About Us

Overview

King's Baptist Grammar School aims to establish a friendly and caring learning environment where students can experience the grace and love of Jesus Christ. At all levels the school seeks for the personal and faith development of each student. Whilst the origins are Baptist, the School is interdenominational in outlook and practice. As a place of quality education students will experience a well-focussed academic programme, catering for the interests and abilities of both sexes. Enrichment programmes in physical recreation, sport, cultural activities and performing arts nurture the whole person. The school fosters leadership qualities and the expectation of making a contribution to the welfare of others. A framework of self-management, consideration and respect for others forms the basis for an ordered, safe and secure setting. Thus students will grow in knowledge, skills and competencies, will discover and explore their gifts and develop character and life enriching qualities.

Being a Teacher at King's

A school relies on its people. Teachers are absolutely key. They carry with them the ethos and heart of a school with every interaction and with every class. As part of strategic planning, King's teachers were asked to think about the vision for being a teacher at King's. Staff listed qualities they saw as most important.

Vision for a Teacher at King's

Committed Christian – comfortable with the School culture. Able to work collaboratively. Works hard. Academic – knowledge of subject matter and area of learning. Supports caring ethos – likes children. Good Behaviour Management. Curriculum knowledge – knowledge of learning. Support Co-curriculum. Committed to personal on-going learning. Change tolerant. Able to design curriculum. Child centred.

Professional Development

King’s has an extensive professional development programme across all learning areas.

Over the past 2 years the major emphases have been on the following areas:

• Differentiating the curriculum – all staff have had training to use Bloom's Taxonomy, Gardiner's Multiple Intelligences and de Bono's Six Thinking Hats and at present, are implementing these in their programmes, under the umbrella of "Differentiated Curriculum"
• Additionally to the above, Senior School staff have engaged in training to use the elements of Complex Thinking as the framework for planning and programming. The elements include – Bloom, Multiple Intelligences, Creative Problem Solving, de Bono's Six Thinking Hats, Extended Brainstorming and Thinker's Keys. Faculty groups nominate and then explicitly teach one strategy to students, as well as use a broad range of models in their planning of content delivery. This work has been conducted and co-ordinated by Michael Pohl who acts as a consultant.
• Information Technology – staff skills continuum and in-service programme have continued.
• Vocational Education – many staff have been "Workplace Assessor" trained. Areas for 'embedded' VET programmes include IT in addition to existing programmes.
• Behaviour Management – All staff have been involved with a programme – "Succeeding with Difficult Students" and follow-up procedural discussions.
• Faith Studies – a new programme has been developed, along with in-service opportunities for all staff.
• "Literacy in the Middle Years" – The School has been successful in gaining funding for the Stepping Out programme as part of our Middle Years Literacy strategy. One of the main emphases is the Writing Module which includes topics of – Learning in the Middle and Secondary context; writing genre, productive processes for writing, subject specific spelling, journal writing in the KLAs, monitoring students' writing. An "Introduction to Literacy" workshop was recently completed. We are just starting this work. It is anticipated that with a common framework, all staff from Years 6 – 12 will develop a deeper understanding of literacy and a working definition of literacy. Staff will use a 'Four roles / resources of a learner' framework for literacy, will clarify the Literacy Skills that all students should develop in the Middle years, and will use the framework to identify the literacy demands of KLA's. The use of Specific Literacy Strategies (some useful teaching practices) will be an ongoing emphasis.