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Student Leadership at Wynberg
Founders' Day of 2003 marked the implementing of the changes
in the leadership structure of the school. On the morning of 12 September, as the school
moved down to the hall to listen to the impassioned and visionary speeches of those who
had applied for the position of Head of School, so they all became participants in growth,
vitality and change within the school.
In part, the changes are a response to Wynberg's need to find a way of giving due
recognition to and harnessing the leadership of girls at the school, but it is also a way
of enabling Wynberg to remain a caring community. As the size of the school increases, so
it becomes easier for pupils to remain anonymous, and for their needs to be neglected: the
vertical system which will come into effect in 2004, and which is beginning to take effect
now, will make this anonymity more difficult and consolidates the pastoral roles of the
leaders within the school.
The vertical system involves strengthening and promoting the four pillars around which the
school is organised – academic, sport, service and cultural activities. Equally
significant is the Representative Council of Learners (RCL), which, because of its
representative nature, is voted into position by the pupil body only. Overseeing all of
these positions, are the top three positions of the school for the pupil body: that of
Head of School and her two Deputies. Each of these positions offers considerable areas of
responsibility and together they make up the Wynberg Girls' High School Council.
In 2004, the school will be restructuring the former four houses into eight: Apsley,
Wellington, Wellesley, Copenhagen, the original four houses will now include those which
exist in the primary school: Silverlea, Kirsten, Constantia and Cavanagh. At the start of
2004 all pupils will be re-assigned to a house. It is hoped that, within these houses, the
growth and nurturing of all girls within the school will take place.
The school has felt for some time that the traditional system of prefects is not always
seen in a good light by all modern employers. However, we also felt strongly that there
should be more representation by the Grade Twelve learners than the three allowed for on
the RCL. We have therefore evolved a leadership system, based on job-descriptions, for
which girls have had to apply and be interviewed, which the school believes teaches
necessary lifeskills, holds them accountable to others for their job. We also believe that
this is a system that moves Wynberg further into the twenty-first century. In effecting
these changes, we believe that we are better enabling our students to meet the challenges
facing young women in a democratic society. Wynberg is a school which embraces a
healthy combination of tradition and modern thinking.
From September 2003 therefore, opportunities for student
leadership within the school will include:
Prior to this date -
2000-September 2003
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