A School For Tomorrow

The Way

In a School for tomorrow, we want to influence a research-driven community of inquiry and practice to find a way to educate students to learn the character, competency and wellness required to thrive in our world. This community needs to cultivate a growth mindset, empower learners, and personalise learning so that all can learn the self-awareness of knowing themselves through asking: who am I?

THE WHOLE WORK OF A SCHOOL

Character is the whole work of a school. How we think about our character practice and connect this to the context, design, and experiences of character learning across all aspects of a school helps us to locate and assess our work through a coherent model of character education. This model describes how learning occurs within a community of inquiry and practice that is dedicated to the attainment of a clear set of desired graduate outcomes based on 21C civic, performance, and moral character competencies... 

THE PURPOSE OF TEACHERS

What educators think about character matters. How teachers think and feel about character and its relationship to their educational purpose shapes and directs the development, attainment, and measurement of 21C civic, performance, and moral character competencies and the expression of these in a set of desired graduate outcomes in a school...

THE WHOLE WORK OF A SCHOOL

A MODEL FOR CHARACTER EDUCATION

We need a model of character education to understand the whole work of a school. We believe that it is important to understand how, what we do individually in character education, can be situated within a model of what we do collectively. The operation of character education in a school can be best understood through a model that situates broad theory within specific learning contexts, design principles and experiences, as well as the exemplary character practice that occurs in them...

THE PURPOSE OF TEACHERS

THE THINGS WE CALL 'CHARACTER'

The things we call ‘character’ come not from a single voice but from the voices of many. We believe that definitions of both character and character competency should be deliberately designed to be inclusive, allowing for as many as possible to situate their beliefs within a broad community of practice...


THE WHOLE WORK OF A SCHOOL

MEASURING CHARACTER DEVELOPMENT AND CHARACTER EDUCATION

Measuring character development is about measuring the journey towards servanthood and the acquisition of competence through an education for character. We believe that we can use a model for the acquisition of character competency that traces the journey from ‘me’ to ‘you’ to ‘us’. A competency is the capacity of students to demonstrate how they have grown in an educational process that asks them deliberately and simultaneously to know, to do, to be, and to learn...

THE PURPOSE OF TEACHERS

THE RATIONALES FOR CHARACTER EDUCATION

A great school has many rationales for character education. We believe that a healthy school community should encourage a full range of views on the purpose of an education for good character so as to reflect more closely the diversity of views held in the societies that these schools serve. Preparing students to be fit for purpose in 21C requires the capacity to see, understand, and harness multiple perspectives...


THE WHOLE WORK OF A SCHOOL

CHARACTER LEARNING IN THEORY AND PRACTICE

Character learning in theory and practice must grow the whole person. We believe that our model for character education describes how an education for character might operate in any school. Individual schools may well choose to develop their own models or to tailor this particular model to suit their own contexts. Nonetheless, a model around which shared understanding and, eventually, a community of inquiry and practice might be built, is both desirable and possible...

THE PURPOSE OF TEACHERS

A CURRICULUM FOR CHARACTER LEARNING

A curriculum for character learning brings commitment, unity, and alignment to our shared educational endeavour. We believe that what our teachers think, feel, and understand about character shapes the output of the work we might do as a school in educating our graduates. Their perspectives of, intentions towards, and understanding of the notion of character deeply influence their responses towards the importance, function, and, most significantly, the purpose of character education so that these become more fully aligned with the mission of the school and the deeper practice of the profession...