Wolmers Boys School Handbook (2018 Version)

SCHOOL HANDBOOK Effective September 1, 2018

TABLE OF CONTENTS 1 2 From the Principal’s Desk 3 3 School Organization 3 4 Short History of Wolmer’s Boys’ School 4 4 History of the Crest 4-6 7 Mission Statement 8-9 Aim 9-10 The School Philosophy Vision The School Motto The Wolmerian The School Song Management and Administration The Wolmer’s Trust The Wolmer’s Board Professional Leadership Wolmer’s Old Boys’ Association Parents-Teachers’ Association Tripartite Partnership Communication Channels Parent Contributions Year Group Meetings Parent/Teacher Consultation Additional Meetings Collection of Reports

The Academic Programme 11-12 Subject Offering 13-19 Forms 1-3 Programme Forms 4-5 Programme 20-28 Sixth Form Programme 29-32 33 Matriculation Requirements 34-39 Promotions 40-43 Fourth Form Options School Leaving Certificate Graduation Sixth Form Criteria Student Assessment Framework Grading System Internal Assessments Major Internal Assessment Schedule Internal Examinations Regulations External Examinations Regulations Academic Awards and Incentives Blue Reports Blue Awards Criteria Internship Programme Extra-Curricular Activities Clubs Other Activities/Sports Student Leadership and Representation Prefect System Form Leaders Student Council School Ceremonies and Events Year Group Rites of Passage Blue Report Ceremony Annual Prize-Giving Valedictory Service Graduation PTA-sponsored Events

Norms and Expectations 44-49 Regard for self 49-57 - Attendance - Punctuality - Purposeful movement - Deportment - Grooming - Speech - Representing the ‘Maroon-and-Gold’ Regard for others - Managing relationships - Resolving disputes - Respecting the other's space and property - Regard for property - Entering and exiting the compound - Use of Specialized Rooms - Care of furniture - Restricted areas - Conduct in the Gazebos - Conduct in the Canteen - Use of the Library - Designated Out-of-Bounds Areas Regard for authority - Ministry of Education Officials - School Administrators - Teachers - Auxiliary Staff - Parents Disciplinary Policy Teacher/Student Relations Behaviour Management System Overall Process Flow Process Owners Detentions Suspensions Colour Coded Report Card System Exclusion Lateness Policy Injury or Accident Possession and/or Use of Weapons Possession and/or Use of Mobile Phones and Electronics Leaving the School Compound Redress Procedure

Breaches and Penalties 58-61 Offences against the Person 62-63 Academic Offences 64 Offences against Property Offences against the Community Student Welfare Guidance and Counselling Arrangements Programme of Advancement Through Health and Education (PATH) School Welfare Programme Health Care & Emergency Book Rental System School Safety and Security The Student Identification Card Use of the Compound Visitors to School Pedestrian and Vehicular Movement Emergency Procedures Field Trips APPENDICES Appendix 1 Learning Styles Test Appendix 2 Note-taking Skills Appendix 3 Selections from the Ministry of Education’s Field Trip Policy Guidelines

From the Principal’s Desk Welcome to Wolmer’s Boys’ School. We consider that this was your school of choice and so we look forward to your full integration into the fraternity of great men and great leaders. Undoubtedly, you would have heard of the rich ‘maroon-and-gold’ legacy that courses through our veins. You would have heard of the weighty standards and the great achievements that are woven into the fabric of our name. Today, you have started your journey into this rich legacy, into those weighty standards, and we look forward to your contribution to our great achievements. So, take your time to find your place. Discover your fit, and always seek the highest and the best. You will learn a lot from your teachers. You will have many extra-curricular activities with which to engage. You will find many brothers, some with whom you will form a lifelong bond. All in all, you will have many experiences that will shape you into a real man. It is against that background that this handbook has been prepared just so that you will have a map for the journey. It contains general information, which is important to all students and to parent(s)/guardian(s) alike. It is important that you read it carefully, because each of our students must understand what it means to be Wolmerian and appreciate that he is set apart as a standard among men. So, we look forward to the time that you will be a part of the Wolmer’s family. Together we will interact, grow and develop. AGE QUOD AGIS !!

SCHOOL ORGANIZATION School Year The school year lasts from September to July, and is divided into three terms: the Christmas, Easter and Summer terms. The Christmas Term typically covers the months of September to December; the Easter Term runs from January to March/April; and the Summer Term runs from April/May to July. Daily Schedule A typical school day commences at 7:35 a.m. and ends at 2:15 p.m. During these hours, there are eight 40-minute periods. 7:20 First Bell Duration Grades 7 -9 Grades 10 - 13 7:35 – 8:05 Start-of-Day Assembly (Whole-school; Form Room; 8:05 – 8:45 Year Group; House) 8:45 – 9:25 Period 1 9:25 – 10:05 Classes Classes Period 2 10:05 – 10:45 Period 3 10:45 – 11:25 Classes Classes 11:25 – 12:05 Period 4 12:05 – 12:45 Classes Classes 12: 45 – 1:25 Period 5 1:25 – 2:05 Lower School Lunch Classes Period 6 *2:05 – 2:15 Period 7 Classes Upper School Lunch Period 8 Classes Classes Classes Classes Classes Classes Classes Classes Registration *Extended hours for classes may from time to time be introduced; parents will be duly notified of any changes to the normal school hours. Address Wolmer’s Boys’ School, National Heroes Circle, Kingston 4.

2 A SHORT HISTORY OF WOLMER’S BOYS’ SCHOOL The story of Wolmer’s began on the twenty-first of May 1729. That was the day John Wolmer, a goldsmith resident in Kingston, prepared his will. Not much is known about John Wolmer, 1729, but from his will it appears that he was an altruist who cared about his fellowmen. John Wolmer died on the 29th day of June, 1729. In his will, he left £2,300 from his estate for the foundation of a Free School, in the parish where he should happen to die. Wolmer’s Trust was established by an act of the Jamaica legislature in 1736 and a co- educational institution was set up. In 1800, the Trustees were guaranteed a yearly income on surrendering their securities to the government. All that time, the school was situated in downtown Kingston with a total enrolment of five hundred (500) students. In 1895, the School was reorganised as a secondary school (It had previously been an elementary school.). In 1896, the Schools were separated and independent Heads were appointed. In 1907, further changes took place. After an earthquake which destroyed almost all of the school’s buildings, the school was moved to Quebec lands, north of the racecourse. Since John Wolmer’s contribution, there have been many other contributions by citizens to the School. The first of these was in 1738 when William Crosse bequeathed to Wolmer’s the use of his property in St. Andrew. The following year a gift of £500 was presented by William Patterson. Thomas Harrison contributed £20 in 1778. Fifty years later, Ellis Wolfe donated £1000. About ten years later, Edward Hannah donated a Science Laboratory. By virtue of their contribution, Houses were named after these men. Glasspole House was later named in memory of its benefactor. As the years passed and enrolment increased, more buildings were erected, the final one being the joint Sixth Form block, which was completed in 1984.

3 THE HISTORY OF THE CREST The Sun of Learning breaking through the Clouds of Ignorance. When the Trust was established in 1736 the seal was granted – the sun breaking through a cloud- symbolic of knowledge displacing ignorance. The School Crest is an impression of the original school seal and is dated 1741. MISSION STATEMENT The Mission of the Wolmer’s Trust High School for Boys is to create well-rounded individuals capable of and committed to making a meaningful contribution to society. We strive to do so by educating post-primary to post-secondary students through the use of ground-breaking curricula; excellent human resources and material; the dynamic involvement of all stakeholders; the promotion of positive values and attitudes, and the provision of an aesthetically-pleasing environment. AIM Our key purpose is that together we strive to create, maintain and develop conditions which enhance effective teaching and learning. To this end, we recognise the important contribution that all members of the School make towards maintaining a purposeful, disciplined and caring community. To realise this aim requires us to work towards the fulfilment of several further objectives:  To enable each student to realise his potential in all areas of educational experience.  To provide the opportunity for all students to experience a broad and balanced education.  To encourage students to move towards managing their own learning and to enjoy, value and realise the purpose of their education.  To encourage students to make the transition into further studies and employment.  To develop links with local community, particularly with parents, employers, schools and institutions of higher education.  To provide a programme of development and mutual support for all staff who work within the School.

4 THE SCHOOL PHILOSOPHY Education is the development of the whole person – Mind, Body and Spirit. VISION Wolmer’s Boys’ School is committed to providing an academically stimulating environment where staff and students can realise educational, physical, social, spiritual and emotional growth. We Will Have: •Modern and Relevant Facilities and Materials •Excellent Human Resources, Dynamic, Cohesive Involvement of Stakeholders •Positive Values and Attitudes And We Will: •Break New Ground •Use an Innovative Curriculum So We Will Produce: •Consistent, Excellent Academic Performance •Well-Rounded, Well-Balanced Students OUR SCHOOL MOTTO Age Quod Agis – “Whatever you do, do it to the best of your ability”. THE WOLMERIAN The Wolmerian is expected to display exemplary conduct at all times, on and off campus, and show respect for peers, teachers and all other persons in authority. The Wolmerian should always strive to be helpful, courteous and honest in all his activities, particularly toward the aged and female minors. The Wolmerian’s speech, manners and dress code should always be befitting of a scholar - always striving for excellence. “The Wolmerian should always shun evil and whole-heartedly support and practise the right thing”.

5 The mentalities he should cultivate.  Reverence  Tenacity The ideas and knowledge to which he should be  Integrity exposed  Confidence  A global outlook The responsibilities he should shoulder.  Tolerance for all  Emotional intelligence The heart he should have.  A growth-oriented outlook The activities in which he should be involved.  Focus on self improvement  Responsibility for his actions  A sharp focus on positive achievement  An unselfish interest in the welfare of his fellow Wolmerian  An unwavering drive to add value to self and school  Age Quod Agis – Whatever you do, do it well  Leadership  Value of the human being  His place in the value-added chain  Excellence in his bearing and deportment  How to be a ‘producer’ not merely a ‘consumer’  A wide variety of subjects across the disciplines  Responsibility and accountability frameworks  Emerging ideas/ideologies  Global and national perspectives  Social conscience and engagement  His conduct  Care for the environment  Service  His own learning and development  Care for his fellow Wolmerians; assisting them to achieve their goals and potentials  Nation-building in their sphere  Wise  Trustworthy  Patriotic  Empathetic  Loyal  Giving  Loving  Caring  Reasonable  Compassionate  The improvement of group culture  Service-oriented activities  A mix of ‘mental’, ‘physical’ , and ‘creative’ activities  Future-skills  Life-skills  Resilience building activities

The skills he should develop. 6 The experiences he should have. The places he should have gone.  Negotiation  Judgement  Creativity  Coping skills  Problem-solving  Analytical skills  Synergistic thinking  Collaboration (Team)  The scientific outlook  Effective communication  Fun  Mentoring  Leadership  Civic engagement  Representing a group  Autonomy and initiative  Community/voluntary service  Competition and campaigning  Conducting meetings and formal procedures (Parliamentary procedures)  Project management and implementation  Exposure to his rights and responsibilities Occupational experience (in line with career)  Courts  Theatre  Parliament  An infirmary  Children’s home  National Parks  Beach clean up  Another country (exchanges)  Intra-country travel  Correctional Facilities  Blue Mountain Peak  Museums and archives  A farm or agricultural space

7 THE SCHOOL SONG 1. Our school we all love dearly We think it is the best Maroon and gold our colours The rising sun our crest Our motto means at all times We try to do our best At home, at school, at work, at play We put it to the test. Chorus Age Quod Agis, Age Quod Agis On maroon and gold the sun won’t set Try to do your best, put it to the test Age, Age Quod Agis. 2. To those who love and train us We owe a special debt To self we owe it also High moral codes to set Our emblem must keep shining And it must never set On hopes and aspirations placed As high as they can get. Repeat chorus 3. Our effort must be constant In all things big and small The rising sun our target Our standard must not fall Our motto means a great deal It is for one and all The home, the school, the nation Hear the Wolmer’s clarion call. Repeat Chorus WOLMER’S !!!!!

8 MANAGEMENT AND ADMINISTRATION The Wolmer’s Trust The Wolmer’s Trust is the Board of Trustees that exercises oversight of the Wolmer’s endowment and is ultimately responsible for the three schools viz. Wolmer’s Boys’ School; Wolmer’s Girls’ School; and Wolmer’s Preparatory. The Board of Management The School is regulated by a Board of Management which acts on behalf of the Ministry of Education. It is the responsibility of the Board to ensure that the School is run in keeping with the Education Act, the Education Regulations and other instructions of the Ministry. The Principal is the Chief Executive Officer (CEO) of the organisation and is responsible for the day to day affairs of the School. The Principal reports to the Board. The Board is comprised as follows:- The Chairman The Principals of the 3 Schools (Wolmer’s Boys’, Girls’ and Prep) Representatives of the Wolmer’s Trust A representative of the Administrative Staff A representative of the Teaching Staff A representative of the Parent-Teacher’s Association A representative of the Student Body A representative of the Community A representative of the Ancillary Staff A representative of the Ministry of Education A representative of the Old Boys’ Association Professional Leadership Corps The Principal has responsibility for student and staff supervision and discipline, student admission and staff employment, curriculum planning and development, financing, plant maintenance and development and public relations. The Principal is assisted by two Vice- Principals, who are responsible for the daily supervision of the teachers and students. Senior teachers serve as Heads of Departments or Year Group Supervisors or in any other area specified by the Principal. Wolmer’s Old Boys’ Association The first meeting of the Old Boy’s Association was held on May 4, 1905. The Wolmer’s Old Boys’ Association works closely with the School’s Administration in furthering the Aims of the School. The Association has a deep commitment to assist the school, the students and staff through the various committees which have been formed for this purpose. The Old Boys will contribute in any way possible to ensure that Wolmer’s maintains its reputation for producing young men of quality. The Old Boy’s Association achieves its goals through various fund- raising events and through involvement in the academic, social and spiritual development of Wolmerians.

9 Parents-Teachers’ Association The School has an active Parent-Teachers’ Association, which holds regular meetings and sponsors or assists with fund-raising efforts in aid of School projects. Parents/Guardians are encouraged to join the Association and participate in the activities in the interest of their sons/wards and of the School. The broad objective of the P.T.A. is to collaborate with the school’s administration in the development of policies, programmes and projects which will enhance the capacity of Wolmer’s Boys’ School to pursue the educational, social, physical and moral growth of each student. TRI-PARTITE PARTNERSHIP Communication Channels Critical information must flow out to our parent partners and must flow into the school, to our administrators and teachers, so that the best decisions can be made in the interest of our students. It is therefore the commitment of the Board and senior leadership that a variety of avenues are opened up to ensure that the dual flow of information is both efficient and thus, effective. A number of meetings will be held over the course of the school year, at the school, year group, class, and individual levels. Electronic means and well as paper-based correspondence will be utilized by the school to provide parents and guardians with timely information on school-related matters. In return, parents and guardians are asked to use the established means and procedures for communicating with the school. Parent Contributions Over time, a rich heritage of parent contribution has been built up at Wolmer’s Boys’ School. One of the best and most vibrant PTAs has existed at this school for a very long time. Parents and guardians have also gone beyond the mandatory contributions and their legacy in cash and kind continues to be enjoyed. It is important that succeeding generations of parents and guardians continue this rich heritage, and we urge you to find a way in which you can add to this legacy of giving. Year Group Meetings Meetings with parents, Year Group Supervisors and Form Teachers are held at different junctures throughout the school year. These meetings present rich opportunities to harmonize the efforts of the home and the school in the development of the young men. As a result, the school is committed to ensuring that there is ample communication to parents regarding the schedule for such meetings. And it is crucial that parents make every effort to participate in these sessions, particularly the parents of our older students. We urge our parents to pay very close attention to these meetings that are called at the Third Form level and as the young men move into the Fourth and Fifth Form years. These are critical times and year group meetings ensure that timely information can be disseminated and interventions implemented as together we work to give them steady movement onto the next phase of life.

10 Parent/Teacher Consultations The first parent/teacher consultation is hosted by the school after the first term, and is the occasion on which the Christmas Term progress report is discussed with individual subject teachers. Parents are able to get ready feedback on their son’s progress and conduct, and from these discussions determine next-steps for subsequent terms. Besides this configuration, the school has also implemented a system of office hours for each teacher. Each teacher is mandated to make him/herself available for an hour and twenty minutes each week to meet with parents, who may or may not have an appointment. The office hours for each teacher are made available to parents, and they are then able to use this designated time to get consultations done. Many teachers can also be reached via email or other electronic messaging platforms, and parents are encouraged to develop a good rapport with the teachers. Collection of Reports Increasingly, the school is moving towards the electronic dissemination of the students’ progress report through the RenWeb portal. Even so, paper copies of these reports will be available upon request. It is therefore critical that a functioning email address of parents and/or guardians be made available to the school. It is also necessary to note that we have found that the portal seems to work best the Google web service. And contact may be made with the school’s Systems Administrator at [email protected] to have your information updated.

11 THE ACADEMIC PROGRAMME Subject Offering Wolmer’s Boys’ School provides secondary and post-secondary programme (pre-university) programmes of study to young men between the ages of 12 and 18 years old. From Grades 7 through to 13, our young men are exposed to a range of subjects in the humanities, social sciences, physical sciences, and technical areas. English Language Forms 1-3 Programme Business Basics Biology General Science Chemistry History Geography Introduction to Business Information Technology Literatures in English Library Studies Music Mathematics Physical Education Personal Development/HFLE Religious Education Physics Technical Drawing Spanish Visual Art Forms 4-5 Programme The following subjects are offered at the CSEC-level: Additional Mathematics Information Technology Biology Mechanical Technology Chemistry Mathematics Economics Physical Education & Sports Electronic Document Preparation & Management Physics English A (Language) Principles of Accounts Geography Principles of Business Human & Social Biology Visual Art Spanish Technical Drawing Reading Subjects: Caribbean History Religious Education English B (Literatures) Social Studies

12 Sixth Form Programme The Sixth Form programme is primarily organized around Advanced level courses that are assessed through the CXC-administered Caribbean Advanced Proficiency Examinations (CAPE). Each subject has two units, each of which is examined at the end of each year of study. Currently, our programme offering is organized into four blocks from which the students choose. At the time of application, these blocks will be outlined to students. Subjects offered at the CAPE level include: Literatures in English Accounting Management of Business Art & Design Physics Biology Pure Mathematics Chemistry Sociology Computer Science Spanish Economics Tourism Building Mechanical Engineering Drawing History CAPE Logistics and Supply Chain Operation (in association with the Caribbean Maritime University) Private Pilot License (Ground School in association with Caribbean Aviation Training Centre)

13 MATRICULATION REQUIREMENTS Lower School: 1st – 3rd Forms  For a student to be promoted from First to Second and to the Third Form, he is required to have an overall term grade of at least 60% in a minimum of seven (7) subjects.  At First Form, students are expected to meet the pass mark (60%) in all their subjects, including Physical Education and Personal Development/HFLE.  A student who has a term grade of below 60% in at least five (5) subjects at the end of any term will be placed on academic probation.  A student on academic probation will be required to show improvement in the proceeding term in all his subjects, particularly those that were below 60% in the previous term.  A student on academic probation shall be enrolled in support classes at the expense of his parents/guardians, and evidence of his progress provided to the Year Group Supervisor on a monthly basis.  Academic probation that extends beyond two terms may result in a conditional promotion or the student being asked to withdraw from the institution (particularly where serious disciplinary concerns accompany his poor academic performance). Note: From time to time, the school may implement a system of accelerated grouping in the First to Third Forms. When such groups are constituted, the following criteria will be used:  A personal End of Year Examination average of 80% or above.  A consistent average of A in at least seven (7) subjects during the year.  Portrayal of positive work attitude.  Good classroom discipline.

14 Upper School: 4th – 5th Forms  To enter the Fourth Form, the student will be required to have at least 60% in no less than seven (7) subjects in their Third Form end-of-year examinations.  Students are required to undertake an 8-subject programme at the Fourth Form level; however, they are recommended for subjects based on performance, aptitude and attitude.  A student in the Fourth Form who has a term grade of below 60% in at least four (4) subjects at the end of any term will be placed on academic probation.  A student on academic probation shall be enrolled in support classes at the expense of his parents/guardians, and evidence of his progress provided to the Year Group Supervisor on a monthly basis.  To enter the Fifth Form year, a student is required to attain an overall term grade of at least 60% in ALL subjects by the end of his Fourth Form year. A student may be given a conditional promotion into the Fifth Form, but will be required to demonstrate improved performance in the weak subject(s) (while maintaining a passing grade in ALL others) by the end of the Christmas Term. Failure to improve to a passing grade will negatively impact his qualifying for the Valedictory Service and being awarded the official School Leaving Certificate. At Wolmer’s Boys’ School, there is NO SCREENING of students for external examinations. Criteria and Guidelines for Selection of Fourth Form Options In order to be admitted to Fourth Form all students must first satisfy the matriculation as well as the attitudinal and behavioural standards for promotion from the Third Form. The following should be considered when selecting the subject options: 1. The student’s career choice. 2. His performance during the Third Form year, including his consistency and whether or not he has shown improvement over the year. 3. The intensity of his interest in pursuing the subject.

15 4. Whether or not he has a positive and mature attitude to the subject. 5. His aptitude for the subject. 6. The extent of his research and analytical skills Prerequisite for: Additional Mathematics – at least 70% in General Mathematics Additional information on the Fourth Form subject options is contained in the Third Form Careers Day Manual issued during the annual Careers Day held in the Easter Term. Valedictory Service and the School Leaving Certificate The School Leaving Certificate, which is awarded at the annual Valedictory Service, is the instrument which affirms that a student has attended Wolmer’s Boys’ School, and that he has met or exceeded the high standards of academic performance and conduct that are in keeping with our rich heritage. The Valedictory Service comes at the end of the Fifth Form year, and is usually held on the last Sunday in June. The student will qualify for the Valedictory Service and School Leaving Certificate based on his academic performance and conduct during his 4th and 5th Form years. Criteria A student during his 4th and 5th Form years shall: 1. Maintain a minimum 75% punctuality to school. 2. Maintain a 90% attendance record to his scheduled classes, and lateness or absence must be substantiated by a written excuse from a parent/guardian or authorized member of staff. 3. Maintain a fairly good to flawless record in relation to his deportment and attitude. 4. Maintain a fairly good to flawless record in relation to the timely submission of assignments, class work, and homework during all terms of his 4th Form year and during the Christmas and Easter terms of his 5th Form year. 5. Submit ALL his SBAs before or on the deadline established by the school and to the standard of completion defined by respective departments. Failure to do so will result in

16 immediate exclusion from the Valedictory Service and receipt of the official School Leaving Certificate. 6. Maintain a fairly good to flawless record with respect to his preparedness for classes. Failure to arrive at classes consistently on time (that is, within 10 minutes) and with the necessary implements for learning (textbook, pen, pencil, notebook, lab book, geometry set, calculators, T-square, set squares, etc.) will be a significant strike against the student. 7. Maintain a fairly good to flawless attendance record to the weekly Form Time session. It is also to be noted that attendance at General Assembly, Year Group Assembly and House Meetings is compulsory. 8. Maintain a fairly good to flawless attendance record to School Functions/Events including the Blue Report Awards Ceremony; Annual Prize Giving; Sports Day; among others. A flawless record means 100% compliance. A fairly good record means 80 – 99% compliance. It is important to note that a student who enters Fourth Form on the Watch List would have already placed himself at a significant disadvantage in being able to qualify for the Valedictory Service and being awarded the School Leaving Certificate. This situation will be exacerbated if he continues on the Watch List into 5th Form. Graduation The Graduation exercise at Wolmer’s Boys’ School comes at the end of Fifth Form; those Wolmerians who have met the criteria will be invited to share in this celebration. Graduation is usually held in November on the Sunday after the Prize-Giving Ceremony. Criteria: To qualify for the Graduation, the students should have: 1. completed the Fifth Form year at Wolmer’s Boys’ School; 2. attained at least seven (7) CSEC passes with Grades 1 to 3 in a single sitting; 3. qualified for the Valedictory Service in his Fifth Form year; 4. had no conflicts with the law or such other incident as would bring self or school into disrepute; 5. fulfilled ALL obligations to the school; and 6. a fairly good to flawless disciplinary record.

17 Sixth Form School Leaving Ceremony The Sixth Form School Leaving exercise at Wolmer’s Boys’ School comes at the end of Upper Sixth Form; those Wolmerians who have met the criteria will be invited to share in this grand occasion. Graduation is usually held in June on the Wednesday after the Valedictory Service. Criteria: 1. A pass with ranges I to IV in no less than three (3) CAPE level subjects. 2. Timely submission of all SBAs due at the Upper Six level. 3. All students are expected to maintain an attendance record of not less than 90% over both the Christmas and Easter terms of the school year for which he is registered. 4. The student is expected to be present and punctual for not less than 90% of his classes during the Christmas and Easter terms. He should arrive no more than 10 minutes after the scheduled start of each class. 5. It is expected that the Wolmerian in the Sixth Form programme will conduct himself respectfully and with the greatest level of maturity as is befitting one who occupies such an esteemed position. 6. The student should have had no conflicts with the law or such other incident as would bring self or school into disrepute. 7. The student should have fulfilled ALL obligations to the school. 8. A fairly good to flawless disciplinary record. Sixth Form Programme The aim of the Wolmer’s Sixth Form programme is to: a) provide a sound pre-university experience for our students, enabling them to matriculate to world-class tertiary level institutions; b) allow them space to take on responsibility and exercise leadership as they shore up and contribute to the rich legacy of Wolmer’s Boys’ School; c) inculcate a rich tradition of service and contribution to nation-building; and d) foster and consolidate the sense of kinship among Wolmerians. Consequently, our commitment is that the Sixth Form Programme will be:  Relevant;  Cutting edge;

18  Rigorous; and  Deeply impacting. Standards and Expectations: In order to ensure that the objectives of the Sixth Form are achieved, agreement around the following standards and expectations will be sought: 1. Leadership: There is a general understanding that all Wolmerians in the Sixth Form programme are standard-bearers. The expectation is that each young man will exude the pride, confidence and leadership that will keep the Wolmer’s flag flying high. 2. Brotherhood: The Wolmerian is his brother’s keeper; as such, there should be a genuine concern with the welfare of each other. 3. Course of study: All students who are accepted in the Sixth Form will be required to do at least three (3) Advanced level subjects. 4. Deadlines: The Wolmerian in the Sixth Form programme must demonstrate care and diligence in observing ALL deadlines for the submission of class and home assignments and SBAs. 5. General conduct: It is expected that the Wolmerian in the Sixth Form programme will conduct himself respectfully and with the greatest level of maturity as is befitting one who occupies such an esteemed position. 6. Attendance and punctuality to school: All students are expected to maintain an attendance record of not less than 90% over both the Christmas and Easter terms of the school year for which he is registered. Note: Sixth Form students will be allowed to leave the compound during school hours ONLY with the appropriate ‘Exeat Form’ signed by the Sixth Form Co-ordinator, a Vice-Principal or the Principal. 7. Attendance and punctuality to classes: All students are expected to be present for not less than 90% of his classes during the Christmas and Easter terms. He should arrive no more than 10 minutes after the scheduled start of each class. Note: a student may be given special permission to forgo a class ONLY with special permission from the Sixth Form Coordinator, a Vice Principal or the Principal. 8. Grooming and etiquette: The Wolmerian is one who is ‘a cut above the rest’ in his presentation of self; he observes the highest sartorial standards, ensuring that his look is akin to that of the young professional. 6. Sanctity of the Block: The Sixth Form Block is a special zone, and is OUT OF BOUNDS to the members of the lower school. No Sixth Former should encourage or invite any other student(s) to congregate on the Block during or after school. The facilities should also be aesthetically-pleasing and maintained to the highest levels of organization and cleanliness.

19 Qualification for Admission: Students do not automatically matriculate into the Sixth Form programme by virtue of having been a part of the Forms 1-5 programme or even having been successful in the CSEC examinations. It is also important that students give close attention to their subject selection at the Fourth Form level, ensuring that those choices are in sync with the prerequisites at the Sixth Form level. For example, passes (with Grades 1 or 2) in both CSEC Mathematics and Additional Mathematics are prerequisites to undertake the study of CAPE Pure Mathematics. The prospective Sixth Form student should have:  achieved a minimum of 6 CSEC passes at Grades I or II;  obtained a Grade I or II in the subjects he wishes to pursue at the Advanced level;  secure the relevant departmental entry qualifications or special approval from the Head of Department. Some subjects may require passes in more than one subjects; for example, Management of Business (MoB) requires Grades I or II in Principles of Business along with a pass in Principles of Accounts.  demonstrated personal and social readiness in an interview prior to being accepted. Changing Subjects: A student who, for good reason, wishes to change or discontinue a subject may be granted permission upon written approval from the Subject Teacher or Departmental Head in that subject, or the Sixth Form Co-ordinator. Such changes should be completed within the first two (2) weeks of the start of the study programme. Compulsory Subjects: Each student is required to complete the two compulsory subjects – Communication Studies and Caribbean Studies – over the two years of the CAPE programme. It is also important to note that students may from time to time be required to attend a general personal or career development session as a part of the Sixth Form experience.

20 STUDENT ASSESSMENT FRAMEWORK Grading System Domains: The students’ performance will be categorized along the following lines: no participation; frustration; emerging; intermediate; partly competent; competent; and expert. The aim with these domains is to have a set of categories that is applicable at the level of the individual activity but also at the cumulative level; that is, whether it is the students’ overall average for a term or the class average. So, a student may be categorized as ‘partly competent’ on one dimension of a rubric or at the end of a term, his average in a subject may locate him as ‘partly competent’. The overall term’s average for a class may also locate the average performance in that class as ‘partly competent’. Performance Bands: Each domain will have a band of scores and a letter grade assigned. There is also an adequate descriptor that serves to benchmark performance within that band. One important feature is the ‘0’ band that denotes ‘no participation’. This band or score is in place to record the instance in which a student has not presented any work or made any attempt at a task. And again, these bands will have application at the unit level in a rubric or at the cumulative level such as a student’s overall score on a task or at the end of a term. Descriptors: Each domain and its associated band and letter grade will have a corresponding description that serves as a brief capture of what performance looks like within that category. And importantly, these descriptors will be customized at the level of each department in order to reflect the peculiarities of the disciplines and each subject area. DOMAIN SCORE GRADE DESCRIPTION RESPONSE Expert 90-100 A+ Competent 80-89 A Overall, the student demonstrates an This student is doing very Partly Competent 70-79 B expert understanding of key facts in the well and should be availed subject area or unit and is therefore able to of mentorship that is able delineate levels of relationships and apply to provide value-added his learning in new and interesting ways. exposure to further broaden his scope and Overall, the student demonstrates a mature commitment to mission. understanding of key facts in the subject area or unit and is therefore able to This student should be delineate levels of relationships and apply availed of mentorship that his learning in new and interesting ways. is able to inculcate and/or enhance his commitment to Overall, the student demonstrates a good mission and the lifelong understanding of many of the key facts in pursuit of a more excellent the subject area or unit and is therefore way. able to delineate levels of relationships and apply his learning in new and interesting This student should be ways. availed of mentorship that is able to inculcate and/or stabilize his commitment to mission and the lifelong pursuit of a more excellent way.

21 DOMAIN SCORE GRADE DESCRIPTION RESPONSE Intermediate C 60-69 D Overall, the student demonstrates a This student should be (Pass) satisfactory grasp of some of the key facts availed of mentorship and Emerging 40-59 E in the subject area or unit and is therefore motivation that create the able to delineate some relationships and impetus for mission and the Frustration Upper F apply some aspects of his learning in new lifelong pursuit of a better 20-39 G and interesting ways. way. No Participation U Overall, the student demonstrates an Lower insecure grasp of some of the key facts in This student is to be availed 1-19 the subject area or unit and is therefore of interventive measures unable to delineate levels of relationships that are geared at boosting Excused and apply his learning in new and his resilience through the Absence interesting ways. development of the Overall, the student demonstrates little necessary learning skills 0 grasp of a few of the key facts in the subject and worldviews. Unexcused area or unit and is therefore unable to This student is to be availed delineate levels of relationships and apply of interventive measures Absence his learning in new and interesting ways that are geared at boosting 0 though there is a basic attempt. his tolerance for retaining a broad base of facts along Overall, the student demonstrates very with the diagnosed learning little grasp of a few of the key facts in the challenges being faced. subject area or unit and is therefore unable Where possible, resilience to delineate levels of relationships and development support is to apply his learning in new and interesting be incorporated. ways. This student is to be availed of interventive measures The student has not tendered any work due that are geared at boosting to explained absence, illness or other his tolerance for retaining a circumstance outside his control. broad base of facts along The student has not tendered any work due with the diagnosed learning to a failure to attempt the task; failure to challenges being faced. submit the assignment; or similar Where possible, resilience demonstration of poor self-organization or development support is to defiance. be incorporated. This student is to be availed of interventive measures that are geared at equipping him with the skills to cope. Where possible, resilience training is to be incorporated.

22 Sixth Form Grading System DOMAIN SCORE GRADE DESCRIPTION Competent 75 - 100 A B Overall, the student demonstrates a good Partly Competent 65 - 74 understanding of key facts in the subject area C or unit and is therefore able to delineate Intermediate 50 - 64 D levels of relationships and apply his learning F in new and interesting ways. Frustration Below 50 Overall, the student demonstrates a fair understanding of many of the key facts in the No Participation 0 subject area or unit and is therefore able to delineate some levels of relationships and apply some of his learning in new and interesting ways. Overall, the student demonstrates a satisfactory grasp of some of the key facts in the subject area or unit and is therefore able to delineate some relationships and apply some aspects of his learning in new and interesting ways. Overall, the student demonstrates an insecure grasp of some of the key facts in the subject area or unit and is therefore unable to delineate levels of relationships and apply his learning in new and interesting ways. The student has not tendered any work.

23 Internal Assessments Paper-and-Pencil (PaP) Tests: The school administers periodic standardized examinations each term. These include (but are not limited to) the departmental and end of year examinations. Fifth Form students do a practice examination in November, and this is used to gauge their readiness for the CSEC examinations later in the school year. Projects: Project work is also a critical element of our student assessment system. Students are required to work collaboratively and employ a range of learning skills and knowledge as they design and implement solutions to real world problems. Class Work: From time to time, students will be required to complete a graded task within the class session. Such tasks will form an important part of the overall term’s score, so diligence in completing all class work should be emphasized. Homework: Similar to class work, assignments that are to be done away from the class context are to be given diligent attention. Students should take every care to record all homework and to have them completed and submitted on time. Calculating Overall Term Score: Course Work Score Homework + Class Work Examination Score Overall Project Term Score 60% 40% 100%

24 Major Internal Assessment Schedule FIRST FORM CHRISTMAS EASTER SUMMER TERM TERM TERM SECOND FORM Week 4 Week 6 Week 4 THIRD FORM PaP Test Switch-Over Examinations PaP Test FOURTH FORM Week 8 or 11 Week 10 Week 7 End of Year Examinations FIFTH FORM Project/Major HW Due Integrated Project/PaP Test SIXTH FORM Week 4 Week 14 Week 11 or 13 PaP Test End of Term Examinations End of Term Week 8 or 11 Examinations/Switch-Over End of Year Examinations Week 6 Examinations PaP Test Week 4 Week 4 PaP Test Week 10 Switch-Over Examinations Week 8 or 11 Project/Major HW Due End of Year Examinations Week 7 Week 14 Integrated Project/PaP Test Week 4 End of Term Examinations PaP Test Week 11 or 13 Week 6 or 9 Week 6 End of Term End of Year Examinations PaP Test Examinations/Switch-Over Examinations N/A Week 10 Project/Major HW Due Week 4 N/A Switch-Over Examinations Week 14 End of Term Examinations Week 7 Integrated Project/PaP Test Week 6 PaP Test Week 11 or 13 End of Term Week 10 Examinations/Switch-Over Project/Major HW Due Examinations Week 14 Week 7 End of Term Examinations Project/PaP Test Week 6 Week 11 or 13 PaP Test End of Term Examinations Week 13 SBA Practice Examinations SBA Week 6 PaP Test Week 14 End of Term Examinations

25 Internal Examinations Regulations 1. All students are required to be properly groomed and to attend an examination in full uniform. A student who is not properly groomed or is out of uniform WILL be required to make the necessary adjustments within the 30-minute window in order to be admitted to the examination room. No additional time will be provided to that student. 2. All students are expected to be in the examination room at least 10 minutes prior to the start of the examination. A student who arrives after the first 30 minutes of the start of the examination, without a valid excuse, WILL NOT be allowed to sit the paper. 3. Students should be encouraged and allowed to go to the bathroom before the examination papers have been distributed. Once the papers have been distributed, NO STUDENT is to be allowed out of the examination room unaccompanied. 4. No student should leave the examination room without the consent of the invigilator. A student who leaves the examination room without the express permission of the invigilator MAY be sanctioned with up to 25% of his total score being deducted. 5. Students should remain in the examination room for the stated duration of the examination. Invigilators should make this abundantly clear to all students prior to the distribution of the papers. Any student who demands to leave the room before the end of the examination, remonstrates, makes rude remarks and/or causes disruption WILL be sanctioned with up to 50% of his total score being deducted. 6. No borrowing of pens, pencils, calculators, other implements or materials is permitted during the examination. A student who contravenes this guideline MAY be sanctioned with up to 10% of his total score being deducted. 7. Students are required to observe examination conditions, and as such are required to refrain from speaking to or interacting with each other during a test or examination. A student who is caught speaking or otherwise interacting with another while the examination is in session WILL have up to 25% of his total score deducted. 8. Students should ensure that books, papers, notes, or other material bearing information related to the subject being assessed are not in their possession.

26 The trafficking of ANY unauthorized information into an examination will be treated as an attempt to cheat and the implicated student MAY have up to 100% of his total score deducted. 9. Students are required to write ONLY content-related information on the examination paper. Any information, markings, drawings or comments that do not directly answer a test item will be treated as an attempt to deface the paper. Defacing an examination paper or script and/or placing irrelevant, lewd or slanderous comments on an examination paper or script WILL be treated as an offence with the implicated student losing up to 100% of his total score. 10. Students with Special Educational Needs (SEN) will be accommodated in the Library, and arrangements will be made by the school to ensure that the examination scripts get to the relevant teachers for marking. Parents of students with SEN should ensure that the relevant documentation is submitted to the Nurse at the beginning of the Christmas term or as soon as it becomes available. Without such documentation, a student will not be considered for such ‘special arrangements’. 11. A student who is absent from an examination due to illness or an emergency will be awarded a ‘G’ to indicate an ‘Excused Absence’. 12. A student who is representing school, club or country and will therefore be absent from an examination is required to submit written notice to the Principal well ahead of time so that alternative arrangements can be put in place for him to sit the examination. Failure to provide the school with such notice or failure to do so on a timely basis will result in the student being awarded a ‘G’ to indicate an ‘Excused Absence’. 13. All other absences from an examination will be awarded a ‘U’ to indicate an ‘Unexcused Absence’. 14. Each answer sheet must bear the student’s name and should be clearly numbered. 15. Each student must put the following below on the first page of the Answer Sheet(s) Name of Student: Subject: Name of Teacher: Date: Form: 16. Each answer sheet must be tied or stapled together at the end of the examination. 17. A student may query a grade as soon as an examination result is returned. The initial query can be made by the student or his parent to the subject teacher. In the event that the query is unresolved at that level, the student or his parent may seek the intervention of the Head of Department, who should adjudicate on the matter seeking to bring it to a

27 conclusion. Where the subject teacher is the Head of Department, the student or parent may seek the intervention of a Vice Principal in resolving the matter. External Examinations Currently, the external examinations done by our students at the Fifth and Sixth Form levels are the CSEC and CAPE, administered by the regional Caribbean Examinations Council (CXC). As an examinations centre, Wolmer’s Boys’ School is required to maintain the highest standards to ensure the integrity of the examinations. And we expect our students to participate in ensuring the integrity of this centre by careful observance of the examination guidelines that have been set out by the CXC. External Examinations Regulations (Adapted from the Guidelines published by the CXC, Revised 2017) Copyright  Every application to register for the examination will be deemed to constitute an assignment by the candidates to the Council of the future copyright of all their examination work, practical or written. Late Arrivals  Candidates who arrive late may be admitted during the first 30 minutes of an examination session. Candidates who arrive after the first 30 minutes will not be admitted to the examination.  Candidates who arrive late for an examination session will not be allowed extra time to make up for the time lost. The examination must end at the prescribed time.  A candidate who presents himself in the afternoon for a paper which has taken place in the morning will not be admitted. Leaving the Examination Room  A candidate is not allowed to leave the examination room during the first 30 minutes of an examination session unless there are exceptional circumstances. Where a candidate is allowed temporarily to leave the examination room, he must be accompanied by a member of staff or attendant.  A candidate may be allowed to discontinue work and leave the examination room at any time after the first 30 minutes of an examination session provided that he/she surrenders his question paper and answer book. There will be no re-admittance of that candidate.

28 Examination Material  Candidates are not allowed to take into the examination room any of the following: books, notes, boxes of instruments bearing data or any other article bearing data, and paper for rough work. Electronic calculators are forbidden unless expressly stated by Council in advance. MOBILE TELEPHONES and other ELECTRONIC devices are strictly forbidden. (See penalty at Misconduct below.)  Candidates must provide their own pencils (especially 3B pencils to answer multiple-choice questions), erasers, pens, ink, rulers, compasses, set squares and protractors. Pens must not be used for multiple choice examinations. Gel and fountain pens should not be used in examinations.  Candidates will be provided with all stationery required for written answers, special answer sheets for objective type papers, mathematical tables (if non-programmable scientific calculators are unavailable) and science data booklets and string. Removal of Examination Material  Examination material such as used or unused books, mathematical tables and science data booklets, multiple choice question booklets and supplementary answer sheets may NOT be removed from the examination room by a candidate. Instructions on Answer Books and Question Papers  Candidates are reminded to read carefully and carry out the instructions given on the question paper and on the front cover of their answer books or multiple choice booklets. Candidates may be penalised if these instructions are not carried out.  Candidates must use their Centre Number and their own ten-digit Registration Number throughout the examination. This information must be clearly inserted on every used page of their Answer Books and supplementary sheets. Candidates must write their names on the Cover of each Answer Book and NOT on the pages in the booklet or supplementary pages. Failure to follow these instructions may result in penalties.  Candidates must start each answer to a question on a new page. Parts of a Question; for example, (a)/ (b)/ (c) may be written on the same page. If a supplementary sheet is used to complete the answer, it must be fastened with string next to the answer in the booklet. Misconduct A candidate guilty of any misconduct may have his examination papers cancelled, be disqualified and be barred from entry to future examinations of the Council. Candidates who take mobile phones into the examination room may be disqualified from the examination.

29 ACADEMIC AWARDS AND INCENTIVES The Blue Report Award The Blue Report Awards Programme was introduced into Wolmer’s Boys’ School in the 2000-2001 academic year. This programme was introduced at a period in the school when good academic performance was not considered to be admirable. As such, the school’s Administration developed and implemented the Blue Report Awards programme to celebrate the academic achievements of our students and to highlight the fact that school is primarily about academic achievement. Blue Reports and Letters of Commendation are ONLY awarded to students who demonstrate high academic achievement along with commendable conduct. The Awards function is akin to a mini Prize Giving to which parents and guardians of awardees are invited. The Blue Report will be awarded three times per year; that is, once per term. For student in First through Sixth Forms the ‘Term Grade’ is used to determine the awards. Criteria for the Upper Tier For a student in First to Third Form to qualify for the Blue Report in the Upper Tier, he is required to have: 1. a minimum of SEVEN grades between 80 and 100% and no grade under 60%; 2. a minimum overall term average of 85%; and 3. no detentions; no probation; no suspensions; no letters of warning for the term assessed. For a student in Fourth and Fifth Form to qualify for the Blue Report in the Upper Tier, he is required to have: 1. a minimum FOUR grades between 80 and 100% and no grade under 60%; 2. a minimum overall average of 80%; and 3. no detentions; no probation; no suspensions; no letters of warning for the term assessed. Upper and Lower Sixth Form students can qualify for the Blue Report in the Upper Tier with: 1. a minimum of TWO grades between 80 and 100% and no grade under 60%; 2. a minimum overall term average of 80%; and 3. no detentions; no probation; no suspensions; no letters of warning for the term assessed.

30 Awardees of the Blue Report in the Upper Tier receive:  A letter from the Principal acknowledging and documenting the achievement  A certificate  A $1,000 book voucher  A badge Criteria for the Lower Tier For a student in First to Third Form to qualify for the Blue Report in the Lower Tier, he is required to have: 1. a minimum SIX grades between 80 and 100% and not more than ONE grade under 60%; 2. a minimum overall term average of 80%; and 3. nothing worse than TWO detentions. For a student in Fourth and Fifth Form to qualify for the Blue Report in the Lower Tier, he is required to have: 1. at least THREE grades between 80 and 100% and not more than ONE grade under 60%; 2. a minimum overall term average of 75%; and 3. nothing worse than TWO detentions. Upper and Lower Sixth Form students can qualify for the Blue Report in the Lower Tier with: 1. a minimum of ONE between 80 and 100%; a minimum average of 75% with not more than ONE grade below 60% (but not below 45%); and 2. a fairly good to flawless disciplinary record. Awardees of the Blue Report in the Lower Tier will receive:  A letter from the Principal acknowledging and documenting the achievement  A certificate  A $500 voucher (for the Summer Term performance only)

31 Criteria for the Letter of Commendation For a student in First to Third Form to qualify for the Letter of Commendation, he is required to have: 1. a minimum FIVE grades between 80 and 100% and not more than ONE failing grade; 2. a minimum average of 75%; and 3. a fairly good to flawless disciplinary record. For a student in Fourth and Fifth Form to qualify for the Letter of Commendation, he is required to have: 1. at least ONE grade between 80 and 100% and a minimum average of 70% and not more than ONE failing grade; and 2. a fairly good to flawless disciplinary record. Upper and Lower Sixth Form students can qualify for the Letter of Commendation with: 1. a minimum average of 70% with not more than ONE grade below 60% (this grade must not be below 45%); and 2. a fairly good to flawless disciplinary record Note A flawless disciplinary record means NO disciplinary blemishes – no detentions; no probation; no suspensions; no letters of warning for the period assessed; no citations for lateness to school; no more than 10 recorded latenesses in a term. A fairly good disciplinary record means nothing worse than two (2) detentions. A failing grade for First through Sixth Forms is any grade below 60%. A grade below 45% automatically disqualifies the student.

32 Additional Awards  Gold Badge: Students who obtain a minimum average of 90% will be awarded a gold badge engraved with “Outstanding”.  Achievement Badge: All Upper Tier awardees will receive the special Achievement Badge.  Top Performer (Year Group): The Top Performer in each year group is also given a special award. The overall top performer receives a special plaque. The Top Performer in a Year Group will also receive a cash award of $1500.00.  The John Wolmer Blue Award: This award is made to any student attaining at least two Blue Reports in the Upper Tier in one year. This is presented at the Annual Prize Giving Awards Ceremony. The Internship Programme From its beginnings as a competition geared at challenging a year group to strive for better grades and good conduct, the Internship Programme has become one of those stellar Wolmer’s programmes. Fourth and Sixth Form students now have the opportunity of vying for a paid Summer internship from one of our faithful business partners. Such placements are always aligned to the student’s majors, and specified career interests. Fourth Form Selection: The students’ Easter Term examination performance is used to determine the winners:  six internships for the Top Academic Performer in EACH form;  six internships for the Most Improved Academic Performer in EACH form; and  twenty-three internships for the Top Performer for Year Group in EACH of the 23 CSEC subjects. Note: No student can earn more than one (1) internship; in case of a student winning in more than one category, the second internship goes to the student next in line. Sixth Form Selection: For this Year Group the competition will be year-long. Seventy per cent (70%) of the selection process is academic, inclusive of the student’s School-Based Assessment grade (SBA, which is 20% of their CAPE grade). Fifteen per cent (15%) is based on his behavioural record; and the other fifteen per cent (15%) is based on extra-curricular/community involvement.

33 EXTRA-CURRICULAR ACTIVITIES Clubs All Distinctions Club Peace for Champs Animation Club Peer Counselling Art Club Press Club Band School's Challenge Quiz Team Cadet Corps Science Club Chamber Orchestra Tourism Action Club Chess Tai Kwon Do Choir Writer's Club Culinary Club Young Investors Debating Society Drone Enthusiasts Emerging Global Leaders Jamaica Environmental Club Gamers Club Guitar Club Heritage Club Interact Club International Relations Club Inter-School Christian Fellowship (I. S. C. F.) Junior Achievement Key Club Modern Languages Octagon Club Basketball Other Activities/Sports Cricket Hockey  Under 16 Track & Field  Under 14 Lacrosse Football Lawn Tennis  Manning Cup Swimming  Under 16 Volleyball  Under 14 Water Polo

34 STUDENT LEADERSHIP AND REPRESENTATION The Prefecture Wolmer’s Boys’ School has long maintained a vibrant system of student leadership with The Cabinet at the centre of this configuration. The Cabinet is comprised of the senior prefects with the Head Boy and two Deputies as the primary leaders. The Cabinet is selected through a rigorous process that involves the outgoing cabinet, teachers and the senior leadership of the school. Nominations are done and the list narrowed through secret ballot. But, even after process a series of confirmation hearings are done by the senior leadership prior to the announcement of the primary leadership of The Cabinet. Thereafter, senior prefects will be selected contingent upon the following criteria:  a proven track record, especially over the Lower Sixth Form year, of responsible conduct.  a clear demonstration of leadership among peers and the general school population.  a demonstrated willingness to add value to the rich legacy of the school.  academic performance that meets the matriculation requirements for the Upper Sixth Form level. The Prefecture plays a significant role in modelling the values of the school through their exemplary conduct and organized approach to the sphere of management that they are allowed. Prefects function as Form Prefects and serve as monitors during general assembly and at the gate and in the canteen/dining area. Prefects are also empowered to cite students for uniform and corridor violations, loitering, littering and dining in an undesignated area. TWO of such citations within a week will be treated as an official detention and be placed on the student’s report. Form Monitor The Form Monitor plays a significant role in building and maintaining the tone that defines the Form. As such, this position must be filled by a young man who is both responsible and fair, and one who commands the respect of his peers. Responsible: willingly carries out the tasks that have been assigned; knows that the buck stops with him; avoids making excuses; provides feedback on the progress of an assigned task; keeps a note of things; knows when to ask for help. Fair: holds everyone to the same high standard; avoids favouritism; listens to both sides; can give a compliment; is not afraid to tell someone that s/he is wrong. Commands the respect of his peers: is knowledgeable; willing to listen; makes fair judgments; gets a job done; shows compassion; does not lord it over others.

35 The responsibilities of the Form Monitor are as follows: General Assembly The Form Monitor is required on General Assembly and Year Group Assembly days to:  have his classmates in lines on the corridor by 7:20 a.m.  guide his classmates in orderly procession to the Assembly Area by 7:25 a.m. Form Assembly On Form Assembly days, the Form Monitor is required to:  be early.  lead or designate a leader for the Invocation exercise at 7:35 a.m.  make a note of students who are at school by 7: 45 a.m. Class Sessions If a teacher is not yet in the room, the Form Monitor should:  take the position at the front of the room.  encourage his classmates to sit quietly and prepare for the next session.  make a note of students who speak loudly, walk around or leave the room without permission, engage in play, or is disruptive in any other way. That note should be given to the Form Teacher, who will determine the gravity of the offence and take the necessary course of action1. At the end of the day, the Form Monitor should:  ensure that each student places his chair on his desk.  support the Environmental Monitor in ensuring that the classroom and the corridor are devoid of litter. Lunch Session At the end of this session, the Form Monitor should:  alert his classmates to the time five minutes before the resumption of classes.  clear the corridor.  make a note of those absent from the class at the scheduled resumption time.  hand that note to the Form Teacher, who will apply the necessary sanctions. Deputy Form Monitor The Deputy Form Monitor is not only functional in the absence of the Monitor. He is expected to exercise competent leadership at all times, albeit as a second lieutenant when the Monitor is present. As such, this position must be filled by a young man who is responsible, fair, and able to command the respect of his peers. 1 Course of action:- the Form Teacher may speak to the offender; issue a warning; send an official note home; have him do community service; refer him to the Guidance Counsellor; refer him to the Year Group Supervisor; recommend that he be placed on a card; or issue a detention.

36 Responsible: willingly carries out the tasks that have been assigned; knows that the buck stops with him; avoids making excuses; provides feedback on the progress of an assigned task; keeps a note of things; knows when to ask for help. Fair: holds everyone to the same high standard; avoids favouritism; listens to both sides; can give a compliment; is not afraid to tell someone that s/he is wrong. Commands the respect of his peers: is knowledgeable; willing to listen; makes fair judgments; gets a job done; shows compassion; does not lord it over others. The responsibilities of the Deputy Form Monitor are as follows: General Assembly The Deputy Form Monitor is required on General Assembly and Year Group Assembly days to:  assist the Form Monitor in having his classmates organized into lines on the corridor by 7:20 a.m.  assist in guiding his classmates in orderly procession to the Assembly Area by 7:25 a.m. Form Devotions On Form Assembly days, the Form Monitor is required to:  be early.  assist the Monitor in leading or designating a leader for the Invocation exercise.  assist in maintaining order while the Monitor is making a note of those present by 7:45 a.m. Class Sessions If a teacher is not yet in the room, the Deputy Form Monitor should:  report to the Principal’s Office if there is no teacher in the class after 15 minutes have elapsed.  encourage his classmates to sit quietly and prepare for the next session.  assist the Monitor in making a note of students who speak loudly, walk around or leave the room without permission, engage in play, or is disruptive in any other way. That note should be given to the Form Teacher, who will determine the gravity of the offence and take the necessary course of action. At the end of the day, the Deputy Form Monitor should:  ensure that each student places his chair on his desk.  support the Monitor and Environmental Monitor in ensuring that the classroom and the corridor are devoid of litter.

37 Lunch Session At the end of this session, the Deputy Form Monitor should:  alert his classmates to the time five minutes before the resumption of classes.  assist in clearing the corridor.  make a note of those absent from the class at the scheduled resumption time.  hand that note to the Form Teacher, who will apply the necessary sanctions. Students’ Council Representative The Form Representative to the Students’ Council is a crucial position, which must be filled by a young man who has a keen sense of observation, good communication skills, and a willingness to represent the views of others. Keen sense of observation: able to identify issues that may cause conflicts; sensitive to the needs of others. Good communication skills: good listening skills; ability to distill different articulations; finds various ways for expressing a message accurately. Willingness to represent the views of others: ability to be compassionate; ability to see an issue through to resolution; ability to clarify; patience. The responsibilities of the Form Representative to the Students’ Council are as follows: Within the Form Throughout his general interaction with his classmates, the Form Representative to the Students’ Council should:  note any unresolved issues with timetabling and teacher performance.  note persistent disciplinary issues and problems in student-student relations.  note any area of discomfort relating to the infrastructure.  highlight these issues during the weekly Form Time session. Students’ Council Meetings During the meetings of the Students’ Council, the Form Representative should:  clearly bring these issues to the attention of the Council.  seek to identify workable solutions. After the meeting of the Students’ Council, the Form Representative should:  prepare a report to his class outlining the class issues that were brought to Council.  report on the solutions proposed in Council.  report on the other concerns and initiatives of the Council.  present this report during the weekly Form Time session.

38 Environmental Monitor The Monitor of the classroom and its surrounding space – known as the Environmental Monitor – plays a critical role in creating a sense of physical order and comfort for everyone who uses the facilities at Wolmer’s Boys’ School. As such, this position must be filled by a young man who is responsible, creative, and is able to motivate his peers. Responsible: willingly carries out the tasks that have been assigned; knows that the buck stops with him; avoids making excuses; provides feedback on the progress of an assigned task; knows when to ask for help; keeps a note of things. Creative: can problem-solve; has new ideas; can see possibilities; can network; is artistic. Motivating: is knowledgeable; willing to listen; makes fair judgments; gets a job done; shows compassion; a clear communicator; can stir to action. The responsibilities of the Environmental Monitor are as follows: The Classroom Space The Environmental Monitor should:  encourage his classmates to maintain the furniture.  do a morning check for neatness and adequacy of furniture.  report inadequate or broken furniture to the Form Teacher, and follow up.  encourage his classmates to have the room properly organized at all times during the day.  work with the Monitor and his Deputy to create an aesthetically-pleasing classroom environment.  ensure that the classroom and its surroundings are neat and clean after the lunch session.  ensure that each chair is placed on a desk at the end of the day.  report uncooperative behavior2 regarding the above to the Form Teacher, and follow up. Note: if a young man is cited twice in a week for uncooperative behaviour by the Environmental Monitor, he is to be officially detained. The Corridor immediately in front of the Classroom The Environmental Monitor, working with the Form Teacher and classmates should:  devise a duty roster for the maintenance of the general cleanliness of the classroom and its surroundings.  monitor the duty roster.  make a note of and report uncooperative behaviour to the Form Teacher, who will apply the necessary sanctions. 2 Uncooperative behaviour:- the Environmental Monitor will be able to cite a classmate for failure to do his duty; graffiti; littering; eating in the classroom; and failure to place the chair atop the desk at the end of the day. Two citations in a week will be treated as an official detention.

39 The Space immediately in front of and behind the Classrooms The Environmental Monitor, working with the Form Teacher and classmates should:  devise a duty roster for the maintenance of the general cleanliness of the classroom and its surroundings, including the space in front of and behind the classroom.  monitor the duty roster.  make a note of and report uncooperative behaviour to the Form Teacher, who will apply the necessary sanctions.

40 SCHOOL CEREMONIES AND EVENTS Year Group Rite of Passage Ceremonies At the end of each school year, the different year groups will host a rite of passage ceremony that celebrates those students who have qualified for an UNCONDITIONAL PROMOTION to the next grade level. Students who have also distinguished themselves in gentlemanly conduct and leadership will also be recognized in these ceremonies. UPPER 6th FORM SCHOOL LEAVING CEREMONY See page 17 for List of Criteria 5th FORM VALEDICTORY SERVICE See page 15 for List of Criteria 4th FORM AWARDS & PROMOTIONS CEREMONY Recognition of students who will receive UNCONDITIONAL PROMOTION Social Attributes Awards Leadership Awards 3rd FORM AWARDS & PROMOTIONS CEREMONY Recognition of students who will receive UNCONDITIONAL PROMOTION and an 8-subject programme Community Service Awards Leadership Awards 2nd FORM AWARDS & PROMOTIONS CEREMONY Recognition of students who will receive UNCONDITIONAL PROMOTION Social Attributes Awards Leadership Awards 1st FORM AWARDS & PROMOTIONS CEREMONY Recognition of students who will receive UNCONDITIONAL PROMOTION Social Attributes Awards Leadership Awards

41 Blue Report Ceremony Our Blue Report Ceremony is our premier celebration that teachers, students and their parents all anticipate with earnestness each term. The Blue Report Ceremony is held in September, February and April/May of each school year. (See pages 29-32 for the list of criteria.) Annual Prize-Giving This ceremony celebrates the achievement of our First to Fourth Form students in End of Year Examinations and Fifth and Sixth Form students in CSEC and CAPE examinations. Extra- curricular achievement is also a major part of these celebrations. The annual Prize-Giving Ceremony is usually held on the second Friday in November. Prize Categories and Criteria: Category 1: Super High Achievers - 90%  Students who have obtained a score of over 90% in 6 or more subjects with an overall average of 90 to 100% in End of Term Examinations. Category 2: High Achievers – 80%  Students who have obtained a score of over 80% in 6 or more subjects with an overall average of 80 to 89% in End of Term Examinations. Category 3: Subject Awards for Top Performers in CAPE Examinations – 6A & B  Merit list first place winners Category 4: Subject Awards for Top Performers in CSEC Examinations Category 5: Overall Top Performers in CSEC & CAPE Examinations – Departmental Prizes  Humanities Prize  Sciences Prize  Business Prize  Industrial Arts Prize Category 6: All Distinctions Award  CSEC  CAPE Category 7: Principal’s Awards  CAPE Unit 1 Prize for Best Examination Results  CAPE Unit 2 Prize for Best Examination Results  CSEC Prize for Best Examination Results  The Headmaster’s Cup for the student who against all odds has overcome significant challenges and succeeded.

42 Category 8: John Wolmer Awards  John Wolmer Blue Award  John Wolmer Award for Gentlemanly Conduct  John Wolmer Award for Leadership  John Wolmer Award for Service Category 9: Extra-Curricular Activities Awards  Peer Tutoring  Peer Counselling  PTA Cup for Service and Loyalty  Certificate of Participation (Clubs, Societies & Teams) Category 10: Special Awards  Nethersole Cup for the student most likely to become a Rhodes Scholar  Hugh Myers Cup for Athletic Prowess  O.G. Brown Prize for Good Sportsmanship  Sir John Mordecai Cup  Spike Industries Cup for the Champion House Valedictory Service The Valedictory Service is more than a ‘good-bye service’ at Wolmer’s Boys’ School. It is the occasion on which those who have proved through consistent effort and gentlemanly conduct that they are true Wolmerians. This is the occasion on which the much-coveted Wolmer’s Boys’ School School-Leaving Certificate, the instrument of authentic Wolmerian identity, is awarded. The Valedictory Service is held on the fourth Sunday in June of each year. (See page 15 for the list of criteria.) Graduation The Graduation Ceremony is held in November and celebrates the academic achievement of our students who successfully completed their two-year CSEC programme. In this ceremony, Wolmerians who have attained at least seven (7) passes in a single sitting, and who possess no significant disciplinary strikes, are recognized. Sixth Form School Leaving Ceremony This annual activity is held in June and celebrates the fortitude and drive of Wolmerians who have persevered during their pre-University programme. In this ceremony, their contribution to the legacy is highlighted and memorialized for those who will come after them. PTA-sponsored Events The PTA has distinguished itself not only through its philanthropic support to this school community, but also to others in the community. Their ability to function and make such a significant impact is largely hinged on their active fundraising drive. On an annual basis, a

43 number of activities are held including the Annual Barbecue held in November, the Fun Run held in April and the Oldies Fete in July.

44 NORMS AND EXPECTATIONS REGARD FOR SELF Attendance: The national attendance target for Jamaican secondary high schools is 85%. However, we want to exceed this target with the understanding that the more time a student is exposed to the learning context, the better his chances of doing well in a subject. As such, each student should seek to maintain an attendance rate of over 96% for each school year. That means, each student should be present for at least 180 days of the school year. Excused absences from school or classes will only be so considered where written communication is received from the parent or guardian notifying the school upon the student’s return of the reason(s) for such absence. Where a student is out of school for three (3) days without such notice, the Form Teacher will make the initial contact with the family; the Year Group Supervisor should notify the Guidance Counsellors so that they are able to do the necessary follow up in instances where absences exceed three (3) school days. Punctuality: Similar to the attendance rate, each student should seek to be early for school on a daily basis. Our daily commencement activity begins at 7:35 a.m. with a ten-minute grace period. After 7:45 a.m., a student is considered late. (See pages 54-55 for the full outline of the lateness policy.) Purposeful movement: Students should move purposefully on their way to school and as they traverse the compound. There should be no loitering outside the gate and no purchasing from vendors who may present themselves outside the premises. In addition, students should NOT ENTER the nearby settlement known as ‘The Gully’; instead, every effort should be made to use the main road (Slipe or Marescaux Road) and to walk in company. Further, students should move quickly from one class to the next in order to arrive before the 10-minute grace period elapses. Deportment: The Wolmerian is one who lives under the maxim: Age Quod Agis – ‘do what you do well’ or ‘do what you are doing well’. Whatever the Wolmerian is tasked to do, he gets it done, on time and to the highest standard. As such, it is expected that the conduct of all our students will be governed by integrity, honesty, truth and the perpetual pursuit of excellence. He should demonstrate care and concern for everyone in the school community and show the highest levels of regard for person and property. And as he grows and develops, the Wolmerian should demonstrate an ever-deepening loyalty to the advancement of the institution and to the values we espouse. Grooming: ‘Proper grooming’ is the rule of thumb. However, we understand that with relativity a fashion and subjectivity the claim of every individual this rule of thumb has still to be defined. We would want our First to Fifth Form young men to turn out each day looking Wolmer’s smart: low hair that is neatly combed; clean black or brown leathern shoes; and khaki shirt tucked into tailored pants and held together by a leathern belt. Our Sixth Form gentlemen should have