For all of us, the journey is as important as the destination. We know that the school environment plays a significant role in the social and emotional competence and well-being of children. Pastoral care, reflecting God’s word as well as current educational and psychological best practice, is a vital and integral part of our offering. Our goal for pastoral care is to provide the support and encouragement that enables students to recognise and use their abilities with compassion, character and confidence in their community.
Our school chaplain reflects the love of Christ, with a focus on guiding, supporting, reconciling, nurturing, liberating, and empowering students.
Northshore Christian Grammar School actively promotes and develops a strong house system. House systems are much more than an organisational tool to group children for competitions such as athletics carnivals. Other benefits include:
Care: Regular planned opportunities for students to interact in ‘vertical age arrangement’ encourages older students to know and care for younger students. Consequently, younger students feel greater confidence in the broader school community.
Belonging: Students have a desire to belong. The house structure gives another layer of identity, to bring students closer.
Motivation: When students have a purpose and are affiliated, they are more likely to be motivated to achieve.
Leadership: Extra opportunities are created for student leaders to rise up, develop skills and an awareness of their responsibilities.
You Can Do It!
Our school is one of more than 5000 schools worldwide participating in the educational program 'You Can Do It!', from Kindy age onwards.
The core purpose of the emotional intelligence program is the development of young people’s social and emotional capabilities, including the five foundations: confidence (academic, social), persistence, organisation, getting along, and emotional resilience.
In all of our interactions, we treat people in the same way that we believe God is treating us. As teachers, students, leaders, parents and community members, we relate to each other with courtesy and utmost respect.
Our positive and proactive approach to behaviour support aims to prevent and reduce antisocial and challenging behaviours by explicitly teaching pro-social skills; providing positive consequences for positive social behaviour and minimising the use of negative strategies such as punishment.
In this approach to behaviour support, the term 'restorative' is used to stress that when a student misbehaves, restoring relationships, repairing harm and learning perspective-taking and responsibility is more important and effective than simply delivering punishment for their misbehaviour.
Reflection and internalisation are vital components in helping the learner realise why they should behave one way rather than another.
Ultimately we aim to change behaviour in a positive direction.