Manifesto

**AIMS OF SOCIETY HIGH**

We believe it is important to prepare students to become the caretakers and pioneers of our ever-changing democratic society. We aim to achieve this through fostering independent thinking and motivating our students to enjoy the learning experience. Through this process our students become capable and confident to enter the next stage of their life. John Dewey defines education as follows, 'it is that reconstruction, or re-organisation of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.'[1] This three part process is adhered to at //Society High// and its adaptability empowers our learners. 

At Society High, we create a flexible compromise between student and teacher centred learning. After the course content is covered, students are given opportunities to choose between a range of assessment options and sometimes the ability to create their own topics to work on. This practice follows the renown studies of Carl Rogers teaching methods. He believed that students given the chance to explore topics more to their own interest, or even in their own ways, would create generally more confident and socially adepts young people. Facilitators at //Society High// are constantly attempting to be as communicative and positive with or learners, so that this can be achieved.[2] Student response to this independence can result in either more or less being granted.

We believe that students have various forms of intelligence and learn through different means. Catering to this is an integral part of classroom management and ensuring every student is engaged in the course content. Howard Gardner’s multiple intelligence theory implies that there are eight different intelligences of which students may differ on and use throughout their schooling. The different intelligences are composed of mostly independent capabilities and therefore at //Society High//, we do not focus on how much intelligence students have, rather that we attend to the diverse ways in which students make the most of their intelligences.[3]   As a result, students are given the opportunity to enhance both strengths and weaknesses in relation to these different forms of intelligence which helps them to lead full and enriched lives. Making our students aware of these learning styles helps them to learn to accept differences in others and engage in group activities and processes.



 Our remedial and accelerated learning classes provide our students with a range of options that can enhance their learning experience and help them to reach their full potential. We have careers and welfare counsellors available for students all year round.
 * STUDENT SERVICES **

We provide students with the opportunity to learn either Mandarin or French. Mandarin is the most spoken language in the world and relations with China are set to expand for global industries. French is one of the most traditional and prolific languages in Europe and students tend to enjoy the romanticism of the language. If there are any subjects that we do not offer on campus we can arrange for students to study at a different time and location.

We have an online learning system that is updated with study designs from the VCAA and VELS, unit outlines and rubrics for assessment. Chat boards give students the opportunity to discuss learning activities and any queries they may have with each other and their teachers.

Here at //Society High// we believe that students can learn from being out of the classroom - as well as being in. This is why we have an extensive overseas program and several excursions. Students have the opportunity to travel and learn at various affiliated institutions across the globe, with a special focus on China and France. We also offer science based expeditions to Huntsville, Alabama, USA for their interactive space camp. We also offer adventure camps, most notably, our seven day trek for year elevens through Nepal. We also offer local based excursions for students; including a city search to familiarize them with Melbourne. The reason why we provide these opportunities is to encourage independence and creativity and a universal familiarity with the world to create global citizens.

At //Society High// we have a compulsory extracurricular activity program. We believe this is important because it discourages isolation and it provides students with other skills for life beyond //Society High//. This does not mean that students have to play a sport or play a musical instrument, rather, that be a part of some form of activity outside the classroom. Any club or activity, such as the Rock Eisteddfod, is perfectly acceptable. This is not applicable to the year twelve’s.

VCE & VCAL **  The emphasis on independence and confidence that we instill in students from year seven and beyond makes the transition into year twelve, at //Society High//, as stress-free as possible. We have quarterly check-ups between welfare counsellors whose specific role is to monitor the progress and morale of the year twelve’s. We also have a pre-VCE camp that takes place a week before classes commence. This camp is all about reassurance and preparation for our year twelve’s, about encouraging trust between student and teacher, and also about fun. Year twelve is generally the year where students become more socially tolerant towards each other, and we believe that this camp can be the catalyst for this shift in maturity.
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VCAL is an alternative option that we provide. Taking this alternate route is entirely the decision of the student. Regardless of academic performance in previous years, if a student does not wish to do VCAL, they //will not// be pushed into the program. Similarly, if a high academic achiever wishes to do VCAL over VCE, they will not be discouraged. We’re about building great people, not just great scores. The multiple intelligence theory that our teachers have practiced throughout the younger year levels successfully prepares all our students to take both these options and more.


 * EQUALITY & DIVERSITY**

It is extremely important for young people growing up in Australia today to be aware and accepting of every culture worldwide. Australia is a proud multi-cultural country, and we want our students to embrace this. The work we do, up to and including year twelve, insure that our learners understand that we live in an ever-increasing global society, and the more worldly knowledge they possess the more opportunities they will be presented with. And they will be capable and successful with all these opportunities.

In order to facilitate this, we have several programs in place. Year sevens partake in a compulsory unit called Cultural Diversity. In this unit students learn about different countries and cultures in a positive light and are encouraged to accept that their way is not only one way of achieving happiness. Also, every year we have a LOTE week. During this time students have fun learning about different food and games from around the world.

We have a low tolerance for any form of bullying, including sexism, racism, physical fighting, verbal fighting or any act which negatively affects another. We feel it’s important that students understand that equality between the sexes is crucial. We want our students to know that they can achieve anything, regardless of sex or race.

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 __Footnotes__  [1]  X. Niu, //Education East and West: The Influence of Mao Zedong and John Dewey//, International Scholars Publications, London, 1994, p. 67. [2] Motschnig-Pitri, R., Holzinger, A. (2002) Student-Centered Teaching Meets New Media: Concept and Case Study, //Educational Teaching & Society, 5,// p. 2 <span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';"><span style="font-family: Arial,Helvetica,sans-serif;">   [3]      <span style="font-family: Arial,Helvetica,sans-serif;">Snowman, J., Dobozy, E., Scevak, J., Bryer, F., and Bartlett, B. (2009) Psychology: Applied to Teaching: //Understanding Student Difference//, John Wiley & Sons Australia, p. 113-114.