to what they arelearning.

5. The quality of learning, teaching and behaviour areinseparable issues, and the responsibility of all staff andpupils.

6. The curriculum – formative and academic – and itsimplementation are designed for all pupils to reach theirfull potential, no matter their learning needs. That pupils reachtheir full potential is a shared responsibility between teachersand students, one that cannot be achieved without theinvolvement of parents and the wider school community.

7. Craighouse School is responsible for ensuring that allits staff members understand this approach toclassroom management, have the skills needed todevelop a positive learning environment and knowwhat to do when this does not occur or breaks down.

8. Adults are expected to model desired behaviour in allrespects and to identify and reward pupils who striveforward and reach the student profile and the schoolvalues.

9. The school sets clear limits which define when andunder what circumstances intervention is required.


Central premises

The values promoted by Craighouse School are respect,

honesty, responsibility, effort, tolerance, loyalty, friendship,

justice and solidarity. These values constitute the beacons of

school life at Craighouse; the guiding principles that govern the

relationships among pupils, teachers, parents and staff.

These values are grouped into personal values and social

values. We have made this distinction so as to give the values

a functional sense. Despite the fact that they all contribute to

a person’s formation, each group contributes in a differential

manner in developing the skills needed by pupils to become

active members of a community, participating in a way that is

both positive and respectful.

On the one hand, personal values help pupils reach their full

potential, achieving personal excellence. These values are

respect, honesty, responsibility and effort. Social values, on the

other hand, help pupils to integrate into diverse communities

and be able to provide a caring environment. These values are

tolerance, loyalty, friendship, justice and solidarity.

The adoption of these nine values combined contributes to the

formation of pupils within the framework of the Craighouse

School student profile, and allows the development of a school

culture of respect for our guidelines: excellence, a caring

atmosphere, and family involvement.

What follows is a detailed description of the nine Craighouse

School values, the way to promote the development of these

values, the role of each member of the community in the

formation process, possible positive or negative

consequences of value conducts, and follow-up procedures

in our pupils’ education process.

A) The nine values

PERSONAL VALUES

1. RESPECT

Recognising and valuing the right that every individual

deserves for the fact of being a person, and recognising society

and its rules.

Being respectful implies:

• Showing self-respect: Knowing and accepting oneself,making an effort to improve.

• Respecting others: Respecting all members ofthe community, regardless of their beliefs, ethnicbackground, gender, social class, job, nationality,thoughts and ideals, both in direct contact and invirtual environments.

• Respecting the educational environment: Valuing theCraighouse School community and our country, bothdirectly and in virtual environments.

• Respecting the environment: Valuing and preservingnature as our only life source.

2. HONESTY

The congruence between a person’s thoughts, words and

actions, showing correctness, probity and transparency.

Being honest implies:

Always speaking and acting truthfully and facing the

consequences.

• Always speaking and acting with the truth, and facingthe consequences.

• Respecting other people’s belongings and resources.


IV. Craighouse School Values

Craighouse School values

• Explicitly acknowledging the authorship of ideas,projects, materials, etc., when they are not one’s own.

• Openly sharing one’s point of view with others.

3. RESPONSIBILITY

Doing one’s own duties and those assigned to us, and taking

full responsibility for the consequences of our actions.

Being responsible implies:

• Taking on commitments with oneself, with others, with

the country and with the environment.

• Honouring commitments and keeping promises.

• In the case of pupils, taking responsibility for their

learning, and in the case of teachers, empowering and

facilitating this process.

4. EFFORT

The capacity to persevere in order to achieve a positive

goal, strengthening one’s will.

Making an effort involves:

• Making an effort to give one’s best in every personalproject.

• Persevering in the search for solutions to one’sdifficulties.

• Overcoming difficulties, being resilient, solvingproblems, concentrating on solutions rather than onproblems. This is reflected in an attitude of constantand conscientious hard work in every aspect.

SOCIAL VALUES

5. JUSTICE

Ensuring that each person gives and receives what is their

due, with equity, balance and impartiality, seeking their own

wellbeing and that of others.

Being just implies:

• Being fully aware of the external factors that affecta situation, and considering them when making adecision.

• Acknowledging other people’s efforts, merits andachievements.

6. TOLERANCE

The consideration and respect for other people’s ways of

thinking and feeling, even if these are different from our own.

It means valuing diversity.

Being tolerant implies:

• Valuing peopl e’s ways, opinions, and religious and political beliefs as different ways of thinking that are asvalid as one’s own.

• Seeking to understand other people’s ways of thinking,and valuing this contribution as a form of personalgrowth.

• Recognising the advantages of knowing and connecting with different cultures, ethnic groups, languages,nationalities, etc.



7. SOLIDARITY

A willingness to help and support others with concrete actions,

without expecting anything in return.

Showing solidarity implies:

• Taking on responsibilities and tasks that contribute tothe benefit of others, including, in some cases, thoseduties that are other people’s responsibility.

• Giving support to those who need it, within a group,a class, inside and outside the school community.

• Putting one’s time, effort and sacrifice at the service ofothers.

8. LOYALTY

The adhesion to a set of principles and values that make it

possible to meet the commitments one has made to persons or

institutions, so long as they are in accordance with one’s own.

Being loyal implies:

• Being faithful t o one’s own principles and those of theCraighouse School community.

• Being capable of confronting and denouncing thoseactions that go against one’s own values or those of thecommunity, particularly those conducts that damage orendanger another person.

9. FRIENDSHIP

A feeling of affection for or affinity with another person, which

results in sharing with no ulterior motive.

Being a friend implies:

• Sharing without seeking personal benefit.

• Showing concern for another person’s wellbeing.

• Helping in case of need.

• Showing empathy and celebrating another person’shappiness.

• Offering constructive criticism to help someone.

B) Evolutionary approach inthe teaching of values

Promoting the development of a moral judgement in children which will allow them to live in harmony with their peers is of vital importance. As educators, we have asked ourselves how we can teach these values throughout the different stages of our pupils’ development.

If our formative work aims to help pupils reach a comprehensive development, we need to follow an evolutionary approach that can coordinate their moral development with the cognitive, emotional, and social changes and processes they undergo during their growth.

We have, therefore, designed an evolutionary-pedagogical chart, in order to adapt the conduct expected for each value to the pupils’ evolutionary level according to specific age ranges. These ranges are briefly described in the following progression chart in the teaching of values.



1. In the first stage (approximately up to Year 4), thedevelopment of values will have to be directly relatedto pupils’ self-esteem and their ability to feel part oftheir community. For children in this age group, thecommunity will initially be made up of their families,then their classmates and teachers and finally theirschool, with which they will feel a sense of belonging.In this stage, knowing and accepting each other is abasic task that will set the foundations for the following stages.

2. The second stage includes pupils from Years 5 to8. Here, the self-esteem and self-concept achieved inthe Primary Section will have to be consolidated in thesearch for a personal identity. Moral development willbe linked to the challenges of living in a communitythat will gradually change from being homogeneous toheterogeneous.

3. The third stage is implemented in the Senior Sectionand the focus of moral development is the integrationof this new-found identity into a wider community:society. Therefore the emphasis will be on the formation of values for the construction of citizenship, in order tocontribute to and build a more just society.

Although each stage corresponds to a particular age group, pupils will sometimes fluctuate between their stages and regress to previous ones. In those cases it will be necessary to re-focus of the teaching of values to earlier stages.

Finally, teachers must pay attention to transitional periods (i.e. from Primary to Middle and from Middle to Senior), slowly toning down changes of emphasis in the formative level.

Value progression chart:The progression of values has three stages and two transitions, as shown below:

2. Identity:Differences and coexistence for the construction of the

community

3. Citizenship:Autonomy

and justice for collaborating with

the community



What follows is a progress map suggesting how to approach the teaching of values in each stage of school life:

self-esTeeMPrimary

ideNTiTYPrimary +

Middle

CiTiZeNshiPPrimary + Middle +

senior

PersoNal values

respect

recognise oneself and others: “do not do unto others what you don’t want other

to do unto you”

acceptance valuing

honesty Telling the truth recognise our own mistakes

Congruence between thoughts and actions

responsibility Complying Taking on commitments

Commitment, autonomy

effort “Keep trying”, “i can do it”

improvement, willpower, valuing effort in achievement

soCial values

loyalty

To signifi cant adultsunderstanding

difference between right and wrong

To their group of belonging

To idealsQuestioning right

and wrong

Tolerance acceptance of others Consideration legitimation

friendship sharing and helping Belonging to a group Close ties

Justice equality equity Justice

solidarity awareness Cooperation Commitment



C) Role of each member of theCraighouse School communityin the teaching of valuesThe main focus for the teaching of values in the school community is the daily, positive experience of these values, with a teaching approach based on the continuous promotion and reinforcement of morally positive conduct.

The ability to reflect is considered a central element for the teaching of values; therefore, reflection must be present in the promotion, correction and sanctioning of values.

Promotion is the action of driving a process, aiming for its achievement. The promotion of values involves making them known and modelling them until they become part of the everyday experience of the Craighouse School community.

The role of each and every member of the Craighouse School community is to promote a school life based on our values. All areas of the school contribute to the education of our pupils, in a purposeful manner, through their specific roles. However, it is the duty of the adults in particular to serve as ethical models, showing a high level of respect and responsibility toward pupils, the school and the community.

In the education process, pupils may not always show a positive conduct in terms of values. Conducts, attitudes or situations based on an anti-value will also occur, and they are particularly useful for moral education. These situations can play a fundamental role in the development of values, since they become learning opportunities for deep moral reflection.

Therefore, for a morally positive development of values in our pupils we must resort to deep thinking and to the active and daily promotion of values. However, repairing and sanctioning will also be relevant for this process.

Repairing is the action of correcting one’s mistakes. In the case of a conduct that challenges some of the promoted values, the correction and reparation of the damage will always be the first consequence. Remedial actions will go

hand in hand with reflection; this will allow us to transform the situation into a learning opportunity.

Nevertheless, despite the actions that aim to repair damage, challenging a value will sometimes result in a sanction, which will depend on the seriousness and/or frequency of the conduct. The teacher involved or the observer of the conduct will be responsible for determining the appropriate sanction. To do this, teachers can consult with the head of section or the Educational Council. In more serious cases, teachers should always refer the case to the head of section.

1) Role of TEACHERS in the

teaching of values

Teachers are the main guides of educational processes, and fundamental promoters of an environment appropriate for education. Teachers are the authorities who must implement the Educational Project and strive for the development of the student profile and pupils’ comprehensive education. A comprehensive education and an education based on values are achieved by valuing each person and their uniqueness, taking care of weaknesses, trusting and supporting each person’s strengths.

However, the role of tutors is different from that of subject teachers in the development of values. Their separate roles are detailed below.


Roles in the teaching of values

1.1) The role of TUTORS

in the promotion of values

• To raise awareness in pupils about values, in orderto make them significant.

• To apply personal values to academic learning andthe day-to-day interaction of each class, constantly making them explicit.

• To create moments and spaces for talking aboutand working with values (mentioning when avalue is and is not present, modelling values andapplying rules based on values).

• To work together with subject teachers in thepromotion of certain values.

• To work purposefully on the formative Curriculum,using it as a key tool for our pupils’ comprehensiveeducation.

• To inform the families about the school’s approachon school life and values.

• To register in an academic managementplatform (such as SchoolTrack), in theacademic-formative report and in theschool diary information concerning pupils’positive attitudes.

in the reparation process, when a particular value is

disregarded

• To help the pupil to reflect morally on what hashappened and on the importance of repairing thedamage.

• To ensure that the reparation does happen andthat the pupil understands the value.

• To inform other teachers, when appropriate.

• To inform the pupil’s family so that they becomeinvolved in the reflection and promotion processesand in the corrective actions.

• To record the information in an academicmanagement platform (such as SchoolTrack).

•

in case of a sanction

• To be informed about any sanction applied to apupil in their class, taking part in the strategy and/or ensuring that the sanction is applied.

• To inform the pupil’s family about the appliedsanction.

• To inform other teachers.




1.2) The role of SUBJECT TEACHERS


• To apply personal values to academic learning andthe day-to-day interaction of each class, constantly making them explicit.

• To apply social values to academic learning whencoherent with their subjects.

• To model values and show examples of them intheir subjects.

• To explain when a value is and is not present.

• To record in an academic managementplatform (such as SchoolTrack). and the schooldiary pupils’ positive attitudes or actions.


disregarded

• To help the pupil to reflect morally on what hashappened and on the importance of the repairingthe damage.

• To create an opportunity for reparation, togetherwith the pupil.

• To inform the tutor when the situation is repeated.

• To record the information in academicmanagement platform (such as SchoolTrack),when appropriate.


• To decide on a sanction when a pupil disregardsvalues during class hours.

• To inform the tutor.

• To consult about the sanction, when relevant,with the head of section. in case of more serioussanctions (suspension, conditional registration,conduct sheet, academic sheet, etc.), these mustbe agreed upon together with the head of section.




2) The role of inspectors


• To accompany pupils in locations outside theirclassrooms, providing guidelines and modellingways of promoting a positive school life and thefostering of values.

• To inform teachers and heads of section whatinspectors have observed in pupils' conductoutside the classroom.

• To work in coordination with other coordinatorsor teachers for developing strategies to promotevalues.

• To support the activities and actions initiatedby teachers in order to promote values in theirrespective section.


disregarded

• To talk and reflect with the pupil in the momentthat a value is disregarded.

• in more serious cases, to lead discussions betweenpupils, families, and teachers.

• To propose a remedial actions in case of amisconduct.


• To record the information in academicmanagement platform (such as SchoolTrack).


• To propose a sanction in case of a misconduct.


3) Role of SENIOR MANAGEMENT

in the teaching of values

Members of the Senior Management Team also contribute

to the teaching of values. They are ethical mentors, since

they offer pupils moral instruction and guidance in the form

of explanations and corrective feedback when pupils offend

others or themselves.

3.1) Role of the HEADMASTER in the teaching of values


• To embody and transmit the spirit of CraighouseSchool values inside and outside the schoolcommunity.


disregarded

• To serve as the final instance for appeal for pupils,teachers and families regarding the measures thathave been taken for correcting or repairing thetransgression of a value.


• To serve as the final instance for appeal for a pupilor his/her family.

• To support teachers and heads of section in thesanctioning process.



3.2) Role of HEADS OF SECTION in the teaching of values:


• To embody and transmit the spirit of CraighouseSchool values inside and outside the schoolcommunity.

• To guide teachers, tutors, pupils, families andinspectors – i.e. all members of their section– providing guidelines and modelling ways ofpromoting a positive school life and the fosteringof values.

• To create a good learning environment in theirsection and to ensure that values are known andunderstood.

• To work in coordination with other sections fordeveloping strategies to promote values.

• To facilitate the development of activities aiming topromote values. “To make things happen”.


disregarded

• in more serious cases, to lead discussions betweenpupils, families and teachers.

• To promote reflection and the creation of remedialactions.


• To accompany, assess, and support teachers in thedecision-making process and the setting of moresevere sanctions.

• To serve as the first instance for appeal for pupilsor families.

• To support teachers in their relationship withparents.



4) Role of PUPILS in the

teaching of values

Craighouse School pupils have a very important role in their

learning process, and their responsibility increases as they

reach higher levels of independence and autonomy.


• To internalize the school values, and to regulatetheir conduct accordingly.

• To actively contribute to a positive environment inthe school community, promoting a positive schoollife.

• To lead the promotion of values within thecommunity.

• To represent Craighouse School values in andoutside the school.

• for prefects, to be guide models for other pupilsregarding values.

• for the student Council and class representatives,to propose different activities for the promotion ofvalues, and to act accordingly in all situations.


disregarded

• To understand and repair the transgression of avalue.

• To propose and agree upon reparation proceduresthat are proportional to the transgression of thevalue.

in case of sanction

• To comply with the sanction.

• To appeal if they do not agree with the sanction.



5) Role of FAMILIES in the

teaching of values

Families hold the greatest responsibility in the education of

their children. When a family joins the Craighouse School

community, they adhere to the set of values promoted by

the school and commit themselves to strengthen those

values, both at school and at home.


• To support their children in the process ofdevelopment and teaching of values.

• To talk with their children about everyday lifesituations where there are options in terms ofvalues.

• To promote, together with the school and theclass, for pupils and families to live collaborativelyand in harmony.

• To be fully aware of and adhere to the school’spolicies and values.


disregarded

• To talk with their children and support the schoolin the understanding and value of the reparationprocedure, and to clarify any doubts at school.

• if necessary, to participate in the reflection andreparation procedure assigned to their children.


• To support the sanction and ensure that it iscomplied with.

• To appeal if they do not agree with the sanction.

6) Role of the ADMINISTRATIVE

and ANCILLARY STAFF in

the teaching of values


• To embody and transmit the spirit of CraighouseSchool values in their daily school activities, withtheir co-workers and particularly in theirrelationship with pupils and their families.


disregarded

• To talk and reflect about the transgression,together with the pupil.

• To propose a reparation procedure.

• To inform the head of section or tutor.


• To inform the head of section or tutor immediately,without sanctioning.



7) Role of the FORMATIVE COUNCIL



• To ensure that there is coherence and continuityamong sections, regarding actions that areimplemented to promote values.

• To ensure Craighouse School documents areupdated and in tune with the promotion of values.

• To serve as a think-tank for the promotion ofvalues.gvnb nm

• To create guidelines for pupils’ all-round education.

8) Role of the EDUCATIONAL

COUNCIL in the teaching of values


• To support teachers and tutors of the sectionin the promotion of values, suggesting generalguidelines.

• To support teachers and tutors in situations oflearning and/or conduct difficulties among pupilsof their class.

• To promote strategies to acknowledge pupils,groups of pupils or classes that show a high levelof understanding of and commitment with values.


disregarded

• To create strategies for correcting conducts, whichresult in a significant learning of the value by thepupil and/or class, level, group, etc.

• To support the head and deputy head ofsection in the decision-making process and theestablishment of sanctions and corrections formore serious cases.


• To advise the head of section regarding thechosen sanction.



9) Role of the TEACHERS’ COUNCIL



• To provide a wider view in the process for valueformation.

• To share experiences which have fostered goodrelationships.

• To share strategies for the promotion of personaland social values.

• To assess progress and identify ways of improving.

• To identify pupils and/or groups who embodyvalues, in order to make this known to thecommunity (awards, applauses, etc.).

• To align criteria regarding what is to be expectedor accepted from our pupils in terms of values.


disregarded

• To share experiences of reparation for similarcases.

• To evaluate the effect of reparation proceduresand search for strategies to improve them.

• To identify pupils and/or groups that require furtherguidance regarding values in order to develop apositive environment.


• The board advises the department board for thesanction to be taken.

D) TEACHING OF VALUES:Procedure and consequences ofpupils’ positive and negativeconduct

1) Procedure and positive consequences

of the achievement of expected

conducts in the teaching of values

This type of acknowledgement contributes to the development

of pupils’ self-esteem, the embodiment of a positive moral

fibre and the development of a habit of healthy coexistence.

The following forms of acknowledgement are not exclusive:

1. Verbal acknowledgement to a pupil for his/her effortor achievement.

2. Recognition of a pupil in front of the class.

3. Acknowledgement during assemblies.

4. Positive annotation in an academic managementplatform (such as SchoolTrack).

5. Letter of congratulations to parents and pupils.

6. Interview with parents to inform them about goodbehaviour.


Possible consequences in the teaching of values

or that represents failure to comply with the norms of the

community. Conversation with the pupil and other

people involved in order to analyse the causes and

consequences of the situation.

The following constitute examples of minor misconducts:

a) arriving late to class or leaving the class withoutauthorisation.

b) Wearing incorrect or incomplete uniform, asestablished in the Uniform Policy.

c) lack of personal hygiene. all pupils must be clean,neatly dressed and have their hair combed (boysmust be shaved). The uniform must be clean andneat.

d) Not working in class.

e) Not handing in homework on time and in the formrequested.

f) attending classes without the necessary materials,supplies or sports equipment.

g) Not bringing a formal excuse after being absent.

h) eating and drinking in class.

i) using bad language.

j) Not complying with library or inquiry centredeadlines.

k) using electronic devices of any kind in classwithout authorisation from the teacher.

• Recognition for an outstanding participation in anyactivity in or outside the school.

• Being chosen to represent the school in different events as a way of acknowledging a pupil’s behaviour.

• Being chosen best classmate by his/her peers.

• Award for values, chosen by his/her classmates.

• Award for looking after the environment.

• “School Spirit” end-of-year award.

• Nomination for prefect in Year 12.

2) Procedure for conducts that

show transgression of values

Based on the philosophy behind the School Life Guide, which

favours the development and promotion of values, situations

that constitute the infringement of a value will be studied

carefully considering various different factors, such as a pupil’s

age, his/her background, his/her intention, the degree of

carelessness in his/her behaviour, etc.

In this context and considering the guidelines proposed by the

Ministry of Education, transgressions are divided into three

categories: minor misconduct, serious misconduct and very

serious misconduct, each of which will be described below,

together with the sanctions that can be applied in each case.

2.1) Minor misconduct

it is any attitude or behaviour that alters or tends to alter

the school environment, without involving physical or

psychological damage to other members of the community,

24 | sChool life guide Craighouse sChool

Possible Consequences in the Teaching of Values

Minor misconducts will be sanctioned with one or more of

the following:

• formal warning or reminder, which will berecorded in the school life guide record sheettogether with any agreements about the pupil’sfuture behaviour.

• obligation to repair the damage caused by themisconduct.

• recovery of lost time outside school hours.

• additional tasks.

• formal apologies to whoever was affected by themisconduct.

• record of the event in an academic managementplatform (such as SchoolTrack).

should a pupil commit a second minor misconduct, one or

more of the following sanctions may be applied:

• interview with the tutor. The pupil must attend theinterview together with his/her parents.

• signing of a future conduct agreement by the pupiland his/parents.

sanctions for minor misconducts will be applied by the teacher

who witnessed the misconduct or was informed of it. Before

applying the sanction, the teacher must first listen to the pupil

and record his/her statement in the School Life Guide record

sheet and on SchoolTrack.Suspension from school.

2.2) Serious misconduct

it is any attitude or behaviour that threatens or tends to threaten the physical or psychological integrity of one or more members of the community or the general wellbeing of the community, as well as any dishonest action that harms or tends to harm the school environment, and any behaviour that represents a serious infringement of the norms of the community.

The following constitute examples of serious misconducts:

a. any minor misconduct that is repeated three timesor more.

b. failing to comply with the sanction imposed fora minor misconduct, or with the future behaviourcommitment agreed upon after such misconduct.

c. deceiving or distorting the truth.

d. Mishandling other people’s belongings.

e. attacking other members of the community, eitherphysically or verbally.

f. offending or intimidating other members of thecommunity.

g. Leaving the school with no authorisation.

h. offending or intimidating others throughcyberbullying.

i. forging or falsifying grades.

j. forging, copying, plagiarising or falsifying writtenprojects or homework.

k. Consuming drugs or alcohol on the school premisesor during school activities.


Value development process

serious misconducts will be sanctioned with one or more

of the following:

• Meeting with the form teacher or tutor, accompanied by his/her parents. The event must be recorded in the school life guide record sheet and on an

academic management platform (such as SchoolTrack).

• obligation to repair the damage.

• Mandatory therapy, which must be fully attended. if the pupil fails to do so, the school will immediately cancel his/her registration.

• Community action outside school hours.

• suspension from one or more lessons or exclusion f rom further lessons in the subject where the misconduct occurred. Whichever the case, during t he suspension period the pupil must remain at the inspectors’ office.

• suspension from school for a period no longer t han five days.

• Conditional registration for a period no longer than two years. should a pupil with conditional registration commit a serious misconduct, he/she may be immediately expelled from the school.

• Cancellation of the registration.

• In Year 12, the sanction for the pupil will be not to attendend-of-year ceremonies and/or activities, and/or the Gaduation Ceremony.

sanctions for serious misconducts will be applied by the

corresponding head of section, who must first listen to the

pupil and record his/her statement in the School Life Guide

record sheet and on an academic management platform (such

as SchoolTrack).

The head of section can ask the Educational Council’s opinion

before applying the sanction. In any case, before applying

conditional registration and cancellation of registration, the

head of section must first consult the Teachers Council.

3) Very serious misconduct

it is any attitude or behaviour that seriously threatens or tends

to threaten the physical or psychological integrity of one or

more members of the community or the general wellbeing of

the community, as well as any action or behaviour that seriously

or repeatedly harms or tends to harm the school environment,

and any behaviour that represents a very serious or repeated

infringement of the norms of the community.

The following constitute examples of very serious

misconducts:

• any serious misconduct that is repeated two timesor more.

• failing to comply with the sanction imposed for aserious misconduct, or with whatever action wasagreed upon after such misconduct.

• Taking or seriously damaging other people’sbelongings.

• sexual abuse.

• dealing of forbidden substances.

• serious and repeated harassment or aggressiontowards other members of the community.

serious misconducts will be sanctioned with:

• Cancellation of registration.

• immediate expulsion from the school.

• In Year 12, the sanction includes immediatesuspension, and the pupil will not be allowed toattend end-of-year ceremonies or activities, and/or the Graduation Ceremony.


Agreements for a positive learning environment

These sanctions can only be applied by the headmaster, who

must first listen to the pupil and the Formative Council.

The headmaster can be asked to reconsider a cancellation of

registration or expulsion within five business days after a pupil

has been informed of the sanction.

The headmaster may decide to reconsider the case after

listening to the Formative Council.

information about sanctions will be made known to the people

mentioned in this document, as well as by the pupil and his/

her family, and must be kept confidential in order to avoid

humiliating the pupil, notwithstanding the need to inform the

corresponding authorities when appropriate.

E) Recording and follow-upof the value developmentprocess

In order to do a follow-up of the teaching of values, it is

essential to keep a careful record of the process. Therefore,

both positive and negative conducts and attitudes need to be

recorded. This is done in SchoolTrack – in the weekly academic-

formative report – and in each pupil’s school diary (when

appropriate).

On the one hand, personal values (respect, honesty,

responsibility, and effort) are observed daily in the classroom;

therefore, the role of teachers is relevant both in the formation

and in the recording of these values. Respect for classmates

and adults, honesty regarding personal work, responsibility

and effort in order to achieve significant learning, can all be

observed in the academic curriculum; hence the importance of


the formative role of teachers.

On the other hand, social values are expressed inside and

outside the classroom; in sports, recreational and community

activities. In order to promote and foster these values, the

whole Craighouse School community will have to work

together.

Pupils’ performance in the nine values will be evaluated

within the academic and formative areas. However,

emphasis will be placed on personal values, which will be

evaluated each term by tutors and subject teachers. Thus,

each term teachers will have to record positive and/or

negative aspects of the development of each personal value

for every pupil. The recording of social values is also

important; however, it will depend on each pupil’s conduct.


V. Essential agreements forthe creation of a positivelearning environment

1. Greetings are a sign of respect and good manners.We commit ourselves to greeting people politely andanswering greetings.

2. Not only does punctuality allow activities to be carriedout on time, but it is also a sign of respect. We commitourselves to respecting our own time and that of others.

3. Respectful interaction, both in the real and the virtualworlds, using appropriate language, contributes tothe creation of a positive environment for learningand a healthy relationship among teachers and pupilsand among peers. We will do our best so that ourinteractions show this spirit of respect.

4. Respect for other people’s opinions and thoughts is abasic requirement for enriching a learning environment. We commit ourselves to listening to teachers andclassmates, regardless of whether or not we agree withthem.

5. An impeccable personal appearance is a sign of respect for others, and contributes to the school’s formality.We commit ourselves to wearing our uniform correctlyon every occasion. Wearing the full uniform correctly isa requirement, as stated in the Craighouse SchoolUniform Policy.

6. Leaving every place we use both clean and neat showsrespect for classmates, teachers, cleaning staff andourselves. We will leave our classrooms, lunch area, andplayground in perfect condition for those who will usethem after us.

7. Other people’s belongings can only be used if wehave their permission, and it constitutes one of thebasic premises of honesty. We commit ourselves torespecting other people’s belongings, both materialand intellectual, returning everything we borrow ingood condition and acknowledging the informationsources we use in our schoolwork.

8. In order to achieve significant learning, we needto have all our materials, do our homework everyday, and meet deadlines for papers and projects. Wecommit ourselves to acting with responsibility with ourschoolwork.

9. In order to achieve goals and objectives, we need tomake an effort, constantly and systematically. Wecommit ourselves to taking on challenges and givingour best in order to achieve excellence and to contribute to a positive working environment for our classmates.

10. A good school environment is achieved whenthere is friendship, solidarity, justice, tolerance, andloyalty. We commit ourselves to developing thesevalues, being tolerant, helping each other, notattacking anyone either physically nor verbally, notletting anyone feel isolated or discriminated, andactively contributing to a positive environment.




Documents

CRAIGHOUSE SCHOOL LIFE GUIDE 2013 fotos · promoting a positive school life and the fostering of values. •To create a good learning environment in their section and to ensure that