The total development of the complete individual to his full potential is the primary principle underlying the major thrust of this school’s curriculum.

Specifically it should encourage at least:

• The development of the individual’s potentialities, abilities and capacity for self direction.
• The development of an awareness of values to enable the individual to make his/her own critical judgements and evaluations.
• The development of a sense of responsibility and compassion for other individuals in society.
• The development of an awareness of the choice of significant and contributing roles in society available to him as an individual.
• The optimum development of basic skills to enable the individual to obtain a personally satisfying standard of living and consequently maximise personal fulfilment.
• The development of each individual at his/her own rate and direction.
• The development of creativity, imagination, curiosity and desire to grow and learn.
• The development of an understanding of changing social, cultural and economic conditions so that he/she might be better equipped to adapt to such change.

In a changing world, development should encourage action rather than answers, processes rather than goals, understandings rather than fact accumulation, thinking and evaluation rather than acquisition of specific knowledge.

Every program in the school should consciously aim at growth and enjoyment of children. The conscious acceptance of such an aim should lead to the identification of practices (including those related to adult gratifications) which detract from the program of children.

The learning of skills by children as INDIVIDUALS is to be regarded as an ideal and any compromise is to be accepted consciously and reluctantly.

All or most of the school’s learning programs should be prepared by teachers working in groups.

THE RIGHTS OF PUPILS

• Children should have access to curriculum geared to respond effectively to different needs and culture.
• Children should be exposed to teaching programs designed to enable them to cope with social demands.
• Children should have access to structure with accord them dignity and respect as individual persons.

Children should have access to support services able to help them to overcome personal handicaps and social disadvantages which hinder ability to learn.

THE RIGHTS OF TEACHERS

Teachers have the right to be provided with:

• a stimulating environment
• adequate educational equipment, resources and facilities necessary to carry out the task of education children

Teachers have the right to develop professionally by:

• sharing ideas
• assisting the administration of the school by executing tasks delegated to them
• developing, monitoring and evaluating school based and curriculum innovations
• participating in inservice activities
• becoming involved in community activities and organisations

Implicit in the ‘Rights’ stated above are the teachers’ professional responsibilities to make proper use of them.

Teachers also have the right to expect close interest in the child’s progress by the parent and cooperation in efforts to assist the child to solve personal problems or to pass through difficult stages of development.

THE RIGHTS OF PARENTS

Parents have the right to be clearly informed about:

• the major purpose of the teaching program offered
• other objectives in order of priorities
• specific means used to teach particular skills
• methods of assessing student progress
• likely outcomes in terms of life change

 

Parents should be consulted about:

• the values – both implicit and explicitly – underlying the curriculum
• the nature of intended outcomes
• methods of teaching envisaged

Parents should have access to:

• classroom and other formal situations in which their children are taught
• communications from the school to advise time of school procedures and expectations and to attempt to reduce any fears of parents or child

This policy may be varied by the Principal should the need arise.