Our Vision, Mission, Values and Principles.
Over 150 Years of Learning. From Melbourne Grammar School’s origins in 1858, we have been committed to providing an outstanding, holistic education for our students. Whilst the School has always highly valued a strong academic culture, we can never overlook the importance and value of human relationships – between students, their families and their teachers – as an essential underpinning of our learning community. I am pleased to share with you the updated MGS Vision, Mission, Values and Principles statement. This important document articulates the aspirations we hold for our students and staff, the ideals by which we operate, and the thinking that shapes our most important task – educating the next generation of Grammar students - to enable them to fulfil their potential in their lives beyond School. Ora et labora.
Roy Kelley Headmaster
Our aspiration is for our students to be architects of their own lives. We ask them to look beyond the ordinary to achieve the extraordinary, and to make a difference to the world in which they live.
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Melbourne Grammar School aims to develop fully within its students the ‘whole person’: intellectually, physically, emotionally, psychologically, socially and spiritually. In order to provide an effective, challenging and transformative learning environment, the School aspires to enrich the human relationships that exist within it; namely, the relationships between students, staff and the entire community.
We seek to connect to a global learning environment; one which provides a broad range of opportunities for our students and the wider community. Our aspiration is for our students to be architects of their own lives. We ask them to look beyond the ordinary to achieve the extraordinary, and to make a difference to the world in which they live.
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Schools like Melbourne Grammar School need to be prepared to do things differently, while at the same time retaining our focus on excellence and our belief in the holistic development of young people.
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We are committed to creating a holistic learning community. This entails providing a balanced, all-round education within a challenging and nurturing environment for students and staff, whilst maintaining an authentic connection with parents and the broader community.
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A Learning Community
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We aim to provide excellent facilities, technology and resources to produce:
A SCHOOL WHICH IS THE FIRST CHOICE FOR PARENTS AND STUDENTS IN MELBOURNE AND VICTORIA
A HARMONIOUS TRANSITION FROM SCHOOL LIFE TO LIFE BEYOND SCHOOL
A FLEXIBLE, INNOVATIVE AND RESPONSIVE CURRICULUM WHICH WILL DEVELOP BREADTH, BALANCE AND DEPTH IN STUDENT LEARNING
EXPLORATION OF BROAD COMMUNITY PARTNERSHIPS AND ONLINE LINKS TO ENHANCE EDUCATIONAL OPPORTUNITIES BEYOND THE CAMPUS BOUNDARIES
ASSESSMENT FOR LEARNING, AS LEARNING, AND OF LEARNING AS ESSENTIAL FEATURES OF OUR TEACHING PRACTICE
STRONG LINKS WITH THE SCHOOL’S ALUMNI AND BOTH PAST AND CURRENT PARENTS
EVIDENCE-BASED, WELL-RESEARCHED IMPROVEMENTS, FOCUSING ON STUDENT ACHIEVEMENT AND PERSONAL GROWTH
A SCHOOL WHICH IS A HIGHLY SUCCESSFUL EXAMPLE OF AN EFFECTIVE, DIVERSE AND ACCOUNTABLE CENTRE OF LEARNING.
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Students
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We aim to develop students who are:
ACCOMPLISHED IN A BROAD RANGE OF ACADEMIC SKILLS, SELF-MOTIVATED AND WHO VALUE INDEPENDENT, LIFELONG LEARNING
CREATIVE AND REFLECTIVE THINKERS, MULTIDISCIPLINARY PROBLEM SOLVERS, ADEPT WITH TECHNOLOGY
EDUCATED IN THE CHRISTIAN FAITH WITHIN THE ANGLICAN TRADITION, KNOWLEDGEABLE OF WORLD RELIGIONS AND AWARE OF THE SPIRITUAL DIMENSION IN HUMAN EXPERIENCES
EQUIPPED WITH LIFE SKILLS, TEAM ORIENTED AND COMMUNITY MINDED
EMOTIONALLY RESILIENT, ACTIVELY NURTURING MENTAL AND PHYSICAL HEALTH
ARTICULATE, LITERATE AND CONFIDENT INDIVIDUALS
LEADERS, ABLE TO WORK COLLABORATIVELY AND RECOGNISE THE ETHICAL AND MORAL DIMENSIONS OF LEADERSHIP
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HUMBLE, GENEROUS OF SPIRIT; HONEST, EMPATHETIC AND RESPECTFUL
ACTIVE AND INFORMED CITIZENS, ENVIRONMENTALLY RESPONSIBLE
SUPPORTIVE OF THE DIGNITY OF INDIVIDUALS AND EMBRACE CULTURAL DIVERSITY AND SOCIAL JUSTICE.
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Staff
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We recognise that the MGS staff are our most important resource and thus we aim to:
BE A SCHOOL IN WHICH TEACHING AND NON-TEACHING STAFF FLOURISH IN A SUPPORTIVE, TRUSTING, DYNAMIC AND COLLEGIAL ENVIRONMENT
CREATE AN OPTIMAL LEARNING ENVIRONMENT, WITH STAFF WORKING IN COLLABORATION WITH STUDENTS, COLLEAGUES, PARENTS AND THE WIDER COMMUNITY
IDENTIFY OPPORTUNITIES FOR GROWTH AND IMPROVEMENT IN EVERYTHING WE DO
ATTRACT AND RETAIN STAFF OF THE HIGHEST QUALITY FOR WHOM WE WILL PROVIDE RELEVANT INTERNAL AND EXTERNAL PROFESSIONAL DEVELOPMENT OPPORTUNITIES
RECOGNISE AND REWARD EXCELLENCE THROUGH ONGOING PERFORMANCE REVIEWS.
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The biggest challenge of all is to equip our students with the knowledge, skills and attitudes to cope with the demands of an increasingly complicated and rapidly changing world.
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Our values convey the beliefs that positively influence our behaviour and the way we interact with individuals, groups and communities. They represent the deepest beliefs and sentiments to which we can aspire, and they shape our School community.
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LEADERSHIP
LEARNING
SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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Learning We value inquiry and intellectual growth of all students and staff, recognising their different learning needs, encouraging them to be creative, engaged and lifelong learners.
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A child is born into the world curious. Our key role is to nurture that curiosity into a love of learning. Whatever the subject area, we need to fire students’ imagination, challenge their thinking and inspire them to use their skills and knowledge to make a difference. DI R E C TOR OF L E A R N I NG A N D R E SE A RC H
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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Diversity We value the acceptance and fair treatment of all people in our community. Social justice and compassion are highly regarded and actively pursued. We encourage the development of a wide range of curricular and co-curricular opportunities throughout the School to help facilitate individual talents and interests.
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Schools have a rare privilege of bringing together people from all sorts of backgrounds. At the beginning of a new year, I love seeing individuals link into new friendship groups. There is an innate value in learning about from where others have come and to where they are heading. H E A D O F WA D H U R S T
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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Integrity We value strength of character, honesty and courage, guided by a strong moral code of behaviour.
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Children and young people navigate a wide range of external influences, and doing it effectively often requires them to consider their own actions and reactions. One of the most important things we can do is to help equip them to develop a strong moral code. H E A D O F G R I M WA D E H O U S E
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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Excellence We value the process of striving for excellence, recognising both relative and absolute standards of excellence, and the desire to produce one’s best at all times.
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I believe a desire for excellence is part of what it means to be human. To quest and to strive is to be fully realised as a person, for it is in the struggle that we find the deepest parts of ourselves. DEPUTY HEADMASTER
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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Spirituality We value the Christian spiritual journey based in the Anglican tradition, acknowledging World religions and the importance of the human spirit which gives personal meaning to life.
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The Anglican faith is at the heart of our history, but celebrating it is never at the expense of other religious traditions. I am proud that we take such an inclusive and respectful approach. Students come to appreciate the interrelation between spirituality and wellbeing. SENIOR CHAPLAIN
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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Leadership We value leadership and teamwork, underpinned by a strong ethical and moral dimension and put to use in serving our community. The notion of gratitude and ‘giving back’ is an essential feature of our leadership programmes.
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Young people are incredibly capable. Give them the right forum, the right skills, the right opportunity, and they’ll seize the chance to help their community. There’s a percolating energy in the student leadership committees. They serve an important role in developing students’ skills. DIRECTOR OF STUDENTS
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
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A Sense of
Community We value community, both within and outside the School, and the need for all citizens to be positive and productive members of society. When our values are actively engaged, the result is a supportive environment where everyone feels that they belong.
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So much of what is achieved at this School each year is a collaborative effort. In the time I’ve been here, I’ve been proud to observe that sense of ‘oneness’, with students, staff and parents working together to really make things happen. D I R E C T O R O F A D VA N C E M E N T
LEADERSHIP
LEARNING SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE
INTEGRITY
Students leaving our School must have a good set of values that will help them to navigate the complexities of their personal and professional lives, along with the flexibility and resilience necessary to adjust to challenges we cannot yet imagine.
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Melbourne Grammar School believes that education is fundamental to making positive change for individuals, groups, communities and society as a whole. Successful lives are ones which are grounded in high-quality, positive human relationships, steered by knowledge, understanding and a strong sense of moral purpose. 34
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Melbourne Grammar School holds to the following principles as a means by which it strategically plans and reviews its educational operations:
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CREATING A STRONG ACADEMIC CULTURE
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ESTABLISHING A SAFE AND CARING SCHOOL ENVIRONMENT
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PROVIDING DYNAMIC LEARNING EXPERIENCES
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BUILDING A TECHNOLOGYRICH SCHOOL
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PROMOTING A CULTURE OF EXCELLENCE AND CONTINUOUS IMPROVEMENT
PROMOTING HEALTHY LIFESTYLES
CREATING MEANINGFUL GLOBAL CONNECTIONS
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ESTABLISHING OFF-CAMPUS LEARNING
DEVELOPING A NEW LEADERSHIP PARADIGM
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EFFECTIVE, EFFICIENT SUPPORT SERVICES
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Creating a strong academic culture We believe in creating and maintaining a strong academic focus. A broad, liberal curriculum will focus on the core academic skills of literacy and numeracy in all their forms. Critical and creative thinking will be a major emphasis in our teaching and learning programmes which will stress cross-curricular links and the following general capabilities: a. Information and communication technology b. Personal and social competence c. Ethical behaviour and d. Intercultural understanding.
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2 Establishing a safe and caring school environment We are committed to providing a safe environment which builds positive relationships amongst students and staff, based on Christian values. Pastoral care is a very important element at the School, with the House System a core part of the Wadhurst and Senior School programmes. At Grimwade House, the classroom teacher and year-level structures form the basis of pastoral care. Other core elements of this system include the Chaplains, School Counsellors and Learning Support staff, but the School expects all staff will be involved in the pastoral care of its students. A first-rate pastoral care system fosters a sense of belonging, encourages self-confidence and discipline, builds an understanding of personal strengths and weaknesses, recognises and celebrates diversity and builds a social conscience. Melbourne Grammar School is committed to the removal of all forms of bullying and harassment.
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3 Providing dynamic learning experiences Teachers are committed to developing a dynamic and challenging learning experience for all students; one that encourages creative thinking in the classroom and at home. These experiences will include open-ended, inquiry-based approaches in both internal and external learning environments. We value the contributions and uniqueness of each individual in our community and this is reflected in the way in which we embrace individual differences and through the programmes we offer. We provide a varied curriculum, making appropriate adjustments to cater for a wide range of learning needs and styles, within facilities that are specifically suited for varied learning situations.
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4 Building a technology-rich school We expect students to work with teachers and their peers in a flexible setting, whilst taking advantage of the power and flexibility of new technology and pedagogy. Students will enjoy a rich mix of instructional techniques, but will regularly use appropriate technology which promotes and enhances learning. Part of the day will be spent in traditional classroom settings, while other portions will involve projectbased work with small teams of students and time spent pursuing highly individualized learning. Whatever the task, technology will be an ever-present resource. We have a genuine commitment to the provision of high level technological infrastructure which is embedded in our Strategic Plan.
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Promoting a culture of excellence and continuous improvement The notion of excellence as both a relative and absolute goal, as an institution and within groups and individuals, is a core belief of the School. The pursuit of improvement through the establishment of high goals, standards and frequent review is highly valued. We are a community that promotes the continuous learning and development of all students and staff. Attracting, retaining and professionally developing staff of the highest calibre is one of our key goals.
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6 Promoting healthy lifestyles We are committed to a holistic view of education and recognise the importance of the physical, social and emotional development of all. This is deeply embedded in many facets of school life, including physical and mental health. Developing students with a positive, ‘can-do’ attitude within a realistic, resilient, personal approach is encouraged through a range of School activities. High standard sporting opportunities and facilities are provided at the School and personal fitness is emphasized. Specific programmes offered through mandatory Health and Physical Education classes cover all elements of wellbeing. A healthy student and adult lifestyle is inculcated.
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7 Creating meaningful global connections We view global connections as crucial to the education of the school students and staff. The opportunities to engage in analysis and debate on world issues are highly sought. Experiences for students to develop a deeper appreciation of the world, in particular the Asian region, through the curriculum, technology, and international programmes, tours / exchanges / competitions are keenly promoted.
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8 Establishing off-campus learning As a uniquely located city school, we have a wealth of resources available to teachers and students on our doorstep. From Art galleries to Parliament, Melbourne is home to companies, charities and community services in every possible employment sector. All of these entities provide valuable learning opportunities, revealing to students ‘knowledge in action’ and emphasising our belief that one does not have to be in school to learn. Similarly, this contact continues with our mandatory participation in sequential and challenging outdoor education experiences. These emphasise the value of experiential learning, the reinforcement of the beauty of nature, the fragility of the natural environment and the benefits of stillness. These activities also build an understanding of self, interpersonal relationships and teamwork.
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9 Developing a new leadership paradigm The School creates a concept of leadership for staff and students which emphasises that leadership should not only be seen to be in the remit of a few individuals who are formally awarded leadership roles and who are then often perceived to “own� leadership roles. A more shared, adaptive and accessible form of leadership, based upon service to others is developed. Whilst ascribed, formal positions will exist, opportunities for leadership teams to grow will be provided and encouraged. We strongly believe in the need for all leadership to exist within a strong ethical and moral framework. Service leadership is offered in a variety of School activities, including community service through the Values In Action programme.
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10 Effective, efficient support services The School’s core business – teaching and learning – relies upon effective and cost-efficient support services. We strive for a culture of continuous improvement throughout MGS and continually review our educational requirements, whether physical, financial, human resources or communications. Effective management of our physical assets of buildings, grounds and IT is a significant goal, as is ensuring we have the relevant infrastructure for our learning community. Equally, the attraction and retaining of the best staff is critical to the School’s success. An effective enrolment strategy, built upon strong relationships with current families, Old Melburnians and new families to MGS, is highly prioritised. We strive for the School’s long-term financial stability, through the strategic management of existing assets and by developing a strong culture of philanthropy. The generosity of the School community, both past and present, plays a crucial role in the development and success of MGS.
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In blending together these educational principles, Melbourne Grammar School is committed to fully develop the four Rs of education, which are based on:
R EAL WOR LD SK ILLS AND K NOWLEDGE R ELEVANCE OF LEAR NI NG AND U NDERSTANDI NG R ESPONSIVE PROBLEM SOLVI NG AND CR ITICAL THI NK I NG R ELATIONAL FOCUS ON STUDENTS, STAFF AND COMMU NITY.
Melbourne Grammar School 355 St Kilda Road Melbourne VIC 3004 P +61 3 9865 7555 E mgs@mgs.vic.edu.au
mgs.vic.edu.au