At Bogaerts International School, we believe that students need to be empowered and supported to develop students’ social, emotional and positive relationship skills. For this reason, in order to promote social and emotional skills and positive gender norms in children and young people, we have adopted the Resilience, Rights and Respectful Relationships (RRRR) programme designed by the Victoria State Government to support and improve health related outcomes and life as a tennager. These resources cover eight topics of Social and Emotional Learning across all levels of primary and secondary education: Emotional Literacy; Personal Strengths; Positive Coping; Problem Solving; Stress Management; Help Seeking; Gender and Identity; and Positive Gender Relationships. The advisory program employs the RRRR resources as a framework to support student life and learning from PY5-MY5 and to have a common language to reflect on personal development and growth as a learner.In order to bring the goals of this program to fruition, two advisory periods are strategically allocated at the beginning and at the end of the week. At the beginning of the week, we seek to help students get ready for the work that is ahead of them, and at the end of the week, we aim to support students to get organised for their weekend. Likewise, these periods are used to support and coach students on challenges that they may be facing with their learning.Most importantly, during the advisory periods, students consolidate their belonging as a group, get to know each other and learn from one another.
Homeroom advisors play the role of parents. They support students' wellbeing, safety, integration, and relationships with the rest of the community. Homeroom advisors are the first point of contact for parents, and work alongside the whole team to help students to become aware of and master to be well-rounded and secure life-long learners
In order to grow the leaders of tomorrow, we must support them in being leaders today ! We strongly advocate for our students to have a voice in helping our school community function and in working together to create a vibrant school community.
From the time our students are in their first year of primary until the time they finish their IB Diploma, we formalise this voice and have elected Student Council Representatives meet regularly with school leadership to express the opinions of their peers.
Similarly, from our House Leaders to our Student Mentors to our Class Ambassadors, our students relish any opportunity to enact positive change in our community and to ensure that all interactions between our students are guided by support, care and a belief that in our community, everyone has their place.
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