It is with great pleasure that I welcome you to the website of the Sydney Boys High School family. Established in 1883, our school is proud of its great traditions and eminent alumni.
Our School Mission
Sydney Boys High School offers opportunities for all boys to achieve excellence in academic, cultural, artistic, sporting, social justice and community endeavours. We provide an inclusive, caring environment which fosters collaborative learning and positive relationships.
Our School Vision: 2015-2017
We strive for excellence in everything we do. We provide a learning environment that allows every student to thrive as an individual. Excellent performance is not an exception but an expectation at High. We see value in the positive psychology framework as a rubric for our success. We work hard to increase positive emotions in our school. We try to build greater engagement with the school by the wider school community – school staff, students, parents, Old Boys, friends. We support and encourage boys in their quest to develop respectful and fulfilling relationships with their peers, school staff and members of the community. We guide boys in their search for meaning in the disciplines we introduce them to, in the world around them and in their interactions with others. We have a priority on recognising and rewarding accomplishment at all levels. We teach boys, not subjects. We want to inspire learning for its own sake by sharing our joy and modelling lifelong dedication to learning.
We believe we have the leading school of opportunity for gifted boys. By 2017, our school intends to become a beacon for boys’ education, signalling how to facilitate flourishing in a secondary setting and guiding our boys away from dangers to their development. As a successful learning community we need to surrender ourselves to the skills, judgements and actions of each other, in order to fashion a truly collaborative environment, replete with deconstructed classrooms and boys happily engaged in learning by doing. We are building capacity in boys to operationalise future-focussed earning skills: problem solving, evaluating, working in teams, communicating and creating and innovating. In order to maximise our gross collective wellbeing, we rely on a balance of pursuing academic mastery, collaborating with others to achieve worthwhile goals and gently urging boys out of their comfort zone to attempt new challenges. We aim to create ‘future fit’ minds that are: creative, disciplined, synthesising, respectful and ethical. We encourage boys to have goal lines but we set them side lines. We do exhort our boys to drive themselves towards personal best performance, but remind them always that achievement must be framed by procedural limits and ethical boundaries. Knowledge economy people need cutting edge competencies, imagination, fast reactions and a strong competitive streak. We focus on building these capacities and attributes in our students. Spirit can’t be bought but can be built.
Our Junior School (Years 7-9) is focussed on a discourse of personal development. Our theoretical framework interprets Gagné’s differentiated model of talent development. The gifts of the boys in six domains- intellectual, creative, social, perceptual, muscular and motor control - are identified and developed by the influence of the wider school community and are mediated by intrapersonal and environmental catalysts affecting individual rates of progress. Skills are practised systematically in structured programs. The development process is heavily affected by the level of psychological investment of time and energy by individuals, as determined by their goal awareness, motivation and volition.
In the Senior School (Years 10-12) the discourse is around academic achievement. Gagné’s model is retained but Ziegler’s notion of an actiotope, or action system encompassing the environment and the individual, is added. As students grow more autonomous their pursuit of excellence involves the self-organisation, self-regulation and ongoing adaptation of a complex system comprising the learners and their chosen courses, their teachers, their peers and the environment. The process of development becomes more interactive. The accountability shifts more towards the learner. Intensity and continuity of effort is important in talent development for students to maximise their potential at school. After six years, competencies are developed in socially-useful fields: academic, technical, science and technology, the arts, social service, administration, business operations, sports or game technology. The boys are empowered by the process of schooling at High to become engaged, responsible, productive adults. They become adult individuals.
Dr KA Jaggar