Havergal College Course Calendar, 2019-20 Academic Year
Upper School courses offered by Havergal College for the 2019-20 academic year.
Upper School Course Calendar 2019–20 Academic Year
Table of Contents The Havergal Education 1 School Structure and Organization 3 Havergal College Directory 4 School Policies 10 Academic Information 24 Description of School Services 34 Diploma and Certificate Requirements and Related Procedures 39 Curriculum Information 48 Course Selection Process 49 eLearning Consortium Canada 50 Independent Study 52 Private Study 52 THE ACADEMIC PROGRAM 53 The Arts 54 Dramatic Arts 55 Music 56 Music: Band 58 Music: Guitar 58 Music: Strings 59 Music: Vocal 60 Visual Arts 61 Business Studies 63 English 65 Guidance and Career Education 68 Health and Physical Education 69 Interdisciplinary Studies 73 Languages 74 French 75 Classical Languages: Latin 77 International Languages: Mandarin 78 International Languages: Spanish 79 Mathematics 80 Religious Education 83 Science 84 Social Sciences 88 Canadian and World Studies 90 Social Sciences and Humanities 93 Technological Education 95 COURSES AT A GLANCE . . . . . . . 97
Student Portal: community.havergal.on.ca Veracross (MyHavergal): portals.veracross.com/hc/login
The Havergal Education
Havergal College
Enduring Values
Integrity – Honesty, dignity, responsibility and respect for others guide our actions. Self-respect is a key, allowing authenticity and the ability to be true to oneself. Inquiry – Exploring, questioning and discovering guide our path of learning. Compassion – We believe that kindness and caring are part of who we are and guide what we should do. A common humanity lies at the heart of our school. Courage – We are not afraid to question the status quo and be bold and tenacious in our pursuits and values.
A Havergal education provides an exceptional educational opportunity. It sets the stage for future success and lays the foundation for a lifetime of discovery and learning. Our students are taught how to think, learn and question. Most importantly, Havergal students discover themselves and the possibilities in the world around them.
Our Mission
Havergal’s mission is to prepare young women to make a difference. This means an education that provides opportunities for students to embark on a path of collaborative discovery and: • find and pursue their passions; • engage in the world; • develop their courage, creativity and leadership; • become prepared for thoughtful engagement in their communities; and • develop the capacity to question with rigour and accuracy. The hallmarks of a Havergal education are enriched, broad-based educational programs and rigorous academic standards, a stimulating and supportive learning environment and a strong community that fosters the qualities of leadership, good citizenship and integrity. These pillars of excellence prepare our graduates to be leaders of the future and have positioned Havergal at the forefront of women’s education for more than 100 years.
Diversity Statement
Havergal will foster understanding and respect about the difference in race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability. These terms shall have the meaning accorded to them under the Ontario Human Rights Code (taken from the Havergal College Harassment Policy).
The Havergal Education
An independent day and boarding school dedicated to the education of young women, Havergal addresses educational needs by creating a learning environment that encourages girls to respond with vigour and imagination to their world. A Havergal education means superb quality in teaching; it means learning and living the principles upon which a civil and compassionate society are built; and it means developing lifelong friendships with people across the globe. Expansive in scope and content, Havergal’s liberal arts education encourages students to: • think critically, independently and creatively; • experience and understand a complex, interconnected world; • recognize how important an understanding of the past is to exploring possibilities for the future; • seek and achieve balance and well-being; • discover the excitement of learning; • develop their powers of curiosity, reasoning, imagination and expression; • assess the cultural, artistic, scientific and moral developments of humankind; • take an active role in changing society as intelligent, informed and responsible global citizens;
Havergal’s Vision
Exceptional schools are guided and fortified by inspiring values and a compelling vision. The values of integrity, inquiry, compassion and courage give direction to all our work, but also identify us as a community that strives for excellence and that incorporates the most promising of the new while building on the richness of the past. Havergal’s vision is to be a dynamic global leader inspiring the pursuit of wisdom and self-knowledge. A focus on our values makes us aware of the larger purposes that animate our daily life and work together.
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• cultivate and leverage the skills required to meet challenges, achieve goals and bounce back from setbacks and disappointments; and • enjoy physical and mental well-being through exercise, reflection, activity and life-work balance. Havergal students benefit from the many opportunities available to them to pursue their individual skills, interests, talents and abilities. The school aims to develop the primary virtues of a democratic society: compassion and concern for others, tolerance for different points of view and an active sense of public spirit and service. Our commitment to our students is honoured in several important ways. Havergal students learn in an environment designed to bring out their best in thought, word and deed. In ways large and small, faculty and staff are focused on our students’ well-being: they work to help students understand the transitions in their lives, to make purposeful choices and to take reasoned action. Havergal is a place where we appreciate the importance of celebrating creativity and imagination and recognize and respect the capabilities of others. Because moral and spiritual growth are as important as intellectual development, Havergal’s values— integrity , inquiry , compassion and courage —infuse all aspects of school life. While our Anglican affiliation provides the underpinning for our spiritual life as a school, Havergal is a multi-faith community where consideration and understanding of other religious traditions are fostered. Havergal recognizes the importance and value of completing a secondary education and is committed to reaching each of our students to help them achieve a successful outcome from their time at the school. All students are required to remain in school until age 18 or have obtained an Ontario Secondary School Diploma. A rigorous academic curriculum, exceptional programs in the performing and fine arts and athletics, an active life outside the classroom, engagement with communities beyond the school and a thriving spiritual life differentiate Havergal. So, too, does the beautiful 22-acre campus with its wooded spaces, green playing fields and both heritage and contemporary architecture. Our graduates have gone on to an extraordinary array of achievements, often being pioneers in arenas where women have been under- represented. In the arts as authors, ballet dancers, musicians and painters; in the public arena as elected leaders, public policy makers and journalists; in sports as world-class athletes—gymnasts, hockey players and golfers; and in professions such as physicians, engineers, lawyers and bankers. But, most importantly, our graduates leave equipped to navigate life’s journey knowing that they will face challenges and choices. There is more to being a Havergal graduate than having received an exceptional education. Those whose lives have been touched by Havergal—as students and their families, teachers or administrators— have an abiding affection for this school. No matter where they are or what they are doing, our students have bonds with faculty, classmates, Old Girls and mentors that last a lifetime. The lessons and values they learn infuse their rich and thoughtful lives. The Havergal Experience
Havergal’s Strengths
Havergal College prepares young women to make a difference in their chosen pursuits by enabling each student to develop her full intellectual, creative, spiritual and physical potential. In the 21st century—an age of instant and global communication—young women must think critically and creatively, make thoughtful and logical decisions, facilitate change and solve problems. They must be willing to stand by their own decisions and stand up for others. They must have strong personal values. They must be innovative and persistent, respect differences and be willing to explore opportunities for learning at every stage of life. At Havergal, we prepare young women to succeed in the 21st century.
Key Themes
Havergal is committed to: • community connectedness and spirit; • breadth of opportunity and support; • inspirational faculty and staff;
• commitment to citizenship and partnership; and • space and opportunity for personal reflection.
Our Community
Havergal is distinguished by its people and by a reputation built on commitment, integrity and constancy of purpose. • Havergal students are talented, spirited and focused; they seek and value the learning experiences that will support others and better themselves. • Our teachers are skilled in their practice, dedicated and nurturing; they are passionate about their roles in education and in guiding young women. • Parents and Old Girls actively maintain their connections to the school; they are committed to its mission and time-honoured traditions.
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School Structure and Organization
Principal Helen-Kay Davy
School Leadership
Vice Principal Teaching & Learning Seonaid Davis
Governance The Board of Governors is responsible for the overall stewardship of Havergal College. The Board sets broad policy directions through strategic planning and goal setting and ensures the financial stability of the school. The Board is responsible for appointing the Principal to whom it delegates authority over the administration of the school and matters of curriculum and staffing. In keeping with membership requirements of the Canadian Accredited Independent Schools (CAIS), the Board oversees the school and remains at arm’s length from the administration. Senior Leadership Team The Senior Leadership Team oversees all aspects of the school. This team is chaired by the Principal and made up of individuals with responsibilities for Academics (curricular and co-curricular program), Admissions, Advancement, Community Relations, Communications, Marketing, Facilities, Finance, School Life, Operations, Safety, Student Wellness, Human Resources and Information Technology. The SLT is comprised of the following members:
Vice Principal School Life & Student Wellness Michael Simmonds
Vice Principal Student Engagement & Experiential Development Garth Nichols
Head, Junior School (JK–6) Kate White
Executive Director of Enrollment Management Maggie Houston-White
Executive Director of Communications & Marketing Antonietta Mirabelli
Executive Director of Advancement & Community Relations Tony diCosmo
Chief Financial Officer Jenna Cowan
Director of Facilities Lisa Massie
Executive Director of People & Culture Catherine Caven Ortved
Director of IT Keith Townend
Executive Assistant to the Principal and Board of Governors Jill Azis Please refer to the Family Handbook for a description of the role of each member of the leadership team and the roles of other administrative staff and faculty.
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Havergal College Directory
Security Operation Hours 24 hours/day Security 416.483.3843 (Ext. 6602)
Upper School & Boarding School 1451 Avenue Rd., Toronto, ON, M5N 2H9
Main Telephone
416.483.3519 416.482.4723
Day School Office (DSO)
dso@havergal.on.ca
Boarding School Office (BSO)
416.483.3519
havergaldons@havergal.on.ca
Vice Principals VP Teaching & Learning
Seonaid Davis
4719 6704
Assistant, VP Teaching & Learning
Alice Dana
VP School Life & Student Wellness
Michael Simmonds Andrea Langford
7541 6508
Assistant, VP School Life & Student Wellness
VP Student Engagement &
Garth Nichols
4729
Experiential Development Assistant, VP Student Engagement & Experiential Development and Dean of Senior School Students
Sally Danto
4772
Middle School (Grades 7 and 8) Head, Middle School (Grades 7 and 8)
JJ Patterson
7549 6508
Assistant to the Head,
Andrea Langford
Middle School (Grades 7 and 8)
Department Heads Visual Art English and Drama
Miriam Davidson Andrea Charlton Heather Johnstone
7618 4715 6614 7735 6718 6616
Guidance
Health & Physical Education
Kari Macer
Languages
Sandra Nelson
Library Information Centre
Tony Nardi
Mathematics
Alex Shum 6690
Music
Jessica Lloyd Derek Tellis Adam Pounder Seonaid Davis Lindsay Norberg
6628
Science
504
Social Sciences
7594 4719 4718
Technological Education
Dean, Senior School Students
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Guidance Department Guidance Counsellor (Grades 7 and 8) Guidance Counsellor (Grades 9 & 10)
Carrie Steele Farisa Santos
7528 7811
• For students in AH, EK, KL, MD, MDF
Guidance Counsellor (Grades 9 & 10)
Kirsten Uhre
6923
• For students in: CS, EN, FR, MT, MW
Guidance Counsellor (Grades 11 & 12)
Jennifer Mandala
6611
• For students in: CS, EN, FR, MT, MW
Guidance Counsellor (Grades 11 & 12)
Heather Johnstone
6614
• For students in AH, EK, KL, MD, MDF
Administrative Assistant, Guidance
Cathy Atkinson
4711
Learning Support Specialists Middle School (Grades 7 and 8) Senior School (Grades 9–12)
Carrie Steele Nicole Klement
7528 7529
Athletics, Performing Arts, Pastoral Care, Wellness and Security School Chaplains The Rev. Stephanie Douglas
6534 6534 6667 6607 4712 6512 6715 6611
The Rev. Johanna Pak
Director, Performing Arts
Cissy Goodridge Caitlin Parsons Sharon Miller Robert Stepien Jackie Suongas Vanessa Wade
Social Worker School Nurse
Security Manager
Athletics Director, Upper School Coordinator, Student Leadership
Forum for Change Director, Forum for Change
Tanay Naik
6566 6506 6505
Program Manager, Community Outreach
Monique Miller Jennifer Russell
Program Manager, Senior School
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Academic Timetable
Havergal’s timetable consists of four 70 minute periods per day on a Day 1, Day 2 rotational schedule. We are a non-semestered school. There are three reporting periods related to three report cards, but the marks accumulate through the year.
Upper School Rotation Schedule
Block Rotation Schedule
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7 DAY 8
Prayers/House/TA/Late Start
A
E
C
G
B
F
D
H
Period 1
Morning Break
B
F
D
H
A
E
C
G
Period 2
Lunch
C
G
A
E
D
H
B
F
Period 3
D
H
B
F
C
G
A
E
Period 4
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Upper School Academic Schedules (Tentative — subject to change)
MONDAY, TUESDAY, THURSDAY & FRIDAY (8:20 AM START & 3:30 PM DISMISSAL) 8:15 am To TA
Accommodated Space (B50)
8:20 am
To TA
8:20 am
TA Attendance
(10 minutes) (30 minutes) (10 minutes)
8:35 am - 10:20 am 10:30 am - 12:15 pm 1:00 pm - 2:10 pm
Period 1 Period 2 Period 3
8:30 am - 9:00 am 9:00 am - 9:10 am
Prayers/House/Assembly
Break
9:10 am
2:20 pm - 3:30 pm Period 4
9:10 am - 10:20 am 10:20 am - 10:45 am 10:45 am - 11:55 am 11:55 am - 1:00 pm 1:00 pm - 2:10 pm 2:10 pm - 2:20 pm 2:20 pm - 3:30 pm
Period 1
(70 minutes) (25 minutes) (70 minutes) (65 minutes) (70 minutes) (10 minutes) (70 minutes)
Break
Period 2
Lunch
Period 3
Break
Period 4
ACCOMMODATED SCHEDULES 9:20 am
Accommodated Space (B50)
8:20 am
To TA
9:20 am - 10:30 am 10:30 am - 10:55 am 10:55 am - 12:05 pm 12:05 pm - 1:00 pm 1:00 pm - 2:10 pm 2:10 pm - 2:20 pm 2:20 pm - 3:30 pm 9:30 am - 10:40 am 10:40 am - 10:50 am 10:50 am - 12:00 pm 12:00 pm - 1:00 pm 1:00 pm - 2:10 pm 2:10 pm - 2:20 pm 2:20 pm - 3:30 pm 9:40 am - 10:50 am 10:50 am - 11:00 am 11:00 am - 12:10 pm 12:10 pm - 1:00 pm 1:00 pm - 2:10 pm 2:10 pm - 2:20 pm 2:20 pm - 3:30 pm 9:30 am 9:40 am
Period 1
(70 minutes) (25 minutes) (70 minutes) (55 minutes) (70 minutes) (10 minutes) (70 minutes (70 minutes) (10 minutes) (70 minutes) (60 minutes) (70 minutes) (10 minutes) (70 minutes) (70 minutes) (10 minutes) (70 minutes) (50 minutes) (70 minutes) (10 minutes) (70 minutes)
8:35 am - 10:20 am 10:30 am - 12:15 pm 1:00 pm - 2:10 pm
Period 1 Period 2 Period 3
Break
Period 2
Lunch
2:20 pm - 3:30 pm Period 4
Period 3
Break
Period 4
Accommodated Space (B50)
8:20 am
To TA
Period 1
8:35 am - 10:20 am
Period 1
Break
10:45 am - 12:30 pm Period 2
Period 2
1:00 pm - 2:10 pm
Period 3
Lunch
2:20 pm - 3:30 pm Period 4
Period 3
Break
Period 4
Accommodated Space (B50)
8:20 am
To TA
Period 1
8:35 am- 10:20 am Period 1
Break
10:50 am - 12:35 pm
Period 2
Period 2
1:00 pm - 2:10 pm Period 3 2:20 pm - 3:30 pm Period 4
Lunch
Period 3
Break
Period 4
WEDNESDAY (9:10 AM START & 3:00 PM DISMISSAL) 9:10 am
Accommodated Space (B50)
8:45 am - 10:30 am
Period 1
9:10 am - 10:20 am 10:20 am - 10:30 am 10:30 am - 11:40 am 11:40 am - 12:30 pm 12:30 pm - 1:40 pm 1:40 pm - 1:50 pm 1:50 pm - 3:00 pm
Attendance & Period 1
(70 minutes) (10 minutes) (70 minutes) (50 minutes) (70 minutes) (10 minutes) (70 minutes)
10:35 am - 12:20 pm Period 2
Break
12:35 pm - 1:45 pm
Period 3
Period 2
1:50 pm - 3:00 pm Period 4
Lunch
Period 3
Break
Period 4
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Parent-Teacher Conferences Two parent-teacher conferences are scheduled during the school year: one in October and a second in March. During conferences, parents and teachers discuss the academic progress of your daughter(s). Parents are welcome to schedule meetings with teachers, Guidance Counsellors, Learning Support Specialists and/or administrators at other times, as needed throughout the year. Report Cards Written reports at Havergal take two forms: a Full Report and an Update Report. Full Report The purpose of a Full Report is to communicate your daughter’s progress in terms of her academic achievement as well as demonstrated learning skills and work habits to that point in time. You can expect to read subject-specific comments from each teacher that contextualize you daughter’s standing. Full reports are provided to parents and students in December and June. The purpose of an Update Report is to provide parents with a snapshot of a student’s academic achievement in each subject as well as indicating a student’s demonstrated learning skills and work habits to that point in time. Teachers are not required to write comments on Update Reports. However, depending on the circumstances, comments may be written to expand upon the learning skills descriptions or provide more context for the current academic standing noted on the report. An Update Report is provided to parents and students in March. Learning Skills and Habits : Teachers assess six learning skills and work habits on an ongoing basis and collect evidence that will allow them to indicate the consistency with which a student demonstrates them in class. These are noted on both Update and Full Report Cards. Targeting specific learning skills and work habits as areas for improvement will positively impact your daughter’s academic success. Grades: Report card grades are determined by examining all of a student’s assessment data to date, looking at the most consistent level of performance with more focus on more recent evidence. The assessment picture usually changes throughout the year as students have more assessments and the pattern in their understanding becomes clearer. More detailed information on assessment is outlined in the section on Assessment Practices. Update Report
Report Cards and Parent Communication
The school year at Havergal is viewed as one academic period rather than a series of discrete terms. The school communicates with parents through face-to-face meetings and three report cards. The parent communications include: • September: Upper School People and Program Nights Grades 7–8 and Grades 9–12 • October: Parent Teacher Conferences • December: Full Report Cards (marks, learning skills and written comments) • February: Progress Report (marks and learning skills) • March: Parent Teacher Conferences • June: Full Report Card (marks, learning skills and written comments)
All final marks for credit courses are recorded on the Ontario Student Transcript and recorded in ON-SIS.
Transcripts may be requested by students through their Guidance Counsellors.
Importance of Parent Communication Establishing and keeping open lines of communication between the school and home is essential to the maintenance of an excellent learning environment and promoting wellness in our students. For academic issues, parents are encouraged to meet directly with their daughters’ teachers whenever there is a question, concern or commendation. Teachers will reach out to parents by phone and email to do the same, as needed throughout the year. In general, parents should never be surprised about their daughter’s academic progress in any subject. In most instances, you can expect your call or email to be returned within 24 hours on a weekday. However, some issues or concerns may require several contacts to be resolved satisfactorily. Additionally, parents (and students) who email teachers at unreasonably late (or early) times during the day should not expect to receive an immediate reply. People and Program Evenings The People and Program Evenings provide parents with opportunities to learn about the academic program, teacher expectations and classroom routines that your daughter will experience during the school year. It is a time for parents to meet their daughter’s teachers.
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Honours and Distinction
Student Responsibilites
School Rules and Student Responsibilities
Grades 9-11 Honours are achieved when a student earns an overall average mark of at least 80-89.4% based on her six best courses. Distinction is achieved when a student earns an overall average mark of at least 89.5% and better based on her six best courses. Grade 12 Honours are achieved when a student earns an overall average mark of at least 80–89.4% based on her five best courses. Distinction is achieved when a student earns an overall average mark of at least 89.5% based on her five best courses. Course Selection Information Evening In January, parents of Upper School students in Grades 8 to 11 are invited to attend a Course Selection Information Evening. These evenings are hosted by the Guidance Department and Upper School administrators and are intended to assist parents in understanding the many course options and support available to students in choosing a path that is right for each girl. It is important that students choose courses wisely, checking for pre- requisites and considering their future paths. The school timetable is created based on student course requests. If students change their courses after the timetables are set, there is no guarantee courses will be available. Parents are asked to check their daughter’s course selection and sign their course selection sheet to acknowledge that the course load is appropriate and they approve of the courses.
Students in the Upper School take ownership for their learning and, as such, assume the following responsibilities: 1. checking Veracross (VC) course webpages and school email on a daily basis; 2. using school email to communicate with their teachers, not personal email; 3. meeting established deadlines; 4. submitting their own original work in the manner required by each teacher; 5. reaching out to teachers in advance when they expect to be absent for a short or extended period of time; and 6. making up missed class material if absent. Students in the Upper School, as members of the school community, assume the following responsibilities: 1. comply with the Havergal College Code of Conduct and all other school policies; 2. attend all classes, study periods, Grade/Form and Advisor meetings and Prayers/assemblies; 3. wear the school uniform correctly at all times; 4. meet guests at the school entrance and follow all sign-in procedures; 5. use personal entertainment devices in a manner that is non- disruptive to the culture and learning environment of the school; 6. use a cell phone or smartphone in a manner that is non- disruptive to the culture of the school and consistent with the Acceptable Use of Technology Agreement; 7. not smoke while on school property, at a school-sanctioned function or while wearing the school uniform; 8. not have liquor, in any form, or illegal drugs, on the school grounds or during school sanctioned excursions, at any time. Students who give indication that they are under the influence of drugs or alcohol will be subject to disciplinary action (see Havergal College Code of Conduct); 9. not take digital photographs, videos or audio recordings of people without their consent; and/or 10. not publish digital images, videos or audio recordings of people on any social network or website without their consent.
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School Policies
2. Standards of Behaviour By enrolling in Havergal College, members of our community automatically assume the obligation to comply with the provisions of the Havergal College Code of Conduct. Central to the Code of Conduct is the understanding that each community member will follow certain standards of behaviour.
1. Havergal College Code of Conduct (OS 1.1.6)
Students and parents must agree to comply with the Havergal College Code of Conduct.
The Havergal College Code of Conduct sets out school-wide standards of behaviour. These standards of behaviour apply to members of our community, whether they are on school property, at school-related events and activities, or in other circumstances that could have an impact on the school culture. The Code applies to all members of the Havergal College community including the Principal, students, faculty, staff, parents and volunteers (including Governors). Self-discipline and a willingness to accept responsibility for one’s actions and conduct are fundamental to the Havergal College Code of Conduct. The enforcement of the Havergal College Code of Conduct and the imposition of disciplinary action are the responsibility of the Principal and her designates who consult with students, faculty, staff, parents and others, as deemed appropriate. Students and parents must agree to comply with the Havergal College Code of Conduct.
Respect, Civility and Responsible Citizenship All members of the school community must:
i.
abide by the Havergal College Code of Conduct;
ii. respect and comply with all applicable federal, provincial and municipal laws; iii. demonstrate honesty and integrity; iv. respect the need of others to work in an environment that is conducive to learning and teaching; v. respect differences in people, their ideas and their opinions; vi. respect and treat others fairly, regardless of, for example, vii. respect the rights of others; viii. treat one another with dignity and respect at all times, especially when there is disagreement; ix. show proper care and regard for school property and the property of others; x. take appropriate measures to help those in need; and xi. seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully. i. act in a way that is injurious to the moral tone of the school or to the physical or mental well-being of others; ii. engage in bullying behaviours; iii. engage in hate propaganda and other forms of behaviour motivated by hate or bias; iv. be in possession of cigarettes, e-cigarettes/vape, alcohol or illegal drugs; v. be under the influence of alcohol or illegal drugs; vi. provide alcohol, cigarettes and/or drugs to a minor; vii. commit robbery; viii. commit physical or sexual harassment and/or assault; ix. be in possession of, or traffic in, weapons; x. use any object to threaten, intimidate or cause injury to another person; xi. inflict bodily harm on another person; xii. encourage others to inflict bodily harm on another person; and xiii. commit an act of vandalism that causes damage to school property or to property located on the premises of the school. race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, gender identity, sexual orientation, age or disability; Safety, Security and Integrity All members of the school community must not:
1. Introduction
Havergal College is a community of students, faculty, staff and parents dedicated to:
i.
excellence in education;
ii.
embracing the school’s values: Integrity, Inquiry, Compassion and Courage;
iii. fostering personal and social growth in an environment of individual responsibility; iv. developing in students independence and self-discipline; and v. expanding student’s interests and skills through curricular and co-curricular pursuits. The Havergal College Code of Conduct is based on underlying principles that promote respect, civility and responsible citizenship in a safe learning and teaching environment defined by the highest standards of academic excellence, personal behaviour and personal accountability. A positive school climate exists when all members of the school community feel safe, comfortable and accepted. All students, parents, faculty and staff have the right to be safe, and feel safe, in the school community. With this right comes the responsibility to contribute to a positive school climate. The promotion of strategies and initiatives, such as character development, along with the employment of prevention and intervention strategies to address inappropriate behaviour, fosters a positive school climate that supports academic achievement and the well-being of all students. Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of, and respectfully advocate for, their rights. As importantly, they accept the right of others within the Havergal community to do the same.
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3. The Importance of Speaking Up Havergal College is committed to providing a healthy school environment that is nurturing, caring and respectful of everyone. If a student has been bullied, intimidated or threatened she needs to confide in an adult at the school. If a student witnesses an act of peer bullying, intimidation or threats, she is a bystander and as such is expected to take steps to help. If the school is not aware of an incident, it cannot act. A student is not tattling by contacting an adult; she is, in fact, upholding Havergal College’s core values by demonstrating courage, compassion and integrity. No one has the right to bully, intimidate or threaten another person. Bystanders who witness others being bullied, intimidated and threatened—and choose not to act responsibly—are complicit in the hurtful behaviour. At Havergal, it is important for people to speak up against intolerance, bigotry, ignorance and willfully hurtful behaviour. i. develop policies that set out how the school will implement and enforce its Havergal College Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and the safety and well-being of others; ii. review policies regularly with students, parents, faculty, staff, volunteers and the community; iii. seek input from the Board of Directors, students, parents, faculty, staff and the school community; iv. establish a process that clearly communicates the Havergal College Code of Conduct to all students, parents, faculty, staff and members of the school community in order to obtain their commitment and support; v. develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship and safety; and vi. provide opportunities for all faculty members to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment. Principal The Principal takes a leadership role in the daily operation of the school. The Principal will provide this leadership by: i. demonstrating care for the school community and a commitment to academic excellence in a safe, inclusive and accepting teaching and learning environment; ii. empowering students to be positive leaders in their school and community; iii. holding everyone under her authority accountable for his or her behaviour and actions; and iv. communicating regularly and meaningfully with all members of the school community. 4. Roles and Responsibilities Havergal College It is the responsibility of the school to:
Faculty and Staff Under the leadership of the Principal, faculty and staff maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, faculty and staff uphold these high standards when they: i. help students work to their full potential and develop their sense of self-worth; ii. empower students to be positive leaders in their classrooms, school and community; iii. communicate regularly and meaningfully with parents; iv. maintain consistent standards of behaviour for all students; v. demonstrate respect for all students, parents, faculty, staff, volunteers and the members of the school community; and vi. prepare students for the full responsibility of citizenship. Faculty and staff shall also assist the Principal in maintaining close cooperation with the school community and establishing and maintaining consistent disciplinary practices in the school. In addition, faculty and staff must assist the Principal by reporting incidents and assisting the Principal in conducting an investigation. In return, they must demonstrate respect for themselves, others and the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student: i. comes to school prepared, appropriately dressed, on time, and ready to learn; ii. shows respect for herself, her peers and all members of the school community; iii. refrains from bringing anything to school that may compromise the safety and well-being of others; iv. complies with all published school rules, codes of conduct, agreements, policies and frameworks; v. takes responsibility for her own actions. Parents and Guardians Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents and guardians fulfill their role when they: ii. show an active interest in their daughter’s school work and progress; iii. communicate regularly and respectfully with the school; iv. help their daughter be appropriately dressed and prepared for school; v. ensure that their daughter attends school regularly and on time; vi. promptly report to the school their daughter’s absence or late arrival; vii. demonstrate support for the Havergal College Code of Conduct and school rules and policies; viii. encourage and assist their daughter in following the Havergal College Code of Conduct and school rules; and ix. assist and support school staff in addressing disciplinary issues involving their daughter. i. comply with Havergal College’s Code of Conduct; Students Students are to be treated with respect and dignity.
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5. Bullying Prevention and Intervention The Accepting Schools Act, known as Bill 13, requires all schools to prevent and address inappropriate and disrespectful behaviour among students in our schools. These behaviours include bullying, discrimination and harassment. The law promotes respect and understanding for all students regardless of race, gender, sexual orientation, disability or any other factor. Bill 13, Accepting Schools Act (2012) begins with a preamble. It says: • believe that education plays a critical role in preparing young people to grow up as productive, contributing and constructive citizens in the diverse society of Ontario; • believe that all students should feel safe at school and deserve a positive school climate that is inclusive and accepting, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability; • believe that a healthy, safe and inclusive learning environment where all students feel accepted is a necessary condition for student success; • understand that students cannot be expected to reach their full potential in an environment where they feel insecure or intimidated; • believe that students need to be equipped with the knowledge, skills, attitude and values to engage the world and others critically, which means developing a critical consciousness that allows them to take action on making their schools and communities more equitable and inclusive for all people, including LGBTTIQ (lesbian, gay, bisexual, transgender, transsexual, two- spirited, intersex, queer and questioning) people; • recognize that a whole-school approach is required, and that everyone—government, educators, school staff, parents, students and the wider community—has a role to play in creating a positive school climate and preventing inappropriate behaviour, such as bullying, sexual assault, gender-based violence and incidents based on homophobia, transphobia or biphobia; • acknowledge that an open and ongoing dialogue among the principal, school staff, parents and students is an important component in creating a positive school climate in which everyone feels safe and respected; and • acknowledge that there is a need for stronger action to create a safe and inclusive environment in all schools, and to support all students, including both students who are impacted by and students who have engaged in inappropriate behavior, to assist them in developing healthy relationships, making good choices, continuing their learning and achieving success.” “The people of Ontario and the Legislative Assembly:
individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; iii. For the purposes of the definition of “bullying” behaviour includes the use of any physical, verbal, electronic, written or other means; or iv. For the purposes of the definition of “bullying” behavior includes bullying by electronic means (commonly known as cyber-bullying), including: (a) creating a web page or a blog in which the creator assumes the identity of another person; (b) impersonating another person as the author of content or messages posted on the internet; or (c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals. Havergal College, through active and passive supervision, strives to create a learning environment (on and off campus) that inhibits bullying behaviours. Education in both Junior School and Upper School in classes, Form or Teacher Advisor groups develops in students an understanding of bullying, the various forms it may take, the roles individuals may play in bullying behaviour, how to identify, address and prevent bullying behaviour, and the people to seek out to discuss or report incidences of bullying in our community. We depend on all members of the community (students, faculty, staff and parents) to bring to the attention of administrators and/ or Guidance Counsellors incidences of bullying affecting a member or members in our community. Through the process of progressive discipline, the school will take action to address the behaviour of the bully while providing support for the victim. Repeated incidences may result in suspension or expulsion. 6. Failure to Comply with the Havergal College Code of Conduct All members of the Havergal community are responsible for observing both the letter and the spirit of the Havergal College Code of Conduct. Havergal reserves its right to apply a full range of sanctions to any offence committed by a student. In determining whether an offence has been committed and what sanction(s) should be applied, Havergal College will employ procedures that: ii. ensure that a student, and her parents as required, are aware of the complaint against the student; iii. ensure that a student, and her parents as required, have the opportunity to present fully and fairly their version of events and explanation and to have these taken into account by the decision-maker; iv. ensure that the decisions will be made in a fair and impartial way; and v. document completely and accurately all aspects of the process and decision. i. reflect the severity of the offence alleged;
Bill 13 defines bullying as the aggressive and typically repeated behaviour by a pupil where:
i. the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of: (a) causing harm, fear or distress to another individual,
including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property; or
(b) creating a negative environment at a school for another individual; ii. the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the
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7. Investigation and Documentation The general procedure that Havergal will observe to investigate and address any reports of breaches of the Havergal College Code of Conduct is as follows: The person who observes or learns of the incident/ behaviour will report it as soon as possible to an administrator. The administrator will conduct an investigation of the alleged breach. iii. The investigation will include interviewing individuals in order to determine the degree of involvement, facts and related issues. iv. As part of the investigation, a student will be provided with an opportunity to explain her conduct, respond to the allegation and be heard regarding the student’s position with respect to the incident/behaviour in question. v. The school will document all discussions and interviews undertaken as part of its investigation. vi. After initial interviews, the student(s), and parent(s) as required, will be informed of the facts as determined by the investigation. vii. Initial interviews may conclude the process or indicate that further investigation is required. viii. If a student denies an allegation and a matter of credibility arises, the student and her parents will be given an opportunity to meet with the investigative administrator in order to present her version of events, including mitigating circumstances; test or challenge the evidence against her; and make a submission about possible sanctions. ix. Depending on the outcome of the investigation, the Administrator may determine that one or more sanctions are warranted. Depending on the severity of the incident/ behaviour, other administrators may collaborate in determining the nature of the sanction. x. Communication with the student, and parents as required, will clearly indicate the breach in the Havergal College Code of Conduct and the consequences for infractions. xi. Where a number of students are involved in a breach of the Havergal College Code of Conduct, any written communication from Havergal College will ensure confidentiality of individual students by communicating only those circumstances relevant to the student who is receiving the written communication. ii. 8. Sanctions When exercising its discretion to determine the appropriate sanction to apply to an offence, Havergal College will take into account: i. the age of the student and her ability to fully understand the breach of the Havergal College Code of Conduct; ii. the intention of the student; iii. the particular circumstances, including any previous documented breaches of the Havergal College Code of Conduct; v. the impact on the school climate, including the impact on students or other individuals in the Havergal College community. iv. the nature and severity of the behaviour; and i.
The range of sanctions that the school will apply to offences will include: i. meeting with appropriate person(s) (such as peers, faculty, administrators); ii contact with the parent(s) of the student involved; iii. where academic dishonesty is at issue, assign a mark of zero, assign a penalty, pro-rate the value of the assignment, have the student revise the assignment in whole or in part or have the student complete another assignment. iv. removal from a school activity or special program to complete work or a special assignment designated by the teacher; v. where acceptable use of technology is at issue, being restricted from access to technology (device and/or network); vii. removal from class for a period of time; viii. probation; ix. detention; x. establishing a behaviour and/or performance agreement that documents the school’s expectations of the student, teachers and parents (conditions may include withholding re-enrollment); xi. formal suspension from school (conditions to return to school will be discussed with parents and students); or xii. expulsion. The school reserves the right to expel a student when the continued attendance of that student would not be in the best interests of that student or the school. The school also reserves the right to expel a student when her behaviour is in breach of the Havergal College Code of Conduct, seriously jeopardizes the school’s ability to guarantee the dignity and safety of its students and interferes with learning, or involves conduct that has or will have a negative impact on the school climate. In these circumstances, the school will make reasonable efforts to assist the student’s family in securing suitable alternative education arrangements. 9. Progressive Discipline Progressive discipline is an approach used by the school to address inappropriate incidents and/or behaviours. It makes use of a continuum of interventions, supports and sanctions that builds upon strategies that promote positive behaviours. This may include reminders, review of expectations, detentions, contact with parents/ guardians, loss of privileges, written reflection, conflict mediation and resolution, behavioral and/or academic agreements, referral for support services, suspension and expulsion. In general, the severity of punishment and the steps taken by the school will be consistent with the nature and degree of the misbehaviour in relation to the school’s progressive disciplinary approach. Each case will be dealt with individually. No two infractions of the Code of Conduct are exactly alike, nor are the needs of offenders necessarily similar. We recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuating circumstances, which are duly considered in every case. vi. conference involving student, teacher, parents and administration;
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