By leading through truth and courage, Glenlyon Norfolk School prepares outstanding young men and women of character who will contribute to the world through their leadership, their commitment to service and their understanding that we are all responsible for the future of our communities.

Goals and Strategic Priorities

Our goals support our vision. They are:

To develop in our students the skills of critical and creative thinking, the passion for life-long learning, and doing their best in body, mind and spirit.
To cultivate a commitment to service.
To develop in our students a sense of responsibility for the well-being of our communities, an understanding of global issues, and the leadership skills to make a difference.
To ensure that the school has the infrastructure and resources necessary to carry out its mission and vision and realize the goals of this strategic plan.

A Brief History of Glenlyon Norfolk School

Glenlyon

Glenlyon Preparatory School was founded by Major James Ian Simpson who opened a Boarding and Day School for boys in a large house on St. David’s Street in 1932.
In the summer of 1935 Glenlyon moved to 1701 Beach Drive.
Mr. Hamish Simpson succeeded his father in 1964 and was Headmaster until 1982.
In September 1982, Mr. Christopher Gordon became Headmaster of Glenlyon.
Mr. Keith Walker, the Assistant Headmaster since 1970, became Headmaster in 1984.

Norfolk House

Norfolk House was founded by Miss Julia McDermott and Miss Dora Atkins in 1913.
In 1932 the school moved to the Main Building on Bank Street.
In 1957, Miss Winifred Scott arrived from Ontario to head the school.
In 1978, Miss Scott retired and Mrs. Christine Bullen managed the school for four years.
After the 70th Anniversary of Norfolk House in 1983, the school welcomed Mrs. Margaret Wilmot as the new Headmistress.

Glenlyon Norfolk School

Early in 1986, Glenlyon and Norfolk House Schools amalgamated under the leadership of Mrs. Wilmot and Mr. Walker.
Mr. David Brooks was appointed Headmaster of the school in 1987.
In 1996, the school was accepted as an International Baccalaureate (IB) World School and began offering the IB Diploma Programme.
From July 1997 until June 2001, Mr. Charles Peacock served as Headmaster of the school.
In 1998, the school was elected to membership in The Round Square.
From July 2001 until June 2004, Mrs. Barbara Emmerson served as Head of School.
In 2002, the school began implementation of the IB Middle Years Programme.
The school was reconfigured in September 2003. The Beach Drive Campus became a primary campus with Grades K to 5 in single-gender classes sharing a co-educational environment. The Pemberton Woods Campus became a Grades 6 to 12 campus with Grades 6 to 12 in co-ed classes.
In July 2004, Mr. Simon Bruce-Lockhart succeeded Mrs. Barbara Emmerson as Head of School.
In 2004, GNS was officially authorized to offer the IB Middle Years Programme.
A Junior Kindergarten opened in September 2004, the first Junior Kindergarten in BC.
The Junior School began implementation of the IB Primary Years Programme in September 2004, and was accepted as a candidate school in June 2005.
A Middle School was created in January 2005, and the school embarked on a comprehensive strategic planning initiative.
The school celebrated the 20th Anniversary of amalgamation in May 2006.
In February 2007, the Junior School was officially authorized to offer the IB Primary Years Programme.
In September 2008, the school completed the first project in the Campus Transformation Plan—the building of the new artificial turf field at the Pemberton Woods Campus.
In October 2008, the school co-hosted the International Round Square Conference with Collingwood School.
In 2012/2013, the school celebrated its 100th anniversary.
In May 2013, the school celebrated the opening of the new Hall.
In July 2015, Dr. Glenn Zederayko succeeded Mr. Simon Bruce-Lockhart as Head of School.
In December 2018, the Hall was renamed “Denford Hall” in recognition of a $5,000,000 lead gift made by the Denford family in support of GNS's WONDER capital campaign.
In May 2019, the school celebrated the official opening of the Junior School’s new Junior Kindergarten and Kindergarten facilities and the re-dedication of the boathouse.
In July 2020, Mr. Chad Holtum succeeded Dr. Glenn Zederayko as Head of School.

The Society of Glenlyon Norfolk School

The school is operated by a society, in accordance with the Society’s Act of British Columbia. Membership is restricted to alumni over the age of nineteen (19) years, to parents of students and alumni, and to honorary members as outlined in the Society bylaws. Any person eligible for membership in the Society may become a member of the Society upon payment of the annual dues. There are normally two meetings of the Society each year.

We encourage everyone to become involved in the governance of our school. Please consider volunteering to sit on a Board Committee. It is through the efforts of many dedicated volunteers that we have such a great school. Please contact the Board Chair and offer your assistance.

Board of Governors as of June 2021

Officers of the Society

Curtis Mundstock Chair Craig Roberts Secretary

Helen Brooks Vice-Chair Kevin Glatiotis Treasurer

Committee Chairs

Finance Committee: Kevin Glatiotis

Governance Committee: Azalea Jin

Nominating Committee: Helen Brooks

Ad Hoc Campus Planning and Building Committee: Blair Robertson

Officers

Sawyer Bateman

Tony Chan

Samir Dhrolia

Farzad Hassani

Azalea Jin

Sarah Jones

Blair Robertson

Brian Tam

Tom Vesey

Yukina Yamamoto

Ex-Officers Members

Chad Holtum Head of School

Katherine Brown President, GNS Parents’ Auxiliary

Kim Waugh President, Faculty and Staff Association

Principles of Good Practice for the Board of Governors

The Board is the guardian of the school’s philosophy and goals. It is the Board’s responsibility to ensure that the philosophy and goals are relevant and vital to the community it serves. The Board monitors the success of the school in fulfilling its philosophy and goals. The following principles of good practice are set forth to provide a common perspective on the responsibilities of independent school boards. The Board and the Head work in partnership in fulfilling these principles.

The Board prepares a clear statement of the school’s philosophy and goals.
The Board reviews and maintains bylaws, and establishes policies and plans consistent with the philosophy and goals, and monitors the implementation of policy.
The Board is accountable for the financial well-being of the school, including capital assets and operating budgets.
The Board selects, supports and nurtures the Head.
The Board conducts a written annual evaluation of the performance of the Head and works with the Head to establish goals for the following year.
The Board evaluates itself annually and establishes goals for the following year.
The Board keeps full and accurate records of its meetings, committees, and policies.
The Board works to ensure all its members are actively involved in the work of the Board and its committees.
The composition of the Board reflects a balance of expertise and perspectives needed to achieve the philosophy and goals of the school.
The Board develops itself through new Governor orientation, ongoing education, and leadership succession planning.
The Board assures compliance with applicable laws and regulations and minimizes exposure to legal action.

Adapted from: Trustee Handbook, A Guide to Effective Governance for Independent School Boards, NAIS, Mary Hundley DeKuyper, Seventh Edition, 1998, page 29.

GNS Community – Working Together

To be successful, Glenlyon Norfolk School needs and expects the cooperation of its parents, who should understand and embrace the school’s mission, share its core values, and fully support its curriculum, faculty and staff. When joined by a common set of beliefs and purposes, the school and its parents form a powerful team with far-reaching positive effects on children and the entire school community.

Working together, parents and school professionals exert a strong influence on children to become better educated; they also help them to mature by modeling adult working relationships based upon civility, honesty, and respect. Please understand that, when we refer to “GNS Community” or “school community”, we are including parents.

Parents and the Board of Governors

At GNS, decision-making authority at the highest level resides in a volunteer Board of Governors whose membership includes current parents as well as past parents and alumni. It is important that all parents understand that the Board of Governors does not intervene in the daily affairs of the school, such as curriculum development and hiring, evaluating or dismissing of faculty and staff. Instead, the Board focuses on three areas critical to the success of the school: it selects, evaluates, and supports the Head of School, to whom it delegates authority to manage the school; it develops broad institutional policies that guide the Head in running the school; and it is accountable for the financial well-being of the school. In the conduct of its official business, the Board acts only as a whole; individual Governors, including the Board chair, have no authority to act unless specifically authorized to do so by the Board acting as a whole.

Interested parents stay informed about the work of the Board of Governors by reading school publications, talking to the administration\principals, the Head of School, the Chair of the Board, and by attending appropriate meetings.
Parents with concerns about the school are asked to use the guide, Who To Contact, reproduced in the next section.

Parent Involvement

Education is a shared partnership between parents and the school. A high degree of contact is encouraged and should begin with the student’s homeform teacher/advisor who is the main contact between the school and home. When parents have any questions or comments regarding a student’s academic courses, the first step is to contact the subject teacher directly. We believe open communication between parents and teachers will enhance the student’s progress. In addition to formal meetings related to education, there are a number of activities in which parents are encouraged to take part such as sporting events, plays, concerts, and information evenings.

Who to Contact at the Middle School:
If you have a concern relating to:	Please contact:
Your child’s academic performance or a classroom issue that relates to your child	The teacher in question, the homeform teacher, or the relevant Head of Dept.
A teacher, or a general school issue	Russell Marston (Principal, Middle School)
An issue with the school administration	Chad Holtum (Head)
An issue concerning the Society, Board, or Head of School	Curtis Mundstock (Chair of the Board)
IB Middle Years Programme	Gina Simpson
Round Square	Kim Waugh
Emergency procedures	Duncan Brice
School time absences (other than usual illness)	Kate Pagett (Vice Principal, Middle School)
Athletics, sports or co-curriculars	Duncan Brice/Ali Doerksen
Report Cards	Russell Marston
Risk management	Russell Marston
Privacy	Russell Marston
Discipline and/or uniform	Kate Pagett
Community and Service	Megan Coll
Immunizations	Kate Pagett
Photos	Kate Pagett
Non-academic issues	Kate Pagett

GNS Affiliations

The International Baccalaureate Organization

GNS is accredited to offer the International Baccalaureate Diploma Programme in Grades 11 and 12. Acknowledged as the “best secondary curriculum in the world” because of the depth and breadth of its courses, the IB Diploma is recognized by universities around the world. Our offering of the IB Diploma Programme places us in the forefront of international education and provides our learners with the preparation that is essential for the demands of life in the 21st century. The IB Middle Years Programme (Grades 6 to 10) was accredited in 2004 and the IB Primary Years Programme (Junior Kindergarten to Grade 5) was accredited in 2007. At present, GNS is one of only seventeenIB Continuum schools in Canada authorized to offer the Primary Years, the Middle Years and the Diploma Programmes.

Canadian Accredited Independent Schools

An association of Canadian independent schools comprised of boarding and day schools. CAIS schools share common standards of ethical practice and common ideals in the education of the whole person. Ideas and innovations are shared at the annual Heads’ Conference and other gatherings of administrators held during the school year.

The Independent Schools Association of BC

The ISABC is made up of 26 schools across the province. ISA schools co-operate a great deal together in terms of athletic competitions and arts festivals, as well as sharing information about approaches to common issues. The ISA heads of school meet four times annually, and other ISA administrators meet on an ad hoc basis.

The National Association of Independent Schools

Our membership in this American organization of independent schools gives us access to an enormous database of useful information and to publications and contacts across North America. As well it provides many and varied opportunities to attend excellent professional conferences and workshops with a particular independent school slant.

The Round Square

In 1998, Glenlyon Norfolk School was elected to membership in The Round Square, joining over 100 other schools on five continents. Round Square schools share common ideals that reach beyond academic excellence to the education of the whole person. They include international understanding, personal responsibility, environmental consciousness, leadership, outdoor adventure, and service.

General Policies and Procedures

In the Event of an Earthquake

Earthquakes strike without warning, so you must be prepared to begin appropriate protective action immediately. Procedures:

If Indoors:

If the earthquake signal sounds or if you feel signs of an earthquake (the ground shaking, hanging objects swaying, objects wobbling on shelves):

Take cover immediately under desks, tables, or other heavy furniture
Duck, cover and hold
Turn away from windows

If heavy furniture is not available, crouch against interior wall
Stay away from windows, light fixtures and suspended objects
Remain calm
When the quake is over, count off 30 seconds then follow evacuation procedures to the designated assembly area
Remain outside the building until it has been inspected and declared safe by authorized personnel

If Outdoors:

Move away from the building when the earthquake signal sounds or if you see or feel signs of an earthquake
Go to the designated assembly area
Avoid utility poles, trees and overhead wires
Remain calm
Remain outside the building until authorized to re-enter

The following items are of particular importance:

Students are instructed that if they are coming to school unaccompanied by a parent or guardian when an earthquake occurs, they should proceed to school after the shaking stops. Similarly, if they are on their way home, they should proceed home after the shaking stops.
Parents are asked not to telephone the school following an earthquake. It is vital that the phone lines remain open for emergency use. GNS will communicate using: GNS email broadcast, postings to the GNS Facebook page, postings to the GNS Twitter account, messages to local radio stations, and messages to the Times Colonist newspaper. In addition GNS has implemented an ‘opt- in’ SMS text message system.
To ensure that any missing students are properly accounted for, it is imperative that students not leave the school grounds until released by teachers.
If you drive to the school after an earthquake, it is important that your car does not block access routes that may need to be used by emergency vehicles.
To avoid any tsunami danger, the Junior School will evacuate to Oak Bay Avenue at Prospect Place. The alternatives are Fireman’s Park, OB Recreation Centre, OB Municipal Hall or the PW Campus.

Fire or Explosion

A fire or potential explosion in the vicinity of the school may require the implementation of specific school plans for the emergency evacuation to another site. Procedures:

Fire bell will ring to indicate evacuation is necessary
Stand in silence
Close windows
Close doors to fire or explosion area
Follow teacher to correct exit
Go to designated assembly area
Remain calm
No re-entry to buildings until authorized by fire/safety officials

The designated Safe Outdoor Assembly Area for Beach Drive students is initially the front playground. If it becomes necessary, the Beach Drive Campus students will be led to Shady Lane.

Medical Forms

All families are asked to fill out and keep up-to-date, a comprehensive medical form in Blackbaud myGNS.

Parents must update the school on any new medical information as it arises, including any concussions.

The medical form is used both in school and on field trips to provide us with medical information and contact numbers that are necessary in case of emergency. It is essential that you give the school at least two emergency telephone numbers—preferably cellular numbers.

Parents of students who are anaphylactic, or who have major allergies that could be life threatening, are required to meet with the appropriate campus principal prior to the beginning of the school year to give information about the condition and to provide an emergency action sheet which will include signatures from each parent and from the family physician. Included with this sheet should be authorization to administer an Epi-pen or other life-saving drugs when necessary.

Other than these emergency situations, the only drugs we administer are Tylenol or Ibuprofen to those students whose parents have given permission, or if we have contacted parents directly to get permission.

Student Residency Policy

It is important that students receive proper care at home in order to be able to do their best at school. For this reason, students aged 18 and younger must always be in the care of an adult (aged 19 and older). Students of any age are not permitted to live independently while enrolled at GNS.

For Canadian Citizens and Permanent Residents

At least one parent or legal guardian must live full-time in Greater Victoria with the student(s) and provide care and custodianship for them.
If the student is living full-time with a legal guardian, the parents must provide the school with the appropriate paperwork showing proof of legal guardianship.
A request for alternative living arrangements for a student must be submitted to GNS for approval before any change is made. GNS will review each situation on a case-by-case basis.
Students who are Canadian citizens or Permanent Residents may also live with a GNS approved Host Family as part of the Family Boarding program.

For International Students

Student(s) must live with at least one parent or legal guardian who lives full-time in Greater Victoria or with a GNS approved Host Family as part of the Family Boarding Program.
If the student is living full-time with a legal guardian, the parents must provide the school with the appropriate paperwork showing proof of legal guardianship.
A request for alternative living arrangements for a student must be submitted to GNS for approval before any change is made. GNS will review each situation on a case-by-case basis.
If parents/legal guardians leave Greater Victoria for more than two consecutive nights, the student must accompany them or the parents/legal guardians must contact the GNS Family Boarding Coordinator to make arrangements for a temporary Host Family.
Parents/legal guardians of international students must ensure their immigration status allows them to live in Greater Victoria full time for the duration of the school year.
The Head of School is the custodian for all international students enrolled at GNS aged 18 and younger who require a study permit. A custodian is a responsible adult (Canadian citizen or a permanent resident) who ensures the student is taken care of and supported. GNS reserves the right to revoke the custodianship for a student if parents/legal guardians do not comply with this or any other school policy.

Scent-Free Policy

Glenlyon Norfolk School is committed to eliminating health concerns arising from exposure to scented products by maintaining a scent-safe environment for all employees, students, parents and visitors.

As such, we ask that all students, parents and visitors to the school please refrain from using scented products when onsite at our Junior School, Pemberton Woods Campus, or when attending a GNS sponsored event.

Exposure to scented products can adversely affect a person’s health. Allergic and asthmatic patients, as well as those with other conditions, report that exposure to scented products even in the smallest amounts, can trigger a reaction. Wherever possible, we ask that our community not wear perfume, cologne, body sprays, lotions or any heavily scented products. Students identified as wearing fragrances such as perfumes, colognes or body sprays will be sent home. Thank you for helping GNS maintain a safe and healthy environment for all our community to enjoy.

Snow Day Procedures

Any decision in respect to the closing of Glenlyon Norfolk School is made by the Head of School or designate. The procedure is as follows:

The transportation manager will communicate with the Head of School in the early morning hours, but no later than 6:00 a.m. after determining if any buses are able to run.

The Head of School will then decide whether a full school closing (Beach Drive and Pemberton Woods) is necessary.

If adverse weather conditions are felt to be such that school closure is necessary, a broadcast email will be sent to all parents, and a message will be posted in our Twitter feed and sent through the SchoolPass messaging app, indicating this scenario. An alert may also be set on Blackbaud that will be visible when you log in.

Once the school has been declared CLOSED, it will remain closed for the entire business day.

Students and staff are asked not to attend the school on CLOSED days.

Disclosure of Student Records

Student records are the property of the school, which is charged with their safekeeping and security. It is the school’s responsibility to ensure that the confidentiality of the information contained in these files is maintained. While disclosure of information in the school’s files may be made to parents/guardians regarding their children’s status, disclosures will not be made that would reveal private information about other students and individuals.

A student or parent/guardian of a student is permitted (unless restricted by court order) to:

examine all student records kept by the school pertaining to that student, while accompanied by the Principal or a person designated by the Principal; and
receive a copy of any student record (the school may charge a fee to cover the costs of copying the document(s)).

It is the school’s policy not to withhold report cards from students or parents as leverage to collect fees or other charges that are in arrears. Students have earned their marks and have a right to receive them; in addition, parents have a right to view and receive copies of student records, which include current and past report cards.

Access to student records may also be granted, upon assurance of confidentiality and with parent’s consent, to professionals who are planning for or delivering education, health, social or other support services to a student.

The professional referred to in this section is required to:

ensure in writing, to maintain the privacy of the student’s family with respect to matters disclosed in the record; and
not use or disclose the information in the student record except for the specific purposes for which the information was provided.

Access to student records may also be granted without parental consent:

to school authorities when defending any claim or potential claim against the school; and
in compliance with a court order.

If a student’s parents are separated or divorced, the Principal may receive requests from the non- custodial parent for student record information or for visits with the student at school. In these cases, the Principal or designate will confirm the entitlement of the non-custodial parent to obtain such information or contact with the student. This will include reviewing applicable court orders respecting custody of and access to the students and other relevant documents. The custodial parent should be notified of a non-custodial parent’s request for student information or for contact with the student at school. If the Principal or designate is unsure of the legal entitlement of the non-custodial parent or if there is serious conflict between parents with respect to the request, then the Principal will obtain legal advice.

Abused Student Procedure

An unfortunate feature of our society is that, from time to time, children and young people are subject to abuse in a number of ways. Anyone who has reason to believe that a child has been or is likely to be physically harmed, sexually abused or sexually exploited by a parent or other person, or needs protection, is legally responsible under the Child, Family and Community Service Act, to report promptly to a child protection social worker. In British Columbia a child is anyone under the age of 19 years.

The teachers and staff of GNS are mindful of their responsibilities in this regard and are guided by the advice provided by the Ministry of Education.

Parents who desire more information are requested to meet with their Principal or school counsellor.

Bullying and Harassment Policy

Glenlyon Norfolk School does not tolerate bullying or harassment. All members of the school community are committed to ensuring a safe, supportive environment based on the school’s values of learning, respect and cooperation.

GNS takes responsibility for providing anti bullying education throughout the grades. In the primary years, it is the WITS (Walk Away, Ignore, Talk it Out, Seek Help) program and in the middle and senior years it is through Health and Career Education and Planning 10.

Bullying and harassment is an act of aggression with the intent to cause embarrassment, pain or discomfort to another. Bullying usually involves an imbalance of power. Individuals or groups may be involved.

There are many forms of bullying and harassment, including:

Physical: hitting, pushing, tripping, spitting on others
Verbal: teasing, using offensive names, ridiculing, spreading rumours
Non-verbal: writing offensive notes or graffiti about others, rude gestures
Exclusion: deliberately excluding others from the group, refusing to sit near someone
Extortion: threatening to take someone’s possessions, food or money
Cyber Bullying: using information and communication technologies to support deliberate, repeated hostile behaviour

Glenlyon Norfolk School is committed to protecting all students from all forms of bullying, regardless of the student’s gender, race, culture, religion, sexual orientation or gender identity.

Harassment and bullying can occur:

between students; or
between staff and student (or student and staff).

Procedures for Dealing with Harassment/Bullying

Victim: a person being harassed/bullied can deal with the problem in the following ways:

Tell the harasser/bully that you object to the behaviour and do not want it repeated.
Report the incident to a responsible adult (Homeform/Classroom Teacher, Counsellor or Principal), with specifics, who will offer advice on strategies for dealing with the problem and help to implement them using the no-blame approach in the first instance. After reporting the incident, the responsible adult (Homeform/Classroom Teacher, Counsellor or Principal) will advise the victim that the school commits to them that it will take all reasonable steps to prevent retaliation by a person against them for making a complaint of a breach of the Bullying and Harassment policy.
If the above fails, a formal complaint can be lodged with the Principal or Head of School.

Harasser/Bully: when a person is made aware that they have been bullying someone else, the following procedures apply:

They are encouraged to understand the offence caused by their behaviour and to cease it immediately (e.g., through discussion with their Homeform/Classroom Teacher, Counsellor, or Principal). In this mediation, every effort is made to ensure a good understanding of the issues concerned using a no-blame approach. During the mediation, the Homeform/Classroom Teacher, Counsellor or Principal will advise the harasser/bully that any retaliation against the student who has made the complaint will not be tolerated and may lead to disciplinary action.
In the absence of a satisfactory response, appropriate disciplinary action, involving a Director, Principal or Head of School, accompanied by further counselling, is undertaken.

In most circumstances, the order of disciplinary actions begins as an internal suspension, followed by an external suspension, and culminating with expulsion. Depending on the nature and severity of the bullying/harassment, some of these steps may be bypassed, progressing immediately to external suspension or expulsion.

General awareness of issues around bullying and harassment is raised through discussion in the classroom and whenever it fits the natural context of other classes.

The staff as a whole has a responsibility to support and exemplify the policy of the school and to stress the virtues of respect and tolerance, both through their personal relationships and in their teaching.

Parents are actively encouraged to support the school and accept the school’s considered actions when their children are found to be involved in harassment, and to work in partnership with the school toward resolution of these difficulties. Victims’ parents are encouraged to have the victim tell their story directly to the offending party or to the teacher, school counsellor or principal.

Bystander: If you become aware of threats, immediately report the incident to a responsible adult (Homeroom/Classroom Teacher, Counsellor or Principal).

GNS follows the British Columbia Ministry of Education recommended ‘Fair Notice’ regarding Violence Threat Risk Assessments.

Anti-Discrimination Policy

The school is committed to ensuring that no GNS programs are in existence or are proposed that would, in theory or in practice, promote or foster doctrines of:

Racial or ethnic superiority or persecution
Religions intolerance or persecution
Social change through violent action
Sedition

In addition, the school is committed to continuously developing strategies to make students feel valued, respected and connected with the school community. Our priority is the protection of students’ physical safety, social connectedness, and inclusiveness including protection from all forms of bullying, regardless of their gender, race, culture, religion or sexual orientation.

Illness and Injury

In the case of your child’s illness, we ask that you call the school in the morning to inform us. This saves us time in calling you after attendance has been taken. Please send a note with a date to the teacher upon your child’s return to school, as we need verification of reasons for absence for the Government Grant.

Parents do their best to keep kids healthy during flu season, but sometimes even the most vigilant preventive measures can’t ward off the flu. When your child gets sick with the flu, keeping them home from school will help them recover faster. It also helps prevent the virus from spreading to other children in the school, which is critical to keeping everyone as healthy as possible.

Healthcare professionals recommend that sick children stay home until they're well enough to go back to school. This is typically about 24 hours after symptoms begin to improve. In some cases, however, it can be difficult to determine whether your child is well enough to return to school. Consider the following signs as you make your decision:

Fever: It’s best to keep your child at home if they have a temperature at or above 38 degrees. A fever indicates that the body is fighting off infection, which means that your child is vulnerable and likely contagious. Wait at least 24 hours after the fever has come down and stabilized without medication to consider sending your child back to school.
Vomiting and Diarrhea: Vomiting and diarrhea are good reasons for your child to stay home. These symptoms are difficult to deal with at school and show that the child is still capable of spreading the infection to others. Additionally, in younger children, frequent episodes of diarrhea and vomiting may make appropriate hygiene difficult, increasing the risk of spreading the infection. Wait at least 24 hours after the last episode before considering a return to school.
Fatigue: If your child is falling asleep at the table or acting particularly fatigued, they are unlikely to benefit from sitting in class all day. Make sure your child stays hydrated and let them rest in bed. If your child is exhibiting a level of fatigue that is beyond what you would expect from a typical mild illness, they may be lethargic. Lethargy is a serious sign and should be evaluated by your child’s pediatrician immediately.
Persistent Cough or Sore Throat: A persistent cough is one of the primary ways of spreading a viral infection. If your child has a severe sore throat and a lasting cough, keep them home until the cough is nearly gone or easily controlled. They may also require testing by your child’s doctor for illnesses such as strep throat, which are highly contagious but easily treated with antibiotics.
Irritated Eyes or Rashes: Red, itchy, and watery eyes can be difficult and can distract your child from learning. In some cases, a rash may be a symptom of another infection, so it’s a good idea to take your child to the doctor. Keeping your child home is usually the best thing to do until these symptoms clear up or until you’ve spoken with the doctor. If your child has conjunctivitis, or pink eye, they need to be diagnosed promptly, as this condition is highly contagious and can spread quickly through schools.
Appearance and Attitude: Does your child look pale or tired? Do they seem irritable or disinterested in doing normal daily activities? Are you having a hard time getting your child to eat anything? These are all signs that more recovery time is needed at home.
Pain: Earaches, stomachaches, headaches, and body aches often indicate that your child is still fighting something. This means that they can easily spread the virus to other children, so it’s best to keep them home until any pain or discomfort has disappeared.

In the event that a student becomes ill at school, the student is to report to the office. If the student is too ill to remain at school, the parents are contacted. While waiting for their parents the student will rest in the office. Tylenol or Ibuprofen may be dispensed as per the student’s medical form.

In the event of an injury while at school, if the student can move, they will be escorted to the office where office staff will take care of the injury. If the student cannot be moved and/or the injury is obviously serious, the nearest staff member will send a runner to the office to phone 9-1-1 and remain with the injured student until help arrives.

Concussion/Head Injury Policy

If a student suffers an impact to the head, supervisors/coaches fill out an accident form, noting point of impact and any immediate symptoms. If a student is knocked unconscious, an ambulance is called. At the Junior School, parents will be called immediately for every head bump, to allow the parent to make the determination as to whether it is serious enough to seek medical help.

We then sit the student out, and if the incident happens at school, we bring them to the office and ask the parent to come and pick them up. We highly recommend that they take their son or daughter to their family doctor or clinic. If a diagnosis of concussion is made, students will not be allowed to participate in school activities (games, practices, PE) until cleared by a note from a physician.

Should concussion be diagnosed by a physician, we ask that parents update the school medical form via the parent portal so that the school has an accurate and up-to-date record of all such injuries. Also, please give a copy of the doctor’s diagnosis to your school office.

Parents are advised to follow the informational graphic from McMaster University and CanChild in order to manage the recovery of the diagnosed concussion: https://canchild.ca/system/tenon/assets/attachments/000/000/291/original/MTBI-return_to_school_brochure.pdf

The same checks and balances are also necessary for any concussion which occurs outside of school.

In such a case, please inform the school as soon as you can.

Principles for Dealing with Children with Severe Allergies

GNS has a “nut aware” policy. All staff and volunteers are asked to respect and enforce this policy.
Any food brought in by the school will conform to the highest standard of the above principle, which in practical terms means that there should be no nuts of any kind.
The Principal will meet with the parents of each child who has a severe allergy to:

ensure that the school fully understands the extent of the allergy and the appropriate emergency response;
put together an individual plan to minimize the danger to the individual student;
ensure that the right people are given the appropriate information (including teachers, substitute teachers, bus drivers, parent volunteers, non-teaching staff);
ascertain the degree of public awareness the family is comfortable with;
ensure that the school has the appropriate permissions from the parents, including permission to administer the antidote as necessary.

Parents are discouraged from sending food to school for class celebrations (e.g., child’s birthday) and need the Principal’s permission for any such occasion.

Appointments

Please try to arrange your child’s appointments for after school hours. If this is not possible, please send a note with your child to inform their homeform teacher of the appointment time. Students are required to check out in the office when they are leaving the school and check in when they return.

Family Trips and Holidays

Our holiday schedule is already generous. For this reason, the school does not welcome extensions of holidays. Such absences can seriously undermine the academic program of a class and individual achievement, as well as the sense of priorities and discipline that we are trying to develop in our students. Parents are advised of each year’s calendar dates early in the previous year, and should plan family travel within this framework.

In unavoidable situations where additional holiday time is necessary, then parents must inform the Principal in writing well before the projected absence. Please note that teachers are not required to provide homework during unexcused absences.

If the child incurs “unexcused absences,” these will be billed where they lead to a loss of provincial grant funding. “Excused” absences are for such reasons as illness, family emergency, or religious observances, or at the discretion of the principal.

Online Communication

GNS relays most school information to parents via email and Blackbaud myGNS. All parents should ensure they have an email address registered with the school so that they receive important school communications.

Blackbaud myGNS contains a calendar to enable you to keep up with everything going on at the school. Announcements are posted regularly and collated into an email that is sent to all families on Wednesdays. School news is sent out on Fridays.

School Bus Service

The school provides a morning and an afternoon bus service. Information regarding routes, schedules and cost is provided to all parents in August and on our website. Please contact the Bus Coordinator (250.370.6150) for more information.

Courteous behaviour is expected from all students riding the bus. Students who do not comply may lose the privilege of taking the bus to and from school.

Bicycles

Students who ride their bicycles to school are encouraged to use a bike lock when they park them in the racks provided. Bikes are not to be locked to handrails throughout the school. Students should be aware of the rules of the road and enter the school property on foot to avoid any accidents with others. All students must wear helmets when riding their bikes. Bicycles should be equipped with a light if students are riding between school and home in the dark. Students are discouraged from leaving their bicycles at school over night due to theft.

Technology Acceptable Use Policy

Acceptable Use

GNS networks and resources are to be used in a responsible, efficient, ethical and legal manner and must be used in support of the educational objectives of the School. This acceptable use policy also includes personal technology (including but not limited to smart phones, laptops and tablets) that may be used to access school resources.

On the GNS network login IDs and passwords are provided for each user’s personal use only; passwords must not be revealed to others. Shared accounts will be deleted. Each user is responsible for all activity that takes place in their account(s). Students should be honest and fair in gathering, interpreting and expressing information for the benefit of others. Always identify sources and test the accuracy of information from all sources.

Unacceptable Use

Unacceptable use includes but is not limited to the following:

Circulating political or campaign information
Violating copyright laws
Distributing material for commercial purposes
Using threatening or obscene language
Distributing false or defamatory information about a person or organization or to harass another person, or to engage in personal attacks of any kind
Transmission or collection of materials in violation of government regulations and laws

Digital Technology

The use of digital technology (audio recorders, cameras, apps, video cameras, scanners, etc.) on campus and in online GNS learning should be limited to academic use only. Specifically:

Recording devices may not be used to record another person who has a reasonable expectation of privacy without the person's prior knowledge and consent; this is inclusive of any online learning platform or online meeting space facilitated by GNS.
Recording devices may not be used in a way that would violate another person's copyright.
Recording devices may not be used to harass, intimidate, or bully another person or to invade another person's privacy (defamation). This means that during online learning, students are not to record, distribute or share any of the online resources or images/screenshots of their peers or instructors.
Recording devices may not be used in any GNS-led online forum or classroom without permission from a teacher or principal.
Some online learning meetings may be recorded by the teacher facilitating the meeting/learning, and they will inform the meeting participants ahead of time.

Software Security

Only members of the Technology Services Department or those designated by them are to install software on school computers.

Vandalism

Vandalism is defined as any malicious attempt to harm or destroy equipment, programs and/or data of anyone connected to the network or Internet. This includes but is not limited to uploading, creating or transmitting computer viruses, hacking, theft and unauthorized intrusion. Vandalism will result in cancellation of user privileges and disciplinary action, and may also result in legal action.

Privacy

While GNS intends to maintain a secure network environment, E-mail, Web use, and files in student accounts are not guaranteed to be private in our school setting. Activities relating to or in support of inappropriate or illegal activities will be reported to the authorities. For more information please refer to the GNS Privacy Policy on the school’s website. Students' use of technology may be subject to periodic checks by GNS faculty. GNS Technology Services staff has access to student accounts. Accounts may also be checked periodically to ensure that their use adheres to the guidelines outlined here.

Middle School Policies

Homeforms

Homeforms for Grades 6 to 8 (single graded) meet daily for registration. Students must report for their homeform by 8:10 a.m. If a student arrives late, they must sign the late book at the office, even if the lateness is authorized. This will ensure that the student’s attendance at school is properly noted. Middle School homeforms meet for 10 minutes at the end of each day to make sure agendas are filled in and books are collected for homework.

Independent schools such as Glenlyon Norfolk School have a long history of providing teacher- student relationships. They are designed to help our students with social, emotional and intellectual development. Through this program students meet regularly in a group with their homeform advisor to discuss academic and school life issues, Graduation Portfolios, to work on community service projects and to develop a yearly educational plan for themselves. In the Middle School, this relationship is also developed through Conference Groups.

The yearly educational plan encourages students to take a greater role in planning the components of their educational experience. Students set goals surrounding their academic achievement, post secondary plans, career plans, co-curricular activities and community service involvement. With the help of their homeform advisor, students revise these goals throughout the year.

Following any absence from school, a note with a date from a parent or guardian must be given to the homeform teacher.

Middle School Conference Groups

Conference Groups in the Middle School are mixed-grade groups of around nine students. Students are selected by house, so all members of the group will be in the same house and all three grade levels represented. The member of staff (or Conference Group Leader) is also of the same house. Students stay with the same Conference Group Leader during their time in the Middle School. Whenever possible, a student who is part of a Conference Group in Grade 6 with a particular member of staff will stay with the group and the member of staff until the end of Grade 8. Where possible, homeform teachers will not have any of their homeform students within their Conference Group.

Conference Groups meet on Wednesdays after assembly. Each group has an allotted venue and students should go to their groups as they would a class. Please also note that Conference Groups will take priority over co-curriculars/rehearsals/music practice, etc., so any of these that may fall at the same time as a Conference Group will be shortened and/or be postponed.

Assemblies

Middle School assemblies are held on Wednesdays. Additional assemblies of the Pemberton Woods Campus or for the whole school are occasionally held to mark special events.

Assemblies provide the opportunity for students and staff to receive information, recognize achievement, hear a speaker or view a presentation on topics varying from serious to light-hearted. The occasion is a formal one, and includes an element of ceremony and protocol. Parents are always welcome to join us for each and every MS assembly.

Home–School Communications

Parent Curriculum Night

This event provides parents with the opportunity to follow a student’s timetable, hear a brief presentation from each teacher about the particular course, and discuss any questions that might arise. They are intended as occasions for mutual introductions. Please check the online calendar or watch the weekly announcements to find out when this evening will take place.

Informal Communications

It is our belief that a successful education requires a three-way partnership between the student, parents and the school. Parents and teachers are encouraged to develop open lines of communication in order to address any area of concern at the earliest possible stage.

If parents have concerns they should not hesitate to contact either the class teacher or the homeform advisor. These are the professionals having the most direct contact with, and knowledge of, the student, and so any issues are most likely to be successfully resolved through these channels.

Should discussions with a class teacher or the homeform advisor reveal concerns of a wider nature, either the parent or the teacher may suggest a ‘Round Table’ meeting, at which the student, the parents and the student’s teachers discuss the matter together.

Parent–Student–Teacher Interviews

Parents are encouraged to be in touch with their child’s homeform advisor on a regular basis to keep up with their child’s progress. We offer two formal opportunities for parents to meet with their child’s teachers.

The first such opportunity comes after Interim reports have been sent home at the end of October. An online system has been established for parents to book interview times with teachers. Learners are encouraged to be a part of these discussions. Please check the online calendar for exact dates and times.

A second opportunity for parents to meet with teachers occurs after the mid-year. This scheduled time is only for parents of learners when there are specific concerns.

Messages

Telephone messages can be left for students, although only in cases of emergency can messages be delivered directly to students, or students be called out of class.

If messages are left for teachers every effort is made to return the call at the earliest opportunity.

Notice Boards

The TV monitor, located in the lower Brooks Building, is used to relay important or timely announcements to students, as well to celebrate achievements.

Off Campus Trips, Consent Forms and Activity Information Packages

Our risk management strategy involves doing our best to ensure safe trips and excursions for our students and staff. As a school we make every effort to ensure that insurance, adherence to the law, accepted safety standards, and emergency procedures are in place. We know that this process can be cumbersome at times—but we feel it is important that you are informed about the risks involved in any activity that your son or daughter participates in.

If you are ever uncomfortable with an activity, please do not hesitate to contact us immediately and we will discuss these concerns with you. If by the end you still do not feel happy with the risks involved, then it is your right and prerogative to hold your child back from participating.

In most cases, we engage in agreements with our service providers and ask families to sign only our Acknowledgment of Risk and Informed Consent forms. We will not ask you to sign or fill in any third party forms, unless there are extenuating circumstances.

It is most important for all parties that every student have a signed form for any off-campus trips that occur. All families are asked to complete a South Island a Blanket Consent form every year at the beginning of September. Students are not allowed to go on any field trips or athletic trips without a completed form.

This South Island Blanket Consent covers any trips that are in the region of Southern Vancouver Island, of normal risk, where the highest level of risk is travel in the school bus or private vehicle to the event. For most of these trips an informational letter is posted on Blackbaud myGNS to let you know the details of the activity that your child is participating in with their class or team.

For any trips outside of the Southern Island area, or for trips involving a higher than normal level of risk, a separate consent form with an informational package is posted on Blackbaud myGNS. In order for a student to participate in such a trip, a signed consent form must be reviewed and signed by a custodial parent and student prior to the departure of the trip. For Family Boarding students, this must be signed by the natural or home parents.

There are also consent forms for participation on any athletic team at the school. Each member of the team must have this consent form reviewed and signed on Blackbaud myGNS prior to the first practice with the team.

Students who do not have the necessary forms signed correctly are not permitted to participate. We appeal to all families to ensure these forms are returned in a timely manner. In team situations, other members of the team are dependent on everyone having their form returned to be able to participate.

Off Campus Trips and Student Conduct

While on school trips, students are ambassadors for the school and, in some cases, Canada. Glenlyon Norfolk School and its Chaperones hold participants to a high code of behaviour and a significant level of personal investment and responsibility is expected from each participant joining the team. Your time with the team and your hosts (if the case) leaves a lasting impression and one that will affect all future school travel. When GNS students are on excursions away from the school we expect our students to:

Be punctual and be where you are intended to be. It is your responsibility to have the plan clear in your mind so you know what is expected of you as to time and place.
Use the trio buddy system. Your personal safety is a priority so do not go anywhere on your own. Go with at least one other person and keep your chaperone(s) informed as to your whereabouts.
Be courteous and attentive to those providing information or instructions.
Do not leave personal belongings lying about. Take care of your gear.
If you are in a hotel, be considerate of the hotel staff and other hotel guests at all times. If you are in a billet situation, please help your host family in any way that you can.
Be cooperative and helpful at every opportunity, and express your appreciation. Travelling is exciting and fun. It also presents stresses and challenges, particularly to the chaperones and other people in positions of responsibility.
Do your part with helping others in transit and at the destination sites.
Report any illness or any injury to the Chaperone on duty at once.
Avoid public displays of affection, becoming involved in any exclusive behaviour.
Do not visit other group members of the opposite gender in their rooms.
Adhere to curfews that are imposed by the Chaperones or homestay guardians.
Abide by all school rules.

All GNS students who wish to participate in school trips need to read and sign a code of conduct agreement before they are allowed to participate. Parents/guardians of participating students should also read the agreement carefully and countersign that they have read and understood what is expected of their child. This Code of Conduct form is included in all relevant overnight trip Activity Information and Informed Consent forms on Blackbaud myGNS.

By reading, understanding and signing these rules, you confirm that you are committed to our expectations and that you understand you will be held accountable if you are not able to live up to the spirit of these rules. Please consider each statement with care, and contact us if you have an issue with any of them.

Participants who violate these rules at any point of the trip may be subject to disciplinary action by the School Chaperones and by Glenlyon Norfolk School. Such action could include immediate removal from the trip, with the participant being sent home on the next available method of transport at the parents’ expense. There will also be disciplinary action set in place by GNS.

By signing Code of Conduct agreement, students agree to forgo the possession and/or consumption of alcohol, tobacco products, drugs (unless prescribed by a medical practitioner). Should a student choose to violate this last rule, the following consequences will be put in place immediately:

The student will need to contact home to inform their parents/guardian about the decision to break the rules.
The student may be sent home immediately at the expense of their family.
Upon return to Victoria, there will be a disciplinary meeting with the school.
The student will then be placed on a minimum two-day external suspension and a letter will go in their personal file. Staff members completing forms for university or scholarship applications will be required to respond in the affirmative to any question asking if the student has ever been suspended from school.
The student may be prohibited to travel with the school for any overnight trips for the next 12 months, including all athletic and curricular programs.

School Supplies

Supply lists for Grades 6 to 8 are posted on our website. The basic requirement for students on the first day of classes is a binder with loose-leaf paper and writing utensils.

Academics

Learners are required to pass all of their courses before proceeding to the next grade. Should a learner fail in one or two subjects, they are normally invited to return on the condition that the courses are reviewed over the summer and an acceptable standard has been met.

The Curriculum

The school curriculum is based upon, and conforms fully to, the BC Department of Education guidelines. GNS is accredited to offer the IB Middle Years Programme to all learners in Grades 6 to 10.

In Math, we offer an accelerated track beginning in Grade 7, allowing learners to earn credits a year ahead of their grade level. French 7 and French 8 also offer classes for enhanced learners where appropriate.

Full details of all courses offered and the choices available to learners at each grade level are contained in the Program of Studies. This is published each February on the school website.

Please note: Occasionally a course described in the Program of Studies is not offered the following September because the enrolment level is too low to make the course viable. Furthermore, some combinations of courses may prove impossible as a result of timetable conflicts. Learners should regard their course selection as provisional until it is confirmed by the Leader of Teaching and Learning.

Course Changes

Each year learners are asked to consider carefully their course choices and to submit those requests in the spring. Information evenings will be offered prior to this date so learners and parents can make educated decisions. On the first day of classes, learners are given individual timetables that reflect their required and elective courses.

Learning Strategies

In order to thrive at GNS, all learners must have the potential to succeed in our program, which has an explicit pre-university focus. However, such potential does not preclude learners from experiencing difficulties with the learning process due to physical or learning disabilities. Adaptations can be made to the learning process to allow learners to complete our program. All teachers will readily give extra assistance and the Learning Strategies Coordinators are available to coordinate and advise. In Grades 6 and 7 it is possible for remedial assistance to be given as required. For learners in Grades 8 to 12, parents must obtain a full psychological-educational assessment from a registered educational psychologist to allow adaptations for internal exams and/or for the daily program.

Academic Honesty

Academic Honesty is an important part of any educational experience and every successful community. It is portrayed by teachers in the example they set for their learners and by learners in the integrity of every aspect of the work they complete. It requires every member to “do their best through truth and courage” and to expect nothing less from each classmate and teacher. The following policy applies to all members of the GNS learning community and all forms of assessment (formative and summative). IB learners must be principled in their behaviour and reflective of their actions so as to remain consistent with this policy.

According to the IB statement on Academic Honesty, “An authentic piece of work is one that is based on the learner’s individual and original ideas with the ideas and work of others fully acknowledged. Therefore all assignments, written or oral, completed for assessment must wholly and authentically use the learner’s own language and expression. Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged.” (IBO, 2009).

Academic dishonesty may include:

Plagiarism: This is defined as the representation of the ideas or work of another person as the learner’s own. This includes the use of the words, research, various forms of media, images or ideas of another person, or source without proper acknowledgment. Also, no work is to be copied from or completed by another person, including a tutor, lab partner, group member or parent.
Collusion: This is defined as allowing one’s work to be copied or submitted for assessment by another learner. Examples may include lab reports, written responses, creative work, and homework. Teachers will clarify when/how information may be shared in group situations, or when individual effort, research, and answering is required. Guidance on the distinction between legitimate collaboration and unacceptable collusion will be provided by teachers.
Duplication of work: This is defined as the presentation of the same work for more than one assessment task.
Other: Any other behaviour that allows an unfair advantage for a learner or that affects the results of another learner. Some examples may include, but are not limited to: the use of online translators, unauthorized material in classrooms and examination rooms, misconduct during summative assessments, use of an electronic device including cell phones, smart technology and unauthorized use of electronic translators. In addition, Contract Cheating is a serious form of academic dishonesty. This can occur when someone else contributes to or completes a learner’s assignments and other academic work on their behalf, without acknowledgment or permission of the learner’s teachers. This might include:

an individual, such as a private tutor, family member or friend
a service, such as a tutoring company, document-sharing website, editing service, or an assignment-writing service, also known as ’ghostwriting' (University of Sydney, 2019)

Citations and Acknowledging Original Authorship:

Through the Approaches to Learning continuum, all learners are taught and have the opportunity to practise appropriate methods to cite and acknowledge sources. Information literacy and citation skills are an integral part of the GNS program.

PYP	We teach learners to acknowledge work that is not their own.
MYP	Years 1–3	Groups - all	MLA
	Year 3	Group - Sciences	APA
	Years 4–5	Groups - all	MLA and APA
DP	Years 1–2	Groups 1 & 2	MLA
	Years 1–2	Groups 3 & 4	APA and/or Chicago
	Years 1–2	Groups 5 & 6	MLA or APA

Resources for Students:

Teacher-librarians and the Educational Technologist are an integral resource for both teachers and learners. Teacher-librarians and the Educational Technologist collaborate with subject teachers to create and deliver lessons on academic honesty and citations (see Appendix 1). In addition to classroom teaching, learners are taught how to utilize resources such as:

EasyBib Bibliography Creator

This academic integrity tool allows learners to manage their sources while researching and writing.

GNS Learning Commons and Resources Page on Blackbaud

This is a learning hub where learners can seek direction, assistance and/or clarification for their academic work.

Turnitin

This academic integrity tool is integrated with both of our online platforms: ManageBac and Blackbaud.

Non-compliance of Academic Honesty Policy:

When a situation arises that may not be in compliance with the school’s Academic Honesty Policy, the learner needs to demonstrate that they understand the importance of academic integrity and learn from their experience.

Steps To Be Taken:

If a teacher or another member of the faculty, suspects that a learner may be in non-compliance with the school’s Academic Honesty Policy, the following steps will be taken:

The teacher will investigate the matter and gather further evidence. The teacher will work in collaboration with the Vice-Principal or, if appropriate, the relevant teacher-librarian to determine what level of non-compliance may have occurred, determine the level of intent and provide the learner with an opportunity to respond. When possible, cases will be used as a learning opportunity for learners. The appropriate administrator will be informed of the findings. Following the evidence gathering, teachers will be required to document the matter in Blackbaud.
If the matter warrants further investigation, the administrator will facilitate a meeting with the teacher and learner giving the learner the opportunity to respond to the concerns. If there is evidence to support the non-compliance of the Academic Honesty Policy, the administrator, in consultation with everyone involved, will determine the next steps which may include contacting the learner’s parents/guardians to inform them of the matter, consequence(s) and further steps in supporting the learner moving forward.
For repeated or extreme incidences (including misconduct of internally and externally assessed work and during DP examinations), a learner may be liable for suspension or further consequences.

Learner Evaluation

Marking and Grading

Each learner receives a written course outline indicating the assessment methods for each subject. It is a fundamental aspect of our grading policy that all learners should be assessed against a common standard.

GNS Middle School Approaches to Learning and Personal and Social Behaviour

So as to align fully with the educational philosophy of the IB MYP, the Middle School will assess all learners in their Approaches to Learning (these may be specific to each subject area) and their personal and social behaviour (these are the same across all subjects). Students are rated as either a novice, developing, near proficient, or proficient, and these are recorded on report cards. Over the course of the year, students will receive three reports and so it is possible to see how they are progressing across these areas.

At the end of each academic year, students will receive an IB grade (from 1 to 7) in line with the IB reporting scale which will be reported to the Ministry of Education.

The Reporting Cycle

The school year is divided into three marking periods; in addition there may be mid-year exams and final summative assessments. For the coming year the dates are:

Fall Term: September 4 to November 20

Fall Term Reports: November 29

Winter Term: November 21 to March 4

Winter Term Reports: March 13

Spring Term: March 4 to June 10

Spring Term Reports: June 30

Report cards are issued at the end of each term. These contain written evaluations and a final, term judgement based on the criteria above in each subject.

In Progress

Occasionally, a learner’s term work is not complete at the end of term and no mark is indicated on the term report. Typically, the learner is expected to complete the required work within two weeks of the end of term. Any questions about this policy should be addressed to the Leader of Teaching and Learning.

Alternative Arrangements for Tests and Exams

It happens, on occasion, that a learner may require special circumstances with respect to school work and exams. For example, one learner may require extra time and a sequestered environment or a scribe for tests and exams.

Learners are eligible for special circumstance consideration on the basis of a completed Educational–Psychological Assessment by a qualified Psychologist. The school will implement the recommendations of the Psychologist as best we can within our structure. It is expected that each learner will complete the full program offered and that any adaptations made will not impact the content of the course.

This policy is consistent with the Ministry of Education guidelines for learners requesting special circumstances on their Provincial Exams. The Ministry policy states that there must be an Educational Psychologist’s Report on the learner, written in their high school years, as well as a practice of accommodating these needs from whenever the learning disability was diagnosed. An Individual Education Plan for these learners will be developed every year to review and assess the value of these accommodations.

Questions regarding this policy should be addressed to the Coordinator of Learning Support.

Achievement Awards

Learner Profile Awards: Twice a year, the Middle School holds an assembly where ‘IB pins’ are awarded to selected students who have meaningfully demonstrated that they have fulfilled an attribute of the IB Learner Profile.

Gryphon Awards: Once a term, the Middle School staff choose one member of each grade to receive our Gryphon Awards and are presented with these at assembly. Our Gryphon awards embody the school motto of “Do your best through truth and courage.”

Exams

The academic program at the Middle School includes a stepped approach to exams in Grades 6 to 8. A learner who misses a GNS exam due to illness may be permitted to make up that exam only with the permission of the principal and when the illness is supported by a doctor’s note explaining the reason for the absence.

Questions about examinations for GNS learners should be directed to the Leader of Teaching and Learning in the Middle School.

Homework Guidelines

We believe that homework is defined as:

A meaningful learning experience assigned by a teacher that supports and enriches the learning development of each student as highlighted in the IB Learner Profile. It is considered an extension of classroom learning.

The guidelines balance time required to complete homework with extra curricular activities scheduled outside of the school day and activities that support personal and family wellness.

At GNS we support five types of homework:

Type	Definition	Intended Outcome
Completion Homework	Any work assigned following instruction that is begun in class and completed at home	Helps students to keep up to date with the instructional program
Practice Homework	Any work that reviews and reinforces skills and concepts learned in class	Helps students to develop newly acquired skills and consolidate new concepts
Preparation Homework	Any work that prepares students for new learning or for upcoming summative assessments/evaluations	Requires students to gather information or artifacts in preparation for learning or requires students to prepare for tests, presentations and performances, etc.
Extension/Projects/ Major Assignments	Any work that explores learning in new contexts or integrates/expands on classroom learning	Encourages students to problem solve, think creatively and think critically
Creative Assignments	Any work which emphasizes creative learning	Encourages students to develop their own ideas related to a given topic

Essential Agreements:

Homework should be carefully assigned, if at all, to Grades JK – 3. Families are encouraged to engage in early learning activities such as playing, talking and reading together in English or in the family’s first language.
Homework assigned in the early grades will more often take the form of reading, playing a variety of games, having discussions and interactive activities.
Homework must be assigned by teachers from Grades 4 to 12.
In general, homework for older students should be no longer than 1 hour per night for Grades 5 through to 8 and no more than 2 hours per night for Grades 9 to 12. In the Senior School, individuals might find that more time will be required depending on their co-curricular involvement, organizational skills and course load.
In general, homework should not be assigned on school holidays or other occasions as deemed by the Principal (e.g., the Carol Service).
Wherever possible, homework will be assigned by teachers so that families can best support its completion at home by balancing the time required for homework with activities outside of the classroom.
Where appropriate, there will be progressive consequences for incomplete homework. In the Senior School, measures, including awarding grades of zero, are discouraged.
The setting, monitoring and completion of homework will be overseen by individual teachers or, in the Senior School, via the Assignment Completion Time (ACT).
The school accepts that, on occasion, family commitment may take priority over homework.

Works Cited

Dufferin-Peel CDSB - Homework Policy. Dufferin-Peel CDSB - Home. Web. 25 Oct. 2010 <http://www. dpcdsb.org/CEC/Students and Parents/Homework Policy/>

Alfie Kohn: Rethinking Homework - Teachers.Net Gazette. Web. 25 Oct. 2010 <http://teachers.net/ gazette/FEB08/kohn/>

New Policy Reinforces Homework as an Engaging and Relevant Learning Activity - Toronto District School Board (TDSB). Web. 25 Oct. 2010 <http://www.tdsb.on.ca/about_us/media_room/room.asp?s how=allNews&view=detailed&self=11565>

In the Middle School this means:

the general rule is that Grade 6 students will have around 30 minutes per night; Grade 7 students can expect over 30 minutes per night and Grade 8 students can expect around an hour a night;
a variety of tasks and types of homework will be set across each subject;
homework is set within the lesson in a manner which allows students time to record the homework, i.e., not always at the end: it is always written on the board or on paper—not set orally;
homework has a clear deadline for completion recorded in each student agenda;
where applicable, teachers will check that homework has been written into the agenda each time it is set;
in setting homework, teachers take into account different needs, abilities of students and differentiate homework accordingly where appropriate and possible;
teachers will intervene regularly and frequently with regard to feedback about homework tasks both orally and in writing giving students constructive advice upon how to improve their work and learning;
as part of our understanding of the impact of homework, we will aim to avoid overload in work set at weekends;
tasks should be specific and achievable for each age group—a long term project for example may not be suitable for younger students where specific, step by step guidance may be required;
homework is reviewed on a daily basis every afternoon by homeform teachers.

Monitoring of Homework in the Middle School:

Each teacher will regularly monitor homework in their subject
The Principal and/or Coordinator of Curriculum Leadership may monitor homework through regular checking of student agendas
Where homework has not been completed, the student will be asked to attend a lunchtime catch up session on the day they have not handed in their completed work. The students will be informed by the teacher of this and reminded whilst eating lunch in the cafeteria. On dismissal from the cafeteria, students will go straight to the room needed to complete their homework, supervised by either the teacher concerned or the Principal. The completion of this work will take priority over other student co-curricular (or other) time
Where a student is not completing homework regularly, the homeform teacher, Coordinator of Curriculum Leadership and Principal should be informed so as to monitor any patterns across subjects and provide support; parents will be informed

It is necessary for some degree of professional discretion and understanding between individual teachers and individual students in relation to homework. Ultimately we wish to see it as an intrinsic and valuable element of the GNS educational philosophy.

Policy on Missing Tests or Examinations

It is expected that learners will take all tests on the day stipulated by the teacher. If a learner is to miss a test because of a school field trip, sporting event or other commitment which is known in advance, the learner must inform the teacher at the earliest possible date beforehand and make alternative arrangements. If a learner misses a test without prior approval or a valid reason, the teacher will automatically assign a mark of zero. In the event of an absence owing to illness, the onus is on the learner immediately upon return, to provide a note from home explaining the absence and to speak to the teacher to make alternative arrangements. Make-up tests are normally written after school, or in study time, under supervision.

Persistent missing of tests (more than twice) may lead to the loss of the privilege of make-up tests.

During the exam period, learners attend school only for the examinations they are writing. It is imperative that learners take the responsibility for following the examination schedule and arrive at school at least 15 minutes before the start of the exam. Only in cases of serious illness will learners be able to make up a missed examination. The Principal requires a doctor’s note and a day is set aside at the end of the examination period for make-ups.

Textbook Issue and Return

Learners are responsible for all books assigned to them. They are billed if the specific books loaned to them are not returned at the appointed time. Typically, textbooks for a course are returned at the completion of the final exam. Books loaned by one individual to another are still the responsibility of the person to whom the book was issued. Books must be returned by the last business day of June or learners are charged the replacement cost for each textbook.

Outdoor Education

Outdoor Education gives learners at each grade level an opportunity to engage in outdoor activities that challenge their boundaries and help to build a sense of community at the school.

Middle School students attend Camp David in September and during the year will have opportunities to be engaged in ocean-based or snow-based experiential education.

The Student Code

General Expectations of a Middle School Student

GNS is committed to providing as safe and secure an environment as possible. School rules exist not only for order and good government, but also for the benefit of individual students from the perspective of health and general well being.

Each student is expected to abide by the spirit, as well as the letter and intent, of school regulations. If students keep the following guidelines in mind, life is more rewarding and enjoyable for all concerned.

Do your best.
Be honest.
Be responsible.
Respect others and their property.
Behave properly.
Respect the school rules.

Students are under School Discipline:

on all field trips, at school sponsored dances, in Outdoor Education camps, or any other school-sponsored activity, wherever it may be held;
at any time they are under the supervision of a member of the school staff; and
while travelling to and from school.

While under School Discipline, students are subject to the same expectations of behaviour as apply during the school day. The following guidelines cover a miscellany of day-to-day issues.

Acceptance of a place at GNS implies a willing acceptance of, and commitment to, all aspects of the school’s activities and policies. At all times students are expected to behave with good sense, courtesy and a due regard for safety.
Any student who seriously infringes the right of other students to enjoy the benefits of the school, or who behaves in a seriously irresponsible fashion, may be expelled. This includes disruption in class, physical or verbal bullying or harassment, violence, theft, vandalism of school property, cheating, and rudeness or insubordination to school staff, invited guests or substitute employees.
Attendance of students at the school after regular school hours is a privilege that is subject to the school rules of behaviour, and may be revoked for breach of any of those rules. Middle School students, with a study pass signed by one of their teachers, can remain at the school to study in the Scott Library until 4:30 p.m. Supervision after that time is not available.
Courtesy and good manners are expected at all times when students are dealing with parent volunteers.
At lunchtime, Middle School students eat lunch only in the cafeteria. Snacks may be eaten outside as long as all refuse is disposed of properly. The turf field and Denford Hall are off limits to any consumption of food.
Personal music or other audio devices are not permitted in class. They can only be used with direct permission of the teacher. It is not a ‘given’ that students can listen to music; rather, it is a privilege. Cell phones may be brought to school, but may only be used during out of class hours, or for subject teacher approved activities.
GNS is a gum- and peanut-free zone.
Out-of-town students attending GNS must live in lodgings approved by the Family Boarding Coordinator.
Students are not permitted to reside in an apartment or dwelling without a parental adult without permission of the school.

Cell Phones and Other Electronic Devices

Increasingly, parents want their children to have cell phones so that they can contact them before and after school, as well as at lunch, to relay important family information. In addition, students and teachers are discovering positive ways to use cell phones in classroom assignments. For instance, students use the camera feature on their phones to take pictures on field trips or while recording observations for a report. At the same time these devices can be disruptive to classes, and in fact used as instruments for cheating.

Students in the Middle School do not need to bring cell phones and electronic devices to school. If students do bring these items for personal reasons, it is expected that they remain locked in their lockers during the school day and are only used before or after school hours. If students need to contact parents during the day, they are welcome to check with their homeform teacher and use the phone available for student use on the main floor of the Brooks Building.

If a student is found using an electronic device during a test, then they will be awarded a zero for that test. The school will not be accountable for any electronic device that is lost, damaged or stolen while a student is at school.

At times, under direct guidance from a teacher, students may be asked to bring to school and use a mobile device to assist learning.

All Middle School students will be issued a GNS-owned Chromebook to assist them with their studies. Please see further information on the Chromebook program. Students should not bring in their own laptops.

Attendance

Students must report to their homeforms by 8:10 a.m. If a student arrives late, they must sign the late book at the Campus Office, even if the lateness is authorized.

Following any absence from school, a note from a parent or guardian must be given to the homeform advisor. A note may also be required following instances of extreme or repeated lateness.

The school is responsible for knowing the whereabouts of each student during the day. All students leaving the premises for any reason whatsoever are required to sign their in/out cards in the Campus Office.

Grade 6, 7 and 8 students are not permitted to leave the school grounds during breaks.

All students leaving the school grounds at any time are required to sign out on leaving and sign back in on their return.

Lates

If a student arrives at school after the homeform attendance check, they must immediately sign a late card in the office, even after doctor/dentist appointments. A note must be provided. Students will show the slip to their class teacher who will give it to the homeform advisor.

Middle School latecomers should report to the Office in the Brooks Building. As we run a Safe Arrival program, parents are asked to call the Middle School Office at 250-370-6803 if their child is going to be absent or late. In the event that no call is received and the child is absent at the beginning of classes, the school will call home.

All students are required to arrive punctually, attend all classes, regular school activities, and special events as announced. Students in Grades 6 to 8 must remain on campus until the end of the academic day. Parents have an important obligation to support fully the school’s requirements with regard to regulations and notes and are asked not to give permission for absences to enable a student to complete school assignments or catch up on late work. Students are held accountable for regular attendance, promptness, handing work in on time and so on.

Homeform advisors and the Vice-Principal will apply the following policy as a means of effectively dealing with lateness.

Approved and Unapproved Absences

We are required by the Ministry to classify every absence from school as either approved or unapproved. An approved absence may be one which is unavoidable, such as caused through illness, a bereavement or similar circumstance, or it may be an absence on a school-sanctioned activity, such as a competition or conference.

For the student, the implications of this distinction can be significant. For an approved absence, every effort is made by the school to minimize the academic impact of the absence: tests and assignments may be made up and extra help may be given. For an unapproved absence, students may receive a zero for any tests or assignments missed.

No doubt there are occasions when parents feel justified in withdrawing a student from school temporarily. However, the implications of such a decision should be considered seriously, and every effort made to avoid compromising the educational priorities we all promote. In particular, we ask parents not to seek permission for extensions to the already generous school holidays, e.g., to better fit their travel plans.

Lockers

Each student is issued a school locker for storage of books and personal belongings. The student is responsible for ensuring that their belongings are properly secured in the locker. All lockers must be secured with a school lock. Locks are provided on the lockers and the assigned lock must be returned at the end of the school year. Students are asked not to bring expensive or valuable equipment to school. The school cannot be responsible for items that disappear and families should investigate their personal insurance plans.

The locker remains the property of the school and, as such, is subject to inspection at any time. The locker must be cleaned out at the end of each term. If a student fails to clean out a locker, the school may remove the contents of the locker for storage or disposal as appropriate. Lost or damaged locks will result in a $15 charge to the student.

School Policy on Drugs, Alcohol and Tobacco

While under school jurisdiction, it is ABSOLUTELY FORBIDDEN for students to be in possession of, traffic in, or consume any part of any illegal drug, tobacco, marijuana or alcohol of any kind. This policy shall also apply to the illicit use of prescription drugs or other controlled substances. This policy includes e-cigarettes, END (electronic nicotine delivery systems), vaporizers or nicotine gum.

Students contravening regulations may be suspended, expelled, and liable for criminal action. The following sanctions may be applicable: for offences involving alcohol or illegal drugs, students will at the least be SUSPENDED IMMEDIATELY and, depending on the circumstance, be liable for EXPULSION on the first offence.

If a student is required to use medication or has a substance use disorder or addiction, they must contact the Head of School and provide medical confirmation regarding the medication or disability, in which case the school will consider whether an accommodation can be provided.

School Policy on Weapons

A weapon is an instrument designed or used to injure or intimidate another person. This includes items generally understood to be weapons as well as replicas of weapons. Knives with fixed blades or switchblades are classed as weapons. Any other item used to injure, threaten or intimidate, is also a weapon.

Weapons are not allowed:

In the school
On school grounds
On the way to and from school
At any school related activity

The school will not readily accept excuses or explanations for being in possession of a weapon or potential weapon. Excuses such as “I forgot I had it” or “It’s not mine” are not acceptable.

All students are discouraged from carrying pocketknives. The school reserves the right to confiscate any knife or other item that could be used as a weapon.

Violation of this policy will result in suspension or expulsion, according to the circumstances.

Consequences of Misbehaviour

Our discipline measures always seek to balance the needs of the community—the most important being a safe environment in which all students can grow and flourish—with the needs of the individual. We recognize that students facing many decisions will make mistakes, and we work from the premise that the dismissal of a student is to be avoided wherever possible, but that the rights of the community have to be paramount. Issues of concern will be discussed and dealt with by the Principal in conjunction with teachers, parents and the student. The aim is to prevent escalation to the stages of discipline described below.

There are occasionally situations of a very serious nature that will lead to expulsion in the first instance.

There are four stages in the disciplinary process.

Stage 1: Conference. A student will be part of a conference with a member of the Middle School management team. This may result in further actions such as a loss of privileges or break time.

Stage 2: Internal Suspension. A student may receive an internal suspension for more serious or repeated, minor infractions. Parents are contacted and the student will spend up to two days in internal suspension. The student is isolated from the community for the duration of the suspension. Work may be completed and tests may be written. The student will report to the office at 8:10 a.m. and will be released at 3:15 p.m. Bus students may need to make alternate transportation arrangements. A student on internal suspension is not eligible to take part in co-curricular activities on the day of the suspension.

Stage 3: External Suspension. A student may receive an external suspension for very serious infractions of the school’s code of conduct, or repeated infractions of a less serious nature. Parents are contacted and asked to come to the school to meet with the student and the administration. The student is sent home for a period of time, depending on the nature of the infraction. Schoolwork may be completed and tests made up at another time (usually during the student’s free time). A student on external suspension is not eligible to participate in co-curricular activities for the duration of the suspension.

External suspensions will be followed by a period of probation, which will fall into two categories:

Directed Probation: As its name suggests, Directed Probation is directed at a specific behaviour. If a student is involved in bullying, for instance, they may be put on Directed Probation which would result in them being expelled for further instances of bullying, but the breaking of other major school rules would not automatically end up in the student’s dismissal. Directed Probation may carry on to the end of the school year or, in some cases, for the duration of a student’s time at GNS.
General Probation: In serious cases, a student may be placed on General Probation, which is a last opportunity to prove to the school that s/he will live within our expectations. A student who is on General Probation will be dismissed from the school for breaking any major school rule. General probation normally carries on until the end of the school year, at which time the Principal and Head of School will make a decision regarding whether the student will be able to return the following year.

Stage 4: Expulsion. A student may be expelled immediately for the most serious of infractions that might impact on the safety of other students in the school, as well as illegal activity or repeated infractions of a less serious nature. Parents are contacted and asked to meet with the administration, including the Head of School.

Students are expected to take responsibility for their actions and to be truthful. Students who lie about their involvement in a disciplinary matter will be liable for a more severe punishment than those who tell the truth.

Appeal Procedures

School administrative and disciplinary procedures have been framed to reflect the principles of fairness and natural justice. As the school staff executes these procedures and policies, every effort is made to recognize the rights of children and families to sensitive treatment and fairness. Particularly in the case of disciplinary situations when a student or students are suspended from the school or expelled, there is in place an appeals procedure. Access to the appeals procedure is via written request to the Chair of the Board of Governors.

Upon request, the Chair of the Board of Governors may appoint a Review Panel to which appeals are referred. The Panel reviews all material and evidence and takes whatever action it considers necessary to enable recommendations to be made to the Chair of the Board in respect to the appeal. The Chair of the Board makes a decision on the matter in question as soon as possible after receiving the recommendations of the Panel and gives written reasons for the decision to the appellant. The Review Panel comprises at least two persons from the school community.

Neither the Panel, the Chair of the Board, nor the Board is in a position to second-guess the academic and professional judgment of school faculty and administration. Consequently, review by the Panel of decisions taken by school staff will focus on matters of adherence to established school policies and practices, and administrative fairness.

Further information on the appeal process is available through the Chair of the Board of Governors.

Parents have one additional recourse: the Ombudsperson of the Independent Schools Association (ISA). Such recourse is only available after all avenues of appeal at the school have been completed.

Student Life

The House System

Every student and teacher at GNS belongs to a House. The Houses each have a history extending back to the two founding schools. Norfolk House named its four Houses after villages around Norwich, in England: Caister, Dereham, Walsingham and Wymondham. Glenlyon School named its four Houses after West Coast explorers of Scottish descent: Mackenzie, Fraser, Thompson and Douglas.

Upon acceptance into the school, each student is assigned to one of the four Houses for “life.” If a parent is an alumnus/alumnae of the school, or there is an older sibling, then the boy or girl is assigned to the family’s House.

The Houses names and colours are:

Caister-Mackenzie (Red)
Dereham-Fraser (Blue)
Walsingham-Thompson (Green)
Wymondham-Douglas (Yellow)

House rivalry provides a vehicle for friendly competition within the school, and a series of events and activities are staged by student leaders each term. In the Middle School, points earned by House members through participation in co-curricular activities, House competitions in assembly and deportment, decide which House on each campus wins the campus house cup for the year.

Student Leadership

In the Middle School, students can be elected to the Student Activity Council, a rotating group of student leaders with representation from all three Middle School grades. Two students from each homeform will be elected by their peers to the Activity Council; these positions will rotate each term. When a student is acting as a member of the Student Activity Council, they will meet regularly with members of the Middle School leadership team to discuss issues relevant to the school and help plan any upcoming events, such as dances, open houses, spirit events, or house competitions.

Service as Action

At GNS, recognizing that we are part of a larger community is an essential aspect of education and of life. Students are expected to use their skills and awareness of public issues gained in the classroom to help their communities in meaningful ways and to reflect upon their experiences to consider how they make a difference in the lives of others at the local, national and global level. Service is considered to be action in which the student is the source of sincere effort, not the recipient. Though school-based service Learning opportunities are offered, students are encouraged to organize their own activities based on their areas of interest.

Students record activities as “Service as Action” through ManageBac, creating a digital portfolio of their involvement helping others. Within each record, students are asked to identify and explain how they connect to the prescribed Service as Action Learning Outcomes for their Grade Level. Detailed instructions for documenting your service are available on ManageBac, and by contacting the Service Coordinator.

SA Learning Outcomes	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10
Aware of strengths and areas for growth	✓	✓	✓	✓	✓
Work collaboratively with others	✓	✓	✓	✓	✓
Perseverance and commitment to activities	✓	✓	✓	✓	✓
Undertake new challenges and develop new skills		✓	✓	✓	✓
Plan and initiate activities			✓	✓	✓
Engage with issues of global importance				✓	✓
Consider the ethical implications of service				✓	✓

Personal Counselling

Personal counselling is available to students through the school counsellor. Individuals experiencing social or emotional difficulties, or problems surrounding their adjustment to school, are encouraged to seek support in the counselling office. The counsellor is in a position to coordinate resources and to consult with parents, students, teachers and administration in an effort to identify the factors limiting a student’s success. In those situations requiring educational or psychological assessment or a level of therapeutic intervention beyond the scope of the counsellor, a referral to an external resource is made.

The personal counselling service can be accessed through the homeform advisors, the school administration or by contacting the counsellor directly.

Student Exchanges at GNS

The objectives of the Grades 8 to 11 GNS Exchange Program are to encourage internationalism, personal growth in the areas of independence, communication and cooperation. Except for exchanging with our Japanese sister school Setagaya Gakuen, all exchanges are set up with Round Square schools. The Round Square is an international organization of over 70 schools that share the IDEALS: Internationalism, Democracy, Environment, Adventure, Leadership and Service. For all school exchanges, the cost per GNS family is only the cost of airfare and any necessary vaccinations and associated travel expenses.

Students in Grades 7 to 8 may apply to participate in the Middle School Canadian Round Square Exchange Program, where students from our school travel in a small group to attend for two weeks another Canadian Round Square school, and stay with an exchange partner. Then in turn, our students host their exchange partner at GNS for two weeks.

School Dances

Throughout the year, there will be pre-arranged dances in the Middle School. Students must be dressed tastefully and appropriately. Staff reserve the right to deny entry to a student who does not meet an acceptable standard of dress.

Middle School dances run from 6:30 to 8:30 p.m. Parents are asked to pick-up their children promptly at the end of the dance.

The Co-curricular Program

Involvement in School Activities

We strongly endorse student activities as the other half of education. Academics and student activities together form the core of our program at GNS; hence the phrase Co-curricular Activities.

Students in Grades 6 through 8 should participate in the co-curricular program in every term. They are also, of course, encouraged to go beyond this minimum expectation and participate in a variety of co-curricular activities.

Performing Arts and Clubs

Performing Arts and Club activities take place before school, during lunchtime, after school and on weekends. Certainly Drama Production, Debating, and Public Speaking participants spend much of their time in weekend practices, rehearsals, and projects. These are the co-curricular activities generally available in the Middle School: Band, Jazz Band, Choir, Model United Nations,Yearbook, Debating, Drama Production, and Young Round Square Committee.

Jazz Band

The Middle School Jazz Band is a co-curricular, open to all Grade 7 and 8 students who are registered in band class.

Concert Choir

At GNS choir is open to all students who want to improve their vocal skills. Students are encouraged to take choir either as a course, a co-curricular, or both. Students in Grade 6 receive one term of choir as part of the Fine Arts Orbit. Students in Grades 7 and 8 may choose Concert Choir as an elective course. All Middle School students can choose Concert Choir as a co-curricular.

Theatre Productions and Performances

The Middle School offers a theatre production each year. Productions are performed for three evenings and one matineé in front of live audiences at the school. Selection for the production will require an audition, but all students who are able to commit to the rehearsal schedule and all of the performances are welcome to perform.

Expectations

Students who choose to participate in the Performing Arts are expected to make a full commitment to rehearsals and performances. Extra practice outside of regularly scheduled rehearsals is required.

The Athletics Program

Program Goals

While each GNS team develops its own specific season’s goals, both the coaching staff and the school administration will reflect the following principles throughout the year’s different seasons.

Safety

This must be the number one priority for all athletic activities in the school. It includes taking full precautions for the avoidance of accidents, ensuring that students acquire the level of competence and fitness necessary to avoid injury, and giving due regard to the healthy development of the student athlete.

Enjoyment

Participation in athletics at GNS is voluntary, and primarily for the benefit of the athlete, not the school. Although elements of any sport season may not be intrinsically ‘enjoyable’ in themselves, the overall experience must be a positive one. Furthermore, the enjoyment cannot all be dependent upon the outcome of the season, although success is generally more fun than failure!

Education

The Athletics Program provides a unique forum for contributing to the total education offered at GNS. Our coaching efforts are both general (reinforcing and extending the values and attitudes promoted in other programs), and specific (providing students with the knowledge and skills to enable them to fulfill their athletic potential and pursue a healthy and active lifestyle).

Success

Coaches would be failing their athletes and the school if they did not pursue success. The goals of safety, enjoyment and education should set a clear context for a team, but within that context, teams, athletes and coaches must strive to be the best they can be. Sport is inherently competitive, whether the competition comes from the opponent, from the stopwatch or from within. The experience for our athletes is more fulfilling if they feel they can achieve a measure of success in that competition.

Program Content

GNS is a small school, and so the desire to offer students as wide a range of athletic experiences as possible sometimes conflicts with the goal of ensuring that students have the opportunity to achieve excellence.

Faced with these constraints, we have identified three boys sports and three girls sports that are regarded as the ‘major’ sports of the school: Girls Field Hockey, Basketball, and Soccer; Boys Soccer, Basketball, and Rugby. In these six sports the school will make every effort to ensure that we have a fully supported program at all age levels, with the explicit goal of being competitive at the Provincial level.

Other sports are encouraged and supported to the best of our ability, but will be more affected by changes in the availability of coaches or the enthusiasm and ability of a particular group of students. The goal for these sports is to be competitive at the local and Island level, though higher aspirations are encouraged.

Leagues, Competitions & Organizations

In order for GNS to compete in league play with other schools, we belong to the following associations:

Independent Schools Association (ISA) – Grades 4–12: provides competition among independent schools on Vancouver Island and the Mainland.
Lower Island Middle Schools Sports Association (LIMSSA): provides local competition for students in Grades 6 through 8. This is primarily a participation based association with little emphasis placed on winning. Information, including schedules and results, regarding LIMSSA may be found at the following website address: www.sd61.bc.ca/athleticassoc.
British Columbia School Sports (BCSS) – Grades 8–12: BCSS governs play at the provincial level and is ultimately responsible for all school sport competitions in British Columbia. The above-mentioned associations are also members of BCSS and therefore must adhere to all the rules and regulations of BCSS. Guidelines are laid out to cover codes of conduct for athletes, coaches, and spectators, gender equity, community coach guidelines, eligibility, and seasons of play. BCSS tracks the movement of students from school to school after they have entered Grade 8 and determines their eligibility in Grades 11 and 12.

The school takes a positive and active role in the aforementioned Associations to ensure the fairness of all rules and regulations as they pertain to our students.

Sign Ups and Try-outs

Dates, times, and locations of team tryouts are announced in Assembly, posted on notice boards, and included in the Daily Announcements. At the Middle School level of competition, all students are encouraged to participate. However, students wishing to play must meet the criteria of attending practices. If numbers warrant, a second team may be entered into league play.

Attendance at Practice

Athletes are required to attend all practices and games unless absent from school, or granted special dispensation in advance by the coach/sponsor. All athletes have a commitment to their fellow team members, and unjustified absences represent dereliction of this commitment. Coaches may exclude an athlete from the team, temporarily or permanently, if the athlete does not meet the established attendance requirements. These requirements will be clearly communicated to the athletes at the beginning of the season.

Uniforms

Playing uniforms, in most cases, are the property of the school. Students are issued their team uniform prior to the beginning of the season. Once issued with a uniform, it is the responsibility of the athlete to look after it and return it to the Coach/Sponsor at the end of the season. It is not to be worn other than during scheduled athletic contests. Uniforms which are not returned, or returned in a damaged condition, are charged to the student at the end of the academic year in the same way as unreturned text books.

Program of Athletic Activities

The following activities are available to students at the Pemberton Woods Campus during the coming school year. Most practices and competitions occur Monday through Friday following school hours, although some also involve morning, lunch time and weekend play.

Fall Term
Boys	Girls	Coed
Soccer Intramurals Basketball	Soccer Intramurals Basketball	Cross Country Ultimate Rowing (Grade 8)
Winter Term
Boys	Girls	Coed
Volleyball	Volleyball	Swimming Tennis Development
Spring Term
Boys	Girls	Coed
Rugby	Field Hockey Gr. 8/Jr. Soccer	Badminton Track & Field Gr. 8 Tennis

Travel

When necessary, students are released from class early to allow sufficient time to attend away fixtures. In order to minimize the missing of class time, team members are permitted to wear their team uniform and/or GNS track suit to afternoon classes.

In some sports, additional costs may be incurred for accommodation, transportation, equipment, meals, etc. Any charges to be borne by the student will be communicated to parents in writing.

Awards

In every competitive sport with three or more games, awards are presented at the year-end Athletics Awards Evening. The mechanism and criteria for selecting the recipients is left to the discretion of the team’s coach/sponsor. Major athletic awards include the Victor Ludorum, Victrix Ludorum, Arran Cup, Jenny John Trophy, and the Jim deGoede Cup for Athletes of the Year, the Penn Shield for Sportsmanship, and the Vandekerkhove Award for determination and effort. A committee of coaches determines these major awards.

Middle School Uniform Policy

At GNS, the uniform is worn with pride. It is an outward sign of the choice that families have made to join the GNS community and the way to demonstrate daily their commitment to fully embrace the values and spirit of GNS.

The official clothing list in this handbook should be consulted and should be considered to apply to boys or girls.

The rule remains that students arrive and leave the school in full uniform. After school games, students may go home in their school track suit. Note: Students may come to school in PHE uniform if PHE is either in period 1 or 2; students must change into their uniform after PHE classes. Whatever the situation, students should be in Number One Dress for Wednesday assemblies.
Outerwear, including running shoes, is not to be worn indoors. Outerwear is to be placed in lockers at the start of each day. There are many GNS uniform options for students to choose if they are cold.
Number One Dress Uniform, including blazer and white dress shirt with tie, must be worn on required occasions as notified.
Shoes: Students must remember when purchasing their shoes that they are worn for the entire school day, so they should provide adequate support and be comfortable. Flat shoes are required in the Middle School.
Kilt Length: Kilts must be no more than 8 cm above the crease of the knee and must be worn with kilt shorts.
Hair: Historically the school has tried to keep out of students’ hair! Hair should be clean, neat and tidy at all times. Exaggerated or bizarre hairstyles and unnatural hair colours are not permitted. For all students, bangs past the eyebrows must be kept back. Facial hair must be kept neat and closely trimmed.
Make-up: Students in Grades 6 to 8 are not permitted to wear make-up.
Jewellery: One pair of small earrings worn in the lobes of the ear and/or one small discreet nose stud are permitted. All other jewellery must be inconspicuous.
Other visible body piercing (including tongue studs) is not allowed. Visible tattoos are not allowed.

With all uniform and personal care issues such as hair, make-up, jewellery, or alternative shoes (as per physician’s request), please see the Vice-Principal.

Please note: All uniform items must be purchased at the Gryphon Door school store, with the exception of shoes. Students not wearing their uniform correctly will be given an initial warning. On subsequent infractions, students will be provided with the appropriate uniform items from the school store at their expense and parents will be contacted. All clothing and personal items must be labelled.

Mufti Days

Occasionally, the school has a “Mufti” day. On these days, students may wear their regular clothes, but need to remember that there is still a standard of acceptable dress. Bare midriffs, skimpy tops, shirts with inappropriate words or images, and very low rise pants are not acceptable. Clothing should cover as much as their PHE kit. If a student arrives wearing inappropriate clothing, they will be asked to return home to dress in a more acceptable manner.

Number One Dress Guidelines

Grades 5 to 12

Navy GNS blazer, white GNS dress shirt (short or long sleeved) with button down collar, tucked in, GNS tie
Grey dress pants with black belt, grey socks, solid black polishable shoes; no boots or other high-top style footwear
GNS kilt no more than 8 cm above the crease of the knee with kilt shorts, navy knee socks, solid black polishable shoes; no boots or other high-top style footwear
Navy tights allowed on cold days

Daily Dress Guidelines

Grades 6 to 12

Blue GNS long-sleeve oxford shirt, tucked in, or white or navy GNS polo shirt of appropriate length (short or long sleeved); blue GNS outblouse
Navy GNS sweater vest, long-sleeve v-necked sweater, quarter zip or GNS sweatshirt with GNS collared shirt underneath
Grey dress pants or shorts with black belt, grey socks, solid black polishable shoes; no boots or other high-top style footwear
GNS kilt no more than 8 cm above the crease of the knee with kilt shorts, navy knee socks or navy tights, solid black polishable shoes; no boots or other high-top style footwear
Navy GNS skirt/skort no more than 8 cm above the crease of the knee, navy knee socks or navy tights, solid black polishable shoes; no boots or other high-top style footwear

PHE Strip

Grades 6 to 8

GNS PHE shorts, GNS house shirt, white socks and proper active running shoes
GNS Adidas school track suit (jacket and pants) is optional, but may be required if participating on a school athletic team

All Grades

Students must have proper active footwear with non-marking soles. Velcro closures are acceptable only for students in Grades JK to 5. Students in Grades 6 to 12 should have footwear with laces
GNS PE sweat top and pants are acceptable for PHE
Children requiring a track suit in a size smaller than is available may wear the GNS PHE sweat top and pants
Strip should be brought to school in either the traditional or the Adidas GNS sports bag for Middle and Senior School

Privacy Policy

Glenlyon Norfolk School is committed to maintaining the security, confidentiality and privacy of your personal information and adhering to the privacy standards established by the British Columbia Personal Information Protection Act (PIPA) and other applicable legislation. The complete policy is available on our website.

Contents

General Information

Our Mission

Our Vision