By Nimar, Noga (students DP1) and Megan (student Grade 10)
Before we started the student charter sessions, none of us (former Grade 9 Class Representatives and the Student Council) even knew that a Student Charter existed. As students, we felt that such an important document should not only be accessible but also clearly communicated so that everyone understands these crucial guidelines for behaviour within the school community.
The process
When we first began examining the document, we quickly noticed how easy it was to misinterpret certain sections. The wording sometimes felt vague or open-ended, which left room for different interpretations. This made us question whether the charter, in its current form, could truly serve its purpose of guiding and supporting students. Instead of being a clear reference point, it risked creating confusion and misunderstandings.
Workshops
The Student Council and Grade 9 Class representatives met with Ms. Ingrid and an external workshop leader, Ms. Marjolein de Jong, to create the student charter. The first workshop was to get to know the previous student charter. When we first began examining the document, we quickly noticed how easy it was to misinterpret certain sections. This made us question whether the charter, in its current form, could truly serve its purpose of guiding and supporting students.
The following two workshops were about finding better guidelines, improving them, and adding new ones. We also used the help of other Grade 9/10 students for these workshops.
The last workshop was focused on participating in role-playing scenarios of the new student charter, so that we could get to know it better ourselves.
Pictures of students engaged in the role play activities. They acted out scenarios playing the roles of the student in need/trouble, the peer student and the teacher. Reflecting on the different wants and needs of each person in the scenario.
Respect the 5
Here is a short explanation of our five guidelines:
- Diversity is about where someone is from, their language, and more. It is about our many different identities at our school, and how we should respect and be kind to people, no matter who they are.
- Well-being is all about respecting yourself. It is to make sure students get enough sleep at night, that they feel heard, and that they prioritise their physical and mental health.
- Property can be either the school’s or the students’. It’s about not littering or vandalising the school campus and respecting that each person has their own belongings that are theirs only.
- Technology mainly relates to the phone ban, but is also about using technology wisely in class. Whether to use AI correctly or not to play video games during class.
- Learning is about taking ownership of your work. It’s about completing homework on time, being attentive, and asking for help.
The ISU secondary student charter is embedded in the NUOVO Student Charter, a governance protocol that applies to students at all the NUOVO secondary schools.
Visual
We
picked the graphic of a hand with the word "Respect" written on the
palm to represent the student charter because it shows how all the different
parts of student charter connect to each other just like how our fingers are
all connected to the palm of our hand, reminding us how that respect feeds into
each value of the student charter. Just like the palm connects all the fingers
together, respect connects all the parts of our charter, helping to create a
positive place to learn.