Middle School Belief Statement

In Middle School at BCC we believe:

All learning and activity must be established and grounded on the principles of a Christian worldview 

Therefore we will:
• Model Christian Character
• Commit to growing in our personal faith and the rigorous study of the Bible
• Apply Christian worldview thinking and principles to all planning and delivery of learning and activities
• Use the Bible as a key text book in all subjects and ensure that a biblical context is provided for the different content within a subject 
• Share ‘anecdotes’ of our personal encounters and experiences during our ‘own faith journey’

Relationships are the heart of the education process through which all learning is expressed and finds meaning

Therefore we will:
• Take sincere interest in student’s lives and share our own joys and struggles
• Develop a deep knowledge and strong relationship with students outside the classroom context (eg Learning in Alternative Settings)
• Equip teachers appropriately to build relationships with students, and ensure that every student feels a part of the community

Individual strengths and gifts must be explored, creativity and achievement celebrated and mistakes learned from

Therefore we will:
• Create intentional, formal and informal opportunities in our lessons/day/week/fortnight/term/year to explore and celebrate strengths, gifts, achievements
• Create an environment in which mistakes are welcome and acknowledged as legitimate and powerful learning opportunities
• Provide a diverse range of programs both curricular and extra-curricular, to ensure that students have opportunities to reach their full potential

Students will autonomously develop independence and leadership as they journey through the Middle Years and become a young adult – it is the role of the teacher to encourage, inspire and guide students as they develop

Therefore we will:
• Provide opportunities for real performance and real responsibility (not contrived), as often as possible
• Provide students age appropriate choices to determine their own agenda about what they would like to promote, lead, initiate and learn 
• Appoint staff who are committed to working in and understanding the Middle Years
• Provide leadership training and opportunities for all students to serve in areas of leadership

Personal responsibility is the expression of a confident, resilient, yet humble student who is accountable and makes valuable contributions to their community

Therefore we will:
• Model the behaviours expected of the students
• Encourage students to question and critique in a positive, non-defensive environment
• Allow students to encounter and then respond to authentic issues in our local community
• Challenge students to serve others through intentional planning and leading of authentic service activities
• Encourage all students on their journey of independence, building confidence and resilience
• Gently correct and train students “in the way they should go” by applying appropriate consequences and learning experiences to inappropriate behaviour. 
• Use the Word of God for “teaching, rebuking, correcting and training in righteousness”

Literacy and numeracy skills are essential for the Middle Years Learner to engage with their community, increase their sphere of influence, successfully navigate their teenage years and make meaningful contributions to their world

Therefore we will:
• Collect and review appropriate data on student literacy and numeracy within the Middle Years and intentionally target areas of weakness for individuals and classes. 
• Ensure that Literacy and Numeracy are embedded into all Learning Areas
• Provide opportunities for students to engage with people from their local community (in person) and also national and international communities (digitally), in order to develop their literacy and numeracy skills and to understand the importance of them beyond school

International research, understood globally and applied contextually assists the development of 21st Century skills such as creativity, innovation, critical thinking, problem solving and collaboration skills which prepare students for the transition into their Senior Years and beyond

Therefore we will:
• Provide opportunities to solve authentic, simple and complex, open-ended problems
• Expect students to collaborate with others in and with different sized groups (peers, parents, teachers, students from other schools/countries).
• Intentionally embed 21st century skills into subjects and extra-curricular activities

Significant physical, emotional and spiritual change is taking place during the Middle Years and therefore students require a structured and supportive environment to identify and develop their individual, God-given, gifts and talents

Therefore we will:
• Provide regular opportunities where students can tell their story and listen to others’ stories as they move through this process of change.  
• Provide opportunities for ‘one to one’ encounters – where students can share/pray confidentially with a peer or mentor
• Opportunity to reflect upon and record their personal growth physically, emotionally, socially and spiritually