2015 - 2016

Royal St. George’s College

Family Handbook

SENIOR SCHOOLFAMILY HANDBOOK2015/16

Mr. Paul O’Leary,Assistant Headmaster/Head of Senior School

THE DRAGON’S LAIR SHOPPEThe Dragon’s Lair Shoppe is RSGC’s on-site school store, stocked with everything to meet your sons’ needs. The store carries a competitively priced selection of school items including blazers, grey flannel pants, belts, dress shirts, socks, and all school-crested clothing. Additionally, the Dragon’s Lair also offers selected school supplies, reeds for woodwind instruments and gifts. All net proceeds resulting from Dragon’s Lair sales are put toward improvements at RSGC.

The Dragon’s Lair Shoppe hours vary weekly, so please visit the rsgc website for more information.

Store Summer Closings:July 1 for Canada Day

August 3 for the Civic HolidaySeptember 4 & 7 for Labour Day Weekend

Photo Credit: Tim Hutton, Tom Stevens and staff, friends and family of RSGC.

TABLE OF CONTENTSABOUT RSGC 1

RSGC Mission and Values .................................................................................................................................. .....1Academic Vision ........................................................................................................................................................ 2Board of Governors ................................................................................................................................................. 3Georgian Parents’ Guild .......................................................................................................................................... 4The Guild Library ...................................................................................................................................................... 4Information Technology......................................................................................................................................... 5

ROUTINES & POLICIES 6Daily Schedule ........................................................................................................................................................... 6Professional Learning Day Schedule ................................................................................................................. 7Eucharist Schedule ................................................................................................................................................... 7Condensed Schedule .............................................................................................................................................. 8Chapel Routines and Expectations .................................................................................................................... 9Communication ......................................................................................................................................................10Advisors and Homeform ......................................................................................................................................11

ACADEMICS 13Academic Integrity .................................................................................................................................................13Knights’ Support .....................................................................................................................................................14Extra Help Sessions ................................................................................................................................................15Final Summative Evaluations .............................................................................................................................15Course Selection and Course Load ..................................................................................................................15Course Changes and Withdrawals ....................................................................................................................15Report Cards and Parent Teacher Interviews ...............................................................................................15Homework Guidelines ..........................................................................................................................................16Haiku ...........................................................................................................................................................................17

STUDENT EXPECTATIONS 17Attendance and Punctuality...............................................................................................................................18Uniform Policy .........................................................................................................................................................20Behaviour ..................................................................................................................................................................21Bullying ......................................................................................................................................................................22

STUDENT LIFE 23Athletics .....................................................................................................................................................................23House System ..........................................................................................................................................................24Clubs and Activities ...............................................................................................................................................25Outdoor Education ................................................................................................................................................26Student Leadership ...............................................................................................................................................27

COMMUNITY INVOLVEMENT 29

SERVICE LEARNING OPPORTUNITIES 31

STUDENT SUPPORT SERVICES 32

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ABOUT RSGC

RSGC Mission and Values

Our MissionTo challenge and inspire each boy to become the best version of himself

The Meaning behind the Mission:

To challenge and inspire…Our teachers challenge and inspire boys to reach higher and go further. Our teachers ignite, and model, a love of learning. Our programs open the minds of our boys to new horizons, new thinking and new possibilities.

each boy…We value the uniqueness of each boy. Each boy will be “known and loved”. Each boy will be challenged and supported academically, athletically, artistically, socially and emotionally.

to become the best version of himself… The best version of himself understands that “manners maketh men”. The best version of himself is an inquisitive, creative and collaborative problem-solver, and has a strong academic preparation that opens doors in his future. The best version of himself is engaged in a breadth of experiences, takes initiative and honours his commitments. The best version of himself is cultivated through authentic relationships with outstanding educators who are passionate about their students and learning. The best version of himself is a Georgian.

We believe that our world needs more Georgians. Our school will continue to evolve so that each Georgian develops a special set of attributes. Our aspiration is that each Georgian:

• is inquisitive, creative and collaborative• isresilientandabletoadaptandthrive• hasmoralcharacterandspiritualstrength• iskind,politeandcaring• hasaglobalmindsetandcommunityawareness• takesinitiativeandhonourshiscommitments• valuescontinuouslearning• givesbacktohiscommunities• continuestobeengagedintheGeorgiancommunitythroughouthislife.

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Our ValuesOur organizational values are guiding beliefs and principles that inform our decision-making and behaviour throughout the School from the boardroom to the classroom.

• KnownandLoved: Each boy is understood and valued

• MannersMakethMen:We value manners and demonstrate respect through our actions.

• ThePowerofCommunity: We believe in the power of collaboration, working together and building community.

• ActionwithIntegrity: We are guided by moral and ethical principles and are accountable for our actions.

• SpiritualityMatters: We celebrate our Anglican affiliation and nurture our boys’ spiritual lives. We are inclusive and supportive of our diverse and multi-faith community.

• LearningNeverEnds: We must continue to learn, to ask important questions, explore new ideas, and be responsive to changing needs.

The School Motto: Scientia Pietate ~ Through Knowledge and DutyThe school motto, “through knowledge and duty,” is a guideline itself: strive to increase your knowledge, using it reasonably and ethically. Recognize the important duty that you have as a citizen of the world to use that knowledge to further the betterment of humanity.

Vision ‘18Through our academic programs, our boys will learn to:

Blaze Trails• Think critically about ideas,

systems or processes• Generate ideas and insights• Design solutions to problems• Consider the purpose and ethics

of actions• Understand how position and

experience impacts perspective

Dig In• Use collaboration, feedback

and reflection to co-construct knowledge

• Welcome challenge and adversity: take steps to affect change

• Embrace failure as part of the learning process

• Take full responsibility for decisions and actions

• Act in our local community: be a full participant

Take Risks• Build knowledge capacity in

order to act with purpose• Innovate and design sustainable

change when required• Demonstrate an understanding

of literacies through creative expression

• Contribute positively and substantially

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2015/16 Board of Governors

Officers of the Corporation

Mr. James Crossland, chairMr. Paul Clark ’85, pastchairMr. Stephen Beatty ’86, headmasterMs. Jane Nyman, chieffinancialofficer,secretarytoBoardMs. Cathy Bateman, treasurer

Board Members(new governors to be elected in September 2015)

Mr. Michael BarkerMs. Dorothy ByersMr. Bruce Chapple ’87Mr. Ryan Cookson ’03Mr. Peter FurnishMs. Gail GrahamMs. Molly JohnsonMs. Jennifer KeenanMs. Adrian LangMs. Caroline NewallRev. Jesse Parker ‘01Mr. Colin Watson ’94

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Georgian Parents’ Guild

Mission and PurposeThe Georgian Parents’ Guild is a volunteer association dedicated to supporting the academic, social, physical and spiritual environment of the students and the College, in partnership with the headmaster and the College community.

The Guild contributes to the College by providing parental volunteer support, hosting social functions and sponsoring friend and fundraising activities. Proceeds from the Guild’s fundraising endeavours are gifted to the College.

2015/16 Georgian Parent Volunteer OpportunitiesThe Knights’ Fayre: September 2015Holiday Cheese Sale: October 2015Saucer Debating: November 2015Mistletoe Market: November 2015Used Textbook Sale: June 2016

School ActivitiesThe Guild provides parental volunteer support to the faculty and students in numerous ways. Volunteers assist with the community service programs, the Chapel, the Library, the welcoming committee, and the band and choir. The Guild communicates with parents primarily through the Grade parent convenor and the Guild page on the school website.

MembershipAll parents are members of the Guild and an annual membership fee is included in the student activity fee. Parents are encouraged to become involved with the Guild’s special events, regular activities and the Executive. To contact the Guild with any questions or ideas, please contact the Guild President Lynne Woollcombe at woollcombe@sympatico.ca.

2015/16 Georgian Parents’ Guild High Five NEWMs. Lynne Woollcombe, presidentMs. Stacey Russett, pastpresidentMs. Jasmine von Teichman, 1stvicepresident Ms. Clare Samworth, 2ndvicepresidentMs. Anne Hancock,treasurer The Guild Library Hours - Monday to Friday 7:30 a.m. - 4:30 p.m.

The library provides access to a selection of high quality electronic information sources including encyclopedias, article databases and e-books. Library staff strive to educate students in practical information literacy skills such as website evaluation, citation building, academic integrity and research skills. The library is a place where a culture of reading is promoted. Students have access to course-related items and recreational reading material.

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Information Technology

Specific Expectations of Appropriate Use•Students are to use computer and network resources for constructive educational goals.

•Use your own name – make sure you can stand up and be proud of everything you do on our network. You may log on to school services only using your own name. Logging in as anyone other than yourself will be considered a major infraction.

•Keep your passwords private – never share your email or any other account under any circumstances. Granting another person access to your account at the school is not allowed.

•Make economical use of limited resources such as disk space and printing capacity – be prepared to live by space restrictions on school servers if they are needed.

•Do not view, send, or display offensive messages or pictures. Notify a member of the faculty immediately if, by accident, you encounter materials which violate the rules of appropriate use.

•Many opportunities exist for creating online communities, groups, chat rooms, etc. Outside of the school, use of the name of the school or the acronym “RSGC” is not permitted under any circumstances without the written consent of the RSGC administration.

•Online activity, even if conducted outside of school hours and using personal resources, that has a negative impact on community members or is considered injurious to the moral tone of the schoool, will be addressed as a matter of school concern and disciplinary processes will be followed.

•Be prepared to be held accountable for your actions and for the loss of privileges if these expectations of appropriate use are violated.

The consequences for those who fail to live up to these expectations will be determined by the dean of students, in consultation with the head of senior school.

Specific Expectations for Laptop Users•Use of a laptop in class is encouraged, but there will also be times when the business of the class requires that

laptops not be used. The teacher of any given class will determine when laptops are to be used and when they are to be set aside.

•The laptop must be with the student and in good working order, either at school or at home, to be useful. Leaving the laptop at home or at school is no excuse for failing to submit work.

•Students are responsible for their own data and should be backing up their work to some form of external storage – i.e. burnable CD, USB key or external hard drive – on a regular basis. The school does not keep any backups of laptop contents.

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ROUTINES & POLICIES

Daily ScheduleThere are four class periods each day and students see their teachers on alternate days, based on a four-day schedule. Senior School students and teachers share a common lunch period.

Monday Assembly•Formal assembly in the Chapel•Students sit with their advisor in a designated location

Tuesday Chapel•Formal service in the Chapel•Students sit with their advisor in a designated location

Wednesday Break•All grades on break•All Grade 9 students must remain on campus•Frequently scheduled Grade 12 university information sessions (attendance is mandatory)

Thursday Assembly• Informal, student-led assembly in Ketchum Hall (attendance is mandatory)

Thursday Evensong (2:40 p.m.)•Full School formal service in the Chapel (attendance is mandatory)•Students sit with their advisor in a designated location

Friday Advisors•All grades meet with advisors (attendance is mandatory)

Homeroom(Gr. 9 Term 1) 7:50 – 8:10 a.m.

Period 1 8:15 - 9:30 a.m.

Period 2 9:35 - 10:50 a.m.

Assembly/ChapelAdvisors 10:50 - 11:10 a.m.

Period 3 11:15 a.m. - 12:30 p.m.

Lunch 12:30 - 1:20 p.m.

Period 4 1:25 - 2:40 p.m.

Thursday Evensong 2:40 -3:10 p.m.

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Professional Learning Day ScheduleOn certain days througout the academic year, all Senior School boys start the school day later than usual with classes scheduled to begin at 9:00 a.m. The late start allows for the Senior School faculty to participate in a professional developmnet workshop from 7:30 - 8:45 a.m.

Although the school day will begin with period 2 at 9:00 am, students will attend all regularly scheduled classes and we adhere to our standard 2:40 p.m. dismissal time.

Eucharist ScheduleWe host five Eucharist services throughout the year. These services are scheduled at mid-morning. As a result, we adapt our academic schedule accordingly.

Period 2 9:00 - 10:10 a.m.

Period 3 10:15 - 11:25 a.m.

Break 11:25 - 11:40 a.m.

Period 4 11:40 a.m. - 12:50 p.m.

Lunch 12:50 - 1:25 p.m.

Period 1 1:30 - 2:40 p.m.

Homeroom(Gr. 9 Term 1) 8:00 – 8:10 a.m.

Period 1 8:15 - 9:25 a.m.

Period 2 9:30 - 10:40 a.m.

Eucharist 10:45 - 11:30 a.m.

Period 3 11:35 a.m. - 12:45 p.m.

Lunch 12:45 - 1:30 p.m.

Period 4 1:35 - 2:45 p.m.

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Condensed ScheduleCondensed days allow us to shorten the academic day without compromising the academic program. Condensed days are implented for Parent/Teacher interviews and before major holidays.

Period 1 8:15 - 9:15 a.m.

Period 2 9:20 - 10:20 a.m.

Advisor meetings 10:25 - 10:40 a.m.

Period 3 10:45 - 11:45 a.m.

Period 4 11:50 a.m. - 12:50 p.m.

Dismissal 12:50 p.m.

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Chapel Routines and Expectations Here are some important things you should know about our Chapel service:

•Father David Donkin is our chaplain

•Mr. Douglas Jamieson is the choral director and organist

•Chapel service is a special and sacred time for many; therefore, we expect nothing less than exemplary behaviour

•Boys should enter the Chapel and be seated quietly with their advisor. Talking should be limited.

Thursday Evensong (2:40 - 3:10 p.m.)This service is a regular part of the school day. Parents are asked to arrange medical and other appointments around this service. Missing Chapel services is considered a skip and will be followed up as such.

Chapelattendanceismandatoryforallstudents.Students are not required to participate actively, but they

are expected to be present and respectful during the service.

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Communication

Office HoursThe Senior School office is open from 7:30 a.m. to 4:00 p.m. daily.

Telephone Inquiries & General Information• Mainschoolphone number: 416.533.9481• SeniorSchool inquiries: 416.533.6724• JuniorSchool inquiries: 416.516.5200 x 278• Main(SeeHouse) fax number: 416.533.0028• SeniorSchoolfax number: 416.533.1340

Parent Phone NumbersPlease keep the office informed of any changes in home, business or cell phone numbers. Unfortunately, from time to time, emergency situations arise and we will need to contact you. Also, please make sure that you fill out the Personal/Health Information form online and advise us of any changes.

Notification of Pupil Absence - Senior SchoolIf your son is absent from school for any reason, please notify the office directly by telephone at 416.533.6724 or via email to seniorattendance@rsgc.on.ca

Attendance Verification / Safe Arrival ProgrammeIf a student is absent and no call is received, we make every reasonable effort to contact the parents. It is a great help to us to receive advance notification from parents that your son will be absent. If your son has a doctor or dentist appointment that necessitates his leaving before the end of the school day, he should arrive with a parental note to give to the office staff when he signs out. Parents may also fax permission to 416.533.1340. All students are required to sign-in when late and sign-out when leaving early.

Students’ Use of Telephone & Cell PhonesStudents may use the student phone provided in the main hallway. Many students carry cell phones; however, they may not be used inside the school buildings during class hours unless being used as a part of an insturctional tool led by faculty. Phones may be confiscated for inappropriate use.

RSGC WebsiteAll information related to the day-to-day operation and events of the Senior School are posted on our website (www.rsgc.on.ca). It is important that you take the time each week to read this source of information.

Winter StormsIf a storm is so extreme the teachers and other staff are unable to get to the school, we may have no choice but to close the school for the day. If this happens, there will be an announcement on our website, on CFRB(1010 AM) and/or CBC-AM (99.1 FM).

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Advisors and Homeform

Structure of the ProgramIn the spirit of our small school guarantee, when each student enters the Senior School, he is assigned an advisor. In Grade 9, boys are grouped only with other grade members. In Grade 10, they are re-assigned to a group that blends all upper grades. Many faculty members act in this advisor capacity to a small group of students. New students are assigned in a manner which balances the workload among the faculty, and efforts are made to match each student with the best advisor and group members as possible.

The expectations of the advisor program are to:

•Rapidly note positive or negative trends in the academic, co-curricular or social behaviour of students•Encourage and support student involvement in co-curricular programs•Establish strategies to remedy difficulties•Promote personal awareness and growth•Provide another level of academic review•Act as an advocate for each boy•Assist students in goal setting, time management, examination preparation and other academic skills•Provide a general contact for each parent

Means of Achieving the Program•Student lockers are proximate to advisor teaching locations (when possible) to encourage casual interaction•Advisors and students sit together in assembly on Monday and Chapel on Tuesday and Thursday•Weekly meetings are held every Friday as a group•Student progress is tracked through monthly academic, co-curricular and social/emotional elements of school

life

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Advisor Groupings and Homeforms

Grade 9The aim of the Grade 9 advisor program is to help ease the transition to the Senior School while nurturing self-direction, independence and responsibility. Each advisor group, led by one of the Grade 9 teachers, devotes at least one session per week to developmental guidance activities, during which students can explore their personal interests, goals and concerns with a supportive group of peers.

Grade 9 students attend a homeform period before academic classes commence each day. The rooms open at 7:50 a.m. and students are expected to be in attendance no later than 8:00 a.m. This time is devoted to ensuring students are prepared for the day ahead. Homeform teachers take the time to go over the daily and weekly agenda and to in-service students on the functional elements of school life. After Thanksgiving weekend, homeforms are available for students but are not mandatory. Grade 9 students should use this self-directed time for individual preparation.

Grades 10 through 12Having established a foundation on which to build, students entering Grade 10 are assigned to a new advisor group with whom they will remain until graduation. During these years, particular emphasis is placed on course selection and preparation for their entry into Grade 12. It is our aim that, during these three years, students will develop the skills necessary to set and pursue education and career goals, and to evaluate their achievement of these goals.Additional attention will be paid to the Grade 12 students under the guidance and direction of the director of university counselling. The primary focus of students in their final year at RSGC will be the university application process and post-secondary educational opportunities. Students will strive to develop effective work habits and the ability to make sound decisions, work independently, evaluate themselves realistically and explore new educational and career opportunities.

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ACADEMICS

Academic IntegrityRSGC makes every effort to ensure that students understand its academic integrity policy. It is the student’s individual responsibility to ensure an adherence to the letter and spirit of the school’s academic integrity policy. Students failing to adhere to these standards on examinations may be expelled; those guilty of academic dishonesty on term work or tests are subject to disciplinary action, including expulsion.

Incidents of academic dishonesty include cheating or a demonstrable intention to cheat on examinations, tests or assignments. Cheating can constitute copying or paraphrasing the work of others without citation (plagiarism), viewing or using tests or examinations without permission of the teacher, bringing information in any physical or electronic form to the location of the examination or test without the permission of the instructor, sharing information in any form, including, but not limited to, orally; by physical signs; by auditory signals; by electronic signals; by copying (or allowing to be copied) answers on a test or examination; or theft of the test or examination.

Roles and Responsibilities:Teacher – If an incident of academic dishonesty is suspected, the teacher will assemble relevant evidence and interview the student. If the student has a satisfactory explanation, the process stops. If the student has no explanation and/or denies dishonesty, then the teacher will present the evidence to the head of senior school.

HeadofSeniorSchool – The head of senior school will examine the evidence, interview the student(s) and inform parent(s). The parent(s) will be given notice of the particulars of the case at this point: what is alleged, what the policy is and what the potential outcomes are. The head of senior school will then determine whether the student is or is not guilty of academic dishonesty.

The head of senior school will meet with the student and inform him of the decision and sanctions, and contact parents to inform them as well.

If, based on balance of probabilities, the student is not guilty of academic dishonesty, the process ends and the student and his/her parent(s) are informed.

Consequences of Academic DishonestyThe consequences of academic dishonesty on any work, assignment or test, other than an examination, will be dependent upon the severity of the case of academic dishonesty, the student’s grade level and the student’s history of academic integrity policy infractions. The student may receive sanction(s) including, but not limited to:

•A letter to the teacher demonstrating an understanding of the seriousness of cheating and of what to do the next time the student needs to make a decision about academic integrity

•Alternative assessments, or assignments graded or not to be graded•50% of the graded evaluation•A zero grade•Suspension of one or more days•Expulsion

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Second OffencesIn the event of a second offence, the head of senior school will meet with the student and his/her parent(s). The student will receive a grade of zero on the test or assignment and will be required to meet with the disciplinary committee (please refer to page 18) to determine further sanctions and recommendations, up to and including expulsion.

Repeated Offences - such conduct will result in further sanctions up to and including expulsion.

The frequency of infractions of the school’s academic integrity policy is tracked for the duration of the student’s attendance at RSGC.

Knights’ Support CentreThe Knights Support (TKS) is unique to RSGC. We require students who have not finished major assignments on schedule to attend the TKS after school where they are given the guidance and time to complete their work.

Procedure • Students can be mandated to attend the TKS only for a major assignment that has been posted to the grade

calendar and on the teacher’s Haiku page• Failure to submit on the due date results in the subject teacher being able to email student names to the “The

Knights Support” email account. The student, co-curricular leader and advisor are then informed of the TKS referral

• Teachers may utilize their judgment and discretion in granting extensions and working out a plan with an individual student before submitting name to TKS

• The assignment must be submitted to the TKS by 4:00 p.m., no later than a pre-determined length of time following the referral. Fifteen percent (15%) is deducted from the assignment; and, what ever work is completed will be evaluated with the remainder of incomplete work being graded as a zero.

• There is a graduated approach to TKS. • 1st referral in a co-curricular term: boys have 3- 5 days to clear his name before attending the learning

centre for support on that day and missing any co-curricular for two more days before the assignment grades 0.

• 2nd referral in a co-curricular term: boys have 1-2 days to clear his name before attending the learning centre that day for support and missing any co-curricular curricular for four more days before the assignment grades 0. Parents are included on the email notification of this occurrence

• 3rd referral in a co-curricular term: boys must attend the learning centre the next day and miss co-curriculars until the assignment is completed to a maximum of 7 days before the assignment grades 0. Starting on the day following the referral, the student is withdrawn from his co-curricular commitments and must attend the TKS.

• Any subsequent referrals in a term: boy has meeting with Head of School and parent. Strategies are devised to help with work completion.

Consequences for Not Attending the TKS The TKS is an extension of the classroom. Students who choose not to attend will be subject to consequences associated with the skipping of any class and receive a mark of zero on the assignment for which they were referred.

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Extra Help SessionsIt is the responsibility of each boy to seek out and attend extra help classes in any subject in which he has difficulty. Extra help is also recommended as a tool to improve a grade that already meets the expectations of the teacher. Extra help time slots for individual teachers and subjects are published by each teacher.

Final Summative EvaluationsToward the end of the school year, it is the responsibility of the student to be present for all of his final evaluations. Families are asked not to make other plans during this time. A student will receive zero for a missed evaluation unless the absence is a verified, legitimate one. If he is unable to write an examination due to illness or other extenuating circumstances, his parent(s) must inform the head of senior school prior to the commencement of the examination. A doctor’s certificate may be required in the case of illness. Students are required to attend school only during the times they are scheduled to write an exam. Summer dress is permitted. Exam study guides for each course, an exam schedule and evaluation instructions for students are distributed in early May.

Course Selection and Course LoadTo be in good standing, a student must maintain a minimum course load. The required course load in Grades 9 and 10 is eight. The minimum course load in Grades 11 and 12 is seven. Grade 12 students who have acquired extra credits may reduce their load to six, with the permission of the head of senior school in consultation with the director of university counselling. The course selection process for the next academic year begins in early February. Students are encouraged to seek out the head of senior school and/or the director of University Counselling during the course selection process.

Course Changes and Withdrawals Students must attend all scheduled classes as they appear on their timetable. Students wishing to change courses or withdraw from a course must consult with, and obtain approval from, the head of senior school. The deadline for course changes is Friday, October 9, 2015 . Until formal approval is given, a student is still officially registered in the course and is required to attend classes.

Report Cards and Parent Teacher InterviewsFormal report cards are mailed out at mid-Febraury and at the end of June, and an interim report is posted digitally in October. Formal interviews are held with the teachers yearly. Appointments may be made for individual interviews at any time of the year.

The following is a list of dates for 2015/16:• Interim Reports available online: Late October 2015•Parent/Teacher Interviews: November 19 & 20, 2015•First Term Reports mailed: Mid-February 2016•Parent/Teacher Interviews (at risk only): March 10 & 11, 2016•Final Reports mailed: Late June 2016

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Homework GuidelinesAt Royal St. George’s College, our goal is to provide students with meaningful, relevant and purposeful homework. We encourage students to take ownership of their learning as they strive to balance their pursuit of excellence in academics, arts and athletics.

At RSGC, effective homework...

• Is a prerequisite for effective participation in upcoming classes•Engages different learning styles•Reinforces the development of previously learned skills and concepts • Is challenging but conquerable•Fosters self esteem while developing self motivation and time management •Leads to the mastery of skills or concepts•Assesses understanding •Requires frequent and effective feedback

A Parent’s RoleHomework is one of the areas of school life where parents can be supportive and attain insights into their son’s day-to-day activities. Homework provides parents with opportunities to:

•Encourage and supervise learning as students practice skills at home•Deepen their understanding of how their child is doing•Model the family’s commitment to education•Provide appropriate assistance

As part of the relationship, it is important for parents to communicate with teachers about patterns that develop over time in reference to homework.In addition, specific and unique situations that may impact the completion of a task should also be communicated to teachers.

Parents are not required to take on the role of teacher and should not be expected to provide instruction around a topic or skill. Instead, their role is more of a coach providing a supportive and encouraging environment. Parents are encouraged to take advantage of community resources to support enriched learning opportunities for their children (the public library, science centres, art galleries, museums, etc.)

HolidaysIn addition to the provision of carefully designed assignments and consistent homework practices, RSGC values family time and participation in artistic and athletic co-curricular activities. In an effort to balance homework with other demands, teachers will refrain from assigning homework over the holidays. In the upper grades, students may complete homework during the weekend in order to balance busy weekday schedules.

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HaikuThe Senior School uses Haiku as its learning management system (LMS) to supplement classroom teaching. Haiku provides students access to additional course content, class announcements, homework responsibilities, and a calendar of major assignments and tests. Student can view individual course pages or an overview of all their school responsibilities through an integrated portal page. Faculty can collect student work through a dropbox feature and also have the opportunity to create interactive learning experiences through the use of discussion groups, polling, and other collaborative features. Haiku offers a high level of privacy, so teachers and students can interact in a safe online environment. Each student is issued a user name and password, and can access Haiku at the following address: https://haiku.rsgc.on.ca (please login on the left side of the page).

STUDENT EXPECTATIONSRoyal St. George’s College has a set of standards by which all members of the school are expected to abide. These expectations are intended to guide students and faculty alike in their activities within the school community. For our community to function successfully, we must all work together to support the aims of the school. None of these standards, however, are absolute. In all cases, common sense will prevail. This handbook provides students with an overview of our guidelines.

Students are expected to behave in a manner consistent with the Georgian Code, which states that the foundation of our community is based on three basic principles: respect, responsibilities and voice.

GEORGIAN CODE

RESPECTThat all members of this community show a sincere respect toward one another.

RESPONSIBILITYThat all members of this community take responsibility for their actions and behave

accordingly.

VOICEThat all members of this community have a voice that is heard.

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Attendance and PunctualityAll students are expected to arrive on time and attend all scheduled classes. Any student who misses a class without a valid reason provided by a parent or legal guardian will be assigned a mandatory 75-minute study hall session after school (2:45-4:00 p.m.). The student will not be permitted to attend any activity or participate in athletics if a study hall session is assigned for that day. Failure to attend a scheduled study hall will result in further disciplinary action as determined by the dean of students.

ParentsPlease be sure to send a written note, email, or make a phone call to the school excusing your son from his class or classes PRIOR to an appointment. We cannot dismiss any student without parental consent.

Attendance PolicyAcademic success is directly correlated with attendance and participation in class. Students are expected to attend all classes and school activities such as Chapel services, advisor meetings, assemblies, house league, and spirit and activity days. Punctuality shows respect for peers, faculty and school. Students should strive to be on time for classes, Chapel, assemblies, special meetings and practices.

Late Arrival and Early DepartureA student who is late for period 1 (8:15 a.m.) or who leaves before the school day ends must register with the office. We may not dismiss a student without prior consent via written note, email, or phone call.

Unexcused Lates (per term)1 Student advised by dean of students 2 Student counseled by dean of students 3 Student counseled by dean of students 4 Parental notification 5 Mandatory study hall, escalation to tiered reponse

Explanation of Tier SystemShould a student accrue five unexcused lates in a term, he will be put into a tiered response system. Any subsequent unexcused lates that term will escalate to the next tier.

Tier 1: Study HallTier 2: In-school SuspensionTier 3: Out of School SuspensionTier 4: Re-admission review

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Daily AttendanceThe regular school day runs from 8:00 a.m. to 2:40 p.m. and 3:10 p.m. on Thursday. If a student is absent from school, his parent/guardian must call the school at 416.533.6724. Please call in each day that the student is absent or email seniorattendance@rsgc.on.ca

All students must attend the morning Chapel/Assembly/Advisor session each day. Attendance at Chapel and Eucharist services is compulsory for students of all denominations. Every effort is made to include all members of the Georgian community during these services.

Students and parents are asked to arrange medical and other appointments outside the regular school day and Chapel Services.

The academic calendar year allows ample time for families to plan holidays. RSGC strongly discourages families from extending vacations beyond the allotted holiday time. Doing so is likely to create academic difficulties for the student. Any special consideration for extended absences of any kind shall be discussed with the head of senior school well in advance of the holiday.

Off Campus Privileges•Grade9 students are not allowed to leave school property during the school day•Grade10 students may be off property at lunch time and during Wednesday break•Grade11and12 students may be off campus during lunch, Wednesday break and spare periods •Students must sign out and back in at the office before leaving and upon returning to campus on spare

periods.

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Uniform PolicyPride in the school is demonstrated in many ways. Personal appearance is important, thus students and staff are expected to wear appropriate dress and look presentable at all times.

HairStudents are expected to keep hair clean, tidy and off the face at all times. Hair reaching below the collar must be tied back. Excessive styles and colours are not permitted. No headgear such as caps, bandanas or headbands is permitted.

Uniform Timing and Description

Summer Dress

Until September28,2015andbeginningMay2,2016, students may choose to wear summer dress as described below.

•Navy blue RSGC-crested golf shirt •RSGC-approved khaki trousers obtained only through The Dragon’s Lair Shoppe •Black or grey socks•Black dress shoes, with a closed heel and able to be polished.

The only alternative is #1 Dress and there should be no blending of the two uniforms.

#1 Dress

To accommodate cooler weather, students should be in #1 Dress at all times when on campus. The school blazer may be removed once students are in a classroom. Hoodies and fleece jackets will not be accepted as alternatives nor as supplements to the school blazer.

•Navy blue, school-crested blazer•Pressed, clean, fully buttoned, tucked-in white shirt (short or long sleeves are acceptable) •Clean, unwrinkled official school, prefect or steward tie •Pressed grey flannels, belted at the waist with black belt•Black or grey socks•Black dress shoes, with a closed heel and able to be polished•Navy blue, school-crested sweater or sweater vest is an optional layer under the blazer•No headphones may be worn in school

We encourage all students to wear the RSGC school uniform with pride. Students who are not in complete uniform will not be admitted to class and will report to the dean of students and then be sent to TheDragon’sLairShoppe or, at the discretion of the dean of students, home to obtain proper attire. Repeated, unacceptable dress will lead to consequences.

Casual Dress Days and Spirit DaysThe final Friday of each month is designated as a casual dress day. Care should be taken to ensure there are no inappropriate or offensive elements to the casual attire. At the discretion of the dean of students, additions or changes to the guidelines above may be issued from time to time.

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BehaviourIn accordance with the Georgian Code, all members of the Georgian Community are expected to behave respectfully toward others both in and out of the classroom. This includes fellow students, faculty, staff members, parents, neighbours and student/adult visitors to the College.

Disruptive behaviour will result in the following:

Minor - Moderate Incidents: Will be dealt with directly by the teacher, coach or staff advisorExample:disruptivebehaviourinclass

Major Incidents: Will be referred to the dean of students.

Disciplinary SystemAs a general rule, the severity of consequences will be consistent with the nature and degree of the offence, although each case will be treated individually. No two actions or misdemeanors are exactly alike nor are the needs of the people involved.

Discipline CommitteeAny student who is guilty of repeated violations of school rules or who is involved in a major incident that may result in expulsion will appear before a discipline committee. The committee will be comprised of two faculty members and a member of the Parents’ Guild. The student and his parent(s) are invited to be present at the hearing. They may also elect to have the student’s advisor present for counsel and a senior student as a student voice. The dean of students, in consultation with the head of senior school, will determine whether or not a referral will be made to a discipline committee. This disciplinary hearing will commence with the student being given the opportunity to explain his actions or involvement and answer questions from the committee members. At the end of the hearing, the committee will provide recommendations to the headmaster. These recommendations may be accepted, rejected or modified by the headmaster, who will make the final decision regarding disciplinary action.

ConsequencesLossofPrivileges: a student may have normal privileges withdrawn for a specified time period (including but not limited to leaving school property, library use, dining hall use, leadership positions, participation in sports or other co-curriculars and attendance at social events).

In-SchoolSuspension: a student is required to be at school; however, he may not attend classes. Assignments due during this period may receive a mark of zero but, at the discretion of the teacher, may be handed in (with the corresponding late mark penalty) when the student is permitted to return to classes.

Out-of-SchoolSuspension: a student will be required to remain at home under the supervision of the parents/guardians for a specified period of time. Assignments due during this period may receive a mark of zero but, at the discretion of the teacher, may be handed in (with the corresponding late mark penalty) when the student is permitted to return to classes.

Expulsion: a student will be withdrawn from the College.

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Bullying Bullying, particularly in schools, has become an increasing problem in Canada. A safe and inclusive learning environment in schools is critical for students to achieve academic success. Parents and students must be confident in knowing that the school environment is free from harassment, violence, intolerance and intimidation, all of which are forms of bullying.

The Education Act states: “bullying” means the severe or repeated use by one or more pupils of a written, verbal, electronic or other form of expression, a physical act or gesture or any combination of them if it is directed at another pupil and if it has the effect of or is reasonably intended to have the effect of,1. causing physical or emotional harm to the other pupil or damage to the other pupil’s property,2. placing the other pupil in reasonable fear of harm to himself or herself or damage to his or her property,3. creating a hostile environment at school for the other pupil,4. infringing on the legal rights of the other pupil at school, or5. materially and substantially disrupting the education process or the orderly operation of a school;

(“intimidation”)

Further it defines cyber-bullying by stating: bullying includes cyber-bullying, that is done through any form of electronic means using any technique, including,1. creating a web page or a blog in which the creator assumes the identity of another person;2. impersonating another person as the author of posted content or messages; and3. communicating material to more than one person or posting material on an electronic medium that may be

accessed by one or more persons.

According to the Act, bullying shall be deemed to occur in a school if it occurs,1. on a school site or public property within 50 metres of a school site;2. during the course of an activity, function or program that is conducted for a school purpose, whether or not

it takes place at a school site;3. through the use of technology or an electronic device provided to pupils by a school; or4. (through the use of technology or an electronic device that is not provided to pupils by a school if the

bullying has the effect of or is reasonably intended to have the effect described in the definition of “bullying”.

Bullying will not be tolerated at Royal St. George’s College. Disciplinary action will be taken against those found to be acting in a bullying or intimidating manner and may include suspension or expulsion.

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STUDENT LIFE

AthleticsBy participating on school teams, students have the opportunity to combine athletic excellence with their academic programs. Students also have the chance to develop their skills, fitness and self-confidence. Student-athletes learn to appreciate the value of discipline, dedication, teamwork, commitment and conducting themselves as representatives of the school. Such students also make a contribution to school spirit and help to develop a positive self-image and identity for themselves and the school.

Students interested in competing in any sports should read the sports bulletin board outside the gymnasium for sign-up lists and announcements concerning practice times and games. This information is also listed on the RSGC website.

In addition to varsity teams, RSGC has many other intramural athletic activities available to students in all grade levels.

Concussions – A Recovery Program for Student AthletesPanno High Performance (PHP) and Panno Therapeutic Inc. are now working with RSGC to offer a new concussion recovery program for student athletes who compete in any sport at RSGC.

The program begins with a pre-season medical history questionnaire and a baseline neurocognitive test for each athlete (ImPACT test).

If an athlete is suspected of sustaining a concussion during competitive play, a Panno High Performance/Therapeutic employee will follow the athlete from post-injury evaluation, through the Six Step Return to Play Protocol. They ensure that the athlete is seen by a qualified concussion specialist physician who determines the proper treatment plan to safely return the athlete to competition. In keeping with the doctor’s approval, PHP then works with the athlete to ensure a progressive treatment regime following the Six Step Return to Play Protocol to allow the athlete to return to play safely.

ImPACT©

Immediate Post-Concussion Assessment and Cognitive Testing or ImPACT is a sensitive test that measures recovery of cognitive functions such as memory, attention and speed of thinking that are often affected by a concussion. Use of ImPACT testing during recovery and again when symptom-free, gives parents and physicians a more accurate way to determine a student’s readiness to return to school and sports.

This concussion recovery program was developed to facilitate a student’s healthy return to school and athletics following a concussion. The guidelines are designed to engage students, families, teachers and coaches in the recovery process.

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House SystemThe purpose of the House system is to promote school spirit and provide an opportunity for students to compete in a variety of activities: academic; athletic; dramatic and musical. We hope that each student does become involved and will take advantage of these opportunities to build upon current strengths and develop new interests.

Students and staff are assigned to one of four Houses. The Houses represent the four major cathedrals in England:

The Houses compete in such activities as the cross country run, House debating and House drama competition. There are other activities such as House league games, food and book drives, and various clubs where an individual can make a contribution to his House. Spirit week in February is the highlight of House competition.

Individual contributions are recorded and the student accumulates personal points. As certain point totals are reached, the student is awarded a chevron to wear with his House pin.

House PointsHouse points are awarded to individuals for participating in extra-curricular activities involving Royal St. George’s College. These activities may include but are not limited to: clubs; sports teams; drama productions; debating; extra-curricular music; serving; school leaders and miscellaneous events.

Chevron AwardedGold Pin 2750 points Gold 2200 pointsSilver 1650 pointsBronze 1100 pointsWhite 550 points

To put things in perspective, a student who participates in at least one team and one club activity per term, with three terms per year, over four years, would accumulate around 1200 house points.

The House standings are determined by summing the point totals of the students in that House. The House competition culminates when the J. L. Wright Cup is awarded to the House that has amassed the most points and the Gilbride Cup to the individual who has earned the most points.

CANTERBURYRed

WESTMINSTERWhite

WINCHESTERYellow

YORKBlue

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Clubs and ActivitiesStudents have the opportunity to develop self-confidence and artistic expression through involvement in any of the wide variety of clubs and activities that are available. Any student wishing to organize a club must consult with the dean of students prior to doing so.

Activity House Points

Clubs 50 per term

Debating 100 per term

Drama 50-200 per production

Extra-curricular Music 75 per term

House Captains 75 per term

Prefect 150 per term

Serving 50 per term

Sports Teams 100 per term

Stewards 100 per term

Miscellaneous Events Determined by level of participation

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Outdoor Education

Overview and PhilosophyAt Royal St. George’s College, we believe young men learn as much outside the classroom as they do within the walls of the school. Research and experience show that experiential, kinesthetic and interactive learning has a great and long-lasting impact on personal, interpersonal and values development.

The old adage, “you learn more about a person in an hour of play than in a lifetime of work” proves true time and time again. In this spirit, we provide our young men with ongoing opportunities to learn in alternate settings and become more active participants in their learning.

Grade 9Community Building – Where do I Fit In?The Grade 9 class spends its second week of the school year at Camp Arowhon in Algonquin Park. Though many begin the week as strangers, after a week of team building activities, shared meals and community building workshops, the return to school the next week reveals all the new connections that have been established. This trip serves as a foundation for the group journey on which the students are embarking for the next four years.

Grade 10Self Discovery and Skill Development – What Do I Have to Offer?The Grade 10 program allows students to explore their personal interests and challenge themselves to develop skills that they may draw from to begin contributing to the school community. There are a variety of options available ranging from physical challenge to skill development. The end goal is for each young man to try something new that will challenge him, improve his skill set and increase his confidence.

Grade 11Personal Adventure and Leadership DevelopmentHow Can I Contribute?The pinnacle experience is our Grade 11 trip to British Columbia. The group spends a week exploring outdoor adventure activities such as hiking, sea kayaking, mountain biking, rock climbing and exploring First Nations culture. These activities serve as a crucible for the class as it moves into their senior years and become leaders in the school. The focus is on recognizing moments when leadership is needed and the different styles needed in varied contexts. The expectation is that all students will come to recognize the leadership strengths that they possess and grow in their confidence in using them.

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Student Leadership

PrefectsThe concept of servant leadership guides the student leadership model at RSGC. Students learn through experience that the best leaders put themselves at the service of others in order to improve the community in which they live and operate.

Prefect candidates are asked , “Why do you want to be a prefect? What are you prepared to “give” to the school? What are your personal goals? How serious are you in following through on the responsibilities as outlined below?” They are encouraged to discuss these thoughts with parents, advisors and other teachers.

Prefect Criteria*:In order for a student to stand for prefect the following criteria must be met:

1. Academic average of at least 75%2. Involvement in extra-curricular activities at least two out of three terms each year3. Active participation in all school spirit days4. A clean disciplinary record. A student may not apply if he has appeared before a disciplinary committee or

been suspended more than once for disciplinary matters during his time at RSGC5. Consistent Chapel and Assembly attendance6. 40 hours of community service7. 600 house points

* Students transferring from other schools after Grade 9 may have special consideration based on their participation at their previous school. This is at the discretion of the headmaster.

General Responsibilities•Contribute in a positive way to improving school life. Be a role model for students in both schools and

maintain the school’s traditions•Be a supporter of school rules and The Georgian Code•Maintain duties in Chapel, Ketchum Hall, assemblies and other specified areas of school•Establish contact with prefects and leaders of other schools•Assist the headmaster, Parents’ Guild, admissions and alumni association with social functions•Set a positive role model for participation and support of the House system•Support the community service programs of RSGC•Support involvement in the extra-curricular life of school•Speak in Chapel •Prefectship, and other leadership positions, may be suspended or revoked should these responsibilities not be

met.•Decisions regarding suspension or revokation will be made by a committee comprised of the dean of students,

head of senior school, and headmaster pursuant to proper process

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Prefects 2015/16Christian Figueiredo: headprefectNathan ByrneHarrison GardnerChristien KellyJonathan KirshJamie LinsdellNicholas RamsubickCameron RaymondDavid VassosTheo Wright

House CaptainsHouse Captains are involved in creating spirited extra-curricular activities for their peers. There are two Grade 11 captains selected for each house by student voting in September.

StewardsStewards show leadership that benefits other students over a prolonged period of time. Staff nominate stewards based on their observations of on-going, significant leadership.

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COMMUNITY INVOLVEMENTPhilosophyRSGC is a university preparatory school. We believe students are more likely to be successful in their application to university when they are actively involved in meaningful community involvement. We expect students to do more than the minimum in all aspects of school life. RSGC focuses on providing our boys with opportunities to give of their time and talents. We promote the philosophy that community involvement is a lifestyle. Students are encouraged to find their niche – what it is that they do well and enjoy – and determine how they could utilize their interests to help others.

Procedures for Students Students must complete the 40 hours of community involvement activities at any time during their secondary school program. TheymaycounthoursacquiredduringthesummerpriortotheirGrade9year.They may also complete any number of activities, as long as those activities result in the completion of 40 hours of community involvement. To determine what services are deemed ‘ineligible activities”, please refer to the list provided. At RSGC, we recommend that a minimum of 10 hours be completed during each school year. In addition, we encourage continued commitment to volunteerism during the summer vacation.

Students are required to complete and submit an online Community Involvement Record Form in order to have their hours of service recorded on their report card. Students can access these online forms through the RSGC website: http://www.rsgc.on.ca. It is essential that students take the time to fill in each field on the form as well as check their entry for spelling errors. Since these entries will appear on their Community Involvement Report and are useful for university and job applications, the more detailed information provided, the better. In addition to the online entry, students must print a copy of the submission form and have it signed by their supervisor during their volunteer commitment.

Criteria for Community InvolvementIn order for community involvement hours to be recognized, the following criteria must be met: it must be for altruistic reasons, ie. neither monetary gain nor certification (such as CIT or LIT programmes); it must be for someone other than a family member; and it must be linked to a charitable or social justice organization. Each submission will be approved by the coordinator of community service.

Components of the ProgrammeGrade 9 and 10 students are encouraged to participate in co-educational community involvement activities in large groups, in an attempt to develop team building and promote the idea that community involvement can be fun. Grade 11 students are encouraged to give back to the College; for example, students can serve as tutors in the Junior School through our Mentoring Programme. Grade 12 students are encouraged to volunteer for a social organization/agency that involves a training component whenever possible.

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Ineligible ActivitiesThe Ministry of Education has developed a list of activities that may not be chosen as community involvement activities. These are referred to as “ineligible activities”. An ineligible activity is an activity that:

• Is a requirement of a class or course in which the student is enrolled (eg., cooperative education portion of a course, job shadowing, work experience)

•Takes place during the time allotted for the instructional program on a school day. However, an activity that takes place during the student’s lunch breaks or “spare” periods is permissible

•Takes place in a logging or mining environment, if the student is under 16 years of age

•Takes place in a factory, if the student is under 15 years of age

•Takes place in a workplace other than a factory, if the student is under 14 years of age and is not accompanied by an adult

•Would normally be performed for wages by a person in the workplace

• Involves the operation of a vehicle, power tools or scaffolding

• Involves the administration of any type or form of medication or medical procedure to other persons

• Involves handling of substances classed as “designated substances” under the Occupational Health and Safety Act

•Requires the knowledge of a trades person whose trade is regulated by the provincial government

• Involves banking or the handling of securities, or the handling of jewelry, works of art, antiques or other valuables

•Consists of duties normally performed in the home (ie. daily chores) or personal recreational activities

• Involves activities for a court-ordered program (eg. community-service program for young offenders, probationary program)

Recognition of ExcellenceFor those Senior School students who surpass the prescribed requirement, pins will be awarded for achieving 100, 200 and 500 community involvement hours during a special assembly.

During the graduation ceremony a member of the graduating class will receive the St. Alban’s Community Service Bursary for having made an exceptional contribution to community involvement while at RSGC. The $100 award will be donated, in the name of the recipient, to the charity of his choice. In addition, the Lieutenant Governor’s Award is awarded to a student who makes an outstanding contribution to the outside community.

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SERVICE LEARNING OPPORTUNITIESWe are no longer solely Canadian citizens but also Global citizens and as such, our knowledge of global issues as well as our participation on the global stage is essential. RSGC understands the growing importance of preparing its students to participate in issues of development, equity, social and environmental justice and peace.

Student Exchange ProgramsStudents may participate in exchanges with RSGC’s partner institution. Exchange programs afford RSGC students unique opportunities to partner with other students from around the world, study and use other languages, and enrich their knowledge of diverse cultures. Many exchange students are impacted not only by the academic life but also by living and learning in a community, an essential aspect of many international programs.

Exchange to Sweden OpportunityRSGC has partnered with Internationella Engelska Skolan i Bromma (IESB) to offer a student exchange opportunity for students entering Grade 9. IESB is a private co-educational school in Bromma Sweden for students in Grades 4-9. Bromma is a neighbourhood in the western part of Stockholm forming part of the city of Stockholm, Sweden. Participants are selected from a pool of applicants in the spring of their Grade 8 year. For more information about this student exchange opportunity, please speak with the head of senior school.

Exchange to France OpportunityIn partnership with OSEF (Organisme de Séjours Éducatifs Francophones), our Grade 10 students have the opportunity to participate in a cultural and linguistic exchange with students from France and Belgium. Our students host their partners from the end of August until the beginning of October, and then travel to Europe from the beginning of February until the end of March (7 weeks total including the March Break). All Canadian exchange participants travel together and begin their experience with a 2-day visit to Paris before continuing on to their exchange partner’s home town. Students will attend classes at the host’s school and participate in daily life as a member of their partner’s family. This is a fantastic opportunity for students to improve their French communication ability, develop their independence as well as create greater global cultural awareness.

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STUDENT SUPPORT SERVICESThe purpose of Student Support Services is to coordinate support for students in order to promote optimum success. It strives to provide effective, appropriate, meaningful and accessible services to all students.

Head of Senior SchoolThe head of the senior school provides leadership to faculty and students by overseeing all aspects of the operation of the School. Together with the instructional leader and the dean of students, the head works to provide programmatic excellence.

Dean of StudentsThe dean of students is a role that offers common stewardship and direction to a group of teams dedicated to student success. The dean proactively attends to co-curricular involvement, social, emotional, and spiritual support. The dean also responds reactively so that behavior indiscretions will be minimized, a safe school environment will be maintained and the school will be able to support the guarantee that each boy is ‘known and loved’.

Director of University CounsellingOur university counsellor works with students and parents in all grades to help them prepare for the university application and admission process. This process intensifies early in the fall of the graduating year with a series of individual counseling appointments and an advisor time devoted to arranging visits to university campuses and completing applications for admission and scholarship. Every fall, RSGC arranges for a host of presentations at the school by university representatives, both Canadian and international. Additionally, we arrange three parent information nights: one for parents of graduating students; one for parents of students in Grades 8 through 11 and one specifically geared towards “competitive” university admissions (US, UK or selective Canadian programmes).

Learning Centre CoordinatorOur learning centre coordinator works with students in all grades helping them learn to manage their time effectively, develop appropriate study habits, and create strategies to support their individual learning styles. She collaborates with subject teachers to deliver a variety of workshops related to study skills, test preparation and organization. The learning centre coordinator also provides specialized support for students with learning exceptionalities and designs Individual Education Plans (IEPs) for students who have up-to-date assessments on file.

ChaplainOur school has a full-time chaplain on staff who is prepared to assist students, of any faith, at any time, for any reason. He coordinates our religious services and counsels students on spiritual or other matters.

Counselling ServicesOur school social worker promotes awareness of matters relating to personal well-being. She is also available to counsel students and families on any issues that may affect a student’s achievement and his emotional development.

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The Learning CentreThe Royal St. George’s College Learning Centre is committed to providing support to every Senior School student. Our classrooms are inclusive and welcome a diversity of learning styles. Learning Centre policies are designed to ensure that the special education needs of individual learners are met within this context.

All students are welcome to use the Learning Centre throughout the school day. Coaching sessions related to organizational, time management, executive functioning and study skills are scheduled after school. Additional academic support is also provided on a drop-in basis for students before school, during lunch hour, after school, as well as during spare periods for students in Grades 11 and 12.

The main focus of student support provided through the Senior School Learning Centre is to ensure that students are supported so that they can experience academic success as they progress through Grades 9-12 at RSGC.

The Learning Centre team ensures students with exceptional learning needs are identified and accommodated through an Individual Education Plan (IEP). The team will work with the teachers to ensure that differentiated instruction is provided in the classroom for all students in Grades 9-12. In addition, more personalized support will be provided to students with exceptionalities both in and out of the classroom. The student plays an important role in this process. He will come to understand that learning differences are part of our diverse learning environment at RSGC. Part of a student’s role is to learn to self-advocate. The Learning Centre team promotes self-advocacy and works will students as they learn to apply these important life skills.

Summary of Services Provided Through the RSGC Learning Centre• Individual student support•Small group support•Executive functioning skills coaching•Remedial support in all subject areas•Study skills development•Counselling for text anxiety•Assistance for students with documented learning needs•Parent consultation•Faculty consultation•Test supervision•Workshops/training sessions•Tutor referral•Psycho educational testing referral• Individual education plans