THE HCI ADVANTAGE
Consortiums & Faculties
About HCI’s Consortium System (High School)
Already one to place equal emphasis on academic and affective domains in student development, the Chinese High School took the bold but natural step of pioneering the Consortium System in 1999. Previously, the Head of Department (HOD) structure ensured that the academic needs of students were met for individual subjects, while the Pastoral Care and Career Guidance (PCCG) Unit saw to the aff ective needs of students.
Standing on the shoulders of giants and building on the high standards of the HOD-PCCG system, the Consortium System—which operates on the concept of a “school within a school”—was created.
Each consortium comprises a team of about 30 teachers with a smaller cohort of students as their charges. At the Chinese High School, teachers and students are grouped into 4 consortia, Aphelion, iSpark, Ortus and ProEd. With a smaller student population in each “minischool”, the nimble Consortium System allows for greater autonomy: staff members are empowered to make local decisions efficiently, so as to better respond to the changing needs of both students and teachers.
The unique set up provides a more holistic, supportive and customised curriculum for our talented students. This in turn enables the Chinese High School to nurture them into leaders, innovators and citizens of tomorrow.
About HCI’s Faculty System (College)
Under this Faculty system, students are divided across different streams and subject combinations. This heterogeneous arrangement encourages students to interact and appreciate one other's differences as well as similarities.
Each faculty is led by a team of Senior Consultant (SC) / Education Consultant (EC)/ Coordinators (Coord). Working very closely with the Civics Tutors, they will oversee the scholastic performance and emotional well being of students in their respective faculties. The work of the faculties will be coordinated and supervised by Directors of Faculty.
The SC/EC/Coord takes on multiple roles within the Faculty. In dealing with the affective aspects of a student's education, he/she takes on the role of a counsellor, disciplinarian and mentor. The SC/EC/Coord is usually the first person the CT turns to when handling a delicate case. Very often, where they arise, these cases are a complex mix of emotional and discipline issues, each feeding on each other. The SC/EC/Coord is empowered to make decisions on-site to intervene in a timely manner to the benefit of our students.
Such a decentralised Faculty system of managing students will be more efficient in responding to the individual needs of the students. Decisions can be made on site by the SC/EC/Coord and programmes can be more flexible and customised.
|Aphelion||The point furthest from the sun in the orbit of a planet or a comet||Building bridges, realizing dreams|
|The 'i' / eye is the window into the many exciting worlds of ideas, innovation, and imagination, while the spark represents vibrance and energy.||Keep the spark burning|
|Ortus||Latin for a new beginning or a rising star||Explore the unexplored arenas; set a new pace for the race|
|Amalgamation of the words ‘Process’ and ‘Education’||The journey is as important as the destination|
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The Form Teacher is the front-line manager in the classroom management. It is the form teacher who is in daily contact with the students, and shares some responsibility for creating a spirit of caring within the class and school. Likewise, for subject teachers or teachers of other disciplines, their roles are no less important. All teachers are encouraged to assist one another in upholding a Total School Approach towards creating a positive and nurturing school environment, working closely with the Student Development Unit, especially the Level Senior Consultants. Form teachers come directly under the mentorship and guidance of the Directors of Consortium.
The Mentors in the Centre for Scholastic Excellence (CSE) established a nurturing relationship with a small group of students, which is their mentees. The mentoring relationship is both values-oriented as well as developmental in nature, in which the mentor, being a more experienced adult acts as a coach, a facilitator and a counselor to guide and support the mentees in their personal growth and expansion.
CSE mentors are expected to meet up with their mentees regularly and to establish effective channels of communication with their mentees, monitoring and guiding them in both their academic & non-academic progress.
- Form Teachers and CSE mentors initiate Chit Chat sessions on weekdays in the morning or after curriculum time.
- No more than 2 students per teacher for every chit chat session.
- The nature of chit-chat must be confined to serving the function for form teachers or CSE mentors to know the students/mentees better - especially, in areas beyond their academic progress. It is a Definite No-No for teachers to use the sessions for oral practices, remedial sessions or run errands.
- Every student is expected to have at least 2 rounds of chit-chat session per year.
- Form teachers or CSE mentors may jot down notes arising from their chats. All salient points could be documented for future reference.
- Name - The body of students elected by their respective classmates to manage their respective classes will be known as the Class Management Committee.
Constituent Members - The Class Management Committee will be made up the following members:
- Monitor Secretary
- Facilities Secretary
- Welfare Secretary
- Election - The various appointment holders will be nominated and elected by secret ballot under the guidance and supervision of their respective Form Teachers at a Class General Meeting attended by at least two-thirds of all students on the class list at the beginning of the year. The committee will hold office for either half a year or a full school year.
- Removal From Office - Once elected the Committee in its entirety or an appointment holder or can only be removed from office by a vote of no-confidence carried out at a General Meeting or an Extraordinary Meeting called for the purpose. The motion must be supported by at least a clear majority of the students in the class list.
- Resignations - Appointment holders may resign, with the concurrence of the rest of the Committee by submitting their application in writing to the Form Teacher who may wish to decline the request without offering a reason.
- Filling of Vacancies - All vacant position must be filled either by election by a simple majority within a period of a fortnight of the occurrence of the vacancy.
- Special Powers of The Form Teacher - Under certain extenuating circumstances, the Form Teacher may wish to make direct appointments to the Class Management Committee. A two- thirds majority must endorse the appointments at a Class General Meeting.
General Duties of the Committee - The Committee will assist the form teacher in managing and controlling the class so that the students, in every way, maintain the highest standards in academic performance, behaviour, conduct and discipline.
- The Committee in consultation with the Form Teacher will set targets and goals for the class and ensure that these are substantially met.
- The Committee will police the class and advise the Form Teacher on measures necessary to maintain good performance on all fronts.
- The Committee will be responsible for the welfare and well-being of all the students in the class.
- The Committee will work towards the full realization of service before self.
- Specific Duties of CMC Appointment Holders - The duties outlined below are general guidelines for further refinement by the respective Class Management Committees.
- convene Class Management Committee Meetings once a month and Class General Meetings once a term;
- co-ordinate and supervise all class activities and programmes;
- monitor the progress of the class;
- devise strategies for improved performance and morale;
- support and assist the Form Teacher in managing the class efficiently.
- cover the duties of the Chairman in his absence;
- maintain a high standard of discipline in the class;
- ensure the security of the class;
- conduct the proper movement of the class at all times;
- assist the Form Teacher during emergency evacuations;
- monitor daily attendance and punctuality.
- read and respond to EMB class notices
- maintain proper records of meetings and proceedings;
- direct the class web-page;
- supervise the displays on the class display boards;
- co-ordinate Cultural Enrichment Programmes;
- assist with the smooth running of the Reading Programme
- devise and maintain the class budget each term;
- act as the agent of the class with CDS;
- maintain and publish proper Statements of Income and Expenditure;
- be responsible for the collection of all monies;
- control class expenditure.
- ensure the general cleanliness of the classroom at all times;
- assist with the proper maintenance of classroom fittings and furnishings;
- control the use of AVA equipment and IT resources;
- handle the drawing and return of classroom keys;
- report for immediate action systems failures or breakdowns.
- promote the welfare and wellbeing of all the students in the class;
- co-ordinate sporting and recreational activities;
- assist with Community Involvement Programmes ;
- oversee NYAA activities;
- monitor and curb excessive levels of stress among both teachers and students.
The entire student population is divided into 4 Faculties.
Name in Greek
The Faculty Committee
The key reason for the existence of the Faculty system is to take care of the well-being of the student population in Hwa Chong Institution in a personalized and individual manner. Within each faculty, there is a team of student Faculty Committee. The Faculty Committee will be formed by all the CT Reps within the faculty. Amongst them a Faculty head and Assistant Faculty Head will be elected to lead the team. The Faculty Committee operates independently of the Students' Council and reports directly to the SC/EC/Coord. These Faculty Committees are responsible for promoting strong class spirit as well as organising and mobilising support for faculty events, song and dance sessions, inter-faculty competitions etc.
The Faculty Committee also provides a platform for the grooming of student leaders. These student leaders organise and mobilise support for events for the Faculty which include inter-Faculty competitions in Sports, Cultural and National Education activities, biannual Faculty Outings, faculty CIP/OCIP and other ad-hoc events. The aim of such activities are multi-fold - to add spice and variety to the life of students in Hwa Chong, to provide avenues to express their talents and to build a strong Faculty spirit and through it a strong school spirit and identity.
The Faculty Committee provides a highly enriching experience for its members. Its strength is in the provision of real situations in which student leaders have to harness all their leadership, public relations and administrative skills in order to successfully pull off an event. These provide student leaders in the Faculty Committee an opportunity to build up a strong leadership portfolio. The Faculty may also present certificates/ meritorious awards for significant contributions by any Faculty member at the end of the year.
The Faculty Committees collate and communicate feedback on student morale, problems faced, suggestions for improvement and overall well-being to the Director/SC/EC/Coord. Feedback channels and sharing sessions are instituted. Termly meetings of the personnel in the Faculty system will be held to discuss issues pertaining to the Faculty system. Meetings as a faculty of students and teachers are held termly to define strategic direction, ways to strengthen collegiality, areas for collaboration intra-faculty-wise and cross-faculty-wise.
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