Shelford's Vision is to have a reputation for excellence in girls' education. Shelford's Mission is Shelford strives to provide a quality education that encompasses the moral, physical, intellectual, social, emotional and aesthetic development of all students within a safe, caring and supportive community that acknowledges its rich heritage and Christian traditions. Shelford's Values are at shelford, our core values underpin all that we do; they are embedded in every endeavour that we undertake.
Research conducted by Australian National University (ANU) and Essex University has suggested that teenage girls who attend single-sex schools are more competitive than girls who attend coeducational schools. The Choosing to Compete: How Different are Girls and Boys study compared the behaviour of 260 English boys and girls when asked to enter a competition that included a small financial reward as well as their attitudes to risky economic decision-making. It found that girls from single-sex school and boys from both single-sex schools and coeducational schools were equally likely to behave competitively in the experiment. Girls from coeducational schools were much less likely to participate in the competition, but the likelihood of the girls participating increased after they were placed in single-sex groups. The research also suggested that student family background was not a significant factor.
Professor Alison Booth from ANU and Dr Patrick Nolen from Essex University concluded that "our major finding is that single-sex schooling can affect economically important preferences...the benefit of single-sex education - in terms of increasing competitive behaviour more than the average male but we've shown that this varies depending on the environment that females find themselves in. You can't say that the difference in behaviour is only due to some innate genetic characteristic because we've shown that girls in single-sex environments make similar choices to boys.' Professor Booth indicated that she intended to repeat the study for Australian students.
The keystone of Shelford's Educational Philosophy is its Individual Differences Policy. Talented, perceptive and sensitive teachers - working closely with parents and ancillary staff - design personalised programs to meet the needs, abilities and interests of each child. Students are placed in learning groups according to their social and cognitive readiness. Vertical grouping allows students to work with 'like minds' and academic progress is not determined by chronological age.
All administrative structures, resourcing policies and staffing practices support and complement our Individual Differences Policy which operates with our youngest child in the Toddler Group to our Year 12 students - and beyond. Students aspire to the highest levels of achievement in everything they do. They are encouraged to 'dare to dream' and to experience the exhilaration of discovering talents and abilities which they didn't know they possessed.
A feature of Shelford is its small class sizes. While many of Shelford's students are exceptionally able some of our students have specific learning needs and individual programs are designed for them also. All students participate enthusiastically in the co-curricula activities and consequently a strong sense of community pervades the school. The Pastoral Care program underpins and enhances the broader educational philosophy. Shelford is proud of its tradition of academic achievement, understanding and care.
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