informationfor parents and students

J o h n M c G l a s h a n C o l l e g e

2 Pilkington Street, Maori Hill, Dunedin, New Zealand

Telephone 0-3-467 6620, Fax 0-3-467 6622

www.mcglashan.school.nz

Email: admin@mcglashan.school.nz

table of contents

Introduction 4

Aims, Values, Beliefs and Expectations 6

Special Needs, Student Support and Pastoral Care 8

Parents & Friends 13

Boarding 11

Careers 12

Communication 13

Complaints 14

Health & Safety 15

Parents & Friends 16

School Terms 17

Staff List 19

Fees 20

Curriculum 23

Assessment 27

Co-Curricular Opportunities 29

Uniform 32

Rules and Expectations 34

Rights 39

Information & Communications Technology 41

Priority Goals & Strategic Plan 42

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This iBook contains notes and information for parents and students at John McGlashan College. It sets out expectations and tells about “the way we do things around here”. I hope you find it interesting and helpful.

Please telephone the school or email me at

ngarry@mcglashan.school.nz if you require any further information.

Neil GarryPrincipal

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introduction2

John McGlashan College is an integrated, Year 7-13, secondary school for boys. The roll comprises approximately 400 dayboys from Dunedin city and its surrounds and 120 board-ers, most of whom come from rural Otago and Southland. In addition, up to 30 interna-tional students are enrolled each year.

The College was first established as a private school under the auspices of the Presbyte-rian Church. It is named after Dunedin’s first lawyer and Otago’s first provincial solicitor. John McGlashan was an important administrator who contributed to the Scottish settle-ment of the city. In 1902, two of his daughters bequeathed their home for the purpose of establishing a boys’ school. It opened in 1919.

In 1989 the College integrated into the state system. In short, this means that the school is privately owned and publicly funded. The Government now provides operational funding

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and teachers’ salaries and a Board of Trustees governs the school. All the land and build-ings and the boarding house operation remain the property of the Board of

Proprietors. Parents are required to pay Attendance Dues - over and above the normal costs associated with a state secondary education in New Zealand.An important part of the Integration Agreement requires the school to define and uphold its Special Character. Amongst other things, this refers to a college-wide commitment to Christian values and tra-ditions. It also recognises our rural-urban background and the important place that board-ers have in the life of the school. The boarding house itself, though an integral part of the school, is the direct responsibility of the Proprietors and not the Trustees.

The College has a maximum roll, under the Integration Agreement, which it cannot exceed and, inevitably, some of those who apply for a place each year cannot be accepted. The enrolment scheme gives preference to boys who have (1) an established family associa-tion with the school or (2) a strong affiliation with its special character or (3) are likely to make a significant contribution to the school during their time here. When the number of preference applicants exceeds the number of places available, a ballot is used to make the final determination.

The Board of Proprietors, which owns the buildings, the land and the boarding house op-eration is a trust board made up of parents, old boys and friends of the school. They have responsibility for maintaining and developing the land and buildings and upholding and protecting the special character, traditional values and ethos of the school.

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aims, values, beliefs, and expectations

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John McGlashan wrote that he favoured a “sound and liberal education” and today we continue to hold to this broad ideal. The College is committed to a comprehensive philoso-phy of education and seeks to enable and assist every boy to develop his potential to the fullest.

We aim for intellectual excellence. By means of a well structured curriculum and through effective teaching and learning programmes we strive to instil the capacity for rigorous analysis, disciplined reflection and clear expression.

We also aim to provide an environment in which students become aesthetically aware, and where they will have the opportunity, through experiences in the arts and elsewhere, to ex-press themselves creatively.

The College holds to the ideal of “a healthy mind in a healthy body”. We do not expect all boys to be top sportsmen, but we do want them to be physically fit and to experience the cooperation, satisfaction and enjoyment of organised sport.

We affirm standards that are fundamental to our Christian heritage: honesty, simplicity, re-spect and concern for others; and we try to uphold these standards within the College community.

Above all, we want our students to become well-educated men of character. We want them to learn to have the courage to stand, alone if necessary, for what they believe is right and to use their education and influence for the good of others. Our fervent hope is that boys will leave here as men of integrity and conviction.

In line with the N.Z. Curriculum we value and acknowledge the importance of:

• excellence, particularly when arising from hard work and perseverance

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• innovation and curiosity

• diversity – of cultures, ideas and languages

• equity, fairness and social justice

• ecological sustainability

We believe that every boy should be treated with respect and that we should teach and abide by Christian principles. The College will be a safe place, at all times, for all who live and learn in it - a place where boys can work hard and play hard and enjoy each other’s company.

We expect every student to achieve at a level that extends and challenges him. We ex-pect every student to leave this school well prepared for tertiary study or work. We expect him to have high standards, to respect those in authority and to abide by the rules, includ-ing the following:

• Honesty is expected in all dealings

• Members and guests of this community are to be treated with respect and courtesy at all times.

• Boys are expected to make the best use of their talents in all school activities.

• Private and public property is to be treated with care and respect for the rights of others.

• School appointments are firm obligations.

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special needs, student support and pastoral care

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Special needs

We expect boys to extend and challenge themselves and to reach out to their full poten-tial.

To cater best for their needs, we assess them at regular intervals and implement pro-grammes of work that will assist them to regain lost ground. Sometimes this is by way of remedial programmes. In other cases, teachers may set up groups within classes or de-velop I.E.P’s (individual education programmes) for boys who are likely to benefit from this. We set aside staffing and resources each year to ensure that help is available to boys who require special assistance.

Equally important are the needs of boys who have special abilities, skills and strengths. These gifted and talented students deserve opportunities to be extended and challenged. Enrichment programmes cater for them at different levels. Accelerant form classes are well established in Year 10 and entry to it goes on exam results from Year 9.

Each year, a number Year 10 boys benefit from entering various competitions. Some may take Cambridge IGSC exams in one or more subjects. Sometimes too there is opportunity for boys to take another subject, over and above their full course at school, through the Correspondence School or from elsewhere.

To allow for ‘multi-level studies’, the time-table is organised so that, in the same year, boys in senior classes may study different subjects at different levels.

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Student Welfare

Providing a “sound and liberal education” implies a responsibility to contribute to the devel-opment of the whole person.

At this college, we take a keen interest in each boy as an individual. At staff meetings, brief-ing sessions, form-level and department meetings, and in other forums, teachers regularly identify boys, who may require help or give cause for concern, and develop strategies to assist them.

The school has a strong pastoral care network. Much rests on the form teacher who has primary responsibility for boys in his or her form class. Systems, plans and form level meet-ings are organised and co-ordinated by deans. They, in turn, co-ordinate and liaise with the learning support team, the guidance counsellor and those who have responsibility for tone and behaviour.

Teachers have a degree of responsibility for the welfare of boys in their care. They will do their best to advise, counsel and, where necessary, reprimand - reasonably and effectively.

At the same time, we are aware that nothing short of the highest professional standards is acceptable. Parents should contact the form teacher or the Principal if they are unhappy or have any concerns about the way any particular issue at school has been, or is being, dealt with. A partnership between parents and teachers is important and it is strengthened if communication between home and school is frank, open and frequent.

Form classes

Each boy is a member of a form class that meets at least twice a week and at other times by arrangement. The form teacher who has responsibility for the pastoral care of the boys in his/her class should, usually, be the first point of contact for parents who want to meet with their son’s teachers or who may have issues to discuss or concerns to raise.

Student support team

The student support team, made up of the deans, the guidance counsellor, special needs teachers and others, meets weekly. They regularly review boys’ progress and plan strate-gies to deal with issues that are raised or referred to them. Amongst other things, they strive to identify those who may be in need of support, counselling or other forms of assis-tance.

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Subject teachers, often co-ordinated by form teachers, may work together to develop strategies and systems which will enable them to be more effective in the classroom. Jun-ior and senior deans co-ordinate the form teacher and pastoral care networks. The guid-ance counsellor plays an important role in assisting with pastoral care and is available to talk with boys or their parents about issues, from the comparatively minor to major crises. Please don’t hesitate to use our guidance counsellor’s skills, services and experience if you think this may be helpful.

Peer Support

Peer Support is a Rotary sponsored programme. Senior boys work with boys in junior classes, develop their own leadership skills, take sessions and assist teachers in running programmes which are challenging and fun.

Bullying

There are many ways of bullying and intimidating people and we take a strong stand against this and all other forms of harassment. Boys can be bullied with words, by being called names, by being hit or pushed around, by having their property damaged or re-moved, or by “cyber-bullying”.

It is always unacceptable and boys who bully others will be dealt with. In all but minor cases, parents will be informed. If you think that your boy may be being bullied or har-assed, or if he knows of it happening to someone else, please contact a member of staff - or make sure that he does.

The boys know that they can anonymously inform prefects and teachers about incidents of bullying. We will always act on information received in this way.

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boarding5

Boarding has a long tradition at McGlashan and boarders, who make up about one quar-ter of the total roll, have a special place here.

At present there are around 60 in Junior Hall and 60 in Senior Hall. The Director of Boarding, his assistant and housemasters supervise and care for our boarders during the term. Others employed in the boarding house in-clude kitchen and cleaning staff, matron, and mainte-nance and grounds staff.

There is a close working rela-tionship between the school and the boarding house and the boys have access to school facilities and equip-ment outside normal school hours. In addition, teachers communicate frequently with the Director of Boarding and other staff about boys’ progress, achievements and problems.

“Day-boy” parents are encouraged to invite boarders to their homes. It improves relation-ships between town and country students and this can be helpful when boys are new to the school and to Dunedin.

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careers6

Career education is an integral part of secondary education. At each year level, and in each subject, there should be a focus on life after school, career options and employment opportunities.

From Year 10, boys are encouraged to explore options and possibilities through work expe-rience, the use of school resources, transition programmes, visiting speakers and career based counselling.

A student’s course of subjects in the senior school should align with career aspirations but at the same time, he should be careful to keep his options open. Boys are unlikely to go wrong if they choose subjects they like and are good at. We have a comprehensive com-puter based resource that provides useful information on subject choices and career op-tions.

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communication7

Communication between home and school should be frank and open. We encourage par-ents to contact teachers or the Principal or a member of the Board if they have concerns about

(1) their sons’ progress or

(2) events at school or

(3) school policy or any other matters of concern.

Parents should get to know their boys’ form-teachers and keep them informed about any issues that could impact on learning. We have an ‘open-door policy’ and we welcome par-ents and visitors to the school at any time.

A newsletter is posted on-line every 3 or 4 weeks. It contains information about recent and coming events and activities, student achievements, board meetings and other items of interest.

School reports and other official communications will normally be posted directly to par-ents. From time to time, more detailed newsletters on specific topics are posted out also.

In addition to this posted information, we regularly update our website, www.mcglashan.school.nz, with news and other items of interest.

Day to day matters such as absence notes, requests and explanations are best handled by your son’s form teacher. He or she also has responsibility for his pastoral care and gen-eral progress. The form teacher is a good first point of contact if you have any concerns about your son’s progress and we encourage you to maintain close links with him or her.

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complaints8

Any serious complaint should be directed to the teacher concerned in the first instance, or to the Principal who will endeavour to respond and resolve matters promptly.

If the issue is not satisfactorily dealt with or resolved at that point, the complainant should then refer his/her complaint to the Chairperson of the Board of Trustees - preferably in writ-ing.

We undertake to deal with complaints immediately, to refer them to the person concerned, to ensure that there is opportunity to respond and explain and to inform the person mak-ing the complaint about any decisions that have been taken.

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health & safety9

Occupational Safety and Health legislation requires us to ensure the College maintains a safe environment. All accidents, whether in the playground or classroom, should be re-ported to the teacher in charge at the time and should be treated in the first instance at the school sick bay.

If there is an emergency, the staff member dealing with it will contact parents and take whatever action is necessary - including taking the boy to the Accident and Emergency clinic. Please ensure that we have a contact telephone number during the day and the tele-phone number of someone else - e.g. neighbour or a grandparent whom we might contact in an emergency. If you become aware of any hazards around the school, which have not been identified appropriately, please let us know.

Serious accidents will be reported on, in full and in writing, within twenty-four hours. Par-ents will receive full details of any serious accident affecting their sons.

Students’ emotional well-being is equally important and boys at McGlashan should feel safe and secure at all times. Boys, or their parents, should tell form teachers or someone from the senior management team if they do not.

From time to time, also, teachers may refer boys to the counsellor if they feel that this would be appropriate

If your son is on long-term medication, which he needs to take at school, please give us the details, tell us about any warning signs that we need to be aware of and how we can assist if necessary.

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parents & friends association10

The Parents and Friends Association meets monthly throughout the year. It is an opportunity for interested parents to involve themselves in fundraising activities, to meet with other parents, to support school pro-jects, to discuss school issues, to contribute to policy making and to act as a forum for the ex-change of ideas about the school.

From time to time, the association arranges for visiting speakers, or staff members, to speak on topical issues in edu-

cation. At the beginning of the year it arranges a “Meet the Teachers” night. The fete, held in the fourth term is a major initiative which the Parents & Friends Association organises and runs for the benefit of all students.

Money raised in this way is put towards whole school projects and initiatives. There is a voluntary fee charged to parents’ accounts every term which is used to supplement the As-sociation’s funds.

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school terms - dates, calendars, times

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The year’s terms and dates are set by the Ministry of Education and Boards may vary them only slightly. The dates for John McGlashan College are:

2014 TERM DATES

Term 1 February 1st - April 15th

Term 2 May 2nd - July 8th

Term 3 July 25th - Sept 23rd

Term 4 October 10 - Dec 14th

The Board may make minor modifications to this - to take into account the Sunday Serv-ices, for example, or to allow for a long weekend at the conclusion of winter sport.

Schools are required to ensure that each year the total number of days for which the school has been open for instruction comes to no less than 190.

Each term, a calendar with details of coming events will be sent home - usually with the first newsletter. Please contact the school office if there are any events or activities which you would like to have included on this.

Leave

Parents who wish to take their sons out of class for extended holidays or for family trips, for example, should request leave for this well in advance.

Boys will be expected to make a reasonable effort to catch up on any work that is missed.

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Length of the school day

The school day is broken into six teaching periods of 50 minutes.

Absence notes are received and daily notices delivered at form times every day.

In Term 1 this year, school will finish at 3.20 pm. Time after school may be used for tutor-ing sessions or for ‘re-submissions’ and ‘re-testing’ for students being assessed under sys-tems which allow for this.

Other activities and meetings can be arranged for the time made available from 3.20pm. However, re-assessments and tests have absolute priority for students who are involved with them.

Punctuality

Boys are expected to arrive at class properly dressed, with the right equipment and on time. In fact, we have a saying here “…if you’re on time, you’re 5 minutes late.”

Bell Times

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teaching staff 12

Please refer to the school website for the current list of staff, their roles, and contact information.

https://www.mcglashan.school.nz/our-people/

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fees13

Attendance Dues - All Pupils  $357.50 per term (exc. GST)

Special Character Donation - All Pupils   $60.00 per term

Activity Fee Donation - All Pupils  $50.00 per term

Proprietors' Levy Donation - All Pupils  $75.00 per term

Parents and Friends Association - All Pupils  $10.00 per term

2015 Boarding Fee All Boarders - $3,287.72 per term (incl. GST)

 

Fees are due and payable within one month of billing, at the beginning of each term.

Parents are required to give a term's notice in writing of the withdrawal of a pupil from the College, or to pay a term's attendance dues (and Boarding Fee if applicable) in lieu thereof.  This also applies for any special classes for which extra fees are charged.

 

Entrance Fee

No entrance fee is payable.

Fee concessions

A rebate of 10% for second and subsequent brothers is deducted from boarding fees. There is no rebate for other fees.

Lunches

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Day boys may sign up at the beginning of each term to have lunch in the Boarding House. Boys must sign up for a term at a time and the cost is $28.75 (including GST) per week.

Disbursement deposit

The College operates a disbursement deposit account for pupils to cover items of inciden-tal expenditure during the term. This is charged at the entry of each new pupil to the Col-lege and refunded when the pupil leaves the College. Initial Deposits for new entrants are currently: Boarders $400.00   Day Boys  $200.00

Extras

The College offers tuition in music, woodwork, technical drawing, art, cooking and other curricular activities and clubs.  In most instances pupils will be charged for the cost of ma-terials. School camps are partly subsidized from Activity Fees. A charge for sports to cover equipment, affiliation fees and travel is charged to each pupil on a user pays basis.

Attendance dues

The Attendance dues fee is charged each term and in terms of the Integration Agreement completed in 1989, is used to cover such items as mortgage repayments and interest, rates, insurance and school building development required to maintain the College at state code funding levels.

Special Character Donation

The Special Character Donation is charged each term to assist with meeting the costs of the provision of Chaplaincy Services, resourcing arts and cultural opportunities, sports co-ordination and management and the ongoing development of outstanding facilities such as the Edgar Learning Centre and Davies Sports Centre.

Activity fee donation

The activity fee donation is charged at the rate of $50 per term. This is charged to cover the costs of items not covered by our funding. This donation is paid to the Board of Trus-tees.

Proprietor's levy donation

This optional levy will be charged each term.  This levy was established to provide a fund for future capital development and maintenance of assets which are not otherwise subsi-dized by the Ministry of Education. The fund will provide for the maintenance of the Chapel; and other non-integrated buildings, together with supporting items and activities

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which comprise the 'special character' of John McGlashan College.  Some funds have been used to fund part of the replacement of the main College building, student centre de-velopment and donations to assist the Board of Trustees in their operations. This donation is paid to the Board of Proprietors.

Parents and friends association donation

This optional donation is charged each term and forwarded to the Parents and Friends As-sociation. This is augmented by proceeds from the annual fete, and in turn returned to the College for current projects.

Optional Levies and Donations are not liable for GST. Parents may include these payments in a claim for tax credits from the Inland Revenue Department. A receipt is issued for dona-tions paid on an annual basis in April for the previous tax year (April – March).

Incidental Expenses

Sports Activities:

Some sports codes have affiliation fees for players - other codes may have their particular costs. These extra costs will be charged to parents and may include an administration charge.

Other Payments- including costs for certain materials, visiting groups, projects, trips, camps etc will be charged to parents and this may sometimes include an administration charge.

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curriculum14

Homework

Homework is set on a regular basis. This has several objectives - to support what has been learned at school, to develop research skills, to encourage independent work habits and time management and to practise and revise work studied in class.

It also provides opportunities for parents to share and assist in their boys' learning. The fol-lowing times are guidelines for the minimum that might be expected on an average day.

Year 7 & 8 45 minutes per night

Year 9 & 10 60 minutes per night

Year 11 & 12 90 minutes per night

Year 13 120 minutes per night

On occasion there will be a requirement to do more than these times indicate; at other times less, but there is always revision and preparation and reading that can be done to meet these guidelines. Sometimes, simply reading a novel can be a very worthwhile study activity.

Homework notebooks are issued at the beginning of the year. Students use them as dia-ries and they can also be used as a means of communication between parents and teach-ers - there is space in them for notes and comments. All senior students should, from the beginning of the year, have a clear and precise time-table of work to cover and targets to meet. Homework notebooks are a useful tool for organising and setting out this informa-tion.

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Course options

In Years 7-10, the learning areas, set out in the New Zealand Curriculum Framework, are covered within the core subjects - English, Mathematics, Science, Social Studies, Physical Education, Art, Religious Studies, Music, Technology, Languages and Health.

At Years 9 & 10, boys opt for either French or German which they then take all year. Other important areas, such as drama, music, art, computing, graphics and business studies are delivered in modules each term.

At the end of Year 10, they make decisions about the subjects they will take in their “NCEA year”. science, mathematics and English are compulsory. Boys choose 3 others from the following: history, art, geography, agriculture, economics, design technology, physical edu-cation, accounting, French, German, graphics and music. Subjects are added to or de-leted from this list from time to time.

Boys may take other subjects through the Correspondence School, after consultation with the timetable coordinator.

In term 3, each year, booklets are published which set out the subjects available in the fol-lowing year and the pre-requisites for each. Through their choices, boys determine the op-tion lines - that is, which subjects will be taught at the same time. We attempt to provide a coherent structure which meets the requirements of as many boys as possible.

English is compulsory in Year 12. Other subjects at this level include: art, physics, comput-ing, maths, agriculture, classics, chemistry, biology, history, geography, German, account-ing, economics, French, German, music, design technology, graphics, drama, physical education. Other subjects will be offered if there is sufficient demand.

Most students in Year 12 & 13 will have periods of SMS (supervised, mentored study). This may be used in a variety of ways - for study, of course, but it also time to go on-line, to read, to practise examples, to seek out extra help, to complete assignments, to follow up material and catch up on work missed. Boys also use this time to take an extra subject or to follow some programme of personal development - after consultation with the senior dean.

International Baccalaureate Diploma

The International Baccalaureate (IB) Diploma is a prestigious, internationally recognised university entrance qualification. It is studied over two years and incorporates the best fea-tures of many systems from around the world.

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The IB organisation developed originally in the 1960’s to offer a ‘portable’ qualification to the sons and daughters of diplomats and other ex-patriots studying in International Schools. Its headquarters are in Switzerland and now almost 2,000 schools in over 120 countries offer the Diploma course to some 90,000 students around the world each year.

The programme requires students to study a broad range of subjects and it emphasises the importance of a global perspective. It avoids undue specialisation and allows students to develop the wide range of skills necessary to solve problems in a variety of contexts.

The third school to be authorised in New Zealand, McGlashan offers this extra challenge to Year 12 boys. In 2013, about 38 senior students will take up the IB course.

Candidates take one subject from each of six main subject groups. Three subjects are taken at higher level (HL); three at standard (or subsidiary) level (SL). This allows students to explore some subjects in depth, but also acknowledges the importance of a broad edu-cation and knowledge of other subjects.

CAS (for Creativity, Action and Service) is a further, fundamental aspect of the Diploma. Students are expected to take part in at least three different types of extra-curricular activi-ties for around three hours a week for two years. Service (to the school or the wider com-munity) has a high priority. The “action” and “creativity” aspects of CAS encourage stu-dents to become involved in physical activity of some kind and to develop their cultural in-terests.

For the extended essay, candidates undertake original research and submit a paper of up to 4000 words. The project is an opportunity to investigate a topic of special interest and it introduces students to the kind of independent research and writing they can expect at uni-versity.

Diploma candidates must study a second, or foreign language. The idea of this should not put off New Zealand students who may not have studied a language at Year 11, or at all, because students who have no experience in learning another language, may take one at a “basic” or ab initio level. This means that they study the language from the beginning in Year 12 and are not expected to reach the same level as students who may have been learning it in previous years.

S.T.A.R.

The Secondary Tertiary Alignment Resource is Ministry of Education funding which en-ables us to provide a number of tertiary level, vocational and recreational courses to senior boys. We do this mainly by contracting outside providers to deliver courses. Boys in Year

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12 (and, in some cases, Year 13) study a range of subjects and most generate credits on the Qualifications Framework. Able 7th formers may be given permission to take University or Polytechnic courses in conjunction with their school-based programme. This too is funded through the STAR programme.

International Student Programme

The College runs an excellent, well-resourced International Student Programme offering boys a highly regarded secondary school education in the English language. Specialist tui-tion is given for learners of English. Each year we have around 30 students who attend the College from many different countries. They come for a range of reasons - to improve their language skills, to learn about another culture or to acquire qualifications that will allow them to attend a university, either in New Zealand elsewhere. Our international students live either with their parents, in homestay accommodation or in the boarding house.

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assessment15

Statement of policy

A) All senior school assessment policy and practice complies with NZQA requirements and MOE guidelines.

B) Fair systems ensure that there is internal moderation for all national qualifications.

C) There are opportunities for re-assessment of elements of unit standards and achieve-ment standards where performance criteria have not been met.

D) Teachers use a range of assessment methods. These may have formative, summative or diagnostic emphases.

E) Procedures are in place to deal with appeals against assessments and grades. As-sessment information is freely available to all students and is written in language that is easily understood.

F) Heads of department develop assessment guidelines specific to their particular sub-ject areas. Subject teachers follow these and ensure that all tests, assignments and tasks meet the policy criteria outlined above.

Reporting and Assessment

Each year, parents will receive regular reports on progress and academic achievement. The first report is a summary of progress made over the first few weeks of the year. It will identify any concerns that staff may have. At the end of Term 1, parents of junior students will have the opportunity to attend report evenings - where they can discuss their son’s progress with individual subject teachers. A similar evening for parents of senior students will occur in Term 2. Of course this does not preclude parents from contacting teachers at any time to discuss issues affecting boys’ progress.

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In terms 2 & 4, teachers will write detailed subject reports. For senior students, these re-ports signal anticipated levels of success at the end of the year. Reports should give par-ents and students accurate and fair summaries of progress and achievement to date. At any time throughout the year, parents may ask for a written report from teachers on their boy’s attitude and progress. Form teachers will arrange for subject teachers to compile these informal, written reports as soon as possible after they are requested.

Reports Schedule 2013

Indicative Reports will be posted in late March. These are not full reports but rather an op-portunity for teachers to point out areas of concern and/or comment on the start that has been made. There will be grades for progress and effort and a brief comment for each sub-ject.

Parent Interviews are held in April, usually in the last week of term.

Mid-year Reports for boys in Years 7-13 will be posted at the end of Term 2. These are aca-demic reports for all subjects taken. There are normally grades for progress, effort, various subject specific criteria, and a written comment. Form teachers will also provide additional comments on overall progress, attitude, and involvement in extra-curricular activities.

End of year Reports are posted in Term 4. Those sitting NZQA qualifications will receive re-sults in late January.

Exact posting dates will be included in the school newsletters during the year.

Parents should feel free to contact their boy’s teachers at any time during the year and may ask form teachers to collate a “snapshot” report from subject teachers at any time.

Testimonials

Boys are entitled to a testimonial when they leave the school from Years 12 and 13. This will be prepared in consultation with subject and form teachers. It is an important docu-ment because it summarises strengths and achievements, provides a record of learning and makes comment on character and attitude.

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co-curricular opportunities16

Boys at McGlashan should take up as many opportunities as possible to become involved in school life outside the classroom.

Sport

There is a wide range of sports available, including rugby, soccer, cricket, tennis, hockey, softball, volleyball, basketball, trapshooting, yachting, skiing, badminton, golf and more. Many teachers and parents give up their own time to ensure that boys have the opportu-nity to learn about and take part in these sports. We aim to ensure that boys experience the success and satisfaction that comes from playing in well-organised, well- managed and well-coached teams. See also Page 19, “Sports Activities”.

Drama

We present a major school production every second year and, although it can be demand-ing and time consuming, boys usually gain considerably from such experiences. Students have the opportunity to audition in productions lead by St Hilda’s and Columba in the alter-nate years we do not put on a show. A school Theatresports (Improvisation) group runs weekly throughout the year hosted by senior students and boys are also invited to attend a Dunedin school wide Improv session every Friday at King Edward Court from Term 2.

Music

Many boys take up or follow musical interests while at school. Some tutoring is available at school and can be arranged through the head of music, Mr James. We try to ensure that boys have opportunities to follow their interests and tastes. Established groups in-clude the rock, pipe and jazz bands and an opportunity to play in a shared school orchestra.

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Duke of Edinburgh Award Scheme

McGlashan also has a strong presence in the Duke of Edinburgh scheme. It allows boys to take part in a programme of community service, adventure and personal development. It is always challenging and rewarding; boys grow significantly in self-respect and they develop a sense of achievement as they move through the bronze, silver and gold awards.

There are also a number of other activities on offer - ranging from photography to debating to extension music classes, to mathematics and computer clubs. We welcome any new ini-tiatives in the co-curricular field and are particularly pleased and keen to have parents in-volved in providing opportunities that will benefit our students.

Awards

Boys who achieve at the highest level in sports and co-curricular activities may win school-wide recognition through (1) representative honours and (2) school “blues”. A blues committee ensures that winners are outstanding performers in their field and that they meet exacting criteria. Blues winners have the right to wear red braid on their blazer, and a different ‘blues’ tie. For those who wish to take up an “extreme” challenge, the Blues Com-mittee will consider and may approve projects which require exceptional commitment and determination. This is known as the “McGlashan Challenge”.

Inter-schools

Each year we take part in mid-week inter-school exchanges with St Andrews College, Southland Boys High School (Yr 7 and 8) and Waihi (Yr 7 and 8) and, often, visiting Austra-lian schools.

Trips

From time to time, McGlashan boys have the opportunity to travel on sports and band trips within New Zealand or overseas. Fundraising for these activities is never easy and of-ten involves the entire school community, but the benefits are substantial. Of course many boys gain immensely from such an experience.

Ichikawa

Each year, 20 boys from Ichikawa High School in Chiba, Tokyo, visit for two weeks in late March. They are homestayed with McGlashan families and attend school every morning for English classes. In the afternoons they visit local attractions and enjoy a wide range of Dunedin experiences. It is a good fundraiser for the school and many long-term friend-ships have been firmly established.

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School-wide Activities

Each year the school holds three school-wide sports events - cross-country, swimming and athletic sports. Every boy is expected to participate and parents are most welcome. Not only the high achievers, but every competitor contributes to his house’s effort in com-petition for the inter- house trophy, the Elvidge Cup. This is named after a distinguished old boy and All Black captain, who was Head Prefect in 1939/40.

Outdoor Education

This is a significant part of a McGlashan education. Boys at all levels have the opportunity to experience aspects of the outdoors, camping and working with others in remote, chal-lenging environments. At Year 7 the boys travel to Berwick for a three day camp and an in-troduction to community living. In Year 8 they undertake field studies and an historical tour of Central Otago. In Year 9 they embark on the rail trail in February. In November they re-turn to Berwick for a further three days where the emphasis is on camp skills, tramping and confidence building.

During the Year 10 year they set up camp at Huxley Lodge at Lake Ohau. And at Glentan-ner. Here, outdoor pursuits, environmental studies and lessons in a spectacular environ-ment are key aspects of the programme - a wonderful introduction to the high country as-sociated with this area. Year 12 boys may have the opportunity (but it is not compulsory at this level) to undertake a week-long tramping expedition in the mountains. Year 13 physi-cal education students go snow caving as an integral part of their course.

All of these activities are designed to extend boys’ horizons, to promote self-confidence and to encourage them to experience and appreciate what the natural environment has to offer.

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uniform17

We expect boys to wear their uniform with pride, with their socks up and their shirts tucked in. Parents can support us in this, and the school, by insisting on high standards of dress and by ensuring that boys are turned out neatly and appropriately for all school-related activities.

Boys must wear approved school uniform while they are:

• at school

• travelling to and from school

• travelling to and from inter-school fixtures and out of town sports fixtures

• at functions or activities where uniform is required by the teacher or staff member i charge

There are penalties for those who dress carelessly or incorrectly. Boys can expect to have non-uniform items of clothing, such as caps and tee shirts, impounded. They may be asked to return home to change or, in some circumstances, denied the opportunity to com-pete in a particular sports event or competition.

During the colder months (Terms 2 and 3) Years 11, 12 and 13 must wear longs, blazers, white shirts and ties. With this uniform, both day boys and boarders wear blazers to and from school.

Years 9 and 10 boys also may wear their dress uniform - white shirt and tie and long greys, if they wish. Year 7 & 8 boys may, if they wish, wear long grey trousers with a white shirt, tie and jersey.

There is a dress code which must be observed at physical education classes.

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Sporting codes also have uniform expectations. Boys will be informed of these at the be-ginning of the season.

When wearing mufti at school, or at school functions and activities, boys are not permitted to wear tee-shirts, caps or other items of clothing that advertise alcohol or tobacco prod-ucts.

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rules and expectations18

We want our students to be strong, independent individuals and we hope they will learn to enjoy solitude and use it resourcefully. But they also live in communities, such as their fami-lies and school. We want them to be able to function effectively in such communities, to get along with others and to be courteous and co-operative.

School Rules

Enrolment at the College implies the acceptance of its rules and regulations. Boys who transgress will usually be warned and may have detentions or other sanctions imposed. We will inform parents about serious incidents and, in some circumstances, parents will be asked to come to the school to discuss their boy’s behaviour and to assist in putting strate-gies in place to deal with it.

Each boy at John McGlashan is expected:

1. To work to the best of his ability.

2. To wear his uniform, including his sports uniform, correctly and with pride.

3. To be at school on time and at all classes on time.

4. To bring notes in advance if he knows he will be absent from school.

5. To be properly equipped for all lessons.

6. To do the homework that is set in each subject.

7. To respect and care for all facilities, furniture and equipment.

8. To accept the right of others to be free from disruption or abuse.

9. To uphold the school’s good name.

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He is not allowed:

1.To bring any alcohol, drugs, offensive or dangerous weapons, cigarettes, matches or lighters into the school grounds or buildings

2. To wear incorrect uniform.

3. To bring a vehicle to school without permission from the school.

4. To leave the school grounds or be out of bounds without permission.

5. To interfere with the learning of others.

6. To defy the authority of any teacher.

7. To drop litter.

8. To assault or intimidate another person.

9. To bring the school into disrepute.

Other regulations and explanations are necessary. These are set out below in alphabetical order and may be added to or amended from time to time.

Absences

If a pupil is absent because he is sick, or for family reasons, parents should phone the school office after 8.30. If this is not possible, a note of explanation, from parents to the form teacher, is required when the boy returns to school. Where prolonged or recurring ab-sences are planned, please advise the Principal well in advance.

Assemblies

Attendance at assemblies is compulsory. Bicycles

Dayboys may ride bicycles to school. They should be kept locked, in the cycle stand, dur-ing the day. Cycling is not permitted in the school grounds.

Boarding Houses

Boarding Houses are out of bounds to all day boys at all times unless they are in the com-pany of a staff member.

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Check out

Pupils may not leave the school grounds without the permission of the Deputy or Assistant Principal. Boys who need to leave the school regularly, e.g day boys going home for lunch, must have permission. Boys who go home because they are sick, or who have appoint-ments, are required to sign a check-out book in the foyer.

Dental/Medical appointments

Pupils should arrange appointments in their own time. If this is not possible, the appoint-ment card should be sighted by the teacher concerned or by someone in the office before the pupil leaves for the appointment.

Detention

If a boy is unable to attend, for a good reason, he must see the teacher in charge of deten-tions beforehand.

Hair

Hair must not be artificially coloured and styles must not be unkempt or too unconven-tional. Decisions about whether length or style is acceptable will be made by the Deputy Principal. Boys who are unhappy with his rulings may appeal to the Principal. Boys may be sent home to correct unacceptable styles or cuts.

Harassment

Physical, verbal or sexual harassment will not be tolerated. Any member of the school com-munity - whether teacher, student or employee, who knows about, or is the victim of har-assment, should complain to the Principal, Deputy or Assistant Principal - or any teacher. They will take action in line with school policies and procedures.

Homework notebooks

All students are required to keep a homework diary. This is issued at the beginning of the year. It should be checked regularly and can also be used for writing notes or as communi-cation channel between parents and teachers.

Jewellery

Rings, earings, studs and other conspicuous items of jewellery or ‘adornment’ are not per-mitted.

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Lunches

Boys, other than Year 13 students, may not leave the school grounds to buy lunch. Day boys are not to take other boys home to lunch. Boys may not eat, while standing in the street or in a public place, if they are in uniform.

Senior course requirements

All Year 11 boys will complete a course of at least 6 subjects. Courses at Year 11, 12 and 13 must be approved by the Senior Dean, Deputy or Assistant Principal at the beginning of the year. Any subsequent changes or withdrawals must be approved in the same way.

Year 13

Year 13 students may be exempted from some of these rules and regulations. For example:

• they may leave the school to buy their lunch elsewhere.

• there may also be some variations permitted to their uniform and time-table.

Sporting events

Three major in-school sporting events are run during the year - athletic sports, swimming sports and the cross country. All boys are expected to train for and participate in these events. All boys must compete in the correct house attire.

Substance abuse

Smoking and/or drinking at school, or at any function or activity associated with the school is forbidden. Needless to say, any form of substance

abuse or involvement with illegal drugs is also forbidden.

a) Drugs

• The penalty for the use, possession of, or involvement with illegal drugs is likely to be in-stant and indefinite suspension (expulsion) from the school and/or boarding house. The po-lice will be informed.

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b) Alcohol

• Although it will depend on the severity of the offence, it is likely that the first occasion will result in a severe reprimand with a family conference and suspension. Further of-fences will be treated very seriously and may result in indefinite suspension (expulsion)

c) Smoking

• Parents will be notified if boys are found smoking. If it occurs again or repeatedly, sus-pension may be an outcome.

Special services

Special services are held each year and all boys are expected to attend. Parents and other members of the school community are encouraged to attend. The official services are; AN-ZAC SERVICE, EASTER SERVICE (day before Good Friday), and the COLLEGE SUNDAY held at Knox Church, in conjunction with Columba College. In addition, there are short services at the end of each term, occasional Sunday mornings Chapel Services and a Leavers’ Service to which all are invited.

Trips and activities outside the grounds

In general, the rules and regulations outlined here apply at any student functions or activi-ties associated with the school, or at school events which are organised and/or managed by staff members. Inappropriate behaviour on a weekend ski-trip, for example will be viewed in the same way as if that behaviour occurred at school.

Vehicles

Boys whose parents allow them to drive to school must first receive permission from the school. Parents should write a note to the Deputy Principal stating the reasons and the type of vehicle to be used. Permission does not usually extend to carrying passengers or to lunchtime use.

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rights19

Student Rights

At McGlashan, students’ rights include:

• the right to learn - at a fair, individual pace, from teachers who act professionally, who prepare adequately and who take the abilities of different individuals into account.

• the right to teacher assistance

• the right to work in a safe environment, free from bullying and intimidation from either students or teachers.

• the right to tell their side in a dispute or conflict.

• the right to be represented on the Board and to have their say in decisions which affect them.

Teachers’ Rights

• We believe that teachers have rights also. They include:

• the right to work in a pleasant and safe environment

• the right to support from parents and from colleagues.

• the right to be involved in decision-making within the school (in curriculum, school or-ganisation and management)

• the right to be treated with courtesy by students, parents, other teachers and Board members.

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• the right to remove students from class when they disrupt other people’s rights to learn or to safe movement.

• the right to contact, and to back-up and cooperation from, parents and to be in-formed of family situations and home problems which may affect behaviour and atti-tudes at school.

• The right to seek job satisfaction

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information and communications technology

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The College has invested a great deal in ICT resources. They provide an essential and valuable set of educational tools for students and staff. However, along with all the bene-fits, there are a number of potential problems that come with internet access and other communication and digital storage technologies.

The school has developed a range of strategies over the years to help minimise risks to both the IT infrastructure and to individual users. These include policies, education, use of personal logons and passwords, internet filtering and monitoring software and content auditing.

Given the complexity and growth of IT systems within the school it is timely to consolidate rules and expectations. All boys are now required to sign an agreement about their use of computers and other ICT equipment. The agreement is based on the NetSafe model for secondary schools.

Before any student is able to access ICT resources at the College, the policy MUST be signed by both student and parent and returned to the school. Please read through the agreement carefully and discuss details with your son. The rules apply not only to school equipment but to any equipment that is brought to school (laptops, cellphones, USB drives etc).

While ensuring ‘safe’ access for all, the agreement goes a long way towards ensuring that resources are for the sole purpose of education appropriate to a secondary school.

The following priority goals are from the STRATEGIC PLAN for 2013.  A full copy of this document will be available from the school office by the end of February.  It provides an op-

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priority goals & strategic plan 201621

The following priority goals are from the STRATEGIC PLAN for 2016.  A full copy of this document will be available from the school office by the end of February.  It provides an op-erational framework and sets targets for improved learning outcomes. 

1. To provide high quality teaching and learning that reflects the Board’s goals and objec-tives and enables boys to achieve to the best of their ability. 

2. To implement the new NZ Curriculum

3. To analyse assessment data in sufficient depth to effectively inform teaching

4. To align professional development and appraisal goals with goals and objectives in the strategic plan. 

5. To ensure that the Year 9 laptop scheme is implemented effectively.

6. To ensure that the school is always safe, positive and orderly and to assist boys as groups and individuals to set and achieve goals and maintain focus.

7. To address “boys’ issues” and ‘what works for them”

8. To increase participation rates and focus on improving the quality and range of co-curricular opportunities

9. To celebrate, acknowledge, and encourage academic excellence

10.To enhance boys’ literacy skills

11.To review curriculum structure, content and pedagogy and develop plans and for imple-menting change and improvements

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12.To identify specific target groups and extend their strengths and abilities and extend Maori students and other groups cultural awareness, skills and knowledge

13.To plan and implement high quality, professional development programmes and initia-tives that enable teachers to achieve the goals aims and objectives set out in the strate-gic plan.

1. University Entrance

• From Year 13 - Minimum standard for 2013 is a total of 42 credits at Level 3 (ie 14 cred-its in 3 approved subjects). In addition, literacy & numeracy requirements must be met (4 credits Level 2 reading, 4 credits Level 2 writing, 14 credits in maths Level 1 or higher).

• From Year 12 - This is known as Discretionary Entry (previously Provisional Entry). Most Universities are still fine-tuning their requirements but Otago have indicated the follow-ing preliminary standard. Require 18-22 credits in each of 4 Level 2 subjects, with a grade average of 60 or better. The above literacy and numeracy requirements also apply.

2. NCEA Level 1

Assessment is by either internally or externally assessed Achievement Standards. To gain a NCEA Level One Certificate, a minimum of 80 credits is required including literacy and numeracy credits.

3. NCEA Level 2

Assessment is by either internally or externally assessed Achievement Standards. To gain a NCEA Level Two Certificate, a minimum of 80 credits is required. 60 credits must be from Level 2 and the remaining 20 may be from anywhere on the framework (this can include credits already gained at Level 1).

4. NCEA Level 3

Assessment is by either internally or externally assessed Achievement Standards. To gain a NCEA Level Three Certificate, a minimum of 80 credits is required. 60 credits must be from Level 3 and the remaining 20 may be from anywhere on the framework.

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5. International Baccalaureate Diploma

This programme begins its fourteenth year in 2013. Information about this diploma course is distributed at an information evening in August. Contact Mr David Boardman, the school’s IB coordinator for further information. Approval to join the lB course will not be automatic. Candidates must have already shown some ability and substantial resolve in their studies so far.

6. New Zealand Scholarship

Students in Year 13 have the option to enter for this prestigious national award. The course for each subject is similar to, but extends and builds on work covered for NCEA Level 3. More information will be made available to students during the year.

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