BGS Boarding House Handbook 2020
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An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement
FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) . -
Annual Report 2012
Board of Trustees Brisbane Grammar School Annual Report 2012 ISSN 1837-8722 2012 TABLE OF CONTENTS 1. CONSTITUTION, GOALS AND FUNCTIONS ............................................................. 1 2. LOCATION ...................................................................................................................... 4 3. STRUCTURES ................................................................................................................. 5 4. REVIEW OF THE PROGRESS IN ACHIEVING THE BOARD OF TRUSTEES STATUTORY OBLIGATIONS ....................................................................................... 6 5. SUMMARY OF SIGNIFICANT OPERATIONS ............................................................ 6 6. REVIEW OF PROGRESS TOWARDS ACHIEVING GOALS AND DELIVERING OUTCOMES ................................................................................................................... 16 7. PROPOSED FORWARD OPERATIONS ..................................................................... 19 8. FINANCIAL OPERATIONS AND EFFECTIVENESS ................................................ 20 9. SYSTEMS FOR OBTAINING INFORMATION ABOUT FINANCIAL AND OPERATIONAL PERFORMANCE .............................................................................. 21 10. RISK MANAGEMENT .................................................................................................. 22 11. CARERS (RECOGNITION) ACT 2008 ........................................................................ 23 12. PUBLIC SECTOR ETHICS ACT 1994 ........................................................................ -
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M. -
The Next-Gen Boarding School
global boarding – washington, dc global boarding – washington, THE NEXT-GEN BOARDING SCHOOL Washington, DC THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN whittle school SUZHOU • BROOKLYN, NY & studios www.whittleschool.org [email protected] +1 (202) 417-3615 THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN SUZHOU • BROOKLYN, NY www.whittleschool.org [email protected] +1 (202) 417-3615 global boarding 1 SHENZHEN, CHINA WASHINGTON, DC One School. Around the World. BROOKLYN, NY SUZHOU, CHINA 2 whittleschool.org global boarding 3 4 whittleschool.org global boarding 5 The Story of Whittle A Global Collaboration to Transform Education We aim to create an extraordinary and unique school, the first truly modern institution serving children from ages three to 18 and the first global one. We want to change for the better the lives of those students who attend and, beyond our own campuses, contribute to the cause of education on every continent. We measure our merit not through the narrowness of exclusivity but through the breadth of our impact. In the fall of 2019, we opened our first two campuses simultaneously in Washington, DC and Shenzhen, China — and soon after announced our next campuses to open in Brooklyn, New York (later this year) and Suzhou, China (in the fall of 2021). 6 whittleschool.org global boarding 7 Introducing The Next - Generation Boarding School Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: The opportunity to live in a learning community, to A global school with opportunities to form lasting friendships, and to develop confidence and independence when away from home can be life changing. -
Answers to Questions on Notice
% of % of 2008 School 2005-2008 AGSRC School Name Location State Postcode ELECTORATE AGSRC Funding Number SES Score (based on (with FM) Status SES Score) 4 Fahan School Sandy Bay TAS 7005 DENISON 114 33.7% 33.7% SES 5 Geneva Christian College Latrobe TAS 7307 BRADDON 92 61.2% 61.2% SES 10 John Calvin School Launceston TAS 7250 BASS 99 52.5% 52.5% SES 12 Launceston Church Grammar School Mowbray Heights TAS 7248 BASS 100 51.2% 51.2% SES 40 St Mary's College Hobart TAS 7000 DENISON 101 50.0% FM FM 55 Hilliard Christian School West Moonah TAS 7009 DENISON 95 57.5% 57.5% SES 59 The Friends School North Hobart TAS 7000 DENISON 110 38.7% 38.7% SES 60 The Hutchins School Sandy Bay TAS 7005 DENISON 113 35.0% 35.0% SES 63 Carmel Adventist College - Primary Bickley WA 6076 PEARCE 103 47.5% 47.5% SES 65 Bunbury Cathedral Grammar School Gelorup WA 6230 FORREST 102 48.7% 48.7% SES 68 Christ Church Grammar School Claremont WA 6010 CURTIN 124 21.2% 21.2% SES 83 Guildford Grammar School Guildford WA 6055 HASLUCK 107 42.5% 42.5% SES 84 Hale School Wembley Downs WA 6019 CURTIN 117 30.0% 30.0% SES 92 John Calvin Christian College Armadale WA 6112 CANNING 95 57.5% 57.5% SES 105 Mazenod College Lesmurdie WA 6076 HASLUCK 103 47.5% FM FM 106 Mercedes College Perth WA 6000 PERTH 106 43.7% FM FM 108 Methodist Ladies' College Claremont WA 6010 CURTIN 124 21.2% 21.2% SES 109 The Montessori School Kingsley WA 6026 COWAN 104 46.2% 46.2% SES 124 Perth College Mount Lawley WA 6050 PERTH 111 37.5% 37.5% SES 126 Presbyterian Ladies' College Peppermint Grove WA 6011 CURTIN -
Schools, and the Remaining 4,000 Or So Registered at Private Schools
INTRODUCTION Three-types of educational systems are foundwithin the Navajo Reservation:(1). state-supported public schools, (2)Bureau of Indian Affairs Boarding and DaySchools, and (3) private schools. Approximately 50,000 students attend school daily,with sOme^25,-000 enrolled in public schools; 20,850 attendingBureau of Indian Affairs schools, and the remaining 4,000or so registered at private schools. Few special education servicesare available to students. Only fifty-two special class unitsare provided in Bureau of Indian Affairs schools.Public schools offer no organized specialservices while several private schools providesome services to handicapped children.Therefore, it was and is readily apparent thata signifi- cant number of handicapped children receiveno special educational services.Prior to the efforts of the Navajo EducationResource Center, no regional.plan for full services tohandicappedchildrek, p had been developed. To initiate movement in service provisionfor handicapped Indiarchildren, it was necessary to identify thesechildren, define". ( an educational value system, assess all available.,esources as wr-13. as needs, design and implement adequate modelsto deliver the required services, and train personnelto staff the positions. A Regional Resource Service SystemOffice was decided upon as the vehicle whereby some of these needs couldbe resolved. Navajo Education Resource Center Projt:ct No.20F.C-0-9-412905-4521 (608) MOD 4 Grant or Contract No. Final Technical Report, 1973-1974' \Navajo Education Resource Center Many -
Soviet Boarding School: Throw Away and Forget Or Take the Best
Proceedings IFTE-2020, 1241-1252 doi:10.3897/ap.2.e1241 VI International Forum on Teacher Education Soviet Boarding School: Throw away And Forget Or Take the Best Elena А. Kozhemyakina* (а), Nikolay P. Senchenkov (b) (a), (b) Smolensk State University, 214000, Smolensk (Russia), 4 Prchevalskogo street, [email protected] Abstract The actuality of the problem raised in the article is due to the fact that at present social support for orphans is one of the key tasks of the country. The issue of preparing children from boarding schools for life in a rapidly changing society is quite urgent. In the current century, in the course of the pedagogical process in special boarding schools, orphans and children left without parental care develop their personality and prepare them for further independent life. In carrying out this training, the pedagogical teams actively return to the heritage of outstanding teachers of the past. Proceeding from this, the demand for creative, substantial and methodical potential of the soviet upbringing; the analysis of theoretical developments and applied methods of the socialization process of the child are of great importance. The aim of the study is to present in a holistic form, based on the materials of residential institutions for orphans in the late XX - early XXI century in the context of the ideas of Kondratenkov (1921-1992), the practical implementation of the process of preparing orphans and children left without parental care to independent life in society. The leading method in the study of this problem was the historical and pedagogical method, which allowed to identify the key ideas of one of the founders of the boarding school pedagogy Kondratenkov. -
Annual Report 2019
Annual Report 2019 2 2019 Annual Report Brisbane Grammar School Interpretation Requests Brisbane Grammar School is committed to providing accessible services to people from all culturally and linguistically diverse backgrounds. Please provide any feedback, interpreter requests, copyright requests or suggestions to the Deputy Headmaster – Staff at the undernoted address. Report Availability This report is available for viewing by contacting the Deputy Headmaster – Staff. Brisbane Grammar School Tel (07) 3834 5200 Fax (07) 3834 5202 Email [email protected] Website www.brisbanegrammar.com Online www.brisbanegrammar.com/About/Reporting/ ISSN: 1837-8722 © (Board of Trustees of the Brisbane Grammar School), 2020 Brisbane Grammar School 2019 Annual Report 3 LETTER OF COMPLIANCE 4 2019 Annual Report Brisbane Grammar School Table of Contents Letter of Compliance 4 SECTION A GOVERNANCE REPORT 6 About the School 7 Locations 7 Legislative bases 8 Values and ethics 8 Leadership 9 Senior Leadership Team 15 Statutory Requirements 18 Risk management 18 Audit 18 External scrutiny 18 Record keeping 20 SECTION B STRATEGY REPORT 22 From the Chair 23 From the Headmaster 25 Strategic Intent 2018 – 2022 28 2019 In Review 36 Enrolments 36 Academic 39 Student wellbeing 43 Co-Curriculum 46 Staff 49 Advancement and Community Relations 52 Infrastructure 54 Finance 55 SECTION C APPENDICES 57 Open Data 56 Consultancies 58 Overseas travel 58 Financial Statements 59 Glossary 95 Compliance Checklist 99 Brisbane Grammar School 2019 Annual Report 5 Section A Governance Report 6 2019 Annual Report Brisbane Grammar School ABOUT THE SCHOOL Locations Spring Hill Campus Brisbane Grammar School provides education programs on five campuses. The main campus of nearly eight hectares is on Gregory Terrace overlooking the Brisbane CBD and is the site for the delivery of the main academic program across Years 5 to 12, as well as the Indoor Sports Centre and boarding house. -
Players and Administrators
Valley District Cricket Club - Players and Administrators Abercrombie Charles Stuart Born:26 October 1878 in Albury, NSW Bat: Bowl: Died:10 September 1954 in Brisbane Son of David John ABERCROMBIE and Grace Marie CANSDELL. Scools: Brisbane Grammar. He was a bank officer, serving with the Bank of Australasia. 1st Grade Career: (season commencing) 1902 Acton Geoffrey Brockwell Born:26 December 1970 in Bat: Bowl: Died: in 1st Grade Career: (season commencing) 1991, 1993, 1995 Adams Brett James Born:28 November 1958 in Townsville Bat:RHB Bowl: WK Died: in Brother of RG Adams He represented Queensland Primary Schools in 1970/71; and Queensland Schoolboys in each season from 1974/75 to 1976/77, being captain in the latter two series. He also played grade cricket for Sandgate-Redcliffe. Schools: Clontarf State; St Pauls, Bald Hills. 1st Grade Career: (season commencing) 1977, 1981, 1982, 1983 Adams Ross George Born:16 November 1955 in Bat: Bowl: RFM Died: in Brother of BJ Adams. Previously played for Northern Suburbs. 1st Grade Career: (season commencing) 1983 Adamson Charles Young Born:18 April 1875 in Neville’s Cross, Durham, England Bat:RHB Bowl: LSM Died:17 September 1918 in Salonica, Greece Son of Annie LODGE and John ADAMSON. His father and sons CL and JA Adamson all played Minor County cricket for Durham. His brother-in-law to Lewis Vaughan Lodge, who played international football for England He played Minor Country cricket in England for Durham from 1894 to 1914. He was also a rugby player representing Durham and England and touring Australia in 1899. -
Newsletter Week 1 Term 4 Friday 11 October 2019
Newsletter Week 1 Term 4 Friday 11 October 2019 BGS Parent and Son Kokoda Trek | September Holidays In this issue BGSState Newsletter Tennis Tournament| Lead Article Teacher Recognised Duke of Edinburgh Award Headmaster Anthony Micallef Welcome to Term 4 I would like to welcome the BGS community to Term 4. I trust everyone had a satisfying break in preparation for this important term. Throughout the holidays, many students actively prepared for the academic and co-curricular rigours of Term 4. The BGS Track and Field boys prepared for their season with a holiday training camp, while others started pre- season training ahead of Term 1 2020. Students also embarked on their Public Purpose expeditions in Cambodia and Kokoda. Thank you to all staff and students who participated in these activities over the break. Your commitment to the School is appreciated. Working together to achieve a common goal is the essence of being human – it is knowing and feeling that you belong to something special. As we start Term 4, I congratulate the student body for rounding out Term 3 admirably. The boys maintained decorum and behaved respectfully while completing assessments and co-curricular responsibilities to high standards. I also thank the Year 12 cohort for conducting themselves appropriately at the formal. The Class of 2019 was in good spirits and gentlemanly in their manner. I hope the boys have returned from their holiday well rested and ready for a relatively short and constructive term. It is important for every student to see this term as a down payment on further academic success rather than a slide into holidays. -
Evidence Exchange 2016
[email protected] | evidenceforlearning.org.au | @E4Ltweets Evidence Exchange 2016 SPEAKERS Anthony Mackay AM Chief Executive Officer, Centre for Strategic Education (CSE) Anthony Mackay AM is CEO, Centre for Strategic Education (CSE) Melbourne, Inaugural Chair, Australian Institute for Teaching and School Leadership (AITSL), and Inaugural Deputy Chair, Australian Curriculum, Assessment and Reporting Authority (ACARA). Tony is CoChair of the Global Education Leaders Partnership (GELP) and Inaugural Chair of the Innovation Unit Ltd, England. He is Consultant Advisor to OECD/CERI. Tony is a founding member of the Governing Council of the National College for School Leadership in England. Tony is a member of the International Advisory Board for the Centre for International Benchmarking NCEE, Washington DC. Tony is an Honorary Fellow in the Graduate School of Education at the University of Melbourne, a Council Member of Swinburne University of Technology, a Board Director of the Australian Council for Educational Research, the Asia Education Foundation, the Foundation for Young Australians, and Teach for Australia. Cath Apanah Assistant Principal, Montrose Bay High (TAS) Cath is a passionate advocate for public education and is driven to improve both staff and student learning. She is currently the Assistant Principal for Raising the Bar at Montrose Bay High in Hobart, Tasmania where she is responsible for improving literacy outcomes for students. Cath and the Literacy Team have used data to inform a whole school focus on writing through the development and implementation of a Write to Learn program. The program has worked to build the capacity of staff to plan for and deliver targeted teaching strategies. -
Grammar School Magazine
Vol. IX. NOVEMBER, 1907. No. 27- BRISANE GRAMMAR SCHOOL MAGAZINE. lrtakrnr: OUTRIDGE PKINTING CO., LTID. .j9 yIEN STREET'. S907. OUTRIDGE PRINTINO 00. Ltd. Priaters, Bookbiders, Statioersn meet Maebleery. ittee e phi. | l Itee. ulin. PtentBoxes. Foldin c c, and are costantly adin. to thea '11 f3i8 QUEEN ST., BRISBANE. NNMiru hWit FHS|m Plan see ftdll Ad wrtiuments. Morrows Limited, WNII I III~lII "__ .. Confectioners IPee S**., @.emes. a •-**'"---. )Biscuit Baker s, lube.. ParNee. eII. k -: >; +- . -sada" s e. ,..BISBANE. Igamee I. e S111.Y0SB ~s b m~ Agst GeVin a. km v el IAs. hobe ahaed - a Branch Fa~corle: Towvilke and Sydney. -~ A. HERGA, tbronaomcer, Ulatcb, ain Clock fUllaer. Chronographs, Repeaters, Perpetual Calendars a Speciality. Chronometers kept Rated. Importer of btandard Harometers and Electric Clocks. Correct Time daily by electric signals from the Observatory, by permission of the surveyor-General. eIII.Uee IWat m .. .. 11 '- V1eens' sa esMe's Sdve, Webes .. Ut 1/-, 48 II-, 14/-t Ladies' OeM Levere WShes .... 1 1/ M8 II/- WAKEFIELD'S BUILDINGS. EDWARD STREFT. 4 .4 dvertiserments. 'Waton, erguson 6eo. f J rters ofo 6 ceha and Sttrionery, Qoa h.t, " a.-----. \'. F. & Co. toc'k all Ei.1ucational \\,rk used in Private, State and (ramnmar Schools and also all iooks used in connection with the Sydney (University Exain;ations and supply them at special prices to pupils. MURRBL &BBEKER 90 QUEEN STREET NEXT IPAIIN ' MI AN I'ACTUL HEiS Ladis' Ha& Cariers lr Home auld Travel. 89o asnd 40/-. NONE BUT THE B11'f ISADDLRY AiD LARNESS f every deulptlion.